managing the high performance learning organization in ... · managing the high performance...

Managing the High Performance Learning

Organization in Today’s Technology Industry

CEdMA Spring 2006 Conference

Michael Nolan President

Solutions for Learning and Performance

Toll Free Phone 1-800-FKA-5585 * e-mail: [email protected] * Web Site: www.fka.com

Michael Nolan

Michael Nolan is President of Friesen, Kaye and Associates. Michael’s extensive experience in both the private and public sector spans more than twenty-five years in Performance Improvement, Learning, Management, Sales, and Communication.

Michael has acted as a Learning and Organizational Consultant for senior executives and human resource directors throughout North America and Europe. He has personally trained over 20,000 participants and worked with such clients as: Chipworks, Bank of Bermuda, Canon, General Motors, GlaxoSmithKline, Hewlett-Packard, IBM, Innovapost, Intel, Microsoft, Oracle, Pfizer, and Verizon Wireless.

Michael was a committee member of the Certified Technical Trainer (CTT) Program which determined the scope, content and specifications of the CTT examinations. Prior to FKA, Michael was Director of Corporate Training and Development at Mitel Corp., an international manufacturer of telecommunication systems. His public sector experience was with the Dept. of Revenue as Head of Management Development and as a Training Consultant and Specialist with the Dept. of Health.

He has presented key training and performance issues at major industry events including: American Society for Training and Development (ASTD); International Society for Performance Improvement (ISPI); Training, Publications; and TechLearn.

Michael is a sociology major from Carleton University and a member of: International Society for Performance Improvement, American Society for Training and Development, and Canadian Society for Training and Development.

Friesen, Kaye and Associates (FKA)

Friesen, Kaye and Associates - a leader in learning and performance interventions for over 40 years. Our products and services include complete custom performance interventions designed to deliver real results, traditional and e-Learning off-the-shelf programs, tailored on-site workshops, and unique software solutions.

FKA Workshops designed to enhance the internal learning and performance expertise within your organization. Our workshops are recognized as the industry leading programs for learning and performance professionals. Available in major cities across North America, FKA Workshops are also delivered on-site and tailored exclusively for your employees with significant cost savings to you.

FKA Consulting is committed to helping you achieve lasting business results through the effective use of targeted individual and organizational development and performance improvement strategies. We bring to you proven strategies and innovative techniques in identifying performance challenges, implementing performance improvement initiatives, creating outstanding learning design, and providing usable measurement and evaluation data.

FKA E-Learning offers specially designed and developed e-learning and software tools to help you meet your business goals and performance objectives more effectively. We work with you to custom design learning support, e-Learning, EPSS, and self-directed learning models to meet your specific needs.

COPYRIGHT©2006 Friesen, Kaye and Associates, all rights reserved. No part of this material may be reproduced, stored in a retrieval system, or transmitted, in any form or by means electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Friesen, Kaye and Associates.

Managing the High Performance Learning Organization in Today’s Technology Industry

CEdMA Spring 2006 ConferencePresented by Friesen, Kaye and Assoc.1

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Michael Nolan, President

Friesen, Kaye and Associates

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� North American leader in On Demand training outsourcing and development of learning professionals

� Over 40 years of industry innovation

� Ranked # 1 in Train-the-Trainer& Needs Assessment (Training Magazine)

� Commitment to quality & standards

� A broad spectrum of solutions

� Cross-industry & cross-enterprise

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The world’s most successful companies choose FKA for one reason:

Friesen, Kaye and Associates develops and delivers learning solutions that produce

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� Recognition of the value of human capital

� Recognition of learning as a driver of human capital and organizational performance

� Globalization, innovation, increased speed of change

� Pressure on the learning function to:

� demonstrate it’s value in business terms

� improve operational efficiency



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� Committed to learning and performance improvement

� View effective learning as essential in today’s economy

� Are excited about the potential of learning, as technological advances continue

� Continue to ramp up their investment in training and learning

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High-performance organizationsexceeded their peers in:

� productivity (sales/employee) by 27%

� revenue growth by 40%

� net income growth by 50%

Accenture, 2004

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� Investment

� Measurement

� Efficiency

� Effectiveness

� Learning Opportunities

� Alignment

� C-Level Involvement

� Non-Learning SolutionsASTD 2005 State of the Industry Report



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� HPL organizations invest about twice as much as the U.S. norm in terms of:

� per-employee expenditure

� percentage of payroll

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Training Magazine 2005 Industry Report

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1. “Is my organization getting full value for our learning investment?”

2. “Are we achieving the performance and results from our learning initiatives that we expect?”

3. “Is the learning our organization is paying for being fully transferred to the job? If not, why not?”

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� It is estimated that:

� corporate America spends approximately 2.34% of payroll on training

� companies who are “training investment leaders”spend as much as 3.2% of payroll on training programs

ASTD 2005 State of the Industry Report

� It is believed that there is a direct correlation between the levels of investment in training and a firms’ performance in the marketplace.

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In the years 2005 through 2006, the areas where training investment will grow the most will be:

� 59% said in learning technologies

� 38% said in payments to outsourced service providers

� 17% said they expected no significant growth in the next two years

IDC Report in CLO Magazine, July 2004

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� HPL organizations demonstrate effectiveness by:� monitoring individual and organizational

performance indicators � linking changes in performance to learning and

non-learning performance improvement activities

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■ Level 1 - Reaction

■ Level 2 - Learning

■ Level 3 - Performance

■ Level 4 - Results �

Did the learning initiative work at all levels:

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ASTD Benchmarking Forum, 10/2005

Usage of Program Evaluation Methods (BMF)

How does your organization report the success of the enterprise learning function?

2.13.27.622.953.991.3All Programs

ROI(Level 5)Actual

ROI(Level 5)Projected

Results/Impact

(Level 4)

Behavior/Transfer(Level 3)

Learning(Level 2)

Reaction(Level 1)

73.7%

Scorecard or Dashboard

63.2%

Rollup of Program Evaluations



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� Data from LMS combined with data collected from business units

� Presented as scorecards or dashboards focusing on investment and operational aspects of the learning function

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� Time to proficiency

� Competence levels

� Retention

� Increased flow of information across the organization

� Speed of decision making

� Evidence of alignment of learning activity with business needs

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� HPL organizations demonstrate efficiency of by:� monitoring time and cost indicators � linking decreases in time and costs to changes in

the processes and practices of the learning function

� Greatest efficiency gains appear to come from:� decreases in content development costs due to

improved internal processes� centralization and outsourcing� use of technology-based learning management

and delivery



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Efficiency gains through tighter governance of learning operations

� Processes in place to detect and eliminate redundancies (content & technology)

� Processes to standardize (instructional design and management of external vendors)


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Reduction in cost per learning hour received:

� 2003: $1430

� 2004: $1113

Increase in content reuse

Due to leveraging mature learning technology infrastructures to deliver learning content at a lower cost, or to larger audiences at low marginal costs


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� Realized by closer alignment with organizational goals

� Evaluating and rebalancing learning content to target competencies and employee groups that are mission critical




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� Outsourcing decisions are becoming increasingly strategic

� Better outsourcing decisions due to internal auditing of learning operations and alignment of learning with business goals


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Evaluation•Client Integrated – step-by-step•De facto Industry Standard•Supports RAD & Prototyping

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� HPL organizations maximize effectiveness of learning on individual and organizational performance by:� aligning learning activities with business needs � providing timely access to relevant learning

opportunities� Reported improvements were in:

� customer/employee satisfaction� quality of products and services� cycle time� productivity� revenue and overall profitability� retention

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� HPL organizations provide a broad range of internal & external learning opportunities to employees:� leadership development� conference attendance� performance support systems� on-the-job coaching � knowledge sharing

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�� ,Position each strategy in the appropriate cell(s):� LL� SDL� e-Learning� OJT� JA

For each cell consider:� instructional methods� instructional media� delivery/distribution technology� timing (synchronous/asynchronous)� degree of collaboration �

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� just-in-time learning experiences

� learning specialist and trainer as coach, performance consultant, learning transfer partner

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Delivery via learning technologies continues to increase among US corporations.

In 2004:� 28.1% of the training delivered was through a

technology medium

� 68.1% was delivered in the classroom

� 3.8% was delivered through other means.

� Delivery via learning technologies is projected to increase to approximately 32.5% of training delivered in 2005.


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�� Substantial front-end analysis � Regular formal processes to link learning &

performance� Curriculum linked directly to competencies� Competency planners and learning maps � Measurement and evaluation � Forecasting potential learning needs � Achieving greater specificity of core competencies � Establishing a curriculum for all positions� Linking learning goals to performance evaluation� Evaluating potential learning investments� Senior Management assuming greater responsibility � Employees taking more responsibility

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� HPL organizations placed high value on learning within the organization as demonstrated by:� a C-Level learning officer � involvement of leaders as instructors and

facilitators� 90% of Vice Presidents and C-Level Executives

made public statements in support of learning.



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� HPL organizations combine learning with other performance solutions, particularly process improvement strategies. These focus on: � the ability to retain essential employees� employee satisfaction� quality of products and services� cycle time and productivity� revenue and overall profitability.

� Almost all reported increases.

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S & K Capacity Attitude

Standards Measurement Feedback

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� Increased use of blended learning

� Increased use of e-learning; more self-directed approaches

� Improvement in measurement, including ROI

� Increased use of outsourcing

� Industry consolidations

� Use of technology to deliver learning opportunities

� Alignment of learning initiatives to business needs



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� Increased globalization

� Increased focus on informal learning with coaching

� Advances in performance support and work-based learning

� Learning initiatives are getting shorter

� Learning organization need to demonstrate value in business terms, and drive organizational performance

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http://www.fka.com/files/CEdMA_Handout.pdf


Presented by Friesen, Kaye and Assoc. CEdMA Spring 2006 Conference 15

Common Questions for New Product Training

Needs Identification

1. Who is the learning program for? (customers, VARS, Sales Force, Marketing Teams, Technical Support,…)?

2. What are the performance goals for each of the target groups?

3. What data is presently available for this new product?

4. When will the release version be accessible?

5. When does the learning program need to be ready?

6. By when does everyone need to have taken the learning program?

7. What is the budget for this initiative?

8. How long do you expect the learning program will take?

9. Do you have a preferred instructional strategy?

10. Are there any instructional strategies that are not to be considered?

11. What constraints should we be aware of that could impact design, development or delivery?

12. What are the timelines/milestones for this initiative?

13. Who will work with the learning organization/group on this project? (resources & responsibilities)

14. What technical resources will we have? (equipment, systems, inter/intranet access )

15. Will the learning organization/group lead this project and develop the project plan? If not, who will?

Analysis

16. How will we collect data about the learners? (data collection method)

17. What information is required about the learners? (numbers, motivation, geographic distribution, experience)

18. What is the required performance of the learners using the new product back in their workplace?

19. Will Subject Matter Experts (SMEs) be available?

20. What documentation and reference material will be available and when?



Design

21. Who has final sign off authority on learning content?

22. Who has final sign off on course design? (Presentation, Application, Feedback)

23. Who will determine what is in/out? (Scope & Priority)

24. What will the learners’ be able to do at the end of the learning program?

25. Will bridging and transfer strategies be needed?

26. Will there be prerequisites for this learning program?

Development

27. What needs to be developed?

28. Are there existing development standards and style guides to be followed?

29. Do you picture having:

a. participant/learning manuals?

b. support manuals?

c. job aids?

d. on-line support (Help or an EPSS)?

30. Will performance observation checklists be required?

31. Will there be a requirement for mentor/coach materials?

Validation

32. How will feedback for revision be collected?

33. Will developmental testing be required?

Evaluation

34. Do we need customized evaluation forms to use at the end of the learning program, or can we use a standard form?

35. Do we need to test learners formally in class and record the results, or will application exercises with informal feedback be enough?



Business Questions 1. What is the business goal of this initiative?

2. How will we know if this business initiative has been successful?

3. What are some of the measures of success for this initiative?

4. Are there acceptable ROI indicators established?

5. What is the cost of the learning initiative?

6. What is the performance target(s) for the target population back on the job?

7. How will we know if the performance targets have been reached on the job?

8. Have we identified all target segments within the target population?

9. Have we determined the benefits to each of the target segments?

10. What levels of evaluation are planned?

11. Will we be able to qualify and quantify any positive outcome from the learning initiative and expense?

12. Will our customers be getting full value for their investment?

13. Will we be getting full value for the learning investment?

14. Will we achieve the performance and results from the initiative that they expect?

15. What will happen if we do not implement this initiative?

16. Who is the client for this initiative?

17. Who has the Money, Authority and Desire?

18. What will be the key results?

19. In what time frame would we like to achieve them?

20. What measurements will be used to determine how well the initiative is doing?

21. What will all key stakeholders need to do to achieve the key results?

22. Beyond this learning initiative, what else can be done to help our customers use this new product?

23. What barriers do you see in introducing this product?

24. What resources are we and our customers willing to commit, to ensure the transfer of knowledge and skills happens?

25. What is the projected life span of the product?

26. Will it be relatively stable or subject to change?

27. How do we think ongoing product changes would be best incorporated into learning content?



28. What is the product release plan?

29. Is the learning program being bundled with the product or will it be priced separately?

Other Possible Questions 30. Will the learning organization/group receive copies of all release team information?

31. Will the learning organization/group participate in release team meetings?

32. What makes this new product valuable? Why will customers want it? Could you briefly compare this product to other products we sell?

33. Does marketing have a particular “look and feel” to promotional materials that we may want to integrate into the learning materials?

34. What is the selling price of this product?

35. How does this product release rank in importance to the other product plans for this fiscal year?

36. Is the target market primarily existing customers or new customers?

37. Who are the direct competitors? What kind of learning programs and support do they provide?

38. Will a cost-benefit analysis be required?

39. Will this product be used by many people within a customer’s organization or only a specialized few?

40. What are sales predictions for this product over the next year?

41. Who is the champion for this product?

42. Which of the target groups needs the learning program most?

43. Which of the target groups needs the learning program first?

44. Can learning be done in phases or does everyone have to be trained in the same timeframe?



Instructor Competencies and Performances1

Professional Foundations

1. Communicate effectively. a) Use language appropriate to the audience, context, and culture. b) Use appropriate verbal and nonverbal language. c) Seek and acknowledge diverse perspectives. d) Use active listening skills according to context. e) Use appropriate technology to communicate.

2. Update and improve one’s professional knowledge and skills. a) Expand one’s knowledge of learning principles and instructional strategies. b) Continuously update technology skills and knowledge. c) Establish and maintain professional contacts. d) Participate in professional development activities. e) Document one’s work as a foundation for future efforts.

3. Comply with established ethical and legal standards. a) Recognize the ethical and legal implications of instructional practices. b) Comply with organizational and professional codes of ethics. c) Ensure that learners are treated fairly. d) Respect requirements for confidentiality and anonymity. e) Avoid conflicts of interest. f) Respect intellectual property including copyright.

4. Establish and maintain professional credibility. a) Model exemplary professional conduct. b) Respect the values and opinions of others. c) Demonstrate subject-matter expertise. d) Be open to change and improvement. e) Relate instruction to organizational contexts and goals.

Planning and Preparation

5. Plan instructional methods and materials. a) Determine relevant characteristics of learners, other participants, and instructional

settings. b) Plan or modify instruction to accommodate learners, instructional settings, and

presentation formats. c) Identify and sequence goals and objectives. d) Select appropriate instructional methods, strategies, and presentation techniques. e) Plan or modify lessons, instructor notes, assessment tools, and supporting materials. f) Create or modify technology-based resources as required.

1Klein, J.D., Spector, J.M., Grabowski, B. and de la Teja, Ileana. Instructor Competencies: Standards for Face-to-Face, Online, and Blended Settings, Greenwich, CT: Information Age Publishing, 2004. Published in cooperation with the International Board of Standards for Training, Performance and Instruction, and the Association for Educational Communications and Technology.



6. Prepare for instruction. a) Anticipate and prepare for learner difficulties and questions. b) Prepare learners for instruction. c) Identify key points, relevant examples, anecdotes, and additional materials. d) Confirm logistical and physical arrangements that support instruction. e) Make instructional resources accessible to all learners. f) Confirm readiness of equipment, technology, and tools.

Instructional Methods and Strategies 7. Stimulate and sustain learner motivation and engagement.

a) Gain and maintain learner attention. b) Ensure that goals and objectives are clear. c) Foster a favorable attitude toward learning. d) Establish relevance to increase learner motivation. e) Help learners set realistic expectations. f) Provide opportunities for learners to participate and succeed.

8. Demonstrate effective presentation skills. a) Adapt presentations to the learning context. b) Represent key ideas in a variety of ways. c) Provide examples to clarify meaning. d) Involve learners in presentations. e) Adapt presentations to learner needs.

9. Demonstrate effective facilitation skills. a) Draw upon the knowledge and experience of all participants. b) Give directions that are clearly understood by all learners. c) Keep learning activities focused. d) Encourage and support collaboration. e) Bring learning activities to closure. f) Monitor, assess, and adapt to the dynamics of the situation.

10. Demonstrate effective questioning skills. a) Ask clear and relevant questions. b) Follow up on questions from learners. c) Use a variety of question types and levels. d) Direct and redirect questions that promote learning. e) Use questions to generate and guide discussions. f) Build on responses to previous questions in subsequent learning activities.

11. Provide clarification and feedback. a) Provide opportunities for learners to request clarification. b) Use a variety of clarification and feedback strategies. c) Provide clear, timely, relevant, and specific feedback. d) Be open and fair when giving and receiving feedback. e) Provide opportunities for learners to give feedback. f) Help learners in giving and receiving feedback.

12. Promote retention of knowledge and skills. a) Link learning activities to prior knowledge.



b) Encourage learners to elaborate concepts and ideas. c) Provide opportunities to synthesize and integrate new knowledge. d) Provide opportunities to practice newly acquired skills. e) Provide opportunities for reflection and review.

13. Promote transfer of knowledge and skills. a) Use examples and activities relevant to application settings. b) Demonstrate the application of knowledge and skills in realistic settings. c) Provide opportunities to practice in realistic settings. d) Provide opportunities to plan for future application. e) Explore with learners the conditions that may help or hinder transfer. f) Provide opportunities for autonomous learning.

14. Use media and technology to enhance learning and performance. a) Recognize the capabilities and limitations of media and technology for instruction. b) Apply best practices when using media and technology. c) Represent content in a variety of ways. d) Prepare learners for the use of media and technology. e) Troubleshoot or fix minor technical problems.

Assessment and Evaluation 15. Assess learning and performance.

a) Communicate assessment criteria. b) Monitor individual and group performance. c) Assess learner attitudes and reactions. d) Assess learning outcomes. e) Provide learners with opportunities for self-assessment.

16. Evaluate instructional effectiveness. a) Evaluate instructional materials. b) Evaluate instructional methods and learning activities. c) Evaluate instructor performance. d) Evaluate the impact of the instructional setting and equipment. e) Document and report evaluation data.

Management 17. Manage an environment that fosters learning and performance.

a) Anticipate and address situations that may impact learning and performance. b) Ensure that learners can access resources. c) Establish ground rules and expectations with learners. d) Employ time management principles during instruction. e) Discourage undesirable behaviors in a timely and appropriate manner. f) Resolve conflicts and problems quickly and fairly.

18. Manage the instructional process through the appropriate use of technology. a) Use technology to support administration functions. b) Use technology to seek and share information. c) Use technology to store and reuse instructional resources. d) Use technology to maintain the security and privacy of learner information.



Instructional Design Competencies and Performances2

Professional Foundations

1. Communicate effectively in visual, oral and written form. (Essential)

a) Create messages that accommodate learner needs and characteristics, content, and objectives. (Essential)

b) Write and edit text to produce messages that are clear, concise, and grammatically correct. (Essential)

c) Apply principles of message design to page layout and screen design. (Essential.) d) Create or select visuals that instruct, orient, or motivate. (Essential) e) Deliver presentations that effectively engage and communicate. (Essential) f) Use active listening skills in all situations. (Essential) g) Present and receive information in a manner that is appropriate for the norms and tasks of the

group or team. (Essential) h) Seek and share information and ideas among individuals with diverse backgrounds and roles.

(Essential) i) Facilitate meetings effectively. (Essential)

2. Apply current research and theory to the practice of instructional design. (Advanced)

a) Promote, apply and disseminate the results of instructional design theory and research. (Advanced)

b) Read instructional design research, theory and practice literature. (Essential) c) Apply concepts, techniques and theory of other disciplines to problems of learning,

instruction and instructional design. (Advanced)

3. Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields. (Essential) a) Apply developments in instructional design and related fields. (Advanced) b) Acquire and apply new technology skills to instructional design practice. (Essential) c) Participate in professional activities. (Essential) d) Document one’s work as a foundation for future efforts, publications or professional

presentation. (Advanced) e) Establish and maintain contacts with other professionals. (Essential)

4. Apply fundamental research skills to instructional design projects. (Advanced) a) Use a variety of data collection tools and procedures. (Advanced) b) Apply appropriate research and methodologies to needs assessment and evaluation.

(Advanced) c) Use basic statistical techniques in needs assessment and evaluation. (Advanced) d) Write research and evaluation reports. (Advanced)

2 Richey, R.C., Fields, D.C., Foxon, M. Instructional Design Competencies: The Standards (Third Edition), International Board of Standards for Training, Performance and Instruction, 2001



5. Identify and resolve legal implications of design in the work place. (Advanced) a) Identify ethical and legal dimensions of instructional design practice. (Advanced) b) Anticipate and respond to ethical consequences of design decisions. (Advanced) c) Recognize and respect intellectual property rights of others. (Essential) d) Recognize the ethical and legal implications and consequences of instructional products.

(Advanced) e) Adhere to regulatory guidelines and organizational policies. (Essential)

Planning and Analysis

6. Conduct a needs assessment. (Essential) a) Describe the problem and its dimensions, identify the discrepancies between current and

desired performance. (Essential) b) Clarify the varying perceptions of need and their implications. (Advanced) c) Select and use appropriate needs assessment tools and techniques. (Essential) d) Determine the possible causes of the problem and potential solutions. (Essential) e) Recommend and advocate non-instructional solutions when appropriate. (Advanced) f) Complete a cost benefit analysis for recommended solutions. (Advanced)

7. Design a curriculum or program. (Essential) a) Determine the scope of the curriculum or program. (Essential) b) Specify courses based upon needs assessment outcomes. (Essential) c) Sequence courses for learners and groups of learners. (Essential) d) Analyze and modify existing curricula or programs to insure adequate content coverage.

(Essential) e) Modify an existing curriculum or program to reflect changes in society, the knowledge base,

technology, or the organization. (Advanced)

8. Select and use a variety of techniques for determining instructional content. (Essential) a) Identify content requirements in accordance with needs assessment findings. (Essential) b) Elicit, synthesize and validate content from subject matter experts and other sources.

(Advanced) c) Determine the breadth and depth of intended content coverage given instructional constraints.

(Advanced) d) Determine prerequisites given the type of subject matter, the needs of the learners and the

organization. (Essential) e) Use appropriate techniques to analyze varying types of content. (Essential)

9. Identify and describe target population characteristics. (Essential) a) Determine characteristics of the target population influencing learning and transfer.

(Essential) b) Analyze, evaluate and select learner profile data for use in a particular design situation.

(Advanced)



10. Analyze the characteristics of the environment. (Essential) a) Identify aspects of the physical and social environments that impact the delivery of

instruction. (Essential) b) Identify environmental and cultural aspects that influence attitudes toward instructional

interventions. (Advanced) c) Identify environmental and cultural factors that influence learning, attitudes, and

performance. (Advanced) d) Identify the nature and role of varying work environments in the teaching and learning

processes. (Advanced) e) Determine the extent to which organizational mission, philosophy and values influence the

design and success of a project. (Advanced)

11. Analyze the characteristics of existing emerging technologies and their use in an instructional environment. (Essential) a) Specify the capabilities of existing and emerging technologies to enhance motivation,

visualization, interaction, simulation, and individualization. (Essential) b) Evaluate the capacity of a given infrastructure to support selected technologies. (Advanced) c) Assess the benefits of existing and emerging technologies. (Essential)

12. Reflect upon the elements of a situation before finalizing design solutions and strategies. (Essential) a) Generate multiple solutions to a given problem situation. (Advanced) b) Remain open to alternative solutions until sufficient data have been collected and verified.

(Essential) c) Assess the consequences and implications of design decisions on the basis of prior

experience, intuition and knowledge. (Advanced) d) Revisit selected solutions continuously and adjust as necessary. (Advanced)

Design and Development

13. Select, modify or create a design and development model appropriate for a given project. (Advanced) a) Consider multiple design and development models. (Advanced) b) Select or create a model suitable for the project based on an analysis of model elements.

(Advanced) c) Modify the model if project parameters change. (Advanced) d) Provide a rationale for the selected design and development model. (Advanced)

14. Select and use a variety of techniques to define and sequence the instructional content and strategies. (Essential) a) Use appropriate techniques to identify the conditions that determine the scope of the

instructional content. (Essential) b) Use appropriate techniques to specify and sequence instructional goals and objectives.

(Essential) c) Select appropriate media and delivery systems. (Essential) d) Analyze the learning outcomes and select appropriate strategies. (Essential)



e) Analyze the instructional context and select appropriate strategies. (Essential) f) Select appropriate participation and motivational strategies. (Essential) g) Select and sequence assessment techniques. (Essential) h) Prepare a design document and circulate for review and approval. (Essential)

15. Select or modify existing instructional materials. (Essential) a) Identify existing instructional materials for reuse or modification consistent with instructional

specifications. (Essential) b) Select materials to support the content analysis, proposed technologies, delivery methods and

instructional strategies. (Essential) c) Use cost-benefit analyses to decide whether to modify, purchase or develop instructional

materials. (Advanced) d) Work with subject matter experts to validate material selection or modification. (Essential) e) Integrate existing instructional materials into design. (Essential)

16. Develop instructional materials. (Essential) a) Develop materials that support the content analyses, proposed technologies, delivery methods

and instructional strategies. (Essential) b) Work with subject matter experts during the development process. (Essential) c) Produce instructional materials in a variety of delivery formats. (Essential)

17. Design instruction that reflects an understanding of the diversity of learners and groups of learners. (Essential) a) Design instruction that accommodates different learning styles. (Essential) b) Be sensitive to the cultural impact of instructional materials. (Essential) c) Accommodate cultural factors that may influence learning in the design. (Essential)

18. Evaluate and assess instruction and its impact. (Essential) a) Construct reliable and valid test items using a variety of formats. (Advanced) b) Identify the processes and outcomes to be measured given the identified problem and

proposed solutions. (Essential) c) Develop and implement formative evaluation plans. (Essential) d) Develop and implement summative evaluation plans. (Essential) e) Develop and implement confirmative evaluation plans. (Advanced) f) Determine the impact of instruction on the organization. (Advanced) g) Identify and assess the sources of evaluation data. (Essential) h) Manage the evaluation process. (Advanced) i) Discuss and interpret evaluation reports with stakeholders. (Advanced)

Implementation and Management

19. Plan and manage instructional design projects. (Advanced) a) Establish project scope and goals. (Advanced) b) Use a variety of techniques and tools to develop a project plan. (Advanced) c) Write project proposals. (Advanced) d) Develop project information systems. (Advanced)



e) Monitor multiple instructional design projects. (Advanced) f) Allocate resources to support the project plan. (Advanced) g) Select and manage internal and external consultants. (Advanced) h) Monitor congruence between performance and project plans. (Advanced) i) Troubleshoot project problems. (Advanced) j) Debrief design team to establish lessons learned. (Advanced)

20. Promote collaboration, partnerships and relationships among the participants in a design project. (Advanced) a) Identify how and when collaboration and partnerships should be promoted. (Advanced) b) Identify stakeholders and the nature of their involvement. (Advanced) c) Identify subject matter experts to participate in the design and development process.

(Advanced) d) Build and promote effective relationships that may impact a design project. (Advanced) e) Determine how to use cross functional teams. (Advanced) f) Promote and manage the interactions among team members. (Advanced) g) Plan for the diffusion of instructional or performance improvement products. (Advanced)

21. Apply business skills to managing instructional design. (Advanced) a) Link design efforts to strategic plans of the organization. (Advanced) b) Establish strategic and tactical goals for the design function. (Advanced) c) Use a variety of techniques to establish a standard of excellence. (Advanced) d) Develop a business case to promote the critical role of the design function. (Advanced) e) Recruit, retain, and develop instructional design personnel. (Advanced) f) Provide financial plans and controls for the instructional design function. (Advanced) g) Maintain management and stakeholder support of the design function. (Advanced) h) Market services and manage customer relations. (Advanced)

22. Design instructional management systems. (Advanced) a) Establish systems for documenting learner progress and course completion. (Advanced) b) Establish systems for maintaining records and issuing reports of individual and group

progress. (Advanced) c) Establish systems for diagnosing individual needs and prescribing instructional alternatives.

(Advanced)

23. Provide for the effective implementation of instructional products and programs. (Essential) a) Use evaluation data as a guide for revision of products and programs. (Advanced) b) Update instructional products and programs as required. (Essential) c) Monitor and revise the instructional delivery process as required. (Essential) d) Revise instructional products and programs to reflect changes in professional practice or

policy. (Essential) e) Revise instructional products and programs to reflect changes in the organization or the target

population. (Essential) f) Recommend plans for organizational support of instructional programs. (Advanced)



Linking Learning and Performance High Performance Learning organizations use a variety of approaches to link learning to both individual and organizational performance. The most frequently used strategies used to establish the link include:

• Substantial front-end analysis of performance, skills and knowledge gaps, using both internal and external metrics (such as customer satisfaction)

• Regular formal processes to align business strategies with competency, learning and performance solution needs and priorities

• Curriculum linked directly to competencies, which in turn are linked to individual development plans, performance reviews, jobs and corporate goals

• Competency planners and learning maps for individuals, which are tightly linked to organizational goals

• Measurement and evaluation through program metrics, tracking of individual learning history, and systems of clearly linked organizational scorecards

• Forecasting potential learning needs according to market changes, customer satisfaction, and employee turnover

• Achieving greater specificity of organizational core competencies and individual development objectives, and explicitly linking both to business value

• Establishing a curriculum for every position within the organization

• Linking learning goals more closely to performance evaluations

• Evaluating potential learning investments using the same methods and rigor as for capital investments

• Senior Management assuming greater responsibility for talent management, and giving more attention to the processes by which learning is aligned with business goals

• Employees taking more responsibility in defining their own individual development plans

Solutions for Learning and Performance

managing the high performance learning organization in ... · managing the high performance...

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