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Archive for the ‘Change Management’ Category

Well it’s time for puppy school.  He seems to like recess the best.  He didn’t do his homework.  I had to use the excuse that he ate his own homework.

It’s interesting to see the different ways people train dogs.  A lot of behaviorism, but there’s also a lot of treating them the way other dogs treat each other.  It’s sort of Pavlov meets the dog whisperer.  I let everyone now if he finally gets his PH.D. in rolling over.

chico

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Just continuing to look at the different ways people measure training.  Measuring behavioral change isn’t a bad one.  If you really know what to do look for, you should start to see changes being made after training.  Often creating  behavioral checklists and doing direct observation is a popular way of measuring at level 3. 

Here are the pitfalls.  First, when you divide things into behaviors you can loose how they work together.  You can do all the new behaviors but miss all the connections.  More than likely, participants begin to get better at these behaviors but haven’t yet reached a level of proficiency or mastery.  That takes a lot of time, practice and feedback.

Look at the example of learning to do great presentations.  You can train to a set of new behaviors in front of others during a presentation.  You can then look to see if those behaviors are starting to appear.  You should see some change.  This is a good thing.  However, to continue on to a higher level of proficiency won’t happen immediately.  In fact, the new behaviors can quickly dissappear under the pressure of doing things for real.

The solution is to look at how you can continue to build those behaviors and work on all the subtleties that may not be on the checklist.

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scorecard

Uploaded on June 12, 2005
by Hysterical Bertha

If you were to create a scorecard for senior executives relating to training, what would you put on it?  Let’s make it harder and limit you to five or less items.  Remember if it’s on the scorecard it needs to be measurable.

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We are launching some new webinars for Learning Paths.  The first one is going to be about Learning Paths for Learning Leaders.  Let me know if you want an invite.

Here’s a quick overview:

Learning Paths for Learning Leaders

A Strategic Approach to Driving Business Results

In this webinar, we are going to be discussing the role of the Strategic Learning Leader and how Learning Paths can support any successful Learning Leader.  

The role of a Strategic Learning Leader is to align the current workforce with the strategic objectives of the organization.  In other words, being able to answer the questions:

·       What are we capable of doing today?

·       How can we change to meet future objectives?

·       What are the costs and risks for making the change?

Learning Paths is a proven methodology for driving business results through dramatically improving proficiency throughout the organization.  It provides Chief Learning Officers and other learning leaders with:

·       A comprehensive approach to workforce development

·       A better way to link training to business goals and objectives

·       Real measurement data that links directly to the bottom line

·       Learning principles and change management strategies that help build a learning organization

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Building Learning Paths has many of the same challenges that building any training has.  One in particular is how to you get those who were not involved in the building of training up-to-speed on what’s happening and willing to help implement the program.

A formal train-the-trainer program is often the answer.  This is a session for those who will be implementing the training.  It guides them through what they need to do plus it goes back to the beginning and sells these individuals on what’s happening and why.  Going back to your stakeholder analysis, you might find some critical people to invite to your train-the-trainer.

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government.jpg 

Uploaded by Dean-Melbourne

The reason for this post is to see if we can get a little discussion going about the best approaches for a economic slowdown.  For our discussion, let’s just assume the economy is slowing.  Whether it is or isn’t, is irrelevant for this discussion.  We can also stipulate that both government and business have a range of reactions that will vary from time to time. 

My experience is that there is not only a different reaction but also a different belief system.  Businesses first reaction is usually to tighten the belt and look for ways to be more productive.  Businesses also tend to streamline and focus more on their core business.  Some businesses will see this as an opportunity to grab marketshare or expand into new markets.

This  year we’ve seen the U.S. governments reaction is to borrow money and give it to tax payers so they will spend and stimulate the economy.  I haven’t yet seen a list of programs or agencies that they can cut back or cut all together. 

I think both government and business will try a lot of accounting tricks to move money around and make things look better. 

So this is just a very broad brush on the difference.  I hope what I’ve done is set the stage for a discussion.  As they say, there are no rules in a knife fight (Butch Cassidy).  I will however, edit anything out where one person calls another an idiot. 

 Ready..set..go.

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cheets.jpg

Uploaded by 2africa.nl

I’ve been blogging about accelerated learning for months now.  I’m surprised by all the resistance to speeding up the learning process.  I’ve yet to see the value of slow learning but there are a lot of people adamant about it.  Remember the story about the tortise and the hare, well I’ve put another animal in the mix.  That’s the cheetah.  Not only did the cheetah win the race, he also ate the tortise and the hare.

The first thing that has to happen in this discussion is to assume that the results are different but one method is faster than the other.  For example, if you can read a book with 100% comprehension is it better to read it in one hour or six.  The value of going faster is significant.  This means I can read 6 books in the time it takes you to read one..or I could read the same book 6 times.  I know you’ll say that you’ll pick up more of the nuance if you read slower.  I’d say that’s more a function of your reading ability that your speed.  But again, we start with the assumption that the results are the same.

Take the example of learning algebra.  Let’s set the results at being able to solve any algebra problem.  You know the ones about the trains leaving different stations.  Would you prefer to get to this level in 6 weeks or 6 months.  Same result, only the time is different.

So who might have something to lose if students learn faster?  Well some might think it’s a threat to job security for teachers.  Indeed if students learn faster, it reduces teacher time as well.  If K-12 became k-8 with identical results, that’s a big reduction in teachers.  The upside is that people who know more and learn faster want to learn more.  So teachers could expand their offerings.

Interestingly in a business setting, learning faster is at a premium.  Executives understand the costs of not having employees up-to-speed.  In fact, if the training was only an hour that would be okay.  It’s the resutls that matter.

So in the argument about slow versus fast, if the results are the same I can’t think of any situation where fast doesn’t win. 

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