Here is a brief excerpt from an article by John H. Cox for Training magazine, a 50-year-old professional development magazine that advocates training and workforce development as a business tool. The magazine delves into management issues such as leadership and succession planning, HR issues such as recruitment and retention, and training issues such as learning theory, on-the-job skills assessments and aligning core workforce competencies to enhance the bottom line impact of training and development programs. Written for training, human resources and business management professionals in all industries, Training combines a paid circulation with qualified, controlled recipients to deliver the strongest circulation in the market.

To read the complete article and check out other resources, please click here.

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Rather than define learning as formal or informal, why not provide learners directions that guide them to learn job competencies—especially, through job-based experiences?

The idea of guiding self-directed learning is a very practical approach. Rather than define learning as formal or informal, why not provide learners directions that guide them to learn job competencies—especially, through job-based experiences?

After years of designing and implementing competency-based training, I have come to support the research that says how you apply knowledge is linked to how and where that knowledge was acquired. I have found that 90 percent of job competencies are learnable on the job through guided job-based experiences involving observation and working with role models, inquiry, problem solving, analyzing processes, and social and collaborative learning activities. The other 10 percent typically represent behavioral or complex skills not easily learned on the job.

Learning on the job and applying acquired skills under real job conditions creates opportunities not associated with traditional training approaches. This prepares learners for the job before they enter it.

Build a Learner-Guided System

Developing a guided learning approach consists of three elements:

o Creating a framework to guide the learner with a tool called a “training guide”
o Harnessing self-directed learning strategies
o Using technology to support the learning system

Construct Training Guides

A training guide is created for each competency and contains the following four parts:

1. Identify Job Competencies. A job competency is defined as the essential skill a competent employee should possess to succeed in his or her job. With a learner-guided system, competencies are defined using expert performer contribution. As defined here, a competency contains a behavioral (skill), cognitive (knowledge), and affective (attitudinal) component.

2. Develop Learning (training) Activities. Learning activities are developed for each competency. Here are a few key elements that are considered when creating learning activities:

o Job competency elements (skill, knowledge, attitude) are broken down to determine how best they can be developed into learning activities. For example, skill development might involve observation, guided practice, assisting, and then performing on a job.

o Key processes are examined to determine what role they play in designing learning activities.

o Available resources are identified (people, sources of information, etc.) that support the nature of learning activities. Social, collaborative, and time-sensitive events also are determined to facilitate and guide learning.

A useful tool that aligns with learning activities is the use of a journal where learners answer pre-defined questions related to the importance, purpose, and relationship of the competency to key organizational aspects associated with each competency.
Note: A certain amount of creativity goes into creating learning activities given the differences in job competencies, work environments, role models, and other resources from one organization to another.

3. Create Standards of Performance. Each learning activity has a standard of performance to guide evaluation. Criteria such as timing, context, quality, correctness, etc., and the organization’s current or future policy and procedural standards are considered. In essence, a criterion-referenced approach is applied.

Managing the process of evaluation is greatly enhanced by using the idea of “learning contracts.” For each training guide, a designated coach/advisor/mentor signs off that the learner has mastered all agreed-to elements of the competency.

As learning activities are worked on, learners receive positive, immediate, and continuous feedback as they accomplish each training activity. Further feedback occurs as they master each competency.

By learning job competencies that are practiced on the job, learners achieve a high level of retention and application, which significantly enhances future job performance.

4. Assemble Supporting Resources. As part of the development process, a search is conducted to identify all organizational resources that may contribute to the learner-guided system. Think of job aids, documents, video and/or audio clips/lessons, process maps, and role models that exist in the job environment. In certain situations, it may make sense to create a resource that is not available but would contribute greatly to the learning process.

The benefits of constructing a learner-guided framework go beyond a mere training application. For individual employees, clear expectations of the training program, as well as the job itself, are set forth. For the organization, a competency model is developed that can be used for training, selection, career development, and performance appraisal.

Organizations that are working hard to make changes due to economic pressures, employee demographics, or a desire for their employees to assume more responsibility for their development should take a hard look at applying a learner-guided approach.

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Here is a direct link to the complete article.

John H. Cox, Ed.D, CPLP, is president of the Cox Learning Group. Throughout his career, he has developed high-impact learner-guided systems for numerous organizations across sales, supervisory, management, customer service, and multiple front-line roles. John cordially invites you to contact him at his email address by clicking here or at LinkedIn link.