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Fhi 360 Learning Standards
Fhi 360 Learning Standards
Analyze
Learning Standards
THE ADDIE MODEL Design
This tool takes a closer look at each phase of ADDIEthe
standard for FHI 360 learning design. But before you say
YES! to that next training request, start with the question,
Is training really the best solution?
Develop
The five steps that give ADDIE its name create a learning
solution from start to finish. Why should I follow this ADDIE
process? you ask? Its simple: The ADDIE model, which has Implement
been in use for more than 30 years, provides a logical, step-
by-step roadmap for building training that ensures learners
will meet specific objectives. Click through the sections on the
right to learn about FHI 360s learning standards. Evaluate
Is training the answer?
Its a familiar scene: A manager runs into Before you Start Your Training Analysis
your office. Her staff cant seem to get work
done on time. She says she wants a training
First, drop the word training because it adds bias to
on time management.
whether training actually is the best solution.
Are you capable of putting together a time
In the example on the left, the manager jumps straight to the
management training program? Of course.
solution without examining facts. Perhaps the team is
Do you know that the reason staff have
missing deadlines due to a systems failure. Or maybe theres
been missing deadlines is truly because of
miscommunication about expectations. Or process
poor time management? Not necessarily.
bottlenecks. Or mismanaged performance on timekeeping
adherence. Regardless, training isnt always the answer.
Data! Data! Data! So take a step back next time you receive a training request,
and gather some facts using sample questions like these. If
I cant make bricks you find that training is not the answer, consider other
strategies that might be more effective, like this list from
1. They (employees, workers, team OK, this is a learning opportunity, and training is certainly one important way to enable learning. You
members, etc.) dont know how to also may add informational, collaborative, and experiential/simulation components to your learning
perform. solution, in addition to an instructional component.
2. They dont know how well to These two are standards issues. Some people believe that what they are doing and the quality level
perform. with which they are doing it is what is expected. Communicating clear expectations about the level
and quality of the performance may be all thats needed. Try this first, before you train. And if you have
3. They think they are already no performance standards, forget training until you do, because without standards, how do you know
performing acceptably. what your training goals should be?
Here, a good communications strategy from the organization down to immediate supervisors can be
4. They dont know what they should more helpful and efficient, than training. Sometimes people are skilled at a job or task but dont
perform. perform simply because they dont know whats expected of them. Consider using a work breakdown
structure (WBS), RACI chart, or other tools.
Here, you are looking to create or strengthen commitment. Its a change-management challenge rather
5. They dont know why they should than a training challenge. You can train people to do something different or new, but if they are not
perform. convinced that its the right way to go, it will feel like you are constantly pushing a rock uphill. Getting
6. They dont believe in it, or dont buy-in first will make any training easier and more effective. Or, if getting buy-in is the solution in this
think it will work. case, training may be something to consider later.
Priorities and time management are the culprits here. If people have no time or items are too low on
8. They are too busy. their task list, they wont do it in spite of any training you offer. Often, freeing up the performers
time is all thats needed. Effective workload distribution and delegation may be helpful in this case.
9. They are not rewarded for the right
performance.
Here, the focus should be on incentives, feedback and performance management. If doing something
10. They are punished for the right
new or different is perceived to be more painful, less appreciated, or simply more of a hassle than
performance.
doing it the way it was always done in the past, youre going nowhere. We often find a bad
11. There are no (or weak) organizational culture will defeat the best-intended training.
consequences for doing it wrong, or
not at all.
Training people to do something and then denying them the resources to do it is all too common.
12. They dont have the financial,
Sometimes smart people can overcome meager or non-existent resources, but dont bet on it. Give
technical, workplace, or staff
people the tools and resources, including performance support, they need to perform to a standard,
resources to perform.
and you may find additional training unnecessary.
After trying everything, sometimes its just a mismatch between the job and capability. It is an issue
13. They dont have the capacity to
of competence which can lead to a reasonable conclusion that the person, even after training, will
perform.
never perform to the expected standard. Replacing the worker may be the only alternative.
Its not likely that you can train someone to do the impossible, or to be successful in a process or task
14. The job or task is poorly designed, so convoluted and poorly designed as to make even experts throw their hands up in frustration. Job
or impossible. design (or redesign), not training people on work-arounds, will go a long way to improving
performance.
Is training the answer?
70-20-10 Framework for Learning and Development
Modern workplace learning is more than just training and eLearning
Systematic exploration of how things Once youve completed these analyses, you have a
are and the way they should be. The much better idea of the who, what, where, and why
difference is the performance gap. of your learning.
Analyze
Intuitive Defined
Defined process to set Learning
learning practices to
Learning The network into which the
capture, apply, and share Process Structure learning gets disseminated
Defined roles for capturing
knowledge
and sharing knowledge
Technology platforms
Analyze
Team Time
Blooms Taxonomy
You wouldnt learn how to ride a bike by reading a book, would you? Consider what your learners need to DO as a result of training,
and align your methods with that objective. Here's a cheat sheet of action verbs to use, with examples on the next page.
Criteria
Relate Outline Classify Categorize Rate Construct
Decide
Write Restate Solve Investigate Imagine
Choose
Design
Blooms Taxonomy
Level Activity Examples
Experiential Learning Cycle David Kolb's Experiential Learning model (shown left),
emphasizes that adults learn best through EXPERIENCE
coupled with reflection, discussion, and application.
Learning is the process whereby knowledge is created through the transformation of experience.
~ David Kolb
Design
Six Key Principles of Adult Learning Use this job aid as a checklist when youre
Malcom Knowles, The Adult Learner, 1973 developing learning objects to ensure youre
applying these principles in your design.
Stimulates interaction
Plans and prepares; manages time
Encourages free sharing of thoughts and ideas
Knows the material or content
Knows and involves the audience
Is available to learners
Watches and responds to learners energy
Provides structure for discussions
Acknowledges participants contributions
~ John McKennon and Simon Kneebone Remains flexible
Manages challenging situations
Evaluate
Level 1: Reaction
Degree to which participants find the training favorable, engaging
and relevant to their jobs. Method: Feedback forms.
The Kirkpatrick Model is the worldwide
Level 2: Learning standard for evaluating the effectiveness
of training. Created by Dr. Don Kirkpatrick
Degree to which participants acquire the intended knowledge, skills, and in the 1950s, the model is applied
attitudes, based on their participation. Methods: Test, surveys, teach-backs. before, during and after training to both
maximize and demonstrate training's
value to the organization. It assesses the
value of any type of training, formal or
Level 3: Behavior informal, across four levels.
Degree to which participants apply what they learned during training when
they are back on the job. Methods: Observations, focus group testing.
Level 4: Results
Degree to which targeted outcomes occur as a result of the training and the
support and accountability package. Methods: pre-/post-test; control groups.
For More Information
Job Aids
Analyze Design Develop Implement Evaluate
Sample Needs Performance Objectives Sample Session Plan Preparation Checklists Kirkpatrick
Assessment Questions Blooms Taxonomy Effective Facilitators Levels of
Elements of Blooms with Examples Evaluation
Organizational Learning Experiential Learning Cycle
The Four Ts Adult Learning