The first question one must ask is: Learning to what end? How is the
training and development going to help the people and the organization? This
can be answered through a process of first being clear about strategic goals
and then developing a set of core competencies to support these goals. More
than 4-5 competencies is probably too many. This helps by ensuring that
training dollars are spent enhancing competencies the organization needs, and
sending the message about the expected behavior set people need to have to
succeed.
You can also do focus groups and ask people a) what skills are needed to
perform at a certain level, and b) what skills are needed to move up to the
next level. I have also used a process called DACUM - Designing a Curriculum,
a focus-group driven process which maps organizational level to competencies,
and rank orders skills regarding importance. It's an easy tool where in a
series of 4-5 sessions you generate the comptencies needed at organization
levels. Then it's relatively easy to develop curriculum to address these
competencies.
You can also, as we have done, create a 360 assessment and feedback process
based upon these core comptencies. The assessment is followed up with both
coaching and training that supports individual development needs, which in
turn supports organization development.
So, you are answering the question "What competencies are we trying to develop
in people to help them and this organization move forward." Next, think about
the form in which the training is offered.
To address questions of transference and JIT nature - don't just offer
"training" classes. Get intact work teams to work on real projects where you
can fold in training that focuses on both personal and organization
development. Or at least offer training where real-live issues are the basis
of any small group work or practice. Essentially, how this works is a third
of your class would be didactic, the rest what we call action-learning:
participants apply the content to their actual project. Thus work is JIT, on
issues that matter, and transference is inherent as they will continue to work
on their project. In fact, we ususally spread learning over 2-3 sessions of
2-3 days each. This way participants have time to work on their project,
assimilate learning, and it's more in line with adult learning principles.
(See Congur's book "Learning to Lead" for educational best practices).
If you have intact teams working on real issues, it also becomes easier and
vital to involve the supervisors. Supervisors have an important role
beginning with chartering the groups around scope/boundaries, contracting for
role clarity, and continuing with support throughout the life of the project
(shouldn't be more than 90-120 days).
Regarding access to the training - put it online, make CD's available, hand
out job aides during class, make the HR/Trainers phone/Email numbers available
so people can call. We often have a coach available to help the team during
the intersession time to assist with both process and content issues.
Ultimately, you are creating a nexus of learning that enhances individual
competencies, develops organizational capacity, gets real work done, and it's
all aligned with strategic direction.
Ciao for now,
David Hannegan
Destra Consulting
Boulder, CO