UNIVERSITY TO USEFULTransitioning performers from classroom learningto performance for technical professionals
Situation• The easy oil is gone. New technologies are being  developed to get to more difficult oil to meet the  world’s d...
Discussion in Pairs• Find a partner and review the scenario  presented on your handout.• Discuss the challenges presented ...
How Would You…• Bridge the gap from learning to performance to  meet management’s mandate?• Develop curriculum from a list...
How Would You…• Systematize course development quickly for  seven courses of two-week duration for a range  of technical d...
Our Solution• We came upon Beacon Performance Group through a  contact from previous work they had done with our  Leadersh...
What Happened• By the time we were able to bring our analysts over, it  was mid-October.   – Only 12 weeks to take these c...
What Happened• From the reports each major outcome and high-level  process was broken down into major modules.• Outcome de...
How We Did It1. Started with a clear performance-based   approach2. Ordered and organized the job family and   curriculum ...
Step 1 - Performance DNA™• We conducted Performance Analysis using  Performance DNA™ (PDNA)  – Used in ASTDs HPI Certifica...
The Performance Chain• The basis for building outcomes-based accelerated  development               Performance happens in...
Performance DNA ™ Training Design   PERFORMANCE                       PLAN              DESIGN & DEVELOP         DESIGN & ...
Step 2 – Order the Job Families• Order and organize based on performance  – Conducted Performance DNA™ Analysis    intervi...
From Technical Area Chaos…  … To Job Role Clarity   Job Role 1        Job Role 1              Job Role 1        Job Role 1...
And From This…• Job of a Geophysicist:   –   Task 1   –   Task 2   –   Task 3   –   Task 4   –   Task 5   –   Task 6   –  ...
… To This        16
Step 3 – Design and Develop• Course Design Planning Worksheet, Part 1  – Document the Job Outcome addressed by the    cour...
Course Design – Part 1Course Design Planning Worksheet, Part 1Using Key Work Process Worksheets to Plan Course CoverageCur...
Step 3 – Design and Develop                                          (continued)• Course Design Planning Worksheet, Part 2...
Course Design – Part 2Course Design Planning Worksheet, Part 2Using Task Definition Worksheets to Identify Tasks Addressed...
Step 3 – Design and Develop                                            (continued)• Course Design Planning Worksheet, Part...
Course Design – Part 3Course Design Planning Worksheet, Part 3Course Content PlanningCurriculum:__________________________...
Step 3 – Design and Develop                                           (continued)• Content Analysis and Requirements Templ...
Content AnalysisContent Analysis and Requirements TemplateProject:_____________________________________                   ...
Step 4 – Manage the Change• Held regular overview, focus group and  validation meeting with SMEs  – Introduced began to ed...
Be Mindful of the Inertia!• Lessons Learned:  – We got some black eyes     • Deep feelings among SMEs about how “their top...
Questions?To find out more, contact:                Mason Holloway                       Director              Beacon Perf...
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University to Useful

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The oil and gas industry is facing a huge hurdle iin technical talent. Known in the industry as "the big crew change," the coming bubble of retiring technical professionals presents a looming challenge to the industry.

This presentation follows our work with a large international oil company to tackle that problem at the earliest stage - the newly degreed and hired technical professional.

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  • Heather – this is your part!
  • One of the job families analysis was already completed and the other discipline decided to hold off. So analysis for 5 disciplines and development for 6. We decided to use the discipline with completed analysis as an instructional template for the others to follow.A focus group was held with several SMEs from each discipline, for each discipline. The outcomes and processes were reviewed, discussed, and agreed upon.Outcome reports were discussed and reviewed by the subject matter experts from each discipline. Feedback was obtained and implemented.
  • Organizational and systematic change management was sorely lackingSMEs needed to be educated to instructional design and development processesSMEs needed to be available to create course and write case scenariosCourses couldn’t be developed without face to face with SME
  • This is my part again
  • This graphic presents an overview of the process we will follow to develop performance-based materials. PERFORMANCE ANALYSIS—the first step in the process is to DEFINE the organization’s business goal and the target job role that is affecting that goal and may need training. (Note that we are not jumping the gun and determining at this step that training is the answer!)The second step is a front-end analysis that starts from the major OUTCOMES produced by the job, and then identifies the KEY WORK PROCESSES or chunks of work that the individual performs in order to produce the OUTCOMES. Next, we gather detail on the TASKS that are performed in each of the key WORK PROCESSES and we investigate INFLUENCING FACTORS that impact performance. And for those tasks that are either new or problematic, we drill down to understand the sub-tasks or steps.Thus, when we begin the next step, PLAN phase, we already understand the outcomes, work processes, and tasks and subtasks on which we need to focus. We first work with the client to understand any general, delivery, design, or evaluation constraints that we should understand as we move forward. This will help us make appropriate decisions based on what we can and cannot do with the learner population and the timeframes within which we must work. Next, we investigate retention issues and plan how we will cause learning, retention, and transfer to occur. Next, conduct research on required content and information so we understand the characteristics of the content that must be learned in order for the performer to produce outcomes. The final step in this phase involves determining the most appropriate approach—job aids or instruction—based on what we have learned about required performance.If Job Aids appear to be the most appropriate, cost effective solution, we design and develop them. This includes specifying job aid type and determining the most appropriate job aid format. Next we plan the job aid, including the content that will comprise it. Next we design and develop the job aid. Finally, we validate and evaluate it for performance.If Instruction appears to be the most appropriate, cost effective solution, we design and develop it. This involves specifying materials that need to be developed, Then we develop learner and facilitator materials, using a process that will ensure the training is focused on OUTCOMES not subject matter, as well as developing facilitator job aids and materials. Next, we develop tests, if required, and validate and evaluate our efforts.
  • University to Useful

    1. 1. UNIVERSITY TO USEFULTransitioning performers from classroom learningto performance for technical professionals
    2. 2. Situation• The easy oil is gone. New technologies are being developed to get to more difficult oil to meet the world’s demand.• The way the industry is doing business needs to change. Collaboration, or working across disciplines has become a must.• The industry has many senior professionals retiring soon . There is a need to hire many new professionals to take their place leaving a gap of knowledge and experience. 2
    3. 3. Discussion in Pairs• Find a partner and review the scenario presented on your handout.• Discuss the challenges presented and how you (or your organization) might have dealt with them. 3
    4. 4. How Would You…• Bridge the gap from learning to performance to meet management’s mandate?• Develop curriculum from a list of topics or a broad ‘bucket’ of subject matter that spans the breadth of a technical discipline?• Equip performers who are armed with only university knowledge to produce quickly in a technical role that draws on a depth of technical experience and a breadth of region-specific application of knowledge when the existing curriculum is organized by topic or subject? 4
    5. 5. How Would You…• Systematize course development quickly for seven courses of two-week duration for a range of technical disciplines to be developed in less than 12 weeks?• Generate the understanding and buy-in of subject matter experts (who hold the keys to your success with the business line) to a new approach (performance-based rather than content-driven) even as you are undertaking it? 5
    6. 6. Our Solution• We came upon Beacon Performance Group through a contact from previous work they had done with our Leadership Center.• I met with Mason and described our situation.• Over the next several weeks we put together a plan: – a team of analysts would perform a PDNA analysis to target the major outcomes of each discipline. – From the analysis, the outcomes and modules would be identified, lending to the curriculum definition. – Then a team of instructional designers, technical writers and graphic artists would come to office and develop the courses alongside the SMEs from each discipline. 6
    7. 7. What Happened• By the time we were able to bring our analysts over, it was mid-October. – Only 12 weeks to take these courses from beginning to end.• Three analysts had two weeks to perform PDNA on 5 job families.• The product of the interviews was a map of outcomes and preliminary processes for each discipline.• More data crunching back in the states resulting in a more detailed report of the outcomes and high-level processes. 7
    8. 8. What Happened• From the reports each major outcome and high-level process was broken down into major modules.• Outcome deliverables and action objectives were identified for each module.• Reviewed by SMEs again.• Development teams hit the ground running in mid- November and produced systematized templates, and process for developing courses.• We reached our goals and the flagships were delivered.• Couldn’t have done it nearly so well without Beacon’s PDNA help. 8
    9. 9. How We Did It1. Started with a clear performance-based approach2. Ordered and organized the job family and curriculum based on outcomes3. Designed and developed courses in alignment with the performance model (from analysis)4. Managed the change - Held regular overview, focus group and validation meeting with SMEs 9
    10. 10. Step 1 - Performance DNA™• We conducted Performance Analysis using Performance DNA™ (PDNA) – Used in ASTDs HPI Certificate Program – Validated across many organizations• Used the follow-on approach Performance DNA™ Training Design – Aligned to PDNA – Quick and efficient for porting over PDNA data 10
    11. 11. The Performance Chain• The basis for building outcomes-based accelerated development Performance happens in this direction Influences Tasks Processes Outcomes Business Goals We analyze performance in this direction 11
    12. 12. Performance DNA ™ Training Design PERFORMANCE PLAN DESIGN & DEVELOP DESIGN & DEVELOP ANALYSIS JOB AIDS INSTRUCTIONDefine organization’s Determine parameters Specify materialsbusiness goal and job Specify job aid type and constraints to be developedthat may need training Define major Determine how to Determine appropriate outcomes required cause learning, Develop curriculum plan job aid formatvs. currently produced retention & transfer Define key work Conduct research Plan and design courses processes used on required content Plan the job aid to produce outcomes and information Detail tasks Determine most Design and develop performed in appropriate approach Plan and design modules the job aid key work process (job aid vs. training) Break down sub-tasks Validate and evaluate Validate and evaluateor steps for problematic for performance for performance or new tasks Investigate factors that influence performance 12
    13. 13. Step 2 – Order the Job Families• Order and organize based on performance – Conducted Performance DNA™ Analysis interviews across 5 job families – Organized outcomes around job roles and specialty roles – Created outcome maps as organizing templates for job families 13
    14. 14. From Technical Area Chaos… … To Job Role Clarity Job Role 1 Job Role 1 Job Role 1 Job Role 1Specialist Role 1 Specialist Role 2 Specialist Role 3 Specialist Role 4 14
    15. 15. And From This…• Job of a Geophysicist: – Task 1 – Task 2 – Task 3 – Task 4 – Task 5 – Task 6 – Task 7 – Task 8 – Task 9   – Task 178 15
    16. 16. … To This 16
    17. 17. Step 3 – Design and Develop• Course Design Planning Worksheet, Part 1 – Document the Job Outcome addressed by the course – Document expected Learning Difficulties – Document pertinent Work Process details that are relevant to Course coverage 17
    18. 18. Course Design – Part 1Course Design Planning Worksheet, Part 1Using Key Work Process Worksheets to Plan Course CoverageCurriculum:___________________________________________ Course Name:__________________________________Job Outcome Addressed:_______________________________Course Objective:Expected Learning Difficulties (based on characteristics of learner audience): Work Process Process Output Difficulty Level* Complexity Number Tasks Require Tasks Require Addressed Level* of Tasks High Level of Performance Decision Making at High Speed 1 2 3 4 5 1 2 3 4 5 18
    19. 19. Step 3 – Design and Develop (continued)• Course Design Planning Worksheet, Part 2 – Estimated Course Modules – Documented Task Details and Drafted Module Names – Documented Potential Interactions 19
    20. 20. Course Design – Part 2Course Design Planning Worksheet, Part 2Using Task Definition Worksheets to Identify Tasks Addressed in Each ModuleCurriculum:___________________________________________ Course Name:__________________________________Work Process(es) Addressed:_______________________________ Tasks Related to Work Process(es) Task Difficulty Draft Module Names* Describe Potential for Rating (Write same Module name beside Interaction with or Confusion multiple tasks that will be treated in the with ED D M E module if you are combining 2 or more Other Module tasks into one module)1.2.3.4.5.6.7.8.9. 20
    21. 21. Step 3 – Design and Develop (continued)• Course Design Planning Worksheet, Part 3 – Sequence Modules and Document Module Details – Document Job Outcome Produced by Module – Determine Source of Module Content – Determine Delivery Location and Ratio – Determine whether Evaluation is required as final activity 21
    22. 22. Course Design – Part 3Course Design Planning Worksheet, Part 3Course Content PlanningCurriculum:___________________________________________ Course Name:__________________________________Evaluation Required as Final Course Activity? □Yes □No(If Yes, document rationale.) _______________________________________________________Practice Methods Required: (mark only after Module Design Worksheet, Part 2 has been completed)□ Isolated practice on each module □ Integrated practice across all modules at end of course Module Name Sequence of Desired Job Module Content Location Ratio of (Transfer from Part 2) Module Outcome Produced Source Learners to Delivery by Module (select instructor, Instructor course materials, eLearning, job aid, and/or simulation) □ Instructor □ Course materials □ eLearning □ Job Aid □ Simulation □ Instructor □ Course materials □ eLearning □ Job Aid □ Simulation 22
    23. 23. Step 3 – Design and Develop (continued)• Content Analysis and Requirements Template – Analyzed Course Design Documents for Content Requirements – Worked with SMEs to Identify Availability and Source and Condition of Content – Specified Next Steps for Content Inclusion 23
    24. 24. Content AnalysisContent Analysis and Requirements TemplateProject:_____________________________________ Page___ of ____Foundational Course:_____________________________ Technical Writer:_____________________Module::_____________________________________Content Requirement Exists Content Information Content Summarize Rework Description ? Source Type Format Content Usage Required (y/n) (PPT, DOC, Etc.) □ Key terms □ Writing □ Concepts □ Editing □ Graphic □ Facts Design □ Processes □ Other □ Principles □ Other □ Key terms □ Writing □ Concepts □ Editing □ Graphic □ Facts Design □ Processes □ Other □ Principles □ Other 24
    25. 25. Step 4 – Manage the Change• Held regular overview, focus group and validation meeting with SMEs – Introduced began to educate and continued to socialize the difference between subject matter and performance – Ensured that they had a voice in the process – Managed their input (not always well!) 25
    26. 26. Be Mindful of the Inertia!• Lessons Learned: – We got some black eyes • Deep feelings among SMEs about how “their topic” must be handled • Resistance to change • Politics – internal and departmental divisions • A whole lot of “this is how we do it here,” and “I know what they need to know.” 26
    27. 27. Questions?To find out more, contact: Mason Holloway Director Beacon Performance Group mholloway@beaconassociates.net 443-995-4797 27

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