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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?