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Surviving Troubled Ti Fi S i fTimes: Five Strategies for

Training ProfessionalsTraining Professionals

April 12, 2011Steven W. Villachica, CPT. Ph. D.

Donald A. Stepich, Ph. D.

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So Why Are You Here?So Why Are You Here?

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Why Are We Here?Why Are We Here?

Training should provide an acceptableTraining should provide an acceptable return for a reasonable cost over a stated timetime Requires us to:

Thi k t t i ll• Think strategically• Plan carefully

W k ll b i l• Work collaboratively

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Does This Really Matter?Does This Really Matter?Transfer at 6 months ‐ %Immediate Transfer ‐ % 

Transferred44%

Not

Not transferred

38%

Not transferred 

56%Transferred 62%

Transferred 34%

Transfer at 12 months ‐ %

Not transferred

66%

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66%

--Saks and Belcourt (2006)

Does This Really Matter?Training Is a $56.2B Industry

Transfer at 6 months ‐ $$Immediate transfer ‐ $$

Transferred$24.73B

Not T f d

Not Transferred$21.36B

Transferred$31.47B

Transferred$34.84B 

Transfer at 12 months ‐ $$

Transferred$19.11B 

Transfer at 12 months ‐ $$

Not Transferred$37.09B 

S k d B l t (2006)

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--Saks and Belcourt (2006)Training (2008)

Our GoalsOur Goals

Give you tools and techniquesGive you tools and techniques Facilitate dialog – questions are always

welcomewelcome Facilitate practice

Related to …

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5 Best Practices for Troubled (A ) Ti(Any) Times

Align Efforts & Close Skill Gaps

Warning: These practices arepractices are simple on the surface and d ili hl h d

Use Job-Focused Create Sound devilishly hard to do.

Objectives Training Programs

Collaborate Across the O i ti

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Organization

Aligning to Close Skill GapsAligning to Close Skill Gaps“Training” can mean a g ca eajust about anything (Table 3).

What Sponsors Ask For

Sponsors want to meet formal and informalWh S C Ab formal and informal missions and business goals (Table 1).

What Sponsors Care About

What do people need to do to perform in What People Need to Do on the Job

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ways that meet business goals?

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Joe Harless and the Training C d HCurmudgeon HatJoe HarlessJoe Harless “Sure, we can help you with

that!” “Call it what they want but

deliver what they need.”

The Training Curmudgeon Hat Training is the last resort Training is the last resort. Prove you have exhausted all

other possible options!

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other possible options!Curmudgeon Hat

75.6% of all Align training with what sponsors care

fperformance gaps

sponsors care about 10.5% of all 

performance gaps

Training is a special casespecial case of HPT

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DemonstrationDemonstration

PCA Template Walk-throughPCA Template Walk through(p. 2) Worked Example: Team Lucky PCA (p 4) Worked Example: Team Lucky PCA (p. 4)

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Practice 1Aligning to Close Skill Gaps

1 Work in groups of four or so1. Work in groups of four or so.2. Read the RVMart Trailer Hitch Sales

Scenario (p 7)Scenario (p. 7)3. Use the Performance and Cause Analysis

T l t ( 2) t l t tTemplate (p. 2) to complete a team analysis.

4. Select a representative to report your findings.

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Practice 1Ali i Cl Skill GAligning to Close Skill Gaps State the business goalState the business goal

(organizational analysis). Specify a performance gap.Specify a performance gap. Identify causes of the performance gap

arising from a lack of environmentalarising from a lack of environmental supports. Identify causes of the performance gapIdentify causes of the performance gap

arising from a lack in the repertory of behavior.

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Guiding PrinciplesAligning to Close Skill Gaps

If you want people to value your work, focus on what they value.y

Put on your Training Curmudgeon hat. Assume but verifyAssume but verify.

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Collaborating with OthersAligning to Close Skill Gaps

Think about a training program you’re working on now or have recently completed:working on now or have recently completed: Who might you collaborate with? What are the obstacles and enablers for

effective collaboration?

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Job-Focused ObjectivesJob Focused Objectives

Align Efforts & Close Skill Gaps

Warning: These practices arepractices are simple on the surface and d ili hl h d

Use Job-Focused Create Sound devilishly hard to do.

Objectives Training Programs

Collaborate Across the O i ti

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Organization

Training and Job PerformanceIt’s All about Building Bridges

Training should promote learning and transfer.

Transfer depends on Transfer depends on important similarities

“Fight like you train; train g ylike you fight.”

Learning Environment

Performance Environment

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Tasks and Authentic Learning One way to promote transfer is to create learning

Tasks and Authentic Learning

situations that are “authentic” Authentic = having some connection to real-life problems

students will encounter outside of their training programsstudents will encounter outside of their training programs Requires aligning components of the instruction

ObjectiveJob Task Assessment Practice

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Writing ObjectivesWriting Objectives

Brief review – 3 components in an objectiveBrief review 3 components in an objective1) Performance

What do you want people to do?What do you want people to do?2) Conditions

U d h t i t ill th dUnder what circumstances will they do that?

3) C it i3) CriteriaWhat defines doing it well?

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Writing Job-Focused ObjectivesWriting Job Focused ObjectivesThink “on the job”1) Performance

What do you want people to do on the job?2) Conditions

Under what circumstances will they do that on the job?(includes cues and resources)

3) CriteriaWhat defines doing it well on the job?

(includes cues and resources)

Objectives should describe what exemplary performers are doing on the job as they perform a task

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are doing on the job as they perform a task.

Why Bother?Why Bother?Objectives are our North StarAn essential navigation aid thatPoints the wayPoints the wayHelps everyone stay on course

IncludingIncluding Instructional designers Instructors InstructorsLearnersCli t

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Clients

DemonstrationDemonstration

Objective Template Walk-throughObjective Template Walk through(p. 9) Objectives Worksheet (p 10) Objectives Worksheet (p. 10) Objectives Checklist (p. 11)

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DemonstrationS OSample Job-Focused Objectives

Performance Conditions CriteriaMarketing personnel will

t d

A product launch Authorization

Meet targeted goals Within schedule,

d b d tcreate an ad campaign

scope, and budget

Nurses will A physician’s orders Right drugNurses will administer drugs

A physician s orders Necessary

equipment

Right drug Right amount Right time

Prescription administration software

g Right patient

software

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Practice 2Writing Job-Focused Objectives1. As an individual, use the Objectives Template , j p

(p. 9) to write a job-focused objective.2. Use the worksheet (p. 10) and checklist (p. 11) to check

bj tiyour objective.3. Share your objective with several neighbors.4 Use the worksheet and checklist to check each4. Use the worksheet and checklist to check each

objective.5. Select a representative to report one of the objectives

from your group.

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PracticeOYour Job-Focused Objectives

Performance Conditions CriteriaWholesalers recommend di bilit

When (cue): Clients want

fi i l it

Working clients 21-25 of ageB i thdisability

insurance policies to

financial securityUsing Tools(?)

Bring up the opportunity 50% of the time

clients

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PracticeOYour Job-Focused Objectives

Performance Conditions CriteriaOFAC agents decide

h th t

When (cue):• Application(s)

L d i t

Correct trigger about suspect information ( t i t twhether to

pass or escalate a

• Loud environmentUsing• GFP software

(country, investment, etc.)

Within 45 secondstransactionSeek suspect informationinformation

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Guiding PrinciplesWriting Job-Focused Objectives

On the job, on the job, on the job.

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Collaborating with OthersWriting Job-Focused Objectives

Think about a training program you’re working on now or have recently completed:working on now or have recently completed: Who might you collaborate with? What are the obstacles and enablers for

effective collaboration?

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Creating Sound Training Programs

Align Efforts & Close Skill Gaps

Warning: These concepts areconcepts are simple on the surface and d ili hl h d

Use Job-Focused Create Sound devilishly hard to do.

Objectives Training Programs

Collaborate Across the O i ti

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Organization

Merrill’s First Principles (2002) (p. 12)

ActivateIntegratePrevious experienceWatch Previous experienceNew experienceStructure

WatchReflectionCreation

Activate

ProblemWhole task

Encountered on the job

DemonstrateApply

Encountered on the job

Demonstration consistencyLearner guidanceRelevant media

Practice consistencyDiminishing coachingVaried problems

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Most Training ProgramsMost Training Programs

Information Practice

Result

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A Modest ProposalA Modest Proposal

Information Practice

ResultResult

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DemonstrationDemonstration

Merrill’s First Principles Job AidMerrill s First Principles Job Aid(p. 12). Detailed Instructional Plan Template Walk Detailed Instructional Plan Template Walk-

Through (p. 14) .T L k D t il d I t ti l Pl Team Lucky Detailed Instructional Plan (p. 16)

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Practice 3Creating Training for Transfer

1. Work in groups of four or so.1. Work in groups of four or so.2. Read the Team TAG’s Detailed

Instructional Plan (p. 20)Instructional Plan (p. 20)3. Use the Detailed Instructional Plan

Template (p. 14) to create an applicationTemplate (p. 14) to create an application sequence and test it against the corollaries.

4. Select a representative to report your findings.g

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Practice 3Creating Training for Transfer

Specify 2 or 3 practice activitiesSpecify 2 or 3 practice activities that progress in difficulty, using 1 or 2 sentences eachsentences each. Revise the practice activities to

systematically reduce the guidance andsystematically reduce the guidance and feedback provided.

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Guiding PrinciplesCreating Training for Transfer

On the job, on the job, on the job.E h i th ti ti Emphasize authentic practice. Extend integration activities to the

workplace.

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Collaborating with OthersWriting Job-Focused Objectives

How might you apply these principles?Wh i ht ll b t ith? Who might you collaborate with? What obstacles/enablers would you need

to navigate?

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5 Best Practices for Troubled TimesIntegration

Align Efforts & Close Skill Gaps

Warning: These concepts areconcepts are simple on the surface and d ili hl h d

Use Job-Focused Create Training devilishly hard to do.

Objectives Promoting Transfer

Collaborate Across the O i ti

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Organization

What are your walk-away messagesWhat are your walk away messages (WAMs) from this session?

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Making the CaseMaking the Case Meet business goals by closing skill and

h fother performance gaps.

Pitch “helping others perform their jobs like our best”—instead of “training.”like our best instead of training.

Promise that learners will do in their training what they do on the job:

Recognize situations• Recognize situations.• Make decisions.• Solve problems.• Collaborate with others• Collaborate with others.

Ask for sponsorship:• Measures• Resources• Exemplar release time• Management support for transfer 41

Thank You for this Opportunity!Thank You for this Opportunity!For downloadable versions of the presentation slides and

S Vill hi CPT Ph D D S i h Ph D

phandouts, please visit

http://ipt.boisestate.edu/AboutProgram/news.htm

Steve Villachica, CPT, Ph.D.Department of Instructional & Performance Technology

Don Stepich, Ph.D.Department of Instructional & Performance Technologygy

1910 University Dr.Boise, ID 83725-2070T l h 208/426 4664

gy1910 University Dr.Boise, ID 83725-2070T l h 208/426 2339Telephone: 208/426-4664

Email: SteveVillachica@boisestate.edu

Telephone: 208/426-2339Email: dstepich@boisestate.edu

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@

http://ipt.boisestate.edu/