Training for results activity based VS processed based curriculum
Kris Magnuson
Manager Education Services
Stoner Associates
1910 South Boulevard, Suite 200
Charlotte, NC 28203
704-714-3040
Abstract
Today’s workplace is a rapidly changing environment with many training situations evolving
around new and changing work processes. These changes require experienced employees to
learn new approaches to their daily work and in many cases master totally new skills,
specifically new technologies. The traditional model of technology instruction is usually
concerned only with content; in contrast, developing a curriculum that focuses on learning
that leads to business results will help an organization achieve its goals.
This paper focuses on providing a straightforward approach to creating end-user GIS
training programs that link training to business needs and results. Even after selecting the
right person to develop and deliver the training, success is not guaranteed. This paper will
discuss methods for avoiding potential pitfalls with respect to developing and delivering a
comprehensive training program. This paper will also address why adults learn and how to
develop a training program that will identity the trainee’s WIIFM (What is in it for Me?).
These issues will then be clearly linked to curriculum design and business results.
Introduction
In the 21 st century, the three C’s of corporate concern have a greater impact than ever before.
Competition, composition and change are the trends that are shaping the world today and
beyond. Today there is a shrinking pool of skilled workers such that a company’s
competitive edge depends on a very skilled workforce. Rapid changes in the corporate
world, such as mergers, downsizing, reorganizations, and changing technologies have
resulted in unique skill requirements and more complex jobs with fewer qualified people to
fill them. Downsizing casualties find themselves displaced and forced to learn new skills in
order to meet employment demands. Today, companies are also under greater pressure to
increase productivity and profitability through well-trained employees. Because of these
changes, organizations now have to reconsider the way training is viewed. Corporations
need to focus on developing training that is driven by business needs and processes that help
the organization achieve its goals and provide people the knowledge needed to improve
performance.
Today’s flat organizations and lean departments create new challenges for training.
Companies are concerned about doing more with less and as a result processes and
procedures are being re-addressed. As processes and procedures change, organizations need
to develop and implement education programs that directly relate the training to the new
business processes. Using this approach can help achieve organizational goals, provide
people the skills and knowledge needed to improve their performance, accept the change, and
create a supportive environment to reinforce work skills and processes.
Activity Training Vs Training for Business Results
There are two basic types of training, training for activity, and training for business results.
Training for activity can be characterized as a generic training program that focuses on a
specific technology or activity but does not transfer the knowledge and skill to the job. Many
organizations develop their technology training using this approach. This includes developing
a users guide for a specific application that teaches employees how to use the functions but
does not relate this information to the specific job at hand. This is the difference between a
Users Guide and a Training Manual.
In training for activity, the training process usually begins with some symptom or special
need. For example, a new application is rolling out in an organization or a manager may
request specific training such as time management for his/her employees. Usually, with
activity training there is no training needs assessment to determine what is really required and
how it should be developed. Many times, the individual requesting the training wants it next
week whether or not there is a training issue or a corporate problem (such as compensation or
morale). There is also a lack of identifying management’s role in the training process. In
other words, management needs to hold people accountable for the newly acquired skill and
provide coaching when needed. When someone is sent to training, it is assumed that the
acquired knowledge and skill will be transferred to their job. When that doesn’t happen, the
training program is blamed. In reality, no one person or group of people has accepted
accountability for ensuring the skills taught is transferred to the job. Training dollars are too
scarce to be frittered away on programs or courses that do not pay off.
Business result training, on the other hand, focuses on achieving specific business goals, and
is based on individual needs and processes. It helps an organization achieve its goals,
provide people the skills and knowledge needed to improve performance, and has
management accepting the responsibility for a supportive work environment that encourages
skill transfer.
The following illustrations demonstrate activity and business results training.
