Masterclass on Skills Based Learning ‐ Aligning Your ... · PDF fileClear communication of...
Transcript of Masterclass on Skills Based Learning ‐ Aligning Your ... · PDF fileClear communication of...
That’s me, Allen Partridge. I’m an educator, a game & simulation developer, and a learning addict. I live in Oregon, and love to hike in the mountains that surround my home at the southern edge of the Williamette Valley.
Align to your business objectives
Provide evidence of ROI
Create a thriving learning culture
Innovate & contribute to profit
LearnerMotivationLearner
Motivation
BusinessSuccessBusinessSuccess
SkillMapping
SkillMapping
Skills & Motivation are linked• Autonomy• Mastery• Purpose
Comparing Skills & Competencies
KSA’s & KirkpatrickUnderstanding foundations
The path from Business Strategy to Skill based learning
Skill Analysis, Gap Analysis & Training Implementation
Skill Mapping
Understanding our Adult Learners
• Why should I prioritize this?• Is this a waste of my time?• How will this benefit me?• Will this impact my annual review?• Will this help me do my job better?• Will this enhance my career?• Is this more important than other tasks?• Who will know that I’ve done this?
We all have choices
What motivates you to do one thing versus another?
What kinds of things de‐motivate you?
Cookies, Shotguns, Slackers & The Holy Grail
Do It for a reward
I want to do it, so I will
Do it or you’re fired
I don’t see any reason to do it
External Internal
Positive
NegativeTo learn more about what motivates 21st Century employees, have a look at Daniel Pink’s inspiring Ted Talk about motivation.
Sustainable, long-term
motivation
So what can I do to aid intrinsic motivation?
• Autonomy• Desire to be self‐directed
• Mastery• Urge to get better at things• Think about playing a game
• Why do you want to level up?• Why do you improve your skills?
• Purpose• Desire to make a contribution
To learn more about what motivates 21st Century employees, have a look at Daniel Pink’s inspiring Ted Talk about motivation.
Purpose
Mastery
Autonomy
Interesting application by Steve Smith
In an article for HR Zone, Steve Smith extends thisparadigm to Maslow’s Hierarchy
Notably, the motivators that Smith Identifies, alignwith those that Pink identifies related to intrinsicmotivation.
The sense of belonging, confidence in self anddesire for self actualization (purpose) are hugeintrinsic motivations
HR Zone Article from Steve Smith, April 17, 2014
So how can you start to do some of this?Remove barriers to success
Ease of Use & Mobile AccessClear communication of expectations & purposeLess stick, more carrot
Provide optionsEnable self‐selection of skill based course contentProvide abundant options – relevant to various needsProvide multiple course delivery optionsGive appropriate timelines
Provide opportunities for belonging Through participationThrough gamificationThrough feedback
Provide opportunities to shineCelebrate MasteryAcknowledge Positive Progress
Purpose
Mastery
Autonomy
A competency is a combination of knowledge, skills and behaviors that constitute expertise.
Communication, Problem Solving, Critical thinking, these are competencies. (Competencies were introduced by McClelland in 1973)
A skill is a specific learned activity.
Using a computer, Checking blood pressure, making donuts, these are skills.
There are often many skills in a given competency, as well as specific knowledge and attitudes.
So while you could think of a competency as a collection of skills, you must also consider that specific knowledge and behaviors are all a part of competency.
Do you think we evaluate each aspect of competencies equally well?
Are we better at evaluating knowledge, or skill than we are at evaluating behavior? If so, why do you think that is?
During the late 50’s, Donald Kirkpatrick introduced a four level model for evaluating learning impact.
Reaction, Learning, Behavior, Results
L1: Reaction How did the learners react to the training?
L2: LearningWas there improvement in knowledge, skills and abilities?
L3: BehaviorIs the knowledge transferred to on the job action?
L4: ResultsHow did the training impact the business?
L3: Behavior (Attitude)Is the knowledge transferred to on the job action?
Some approaches here: Delayed knowledge testingFormal and informal on‐the‐job practice4‐6 Week manager check up
Isolating focus to skills, rather than KSA’s can simplifyreporting for managers. Behavior reporting is problematic.
L4: ResultsHow did the training impact the business?
The dreaded ROI question. How can you prove to C‐Levelexecutives, that the training has a tangible impact on businesssuccess?
Invert the question: Can you break down a business strategy, into parts that require training? Can that training be described as competencies? Can you identify the skills and knowledge that contribute to that competencies? (Set aside attitude for now.)
Business StrategyDouble annual profits worldwide by leveraging the fastest innovation in the industry
Scope is Global, Timeframe is this year, Strategy (differentiator) is Innovation
The critical competency requirement for most employees will therefore be innovation, and the role of training should be to contribute to efforts to enable, inspire, drive and reward innovation.
Competencies: Innovation
LeapfroggingBoundary PushingData Intuition / IntegrationAdaptive (Iterative) PlanningSavoring Surprise
Five Leadership Competencies for Disruptive Innovation, Soren Kaplanhttp://www.innovation‐point.com/five‐leadership‐competencies‐for‐disruptive‐innovation/
Skills – Observable and MeasurableKaplan defines LeapfroggingCreating or doing something radically new or different that produces a significant leap forward. Leaders who possess the unyielding intention of creating breakthroughs give themselves a leg up by ensuring everything they do adds a completely new level of value to the market.
Five Leadership Competencies for Disruptive Innovation, Soren Kaplanhttp://www.innovation‐point.com/five‐leadership‐competencies‐for‐disruptive‐innovation/
Skills – Observable and MeasurableLeapfrogging Skills
Listens Actively (Listen, record, repeat, practice, question)Researches Habitually (Inquire, question, record, compare)Adapts rapidly (Accept change, criticism, failure, hardship)Creates (is a Maker)Volitional (chose action over inaction)Explores (Expand sphere of influence, travel, go beyond peers)Experiments (Hacks Life, choose variation over routine)
Five Leadership Competencies for Disruptive Innovation, Soren Kaplanhttp://www.innovation‐point.com/five‐leadership‐competencies‐for‐disruptive‐innovation/
Refine and define skills, train the skillsContinue to refine and define skills until you are certain that you have observable and measurable outcomes. These will form the foundation of the training.
Listens Actively (Listen, record, repeat, practice, question)(Notice how most of these skills are best served by creating a
method for practice. Simulation, gamification, practice on the job prompts, reminders, are generally better tools here than multiple choice quizzes. You can give examples from peers and demonstrate methods.)
Evaluating Business SuccessEvidence that:
• Training improves on‐the‐job performance• Trainees are positively self‐motivated• A culture of learning is active and growing in your organization
• Training is having a direct, positive impact on your bottom line
Making it happen• Use the strategic plan to prioritize training needs• Define standards (aligned to business plan)• Evaluate the skill gap (Current vs. Desired State)• Develop curriculum plan (based on correcting the skill gap)• Implement training • Communicate expectations & purpose, grant autonomy, encourage self‐selection
• Recognize and reward mastery• Evaluate skill enhancement (Using L3 Kirkpatrick)
Handshaw, Dick. 2014. Training that Delivers Results
Cripe, Mansfield & Gerlach. 2013. Workitect’s Competency Development Guide
Prioritize training needsDefine standards Evaluate the skill gap Develop curriculum plan
Explain purposeGrant autonomy
Implement training Encourage self-selection
Evaluate skill enhancement Communicate expectations
Recognize and reward mastery
Dr. Allen [email protected]@adobeElearning
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