Meeting the Challenge of Training
the 21st Century Workforce: An
Online Competency-Based Approach
A Growing Need In State Workforce Development
•Mandated 80 hrs new supervisor training
•Succession planning
•State’s fiscal climate
•Bans on travel for training
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Opportunity to Develop an eLearning Solution
•DPA PML memo
•State’s Leadership Competency Model
•State’s Virtual Training Center webinars
•History and partnership between CCE and State
•CSU grant opportunity for development
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Getting Started
•High-level concept, assumptions and constraints
•Building the team
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Job Description
Activities
Duties
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Activities
Duties
Job Specifications
Skills
Knowledge
Results
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Skills
Knowledge
Results
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Why do some people get better
results than others, even though
they share the same job title?
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Building Coalitions
Competencies
Competencies
Competencies
Relationship Building
Influencing
Others
Forward
Thinking
Results Orientation
Executive
Planning & Organizing
Customer Focus
Thoroughness
Manager/Supervisor
Analytical Thinking
Decision Making
Core Leadership
Maximizing Performance Results
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Why use
Competencies?
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The Value of Identifying Competencies
Set clear expectations about the types of behaviors, capabilities, mind-sets
and values that are important for those in specific work roles.
The Leadership Competency Model, in a simple format, communicates the
state’s most highly valued behaviors
Competencies become a driving force in performance management,
feedback, high-potential identification, succession management and
reward systems.
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How are competencies
different from job descriptions?
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About
Alignment
Description
Includes
focus is on individual
focus is on work
What’s important to the
organization
Behaviors of people who are
exemplary performers
Operations
Characteristics of the individual
that lead to successful or
exemplary performance in a work
situation; includes:
Job specification – clarifies
minimum requirements to
quality for a job.
Specific skills
specific knowledge
Technical skills
Level of motivation
Personality traits
Awareness of bodies of knowledge
Other things that can assist in
producing desired results
what the person does: activities,
duties
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What’s the matter with job descriptions?
The output of job analysis (a process) is a job description.
Job descriptions focus on work, not on the unique
characteristics of people who are successful doing the work.
How often are job descriptions updated?
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How do you design
competency-based training?
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Relate Existing Training to State Leadership Competency Model
*ASTD Recommended Steps
#1 Analyze all training content to maximize its value for competency-based training
#2 Clearly relate existing training content to competencies and behaviors in the
Competency Model
#3 Relate behaviors elicited by existing training to behavioral indicators in the
competency model
#4 Make decisions about whether training content should be changed to better address
competencies and behaviors.
Rothwell, W. & Braber, J. (2010). Competency-Based Training Basics. Danvers, MA: ASTD Press.
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Relate Existing Training to State Leadership Competency Model
CCE Actual Steps
#1 Analyze all training content to maximize its value for competency-based training
•CDCR Supervisory Skills Development Program
•California State Supervisory Training
•Supervisory Skills Development Series
•CHHS Supervisors' Academy
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Relate Existing Training to State Leadership Competency Model
CCE Actual Steps
#2 Clearly relate existing training content to
competencies and behaviors
in the Competency Model
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Relate Existing Training to State Leadership Competency Model
CCE Actual Steps
#3 Relate behaviors elicited by existing training
to behavioral indicators in the competency model
Matter Experts
: Prepare a coherent lesson plan for each competency cluster,
content and activities.
Method: SME teams of 2-4 people
From existing and/or new content, prepare curriculum to
match competency areas.
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Relate Existing Training to State Leadership Competency Model
CCE Actual Steps
#4 Make decisions about whether how training content should be changed to better
address competencies and behaviors
and create a compelling online learning experience.
Lead Instructional Designer
Sees “big picture”
Aware of technical constraints
Familiar with features and functions of LMS (Moodle)
Works with a talented team of graphic artists and technical
programmers
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What are the advantages of
classroom training?
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Types of Interaction
Learner
Content Learner
the process of
intellectually interacting
with content
Expert Learner
the instructor, seeks to
maintain the student's
interest in the subject
Learner
interaction between one learner
and other learners with or
without the presence of an
instructor.
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Types of Interaction
Learner
Content
Learner
Expert
Learner
Learner
Divide the pie into three slices,
with the size of the slice
representing the amount of
class time for the interaction.
Now, visualize that same training
as eLearning. What does the
interaction pie look like now?
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What is AILOL?
Asynchronous Instructor-Led Online Learning
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Training Delivery Methods by Company Size 2011
Delivery Method
Blended
Classroom
Virtual Classroom/Webcast Only (instructor from
remote location)
Online or computer-based methods
Social Networking (wikis, blogs, communities of
practice)
Mobile Only (cell phones, iPods, PDAs)
% of Training Hours
Small
Medium
Large
10-999
1,000-9,999 =>10,000
22.3
24.1
26.6
45.2
44.4
29.4
11.2
10.0
13.1
20.5
20.1
28.4
0.6
0.7
2.1
0.2
0.2
0.7
Source: Galvin, T. (2011). 2011 training industry report. Training Magazine, November-December 2011.
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Higher Education
Online Learning
Classroom learning is venerated
Corporate Training
Terminology
History
Instructor Leadership expected
Mix of face-to-face and online
Emulate classroom
Adds Value
Blended Learning
e-Learning
Self-study encouraged (CBTs)
Trainers play lesser role in
learning process—limited to
delivery
Stand-up training morphs into
remotely-located instructor led
(synchronous)
Mix of two or more delivery
modes
Emerging Technologies Trending toward gamming,
simulations
Instructor role
Adds Cost
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AILOL – Benefits and Challenges for Public, Private and Non-Profit
Studies on EFFECTIVENESS or quality improvement indicate
•Improved retention rates – fewer drop outs.
•Improved ROI – related to retention rates; transfer of learning
Challenges
•Finding and training qualified instructors
•Finding design, development and delivery expertise
•Demonstrating added value
•Culture change
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What are best practices for
online instruction?
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*R O I – Rubric for Online Instruction
Learner Support & Resources
Course contains extensive information about
being an online learner and links to resources.
Instructional Design & Delivery
Course offers ample opportunities for a
variety of interaction and communication
Innovative Teaching with Technology
Course uses a variety of technology tools
facilitate communication and learning.
Online Organization and Design
Course is well-organized and easy to navigate
Assessment & Evaluation of Student Learning
Course has multiple timely and appropriate
activities to assess student readiness to
proceed with course content
Use of Student Feedback for quality improvement
multiple opportunities for students to give feedback
*http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf
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R O I – Rubric for Online Instruction
Category: Online Organization and Design
Criteria
Course is well-organized
Aesthetic design presents and communicates course information clearly
throughout the course
All web pages are visual and functionally consistent throughout the course
Accessibility issues are addressed though the course.
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Meeting the Challenge of Training
the 21st Century Workforce: An
Online Competency-Based Approach
Coming Soon!
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