Introduction to Performance Consulting

Transcription

1 Introduction to Performance Consulting EDER EDER Lecture 91 & 92 Introduction to Performance Consulting One Week Block Course in Toronto, Ontario October, 2001 Course Dates: October 18, 19, 20, 21 & 22, 2001 Time: 8:00 a.m. to 4:00 p.m. Course Number: Graduate Division of Educational Research (EDER) Lecture 91 for GDER and unclassified students Lecture 92 for MCE students Course Location: Toronto, Ontario; Holiday Inn, Yorkdale Eligibility: This is a graduate level course available to students registered in the MCE or GDER programs, and to individuals with undergraduate degrees who wish to either audit this course or complete it for credit as an unclassified student. Registration: Due to the nature of this course registration cannot be done online and must be done through Lisa Russell before October 12, For information: Lisa Russell, GDER (403) lrussell@ucalgary.ca Instructors Julie Kearns Senior Instructor, Faculty of Continuing Education kearns@ucalgary.ca Phone: (403) Address: Education Tower 214, University of Calgary, 2500 University Drive, NW, Calgary, AB T2N 1N4

2 Tony Roithmayr President, Murphy Klatt Learning Systems Phone: (403) Address: Suite 201, th Street, SW, Calgary, AB T2P 3N7 Course Description Businesses, schools, not-for-profit organizations and other public institutions are all increasingly focused on improving individual and organizational performance. They are responding to the new mantra of the knowledge era Be first, be fast, be best or be obsolete. Industry leaders in HRD identified a shift from providing training to improving performance as the most probable trend to occur in the next three years ( Trends in HRD, National HRD Executive Survey, ASTD, 1998). To quote Robinson and Robinson, we are literally changing the mission of our profession away from providing skills or knowledge toward a focus on human performance improvement (Moving from Training to Performance, 1998). As an emerging field of practice, performance consulting draws its perspectives, theories and tools from a variety of related disciplines. Learning psychology and behaviourism, instructional design and adult learning, organization behaviour and management science, research and evaluation methodology as well as systems theory all contribute to the performance improvement processes being developed by leading practitioners. The performance of individuals and groups in organizations is influenced by a complex set of interconnected factors. Instructional designers, trainers and Organization Effectiveness specialists are often asked to develop programs to address performance problems, which are in fact, rooted in several factors which require nonlearning solutions. A performance consultant takes a systems approach to examine all the factors that affect performance to create interventions that will actually improve results. This course will provide both a conceptual framework and practical techniques relevant for the role of performance consultant. Here is a testimonial from one of our former students: I found this to be a very practical course. The model - The Performance Maximizer -- is a robust tool that can be used to gain insight into all work situations, whether it is analyzing current problems or designing future programs. I found the course material helpful and the facilitators kept things interesting. Lynn Sikorski, Kaleidoscope Performance Consulting Ltd. and MCE Student Course Objectives The objectives of this course are: 1. Explore and gain an understanding of performance issues and or opportunities as they present themselves in a workplace situation. 2. Define the performance required to achieve business goals. 3. Measure performance gaps and identify causes. 4. Develop and recommend solutions to performance issues. 5. Implement change plans to support new performance behaviors. 6. Measure the impact of planned interventions on organizational performance. 7. Anticipate and handle consulting issues. Required Textbooks Roithmayr, T. Introduction to Performance Consulting Readings available from instructor on the first day of the course for a cost of $25.00

3 Robinson, D. G. & Robinson, J.C. (Eds.) (1998). Moving From Training to Performance. San Francisco: Berrett-Koehler Publishers and ASTD. Available at the University of Calgary Bookstore ( ) Course Topics Performance - what is it? Case Study 1 - Building a performance model - Identifying enablers and barriers to performance - Planning improvement actions Competencies for Performance Consultants Consulting roles, issues and ethics Nurturing partnerships with clients Case Study 2 - Exploring problems and opportunities for improvement - Conducting an Initial Scoping Meeting - Contracting for performance assessments - Developing a data collection plan - Analyzing data to identify causes of performance gaps - Conducting a Data Feedback Meeting - Contracting for Improvement Initiatives Measurement of performance improvement initiatives Developing Communication and Change Management Plans Team project presentation: application of performance consulting to a current at-work situation Assignments and Grading This course will adhere to the grading system outlined in the University of Calgary Faculty of Graduate Studies Calendar. 1. Pre-Session Assignment (Value 25%) So that you can hit the ground running please read the text by Robinson and Robinson, Moving from Training to Performance prior to the beginning of this block course. The primary purpose of this assignment is to encourage you to begin to reflect upon and connect the concepts and principles of performance consulting with your experiences. Select one chapter from the text that has relevance to your practice or professional interests. Write a short paper (approximately 2000 words), which includes the following: - a brief summary of the chapter including a critical analysis (identification of the author s assumptions; logic of argument; biases; internal consistency; external validation; resonance with your personal/professional experiences). - a self-assessment of your capabilities to be a performance consultant based on your personal reflections of Chapter 9 and identify learning goals. Be prepared to hand your assignment in on the first day of the course. The assignment will be evaluated according to the following criteria: - Reflection and self awareness - Creative and critical analysis - Depth of thinking

4 2. Team Presentation (Value 35%) Each student will join a team and teams will work together through the week to develop a 1/2 hour presentation on the team s chosen application on the last day of the course. Details for team presentations will be provided in class. The presentations will be evaluated according to the following criteria: - Demonstrated understanding and application of human performance concepts - Critical analysis of concepts and implications for practice. - Evidence of effective adult education instructional strategies Assessment of team presentations will be in the form of a critique by the rest of the class, including a recommended grade. Additionally, each team member will recommend a grade for other members of the team based on the quality of the team members contributions. 3. Major Project (value 40%) This major paper should be written to demonstrate understanding of the central theoretical and practical concepts of performance consulting, along with the effective application of human performance technologies to improve organizational effectiveness. Using the case study method, the paper should include: a full description of a case which you develop based on your own experiences, or one drawn from the literature. a performance analysis of the case, from a systems view, using the human performance model of your choosing; The analysis should include: - desired performance goals - gaps between current and desired performance - reasons for the gaps - potential responses and cost-benefit - implementation plan - evaluation matrix - assessment building upon your initial reflections in the pre-session assignment, further reflect of your role as a performance consultant your strengths, areas you feel need improvement and professional development goals for strengthening your consulting skills. Due date: November 20, Submit electronically to Julie Kearns at kearns@ucalgary.ca Additional Resources! Block, P. (1999). Flawless Consulting: A Guide to Getting Your Expertise Used (Revised Second Edition). San Francisco: Jossey-Bass/Pfeiffer.! Hiebert, M., Powerful Professionals: Getting Your Expertise Used Inside Your Organization (2 nd Edition), Trafford Publishing, Vancouver, 2001! Human Resource Development Canada. International Society for Performance Improvement (ISPI) Kirkpatrick, D.L. (1994). Evaluating Training Programs: the four levels. San Francisco, CA: Berrett-Koehler Publishers.! Robinson, D.G. & Robinson, J.C. (1995). Performance Consulting: Moving Beyond Training. San Francisco: Berrett-Koehler.! Rummler, G. & Brache, A. (1995). Improving Performance: How to manage the white space in the organizational chart (Revised 2 nd Edition). San Francisco: Jossey-Bass.! Stolovitch, H.D. & Keeps, E.J. (Eds.) (1999). Handbook of Human Performance Technology (Revised Edition). San Francisco: Jossey-Bass/Pfeiffer and International Society for Performance Improvement.

5 ! Swanson, R. A. (1994). Analysis for Improving Performance. San Francisco: Berrett-Koehler Publishers. Instructor Profiles Julie Kearns I have 25 years experience in higher education as an adult educator, leader/manager, and internal consultant. I am a Senior Instructor in the Faculty of Continuing Education and in addition to this course, I am teaching: For the Masters of Continuing Education program an on-line course on Evaluation in Organizations. For the Certificate in Adult Learning program, Human Performance Technology, the Alchemy of Adult Learning and an on-line course on Evaluation in Adult Education and the Workplace. For Management Certificates, Human Behaviour in Organizations. I am co-developing and will co-facilitate a new course Becoming a Leader. Prior to transferring to the Faculty of Continuing Education in 1999, I was responsible for strategic planning support, staff development, and evaluation research within Student Affairs, following 9 years as the Director of the Student Resource Centre. The Student Resource Centre s mandate included prospective student recruitment, orientation and first year experience programs, international student services, adult student services, services for students with disabilities, and student leadership development. I hold a Master of Education (Educational Administration) from the University of Calgary and a Graduate Diploma Education in Adult and Community Education. Specialties include organizational effectiveness and workplace learning, evaluation research, performance improvement, and the impact of environmental and individual factors on learning. Appreciative inquiry is a methodology, which has recently captured my interest due to its potential to lift the human spirit in organizations. I am married and the mother of 3 young adults, as well as being an active community volunteer. I am a volunteer consultant for the Centre For Non-Profit Management, a member of the Curriculum Committee for Leadership Calgary, and a member of the Board of Directors for the University of Calgary Faculty Association. My husband and I also operate Kearns Research and Consulting Inc. I hold memberships in the Canadian Evaluation Society and the International Society Performance Improvement (ISPI). In my spare time, I garden, quilt, read and I have recently taken up running. Tony Roithmayr, President, Murphy Klatt Learning Systems I am a performance consultant, facilitator, coach, adult educator and business manager. My focus is helping organizations align human performance with the results required by their businesses. A wide variety of human resource development experience includes implementing performance-based approaches to learning in the workplace, creating competency-based development systems and customizing performance management systems. I coach leaders wanting to improve themselves or the performance of their teams. I am often called upon to assist professionals who are making the transition out of Training and HR roles into Human Performance Improvement functions. I have held human resource management positions as well as internal and external consulting roles in financial services, consumer-packaged goods, health services and the high-tech and energy sectors. Organizations I have served include ManuLife Financial, Nabisco Brands, Apple Canada, Molson, Royal Trust, Petro-Canada, ENMAX and Veterans Hospital Administration (U.S. Government). During the period , I was operating Partners in Change, Inc. (Canada), a consulting collaboration with Dana Gaines Robinson and James C. Robinson. By 1998 I had developed The Performance Maximizer and began formulating processes and service offerings that are branded Performance!...by design - - dedicated to the proposition that great performance - performance that is valued by both performers and the organization - can be designed, developed and sustained. My most recent challenge is building and operating Murphy Klatt Learning Systems, a firm that specializes in training & development programs as well as implementation services that change on-job performance and improve business results.

6 About the Graduate Division of Educational Research The Graduate Division of Educational Research (GDER) in the Faculty of Education at University of Calgary is proud of its commitment to high quality distance education. We believe strongly that distance delivery provides vast opportunities for the enhancement of post-graduate lifelong learning, professional development and accreditation. The burgeoning knowledge economy is influencing both the desired learning outcomes offered by graduate programs and the manner in which programs are designed and delivered. Web-based, audioconference, and multimedia learning environments are forming an increasingly vital aspect of professional training and development. GDER continues to expand its capacity to offer leading-edge programs that seamlessly integrate technology with both content and delivery. This is a graduate program designed primarily for working professionals and may be done on a part-time or full-time basis. Currently, application may be made to one of four Master of Education specialization areas: - Educational Leadership - Educational Technology - Curriculum, Teaching and Learning - Adult, Community and Higher Education For more information please contact: About the MCE Program The Masters of Continuing Education (MCE) program is a distance leaning program combining on-line computer based instruction and in-class activities, delivered by the Faculty of Continuing Education at The University of Calgary (U of C). It is a cohort based program (i.e., students studying and learning as a group) consisting of 12 half courses, a major project and an oral exam, designed to be completed in a minimum of two years. Each year begins with a three week inclass institute at the University of Calgary. The remaining courses are offered on-line via the Internet using the University s instructional and conferencing software. The course of study focuses on workplace learning, leadership and human resource management. Graduates will develop the competencies needed to increase an organization s capacity to deal effectively with its changing environments. The MCE Program is geared toward professionals in a variety of disciplines, including: Human Resource Practitioners; Trainers; Organizational Consultants; Educational Administrators; Facilitators and those responsible for organizational learning and worker development. Participants come from the private, public and not-forprofit sectors. For more information contact: Academic Accommodation Students with a disability, who require academic accommodation, need to register with the Disability Resource Centre (MC 295, telephone ). Academic accommodation letters need to be provided to course instructors no later than fourteen (14) days after the first day of class. It is a student's responsibility to register with the Disability Resource Centre and to request academic accommodation, if required.