April,
2002
Volume 41 / Number 4
Assessing
Organizational Readiness for E-Learning: 70 Questions to Ask
by Debra Haney
Implementing an e-learning system that meets an organization's and its employees' skill development needs can be a difficult process. A way to minimize that difficulty is to first assess the readiness of the organization for e-learning. HPT professionals have a vital role in the assessment process because of our skill set. We are familiar with assessments, and our perspective is oriented to multiple aspects of a situation. The top 70 questions to ask in a needs assessment focus on human resources, the learning management system, learners, content, information technology, finance, and vendors. The article provides a job aid for these questions. After the needs assessment is done, the next step is typically to develop a strategy for further actions. This strategy focuses on budgets, cleaning up any existing problems in internal operations, additional research needs, and change management.
A
New Model for Systematic Competency Identification
by Danny G. Langdon and Anne F. Marrelli, PhD
The use of inadequate models (that is, job descriptions) of job and process performance, matched with guessing, brainstorming, and use of existing lists (banks of competencies), has long hampered the identification of relevant and accurately defined competencies. To overcome these deficiencies, a systematic performance-based approach to competency identification based on the Language of Work model originated by Danny Langdon is suggested.
To illustrate the process of competency identification, the article builds a job model for a generic manager position. Skills, knowledge, and attributes are then attached to the job model. Competencies are selected based on the behavior plus attributes, standards, work support, and human relations layers of the job. This approach may be replicated to identify competencies accurately, completely, and systematically for any job.
Designing
the Right Blend: Combining Online and Onsite Training for Optimal Results
by Kurt Rowley, Ellen Bunker, and David Cole
This article describes two important decisions related to the development of effective blended instruction: selecting the instructional approach and selecting the development approach. A highly successful training design and development case at a military continuing education college illustrates the points: a redesign of a military systems acquisition course. The case is analyzed as an application of a blended onsite-online approach to human performance improvement. The success of the redesigned course is attributed to the use of both an integrated product team for the development approach and a problem-based instructional approach with a single story line that lasted throughout the course.
Knowledge
Management and Training: The Value of Collaboration
by Larry W. Carlile, PhD
Whether working in the field of training and development (T&D) or in knowledge management (KM), most professionals have a goal in common: to help others obtain the knowledge needed to do their work more effectively. Although the intended goals may be the same, both of these types of organizations tend to be missing something that the other has. While KM organizations focus on providing information that is valuable, they tend to lack focus on learning. T&D organizations typically focus on learning but often lack KM's access to the original sources of intellectual capital. Most companies could have much greater success if KM and T&D worked more collaboratively with each other. This article presents an enhanced model of KM that includes learning and definitions necessary for a discussion of such collaboration, followed by examples and suggestions for practical application of the concepts.
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