1. Great article Bob,
    Can you recommend any articles or documentation that helps guide organizations down this path? I’ve read most of the articles I run across but am interested in a more comprehensive approach or plan. thanks!

  2. Well said Bob 🙂
    Training isn’t going away, but it does need to be de-emphasised so it is seen as just one step of many on the road to proficiency, or it is seen as only one piece of a puzzle with lots of other similar sized pieces, all of which are required to create the picture.
    Cheers, Paul

  3. This is a very important article – not new, just reconnecting with earlier ways of teaching new job skills and developing advanced skills in apprenticeships – when Robert Mager insisted that “performance objectives” start with the question of what will people be able to do on the job, given what challenges and resources… and what information, concepts, strategies or skills so they need in order to produce needed on-the-job results. Somehow, we let the academic school-like approach take over so that objectives became topics presented in slide lectures, sometimes with interactive discussions but rarely time for the full four steps of performance change –

    1. Present the what employees need to learn and why that learning will support organizational goals and help them produce needed results on the job;

    2. Demonstrate how, preferably with a skill model, checklist, flowchart, workflow diagram or other best practice guide to speed learning and serve as an on-the-job reminder;

    3. Practice how with feedback on how well and a chance to make improvements;

    4. Review what/why, how and how well, adapting the best practice guide to personal style, local challenges, and preferred organizational procedures – and reinforce by asking participants to create an action plan for applying what they learned on the job and info about follow-up resources, coaching, action learning projects supervised at work, further training, etc.

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