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Challenges for the State

Meeting the Challenge of Training the 21 st Century Workforce: An Online Competency-Based Approach. Challenges for the State. 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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Challenges for the State

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  1. Meeting the Challenge of Training the 21st Century Workforce: An Online Competency-Based Approach

  2. Challenges for the State A Growing Need In State Workforce Development • Mandated 80 hrs new supervisor training • Succession planning • State’s fiscal climate • Bans on travel for training

  3. Opportunity for CCE 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

  4. Getting Started Getting Started • High-level concept, assumptions and constraints • Building the team

  5. Pete and Joe Job Description Job Specifications

  6. Why do some people get better results Why do some people get better results than others, even though they share the same job title?

  7. State Leadership Competency Model Building Coalitions Competencies Competencies Team Leadership Workforce Management Fostering a Team Environment Promoting a High-Performance Culture Core Leadership Core Leadership Communication Competencies Relationship Building Manager/Supervisor Manager/Supervisor Fostering Diversity Developing Others Conflict Management Influencing Others Executive Executive Interpersonal Skills Flexibility Organizational Awareness Global Perspective Forward Thinking Competencies Competencies Vision & Strategic Thinking Personal Credibility Competencies Competencies Results Orientation Executive Competencies Competencies Planning & Organizing Building Trust & Accountability Creating Organizational Transformation Customer Focus Change Leadership Ethics & Integrity Thoroughness Manager/Supervisor Analytical Thinking Decision Making Core Leadership Maximizing Performance Results

  8. Why Use Competencies Why use Competencies?

  9. Functions of Competencies 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.

  10. How are competencies different from job descriptions How are competencies different from job descriptions?

  11. Competencies vs. Job Descriptions Competencies Job Descriptions About People/ focus is on individual Duties/focus is on work Alignment What’s important to the organization Operations Description Behaviors of people who are exemplary performers what the person does: activities, duties Includes • Characteristics of the individual that lead to successful or exemplary performance in a work situation; includes: • Technical skills • Level of motivation • Personality traits • Awareness of bodies of knowledge • Other things that can assist in producing desired results Job specification – clarifies minimum requirements to quality for a job. Specific skills specific knowledge

  12. What’s the matter with job descriptions? 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?

  13. How do you design competency-based training? How do you design competency-based training?

  14. ASTD Process 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.

  15. CCE Process –Step #1 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

  16. CCE Process – Step #2 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

  17. CCE Process – Step #2(continued)

  18. CCE Process – Step #3 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 Subject Matter Experts Task: 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.

  19. CCE Process – Step #4 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

  20. Advantages of classroom training What are the advantages of classroom training?

  21. Types of Interaction Types of Interaction Learner Content Learner Expert Learner Learner the process of intellectually interacting with content the instructor, seeks to maintain the student's interest in the subject interaction between one learner and other learners with or without the presence of an instructor.

  22. Your Interaction “Pie” Learner Content Learner Expert Types of Interaction 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?

  23. AILOL What is AILOL? Asynchronous Instructor-Led Online Learning

  24. Industry Survey Training Delivery Methods by Company Size 2011 Source: Galvin, T. (2011). 2011 training industry report. Training Magazine, November-December 2011.

  25. Historical Perspective

  26. Benefit and Challenges of AILOL 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

  27. What are best practices of online instruction What are best practices for online instruction?

  28. Rubric for Online Instruction *R O I – Rubric for Online Instruction Learner Support & Resources Course contains extensive information about being an online learner and links to resources. Online Organization and Design Course is well-organized and easy to navigate Instructional Design & Delivery Course offers ample opportunities for a variety of interaction and communication Assessment & Evaluation of Student Learning Course has multiple timely and appropriate activities to assess student readiness to proceed with course content Innovative Teaching with Technology Course uses a variety of technology tools facilitate communication and learning. Use of Student Feedback for quality improvement multiple opportunities for students to give feedback *http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf

  29. Transition to Development 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.

  30. Geoff

  31. Meeting the Challenge of Training the 21st Century Workforce: An Online Competency-Based Approach Coming Soon!

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