L&D: Meanwhile, I Was Still Thinking … About Processes

About Processes?

Yes, my radar is continuously tuning in or returning back to the concept of and details of … the Client’s Business Processes. Not my Processes, the Client’s.

Some Processes are simple. Most Processes are complex.

Sometimes the conditions for following one branch versus another are not clearcut.

So after hearing the Client and as many of the Stakeholder Representatives as practical – I turn immediately to the Processes.

We analyze the current state Processes’ gaps from ideal state.

In the Processes’ outputs and then tasks. In meeting the Stakeholders‘ Requirements. Which is also complex. Here is my definition of of those requirements – where Tasks represent Processes.

Then we analyze those Processes themselves … and then even later … the gaps in the Enablers of those Processes.

Don’t jump too soon to the enablers or solutions or solution-sets regarding those enablers … such as Learning, Training or Knowledge Management Systems.

That happens too often in the L&D Space. IMO.

But when you do get to those enablers and the systems/ processes/ tasks that produce those deficient outputs and make them available to the target Processes – you may find yourself still thinking … about Processes.

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L&D: Is Your Content Authentic Back at the Ranch?

Meanwhile “Back at the Ranch” …

Real work goes on. Authentic work.

The question here – is whether or not the Training or Learning or Knowledge Management CONTENT you make available … is really preparing the learner/Performer for that reality.

Or do they have to figure that out once they get back home … to the job?

Back at the Ranch – or otherwise.

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If your L&D’s CONTENT – the Information, Demonstrations or Application Exercises – are too simplistic and not authentic enough – they won’t aid in Transfer back to the job.

It really doesn’t matter whether or not everyone LIKED it (Level 1) … or  MASTERED it (Level 2) – it mostly likely will not TRANSFER (Level 3) … or achieve the intended RESULTS (Level 4) if the Content isn’t authentic – and includes enough practice with timely feedback.

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L&D: T&D Systems View Preliminary Assessment

T&D Systems View Includes 47 Processes in 12 SubSystems

Here are the 12 SubSystems:

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Here is a 31 page PDF to conduct a fairly quick assessment of the current state adequacy of those 47 processes:

TDSV Preliminary Assessment PDF

All of this covered in my 2001 book: T&D Systems View:

T&D Systems View (2001 Book)

Click on image to link to the download page for the free PDF of the whole book.

T&D Systems View is also available as a $15 Paperback book – and $7.50 as a Kindle – for more and to order – please go – here.

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2 Presentations

T&D Systems View – ISPI – 2000 – 46 page PDF – from the 2000 ISPI Conference – covers the T&D Systems View from Guy’s eventual 2001 book of the same name.

TDSV – ISPI Fall Conference – 2004 – 84 page PDF – covers assessing the T&D System to identify targets with worthy ROI potential.

5 Day Workshop Presentation

TDSV Assessment – 5 Day WS – 2007 – 372 page PDF – created for a 5 day workshop in Russia that never happened. Originally an aggressive/fast-paced 3-day workshop – it was extended due to anticipated language/communications issues.

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L&D: Sourcing Versus Learning Via Performance Support

Sometimes Performance Support is About Learning

And other times it is not.

It is sometimes about Sourcing versus Learning.

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It’s OK to create something for “look-up and then forgetaboutit!” EPSS is most often exactly for that! But don’t call that Learning.

Performance Competence requires both Learning (recall) and Sourcing – both recall and forgetaboutit. Focus on Performance and Enable That!

Is it *Learning* if one looks it up, uses it, and then can and does FORGETABOUTIT? I don’t think so. That’s just good Performance Support.

If one can “source info” and then forgetaboutit – is that Learning? Or is it Sourcing? EPSS can blend w Learning – but is not the same IMO.

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L&D: Performance Competence Development Paths

General Framework for a Path/Menu 

The following is an example Path/Menu framework of 4 segments of where the 3 segments of B-M-E — Beginning-Middle-End — of my starter framework for a Path/Menu.

td-path-example-of-segments

The Same Framework for Stating the Performance Competence Requirements At Any Level

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Stakeholders Rule – Including the Customers in Setting the Requirements for the Processes’ Outputs and the Performers’ Tasks

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Capturing the Performance Competence Requirements

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dEs/dKs/dIs

This next graphics lays out the enablers that may be part of the Performance Gaps’ causes.

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In the CAD Design Meeting

You arbitrarily start with 3 segments – B-M-E – for initial sorting of the chunks of Performance and the chunks of required Awareness/ Knowledge/ Skills Enablers (of the articulated Performance).

CAD DTM 7 Steps

Once the flow of possible learning is seen – the clustering of content (existing and possible future content) and the selection of mode/media is specified – by the Design Team of Master Performers and other SMEs.

This also where any desirable reinforcing content is specified – in case the job won’t reinforce the learning and provide the feedback well enough and timely enough by itself.

3 Segment Path/Menu Example

CAD Path Prod Mgrs

The initial project was done in 1986 and then updated twice over the next 8 years. The path served 1100 to 1500 Product Planners/Managers over that timeframe.

1 Segment Path Example

Lock step. Everyone together.

CAD Path Call Center Sales

The client needed the Path to facilitate two test out/fail out points – and the temporary interruption of the Learning to enable people to go out on the floor and take certain calls during times of extreme overload. It happens.

4 Segment Path/Menu Example 

CAD Path Supervisors

The path led to a Zone Managers Path – and both included a heavy emphasis on Qualifications Tests embedded in key Events on the Path. Also, many Events included structured interviews and structured practice on-the-job to facilitate Social learning.

6 Segment Path/Menu Example 

CAD Path Global Clinical Trials

The audience included a global audience of people in many different countries with different job responsibility variations, dealing with their local requirements (the equivalent of the US’s FDA).

This project followed on a Lean-Six Sigma effort for the global process that the Path/Menu addressed.

As Flexible As Feasible and As Rigid As Required

All Paths/Menus should be as flexible and as rigid as appropriate.

And…

Alignment1

Regarding all of my models, methods, tools and techniques…

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… just as I needed to do on almost every project.

Learning Can Only Take You So Far

Generally – more guidance is needed for those new to the Performance – and less for those with much more experience.

astonaut 1

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