Learner Analysis Worksheet

Transcription

1 Learner Analysis Worksheet Analysis Issue ( Those Relevant for This Project) General Learner Characteristics Gender Age Work experience Education Ethnicity Entry Competencies Prerequisite skills and attitudes At what level will most trainees be? Entry tests? Tool(s) I ll Use to Get This Data Focus group with the performers (or with some of their employees) What I already know... Additional Findings What I Learned... New Supervisors Being groomed for management Their direct reports are dissatisfied Not sure what kind of mistakes the supervisors are making!!! (except that F/B isn t actionable) Needs to be clearer and less overwhelming Employees feel unfairly judged. Learning Styles Kolb s Styles: Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation Visual, Auditory, Kinesthetic Personal & Social Characteristics Maturity level Motivation (attitude) Expectations Special talents Mechanical dexterity Tolerance for various environments Characteristics of Nonconventional Learners Culturally diverse learners Learners with disabilities

2 Contextual Analysis Worksheet Analysis Issue ( Those Relevant for This Project) Orienting Context What goals does the learner have? What is the learner s perceived utility of the instruction? Is the learner accountable for mastering/ applying the learning? Instructional Context Equipment available Room (size, lighting, seating, temperature, noise) Location/transportation Scheduling (time, length, frequency) Tool(s) I ll Use to Get This Data What I already know... Additional Findings What I Learned... Work from home Supervising remote employees Number is 30 spread out 360 evaluations Employees don t feel supported in development. Preference to be able to train them on-demand (not just an instructor-led experience) EVERYONE to be trained Needed as new people come on board Transfer Context Perception of relevance Access to tools/resources needed Opportunities to apply Manager support

3 Goal/Behavioral Analysis 1. Brainstorm all the behaviors that would characterize someone if they were performing at the expert level. 2. Brainstorm the negative behaviors that you sometimes see, but that you would not want to see in someone who had mastered this. 3. Convert this second list from negative to positive behaviors. (i.e. Don t lie becomes Always tells the truth; Self-serving becomes Unselfish, etc.) V VETTER SOLUTIONS, 2002 Steps of Goal Analysis + - Positive Behaviors: List what we want our learners to do. Negative Behaviors List what we don t want to see Convert Negative Behaviors to Positive POSITIVE Behaviors Focused comments and examples to illustrate a key observation Goal oriented They help the employee see clearly the outcome needed Practice active listening Help identify both strengths and weaknesses (opportunities) Know what to pass along to my boss; and what I should just deal with Different types of F/B based on where they are at Adapt approach to learning style of the employee some need more direction/support Know/follow the correct company system for the 360 process Do a good job of analyzing the 360 F/B for each employee (and for the overall culture) Know our company values/culture and how to live it out! Do action planning/coaching to help employees improve. Create an inclusive environment, connected Make it a 2-way conversation find out what they see as +/- s and WHY!? NEGATIVE Behaviors Work isolated from others (Convert these to POSITIVE)

4 Goal/Behavioral Analysis (Cont.) 4. Consolidate and Sequence all behaviors in a logical order: Thematic/Topical Order in which they will logically be performed. 5. Verify actual performance of target audience against this list to determine which behaviors they are already performing well and which need to be trained. V VETTER SOLUTIONS, 2002 Steps of Goal Analysis Consolidate and Sequence all behaviors in a logical order: Thematic/topical Order of performance Verify actual performance against desired behaviors -- Which need focus? FINAL LIST of Ordered Behaviors Verify Performance NOTE: Ultimately those behaviors which need to be trained will be converted into Learning Objectives. This list will also inform the Course Outline as it maps-out a logical sequence for addressing the necessary topics.

5 Workshop KSA s What do our learners need to: KNOW in order to give more effective F/B? Be able to DO in order to give more effective F/B? BELIEVE/VALUE/EMBRACE to be effective? When drafting these, I like to write an I statement expressing what I the learner will KNOW or be ABLE TO DO, or will BELIEVE or VALUE as a result of completing the training. The word that follows I is important, especially in the skills column, where it needs to be an active verb showing that I am able to do something. I then choose a word or short phrase to go at the front of the statement that encapsulates the K, S, or A in a nutshell. Knowledge Skills Attitudes (Values) I am aware of the company s 360 process and the typical steps to be taken. I am able to coach my employees so that they achieve the desired improvements I am aware and committed to living out the company values (modeling behavior) I know our company values and ways my actions can support these (or undermine them). I actively listen to employees during F/B session so that I clearly understand, they feel heard, and we have a joint (supported) action plan. I respect each employee as an individual and desire the best success for them I provide the resources employees need to do their jobs successfully. I help employees create SMART goals, so they clearly frame what they will do to improve. I adapt my F/B approach to different personalities and learning styles. I identify employee strengths, not just their opportunities to grow and we use these to drive the improvements I observe and document F/B in a way that enables me to have specific examples to share. I am able to build an inclusive culture across a remote team

6 Measure Impact: How will we know if we succeeded? I help employees create SMART goals so they clearly frame what they will do to improve. 360 F/B should indicate less concern with NOT knowing how to improve. (add a speicific question) Employees will haver completed SMART goals that they can point to (and so can the supervisors)

7 Content Grid *Lay-out the flow of the workshop and any media needed to support each segment. Don t forget to follow the Hook-Book-Look-Took flow! Time Content (and Training Method) Media OBJECTIVE: I help employees create SMART goals so they clearly frame what they will do to improve. 1 min. HOOK: Example: High Performing employee given vague F/B, they are confused struggle to understand and change.and then they LEAVE. ASK: Is this what you what you want? Video or well-told story. 3 Common Mistakes ASK: What was done well? What mistakes were made in the goal setting process? Capture on the whiteboard 2 ASK: How are YOU SMART!? 5 Define SMART: Specific Measurable Actionable Realistic Time-Limited Slide: SMART Model (Drill-down slides for each letter) Laminated Job Aid: SMART Model 5-10 Walk through a SMART goal that might have made the employee in our opening story successful. Show each element as part of the process/or goal statement. Show additional SMART goal examples from other employees across the company. Slide: SMART Goal Example (for opening story) Handout/Slides: SMART Goal Examples (from the company)

8 Time Content (and Training Method) Media Exercise/Practice Creating SMART Goals Identify issues with goals and turn them into SMART goals. SMART Process: HOW to create these SMART Goals. You can create SMART goals, but in a dumb way! ASK: What is important to creating a smart goal? Important to allow the employee to set a goal help them refine it Brainstorm! Should be collaborative, not directive from YOU to them Needs to utilize their strengths. Must be written down Must be reviewed regularly (Time-limited) Exercise: Apply the smart way to develop goals Role Play a goal setting session E-learning option Video Handout: Examples to study/fix Whiteboard discussion Handout: Scenarios TOOK (Application Assignment) Ask them to find some goals developed in the past for their employees. Then work to refine them to ensure they are SMART.. ASK: How would you do this TOGETHER with your employee (so you are doing it in a smart way)? THEY BRING goals They work on these (Offline, and submitted later for review by instructor) Individual F/B to them.