Visuals -september-2012

Who Links the Learning Team and the People We Serve? A Preliminary Report of a CSTD Study of the Job of the Learning Consultant

Saul CarlinerChantal Castonguay

Ofelia RibeiroHiba Sabri

Emily SheepyChantal Saylor

Andre Valle

Objectives• Using research-validated information as a

guide, differentiate a performance consultant from other jobs in workplace learning and performance.

• Using a research-validated job description as a guide, identify specific hiring and performance management strategies for working with or as a performance consultant.

• Using the job description and the CSTD Competency Model as guides, identify specific professional development strategies for aspiring performance consultants.

For a copy of the slides, visit http://saulcarliner.wordpress.com.

Opening activity—part 1

Have you heard the term, performance consultant?

Opening activity—part 2

1. Form small groups.2. Briefly describe the job of a

performance consultant. – In a sentence, what is the job?– What skills does this consultant

perform?– What qualifications does this consultant

bring, such as experience? Education? Technology?

Debriefing—part 1

In a sentence, what is the job of a performance consultant?

Debriefing—part 2

What skills does this consultant perform?

Debriefing—part 3

What qualifications does this consultant bring, such as experience? Education? Technology?

Does the performance consultant fit into the CSTD Competency Model?

That’s what we studied.

• What competencies are sought in a performance consultant?

• How do these competencies align with the CSTD Competency Model?

Foundations

• Practical foundations: Competency frameworks

• Theoretical foundations: – Theorized as the central role of HPI and

HPT in the work of training and development professionals

– But the empirical evidence suggests otherwise.

Methodology

• Solicited job descriptions through CSTD.

• CSTD staff stripped out identifying information.

• Determined which ones really met the criteria.

• Coded by at least 2 people for key responsibilities and other characteristics.

• Analyzed findings.

Analysis

• General background

• Job responsibilities

• Qualifications

Awareness of the Role

Only 53 of 129 job descriptions submitted are usable for this study.

Background: Job Title

Learning Consultant (strong pattern—28 mention the word “learning” in the title”) About patterns:Dominant (48 or more instances). Weak (18-27 responses (33-49%)Strong (28-47 responses (50% or more)) Interesting (10-17 responses) (20-33%)

Within that group of job titles, Consultant was most commonly used. Advisor is the second most commonly used.

More Background on the Job Title

Learning Advisor (Client facing) Learning Advisor Learning Advisor Learning ConsultantLearning and Development - SpecialistLearning and Development ManagerLearning ConsultantSenior Learning ConsultantSenior Learning PartnerLearning Program ConsultantLearning Resource Consultant Learning Services CoordinatorLearning Specialist

PresidentManagerBusiness development managerRelationship Manager

Senior Advisor

Account Manager

Preliminary conclusion: Job is actually called “Learning Advisor” (strong pattern) or some variation

Background: Reporting Relationship

Learning Manager of some sort (maybe an HR manager) (only mentioned in 32 job descriptions, but it may mean the job is in more than 1 department)

Terms Used in Job Descriptions

Functions

Background: Focus

Primarily internal (weak pattern for solely internal, interesting patern for both, only a few are solely external—really consistent with stats on the field• External 8• Internal 21• Both 15 

Overview of Job Responsibilities

Job Responsibilities: Interface with Client

Yes—strong pattern (30) primary job responsibility; but in 9 cases, a secondary responsibility). Not a responsibility in 6.

Job Responsibilities: Develop Project Plan

Yes—strong pattern (45, no in just 6, not sure in the rest).

Job Responsibilities: Project Management

Yes—strong pattern (mentioned in 45 job descriptions).

Job Responsibilities: Personnel Management

No—strong pattern Not mentioned in 35 job

descriptions. Interesting pattern—yes mentioned

in 16 job descriptions.

Job Responsibilities: Client Relationship Management

Yes—strong pattern (mentioned in 39 job descriptions).

Job Responsibilities: Market the Services of the Learning

GroupProbably not. Not mentioned in 30 of the job

descriptions (strong pattern). But is a responsibility in 18 of the job

descriptions (lowest threshold for a weak pattern)

Job Responsibilities: Analyze Needs

Yes—strong pattern (mentioned in 41 job descriptions).

Job Responsibilities: Design Programs

Yes—strong pattern (mentioned in 32 job descriptions).

Job Responsibilities: Facilitate programs

Yes—strong pattern (mentioned in 31 job descriptions)

Job Responsibilities: Assist with Transfer

No. Strong pattern: no or not mentioned

in 39 job descriptions. Yes is an interesting pattern

(mentioned in 17 job descriptions)

Job Responsibilities: Evaluate Programs

Yes—strong pattern (38 yes)

Job Requirements: Education• Yes—strong pattern (41 yes)

• Degrees sought: Bachelor’s preferred but intensive post-high school study in adult ed is desired. Limited need for master’s degree.

Job Requirements: Previous Experience

Needed. Strong pattern (mentioned in 33 job descriptions). Amount Type

Amount varies from as low as 2 years to as many as 10+ years. Median is 5 years. Not an entry-level job.

Dominant pattern: Do not require company experience (dominant by its absence in the descriptions). 5 job descriptions mention where the experience should be. Some employers are requesting industry experience in lieu of degrees. The most common type of experience is training experience. (Interesting pattern)Just a few wanted in-company experience.

Job Requirements: Technology

Requirement was weak pattern (only mentioned in 25 job descriptions).

Job Requirements: Specific Technology Experience

Sought Primarily MS office. Within that family, Powerpoint is named most frequently.

A few mentioned familiarity with educational technology, but not frequently enough to be an interesting pattern.

Job Requirements: CertificationInteresting pattern (mentioned in 11 job

descriptions). Credential Mentions

CTDP 1 mention

ASTD 1 mention

CHRP 1 mention

PMP 1 mention

General HR, L&D certification.

Others Actually certificates: Adult Learning, Train the Trainers, Instructor Development

Job Requirements: Language

Interesting pattern. Languages vary—but include French

and Portuguese.

Job Requirements: Other

Tact when dealing with clients. (Only mentioned in 1, but we

thought worthy of a mention.)

Next steps for this project

Conduct focus groups with individual contributors in the job and managers who oversee the responsibilities to:– Validate the emerging job description– Expand upon it

Make final recommendations for the Competencies

Does this sound like the job we described earlier?

If not, what differs? How do we bridge the gap?

What are the implications to the CSTD Competency Model?

Implications to the Competencies for Training and Development

ProfessionalsPreliminary data suggests that these competencies are not addressed by our Competencies guide: Marketing of the training function Client relationship management Managing clients Project management

Question: Are these Training and Development competencies or do they represent competencies for other jobs?

What does this mean for setting expectations now of Learning Consultants?

What does this mean for setting expectations now of Learning

Consultants? Revisit expectations regarding

competencies with: Non-instructional interventions The “businesses” of Training clients Marketing and promoting the Training

function, especially high-end services Technology, especially enterprise

learning technology but also e-learning technology

If you want to become a Learning Consultant, what should you do?

Consider these suggestions for professional development through

certification maintenanceContinuing Education

Self-directed Learning Teaching and Presenting

Workshop on project management

Workshop on strategic planning

Self-study course on statistics and applied research methods

Workshop on consulting skills

Sessions on enterprise systems and advanced e-learning approaches

Be mentored by an experienced consultant

Take a Massive Open Online Courses (MOOCs) on finance

Organize a study group on preparing business cases

Evidence supporting the learning project including description and notes

Workshop to local CSTD chapter on linking instructional design to business needs

Guest lecture on careers in Training and Development at a local university

Pre-conference workshop at the ISPI Conference on working with clients

Session on performance consulting at the CSTD Conference

Workshop at the eLearning Guild conference on selling e-learning to skeptical clients

Guest lecture on needs assessment to a class at the local university

Consider these suggestions for professional development through

certification maintenance

Research and Publishing Leadership, Professional and Volunteer Activities

Publish an article in the Canadian Learning Journal about the area in which you plan to specialize.

Copy of article, table of contents, or any other material as evidence of published material.

Serve on a CSTD committee in your area of expertise

Serve on a Chamber of Commerce committee in your area of expertise

Serve as a consultant to a nonprofit in your area of expertise

Letter from the organization acknowledging your participation

For a copy of the slides, visit http://saulcarliner.wordpress.com.

Take-Aways

What insights about the job of the learning consultant will you take away

from this presentation?