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Dear Education-Training-Development Colleague and friends,
NOTES AND LINKS WE TRUST WILL
BE OF INTEREST TO YOU:
[If you
find these useful please reply with a THANK YOU note or a comment, if you
prefer not to receive these newsletters please reply with an UNSUBSCRIBE note]
WISHING YOU A HAPPY AND
WONDERFUL
We are looking forward to an
interesting 2004, for example, look out for our international Facilitated
E-Learning Programme - getting quick results, a solid foundation of the basics
of Instructional Design and getting HRD and Performance Improvement
Practitioners and Educators aligned with available standards regarding
accreditation, for example those proposed by:
Certified Performance
Technologist of the International Society for Performance
Improvement (ISPI) and the ASTD American Society for Training and Development.
Investors in People, the
International Standards Organisation (ISO) www.iso.ch/iso/en/ISOOnline.frontpage
National Qualifications Frameworks (NQF) and their Quality Assurance bodies (e.g. ETQA/SETA), from various countries and regions e.g. SAQA www.saqa.org.za
Criterion Referenced methodologies applied in various countries to enable performance improvement and competence- outcomes-based instruction www.crcn.co.za
There are also projects in capacity building etc. running in South Africa and abroad, details to follow later in the new year e.g. Learnerships, DANIDA projects with the South African Provincial Departments of Education, FET Colleges. Our network of more than 30 Performance Improvement Practitioners and Instructional Designers are active!
SHARING:
It has been a privilege
working and sharing with so many of you over the years, also through 2003, and
we find it encouraging when frequently out of the blue we meet up with someone
who has been trained or assisted by one of us or who has assisted us. A
recent pleasant surprise came when, as you may know, our associate of many
years in New Zealand,
Juanita Steyn, writes:
I first met Ian when I was doing the honours
degree in Training Management with RAU (
For Ian's first lecture, he had obviously studied our photographs and names, as it took very little introduction for him to know a class of
40+ by first name (without name tags!).
Needless to say, I benefited greatly from the learning experience with Ian, gaining a broad understanding of performance technology, but more importantly, learning to 'think about my thinking' and focusing on what is really important.
Overall the Honours degree in Training Management prepared me for a wonderful career in Human Resource Development and after 10 years, still stands out as the learning experience that had the biggest return on investment for me.
After finishing the honours degree, I joined RAU to manage the extra-curricular certificate programmes in Training and Development. In this capacity I had the privilege of working with Ian as a colleague and benefiting from his mentorship in a more hands-on capacity.
I left
My next role was with the Bank of New Zealand, initially as Learning Centre Manager and then as NZ Learning Advisor. This role saw me leading a major project of developing a six month induction programme for Personal Bankers and leading a team of Learning and Development staff through a period of major change.
Now I am with PACT, to continue a journey that started when PACT was developing a Health and Safety training programme for Carter Holt Harvey. It was clear during this project that we were on the same wavelength and we remained in contact. When PACT was looking for a consultant to join their team, I was looking for an opportunity as a Performance Improvement Consultant ... the rest is history. I have been with PACT for one year now and have not looked back. PACT (short for Performance and Change team) works with organisations in all sectors to analyse performance change requirements and to develop performance improvement solutions that achieves the desired impact.
So, to make a long story short.
- The learning and development skills I
developed in
- Qualifications mean very little in NZ. Employment decisions are based on credibility (do you have a proven and trusted track record) and whether you will fit into the team.
- On moving to
Please feel free to give my contact details to
practitioners who are immigrating to
Ek het julle nuusbrief baie interessant
gevind en will graag meer weet oor wat julle doen.
Groete
Juanita Steyn
PACT - Performance and Change Team
Phone 09 473 0910
Mobile 021 440 183
For training guaranteed to achieve competence.
RESOURCES - The ISPI PerformanceXpress Newsletter, available at http://www.performancexpress.org/ includes an article:
"
|
Some see ID as procedural, rigorous, characterized by one box each for analysis, design, development, implementation, and evaluation, with arrows linking the boxes and dependable steps directing what to do and in what order. Others see it differently. They emphasize what goes on within the boxes, leaning toward a more heuristic approach, with rules of thumb considered as the process moves forward..... " |
|
SOME MORE CRCN ASSOCIATE INTERNATIONAL ACTION:
Prof. Ian Bellis ianbellis@madoch.fsnet.co.uk
, based in Scotland UK, will next be consulting in
Ms Henny van der Wielen henny.vd.wielen@aceconsult.nl ,
based in the Netherlands European Union, will next be consulting in
I, atheron@crcn.co.za , will next be
consulting in
Frans Vorster frvors@mweb.co.za has returned from
consulting in Tanzania Africa and Owen Cloete owen@perftech.co.za from consulting
in
Let us keep in touch during 2004 and help each other with a growing understanding and appreciation of how we learn, develop and achieve our dreams!
Kind regards to you all,
Adolf.
_________________________________________________
ADOLF THERON - CPT
Registered/Certified Performance Technologist (ISPI)*
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Fax. +27 (86) 672-0142
Email: atheron@crcn.co.za
Website:
http://www.crcn.co.za
* The Certified Performance Technologist (CPT) Designation is awarded by the International Society for Performance Improvement (ISPI) to experienced practitioners in the field of organisational performance improvement whose work meets both the performance based Standards of Performance Technology and application requirements. For more information visit www.CertifiedPT.org
_________________________________________________
INTERNET
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From 1.
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Professional Marketing and Business Education...
_________________________________________________
1.
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2.
DHS Club
- Joining individual consumers together to form a vast buyer's
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Members may purchase products and services at the lowest possible cost.
-
Extending the advantages of the Free Enterprise System to anyone who seeks to
have a business of their own.
-
Promoting the principles of freedom and democracy.
- Encouraging the
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helping people" and the individual development of the whole person.
http://www.clubshop.com/cgi-bin/members/AT3082826
3.
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with a variety of comprehensive and interactive eLearning courses in Internet
marketing all designed to keep you on the edge of this phenomenal industry and
provide you with consistent income-month after month!
http://www.totalmarketinglive.com/dolf
Dear Education-Training-Development Colleague
and friends,
"Learning is the most powerful, engaging, rewarding and enjoyable aspect of our personal and collective experience. " Garratt B.
HRD NOTES
AND LINKS WE TRUST WILL BE OF INTEREST TO YOU:
[If you find these useful please reply with a THANK YOU note or a
comment, if you prefer not to receive these newsletters please reply with an
UNSUBSCRIBE note]
This months
CRC Network (CRCN) Newsletter Content: (Previous newsletters
available on www.crcn.co.za at
the link to News )
- Skills
Development - Third Edition
- Learning
Organisations
- Bellis-Theron
Methodologies Overview
- CEP
Press wins eight awards
- ISPI
Predictions
- SHRM -
HR Professionals believe ethical conduct not rewarded in business
- CRC
- approach to
- Other projects
Ian's
book Skills Development,
A Practitioner's Guide to SAQA, the NQF and the Skills Development
Acts is in such demand that the Third Edition with an expanded
section on Learnerships is at the printers and will be available from Knowledge
Resources shortly. For more information and
the index pages, click on this link - go to www.crcn.co.za then to Shop and then to Planning for Skills Development link.
Learning
Organisations
Thanks to
all of you who made such positive comments on Alide's B.Com Hon.
research article on THE CREATION OF A LEARNING ORGANISATION IN A RAPIDLY
CHANGING ENVIRONMENT. It is still available if you go to www.crcn.co.za click on the link to Shop
and under Free Resources you will find the link to the full article. Alide is
continuing with her Masters Degree studies and research.
Bellis-Theron Methodologies:
Overview
For those
who enquired about our products please go to www.crcn.co.za
link to Our Products and then to Workshops/Process consulting -
applying the Bellis-Theron Methodologies: Overview For those of you who are
familiar with content of CRI-IMD (Criterion Referenced
Instruction-Instructional Module Development), will appreciate how the
South African context of the Performance
based Course Development Workshop (ADDICT) workshop will
add value to the current skills of experienced and novice Performance
Improvement Specialist.
CEP Press Earns Eight Awards in
its First Two Years
Atlanta, GA (March 2003) -
CEP Press received three awards in 2003, making a total of eight awards in just
two years for the young, independent publisher. The recent announcement came
from the International Society for Performance Improvement (ISPI), who gave
Awards of Excellence to each of CEP Press' three 2002 releases. After
exclusively publishing the works of Robert
F. Mager for five years, CEP Press became a full-service
publisher in 2001. Since then, CEP Press has released six new titles, each of
which has now earned awards from various publishing and professional
associations. http://www.cepworldwide.com/newsletter/ceppress_awards_3.html
http://www.cepworldwide.com/newsletter/ceppress_award.html CEP
has been named a winner of Training magazine’s First
Annual Achieving Performance eXcellence (APX) Awards. Subscribers of Training
magazine have recognized CEP for excellence as a training supplier through a special
ballot which appeared in the January and February 2003 issues of Training
magazine. 50,000 training professionals were asked to make their
selections for the best suppliers in the field as measured by four
criteria: · Value · Ease
of use ·
Meet/exceed buyer’s expectations · Exceptional
customer service
ISPI Newsletter - Predictions
http://www.performancexpress.org/
http://www.ispi.org/home.htm
Rodger Stotz, CPT,
and vice-president/managing consultant at Maritz, Inc. He may be reached at rodger.stotz@maritz.com. Maritz is a
global provider of integrated performance improvement, corporate travel
management, and marketing research. For the next two to three years, Rodger
makes three predictions rooted in the general re-assessment of values and
priorities that organizations and their employees have engaged in since 9/11.
Top Three Predictions
First, Rodger envisions the need for leaders to take an increasingly macro-level view of the purpose and values of their
organizations. They will look beyond financial health and profitability
to determine what their organizations stand for, and how they can best
contribute to society. Second, the
continued connection between the employees’ experience and their customers’ experience will become more pronounced as
organizations see the value in this relationship and explore ways to maximize
it. Third, measurement and analysis will
encompass both hard and soft performance results, seeking
key performance indicators and intangibles such as added value beyond financial
measures.
HR Professionals
Believe Ethical Conduct Not Rewarded in Business Professionals Feel Growing Pressure to Compromise
Standards
(Alexandria, Va., April 22, 2003)—Amidst numerous corporate ethics violations over the
last year, a new survey indicates that nearly half of HR professionals believe
ethical conduct is not rewarded in business today. Troubling figures show that
over the last five years, HR professionals feel increasingly more pressure to
compromise their organizations’ ethics standards, however they also indicate personally observing
significantly fewer actions of misconduct in the workplace. http://www.shrm.org/press/CMS_004415.asp#P-4_0 SHRM
- Society for Human Resource Management
CRC - Criterion Referenced Consulting - our
approach to capacity building
We apply the Bellis-Theron
methodology of capacity building within an outcomes-based approach and a
learning strategy involving praxis – action-and-reflection, see Skills
Development by Ian Bellis - A Practitioners Guide to SAQA, the NQF and the
Skills Development Acts, Chapter 8 (Knowledge Resources Second Edition 2001).
More detail also available on the CRC Network website www.crcn.co.za under Projects.
Our
- Sustainable
capacity building processes supported by integrated development
planning.
- Mentoring as integral to capacity building
- Performance
environment supportive to capacity
building
- Human
Capacity addressed as personal
competence combined with personal commitment, relevant behaviour styles
and personality traits applied.
- Capacity
requiring competence achieved and assessed as an appropriate
integration of cognitive, affective, and psychomotor skills to standards
of performance, of understanding concepts, of understanding systems and of
innovation and transferring to other contexts.
- Continued
capacity building relying on Learning Processes incorporating a
praxis-cycle of action and reflection and making meaning and then further
action.
- The strategy
for utilising capacity building workshops - preparation and presentation
Here
are some thoughts on number 1:
1.
Sustainable capacity building processes supported by integrated development
planning.
In essence, it is our
conviction that if capacity is to be built it should result in:
1. a developed awareness of the issues
2. an understanding of the concepts and processes
that drive and enable the intended results to be achieved
3. the beginning of a shift in mindset
about ‘people–at work’, ‘people-and-their-work’, the work people deliver into
the organisation and through that into the community
4. an interpretation of the manager’s role
and a human resources official’s role to develop their people
5. a set of skills for the application of
this understanding
6. competence within themselves to help grow it in
others.
It requires a process that
involves a number of people in the organisation,
u in learning
u in doing work necessary for the project
u in sharing experiences, problems and opportunities
u in developing trust in each other
u in committing to new directions and actions in skill
development.
Sustainable capacity building
may be a lengthy the process, possibly be three to four times longer than a
process where the contracted Technical Support Team did the work and delivered
the products. It is our conviction that capacity will only be built if all the
participants are actively involved in all the processes of:
¡
analysing what needs to be done
¡
designing the processes and products
¡
being aware of the development work needed
¡
and then being a part of both the planning of
the implementation, and selecting people to manage that implementation.
It is, our conviction that a
commitment to capacity building is a commitment to the growth and development
of the people involved. This growth and development is most likely to happen in
interaction with others over a larger period of time. This permits greater
openness, increased opportunity for change and sharing in the excitement of
tackling together something that is of value to the community and not only to
oneself.
The strategy of capacity
building must not just entail developing better understanding, but must always
be directed towards a better way of getting things done – getting them
done in a way that is relevant to the special contexts of the workplace.
Other Projects:
Ian Bellis - is scheduled to be participating
in projects in the
Suzanne Hattingh continues to use her exceptional writing talent,
capturing lessons learned and publishing guidelines for SETAs and others. Her
Road Map Series available at Knowledge Resources http://www.kr.co.za continues
to be a hit! The ROADMAP series provides practical road signs that organisations
can follow to increase the return on investment in training, learning and
skills development actions. It is a monthly publication which is a unique,
highly focused and cost-effective product designed as a tool to increase the
impact of performance improvement strategies. To view an Introduction to the
Road Map Series and an example Road Map on Quality Assurance and Accreditation
of Training Providers go to www.crcn.co.za
then to Shop and then to Road Map Series link.
Frans Vorster, in
Owen Cloete, in
Adolf Theron, Technical
and management support to CRCN associates' projects, such as developing
Guidelines for Learnership Implementation, Performance Management
& HR support and IT to medium sized enterprises, Involved
with technical support to projects within organisation's including
the Momentum Group, the Comparex Africa Group, the Durban Metro, the
DANIDA support to KwaZulu-Natal Provincial Department of Education, FET
Directorate. Preparing capacity building strategies as subcontractor,
amongst others, to the
Let us know if you would like more information on any of these matters.
Kind regards,
Adolf.
________________________________
Adolf Theron
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Tel. +27 (11) 972-7150 / 011-391-4809 (Direct)
Fax. +27 (11) 972-4809
ASTON MANOR
1630
Email: atheron@crcn.co.za
Website: http://www.crcn.co.za
_______________________________
Dear
Education-Training-Development Colleague and friends,
NOTES AND
LINKS WE TRUST WILL BE OF INTEREST TO YOU:
[If you find these useful please reply with a THANK YOU note or a comment,
if you prefer not to receive these newsletters please reply with an UNSUBSCRIBE
note]
During our
workshops the concept of a Learning
Organisation frequently comes up and in response to requests I
have permission from Alide to make her B.Com Hon. research article available.
The Table of Contents below gives you an idea of what is covered. Go to www.crcn.co.za click on the link to Shop
and under Free Resources you will find the link to the full article. Trust you
will find it interesting.
A reminder
that our next public Performance based
Course Development Workshop (ADDICT) starts on 19 May 2003. For
those of you who are familiar with content of CRI-IMD (Criterion Referenced
Instruction-Instructional Module Development), will appreciate how the
South African context of this workshop and how it will add value to
the current skills of experienced and novice Performance Improvement
Specialist. www.crcn.co.za link to Products
The Creation Of A Learning Organization In A Rapidly Changing Environment
Table of contents
CHAPTER 1
Background and purpose of study
CHAPTER 2
The Learning Organization - Literature Study
2.1 The history and definitions of the Learning Organization
2.2 Characteristics of a Learning Organization
2.2.1 Learning Cycles
2.2.2 Action Learning as a popular model of learning
2.3 The importance of organizational learning
2.4 Pre-conditions for a Learning Organization
2.5 Demands of a Learning Organization
2.5.1 Participation
2.5.2 Conducive Culture
2.5.3 Managing Change
2.6 People management aspects in a Learning Organization
2.7 Integration: Creating a Learning Climate
CHAPTER 3
Research Methodology
3.1 Research design
3.2 Sample description
Table 1 - Gender
Table 2 - Age (in years)
Table 3 - Home Language
Table 4 - Highest Qualification
Table 5 - Years in Position
Table 6 - Years in Organization
Table 7 - Business Unit
3.3 Measuring Instrument
CHAPTER 4
Results and conclusions
Table 8 - Descriptive Statistics
Table 9 - MA Sten Score
Table 10 - TI Sten Score
Table 11 - AU Sten Score
Table 12 - TE Sten Score
Table 13 - OP Sten Score
Table 14 - GU Sten Score
Table 15 - CO Sten Score
Table 16 - Total Sten Score
Conclusions
REFERENCES
Kind regards,
Adolf.
________________________________
Adolf Theron
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Tel. +27 (11) 972-7150 / 011-391-4809 (Direct)
Fax. +27 (11) 972-4809
ASTON MANOR
1630
Email: atheron@crcn.co.za
Website: http://www.crcn.co.za
_______________________________
Dear
Education-Training-Development Colleague and friends,
NOTES AND
LINKS WE TRUST WILL BE OF INTEREST TO YOU:
A. RESOURCES
B. SHARING IDEAS
A. RESOURCES
1. This months Success Stories and Tips - Using the Performance Improvement Criterion Referenced Approach!
As you know we have, over the years, enhanced the methodologies with a strong focus on Performance Improvement and adaptions to the South African legal, sociological, HRD and business context!
- Participants
on our current ADDICT
workshops (The Bellis-Theron Criterion Referenced Approach to
Performance Improvement and Outcomes based ETD) make suggestions
from experience gained in these techniques, underlying also the South
African NQF initiatives, but founded in good performance improvement
technologies and instructional practice. http://www.crcn.co.za/ETDADDICT.htm
- "I
will remember that the performance
contribution from people in my organisation is influenced
by the performance environment
(opportunities, resources, feedback etc.), by personal capacity (integrity,
commitment, physical and emotional strength etc.), by competence (skills of mental,
physical and communicative nature mastered to standard in a specific context),by
skills (general
abilities expressed in any human domain as a basis for
growth towards competence) and by abilities
(potential present in the person awaiting discovery and expression) - I
can now prepare solutions in all of these areas for a powerful
impact on performance improvement needs!"
- "For
the first time all the talk about the NQF, OBE makes practical
sense!
- "Now
I can make a difference in my organisation using these practical methodologies
and, where appropriate, also satisfy the SAQA, SETA things."
- "The
international trends from merely provision of training to performance
improvement consulting is making me attend to customer service, impact on
the bottom line and participant needs and requirements."
- International: How Blue Cross and Blue Shield of
2. Ian Bellis - Planning for Skills
Development - book, CD-ROM and Video published by Knowledge Resources
- Planning
for Skills Development – A Handbook for Practitioners with CD-ROM by Ian Bellis
In this handbook
for practitioners, the author provides the reader with a basis for thinking
about and practising outcomes-competence based education, training and
development and which is aligned with the requirements of the South African
Skills Development legislation. For more
information and the index pages, click on this link - go to www.crcn.co.za then to Shop
and then to Planning for Skills
Development link.
- Planning
for Skills Development – Video by
Ian Bellis
The video
provides: a focus on some of the most crucial issues in the planning
process; it highlights aspects of the process
often overlooked in the thinking and the reparation for drafting skills plans;
there
are six sections on this video and should be used interactively with specific
sections of the planning process in the Practitioners Guide . For more information and the index pages, click on this
link go to www.crcn.co.za then
to Shop and then
to Planning for Skills
Development Video link.
3. Suzanne
Hattingh - The ROADMAP Series published by Knowledge Resources
- The ROADMAP series provides practical road signs that organisations can follow to increase the return on investment in training, learning and skills development actions. It is a monthly publication which is a unique, highly focused and cost-effective product designed as a tool to increase the impact of performance improvement strategies. To view an Introduction to the Road Map Series and an example Road Map on Quality Assurance and Accreditation of Training Providers go to www.crcn.co.za then to Shop and then to Road Map Series link.
4. Adolf Theron - Projects
Some of you asked for access to the experienced gain through the Learnership and Skills Planning Pilot Projects we have been involved in, e.g. the KwaZuluNatal Provincial Skills Development Pilot Project and the LGWSETA Eastern Cape Pilot Project go to www.crcn.co.za then to Projects link.
B. SHARING IDEAS
Is Your Training Organisation Performance-Based?
By Ann W.
Parkman, Executive Vice President, and Karen VanKampen, Director -- Performance
Consulting - Centre for Effective Performance www.cepworldwide.com
In the past
few years, the number of consulting clients asking us for help in assessing
their training departments has grown markedly. The same holds true with our workshop
clients. The underlying request from each side is: "How can we directly
impact the profitability of our organizations?"
This
question underscores the transition many companies are making from traditional
training organizations to performance-based training organizations. What
exactly does it mean to become performance-based? It means the primary goal of
your department is to encourage your organization to focus on improving job
performance as a means of directly affecting the quality of your organization's
products and services and the efficiency with which they are produced. To
achieve this goal, the following critical elements must be in place:
- The
training organization's goals must be aligned with the goals of the
business.
- A
thorough analysis must be conducted before solutions are selected.
- Selected
solutions must focus on job performance.
When training is identified as an appropriate solution, it
must be designed using a systematic performance-based instructional design
methodology such as Criterion-Referenced Instruction (CRI).
Here are
some recommendations for you to consider as you assess ways to transform your
department into a true performance-based training organization.
Focus on Results -- Improve Job Performance
The
performance-based training organization's focus should be to improve job
performance and sustain desired levels of performance. In other words, training
is not always the answer. In addition, the support to employees should not end
once they leave the classroom. To maintain a focus on results, ask yourself if
your organization:
- Has
a policy in place that requires all training requests to be analyzed to
ensure the right solution (training, non-training, or both) is developed
and implemented.
- Views
training as the right solution only if the cause of the performance
problem is due to a lack of skill or knowledge.
- Follows
analysis procedures to ensure objectives are derived from job performance
needs.
- Gives
business leaders training and tools to guide them in providing feedback
and coaching to their employees.
- Has
procedures and methods to communicate the importance and benefits of a
systematic performance improvement approach.
Training/Performance
Improvement Methodology
Adopting a
best practice, performance-based training methodology will ensure that training
focuses solely on job-relevant skills. CEP uses CRI exclusively because it
leads each learner to the desired competence level described by the performance
objectives. Fully implementing CRI throughout your training organization
will ensure competence in skills learned which will, in turn, result in
improved job performance. Here are some questions to help you determine how
your training organization’s methodology compares to CRI:
- Does
training focus on providing learners with the skills they need to improve
job performance?
- Do
practice situations match the actual on-the-job conditions as closely as
possible?
- Do
learners receive feedback immediately after practice situations so they
know what they have done right or wrong?
- Does
training include skill checks (not knowledge tests such as multiple
choice) to be sure learners have mastered essential skills?
Performance
Measurement -- Measure Results
A performance-based training organization is in
the best position to take the lead in or influence the development of an
organization-wide plan for standardizing and aligning performance measures.
Work with Human Resources and line management to establish direct links between
pre-employment assessments, training skill checks, quality auditing, employee
performance reviews, and major business unit goals. Also take steps to
measure the return on investment (ROI) of training and non-training performance
improvement solutions so you can be certain your solutions are working and are
cost effective. To help you assess how your training organization measures up,
ask yourself:
- Are employees’ job tasks and performance
standards aligned with organizational goals?
- Are pre-employment assessments, training
skill checks, and performance appraisals aligned with job tasks and
standards and with the major business unit goals?
- Are standards of performance stated in
quantitative terms, including measurements such as productivity, quality,
and service level?
- Do end-of-course evaluations assess the
learners’ perceived ability to apply their newly learned skills back on
the job?
- Do procedures exist to evaluate
performance at key stages of learning and development (for example, upon
completion of training, after learners have returned to their jobs for a
set amount of time, etc.)?
- Do procedures exist to determine the ROI
of training and non-training solutions?
If you answer “no” or “don’t know” to any
of these questions, you may need to close some gaps between your current training
focus and your desired performance improvement focus. You can develop targeted
strategies for closing these gaps and transition to a true performance-based
training organization.
C-LEARNING???
The following article is excerpted from Robert F. Mager's
newest book, Life
in the Pinball Machine (CEP Press, Feb. 2003). This "story behind the story" offers
a revealing and humorous look at the experiences and adventures that shaped the
mind of one of the most influential people in training and performance
improvement. The article is available or view at http://www.cepworldwide.com/newsletter/dis_learning.html
- Long before e-learning, there was c-learning - otherwise known as
the correspondence course. I've taken advantage of several over the years.
In addition to the subject matter, each course taught me something about
how (and how not) to structure effective instruction.
- Practice makes perfect and other instructional observations about
ventriloquism
Like most kids, I looked at the "Lemme out" magazine ads and fantasized myself a famous ventriloquist making all kinds of things talk. An opportunity finally presented itself when I bought a ventriloquial correspondence course and bought a used vent figure (if you call them "dummies" they'll find ways to get even) from a retiring ventriloquist. ..... - The proof is in the picking
By far the best course I've ever taken was a correspondence course on locksmithing. I found the ubiquitous ad urging me to "Be a Locksmith" in an issue of Popular Mechanics and sent away for the information. When the first lessons arrived, I immediately dived in. .... - Take a stroll in your students'
shoes
- Periodically adopting the role
of student has been a useful activity, heightening my sensitivity to
obvious and subtle do's and don'ts of instructional design. Perhaps more
importantly, an occasional stroll in the students' shoes reminds me of
the vulnerability they often feel when faced with learning something new.
- It was obvious through my
experiences with the correspondence courses that the success of a course
is not shrouded in the theatrical skill of an instructor, or the media
through which it is presented. The magic is in the degree to which the
principles of effective instruction are implemented - instruction leading
to the ability to perform useful skills, that provides relevant practice
and feedback, as well as lessons sequenced to motivate the student rather
than to satisfy tradition or instructor preference. With those
ingredients in the instructional soup, success is all but guaranteed.
Kind
regards,
Adolf.
________________________________
Adolf Theron
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Tel. +27 (11) 972-7150 / 011-391-4809 (Direct)
Fax. +27 (11) 972-4809
ASTON MANOR
1630
Email: atheron@crcn.co.za
Website: http://www.crcn.co.za
_______________________________
A. RESOURCES
B. SHARING IDEAS
A. RESOURCES
1. Ian Bellis - International RPL 2002 Conference, 23-24 October 2002 in Cape Town South Africa offered by the CETA - Ian Bellis has again been asked by the Construction SETA (CETA) to facilitate/chair the conference. http://www.rpl2002conference.co.za/
2. Suzanne Hattingh - Implementing Learnerships to improve workplace performance & get more money back from your Skills Levy Half-day seminar presented in GAUTENG by the University of Stellenbosch Business School (USB) Friday, 25 October 2002, from 09:00 to 14:30, Leadership Development Centre, ESKOM, Midrand - registration form attached. www.usb.sun.ac.za/USB/Events/eventitem.asp?EventID=17
3. Ian
Bellis - also facilitating/chairing the conference EDUCATION & TRAINING: MODELS FOR BEST
PRACTICE Challenges
and strategies in designing, piloting and replicating education & training
development models. The Delta Foundation, in partnership with
6. Adolf
Theron - doing a
presentation on Piloting Performance
Improvement Models within Outcomes-based ETD Learnership Projects
at the conference EDUCATION
& TRAINING: MODELS FOR BEST PRACTICE
7. ECPP Report and Guidelines published for comment. The DANIDA LGWSETA Eastern Cape Pilot Project Report, compiled by Suzanne Hattingh, Adolf Theron, and Ian Bellis. Please comment on the Appendices now published which include the Registration Portfolios for the Learnerships as submitted to the Department of Labour. www.crcn.co.za/ecpp , scroll down to Appendices to the Report and click on the hyperlink.
B. SHARING IDEAS
Recently Robert Mager received another Achievement Award from the ISPI International Society for Performance Improvement http://www.ispi.org . We have been incorporating the South Africanised version of Mager and Pipe methodology for human performance improvement in much of our work and of cause in our ETD Analysis, Design and Development workshops http://www.crcn.co.za/ETDADDICT.htm The performance analysis tool has proven very valuable in scoping any Education Training Development request.
Here is a link to case studies and also an
interesting on line "e-learning" example offered by the ISPI called
an Online Institute! Please let us know if you are interested in the ISPI
Regional Chapter that includes
Success Story: The first
step in the performance technology process, analysis, proved instrumental in
uncovering the real causes of the problems of the transportation
department, thus assuring that the recommended solutions would achieve the
desired results: better performance and fewer complaints http://www.ispi.org/info/success%20stories/successan.htm
The Online ISPI Institute: Is it for You? http://www.ispi.org/hpt_institute/p&p/onlineinfo.htm
If you are a self-directed and accomplishment-oriented person, Online
ISPI Institute courses are for you! You can access the course materials 24
hours a day, seven days a week during an Online Institute course.
What instructional methods are used in the Online ISPI
Institute?
Online ISPI
Institute courses are designed to provide maximum freedom in accomplishing
course activities. You will accomplish Online ISPI Institute courses using a
combination of reflective readings, self-directed and self-assessed activities
and open-ended discussion of course content with peers and instructor(s).
You do not need to 'log on' at any special time. You will complete
activities and discuss your conclusions with peers and instructor(s) asynchronously
- you log in and complete activities, post comments and responses to your
peers and instructors whenever it's convenient for you. The next time they log
in, they'll see your comments and can respond to you. Later, when you log in
again, you'll see their comments.
You set your daily schedule - asynchronous instruction gives you
the freedom to work on the course when it's convenient, while still
accomplishing everything else in your busy day.
Kind
regards,
Adolf.
________________________________
Adolf Theron
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Tel. +27 (11) 972-7150 / 011-391-4809 (Direct)
Fax. +27 (11) 972-4809
ASTON MANOR
1630
Email: atheron@crcn.co.za
Website: http://www.crcn.co.za
_______________________________
Dear
Education-Training-Development Colleague and friends,
NOTES AND
LINKS WE TRUST WILL BE OF INTEREST TO YOU:
[If you find these useful please reply with a THANK YOU note or a
comment, if you prefer not to receive these newsletters please reply with an
UNSUBSCRIBE note]
1. ECPP Report and Guidelines published
for comment. The DANIDA LGWSETA Eastern Cape Pilot Project Report, compiled by
Suzanne Hattingh, Adolf Theron and Ian Bellis, include lessons we
have learned regarding Piloting and Project Management, Skills Planning,
Learnerships,
2.
Hosted by Knowledge Resources and facilitated by Prof. Ian Bellis. SKILLS DEVELOPMENT - IMPLEMENTING THE PLANNING
ONE-DAY WORKSHOP This highly interactive workshop will
be held in:
2. Ian Bellis - International RPL 2002 Conference, 23-24 October 2002 in Cape Town South Africa offered by the CETA - Ian Bellis has again been asked by the Construction SETA (CETA) to facilitate/chair the conference. http://www.rpl2002conference.co.za/
3. International Resources:
"Instead of packing up and moving abroad for three years, tomorrow’s
global executive may ‘commute’ more often..." - as many of you
know Ian Bellis spends a lot of time in Scotland on HRD projects and we
have had our Associates from the Netherlands, Henny van der Wielen, and
from Belgium ,
4. Adolf Theron - ETD ADDICT Workshops for applying Human Performance Improvement Technology in the outcomes-based (criterion referenced) approach to the Analysis-Design-Development-Implementation-Control (ADDICT) of ETD (Education-Training-Development) http://www.crcn.co.za/ETDADDICT.htm
5. Ian
Bellis - also facilitating/chairing the conference EDUCATION
& TRAINING: MODELS FOR BEST PRACTICE
Challenges and strategies in designing, piloting and replicating education
& training development models. The Delta Foundation,
in partnership with
6. Adolf
Theron has been
requested to do a presentation on Piloting
Performance Improvement Models within Outcomes-based ETD Learnership Projects
at the above mentioned conference EDUCATION & TRAINING: MODELS
FOR BEST PRACTICE Challenges and strategies in designing, piloting and replicating
education & training development models.
7. Suzanne
Hattingh says she is "currently writing manuals on various aspects
of learnership implementation and writing a new series on issues related to
learning and skills development, soon to be published by Knowledge
Resources" To give you some idea, she has captured for example, Adolf Theron and her views
on the Relationship between
Qualifications, Learnerships
and Skills Programmes and the Integrated process of assessing Learnership Learners
in the MS PowerPoint slides attached for your comment.
8. SHARING IDEAS:
SHRM - Society for Human
Resource Management - PRESS RELEASE.
STUDY SEES SHIFT FROM
LONG-TERM EXPATRIATION FOR GLOBAL MANAGERS TO MORE ‘
Human Resources Execs Also
Say Economy, Family and Safety Are Key Concerns
For Globally Mobile
Professionals in Cendant Mobility Survey (Alexandria, VA, August 28, 2002) –
Instead of packing up and moving abroad for three years, tomorrow’s
global executive may ‘commute’ more often, live in a new nation for less
than a year or permanently move to a new country, according to a new Cendant
Mobility study. This finding is among several significant trends in global
relocation included in New Approaches to Global Mobility: 2002 World-wide
Benchmark Study conducted by Cendant Mobility, the premier provider of global
mobility management and workforce development solutions; and co-sponsored by
the Society for Human Resource Management (SHRM) Global Forum, a division of
the Society for Human Resource Management, and the National Foreign Trade
Council (NFTC), a trade association that supports international trade.
The study is the first global
survey to quantify the shift toward new forms of cross-border transfers and
correlate their perceived benefits with human resource demands
and organizational goals. More than 180 human resource executives
responsible for upwards of 200,000 globally mobile employees in a dozen
industries in North America, Europe, the Middle East,
Generally speaking, nearly
half (45 percent) of those surveyed world-wide expect a decrease in long-term
assignments and significant increases in less traditional transfers, such as
short-term assignments and frequent international business travel. Long-term
assignments currently account for about half of all transfers.
The impact of this trend
differs by geography. For example:
· In the
· In Europe, the
· 50 percent of respondents
from the Asian region feel that localized transfers, a cross-border move in
which employees are ultimately moved to permanent local status, will increase.
"The study gave us the
first quantitative look at the emerging forms of cross-border activity, as well
as the challenges that will arise for corporations as a result," says John
Arcario, senior vice president and general manager of Cendant Mobility’s
international services.
Benefits and Challenges Lie
Ahead: The study also found that while there are benefits created by these
changes, they also present new challenges. The following summarizes some
of these related findings:
* Respondents indicated that
short-term assignments and other new forms seem to offer cost savings, yet the
majority (58 percent) of respondents fail to conduct cost analysis for
short-term assignments and only a handful (10 percent) track costs for
international commutation and business travel.
* While the new forms of
assignment promise increased flexibility and improve work/life balance – a
potential lure in attracting global workforces with a myriad of needs – a top
challenge for these new forms centers on assignee burnout. As expected, cost
control is the main challenge for long-term assignments.
* Companies strongly prefer
to utilize executive leadership (62 percent) and general
management/administrative (60 percent) job roles in the form of a long-term
assignment instead of new alternatives. IT/technical accounting jobs, however,
tend to become short-term assignments and HR professionals use extended
business travel (31 percent) more than any other form.
* Developing global
competency is the top goal of global HR respondents, superseding cost control,
while new transfer types are not perceived to generate global competency. The
only form that is currently perceived to do so effectively is the traditional
long-term assignment.
* Companies are engaging in
cross border activity mainly to transfer skills and knowledge (85 percent),
develop global competencies (49 percent) and complete projects (46 percent).
Less popular reasons include managerial control (30 percent), start-up
operations (22 percent), maintaining corporate culture (19 percent), joint
ventures/mergers/divestitures (18 percent), new product introductions (11
percent) and restructuring (5 percent).
* Those responsible for
managing international assignments and employee relocation are feeling the
pressure to develop formal policies for all globally mobile employees, not just
the typical long-term assignee.
"HR professionals are
definitely feeling the heat to systematically track and quantify these less
traditional forms of global mobility – not always an easy venture when their
expenses span across many cost centers," says Brian J. Glade, SPHR, SHRM
Vice President, International Programs. "It will be interesting to see how
that will be balanced with the need to develop global competency, which
traditional long-term assignments help to develop."
Safety and Family Are
Significant Concerns
Safety concerns are perceived
as more of an obstacle to persuading employees to take assignments in the
>From the assignee
perspective, challenges and obstacles of the international assignment differed
among respondents, primarily based on the region where they were assigned. The
following is a sample of those findings:
* Half of the respondents
cited family/partner issues as the number one obstacle for global mobility in
the
* Forty five percent felt the
economic climate was the biggest obstacle to global mobility within the
* In the Asia Pacific region,
the desire to be near family ranked highest (34 percent) with concern about
regional safety close behind (29 percent).
Lastly, the study reveals
that training remains a strong tool. Responding to the need for global
competency development, the types of training that are expected to experience
the largest jump are in areas of global awareness (56 percent) and cross-cultural
programs (54 percent). Language and job skills training are expected to
increase by only one-third.
About the SHRM Global Forum
The SHRM Global Forum, a
division of the Society for Human Resource Management with close to 7,000
members in 70 countries, provides information and support to help meet the
challenge of managing a global workforce. Members have online access to over 22
global HR publications, country reports, employment laws, survey data,
twice-monthly Global E-News, US benchmarking data, networking opportunities and
more. For more information visit www.shrmglobal.org
http://www.shrm.org/
http://www.shrm.org/students/
We have installed the faster ISDN telephone
lines and digital lines switchboard but sometimes we are still experiencing
teething problems with Telkom.
________________________________
Adolf Theron
BELLIS-THERON-METHODOLOGIES
& CRITERION REFERENCED CONSULTING
Tel. 011-972-7150 / 011-391-4809
Fax. 011-972-4809
ASTON MANOR
1630
_______________________________
Last revised date 8/1/2004