Training Industry Quarterly - Winter 2009 - (Page 20) port is best left to the operators, the people closest to the job at hand. They are the ones who intimately understand the business issues and content and, since structured learning isn’t as imperative in a performance support paradigm, that the traditional methods of creating (and delivering) a “class-like experience” aren’t as relevant. The move to training methods that place an emphasis on performance support won’t happen overnight, but here are a few recommendations on how to get ahead of the curve and gain control of performance support initiatives as they develop in your organization. Get Connected to the Business “Alignment” is a current mantra of training professionals. Practically speaking, the training organization has always been effective at assessing training requirements; the bigger issue is determining the levers that really drive performance in the part of the business you’re supporting. For example, in the sales organization, performance levers might include generating quality leads, negotiating favorable contract terms or determining return on investment. If you put your performance support hat on, the goal is to combine the “how-to” associated with these tasks with knowledge of what will help the salesperson execute more precisely. Wearing that hat, you might determine the salesperson needs a list of criteria that define a quality lead, a one-hour soft skills course on negotiation or a 15-minute training module on Fi- Assessing the Potential for Impacting Performance Training Delivery Training content built into business processes and triggered just-intime, i.e., as someone is performing a specific task or activity. Training Content Traditional content is augmented with “right-sized” content that supports specific task completion and is based on levers for that specific job-type or role. Relationship with Constituents Constituents seek out learning and training professionals to include in development of strategy and tactics to improve specific operational areas. Measurement and Assessment Training investment directly linked with indirect and direct benefits or juxtaposed against business performance data. Information is viewed by management as part of the KPIs of the organization. Budget HighImpact Potential Investment in training is increasing; new technology initiatives are openly considered; proving ROI, while rigorous, is not an impediment to budget growth. ModerateImpact Potential Delivery considered a blendedlearning environment, i.e., a combination of classrooms, virtual discussions, mentoring and other non-traditional methods. Content is developed to include simulations whether technology-enabled or not. Constituents welcome training input, but still rely on alternative methods to support performance (not provided by the training and learning organization). Evaluations based on levels one and two of Kirkpatrick’s Four Levels of Evaluation or at least attempt to present training information in the context of costs and anecdotes of direct and indirect business benefits. New initiatives can be funded if detailed ROI is proven, or you can successfully, “tincup” from your constituents in the operational units. LowImpact Potential Nearly all training is delivered via a classroom environment (whether it is in person or via the Web). Content is mostly developed using a “course” metaphor. Generally, training is viewed as a requirement and training drives content development. Efforts are measured solely by the courses that are taken and completed and program costs. Budget is stagnant or in decline. Money for new initiatives is difficult if not impossible to acquire. Contextware, Inc. © 2008 20 Training Industry Quarterly, Winter 2009 / A Training Industry, Inc. ezine / www.trainingindustry.com/TIQ http://www.trainingindustry.com/TIQ
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