• Personal Resonance© is a research forum engaged in transforming findings from proven research studies on learning, training, performance and expertise into practical training solutions and practices to 'accelerate time-to-expertise' of organizations and professionals. Aggressive time-to-market drives organizations to develop complex cognitive skills of their employees at faster pace to beat their competitors. Goal of forum is to find and share the answer to that ‘speed’. The forum is trying to develop a core knowledge-base in four areas by systematically assimilating, analyzing and synthesizing the proven research studies in wide range of disciplines like cognitive sciences, neuroscience, psychology, education, learning and brain science, etc.: 1) Accelerated Workplace Expertise: Proven research-based strategies and methodologies to accelerate expertise of organization as a whole through training and learning. 2) Accelerated Professional Expertise: Science-based resonance techniques to accelerate expertise, peak performance and effectiveness of individuals. 3) Strategic Training Management: Experience-based competitive philosophies and processes to manage large-scale complex learning and knowledge operations to produce proficient workforce. 4) Competitive Instructional Design: Advanced instructional and learning design techniques to deliver higher order complex skills like problem solving, critical thinking, decision making, technical troubleshooting.

9 Guidelines to Apply 70:20:10 Framework to Accelerate Time-to-Competence (Part-2)

70 20 10 -model for performance improvement

In this part-2 of the blog post, I will share remaining 5 of the 9 guidelines shared by Dr. Charles Jennings, a learning thought leader and advocate of 70:20:10 framework. He emphasizes that this framework, if  applied strategically, can enable organizations to compress time-to-competence. Click here to read the Part-1 for first 4 guidelines. http://www.personal-resonance.com/leveraging-702010-framework-accelerate-time-to-competence-thoughts-charles-jennings-part-1/

Guidelines 5 to 9

5. Design opportunities for reflection

“From a practical point of view, making sure that structured training is experiential and contains designed opportunities to reflect the situations that people are going to encounter in the workplace. It certainly accelerates performance. The opportunities of reflection has to be built into day-to-day work after the training as well.”

 6. Use the checklists to avoid unnecessary informational training

“I think that the humble checklist is really underrated. I often feel that we can spend days training people, and actually we could give them three or four pages of clear checklists and we help them just as much as three days of training. I think from a training point of view, certainly providing checklist within the 70:20:10 model to help reduce time to competence by taking away some of the need to put people through formal training. For example, the French company Dannon, makers of dairy foods, yogurts, bottled water and other products employing 100,000 employees, is using checklists to compress time to competence. Of course checklists have been used by aircraft pilots and many other groups very successfully for years. They are also now being used more and more in medical contexts. Professor Atul Gwande, author of ‘Checklist Manifesto’ has helped improve success rates in hospital surgeries across the world with checklists.”

 7. Provide opportunity to build network

“When analyze high performing people and high performing teams, they almost always rely on some structured development to get started. But that isn’t all that makes them high performers. There’s a lot more to it than that.”

“For example if I am a new software developer, new into the organization, it will help if I can spend maybe a week shadowing someone who is seen as an expert in this area, maybe work with him in a project for week. That’s going to give me so much learning.”

“We can build performance support in our organizations which doesn’t need any technical infrastructure. This may include activities such as helping people build better social networks and work based social networks. Most large multinational companies have excellent expert locator systems or employee directories to enable employees to reach out to the right mentor or expert to accelerate their learning.”

“The point is one needs to help people build the networks to get access to the high performers. Often they need to look outside their own group or team, and sometimes outside their organization. There has been a lot of research carried out around the fact that people who have wide networks are often higher performers than those who don’t.”

“We can use things such as job sharing or job swaps etc. I’ve seen these approaches work so well. I’ve seen young project managers develop really fast by being given a really complex project to manage and being provided with a senior project manager as a mentor who they could meet with once a week, and who could help and support them and give them advice. This kind of performance support doesn’t need technology infrastructure, but that needs a particular mindset. It needs organizations to acknowledge that to learn, we need to support the ‘20’ and ‘70’ (social and experiential learning). The main question is ‘how are we going to effectively exploit these?”

 8. Use a realistic environment and support environment

“Designing the training environment and ensuring that it links to the real job environment, and that it also links to support in the work environment is essential. These are all required to change behavior. And rapidly changed behavior is critical to time-to-competence. Some companies insists on putting their people through training and putting them back in job hoping they will be fully proficient.  To do this is to ‘believe in magic’. It simply rarely happens. In reality they often go back doing what they were doing before. Harold Stolovitch is absolutely right when he emphasizes that you cannot change people and improve performance without changing the environment.”

 9. Get managers involved in post-training support

“In order to successfully compress time-to-competence, we need to have managers who really understand that they have a huge impact on the way their people perform.

Managers need to understand that they can put people through good training courses, but these people will not become proficient faster unless they (the managers) provide them with the necessary support after they return to the workplace. They need to provide the opportunity to practice; the opportunity to reflect and discuss where things are going well and where things aren’t and focus on those that aren’t going well, and fix them.”

“Mary Broad and John Newstrom did some work which showed that if we want to effectively transfer training into the workplace, resulting in improved performance, then the manager has the most influence. Managers must prepare their people for the training – set expectations, understand whether the training is aligned with needs, ensure the right people are attending the training – and then follow up after the training – provide opportunities for practice in the workplace, and ensure that support is provided. To address these issues, any training analysis (or performance analysis) should capture what the manager needs and what success looks like. In other words, the manager needs to be closely involved in the design of any training, ensuring that manager expectations are aligned with trainer expectations, and ensuring that manager expectations are aligned with trainee expectations.”

“At the ‘first step’ of this process I’ve seen examples where managers are required to attend the last day of the training program. A learner is not put through a training program unless their managers agree that, on the last day they will attend for half a day and they will get a full understanding around what the expectations are of the course outcomes and what the expectation is on them, in terms of supporting the transfer of the training into actions.”

“When manager engagement is working well, when the learners come out of the training program their managers understand that they need to follow up, reinforce, provide the opportunity to practice and give the opportunity to reflect. I have no doubt that more you practice, the faster your performance improves. It’s not just any type of practice. We know that performance improves fastest if we practice those activities we are not good at. Simply being given opportunities to work on activities where we are fully competent will not really help improve overall performance. ‘Tough jobs’ was the description of the ‘70’ development activities in the 70:20:10 model. If they are ‘easy jobs’ then it’s unlikely to lead to improvement. If managers provide the opportunity to practice and support and the chance to get help, time–to-proficiency is shortened hugely. It improves the effectiveness, the efficiency or the effectiveness of the training program as well.”

 End Note

“The real answer to compressing time-to-competence is that one has to look outside of the training – look at what’s wrapped around it. Think about taking some of the informational content away from the training event and compressing it down is a good start. We also need to make sure that the organization is building a culture of continuous learning. This involves developing new mindsets about how we support learning. We need to make sure that people understand that learning is part of the work and part of their job is to get better every day – to continuously improve. Organizations need to have structures and support to help continuous improvement happen. Senior leaders need to take on a proactive role in championing continuous improvement. Managers need to understand that they have a key role in making it happen.”

Acknowledgements and Credits: Dr. Charles Jennings.  The article can be cited with proper references. All thoughts expressed by Dr. Charles Jennings verbatim. All rights reserved by the author.  Charles Jennings is one of the world’s leading experts on building and implementing 70:20:10 learning strategies. 70:20:10 is based on observations that high performing individuals and organizations build most of their capability by learning within the workflow. Also called the ‘3Es approach’ – Experience: Exposure: Education. He has consulted on, and led, learning and performance improvement projects for multinational corporations and government agencies for more than 30 years. Click here to read more about 70:20:10 framework. http://charles-jennings.blogspot.co.uk/2013/06/702010-framework-for-high-performance.html

 Image credit Madhushree Kelkar @ Buzzle.com.

About Raman K. Attri

Raman K. Attri is a complex learning strategist, a transformational training consultant and a researcher with over 20 years of experience in engineering, management and technical training. His primary area of focus is to provide strategic directions to organizations in implementing next-generation competitive training strategies. His research interests include complex learning, accelerated expertise and advanced instructional design. He is also the founder of Personal Resonance©, a research forum with a charter to transform proven research studies on accelerated expertise into organizational training practices. His training and learning solutions are strongly founded in system engineering techniques applied to large-scale training programs. Equipped with scientific training methods, he innovated two research-backed complex learning frameworks namely SEAT© (Systems Engineering Approach to Training) and ProBT© (Proficiency Based Training) methodology primarily meant for organizations to accelerate development of complex cognitive skills of their employees systematically at faster rate. He is highly passionate about learning. He holds Professional Doctorate in Corporate Training, MBA in Operations Management and Executive MBA in Customer Relationship Management. Currently he is pursuing another Doctorate degree from Southern Cross University. His personal interests involve writing and painting.
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