January 2007

Welcome to the January, 2007 edition of the Learning Exchange - FKA’s learning and performance newsletter. This month as we enter our 42nd steady year of service to the training and performance sectors we describe the core principles that sustain our instructional design and delivery work. These principles will serve as a sounding board for future newsletters.Happy New Year to all. We wish you the very best success with your training and performance initiatives in 2007!

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FKA’s Design and Delivery Philosophy

Instructional Design and Development

Regardless of the instructional strategy[1] designers must be able to describe the on-the-job performance standards for the population of people for whom they are designing training. FKA terminology for this is the 'Model of Performance'. Designers need to correlate what the target population is required to do (the Model of Performance) with what they 'actually can do'. The resulting performance gaps between 'required' and 'actual' define the training content. With the content isolated, designers then must describe both training and performance objectives. Training objectives will be used as a measure of the effectiveness of the training. Performance objectives describe the standards that apply to workplace performance. Sometimes these are the same. More often there is a difference because training can be expensive and it is often not efficient to keep people in training until they have attained the workplace standard. Better that they are functional (and safe) when they leave training and then improve on the job.[2]

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[1] We present seven basic strategies: Leader- Led; Self-Instruction; Self-Directed Learning; On-the- Job Training; Job-Aids; Facilitated and Unfacilitated Online Learning.

[2] The gap, if any, between training objectives and performance objectives is addressed (during design) by the design of bridging and transfer strategies.
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With the training objectives as the goal, designers must construct major activities that will ‘test’ whether learners have achieved each objective. We use the 'T' word advisedly. Any valid, reliable, structured experience that requires a learner to demonstrate knowledge and skill can be considered to be a test. These tests can be formal (pass/fail) or informal; they can test cognition only (e.g., a multiple-choice test); or test knowledge and skills (e.g., a performance test). Working back from the test designers then construct a series of activities or structured experiences (application exercises or mini-tests) that will successfully prepare learners for the major test(s). Finally, designers select instructional strategies (leader-led, self-directed, online-learning, etc.) and develop presentation methods (lectures, demonstrations, case studies, etc.) to present the content to the learners and set them up for success with the applications. FKA embodies this design within a systematic learning model that consists of three elements—presentation; application; feedback. Delivery
Some strategies (job-aids, text-based online- learning, self-directed instruction) emerge complete at the end of the design and development stage: they standalone—either as references or as instructional units that embody presentation, application and feedback. The success of other instructional strategies—most particularly leader-led instruction and facilitated online-learning—is heavily dependent on the quality of the human interaction.

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Given a credible design and effective learning materials an instructor/facilitator must skillfully animate a learning model consisting of three basic elements: Presentation, Application and Feedback. FKA incorporates these elements of the Systematic Learning Process into all of its workshops. Our experience confirms that the transfer of performance to the workplace is increased substantially when participants are provided with an opportunity to both observe and apply the techniques and more time is allotted to Application and Feedback than to Presentation. Presentation: During this step, instructors/facilitators present the new skills and knowledge. An essential aid to the retention and transfer of learning is the motivation—why should the learners care? Once this has been established, the first chunk of the information is passed on. The final component of the Presentation step is to test for understanding to ensure that learning has taken place, Effective questions keep the learner actively involved throughout. Application: People learn by doing. The second major step in the FKA Systematic Learning Process is the Application component, where the learner is required to use or practice the skills and knowledge just presented. Feedback: After the Application component the learner requires constructive Feedback to reinforce what was done correctly and to offer suggestions for improvement. Training content is presented in an organized, structured form. An Introduction positions the training, provides an overview, and identifies the benefit of the training to the learner. The Body of the presentation is segmented into manageable learning interactions. Every interaction contains a clear presentation of the content supported by the appropriate media and learner involvement. The learner involvement, in the form of a test for understanding, ensures the learner received the information as presented. Each lesson concludes with a summary, or review, that positions the learner to move on to the next topic.

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Intellectually The Systematic Learning Process is a simple model that meets the 'common-sense' test and is readily understood and accepted. Practically (like most communication) it is a difficult model to master in order that the interface between the content and the learning appear seamless. It is to the understanding and practice of this model that our delivery workshops are directed. The resounding success of these workshops can be directly attributed to the highly skilled FKA workshop leaders who facilitate the workshops. FKA instructors are highly skilled, certified instructors. The workshops that they lead consistently maximize learning and ensure the transfer of performance to the workplace. The FKA roster of facilitators and performance consultants, we believe, are without equal in the industry.

Tip of the Month

Vet your training exercises and activities with your clients.

You may well be familiar (directly or indirectly) with the following objection from your training clients.

“Why should we give you our people when we don’t see positive performance changes when they return from training?”

Work to mitigate this all too familiar lament from operational managers by implementing a client-review process as you design and develop your training exercises and activities. Engage in a collaboration that leads to you saying: “So if your people are able to do ‘these types of things’ will that be setting them up for success when they return to work?”

The client feedback will work to improve your exercises and activities and—by securing client approval for training activities—you will be working in the collaborative manner that results in true performance change. Of course this collaboration demands commitment from your clients and you will need to manage the logistics but the payoff for your learners will be significant.

Final Thoughts by Michael Nolan

The recent 2006 State of the Industry Reports from ASTD and Training Magazine estimate that workplace learning and performance budgets and spending are up from last year’s figures. As learning professionals and executives manage the learning function like a business, the stature of the learning and development function as a true strategic business partner continues to grow. An increasing number of top executives recognize learning as a fundamental driver of organizational performance.

Michael Nolan, President, FKA

Where's FKA?

See FKA President Michael Nolan speak in Toronto at HRPAO, January 31st, 2007.

See FKA President Michael Nolan and Senior FKA Consultant Ida Shessel at Training Conference & Expo 2007, February. 26-28, Orlando, FL.

http://www.fka.com/conference-events.asp

Recommended Resource

No time for a workshop, or just need to brush up on your classroom delivery skills? Use FKA’s Trainer Certification Coach. This robust CD-based learning tool combines real classroom video with an interactive interface showcasing the skills and competencies of excellent instructors. View two different styles of lesson, as well as pre and post training activities! A self- assessment guide is also included. Regular price $199, special Learning Exchange price of $49.95 (plus shipping and handling). Click Coach to order today!

Other Items

Become a member! Join other savvy learning and performance professionals in the know and become an FKA Member. Membership is f r e e, and it gives you access to the special members area of the FKA website. This area is loaded with tips, tricks, articles, forums and more. Become a member today! http://www.fka.com/megabbs/register.asp

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Attention meeting planners: looking for dynamic speakers for your upcoming company event? Consider an FKA expert. We can speak on a wide variety of training, learning and performance topics in an interactive and learner-centered format. Call us at 1-800-352-5585 or 613-829-3412.

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Don’t forget to become an FKA Member for access to lots more great training, learning and performance information: http://www.fka.com

 

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