Presented for Dr. Jim Marshall By Brett Powell & Karl Richter EDTEC 685 12/06/05

1. A Shift from Training to Performance"Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius -- and a lot of courage -- to move in the opposite direction."- Albert Einstein Presented for Dr. Jim Marshall By Brett Powell & Karl Richter EDTEC 685 12/06/05

2. The Scenario • “We have 180 learning professionals across the globe. Mostly, they deliver and coordinate training. Frankly, that's not good enough. Our internal clients wonder if what we do is making much difference. I wonder too. Mostly, we do habitual dippings. That's why I contacted you.“ • How do you recommend that we move people from training to performance? I believe that will be best for our internal clients, our external customers, and our organization.“

3. Does Training Make a Difference? Kirkpatrick’s 4 Levels of Evaluation • Reactions • Learning • Transfer • Results

4. The Role of Training Activity based Approach No business need No assessment of Performance Issues No specific, measurable objectives No efforts to build partnerships with stakeholders No measurement of results, cost benefit analysis The Role of Performance Results based Approach Linked to a specific business need Assessment of performance effectiveness Specific Application and Impact objectives Partnerships with stakeholders Measurement of results (ROI) A Shift to Performance is a Shift in Thinking

5. Different Models of Performance • The Organizational Effectiveness model • Performance Architecture • Integrated Performance Strategies

6. A Common Approach to Performance Consulting Performance consulting is a systematic process of: • Assessing needs • Analysing problems • Recommending solutions • Developing and implementing solutions • Evaluating worth 4 phases of The Human Performance Improvement (HPI): • Partnering • Assessment • Intervention • Evaluation

7. Partnering Learning Professionals must develop long term relationships with clients based on their training and performance needs. • Consider institutional contexts such as the mission, goals, strategies, and corporate culture of the client • Partner with clients to identify problems and opportunities related to human performance • Identify training needs linked to performance gaps • Set project goals • Identify roles and responsibilities • Define what "success" will look like for this project

8. Assessment LPs must collect data on the current and desired state of performance and the cause of any performance gaps • Establish desired Performance goals that can be measured • Decide on the type and level of performance needed • Determine potential obstacles to attaining desired performance • Analyze performance gaps and their root causes especially when current performance is below expectations

9. Intervention (Selection) LP’s must design and develop interventions agreed upon in the assessment phase. A “Performance Consultant” should identify the best solutions that can be used to remove or overcome the gap between the desired and the actual state of performance. • Select and design an appropriate intervention, based on assessment data, to resolve the performance problem • Intervention may be learning-based on non learning-based Interventions could include: • Learning, tutorial, training interventions (competency based training) • Consultative interventions (strategic planning) • Techno-structural interventions (work space redesign, systems upgrades) • Process or systems interventions (job design, incentive programs)

10. Intervention (Implementation) Factors that affect the implementation include: • Life Cycle ~ An organizations development stage at the time the intervention is proposed. Is the organization in the right cycle to accept the change? • Culture ~ Refers to organizational culture. At times we need to destroy old cultures and build new ones. Is the intervention and the organizational culture in sync? • Strategic Plan ~ All interventions should align and support. • External Conditions ~ Identify all the environmental factors that could impede on the implementation process. 5 Keys to implementation • Traditional routines are put aside • Old habits must be broken • New equipment is delivered • New forms or worksheets are used • A new aspect of performance must be learned observed and rewarded

11. Evaluation • “Assess the success” of the intervention in attaining your goals • Goals may include Performance Improvement goals as well as broader business goals • Provide feedback for continued change

12. The HPI Model MAINTAIN STAKEHOLDER PARTNERSHIP CONSIDER INSTITUTIONAL CONTEXT MISSION GOALS STRATEGIES CULTURE DEFINE DESIRED PERFORMANCE FIND ROOT CAUSES Why does the performance gap exist? SELECT INTERVENTIONS What can be done to close the performance gap? IMPLEMENT INTERVENTIONS GAP DESCRIBE ACTUAL PERFORMANCE EVALUATE PERFORMANCE

13. Will you be ready?

14. 7 Sins of Performance Consulting • The Lone Ranger Syndrome – do not take on an assignment by yourself • A Rush to Judgement – do not act before you know what the problem is (analysis) • The Tower of Babel – do not use jargon that doesn’t connect with your client • Just-In-Time = Too Late – do not wait for the client to contact you • One Size Fits All – use a model as a starting point, but do not get stuck to it • No One’s Listening – not everyone shares your enthusiasm, build credibility • Prove Them Wrong – be more proactive and ask the right questions, do not argue

15. Published Literature Go to http://print.google.com/ Moving from Training to Performance: A Practical Guidebook Performance Consulting: Moving Beyond Training Human Performance Improvement: Building Practitioner Competence HPI Essentials: A Just-The-Facts, Bottom-Line Primer on Human Performance Improvement Training Ain't Performance

16. Performance on the Web • http://www.ispi.org/ • http://www.astd.org/astd

17. Vendors • http://www.ptrain.com/consulting/ • http://www.pci-solutions.com/ • http://learningsource.od.nih.gov/perform.html • http://www.millerconsultants.com/