So You Want to Build a Curriculum


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Jay Orlin and Ron Sacchi present their topic at SBODN, Monday, February 7th, 2011.

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  • Jay
  • Jay
  • Jay
  • RonJust do it, why? Why? Why? “We can’t afford it” –make a link to business indicators: eg. One salesperson with improved influence skills reported $600k increase in sales in three months. Customer services employee taking the same class improved “customer sat scores” by 15%“Having nothing in place” is a dangerous trap…when building from scratch, set up your stakeholder process and be disciplined in your search for “building the right stuff” (eg. Leadership at VRSN)STAKEHOLDER QUESTION: Which needle to you want to move? What would it take to move it? What capabilities do you not have now that would improve your business performance?
  • Ron Perf specs: procedures, outputs, standards definedNec. Supports: Resources, priorities, authority time encouragementConsequences—Motivation, incentives, rewardsFeedback—how well does performance match expectations; praiseSkills and knowl– Training, learning to perform, opportunity to performCapabilities: physical mental emotional capacity experience
  • Ron
  • Even with a Steering Committee who truly guides you and believes in all the right stuff…Even if you have Competencies…Even if you Prioritized courses…You may be off the mark
  • So You Want to Build a Curriculum

    1. 1. So You Want to Build a Curriculum…<br />Jay Orlin <br />Ron Sacchi<br />What drew you to this topic? <br />
    2. 2. Icebreaker<br />If you have ever been involved in building an employee development curriculum, what role were you in? <br />Learning and Development Leader<br />Org Development/Org Effectiveness Consultant<br />Talent Management Consultant<br />Training Developer <br />HRBP <br />None of the Above <br />
    3. 3. What Will Be Covered<br />Discuss employee development initiatives:<br />How they usually originate<br />How to effectively respond to requests<br />Using a real case study, identify common pitfalls<br />Provide a reference tool for working with Stakeholder teams<br />
    4. 4. The Case<br />Worldwide company<br />3700+ employees<br />Corporate competencies already defined<br />$200k in funding<br />Data from Employee Engagement showed “Development” was a critical need<br />Mission: “Create an employee development curriculum”<br />If you were consulting this process: what else would you WANT to know? <br />
    5. 5. Business Reasons<br />What the textbook would prescribe…<br /> Curriculum must be aligned to business talent needs<br />What capabilities are required to achieve business goals –next year, the year after? <br />Measure the effectiveness of your new capabilities in terms of:<br />ImprovedQuality<br />Decreased Cost <br />Innovation/”Time to Money”<br />Improved Service or Revenue<br />Stakeholder Management <br />Overcoming the “Just do it” mentality <br />Overcoming the “We can’t afford it” excuse<br />“Whatever you do, will be better than having nothing in place”<br />Development CAN be quantified in monetary terms<br />
    6. 6. Key Capabilities/Competencies Required for the Business<br />Textbook says: <br />Clear Performance Specifications? <br />Necessary Supports? <br />Clear Consequences?<br />Prompt Feedback? <br />Necessary skills and knowledge?<br />Individual capabilities<br />Stakeholder Management <br />Seldom is the hierarchy perfect—using Inquiry rather than Advocacy <br />Rummler, 2004<br />
    7. 7. Gap Analysis<br />Textbook says<br /> Current State v. Future State analysis <br />How do you know the “right” set of skills to build for? <br />Stakeholder management<br />Technical skill sets are:<br />The easiest to plan for and ea$iest to quantify<br />Biggest time sink –due to customization <br />Fundamental skills (“soft skills”) are <br />Easy to buy (soft skills vendors are plentiful)<br />Hard to get “buy-in”<br />Universal questions– “So don’t we hire for these skills when people come in the door? Why would we need to teach these? <br />
    8. 8. Design/Develop—prioritize areas of focus and build out course/ware<br />Textbook says<br />Check in with Steering Committee team to prioritize<br />Document decisions made by the team<br />Check in with Senior Leadership on progress <br />Stakeholder Management<br />Original goals may shift—rework, abort some pieces<br /> “Organizational Amnesia”: Document all agreements, rationale and decisions<br />
    9. 9. Implement, pilot and measure<br />Textbook says<br /> Communicate, communicate, communicate<br />Invite/Select your pilot audience<br />Measure to stated objectives<br />Measure response to the medium and content<br />Stakeholder Management <br />Lead with data from pilots as measured against needs is VISIBLE and intuitive<br />Ensure your stakeholders view/participate in pilots<br />Make BUZZ! <br />
    10. 10. “The Rest of the Story” <br />Lessons Learned: <br />Document and report on progress early, often and in a consistent format <br />Contract specific Stakeholder role as “Ambassador” for the work being done<br />Make messaging simple and consistent<br />
    11. 11. STEPS for CHANGE <br />
    12. 12. Review Team<br />Audience Perspective<br />Feedback<br />Suggestions<br />Expertise<br />Training Need Identified<br />Objectives<br />Evaluation<br />Criteria<br />Module Development<br />Evaluate Results<br />Review Team<br />Learner Centered: All training and evaluation must be directly relevant to Learner’s job<br />Tips for Facilitating the Review Team:<br /><ul><li>Provide an Orientation
    13. 13. Short email explaining the team’s goals
    14. 14. Follow-up call to ensure their understanding
    15. 15. Specify the role they will play and what your role will be
    16. 16. Get a commitment for turn-around time for input
    17. 17. Edit out unnecessary information before communicating
    18. 18. Be very specific about the kind of feedback you want
    19. 19. Make it as easy as possible for them to respond
    20. 20. Offer templates or fill-ins when possible
    21. 21. Use open-ended questions to uncover additional details
    22. 22. Take an active approach when needed input is late
    23. 23. Use best meeting practices</li></ul>Purpose:<br /><ul><li>Increase accuracy of targeting objectives
    24. 24. Increase relevance and validity of test questions
    25. 25. Minimize unnecessary rework
    26. 26. Increase likelihood of acceptance</li></ul>Benefits of Review Team:<br /><ul><li>It helps to “sell the value” of participating on your team
    27. 27. Greater learning efficiency for Module Participants
    28. 28. More precision in module content
    29. 29. Time saved by eliminating non-essential content
    30. 30. Greater emphasis on prioritization of business needs</li></ul>Recognize Participation:<br /><ul><li>Participation on your team is voluntary/ beyond usual job
    31. 31. Everyone should be acknowledged for their contribution
    32. 32. Thank members personally
    33. 33. Ensure their management knows of their efforts
    34. 34. Acknowledge people who really go the extra mile for you
    35. 35. These practices will help you re-recruit Review Teams</li></ul>Roles and Responsibilities of Team Members:<br /><ul><li>Provide timely response to Developer’s input requests.
    36. 36. Champion the needs of the organization they represent
    37. 37. Provide guidance on module objectives and evaluation methods
    38. 38. Review modules in draft stage and guide direction</li></ul>Review Team Candidate:<br /><ul><li>Representative of Stakeholder organizations
    39. 39. Well informed about business needs of organization
    40. 40. Sufficient understanding of subject matter
    41. 41. Reliable in terms of keeping commitments</li></li></ul><li>Q&A <br />