Download - Meeting the Challenge of Training the 21 st Century Workforce: An Online Competency-Based Approach
Meeting the Challenge of Training the 21st Century Workforce: An Online
Competency-Based Approach
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•Mandated 80 hrs new supervisor training
•Succession planning
•State’s fiscal climate
•Bans on travel for training
A Growing Need In State Workforce Development
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•DPA PML memo
•State’s Leadership Competency Model
•State’s Virtual Training Center webinars
•History and partnership between CCE and State
•CSU grant opportunity for development
Opportunity to Develop an eLearning Solution
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•High-level concept, assumptions and constraints
•Building the team
Getting Started
Activities = Activities
Duties = Duties
Skills = Skills
Knowledge = Knowledge
Results ≠ Results
Job Description
Job Specifications
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Why do some people get better results than others, even though they share the same job title?
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Building Coalitions
Promoting a High-Perform
ance Culture
Build
ing
Trus
t & A
ccou
ntab
ility
Maximizing Performance Results
Creating Organizational Transformation
Foste
ring
a Te
am E
nviro
nmen
t
Change
Leadership
Vision & Strategic Thinking
Flexibility
Global PerspectiveOrganizational
Awareness
Analytical Thinking Decision Making
Customer Focus
Thoroughness
Planning & Organizing
Forward Thinking
Results Orientation
Com
mun
icatio
n
Inte
rper
sona
l Sk
ills
Team
Le
ader
ship
Confl
ict M
anag
emen
t
Influencing Others
Relationship Building Fostering
Diversity
Workforce
Managem
ent
Developing Others
Ethi
cs &
Inte
grity
Pers
onal
Cred
ibilit
y
Core
Lead
ersh
ip
Core Leadership
Competencies
Com
pete
ncie
sCompetencies
Core Leadership
Competencies
Manager/Supervisor
Com
pete
ncie
s
Manager/Supervisor
Man
ager
/Sup
ervis
or
Competencies
Competencies
Competencies Co
mpe
tenc
ies
Executive
Executive
Exec
utive
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Why use Competencies?
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Set clear expectations about the types of behaviors, capabilities, mind-sets and values that are important for those in specific work roles.
The Leadership Competency Model, in a simple format, communicates the state’s most highly valued behaviors
Competencies become a driving force in performance management, feedback, high-potential identification, succession management and reward systems.
The Value of Identifying Competencies
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How are competencies different from job descriptions?
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About People/ focus is on individual Duties/focus is on work
Alignment What’s important to the organization
Operations
Description Behaviors of people who are exemplary performers
what the person does: activities, duties
Includes Characteristics of the individual that lead to successful or exemplary performance in a work situation; includes:Technical skillsLevel of motivationPersonality traitsAwareness of bodies of knowledgeOther things that can assist in producing desired results
Job specification – clarifies minimum requirements to quality for a job.Specific skillsspecific knowledge
Competencies Job Descriptions
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The output of job analysis (a process) is a job description.
Job descriptions focus on work, not on the unique characteristics of people who are successful doing the work.
How often are job descriptions updated?
What’s the matter with job descriptions?
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How do you design competency-based training?
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#1 Analyze all training content to maximize its value for competency-based training
#2 Clearly relate existing training content to competencies and behaviors in the Competency Model
#3 Relate behaviors elicited by existing training to behavioral indicators in the competency model
#4 Make decisions about whether training content should be changed to better address competencies and behaviors.
Relate Existing Training to State Leadership Competency Model
*ASTD Recommended Steps
Rothwell, W. & Braber, J. (2010). Competency-Based Training Basics. Danvers, MA: ASTD Press.14
#1 Analyze all training content to maximize its value for competency-based training
Relate Existing Training to State Leadership Competency Model CCE Actual Steps
•CDCR Supervisory Skills Development Program
•California State Supervisory Training
•Supervisory Skills Development Series
•CHHS Supervisors' Academy
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#2 Clearly relate existing training content to competencies and behaviors in the Competency Model
Relate Existing Training to State Leadership Competency Model CCE Actual Steps
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#3 Relate behaviors elicited by existing training to behavioral indicators in the competency model
Relate Existing Training to State Leadership Competency Model CCE Actual Steps
Subject Matter Experts Task: Prepare a coherent lesson plan for each competency cluster,
content and activities.
Method: SME teams of 2-4 people From existing and/or new content, prepare curriculum to match competency areas.
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#4 Make decisions about whether how training content should be changed to better address competencies and behaviors
and create a compelling online learning experience.
Relate Existing Training to State Leadership Competency Model CCE Actual Steps
Lead Instructional Designer
Sees “big picture”
Aware of technical constraints
Familiar with features and functions of LMS (Moodle)
Works with a talented team of graphic artists and technical programmers
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What are the advantages of classroom training?
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Learner Content Learner Expert Learner Learner
Types of Interaction
the process of intellectually interacting with content
the instructor, seeks to maintain the student's interest in the subject
interaction between one learner and other learners with or without the presence of an instructor.
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Types of Interaction Learner Content
Learner Expert
Learner Learner
Divide the pie into three slices, with the size of the slice representing the amount of class time for the interaction.
Now, visualize that same training as eLearning. What does the interaction pie look like now?
What is AILOL?
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Asynchronous Instructor-Led Online Learning
% of Training HoursDelivery Method Small
10-999 Medium1,000-9,999
Large=>10,000
Blended 22.3 24.1 26.6Classroom 45.2 44.4 29.4Virtual Classroom/Webcast Only (instructor from remote location) 11.2 10.0 13.1
Online or computer-based methods 20.5 20.1 28.4Social Networking (wikis, blogs, communities of practice) 0.6 0.7 2.1
Mobile Only (cell phones, iPods, PDAs) 0.2 0.2 0.7
Source: Galvin, T. (2011). 2011 training industry report. Training Magazine, November-December 2011.
Training Delivery Methods by Company Size 2011
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Higher Education Corporate TrainingOnline Learning Terminology e-LearningClassroom learning is venerated History Self-study encouraged (CBTs)
Instructor Leadership expected Trainers play lesser role in learning process—limited to deliveryStand-up training morphs into remotely-located instructor led (synchronous)
Mix of face-to-face and online Blended Learning Mix of two or more delivery modes
Emulate classroom Emerging Technologies Trending toward gamming, simulations
Adds Value Instructor role Adds Cost
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AILOL – Benefits and Challenges for Public, Private and Non-Profit
Studies on EFFECTIVENESS or quality improvement indicate • Improved retention rates – fewer drop outs.• Improved ROI – related to retention rates; transfer of learning
Challenges• Finding and training qualified instructors• Finding design, development and delivery expertise• Demonstrating added value• Culture change
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What are best practices for online instruction?
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Learner Support & Resources
Online Organization and Design
Instructional Design & DeliveryAssessment & Evaluation of Student Learning
Innovative Teaching with Technology
Use of Student Feedback for quality improvement
Course contains extensive information about being an online learner and links to resources.
Course is well-organized and easy to navigate
Course offers ample opportunities for a variety of interaction and communication
Course has multiple timely and appropriate activities to assess student readiness to proceed with course content
Course uses a variety of technology tools facilitate communication and learning.
multiple opportunities for students to give feedback
*R O I – Rubric for Online Instruction
*http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf28
Category: Online Organization and Design
Course is well-organized
Aesthetic design presents and communicates course information clearly throughout the course
All web pages are visual and functionally consistent throughout the course
Accessibility issues are addressed though the course.
R O I – Rubric for Online Instruction
Criteria
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Meeting the Challenge of Training the 21st Century Workforce: An Online
Competency-Based Approach
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