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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