Posts Tagged ‘book’

I’m working on a video script. Take a look.

Let’s take a minute to look at the difference between a competency model and a proficiency definition.
A competency model is the traditional way to identify what needs to be included in a typical training program.
A competency model breaks things down into three parts…Skills.. Knowledge.. and Attitudes. For example, an employee demonstrates good listening skills or an employee knows the features and benefits of our products are examples of competencies.
When you build a competency model you end up with a long list of items to include in training. The downside of this approach is that it often misses how competencies work together in different combination to produce a desired result.
For example, knowing the features and benefits of our products is part of how a salesperson makes a presentation, answers questions and even fills out an order.
A proficiency model, on the other hand, looks at the world from a completely different point of view. Proficiency is both a measure of performance and a set of observable behaviors that describe what a proficient employee produces and how the employee must work to achieve those results. Think of proficiency as a picture or snap shot of what success looks like on the job.
So with these two definitions in mind, here is the important difference. With a competency model, you can master all the competencies and not produce the desired results on the job. In other words, all the pieces don’t add up to the whole.
With a proficiency definition, the end result is completely spelled out and training doesn’t end until the employee becomes proficient. The result is important rather than all the pieces and parts.

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Here is a very rough draft of the first part of the introduction.

In 2002, I worked with Jim Williams to compile almost 10 years of experience into the first Learning Paths book. Since that time, I’ve worked on dozens of new Learning Path initiatives across a wide range of industries and job functions. What I’m always surprised about when I finish a new Learning is how much I’ve learned and all of the new, innovative ideas that have surfaced.
So now in the spring of 2011, I’m sitting down to compile what I’ve learned into this book which is really a sequel or next chapter in the Learning Path saga. In the introduction, I’m going to quickly recap the Learning Path Methodology for those who have not read or remember the first book. For those of you, who have Learning Path experience; feel free to skip to the first chapter.
In this book, I’m going to present a number of themes that I’ve uncovered about speed up the learning process as well as applying business and quality tools to learning, training and education. In each chapter, I will be using stories and examples from different industries and job functions to illustrate each of these themes. I will be drawing on experience in manufacturing, health care, sales, technical support and customer service. I will even so how these concepts apply to more elusive targets such as supervision, leadership and public education.

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Help with My Next Book

I’ve uncovered some of my research for a book that I want to write, book #6. I’d like the book to be short statements by highly successful people, hopefully tops in their fields. The statement is an answer to 2 questions:

1. How did you really learn to do what you do?
2. Would you have done anything different?

The underlying question is how close is the way these people learn to how we teach people to do things. And if so why?

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When you look at developing proficiencies or for that matter competencies, you don’t get good at everything all at once.  Sometimes items are weeks, months or even years apart.  What this allows you do to is set milestone dates for each proficiency.  So it might take 18 months to achieve all proficiencies, some of them happen in the first week, others happen in the first month and others might take a  year.

When you have these milestones in place, you can then added them to periodic assessments that cover all proficiencies that should be completed by that date.  We’ve been putting in a lot of 3, 6, and 9 month reviews and then focusing on what needs to be demonstrated by those dates.

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Here’s a new book.  I’m actually a contributor the book.  I’ve only read the section I wrote but the rest of it looks good.  I got a sample copy and it’s really a big..big .. book.

Here’s the write up from Pfieffer.

The Trainer’ Portable Mentor is an easy to use, comprehensive highly accessible resource that offers shares the passions and most valuable key lessons learned from an all-star cast of some of the most respected training professionals in the field. The book covers a range of training topics including designing training, writing training, delivering training, measuring training, managing training, and developing business acumen. is divided into five sections (Designing Training, Delivering Training, Workforce Performance and Learning, Measurement and Evaluation, and Professional Development) and includes over 60 articles and additional resources found on a special website. In addition to wisdom gleaned from top trainers, the guide is filled with helpful checklists, case studies, assessments, and an easily customizable CD. The Trainer’s Portable Mentor is ideal for anyone new to the field of training and development or a veteran who is looking to be vitalized by quick, succinct practical nuggets that can be put to use right away.

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47.     Race to Proficiency

The goal of learning should be to reach a desired goal or outcome.  A class or even a curriculum is usually not enough to reach that goal.  Structuring what happens after the class is over completes the training.  Otherwise, there is a lot of slow wandering around after training or the student just gives up.

48.     Add Structure to Experiences

Experience puts all of the learning together.  Even a lot of repetition over time speeds up performance.  However, not all experience is worthwhile or necessary.  A faster way to learn is to structure experience so the student encounters all the right stuff in the right order.  Having a good list of problems to expect helps build structured experience.  Also learning by discovery is really powerful.  So structure experiences so that this discovery happens.

49.     Use Math Magic

Math magic is a lot like speed reading and memory techniques.  Experts have figured out a faster way to do a range of calculations that can often beat a calculator.  Learning them actually creates a greater understanding of numbers and how they go together.  Adding speed to your capabilities adds speed to your learning.

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44.     Build a Show Me How Library

This is actually a really easy one.  List out the major tasks you want others to learn.  Now take your digital camcorder and make short movies of an expert doing each task.  To make production easy have another expert describe what the other person is doing.  Take all these small digital videos and either put them up on a menu driven DVD or post them online with a help menu.  In only hours, you have a really valuable show me how library.  Since their digital, they’re easily replaced as things change.  This method is great for both visual and digital learners.Use Case Studies

Analysis is a higher level learning skill.  It shows a much higher level of competence than being able to repeat facts or even describe what was read.  Case studies require students to analyze what happened and why.  Case studies can also incorporate a range of knowledge and experience which again breaks down the topic silos. 

45.     Leave a Trail for Others

You can help others learn what you’re about to learn by keeping a learning diary which includes your insights including both right and wrong turns.  These are valuable for future students but also for teachers who need to build training for others. 

46.     Build a Blog

Blogs are easy to maintain and update ways to share information and get a discussion going.  Because blogs don’t have a formal structure, they are extremely flexible.  You can use them to post articles, videos and other research.  Learning from each other is faster than learning on your own.

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