Category: Human Resources

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Various Resources About Learning Theory

A signage with the words love to learn

Various Resources About Learning Theory

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In addition to the articles on this current page, also see the following blogs that have posts related to Learning Theories. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar
of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

Go to main Training and Development page.

For the Category of Training and Development:

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Related Library Topics

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Suggestions to Enrich Any Training and Development Plans

Suggestion time during a business meeting

Suggestions to Enrich Any Training and Development Plans

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.
Adapted from the Field Guide to Leadership and Supervision in Business
and Field Guide to Leadership and Supervision for Nonprofit Staff.

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Introduction

NOTE: The following considerations are meant to round out the vast advice offered in the section Overview of Training and Development. These considerations do not replace information in that section. This framework should not be used without having first read that section.

As previously noted, training and development can be initiated to address a “performance gap” (learning needed to meet performance standards for a current task or job), “growth gap” (learning needed to achieve career goals) or “opportunity gap” (learning needed to qualify for an identified new job or role). The following considerations apply to any of these situations.

The information frequently references supervisors and employees/learners. However, information also applies to learners wanting to develop their own training and development plan.

The terms “employee” and “learner” are used interchangeably in the following.

Planning – Some Considerations When Developing the Plan

Be Sure to Document a Training and Development Plan (Goals, Methods and Evaluation)

Carefully consider using some form of a training and development plan, even if thinking about informal means of training and development. Sketching out a plan with goals, intended methods and evaluation, will at least give you a sense of what you want and how you’ll recognize if you’ve gotten it or not. Don’t expect perfection in the plan or the learner. Start simple, but start. Then update the plan as you go along.

Don’t Worry About Whether Your Plan is Perfect or Not — The Plan is Guide, Not Law

The key is to get started. Start simple, but start. Do the best that you can for now. There is no perfect plan. You’re doing the plan according to your nature and needs.

Also, it’s not important to stick to the plan for the sake of the plan. Deviations from the plan are to be expected. It’s important that deviations are recognized and explained.

Remember that Development is a Process

Often, the ongoing reflection and discussions between supervisor and learner are far more important than results produced by learners during the training and development process. Appreciate this interaction as much as reaching any objectives in the plan.

Goals – Selecting Training and Development Goals

Select 2-4 Goals to Get Started

Each of these goals will be associated with, e.g., 2-4, learning objectives that when reached by the learner will result in the learner reaching the overall training goal. (More about learning objectives later in a basic framework for developing a training and development plan.)

Determine the Goals Yourself — Don’t Adopt Them from Another Program, Writer, etc.

It’s very tempting to get a copy of a formal training program’s goals and make them your own. It’s very tempting to read a writer’s suggestions about what a leader should be and adopt those suggestions as requirements in your program. Almost everyone wants to have more character, be charismatic, be more visionary, work well with groups, be more communicative, support followers, etc.

But you may very well have already have met those goals! Because writer’s suggestions sounds very virtuous, e.g., to have more character, does not mean that you don’t already have a great deal of character that already incorporates the values needed for strong and effective leadership in your organization.

Therefore, give careful thought to your training and development goals. Ultimately, you and your supervisor are the best judges of what you should aim to learn.

Set Realistic Expectations

As explained in previous information about Training Analysis, learning goals should be established based on needed areas of knowledge and skills. These needs are established by referencing relevant strategic goals, competencies lists, job descriptions, job analysis, tasks analysis, etc. Be sure these goals are realistic.

There is a vast amount of management literature today, much of it asserting the need for continued change among organizations and employees. Often, we’re expected to achieve total quality and total integrity. We’re encouraged to transform ourselves and our organizations. These expectations can serve as powerful visions to provide direction and purpose.

However, as these expectations become strong requirements in the workplace, they must be carefully considered and planned. Otherwise, they can spawn a great deal of despair and cynicism. Consequently, be realistic about training and development plans. Particularly regarding development efforts such as leadership development, it can be very seductive to have goals such as “total integrity”. If you want “total
integrity” as a goal, know what behaviors will depict total integrity and then identify those behaviors in your training and development plan.

Don’t Forget the Most Important Sources of Suggestions Supervisors and Subordinates

When selecting training and development goals, ask your supervisor for feedback. For example, if you’re planning a leadership development program for yourself, ask your supervisor for suggestions about how you could improve. He or she may be the best person to give you ideas for goals and methods. He or she has had to develop leadership skills and also has watched you over the years. Also, don’t forget to ask your subordinates for suggestions. They often have impressions about you that you’ll never find out about, unless you ask for them.

Integrate Results Expected from the Learner with Goals in the Performance Plan

Include the training and development goals in the performance review planning and discussions. This affords ongoing tracking and discussion to ensure that training and development results are actually carried over into the results in the workplace. If the supervisor and employee have been conducting the employee performance management process and perceived a “performance gap”, then the performance review process already includes the goals needed by the training and development plan.

“Growth gap” and “opportunity gap” training goals should also be included in the performance review process as career development goals to ensure ongoing tracking and discussion. However, be very careful about evaluating the employee on whether they achieved career goals or not. Many variables can occur which hamper the employee from achieving career goals. Instead, focus performance evaluations on achievement of performance standards.

Methods – Remember Basic Principles About Adult Learning

Adults Learn Best by Applying Information to Current, Real-World Needs

Therefore, select training and development methods that include the learner’s actually applying new information and methods in the workplace to a real-life problem. It’s often difficult for learners to translate discussion about simulated situations (e.g., case studies) back to the workplace. On-the-job training can be very powerful when complemented with new information and methods, and time for reflection.

Adults Learn Best by Exchanging Feedback About Experiences

Learners benefit a great deal from ongoing feedback around their experiences when applying new information and materials. Ideally, training and development experiences afford learners the opportunity to describe the results of applying new information and methods, what they thought would happen, what actually happened and why, and what the learner gained from the experience.

Methods – Some Basic Mistakes to Avoid

Particularly after 12 to 16 years of classroom education, we tend to fall prey to several common myths about training and development. The following advice is geared to help learners avoid those myths.

  1. Don’t mistake data and information for knowledge and wisdom.
    Too often, when we want to learn something, we take a course, carefully analyze the material and consider ourselves as having learned the information. Yet how much of the material from our courses have we really practiced? Paulo Freire, who is probably responsible for educating more human beings than anyone in history, asserts that “without practice, there is no knowledge”.
  2. Don’t mistake entertainment for enlightenment.
    Go to your library, look at the hundreds, maybe thousands of books there. How many did you really need? How much of the authors’ advice did you actually follow? How many books met the strong promise you felt when you first read the title?
  3. Don’t mistake analysis for learning.
    Assignments over the years ask us to “analyze the content and then write a paper”. Yet, Eastern philosophies that have existed thousands of years before ours, remind us of the role of intuition, and of the role of reflection on our experiences (on our practices). Use more than your brain, use your intuition and your heart.
  4. Don’t mistake education to occur only in classrooms.
    Yet research indicates that adults learn best when they apply information to meet current, real needs in their lives, that is, when they ground their theories in practice. And they learn best when exchanging ongoing feedback around these practices.

General Suggestions to Build More Learning into the Plan

  1. For every learning method, answer “How will this learning effect the real world?”.
    Have your supervisor or best friend hold you accountable to answer that question. It may be the most important question in your plan and its answer may leave you feeling the most fulfilled when the plan has been implemented.
  2. Include learning activities that go well beyond the safety of reading and writing papers.
    Take some risks. Have your spouse or close friends suggest what you most need to learn and how. Ultimately, ensure that you’re not engaged in extended arguments about “How many angels will fit on the head of a pin — come the New Millennium?”.
  3. Take advantage of real-life learning opportunities in the workplace.
    Your life and job afford you numerous opportunities from which to learn. For example, if you’re designing a plan to develop leadership skills, then select learning methods that involve leading efforts in your community. Volunteer to a local nonprofit or professional organization.
  4. Practice principles of unconventional educators, such as Paulo Freire and Myles Horton<.
    Freire and Horton taught people to read, not just for the sake of learning, but to meet real and current needs in the lives of their learners. Horton, who didn’t write any scholarly papers in his life, started the Highlander Folk School. The school had no classrooms, no expert lecturers. Yet, Martin Luther King said that Highlander probably had more to do with addressing desegregation than he did. In another case, after leaving Highlander, a young black learner refused to go to the back of the bus — Rosa Parks.

Also consider
Better Together: Moving From Push to Pull Learning

General Considerations to Build More Learning into Our Lives

Many of us give far more attention to the learning we glean from our classrooms than we do from the rest of our lives. Many of us come to realize this situation only after we’ve graduated. Again, some suggestions:

  1. Write Down Ten Most Important Things You’ve Learned — How Did You Learn Them?
    It’s ironic that, considering the thousands of exercises we’ve been assigned in our lives, this exercise is never among them! Yet it’s probably one of the most important. Next to each thing you learned, note what you did to learn it. Do you know? Did it occur in a classroom? What theory spawned that learning?
  2. Once a Week, Write Down a Key Learning Experience — What Did You Learn?
    You will learn far more from your real-world experiences (or practices), including from your intimate relationships with others, than you will from all of the classrooms and all of the books in the world! (See One Simple Private Learning Journal.)
  3. Involve Yourself in Community Service — Great “Classroom” in Life!
    These services are powerful “practices” that soon spawn rich, deep learning in our lives!
  4. For One Minute, Stare At Yourself in the Mirror: Ask “How Do I Feel About Myself?”.
    Update your training and development plan to address any concerns you have about the person staring back at you in the mirror. As with any successful therapy or managing or teaching, you must first start with yourself.

Summary of Above Suggestions to Enrich Training and Development

Some Basic Requirements of Learners

  • Learners Must Be Willing to Grow, to Experience
  • Growth Involves the Entire Learner
  • Growth Requires Seeking Ongoing Feedback

Some Basic Requirements of Supervisors

  • Include Learners in Development of Training and Development Plan
  • If Available, Have Human Resources Representative Play Major Role
  • Provide Ongoing Feedback and Support
  • When Assessing Results of Learning, Maximize Feedback About Performance
  • Budget Necessary Funds for Resources Learner Will Need
  • Set Aside Regular Times for Supervisor and Learner to Meeting

Developing the Training and Development Plan

  • Document a Training and Development Plan (Goals, Methods and Evaluation)
  • Don’t Worry About Whether Your Plan is Perfect or Not — The Plan is Guide, Not Law
  • Remember that Development is a Process

Selecting Training and Development Goals

  • Select 2-4 Goals to Get Started
  • Determine the Goals Yourself — Don’t Adopt Them from Another Program
  • Set Realistic Expectations
  • Don’t Forget the Most Important Sources of Suggestions: Supervisors and Subordinates
  • Integrate Results Expected from the Learner with Goals in the Performance Plan

Basic Principles About Adult Learning When Selecting Methods

  • Adults Learn Best by Applying Information to Current, Real-World Needs
  • Adults Learn Best by Exchanging Feedback About Experiences

Basic Mistakes to Avoid When Selecting Methods

  • Don’t Mistake Data and Information for Knowledge and Wisdom
  • Don’t Mistake Entertainment to Be Enlightenment
  • Don’t Mistake Analysis to be Learning
  • Don’t Mistake Education to Occur Only in Classrooms

Basic Considerations to Build More Learning into the Training and Development Plan

  • For Every Method in Your Plan, Ask “How Will This Learning Effect the Real World?”
  • Go Well Beyond the Safety of Reading and Writing Papers
  • Take Advantage of Real-Life Learning Opportunities in the Workplace
  • Consider Principles of Unconventional Educators, Such as Paulo Freire and Myles Horton

Basic Considerations to Build More Learning into Our Lives

  • Write Down Ten Most Important Things You’ve Learned — How Did You Learn Them?
  • Once a Week, Write Down the Key Experiences Over Past Week and What You Learned
  • Involve Yourself in Community Service — Great “Classroom” in Life!
  • Finally, Take Five Minutes to Stare in the Mirror. Ask “How Do I Feel About Myself?”

Go to main Training and Development page.

For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


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Principles of — and Myths About — Adult Learning

Young professional studying together

Principles of — and Myths About — Adult Learning

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

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Some Contemporary Principles of Adult Learning — Principles Too Often Forgotten

The process of action learning, founded by Reginald Revans about 50 years ago in England, is based on contemporary views of adult learning. Action learning asserts that adults learn best when:

  1. Working to address a current, real-world problem
  2. They are highly vest in solving the current problem
  3. They actually apply new materials and information and
  4. Exchange ongoing feedback around their experiences

These principles are further substantiated by the work of Peter Senge as described in his book Fifth Discipline (Doubleday, 1990). Although the principles seem obvious, think of how very little they are utilized in contemporary, traditional forms of education where people are expected to sit in a classroom and hear from an expert on the subject matter. After those classes, learners rarely see each other, much less to even share ongoing feedback around applying the new learning.

Understand Common Myths About Training and Development

As you read the following list of major problems, think about your own experiences with training and development.

Myth #1: One-shot, “quick-fix” training sessions are usually enough.

How often do we hear of organizations that implement development programs in which participants only have to attend training sessions — no accountability for implementation and learning required! If people are truly serious about developing skills, they need to put in more practice and effort than that.

Myth #2: Learners almost always apply materials from training sessions.

It’s often difficult — and rare indeed — for learners to later transfer learning from training sessions (courses, seminars and workshops) over to their lives and work. Training methods rarely incorporate real- life, current challenges in the lives of learners. Therefore, learners are left on their own to later apply new concepts from the many books and binders gained during the training sessions.

Myth #3: People can achieve major goals from taking one-shot training sessions.

Few major challenges in life or work are addressed by some specific procedure conveyed during a training session. Rather, learners get stuck because of strong misperceptions, feelings or structural problems. Getting unstuck requires ongoing support, reflection and testing of new methods on current, real-life challenges. This ongoing support, reflection and testing in real-life are seldom included in traditional training sessions.

Myth #4: Trainers don’t need to plan for ongoing support among learners.

Few training programs recognize that learners very often need ongoing support to take the risks necessary to apply new information and materials from training sessions. At the end of a course, seminar or workshop, learners are left on their own.

Myth #5: Learners are not cynical about training and development.

Trainers and practitioners continue to ignore this major issue. To deal with cynicism, people must have a forum in which to vent, to be authentic. Training programs rarely afford that forum.

Myth #6: Training is not really expensive.

The price of education, including training and development, is skyrocketing, while creating a social crisis that leaves many businesses and their employees unable to access traditional means to education, training and development.

Additional Resources

Learn More in the Library’s Blogs Related to This Topic

In addition to the articles on this current page, also see the following blogs that have posts related to this topic. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

Go to main Training and Development page.

For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


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Samples of Learner’s Results As Means to Verify Learning

Brown wooden blocks with the text "I am still learning"

Samples of Learner’s Results As Means to Verify Learning

(This page is referenced from Basic Framework for Training and Development Plan.)

There are numerous means by which a learner can show evidence of learning — many means other than the traditional passing of tests in a course. The following list provides examples of results, or outputs, that can be produced by a learner during learning activities as means of verification of learning. These results can be examined by a subject matter expert to evaluate the extent of learning (new areas of knowledge and skills) accomplished by the learner. The list may prove useful particularly when designing self-directed training and development plans. Keep in mind that the following list is but a small sample of means of verification of learning. (The list is reproduced from a list provided by The Union Institute.)

  • annotated bibliographies
  • audio recordings
  • case study analyses
  • certificates of achievement verifying accomplishment of learning
  • commendations from employers for high-quality (thus, strong expertise in) work
  • computer software package
  • conducting Socratic dialogues, including preparation notes, participants’ evaluations, etc.
  • conducting workshops, including preparation notes, participants’ evaluations, etc.
  • course handouts
  • dialoguing with fellow workers, including preparation notes, participants’ evaluations, etc.
  • formal written papers
  • gallery exhibitions of one’s work
  • journal entries
  • literature reviews
  • notebooks validated by subject matter experts
  • notes prepared for seminars
  • performance in the creative arts
  • photography
  • poems
  • preparing testing protocols
  • presentations
  • questionnaires or interview guides
  • receiving professional certification
  • recording of a lecture presented by the learner
  • series of peer-based discussions, including preparation notes, participants’ evaluations, etc.
  • sculptures
  • teaching a course, including preparation notes, participants’ evaluations, etc.
  • training manuals
  • transcribed learning from other institutions of higher learning
  • video productions
  • works of art
  • written and oral examination by subject matter experts
  • written notes from museum visits
  • and on and on and on and on …

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In addition to the articles on this current page, also see the following blogs that have posts related to Results to Evaluate in Training and Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

Go to main Training and Development page.

For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


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Implementing Training: Conducting the Training with Learners

Business training and workshop

Implementing Training: Conducting the Training with Learners

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In addition to the articles on this current page, also see the following blogs that have posts related to Implementing Training Plans. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

Preparation for Implementing Your Training Plan

The purpose of the implementation phase is to implement the training plan that you designed and developed in earlier phases of the systematic approach to training.

This is when the learners undertake the activities of learning, produce the various tangible results that can be referenced as means to evaluate learners’ progress toward achieving the learning objectives, and evaluation occurs not only of the results produced by learners but also the activities of implementation to ensure those activities themselves are high-quality. If the previous phases of assessment, design and development we done well, then this implementation phase should go quite smoothly.

Key Considerations During Implementation

Are Learners Participating in the Activities?

Closely monitor the attendance and participation of the learners. It’s tempting to forgive low attendance and participation between learners are extremely busy. If you are confronted with that situation, then reflect on how important the training really is. Regardless, as soon as you notice low attendance or participation, you should mention it to the learners.

That short communication alone is often sufficient to reinforce the importance of their engagement in the training. Also, you might learn what you didn’t know that you didn’t know, for example, that the activities and materials are not nearly as suitable to the learners as you might have thought.

Are You Evaluating the Quality of the Activities and Achievement of Objectives?

When you designed the learning objectives, you also identified certain tangible results that learners would produce, so those results could be evaluated. Are you referencing those results? What is their quality? Are you seeing any progress toward achieving the overall training goals that were identified during the first phase — the needs assessment phase — of the planning of systematic training?

What comments and other feedback are you getting from the learners that will be useful in ensuring a high-quality training program? (See Evaluating Training and Results — ROI of Training.)

What Changes Might Be Needed to the Learning Activities and Materials?

Training plans are changed much more frequently than most people realize. Plans can be changed, as long as they’re changed in a systematic approach, for example, if the version of the plan is updated, the impact of the change is considered for each phase of the planning, and the changed plan is distributed to all relevant participants.

Wise Advice for Any Trainer

(This Library has a link to a vast amount of tips and tools for teachers and trainers. See Tips and Tools for Trainers and Teachers. However, this author believes the following advice is fundamental to any of the tips in the articles referenced from that link. The advice is excerpted from Jack Shaw’s blog post “Make Teaching An Affair to Remember”.)

My biggest concern for trainers is that, for the most part, they are more focused on the process of training according to the trainer’s guide, than on communicating with the trainees or audience. It’s a little like “which came first?” The basics of public speaking apply, taking into account the audience, the subject
and the trainer/presenter/speaker, etc.

I’m not saying make a speech or lecture instead. Do lecture, if that’s appropriate. Should you follow the “plan,” know that even the introduction of the training itself, the transitions and instructions to carry out the activities, and the overall purpose and motivation for the training must be communicated effectively.

Why do some students love their teachers? Because they’re young and don’t know any better? No, because the teachers are charismatic. They’re fun. They’re themselves and the students know that. The teachers care about the students and what they get out of a lesson. It should be no different with training. And trainers, too.

Know Your audience, Know Your Subject and Know Yourself

Sounds simplistic and maybe that is the beauty of it. Knowing the audience is primary to any training needs assessment, environment, implementation, and plans. The same goes for the subject–tailored, of course, to your audience.

Then, the biggest factor, often ignored by managers and training staff: the assignment of a trainer who can hold and engage the audience with the subject matter.

To some trainers, even though they “know” training and development, getting up in front of the group is still their biggest fear–their “mission impossible.”

To some trainers, even though they know training and all the requisite tools, public speaking is still their biggest fear, their “mission impossible” as it is for most people. That is the reason some trainers fall back to the etched-in-stone training process. Sure, the program takes into account how people learn and what techniques do that best, but bottom-line for trainees is that they have to care.

The only way to make them care is to have someone who can grab their attention, make the training meaningful and communicate the message (the subject effectively). That is the job of the trainer or facilitators of training. Either way, we’re going to make that “mission impossible” “an affair to remember.”

For those trainers or facilitators who need help in owning the stage and being more confident, I won’t just say, “practice, practice, practice.” Practice is important, but there are other techniques as well. Actors know how to be comfortable in their own skins as well as others. The trick is to get the right help to identify who you are, and to use that knowledge effectively.

Once You Know Who You Are and Why You Belong … the Rest is Conversation — the Training Module, Made Easy

Use the all the personality tools you own, the information you feel critical
to communicate and connect with the audience. “Owning” the moment
and the stage is key to alleviating public speaking/training fears. This is
where the knowing yourself comes in. Everyone has a unique personality and I
encourage them to use it. Not everyone is a dance a minute on the stage or a
joke teller or a witty soul. But I wouldn’t tell a cowboy about to make
a speech he had to take his hat off–especially if that is not who he is.
In essence, be yourself and use what is unique about you as you would in talking
with friends. Be a person. That will help the moment feel more natural–more
like conversation, which isn’t fearful.

Communication Considerations for Trainers

  • How do your get your audience’s attention and maintain it?
  • Recognize different training groups, different approaches, different sizes
    of training — one size may not fit all.
  • How do you make the trainees remember what you said? In public speaking,
    we use storytelling and humor among other things.
  • How do you influence your audience?
  • Know what you need to realize the charisma you need to become a dynamic
    and respected communicator or facilitator of training? A hint. It’s
    already in there. In you.

Effective Communication Couldn’t Be More Important in Training

No one should deny our purpose is for our trainees to absorb our subject matter
and commit to using it. Even if you have a product that sells itself you still
have to have get someone to pay attention to it to know they even want it. Basic
communication means we have information to convey and we need our audience to
“act” on that information (even if it is just to remember it) or
we wouldn’t be there in the first place.

Communication is about sending and receiving information. Actors are taught
acting and reacting–virtually the same give and take in a speaking or
training environment. Acting is about audience perception and our ability to
influence that perception. To get others to listen, to remember, to change their
minds or attitudes is communication.

Actors aren’t the only ones who need to know their audience, their subjects,
and themselves, trainers should, too, if they want their training sessions to
be “affairs to remember.” Those results are the best kind, after
all.

The most efficient training is the best communicated training.

Additional Resources to Guide Implementation
of Your Training Plan

Tips and Tools
for Trainers and Teachers.
Overview
of implementing training
Ten Tips to Make Training and Development Work
Teaching-effectiveness
program
Effective Use of Mobile Apps – New Technology in Training

Note that the implementation phase sometimes involves changes in a team, process
or the organization. Therefore, it’s important that participants have some understanding
about how to successfully guide change in organizations. See
Guidelines, Methods and Resources for Organizational Change Agents

Learn More in the Library’s Blogs Related to
this Topic

In addition to the articles on this current page, also see
the following blogs that have posts related to this topic. Scan
down the blog’s page to see various posts. Also see the section
“Recent Blog Posts” in the
sidebar of the blog or click on “next”
near the bottom of a post in the blog. The blog also links to
numerous free related resources.

Library’s
Career Management Blog
Library’s
Human Resources Blog
Library’s
Leadership Blog
Library’s Supervision Blog
Library’s
Training and Development Blog

Go to main Training
and Development page.

For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


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Framework to Design Your Training Plan

Group of people learning in a classroom

Framework to Design Your Training Plan

Directions for Learners to Complete This Training Plan

Complete this training plan by following the guidelines in
the document Complete
Guidelines to Design Your Training Plan. Learners may modify
this framework to suit their nature and needs.

Name of Learner:
Approval (if applicable):

Time Frame

Start date:
Completion date:

Funding Requirements

(See budget at the end of the training plan)

General Comments

Overall Training Goals

What do you want to be able to do as a result of learning achieved
from implementing this training plan? As much as possible, design
your goals to be ” SMARTER“.

1.

2.

3.

How Were These Training Goals Selected?

Results of performance review?

Result of self-assessment?

Reference to current job description?

Reference to strategic or other organizational goals?

Other(s)?

Learning Objectives

What new capabilities do you want to have? What do you want
to be able to do as a result of your new knowledge, skills and/or
abilities?
You may need several learning objectives for each of your overall
training goals. As much as possible, design your learning objectives
to be “SMARTER“.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

How Were These Learning Objectives Selected?

Results of performance review?

Result of self-assessment?

Reference to current job description?

Reference to strategic or other organizational goals?

Other(s)?

Learning Activities/Strategies/Methods

What activities will you undertake to reach the learning objectives?
Learning activities may not match learning objectives on a one-for-one
basis. For a list of a wide variety of learning activities, see
Various
Ideas for Learning Activities.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Documentation/Evidence and Evaluation of Learning

Documentation/ Evidence of Learning
(see
ideas

Who Will Evaluate It?

How Will They Evaluate It?

Budget for Training Plan

The following budget depicts the costs expected to implement
this training plan.

Expected Expense

Dollars

Learn More in the Library’s Blogs Related to This Topic

In addition to the articles on this current page, also see
the following blogs that have posts related to this topic. Scan
down the blog’s page to see various posts. Also see the section
“Recent Blog Posts” in the
sidebar of the blog or click on “next”
near the bottom of a post in the blog. The blog also links to
numerous free related resources.

Library’s
Career Management Blog
Library’s
Human Resources Blog
Library’s
Leadership Blog
Library’s Supervision Blog
Library’s
Training and Development Blog

Go to main Training
and Development page.

For the Category of Training and Development:

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What is Peer Learning? (Peer-to-Peer Learning, Guidelines and Resources))

peer learning in the study room

What is Peer Learning? (Peer-to-Peer Learning, Guidelines and Resources)

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Sections of This Topic Include

Also consider
Related Library Topics

Learn More in the Library’s Blogs Related to Ways to Look at Formal and Informal and also Self-Directed and Other-Directed Training

In addition to the articles on this current page, also see the following blogs that have posts related to learning and development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

What is Peer Learning?

A Simple Definition

While the phrase “peer learning” is used a great deal, it can mean many different things to many different people. Perhaps the best place to start is to offer a simple definition that “peer learning” can be the result from the interactions shared by peers. However, some might see peer learning as a specific format of interaction among the peers. However, let’s get more specific on what we mean by “peers” and “learning”. Also see

Who Are “Peers” in Peer Learning?

The term “peers” conventionally denotes two or more people who are considered on par or on the same level with each other while engaged in some endeavor. However, to fully appreciate the benefits from peer learning, it might be more useful to consider the peers to be two or more people who consider themselves to be equals, or peers, in supporting each other’s development. With that definition, secretaries and CEOs could be peers if they are mutually dedicated to supporting each other’s development in some form of peer learning.

What is “Learning” in Peer Learning?

Learning is often interpreted as enhanced knowledge, skills, abilities and perceptions. (For definitions of these terms, see Basic Terms in Training and Development.) In peer learning, the peers help each other to learn, for example, by sharing advice, feedback and thoughtful questions. However, additional types of sharing can greatly enrich the learning, for example, by sharing supportive challenges and accountabilities to take actions and to learn.

What Are the Benefits of Peer Learning?

  1. Peter Senge, in his seminal book, The Fifth Discipline (Doubleday, 1990), points out that adults learn best when they are 1) working on current, real-life challenges and 2) exchanging feedback with others in similar situations. Thus, various forms of peer learning, especially when applied to real-life challenges and development, provide ideal conditions for adult learning.
  2. In addition, in peer learning, the peers often do most of the work, so expensive consultants and materials often aren’t needed – thus, the learning can be quite cost-effective.
  3. Another advantage is that peers often can manage much of their own learning, including deciding their own learning goals, methods to achieve the goals and also the means to evaluating their learning.
  4. In addition, peers often can schedule and locate their learning, making it very accommodating to busy schedules.
  5. A major advantage of peer learning is that it can be used to deepen and enrich other more traditional forms of training and development, for example, courses, workshops and seminars.

What Are Some Forms of Peer Learning?

The particular form of peer learning that is chosen depends on its application, including the kind of learning desired for the peers, as well as whether there is a focus on intentionally generating new actions and learning, or whether one or both of those can just occur implicitly. Here are some common forms that peer learning to consider.

Action Learning Groups

These are small groups, usually of the same people, working on current and important real-world priorities by sharing questions, taking actions, and learning especially from reflecting on the questions and actions. There are various formats of Action Learning, but there usually is equal and strong focus on intentionally generating new actions and learning from the sharing in the group. Thus, Action Learning can be very effective for solving complex problems and/or achieving significant goals. (See Action Learning.)

Committees

These are groups of people formally organized around a common project or program in order to make decisions and/or generate recommendations (these are types of intentional actions) to share with others outside of the committee. There is not always a focus on intentionally generating new learning. (See Committees.)

Debates

Debates are a formal activity in which members having a particular point of view attempt to convince others having a different point of view to arrive at the members’ particular point of view. There is not always a focus on intentionally generating new actions and new learning, although members often implicitly learn a great deal about other points of view than their own.

Dialogues Groups

These are groups of people organized to engage in deepening their understanding and meaning around a topic, often by sharing thoughtful answers and opinions around a common thoughtful question. There is usually not a focus on intentionally generating new actions. However, well-designed dialogues can implicitly generate new and powerful perceptions for all members. (See Dialoguing.)

Discussion Groups

In discussion groups, people share comments and opinions sometimes in a random order in order to make a decision or enhance understanding about a topic or activity. There usually is not a focus on intentionally generating new actions and learning, although implicit learning can occur for the thoughtful members of the groups. (See Discussion Groups.)

Networking Groups

In this form, people interact with each other, primarily to form useful relationships and share useful materials. There usually is not a focus on intentionally generating new actions and learning, although implicit learning can occur for the thoughtful members of the groups. (See Networking and Social Networking.)

Peer Coaching

In this form, two or more members share various means of coaching, especially thoughtful questions and perhaps other forms of help (such as advice, brainstorming and materials) to help members clarify current and important priorities and also to identify realistic actions to address the priorities. They often share support and accountabilities to take those actions. In this form, one, some or all members might get coached and/or do the coaching. There is always an intentional focus on taking actions. Well-designed peer coaching also focuses on generating new learning for all of those involved. (See Peer Coaching.)

Peer Mentoring

In this form, a person (a mentor) who has strong knowledge and expertise in a certain topic or activity shares these attributes to help another (a mentee) to advance in his or her career. A very useful mentoring relationship would include intentional focus on new actions and learning. Peer mentoring is often considered to be a form of peer learning, although the mentor is often perceived by the mentee as not being a peer. (See Mentoring.)

Self-Help Groups (Support Groups)

These are groups organized to assist, guide and/or support each member to accomplish a significant development in his or her life. Self-help groups often focus on intentionally generating new actions to enhance personal development. Well-designed groups also focus on intentionally generating new learning for each member. (The phrases “self-help groups” and “support groups” are often used interchangeably, although the latter is certain to include forms of sharing that include support for each member.) (See Self-Help Group.)

Study Groups

These are groups organized to learn about a common topic. A typical format is where each member individually learns about the topic and then members meet to enhance their overall learning by sharing and discussing each member’s new learning. There is always a focus on intentionally generating new learning for each member, although members are not necessarily encouraged to take actions to apply that learning. (See Study Group.)

Teams

Teams are groups of people working toward a common purpose or goal. There is always a focus on intentionally generating new actions to address the purpose or goal. Well-designed teams also focus on intentionally generating new learning, especially to enhance the performance of the teams. (See Team Building.)

NOTE: Participants might refer to their own preferred title or phrase for a particular format of peer learning, for example, peer learning circles, learning circles and Leaders Circles (a registered trademark of Propel Nonprofits.)

How Do I Develop a Peer Learning Program?

There are different ways to a develop a program, ranging from unplanned and spontaneous growth to planned and systematic growth. Perhaps the most reliable way to develop a program is the planned and systematic approach.

Here is a manual about starting a planned and systematic program. It is in regarding to building a peer support program, but the guidelines are applicable to any peer learning program.
Building an Effective Peer Support Program.

Here are a variety of articles with suggestions about starting a program.

Various Additional Perspectives on Peer Learning

Basic and Overviews

Various Formats

Different Applications

Extensive Online Resources

Online Group About Peer Learning

Peer Learning Network’s online group

Go to main Training and Development page.

For the Category of Training and Development:

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Checklist of Human Resource Management Indicators for Nonprofit Organizations

Writing notes for nonprofit

Checklist of Human Resource Management
Indicators for Nonprofit Organizations

(certain sections of the following may be specific to the U.S.)

Edited by Carter McNamara, MBA, PhD

(Be sure to read How to Use this Tool and Disclaimers before using information in this document.)

Also consider
Related Library Topics

General Human Resources (see Volunteer HR Management below).

Rating
*		 Indicator Met Needs
Work		 N/A

E

 1. The organization has a written personnel handbook/policy that is regularly reviewed and updated: a) to describe the recruitment, hiring, termination and standard work rules for all staff; b) to maintain compliance with government regulations including Fair Labor Standards Act, Equal Employment Opportunity Act, Americans with Disabilities Act, Occupational Health and Safety Act, Family Leave Act, Affirmative Action Plan (if required), etc.

R

 2. The organization follows nondiscriminatory hiring practices.

R

 3. The organization provides a copy of or access to the written personnel policy to all members of the board, the Executive Director and all staff members. All staff members acknowledge in writing that they have read and have access to the personnel handbook/policies.

R

 4. The organization has job descriptions including qualifications, duties, reporting relationships and key indicators.

R

 5. The organization’s Board of Directors conducts an annual review/evaluation of its Executive Director in relationship to a previously determined set of expectations.

R

 6. The Executive Director’s salary is set by the Board of Directors in a reasonable process and is in compliance with the organization’s compensation plan.

R

 7. The organization requires employee performance appraisals to be conducted and documented at least annually.

A

 8. The organization has a compensation plan, and a periodic review of salary ranges and benefits is conducted.

A

 9. The organization has a timely process for filling vacant positions to prevent an interruption of program services or disruption to organization operations.

A

 10. The organization has a process for reviewing and responding to ideas, suggestions, comments and perceptions from all staff members.

A

 11. The organization provides opportunities for employees’ professional development and training with their job skill area and also in such areas as cultural sensitivity and personal development.

A

 12. The organization maintains contemporaneous records documenting staff time in program allocations.
Indicators ratings: E=essential; R=recommended; A=additional to strengthen organizational activities

Volunteer HR Management

Rating
*		 Indicator Met Needs
Work		 N/A

E

 13. The organization has a clearly defined purpose of the role that volunteers have within the organization.

E

 14. Job descriptions exist for all volunteer positions in the organization.

R

 15. The organization has a well-defined and communicated volunteer management plan that includes a recruitment policy, description of all volunteer jobs, an application and interview process, possible stipend and reimbursement policies, statement of which staff has supervisory responsibilities over what volunteers, and any other volunteer personnel policy information.

E

 16. The organization follows a recruitment policy that does not discriminate, but respects, encourages and represents the diversity of the community.

E

 17. The organization provides appropriate training and orientation to the agency to assist the volunteer in the performance of their volunteer activities. Volunteers are offered training with staff in such areas as cultural sensitivity.

R

 18. The organization is respectful of the volunteer’s abilities and time commitment and has various job duties to meet these needs. Jobs should not be given to volunteers simply because the jobs are considered inferior for paid staff.

R

 19. The organization does volunteer performance appraisals periodically and communicates to the volunteers how well they are doing, or where additional attention is needed. At the same time, volunteers are requested to review and evaluate their involvement in the organization and the people they work
with and suggest areas for improvement.

R

 20. The organization does some type of volunteer recognition or commendation periodically and staff continuously demonstrates their appreciation towards the volunteers and their efforts.

A

 21. The organization has a process for reviewing and responding to ideas, suggestions, comments and perceptions from volunteers.

A

 22. The organization provides opportunities for program participants to volunteer.

A

 23. The organization maintains contemporaneous records documenting volunteer time in program allocations. Financial records can be maintained for the volunteer time spent on programs and recorded as in-kind contributions.
Indicators ratings: E=essential; R=recommended; A=additional to strengthen organizational activities

This information may be copied. Please cite credit to the Greater Twin Cities United Way.

For the Category of Organizational Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


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Performance Measurement for any Application: Overview of Key Terms (generic to performance management)

Businesspeople in a work meeting analysing their business' performance

Performance Management for any Application: Overview of Key Terms

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Adapted from Field Guide to Consulting and Organizational Development

Suggested Pre-Reading

Overview of Performance Management Process for any Application

Key terms include

The following basic terms will be described more fully later (through use of an example) in the library in the upcoming subsections Performance Planning, Performance Appraisal and Development Planning The terms are in an order of a small to larger context of use within performance management.

Domain

The domain is the focus of the performance management effort, e.g., the entire organization, a process, subsystem or an employee. A subsystem could be, e.g., departments, programs (implementing new policies and procedures to ensure a safe workplace; or, for a nonprofit, ongoing delivery of services to a community), projects (automating the billing process, moving to a new building, etc.), or teams or groups organized to accomplish a result for an internal or external customer. A process produces a product or service for internal or external customers, and usually cuts across multiple subsystems. Examples of processes are market research to identify customer needs, product design, product development, budget development, customer service, financial planning and management, program development, etc. The final domain is that of employee performance management. The term domain is not widespread across performance management literature.

Results

These are usually the final and specific outputs desired from the domain. Results are expressed in terms of cost, quality, quantity or time.

Measures

Measures provide specific information used to assess the extent of accomplishment of results. Measurements are typically expressed in terms of time, quantity, quality or cost. Results are a form
of measure.

Indicators

Indicators are also measures. They indicate progress (or lack of) toward a result. For example, some indicators of an employee’s progress toward achieving preferred results might be some measure of an employee’s learning (usually expressed in terms of areas of knowledge or specific skills) and productivity (usually measured in terms of some number of outputs per time interval). (Note that learning and productivity alone do not guarantee accomplishment of performance results.)

Preferred Goals

These are usually overall accomplishments desired by a domain. The level of specificity of goals depends on the nature and needs of the domain. Typically, the more specific the goals, the clearer the understanding of goals by the members in the domain.

Preferred Results

The performance management process often includes translating preferred goals in terms of results, which themselves are described in terms of quantity, quality, timeliness or cost.

Aligning Results

Performance management puts strong focus on ensuring that all parts of the domain are working as efficiently and effectively as possible toward achieving preferred results. Therefore, the results of all the parts of the should be aligned with the overall preferred results. Aligning results often includes answering questions such as “Does the domain’s preferred results contribute to achieving the overall domain’s preferred results? How? Is there anything else that the domain could be doing to contribute more directly?”

Weighting Results

Weighting results refers to prioritizing the domain’s preferred results, often expressed in terms of a ranking (such as 1, 2, 3, etc.), percentage-time-spent, etc.

Standards

These specify how well a preferred result should be achieved by the domain. For example, “meets expectations” or “exceeds expectations”.

Performance Plan

The plan usually includes at least the domain’s preferred results, how the results tie back to the preferred results, weighting of results, how results will be measured and what standards are used to evaluate results.

Ongoing Observation, Measurements and Feedback

These activities include observing the domain’s activities in terms of progress toward preferred results, comparing progress to the preferred performance standards and then providing ongoing feedback (useful, understood and timely information to improve performance) to the domain.

Performance Appraisal (or Review)

In its most basic form, performance appraisal (or review) activities include documenting achieved results (hopefully, by also including use of examples to clarify documentation) and indicating if standards were met or not. The appraisal usually includes some form of a development plan to address insufficient performance.

Rewards

The performance review process usually adds information about rewarding the domain if performance had met or exceeded standards. Rewards can take many forms, e.g., merit increases, promotions, certificates of appreciation and letters of commendation.

Performance Gap

This represents the difference in actual performance shown as compared to the desired standard of performance. For example, in employee performance management efforts, this performance gap is often described in terms of needed knowledge and skills which become training and development goals for the employee.

Performance Development Plan

Typically, this plan conveys how the conclusion was made that there was inadequate
performance, what actions are to be taken and by whom and when, when performance
will be reviewed again and how.

Learn More in the Library’s Blogs Related to Performance Management

In addition to the articles on this current page, see the following blogs which have posts related to Performance Management. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.

Also consider

For the Category of Performance Management:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


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We’re Doing Great! How Come We’re Not Performing?

Two men in suit having a work conversation

We’re Doing Great!
How Come We’re Not Performing?

(an introduction to employee performance
management)

Written by Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Copyright 1997-2006.

(This information is referenced from the Free Management Library’s topic Employee
Performance Management.)

Suggested Pre-Reading

Overview
of Performance Management Process for any Application

Many of Us Misunderstand Performance

You may be losing performance in your organization because you
don’t really understand what performance is. Certainly, if all
employees are getting good performance reviews from their supervisors
once a year, then all must be fine, right? Wrong! If the performance
of the organization’s groups, processes and employees do not contribute
directly to organizational results, the organization is not performing
well. Neither are the employees or the processes. They’re working
hard, doing things right — but they’re not doing the right things.

Consider the following, rather simple story. The story points
out the typical problems that can come from not having a performance
system in place. This story is about a performance problem with
employees, a trainer and an organization. The story includes:

Sections of This Topic Include:

Myth: “I’ll Know Results When
I See ‘Em”
Training for Skills — or a Good
Time?
What Are You Doing? What Should You
Really Be Doing?
Some Reasons for a Performance Management
System
Key Terms: Results, Measures and Standards
Performance Problem: Vague Priorities
Weighting Results to Convey Priorities
Measures: Some You Can Count and
Some You Describe
Performance Problem: Inconsistent
Desired Results Across the Organization

The Story

A Common Misunderstanding:
“I’ll Know Results When I See ‘Em'”

Employee Ed is a new employee at a print shop. He has been
hired to run a machine that prints out high-quality pictures.
The pictures go to other departments, including the Catalog Department,
to use in brochures, catalogs, advertisements, etc.

Ed’s new supervisor, Supervisor Sam, is new on the job, too.
He’s worked hard to get where he’s at. He was an expert at running
the collating machine. Sam’s machine took printed images from
machines like Ed’s and organized them into the Catalog Department’s
final product, a catalog.

Sam doesn’t like Ed at first. Ed looks just like Sam’s brother
whom Sam does not like at all. Still, as a new supervisor, Sam
tries to give Ed a chance.

Sam wants to be sure that Ed does a good job. He isn’t all
that sure what “good job” means, but he thinks he’ll
know it when he sees it. So Sam sends Ed to a course to learn
how to run the print machine. The description of the course said
students would learn all about the machine. That should work out
fine.

Training for Skills — or a
Good Time?

Teacher Tom wants to convince supervisors to send employees to
his course. Tom claims the result from his course
is that each student will know how to run the printing machine.
Tom hasn’t really thought about how to achieve that result.
He knows a lot about the machine and likes to tell people
about it. So he thinks he’ll be a fine teacher.

Tom includes a lot of lectures in the course. He tells students
all about the machine’s history, some tough times he had learning
about the machine and how students can get a lot done with the
machine if they know what they’re doing. The rest of the time,
Tom tells students how to do the various procedures needed to
run the machine. After reviewing the last procedure, Tom tells
his students that the course is over. He tells them that they’ve
been a good audience, he enjoyed teaching them and hopes they
got a lot out of the course. Tom wants to be sure the course achieves
its result, so he has the students fill out a questionnaire.

Ed now likes Tom a lot and feels very good about the course
so he gives the course a very high rating. Tom seemed to know
a lot about the machine. Tom told a lot of jokes, the room was
nice and the materials were very impressive. With all the stuff
Tom told Ed, Ed now feels he could do anything with the machine.
Later that day, Ed tells Supervisor Sam that the course was very
good. Sam is very pleased about his decision and is glad the course
accomplished strong results.

What Are You Doing? What Should You Really Be Doing?

The next day, Sam briefly notices that Ed is much happier
at his job. “Great”, Sam thinks. “A satisfied employee
is a productive employee! Right?” (Wrong. Job satisfaction
doesn’t mean job performance. Some research indicates job satisfaction
can actually decrease productivity.)

Later that afternoon, Sam has more time to watch Ed at his
job. Soon Sam is horrified! It doesn’t seem like Ed knows what
he’s doing at all! Sam thinks to himself, “I knew Ed wouldn’t
work out! I just knew it!” Sam glances through several of
the prints from Ed’s machine. He finds one that’s smeared and
torn. Sam concludes that Ed didn’t learn anything at all. He confronts
Ed. “What are you doing? You’re slow and all your prints
are ruined! You’ve wasted the company’s money!” Ed feels
scared and stupid.

Sam and his company have a typical performance management problem.
If Sam had followed the principles of performance management,
he would have been more clear to himself and to Ed about what
Sam wanted as results from Ed’s job. Sam
would have been more clear about how he would measure
Ed’s results. Sam would have been more clear about how his expectations,
or performance standards, for Ed.

Teacher Tom has a similar problem. If he had thought more about
performance results, measures and standards, he would have thought
about what knowledge and skills his students would need to run
the machine. He would have thought about how he’d know if the
students could actually run the machine or not. Also, he would
have thought about how well students should be able to run the
machine by the end of the course. It’s likely that Tom would have
included time in the course for students to actually practice
on the machine. He would have included some way to test students’
skill levels to ensure they achieve Tom’s preferred result. He
would have included some way to later get supervisors’ feedback
about employees’ skills on the job. It’s very likely that Tom’s
course would have achieved its result: students who can operate
their machines to some specified performance standard.

Reasons for a Performance Management
System

Back at work, Sam discusses the situation with his Boss Bob.
Sam wants to fire Ed — and do it now. Bob calmly disagrees. He
tells Sam, “We can turn this thing around. I’ll tell you
how.”

He begins to give Sam a broad overview of a performance management
system. “Basically, a performance management system is a
way to ensure we get results from all our employees. Heck, if
Ed’s teacher knew about performance, Ed might have learned something!
They don’t call it training any more, you know. They call it Performance
Technology or something like that.”

Sam interrupts, “Look. I can tell if Ed’s doing a good
job or not. I’ve got his job description. I’ve used the performance
appraisal form. Besides, I don’t feel good about those performance
appraisals. They’re just something you do once a year, usually
to fire somebody. They’re just paperwork. The guys are scared
of them. I dread them. I’m trying to build a team here!”

Bob responds, “You don’t understand. A performance system
is more than job descriptions. A job description lists what duties,
what responsibilities a certain job has. It doesn’t tell the employee
what results are really expected of him, what he’s supposed to
produce. It doesn’t keep telling you, the supervisor, how well
you expect the employee to be doing at his job. It doesn’t make
sure that what you’re doing is what your boss — and their boss’s
boss and their boss’ boss — want you to be doing.”

Bob went on to explain. “A performance system makes sure
we’re fair to our guys. They’re getting paid what they’re worth.
They know what we want from them. They know what we think about
what they’re doing. In the long run, all of us in the company
end up working toward the same thing. We’re all pulling on the
same rope. Maybe the biggest advantage is that we’re talking to
each other about what we’re doing, if we’re doing it right and
if it’s really what the company needs. Besides, we managers should
have to earn our own keep around here, too. I want you to take
part in our performance system, Sam. I’ll help you.”

Key Terms: Results, Measures
and Standards

Bob explains, “In the performance system, the first thing
you do in figure out what results you want from the employee.

“Results are what you want Ed to produce so customers
can do their jobs well. For example, Ed’s internal customer, the
Catalog Department, needs high-quality prints to do its job. Right?

“Measures are what you use to know if Ed is achieving
the results or not. For example, how many prints is Ed making
in an hour? Are Ed’s prints smeared, are they torn?

“Standards are what you consider when thinking about how
well Ed is doing at his good job. For example, the standard for
“excellent” should be at least as many high-quality
prints an hour as your best people are producing.

“After we’ve decided the results, measures and standards,
we’ll work together to track Ed’s progress. We’ll make sure that
we’re all exchanging feedback around here, including with the
Catalog Department. That’s the most important part.

“Any needs that Ed might have, we’ll record on a development
plan. That might include more training. This time, we’ll make
sure that teacher knows about performance management!

Sam heard everything Bob said. He was skeptical, but he decided
to try the performance stuff anyway. Anyway, Bob was the boss.

Performance Problem: Vague Priorities

Over the next month, Sam thought more about what he specifically
wanted from Ed. He talked to Ed, too. They both decided that Ed
would shoot for 500 high-quality prints an hour, 8 hours a day,
Monday through Friday. High-quality would mean no smears or tears.
In fact, the Director of the Catalog Department would judge whether
Ed produced this result or not.

Sam was a little surprised at Ed’s reaction. He thought Ed
would be a little leery. Heck, Ed didn’t seem concerned at all.
He was actually excited! Sam actually felt better now, too.

Over the next week, Sam carefully considered the measurements
for Ed’s result. He realized that Ed really needed more training.
“Thank goodness I found this out now,” Sam thought.
Sam realized this whole situation wasn’t Ed’s fault. He reminded
himself that Ed was new, too. Sam talked to the Training Department.
They suggested that Ed go to a workshop where he could actually
get practice with the machine. Also, they helped Ed find some
free time on another machine during second shift. That way, Ed
could get in some more practice.

Ed attended the workshop. He told Sam it was hard, but he learned
a lot more about actually running the machine. He said the teacher
showed him several things that he could be doing a lot better.
Ed was eager to get back to work. Sam felt very relieved. This
performance stuff seemed to be working out — and it wasn’t nearly
as hard as he’d imagined.

Weighting Results
Several months later, Sam’s boss, Bob, told all employees
that he wanted them to take part in a Quality Circle. Sam told
Ed all about it.

Ed complained to Sam that he just wanted to run his machine.
That’s why he accepted the job. That’s what he wants to do.

Sam is now smart about results, measures and standards. He
sends Ed to a seminar on Quality Circles. Maybe that’ll get Ed
going in the Circles. Ed took the seminar and, sure enough, came
back all excited about Quality Circles. Now he spends a lot of
time around the coffee machine, telling other employees how great
Quality Circles are, where they started, etc.

Soon Sam tells Ed that he’s not running his machine anymore.
How’s he going to produce his results? Ed explains that he’s doing
his part for his Quality Circle. Ed complains that Sam needs to
make up his mind about what he wants Ed to do.

Sam goes back to Boss Bob, asking for advice. How can he get
Ed to work the machine and be a good member of the Circle?

Bob explains that Sam needs Ed to run the machine and take
part in the Quality Circle. Bob notices that Sam seems puzzled.
Bob explains, “Ed can do both: run the machine and be a good
Circle member. You just need to let him know what your priorities
are. Let Ed know how much time he can spend on his machine and
how much time in the Circle. Be as clear as you were before about
his results and how you’d measure them. In the performance system,
this is called weighting the results.”

Measures: Some You Can Count
and Some You Describe

Sam nods that he understands Bob. “But how can I measure
what he does in Quality Circles?”

Bob explained, “Remember when we talked about measures?
There are a couple of ways to look at measures. You can count
them or you can describe them — hopefully you can do both. With
the machine, you could count the number of prints Ed produced,
right? You noticed if the prints were high-quality or not. High-quality
meant the images were clear and the paper was not torn. Right?”

Sam nodded.

Bob went on to explain, “About Ed’s Quality Circle, though,
it’s really hard to count something — at least not without going
crazy! Sure, you can count how many suggestions he makes. But
if you do that, he’ll be talking all the time and not saying anything!
What other ways can you realistically measure what Ed is doing
in his Circle”

Sam thought this for a minute. “Maybe I’m making this
harder than it is. How about if I notice the attendance record
for Ed, you know, you make sure he goes to meetings. I don’t want
to write down everything that Ed says. Heck, Ed only talks in
conclusions anyway!”

Bob responded that Sam seemed on the right track.

Sam explained the new situation to Ed. Ed seemed pleased. “That
straightens things out. Sure, I’ll try it”.

Performance Problem: Inconsistent
Results Across the Organization

Over the next few months, Ed ran his machine just fine. His
Quality Circle made lots of good suggestions to Sam and Sam’s
boss, Bob. Soon, though, Ed and Sam notice that nothing was really
being done about the suggestions.

Sam confronted his boss, Bob. “You’ve got plenty of ideas
from us. How come nothing is being done about them?” Bob
replied, “I know. I’m wondering about that myself. I’ll find
out.”

Bob talked to his boss, Management Mike. Mike looked puzzled.
Then he remembered, “Oh, that’s right! The Quality Circles!
Yeah, those Circles are sure keeping people happy. Keep up the
good work, Bob!”

Bob replied, “I thought the Circles were to improve quality,
not to keep people happy. What am I missing here?”

Mike explained that he really couldn’t implement any of the
suggestions from the Circle. “They’ll probably just cost
more money. Right now the company needs to cut costs as much as
possible.”

Now Bob was getting really irked. He said, “I thought
our performance system was supposed to make sure that everyone
was working toward the same goals. Why not have the Circle guys
focus on cost-cutting ideas?”

Mike warned, “That could scare them big time! No, keep
’em coming up with good ideas. They’re doing great!” Mike
looked at his watch and said, “I’ve got to take off. Sorry.
Keep up the good work, Bob!”

Bob left Mike’s office feeling very disappointed and sad. He
thought, “We have a performance management system. Ed’s doing
fine. Sam’s doing. I’m doing fine. Our department’s doing fine.
We’re performing, right? Sure doesn’t feel like it, though.”

So: All the Parts Are Doing Just Fine — Yet the Organization
Isn’t Performing!

Employees, the department and management are all very committed
and very busy. Sam’s focused on getting the most from his people,
including Ed. So is Bob. They all know the results they want,
how they’ll measure them and what they consider to be great work.
Yet the organization really isn’t performing. It’s idling along.

This situation is not uncommon.

Additional Resources in the Category of Performance Management

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