Posted tagged ‘development’

7 tips for custodians of capability frameworks

18 September 2017

Wow, my previous blog post elicited some rich comments from my peers in the L&D profession.

Reframing the capability framework was my first foray into publishing my thoughts on the subject, in which I argued in favour of using the oft-ignored resource as a tool to be proactive and add value to the business.

To everyone who contributed a comment, not only via my blog but also on Twitter and LinkedIn… thank you. Your insights have helped me shape my subsequent thoughts about capability frameworks and their implementation in an organisation.

I will now articulate these thoughts in the tried and tested form of a listicle.

Metallic blue building blocks, two golden.

If you are building, launching or managing your organisation’s capabilities, I invite you to consider my 7 tips for custodians of capability frameworks…

1. Leverage like a banker.

At the organisational level, the capabilities that drive success are strikingly similar across companies, sectors and industries. Unless you have incredibly unique needs, you probably don’t need to build a bespoke capability framework from the ground up.

Instead, consider buying a box set of capabilities from the experts in this sort of thing, or draw inspiration *ahem* from someone else who has shared theirs. (Hint: Search for a “leadership” capability framework.)

2. Refine like a sculptor.

No framework will perfectly model your organisation’s needs from the get-go.

Tweak the capabilities to better match the nature of the business, its values and its goals.

3. Release the dove.

I’ve witnessed a capability framework go through literally years of wordsmithing prior to launch, in spite of rapidly diminishing returns.

Lexiconic squabbles are a poor substitute for action. So be agile: Launch the not-yet-finished-but-still-quite-useful framework (MVP) now.

Then continuously improve it.

4. Evolve or die.

Consider your capability framework an organic document. It is never finished.

As the needs of the business change, so too must your people’s capabilities to remain relevant.

5. Sing from the same song sheet.

Apply the same capabilities to everyone across the organisation.

While technical capabilities will necessarily be different for the myriad job roles throughout your business, the organisational capabilities should be representative of the whole organisation’s commitment to performance.

For example, while Customer Focus is obviously relevant to the contact centre operator, is it any less so for the CEO? Conversely, while Innovation is obviously relevant to the CEO, is it any less so for the contact centre operator?

Having said that, the nature of a capability will necessarily be different across levels or leadership stages. For example, while the Customer Focus I and Innovation I capabilities that apply to the contact centre operator will be thematically similar to Customer Focus V and Innovation V that apply to the CEO, their pitches will differ in relation to their respective contexts.

6. Focus like an eagle.

Frameworks that comprise dozens of capabilities are unwieldy, overwhelming, and ultimately useless.

Not only do I suggest your framework comprise fewer rather than extra capabilities, but also that one or two are earmarked for special attention. These should align to the strategic imperatives of the business.

7. Use it or lose it.

A capability framework that remains unused is merely a bunch of words.

In my next blog post I will examine ways in which it can be used to add value at each stage of the employee lifecycle.

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Reframing the capability framework

28 August 2017

There once was a time when I didn’t respect the capability framework. I saw it as yet another example of HR fluff.

You want me to be innovative? No kidding. And collaborative? What a great idea! And you want me to focus on our customers? Crikey, why didn’t I think of that?!

But that was then, and this is now.

Now I realise that I severely underestimated the level of support that my colleagues seek in relation to their learning and development. As a digitally savvy L&D professional, I’ve had the temperament to recognise the capabilities I need – nay, want – to develop, the knowledge of how and where to develop them, and crucially the motivation to go ahead and do it.

But our target audience is not like us. While we live and breathe learning, they don’t. Far too many imho wait to be trained, and our boring, time-guzzling and ultimately useless offerings haven’t helped change their minds.

Yet even those who are motivated to learn struggle to do so effectively.

A businessman thinking

Sure, we’ve read about those intrepid millennials who circumnavigate the languid L&D department to develop their own skills via YouTube, MOOCs, user forums, meet-ups and the like; but for every one wunderkind is several hundred others scratching their heads once a year while they ponder what to put in their Individual Development Plan, before finally settling on “presentation skills”.

This is unacceptable!

While it’s admirable for L&D to be responsive to the business’s relentless requests for training, it’s time for us to break out of the cycle of reactivity. I put it to you that a capability framework can help us do that. It’s a tool we can use to be proactive.

If we inform the organisation of the capabilities that will improve our performance, enable individuals to assess these capabilities to identify those that are most relevant for their own development, and map meaningful learning opportunities against each one, we add value to the business.

In an era in which the ROI of the L&D department is being put under ever-increasing scrutiny, I suggest a value-added approach is long overdue.

The good life

26 July 2017

In a previous role I had cause to draw up an employee lifecycle. Despite my years in HR up until that point, it wasn’t something that had ever occurred to me to do.

The driving force was an idea to support managers through the various people-related matters to which they needed to attend. The employee lifecycle would provide the structure for a platform containing information and resources that our managers could draw upon on demand.

After a bit of googlising, it struck me that there is no one standard model of the employee lifecycle. I found this surprising as the basics of the employee experience – and the HR functions that correspond to them – are arguably similar across jobs, organisations and industries.

Moreover, some of the models I found were either overly complicated (in my opinion) or they were presented in an illogical manner. In any case they didn’t quite suit my needs, so I decided to draw up my own.

After much thinking and reflection, I realised the employee lifecycle can be distilled into just four main parts: (1) Recruitment; (2) Onboarding; (3) Performance; and (4) Offboarding. Of course the employee experience is more complex than that, but it is within these four parts that the complexities reside.

I call this model the 4 Part Employee Lifecycle.

The 4 Part Employee Lifecycle: (1) Recruitment; (2) Onboarding; (3) Performance; and (4) Offboarding.

While some other models of the employee lifecycle start with “Attraction”, I consider this a subset of recruitment, along with other activities such as interviewing and selection. Diversity may also reside in this part.

Onboarding concerns the bringing up to speed of the new recruit, and it may include a combination of pre-boarding, orientation and/or induction.

Performance is the raison d’etre of recruitment and onboarding. It is the productivity of the employee. In other words, are they doing what they are paid to do, and how well are they doing it?

Offboarding is probably the most under-leveraged of all the employee experiences. While exiting resides here – voluntary or otherwise – so too does succession planning and promotion. An organisation that neglects this part of the lifecycle shoots itself in the proverbial foot.

While the 4 Part Employee Lifecycle is purposefully simple, for many it may be a little too simple in terms of “Performance”. So I propose the subdivision of this part into its own four subparts: (1) Performance Management; (2) Development; (3) Health & Wellbeing; and (4) Retention.

Hence I call this model the 4+4 Part Employee Lifecycle.

The 4+4 Part Employee Lifecycle: (1) Recruitment; (2) Onboarding; (3) Performance; and (4) Offboarding; plus (1) Performance Management; (2) Development; (3) Health & Wellbeing; and (4) Retention.

Performance management would include probation, along with goal setting – KPI’s and behavioural markers – and the dreaded performance appraisal. While performance management has attracted a lot of heat in recent years, my view is that rather than dispensing with it altogether (to the organisation’s detriment), change its nature. For example, I suggest performance appraisals be frequent, short, and feedback rich. There should be no nasty surprises at the end of the year!

Development is complex in its own right; indeed this blog is almost entirely devoted to it. Suffice it to say that in this context, it’s probably best to think of an employee’s development as the totality of their formal development – including training, development planning, leadership programs, career development and talent management – and their informal development – comprising learning (as opposed to training) and performance support.

Health & wellbeing enjoys ever-increasing interest among HR folks, and rightly so as beyond the ethical imperative, an employee who is healthy in body and mind is also productive. I see the usual suspects – inclusion, bullying & harassment, WH&S – in this space, along with personal health initiatives such as pedometer challenges and flu jabs.

And finally, retention concerns the obvious – remuneration and benefits – and the less obvious such as opportunities for growth and career prospects. Engagement may also reside here.

White collar workers communicating in office against window with their colleagues walking around.

A smart man once declared all models are wrong, but some are useful; and I find the 4+4 Part Employee Lifecycle useful because it identifies key parts of the employee experience which we HR folks need to support.

If we look at the model through the lens of L&D, for example, it prompts us to ask questions that are critical to the success of the business:

  • Recruitment – What capabilities do we need to buy into the organisation? Which attitudes do we need to inject to shift our culture? Who can we develop into a future leader or SME?

  • Onboarding – What do we need our new recruits to know and do as soon as possible? How do we support this process?

  • Performance Management – Where are the performance gaps? Why do these gaps exist? Are they due to deficiencies in capability?

  • Development – Which capabilities do our people need to develop? What training should we push? How do we enable our people to drive their own learning? How do we support their performance on the job?

  • Health & Wellbeing – Are our people in tune with their physical and mental health? Are our managers capable of supporting them in this space? How do we shift our culture from one of rules and regulation to one of care and collaboration?

  • Retention – Are our people aware of the wonderful benefits that are available to them? What kinds of work experiences do they seek? Do they have a career development plan?

  • Offboarding – What capabilities do our people need to equip them for the future?

In a similar manner we can look at the model through other lenses, such as technology, process improvement, innovation, or analytics, to ensure they add value across the gamut of HR functions.

Udemy for you and me

13 August 2013

It seems like every time you blink, another free tool becomes available to help you create online learning resources.

One of them is Udemy – a web-based platform that enables anyone to create and deliver online courses for free. Simply open an account and you are provided with the tools you need to structure your curriculum, upload your content, and publish your course to the world.

Udemy has actually been around since 2010, but I only recently decided to dabble in it. In so doing, I created Audacity Crash Course and The Wide World of MOOCs.

Audacity Crash Course landing page The Wide World of MOOCs landing page

I thoroughly enjoyed using Udemy. I found it to be a simple yet powerful tool.

Having said that, everything has its pro’s and cons, and this was no exception. In case you are considering using Udemy for your own purposes, I will share some of my experience with you now…

Thumbs up

Pro’s

  • Udemy is incredibly easy to use. Creating lectures, rearranging them and uploading the content is a dream. I jumped straight into it without referring to the instructions, and while I’m familiar with authorware, I expect it’s intuitive enough for Average Joe to work out too. If not, it’s carefully scaffolded each step of the way.

  • The help resources are helpful. When I couldn’t figure out how to delete a lecture, for example, I found the solution via someone else who had raised a similar problem.

  • Every course undergoes a quality review process by the Udemy team. If and when it meets their standards they will add it to the marketplace, which means it will be discoverable by the public. The turnaround time for this process is 3-4 business days, which I consider reasonable.

  • When you publish your course, it is immediately live on the interwebs. That means prior to (and even regardless of) it being accepted into the marketplace, it will have a URL which you can promote to your target audience.

  • The business model enables you to monetise your course by assigning a price to it, of which Udemy claims a 30% cut. This seems reasonable to me, as it is the same cut that Amazon takes via its Kindle Direct Publishing service.

  • A coupon generator allows you create discount coupons at your discretion, empowering you to set the discounted price, the number of coupons, and the deadline. Of course, your cut will then come out of the discounted price rather than the full price. (The algorithm is slightly different for coupon-derived sales.)

  • You can also add your course to the Udemy affiliate program, which makes it available for others to promote for a share of the spoils. Conversely, you can earn a cut by promoting other people’s courses too.

Thumbs down

Cons

  • Udemy assumes that the bulk of your course will be lectures. In fact, one of their standards is that the course contains a minimum of 30 minutes of video content. While I understand why they do this, I also suspect it encourages “padding” and might make the course longer than it ought to be.

  • Another standard maintains that the lectures be 2-15 minutes in length on average “or appropriately long based on the instructional content”. I ran afoul of this one when I published The Wide World of MOOCs because – as you can see on the landing page – most of my lectures are less than 2 minutes each, which I argued was instructionally sound in light of the nature of the content.

    If Udemy had rejected my argument, I would have had no choice but to consolidate my Q&A videos into one long clip – which not only would have compromised the integrity of the instruction IMHO, but also would have affected the marketing as prospective students would not be able to see the full outline of the contents.

    Luckily though, the Udemy folk were true to their word and honoured the “or appropriately long based on the instructional content” aspect of the standard.

  • Udemy’s predilection for video presents another unexpected quibble. Leaving aside academic arguments about the pedagogy of lectures – which I think, for the record, depends on the circumstances – the curriculum builder labels every stage of your course a “lecture”. This makes it awkward when, for example, you want to upload a reading list, or web links, or a template. None of these things is a lecture, but they’re called one nonetheless.

  • While Udemy allows you to pick the thumbnail of each video lecture, it offers you only a limited selection. Typically you would want to pick the first frame; otherwise the video appears jumpy as it briefly shows the thumbnail drawn from somewhere midway before autoplaying from the beginning. Unfortunately, though, this first frame is often left out of the selection.

  • The method for deleting a lecture isn’t obvious. Having to click the little pencil first as if you were changing its title doesn’t make sense.

  • While rearranging the lectures is beautifully afforded via dragging and dropping, the same can’t be said of the downloadable materials. Murphy’s Law dictates that you need to make an edit or an update to the file at the top of the list, which means you must delete them all and then re-upload them.

  • You have to send an email to the affiliate team to request them to add your course to the affiliate program. This is a bit clunky, and naturally you want to fire off the request straight away. The problem is, your course can be added to the affiliate program only when it is live in the marketplace – which it won’t be for another 3-4 business days!

Open palm

Suggestions for improvement

In case anyone from the Udemy team is reading this, I respectfully suggest the following improvements…

  • Relax the enforcement of the standards. If a particular course doesn’t technically meet a requirement, the review team should be authorised to make a judgement call on whether to let it slide.

  • Consider labelling each stage of the course a “topic” rather than a “lecture”.

  • Allow the course owner to upload a customised thumbnail like YouTube does. That way, if the system doesn’t automatically pick up the first frame as a thumbnail, the owner can plug it in manually.

  • Place the trash can icon on each lecture’s banner so that it’s obvious how to delete it. A warning message should be sufficient to prevent accidental deletions.

  • Enable the dragging and dropping of the downloadable materials in the curriculum builder for resequencing purposes.

  • Incorporate an option during the publishing process to add the course to the affiliate program. Then, as soon as it is live in the marketplace, it is automatically added to the program.

UFO

All in all, though, I must re-emphasise that I thoroughly enjoyed using Udemy. I think it’s an excellent tool.

Not only can you use it to distribute your own expertise, but it’s so easy to use that the SME’s in your organisation can use it to distribute their expertise too.

Anyone interested in leveraging Udemy for workplace training should look into Udemy for Organizations which provides a private, branded portal with exclusive access only for your employees.

UFO might be a viable option for companies that don’t have an LMS, or for others that are seeking an alternative delivery platform.

2011: A writer’s odyssey

6 December 2011

Wow! 2011 was a big year of writing for me, with 2 self-published books and over 40 blog posts.

My books are available on Amazon, and I have listed the year’s blog posts below for your convenience.

Thanks for reading!

Tag cloud

Social media

Social media extremism
Smash your wall
My Twitter hero
Who owns the photocopiers?
20 hot resources for customer-facing social media
LATI: A better way to measure influence on Twitter?
A circular argument
The big myth of social networking
Foching up social media

Mobile learning

The 4 S’s of mobile design
Mobile learning – Push or pull?

Informal learning

Viva la evolution
Doctoring the Informal Learning Environment

Content development

Toying with emotion
14 reasons why your multiple-choice quiz sucks
3 hot resources for best practice multiple-choice quizzing
The 2 sources of freebies
Australia’s Nobel Laureates
On the Money

Books and e-books

When is an e-book not a book?
E-Learning Provocateur: Volume 1

Awards and events

ElNet Workplace E-learning Congress 2011
I’m a Best Australian Blogs nominee!
When it rains it pours
8 interesting things at CeBIT
Everything connects at Amplify
Winners are grinners

Cartoons

Selective democracy
Where’s Waldo? – The Minimalist Edition
Foolproof hiding spot for your key
Recent changes patroller
Respect for Klout

Other

Top 5 things I hope not to hear in 2011
Observations of a Critical Theory newbie
The Parable of the Monkeys
Ode to the naysayers
The A to Z of learning
Learning vs Development
Eye of the tiger
Does L&D belong in HR?
When augmented reality isn’t
Psst…! 15 inside tips for sales reps
A question of leadership development
The unscience of evaluation
Clash of the titans

On the Money

11 October 2011

I had so much fun creating Australia’s Nobel Laureates, I decided to create another simple interactive learning object.

This one’s called On the Money and it pays homage to the great people who feature on Australia’s currency:

Australia's Nobel Laureates

On the Money

Launch the learning object

Download the files

This time I used Adobe Captivate 5.5. I’m still getting used to it, but I see the residual rollover effects have been fixed.

I also used audio this time to increase media richness.

If I were to create this learning object again, I would probably make better use of Captivate’s master slide functionality.

Australia’s Nobel Laureates

27 September 2011

The Nobel Prizes will be announced next week in Norway and Sweden.

Despite a few controversial decisions over the years, the awards have retained their international prestige for well over a century.

In honour of the event, I have created a simple learning object that showcases the Nobel Laureates from my own country:

Australia's Nobel Laureates

Australia’s Nobel Laureates

Launch the learning object

Download the files

This object was relatively easy to produce, and it surprises me that there isn’t more of this kind of thing in the education space.

To remedy the situation, I would like to share with you the 3 steps I took to create my learning object, and in doing so demonstrate the fact that just about anyone can do it.

My caveat is that I am neither a multimedia developer nor a graphic designer – though my role often involves wearing those hats. There are probably better of ways of doing this, but the following worked for me…

Step 1: Create a bunch of image files

My learning object accommodates 10 Nobel Laureates, so I created 10 images in PaintShop Pro, plus a landing image.

On each one I placed the title and subtitle, the mugshots, plus the content that was unique to each laureate (year, name, prize and motivation).

I’m a big fan of layers. You may have noticed I put a background image on the base layer, then overlayed that with a semi-transparent blue floodfill, over which I laid an image of the Nobel medal, over which I laid another a semi-transparent blue floodfill.

Of course you don’t need to go to all that trouble; you can use a plain background. However I think the layering effect adds an aesthetic richness.

Once I got the first image right, I copied it and edited the unique content for the next image. That way I didn’t have to re-do the titling and background.

Step 2: Import into Captivate

After I got all my images in order, I inserted each one onto its own slide in Adobe Captivate 3, ensuring the canvas size was exactly the same as the image dimensions (in this case, 1024 x 768).

Then I added a transparent button to each slide to execute a pause, inserted a click box over each mugshot, then pointed the click boxes to their respective target slides.

Note: I tried incorporating rollovers, but residual effects were screwing it up. My friend and Captivate guru, Marnie Bristow, tells me this glitch has been fixed in the latest version of the software.

Step 3: Publish it

I could have done Step 2 in PowerPoint. If you prefer it and it works for your audience, go for it. However, there are some good reasons to shell out the extra cash and go with Captivate:

• You can publish in swf format, which is really small to download;
• You can add SCORM, if you are that way inclined; and
• You can also record system simulations, which is what it’s designed for!

When I published my learning object in Captivate, the software produced a swf file, an accompanying skin, an html host, and a javascript source. All four need to travel together, so I uploaded them to a folder in Dropbox, then linked to the html file.

My learning object files on Dropbox

You should be able to do something similar on your own web server, intranet, LMS or VLE.

By the way, I realised I stuffed up by making the learning object so big. While most monitors have a screen resolution of 1024 x 768 or greater, I forgot about toolbars and the like that compete for real estate. Luckily I had a couple of “get out jail free” cards up my sleeve:

1. Resize the project in Captivate; or
2. Edit the dimensions of the object in the coding of the html file.

I decided to go with the latter because, if someone wants to use the bigger object, I might as well let them.

Done.

So there you have it: How to create an interactive learning object in 3 steps.

Hopefully you are brimming with ideas about your own learning objects that you will make.

And if an Australian wins a Nobel Prize next week, I won’t mind updating mine. In fact, I have my fingers crossed!