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Increase Learning & Development's Impact through Accreditation, 1st ed. 2019 How to drive-up training quality, employee satisfaction, and ROI

Langue : Anglais

Auteurs :

This book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today?s workers? skills, aiding retention, and boosting strategic organizational credibility with millennials.

Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for money.

If you?re signing off on that budget, or asking your people to spend time on training programs, shouldn?t that concern you?

Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes.

Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today?s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver.

Aligning with the standards set by the International Association of Continuing Education and Training (IACET) ? today?s premier accreditation body for training programs ? the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation. 

They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems.

CHAPTER 1: INTRODUCTION............................................................................................... 1

1.1: Rationale for Accreditation......................................................................................... 2

1.2: Business Case............................................................................................................... 7

 1.2.1: Today’s Risk Reduced........................................................................................ 7

 1.2.2: Tomorrow’s Risk Avoided.................................................................................. 8

 1.2.3: Adapt to External Pressures to Change and Re-size............................................. 8

 1.2.4: Reduce Direct People Costs................................................................................. 9

 1.2.5: Always Innovate................................................................................................. 9

 1.2.6: Attract Workers You Want................................................................................ 10

Conclusion......................................................................................................................... 11

References......................................................................................................................... 12

CHAPTER 1: MANAGER TIPS...................................................................................... 14

CHAPTER 1: SUPPLEMENT.......................................................................................... 15

Supplement Tool 1A: The Advanced Organizer............................................................ 15

 

PART I: STRUCTURE, RESPONSIBILITY AND CONTROL......................................... 18

CHAPTER 2: ALIGN LEARNING WITH ORGANIZATION MISSION VALUES....... 20

2.1: Vision, Mission and Values as Strategy.................................................................... 20

2.2: Alignment Benefits Accreditation.............................................................................. 23

 2.2.1: Philosophy on Employee Education.................................................................. 24

 2.2.2: Provides Direction............................................................................................. 26

 2.2.3: Unifies the Team............................................................................................... 27

 2.2.4: Claims Authority............................................................................................... 27

2.3: Steps to writing a Mission and Values Statement..................................................... 28

Conclusion......................................................................................................................... 30

References......................................................................................................................... 30

CHAPTER 2: MANAGER TIPS...................................................................................... 32

CHAPTER 2 : SUPPLEMENT......................................................................................... 34

Supplement Tool 3A: Steps to Writing a Mission and Value Statement......................... 34

CHAPTER 3: STRUCTURING FOR ACCOUNTABILITY............................................... 42

3.1: Models for Structure................................................................................................. 42

 3.1.1: Centralized Training Organization..................................................................... 44

 3.1.2: Decentralized Training Organization................................................................. 44

 3.1.3: Business Embedded Model............................................................................... 45

 3.1.4: Corporate Universities and the Emerging Federated Model............................... 46

3.2: Responsibility and Accountability for Learning....................................................... 47

 3.2.1: The Senior Learning Executive.......................................................................... 48

 3.2.2: Senior Learning Executive Responsibilities....................................................... 48

 3.2.3: Learning Processes............................................................................................ 49

 3.2.4: Learning  Administration................................................................................... 49

 3.2.5: Learning  Maintenance...................................................................................... 50

 3.2.6: Training Audit................................................................................................... 50

3.3: Accountability for Continuing Education Units (CEUs)........................................... 52

 3.3.1: Purpose of CEU................................................................................................ 52

 3.3.2: Calculating CEU................................................................................................ 52

 3.3.3: Recording CEU................................................................................................. 55

Conclusion......................................................................................................................... 55

References......................................................................................................................... 56

CHAPTER 3: MANAGER TIPS...................................................................................... 57

CHAPTER 3: SUPPLEMENT.......................................................................................... 59

Supplement Tool 3A: CEU WORKSHEET (Face-To-Face Event).................................. 59

Supplement Tool 3B: CEU WORKSHEET: Online/Self-Paced...................................... 60

CHAPTER 4: MANAGEMENT OF TRAINING.................................................................. 61

4.1: Learning Environment and Resources...................................................................... 62

4.2: Assessing the Learning Environment........................................................................ 62

4.3: Providing Support Services....................................................................................... 64

 4.3.1: Registration Methods......................................................................................... 65

 4.3.2: Notifications and Access................................................................................... 66

 4.3.3: Seating Arrangements........................................................................................ 66

 4.3.4: Equipment to Support Learning......................................................................... 67

 4.3.5: Refreshments.................................................................................................... 68

 4.3.6: Event Evaluation............................................................................................... 69

4.4: Creating a Supportive Learning Environment......................................................... 70

Conclusion......................................................................................................................... 70

References......................................................................................................................... 71

CHAPTER: 4 MANAGER TIPS...................................................................................... 72

CHAPTER 4: SUPPLEMENT.......................................................................................... 74

Supplement Tool 4A: Tool to Assess the Organization’s Learning Climate.................. 74

 

PART II: PLANNING THE ENVIRONMENT AND EDUCATIONAL EVENTS.......... 77

CHAPTER 5: PLANNING FOR LEARNING....................................................................... 80

5.1: Quality Management Background............................................................................ 81

 5.1.1: Continuous Improvement.................................................................................. 81

 5.1.2: Quality and Continuous Improvement in the Context of Learning.................... 83

5.2: Quality Approach to Training – Strategic Planned Learning.................................. 83

 5.2.1: Clean up the Talk.............................................................................................. 84

 5.2.2: Don’t Say Curriculum!...................................................................................... 84

 5.2.3: Structured Learning Plans – the Learning Blueprint........................................... 85

    5.2.3.1: Organizational, Job and Individual Needs............................................ 87

    5.2.3.2: Planning the Learning Blueprint  (shhh! – curriculum planning)......... 88

    5.2.3.3: Writing a Learning Blueprint (shhh! - curriculum design).................... 89

    5.2.3.4: Formalize the Learning Blueprint......................................................... 90

5.3:  Creating Courses – a Design Process...................................................................... 91

  5.3.1: Instructional Systems Design (ISD).................................................................. 92

      5.3.1.1: ADDIE Model..................................................................................... 92

      5.3.1.2: Dick and Carey Systems Approach Model.......................................... 94

      5.3.1.3: Successive Approximation Model (SAM)............................................. 95

5.4: Plan to Evaluate......................................................................................................... 96

Conclusion......................................................................................................................... 97

References......................................................................................................................... 97

CHAPTER 5: MANAGER TIPS...................................................................................... 99

CHAPTER 5: SUPPLEMENT........................................................................................ 100

Supplement Tool 5A: Sample Learning Blueprint....................................................... 100

CHAPTER 6: IS TRAINING THE ANSWER? ASSESSING NEEDS............................. 101

6.1: Assessing the Real Need – Determining the Business Problem/GAP...................... 101

 6.1.1: Framing the Problem....................................................................................... 103

 6.1.2: Type of Need.................................................................................................. 104

 6.1.3: Investigating Root Causes................................................................................ 106

     6.1.3.1: Individual–Level Root Causes............................................................ 106

     6.1.3.2:  Organization-Level Root Causes....................................................... 107

6.2: Conducting a Needs Assessment.............................................................................. 110

 6.2.1: Setting the Limits............................................................................................. 111

 6.2.2: Determining the Data Needed.......................................................................... 111

 6.2.3: Identifying Sources of Information................................................................. 111

 6.2.4:  Selecting Methods for Data Collection........................................................... 112

 6.2.5: Collecting and Analyzing the Data.................................................................. 112

 6.2.6: Communicating Needs Assessment Results..................................................... 113

6.3: Issues in Needs Assessments.................................................................................... 114

6.4: Planning for Strategic Organizational Learning beyond Needs Assessment......... 115

Conclusion....................................................................................................................... 116

References....................................................................................................................... 116

CHAPTER 6: MANAGER TIPS.................................................................................... 118

CHAPTER 6: SUPPLEMENT........................................................................................ 119

Supplement Tool 6A: Needs Assessment Diagnosis – Where is the real Problem?...... 119

Supplement Tool 6B: Checklist to Guide Training Needs Assessment......................... 121

 

PART III: BENEFITS AND OUTCOMES........................................................................... 122

CHAPTER 7: INTENDED LEARNING OUTCOMES...................................................... 125

7.1: Name the Program Goal......................................................................................... 125

 7.1.1: Training Program Goal Looks to the Future..................................................... 126

 7.1.2: Training Program Goal Covers Broad Changes................................................ 127

7.2: Differentiate Goals and Objectives......................................................................... 127

7.3: Analyze Jobs to Determine Performance Objectives............................................. 128

  7.3.1: Job Analysis................................................................................................... 129

  7.3.2: Performance Objectives in Domains.............................................................. 131

       7.3.2.1: The Cognitive Domain..................................................................... 131

       7.3.2.2: The Psychomotor Domain................................................................ 133

       7.3.2.3: The Affective Domain....................................................................... 134

  7.3.3 Using Domains in Performance Objectives..................................................... 136

7.4:  Write High Quality Performance Objectives........................................................ 137

   7.4.1: Marrying Performance Objectives and Instructional Objectives.................... 137

   7.4.2: Descriptors in Every Performance Objective................................................. 137

7.5: Uses for Performance Objectives............................................................................ 139

7.6: Creating Evaluation Methods to Test Objectives................................................... 140

7.7: Preparing Learning Outlines or Storyboards......................................................... 140

  7.7.1: Instructional Plan or Storyboard..................................................................... 141

7.8: Writing, Buying or Buying and Modifying Instructional Materials....................... 142

7.9: Communicating Training Events as Opportunities................................................. 142

  7.9.1: Communicate to Employees........................................................................... 143

  7.9.2: Communicate to Other Managers................................................................... 143

Conclusion....................................................................................................................... 144

References....................................................................................................................... 145

CHAPTER 7: MANAGER TIPS.................................................................................... 147

CHAPTER 7: SUPPLEMENT........................................................................................ 148

Supplement Tool 7A: Instructional Objectives Worksheet........................................... 148

CHAPTER 8: WHO SHOULD BE INVOLVED IN INSTRUCTION?............................. 149

8.1: Qualifying as a Learning and Development Professional....................................... 150

8.2: Knowledge, Skills, Attitudes and Other Competencies Essential for Learning..... 150

8.3: Learning and Development Professionals Skills..................................................... 151

 8.3.1: Needs Assessment Skills................................................................................. 152

 8.3.2: Job Analysis Skills.......................................................................................... 153

 8.3.3: Design Skills.................................................................................................... 154

 8.3.4: Development Skills......................................................................................... 154

 8.3.5: Implementation Skills...................................................................................... 155

 8.3.6: Evaluation Skills.............................................................................................. 156

8.4: Documenting Learning and Development Professional Qualifications.................. 156

8.5: Developing Learning and Development Professional Skills.................................... 157

8.6: Ensuring a Well-Qualified Learning and Development Team................................ 158

Conclusion....................................................................................................................... 159

References....................................................................................................................... 159

CHAPTER 8: MANAGER TIPS.................................................................................... 160

CHAPTER 8: SUPPLEMENT........................................................................................ 161

Supplement Tool 8A: Checklist to Review Instructor Qualifications........................... 161

CHAPTER 9:............................................................................................................................. 162

CONDUCTING LEARNING EVENTS PROFESSIONALLY......................................... 162

9.1: Historical Evolution of the Training and Development Professional..................... 162

9.2: Training and Development Professionals................................................................ 164

 9.2.1: Occupational Profile........................................................................................ 165

 9.2.2: Required Qualifications................................................................................... 166

     9.2.2.1: Credentials, Certifications, and Certificate Programs........................ 167

     9.2.2.2: Training Credentials.......................................................................... 168

      9.2.2.2.1: Certified Professional in Learning and Performance (CPLP).............. 169

      9.2.2.2.2: Associate Professional in Talent Development (APTD)..................... 169

      9.2.2.2.3: Certified Performance Technologist (CPT)....................................... 170

                   9.2.2.2.4: Alternate Credentials................................................................ 170

     9.2.2.3: Eligibility for Credentials................................................................... 170

 9.2.3: Competencies of Learning and Development Practitioners.............................. 175

9.3: Professional Conduct and Code of Ethics............................................................... 177

 9.3.1: Professional Obligations.................................................................................. 178

 9.3.2: Confidentiality................................................................................................ 178

 9.3.3: Professional Boundaries and Limitations......................................................... 179

 9.3.4: Professional Integrity....................................................................................... 179

 9.3.5: Maintain Intellectual Property.......................................................................... 180

 9.3.6: Inclusionary Practices...................................................................................... 181

 9.3.7: Conflicts of Interest......................................................................................... 181

Conclusions..................................................................................................................... 182

References....................................................................................................................... 182

CHAPTER 9: MANAGER TIPS.................................................................................... 185

CHAPTER 9: SUPPLEMENT........................................................................................ 186

Supplement Tool 9A: Professional Development Activities for L & D Personnel... 186

 

PART IV: CONTENT DESIGN AND DELIVERY............................................................ 187

CHAPTER 10: DECIDING WHAT TO INCLUDE............................................................ 189

10.1:  Planning Training for Your Employees and Your Workplace............................ 189

    10.1.1: General/Demographic Characteristics......................................................... 190

    10.1.2: Current Abilities......................................................................................... 191

    10.1.3: Work Environment..................................................................................... 192

10.2: Setting Instructional Objectives............................................................................ 194

10.3:  Write Conditions, Action Verbs, and Criteria in Instructional Objectives......... 195

    10.3.1: Condition................................................................................................... 195

    10.3.2: Action Verbs.............................................................................................. 196

    10.3.3: Criteria....................................................................................................... 199

Conclusion....................................................................................................................... 201

References....................................................................................................................... 201

CHAPTER 10: MANAGER TIPS.................................................................................. 203

CHAPTER 10: SUPPLEMENT...................................................................................... 204

Supplement Tool 10A: Instructional Objectives Worksheet......................................... 204

CHAPTER 11:........................................................................................................................... 205

METHODS TO ACHIEVE CONSISTENCY....................................................................... 205

11.1: Design Content....................................................................................................... 205

   11.1.1: Workers as Learners.................................................................................... 206

   11.1.2: Sequencing the Content............................................................................... 206

11.2: Select Methods....................................................................................................... 208

   11.2.1: Methods are categorized.............................................................................. 208

   11.2.2: Select Methods According to Objectives..................................................... 209

   11.2.3: Create Activities to match Methods and Domains....................................... 210

11.3: Promote Interaction.............................................................................................. 211

   11.3.1: Interaction with Content.............................................................................. 212

   11.3.2: Interaction with Others................................................................................ 212

11.4: Selecting Instructional Media – Training Delivery............................................... 213

   11.4.1: Planning for On-site Learning...................................................................... 214

   11.4.2: Planning for Job-integrated Training............................................................ 215

   11.4.3: Planning for Peer Learning and Social Media Learning............................... 216

11.5: Implement a Course Planner................................................................................. 216

   11.5.1 Using a Course Planning Instrument............................................................. 217

Conclusion....................................................................................................................... 219

References....................................................................................................................... 219

CHAPTER 11: MANAGER TIPS.................................................................................. 220

CHAPTER 11: SUPPLEMENT...................................................................................... 221

Supplement Tool 11A: Methods Overview.................................................................. 221

 

PART V: ASSESSING OUTCOMES, MAINTAINING RECORDS................................ 225

CHAPTER 12: FEEDBACK AND JOB APPLICATION.................................................. 227

12.1: Providing Learners with Feedback....................................................................... 227

   12.1.1: Training Evaluation Policy and Procedures................................................. 228

   12.1.2: Record Keeping........................................................................................... 230

12.2: Addressing Job Application of Training............................................................... 232

   12.2.1: Defining On-The-Job Transfer.................................................................... 232

                       12.2.2: Defining and Ensuring Near Transfer of Training..................................... 232

   12.2.3: Defining and Ensuring Far Transfer of Training.......................................... 233

12.3: Managers Tips to Provide Learners with Feedback and Ensure On-the-Job...... 235

Conclusion....................................................................................................................... 236

Reference........................................................................................................................ 236

CHAPTER 12: MANAGER TIPS.................................................................................. 238

CHAPTER 12: SUPPLEMENT...................................................................................... 239

Supplement Tool 12A:  Brainstorming Guide –Encourage Giving Feedback............. 239

Supplement Tool 12B:  Brainstorming Guide –Near Transfer of Learning................. 240

Supplement Tool 12C:  Brainstorming Guide –Far Transfer of Learning................... 241

CHAPTE 13: RECORDS AND PROGRAM EVALUATION........................................... 242

13.1: Full Program Evaluation....................................................................................... 242

   13.1.1: Purpose....................................................................................................... 243

   13.1.2: Reluctance................................................................................................... 243

   13.1.3: Comprehensive........................................................................................... 244

   13.1.4: Goal Oriented.............................................................................................. 244

   13.1.5: Sources........................................................................................................ 245

13.2: Focus: Formative, Summative or Confirmative................................................... 246

   13.2.1: Formative.................................................................................................... 246

   13.2.2: Summative.................................................................................................. 246

   13.2.3: Confirmative............................................................................................... 247

13.3: Evaluation Procedures/Methods........................................................................... 248

   13.3.1: Kirkpatrick and Phillips Levels of Evaluation............................................. 248

   13.3.2: Other Program Evaluation Methods............................................................. 251

13.4: Report Writing and Audience............................................................................... 253

   13.4.1: Results......................................................................................................... 254

   13.4.2: Conclusions and Recommendations............................................................ 254

   13.4.3:  Evaluation Reports..................................................................................... 255

13.5: Training Policy and Records................................................................................. 257

    13.5.1:  Policy........................................................................................................ 257

           13.5.1.1: Evaluation policies..................................................................... 258

            13.5.1.2: Learner privacy policies........................................................... 258

    13.5.2: Results and Record Maintenance................................................................ 259

          13.5.2.1: Training event records................................................................ 259

          13.5.2.2: Learner documentation............................................................... 260

    13.5.3: Record Maintenance................................................................................... 260

Conclusion....................................................................................................................... 261

References....................................................................................................................... 261

CHAPTER 13 : MANAGER TIPS................................................................................. 263

CHAPTER 13: SUPPLEMENT...................................................................................... 264

Supplement Tool 13A: Level 1 Sample of Evaluation Form........................................ 264

CHAPTER 14: ACCREDITATION SOURCES.................................................................. 265

14.1: Pre-Steps to Achieve Accreditation....................................................................... 265

14.2: Clarify Purpose...................................................................................................... 266

14.3: Research................................................................................................................ 267

   14.3.1: Accrediting Bodies...................................................................................... 267

    14.3.2: Standards.................................................................................................... 270

          14.3.2.1: American National Standards Institute (ANSI)............................ 271

          14.3.2.2: International Organization for Standardization (ISO)................ 271

          14.3.2.3: Learning and Development Standards........................................ 272

14.4: Business Case......................................................................................................... 273

14.5: Project Plan........................................................................................................... 273

14.6: Accreditation Process............................................................................................ 275

14.7: Recommendation and Tips.................................................................................... 276

Conclusions..................................................................................................................... 283

References....................................................................................................................... 284

CHAPTER 14: MANAGER TIPS.................................................................................. 285

CHAPTER 14: SUPPLEMENT...................................................................................... 286

Supplement Tool 14A: Accreditation Readiness Checklist.......................................... 286

William J. Rothwellis President of Rothwell & Associates, Inc. and Rothwell & Associates, LLC. He is also a Professor of the Workforce Education and Development program, Department of Learning and Performance Systems, at The Pennsylvania State University, University Park campus.  He has authored, co-authored, edited, or co-edited 300 books, book chapters, and articles—including 111 books.

Sandra L. Williams isAssociate Professor and Program Coordinator of the Human Resource Development Program, Department of Literacy, Leadership and Development, at Northeastern Illinois University, Chicago, IL, where she also serves as the Graduate Student Advisor in Human Resource Development.  Her work is a unique blend of business consulting, training program development and current research in the human resource development field.

Aileen G. Zaballerois a senior partner of Rothwell & Associates and a dual-title Ph.D. candidate in Workforce Education and Comparative International Education at The Pennsylvania State University. She is a Certified Professional in Learning and Performance (CPLP) with more than twenty years of experience in the learning and development field.

Helps executives understand why accreditation is critical for capturing today’s workers’ skills, for aiding in retention, and for strategic organization credibility
 
Provides tips and tools to assist managers, offering principles for quality program structure, delivery, and improvement
 
Builds a business case for accreditation, promoting it as proof of training value

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