1. Who Links the Learning Team
and the People We Serve? A
Preliminary Report of a CSTD
Study of the Job of the Learning
Consultant
Saul Carliner
Chantal Castonguay
Ofelia Ribeiro
Hiba Sabri
Emily Sheepy
Chantal Saylor
Andre Valle
2. Objectives
• Using research-validated information as a
guide, differentiate a performance
consultant from other jobs in workplace
learning and performance.
• Using a research-validated job description
as a guide, identify specific hiring and
performance management strategies for
working with or as a performance
consultant.
• Using the job description and the CSTD
Competency Model as guides, identify
specific professional development
strategies for aspiring performance
3. For a copy of the slides, visit
http://saulcarliner.wordpress.com.
5. Opening activity—part 2
1. Form small groups.
2. Briefly describe the job of a performance
consultant.
– In a sentence, what is the job?
– What skills does this consultant perform?
– What qualifications does this consultant
bring, such as experience? Education?
Technology?
10. That’s what we studied.
• What competencies are sought in a
performance consultant?
• How do these competencies align with the
CSTD Competency Model?
11. Foundations
• Practical foundations: Competency
frameworks
• Theoretical foundations:
– Theorized as the central role of HPI and HPT
in the work of training and development
professionals
– But the empirical evidence suggests
otherwise.
12. Methodology
• Solicited job descriptions through CSTD.
• CSTD staff stripped out identifying
information.
• Determined which ones really met the
criteria.
• Coded by at least 2 people for key
responsibilities and other characteristics.
• Analyzed findings.
14. Awareness of the Role
Only 53 of 129 job descriptions submitted are
usable for this study.
15. Background: Job Title
Learning Consultant (strong pattern—28
mention the word ―learning‖ in the title‖)
About patterns:
Dominant (48 or more instances). Weak (18-27 responses (33-49%)
Strong (28-47 responses (50% or more)) Interesting (10-17 responses) (20-
33%)
Within that group of job titles, Consultant
was most commonly used. Advisor is the
second most commonly used.
16. More Background on the Job
Title
Learning Advisor (Client facing) President
Learning Advisor Manager
Learning Advisor Business development manager
Learning Consultant Relationship Manager
Learning and Development - Specialist
Learning and Development Manager Senior Advisor
Learning Consultant
Senior Learning Consultant Account Manager
Senior Learning Partner
Learning Program Consultant
Learning Resource Consultant
Learning Services Coordinator
Learning Specialist
Preliminary conclusion: Job is actually called ―Learning Advisor‖ (strong
pattern) or some variation
17.
18.
19. Background: Reporting
Relationship
Learning Manager of some sort (maybe an
HR manager) (only mentioned in 32 job
descriptions, but it may mean the job is in
more than 1 department)
22. Background: Focus
Primarily internal (weak pattern for solely
internal, interesting patern for both, only a
few are solely external—really consistent
with stats on the field
• External 8
• Internal 21
• Both 15
24. Job Responsibilities: Interface
with Client
Yes—strong pattern (30) primary job
responsibility; but in 9 cases, a secondary
responsibility).
Not a responsibility in 6.
29. Job Responsibilities: Market the
Services of the Learning Group
Probably not.
Not mentioned in 30 of the job
descriptions (strong pattern).
But is a responsibility in 18 of the job
descriptions (lowest threshold for a weak
pattern)
33. Job Responsibilities: Assist with
Transfer
No.
Strong pattern: no or not mentioned in 39
job descriptions.
Yes is an interesting pattern (mentioned in
17 job descriptions)
35. Job Requirements: Education
• Yes—strong pattern (41 yes)
• Degrees sought: Bachelor’s preferred but
intensive post-high school study in adult
ed is desired. Limited need for master’s
degree.
36. Job Requirements: Previous
Experience
Needed. Strong pattern (mentioned in 33
job descriptions).
Amount Type
Amount varies from as low as 2 years to Dominant pattern: Do not require
as many as 10+ years. Median is 5 company experience (dominant by its
years. absence in the descriptions).
Not an entry-level job. 5 job descriptions mention where the
experience should be.
Some employers are requesting industry
experience in lieu of degrees. The most
common type of experience is training
experience. (Interesting pattern)
Just a few wanted in-company
experience.
38. Job Requirements: Specific
Technology Experience Sought
Primarily MS office. Within that family,
Powerpoint is named most frequently.
A few mentioned familiarity with
educational technology, but not frequently
enough to be an interesting pattern.
39. Job Requirements: Certification
Interesting pattern (mentioned in 11 job
descriptions).
Credential Mentions
CTDP 1 mention
ASTD 1 mention
CHRP 1 mention
PMP 1 mention
General HR, L&D certification.
Others Actually certificates: Adult Learning,
Train the Trainers, Instructor
Development
41. Job Requirements: Other
Tact when dealing with clients.
(Only mentioned in 1, but we thought
worthy of a mention.)
42. Next steps for this project
Conduct focus groups with individual
contributors in the job and managers who
oversee the responsibilities to:
– Validate the emerging job description
– Expand upon it
Make final recommendations for the
Competencies
43. Does this sound like the job we
described earlier?
If not, what differs?
How do we bridge the gap?
44. What are the implications to the
CSTD Competency Model?
45. Implications to the Competencies for
Training and Development
Professionals
Preliminary data suggests that these
competencies are not addressed by our
Competencies guide:
Marketing of the training function
Client relationship management
Managing clients
Project management
Question: Are these Training and Development
competencies or do they represent
competencies for other jobs?
46. What does this mean for setting
expectations now of Learning
Consultants?
47. What does this mean for setting
expectations now of Learning
Consultants?
Revisit expectations regarding
competencies with:
Non-instructional interventions
The ―businesses‖ of Training clients
Marketing and promoting the Training
function, especially high-end services
Technology, especially enterprise learning
technology but also e-learning technology
48. If you want to become a Learning
Consultant, what should you do?
49. Consider these suggestions for
professional development through
certification maintenance
Continuing Education Self-directed Learning Teaching and Presenting
Workshop on project Be mentored by an Workshop to local CSTD chapter
management experienced consultant on linking instructional design to
Workshop on strategic Take a Massive Open business needs
planning Online Courses (MOOCs) Guest lecture on careers in
Self-study course on on finance Training and Development at a
statistics and applied Organize a study group local university
research methods on preparing business Pre-conference workshop at the
Workshop on cases ISPI Conference on working with
consulting skills Evidence supporting the clients
Sessions on enterprise learning project including Session on performance
systems and advanced description and notes consulting at the CSTD
e-learning approaches Conference
Workshop at the eLearning Guild
conference on selling e-learning to
skeptical clients
Guest lecture on needs
assessment to a class at the local
university
50. Consider these suggestions for
professional development through
certification maintenance
Leadership, Professional and
Research and Publishing Volunteer Activities
Publish an article in the Canadian Serve on a CSTD committee in your
Learning Journal about the area in area of expertise
which you plan to specialize. Serve on a Chamber of Commerce
Copy of article, table of contents, or committee in your area of expertise
any other material as evidence of Serve as a consultant to a nonprofit
published material. in your area of expertise
Letter from the organization
acknowledging your participation
51. For a copy of the slides, visit
http://saulcarliner.wordpress.com.
