3. THE STATE-OF-THE-ART OF STAFF DEVELOPMENT

The commission consulted with experts in corporate training, in distance education, and contemporary staff development systems to determine the state-of-the-art of staff development.  Resources drawn from The 5th International Conference and Exposition on Using Competency-Based Tools and Applications to Drive Organizational Performance held in Boston,  November 2-5, 1998, were particularly helpful.  A BRC member participated in this conference where world-renowned experts in training and development provided the latest information and trends in staff development.  In addition to the above, a review of relevant literature, including an internet search of web based information, was conducted by the BRC members.  The section that follows gives a summary of this inquiry to determine the state-of-the-art of staff development.

The corporate model

The “bad news” side of the picture in the corporate world is:

1. Most training is still informal (unplanned; learn on your own)
2. Industry spends average of 2% of personnel budgets on training, most goes into salaries.
3. Training is often reactive, short-term.
4. Training is often evaluated by seats filled and “smile sheets.”

The “good news” side of the picture in the corporate world is:

1. Investments in training are increasing.
2. Companies are employing “chief learning officers.”
3. Companies are recognizing the interrelationships of the work environment, the individual/team, and training.
4. Companies are insisting on accountability through transfer and impact measures.

Corporate training trends are:

1. One person in management is usually leading the charge for training.
2. Competency-based job design with job profiles, competency assessment, skill banks, career development resources and objective performance assessment.
3. Human performance improvement as a strategic function with management champions in the organization.
4. Systematically designed, just-in-time, performance-based training (high quality is what this means).
5. Pre-, during, and post-planning between supervisor, trainee, and trainer to improve training transfer (get everyone linked in early and working together).
6. Training is continuous and on-going.
7. Assessment of jobs to isolate essential learning requirements and to embed performance support into work resources.
8. Use of electronic design and delivery technologies for training efficiency (faster, cheaper).
9. Professionalization of training design and management.
10. Moving training delivery to the work environment (not just classroom; emphasis on practical application).
11. Integrating training evaluation into the organization and work environment.

Recommended references:

1. TRAINING AND DEVELOPMENT magazine, ASTD, January 1999.  “The State of the Training Industry.”
2. Shandler, D.S. REENGINEERING THE TRAINING FUNCTION, St. Lucie Press,  1996.
3. Rothwell, Wm. J. ASTD MODELS FOR HUMAN PERFORMANCE IMPROVEMENT – ROLES, COMPETENCIES, AND OUTPUTS, ASTD.

Additional trends in staff development and training drawn from the literature include the following:

• There is a recognized need to know more about the learners; to develop learner profiles.
• Learning is becoming more team-based.  Collaborative-based learning is the trend.
• The time issue is a barrier.  People feel that there isn’t time in their schedules for learning.  In response to this, corporations are compressing learning.  They are providing learning on demand, at the teachable moment.
• There is a recognized need to know more about how to develop and deliver education.  The time between development and application is being shortened.  Piloting and beta testing are needed, but lowering standards may be necessary in order to get the information delivered at an early critical time.
• The idea of on-the-fly content is gaining consideration.  There will be a trend away from authored content and toward assembled content.
• A means is needed to systematically capture the collective knowledge of the organization for the benefit of the total organization.

Principles of Quality Distance Education

• The learning experience must have a clear purpose with tightly focused outcomes and objectives.
• The learner must be actively engaged.
• The learning environment makes appropriate use of a variety of media and delivery methods.
• Learning environments must include problem-based as well asknowledge-based learning.
• Learning experiences should support interaction and the development of communities of learning interest.

Characteristics of quality teaching and learning

• Fosters meaning-making and discourse.
• Moves from knowledge transmission to learner-controlled systems.
• Provides for reciprocal teaching.
• Is learner-centered.
• Encourages active participation, knowledge construction.
• Based on higher levels thinking skills – analysis, synthesis, and evaluation.
• Promotes active learning.
• Allows group collaboration and cooperative learning.
• Provides multiple levels of interaction.
• Focuses on real-world, problem solving.

General Conclusions About the State-Of-The-Art of Staff Development

• The corporate world is increasing its investment in staff development and training; cutting edge corporations reflect a culture where the expectation for continuous learning is a driving force for both individual and organizational success.  Organizational development experts are conceptualizing learning and growth as essential at both the individual and the organizational level.
• Competency-based approaches to staff development and training are widely recognized by experts as the appropriate models now and into the future.  Competency-based approaches have been used in the corporate world for over twenty years.
• Cooperative Extension in Ohio and Texas are developing competency approaches to staff development and training.  These states have focused their work upon development of competencies for field faculty (agents).
• There is a growing trend to move delivery of training to distance education technology and to offer multiple delivery options to enhance ease of access for learners.