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    Up to Speed: Secrets of Reducing Time to Proficiency
    Up to Speed: Secrets of Reducing Time to Proficiency
    Up to Speed: Secrets of Reducing Time to Proficiency
    Ebook229 pages2 hours

    Up to Speed: Secrets of Reducing Time to Proficiency

    By Steven Rosenbaum

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    About this ebook

    Up to Speed means reaching a desired level of performance. Every minute employees are less than 100% proficient in their jobs has a direct and significant financial impact. Getting up to speed in weeks, months or years sooner is the focus of this book. This book is the story of applying the Learning Paths Methodology over the past fifteen years to reduce time to proficiency significantly for hundreds of jobs across most major industries.
    LanguageEnglish
    PublisherBookBaby
    Release dateApr 30, 2018
    ISBN9781543929263
    Up to Speed: Secrets of Reducing Time to Proficiency

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      Book preview

      Up to Speed - Steven Rosenbaum

      book.

      Up to Speed: Unlocking the Secrets of Reducing Time to Proficiency tells the story of working on Learning Paths initiatives over the last fifteen years since the publishing of the book Learning Paths: Increase Profits by Reducing the Time It Takes to Get Employees Up-to-Speed. The Learning Paths book has a lot of forms and templates that continue to make it a valuable tool for working on training projects.

      The term Up to Speed means reaching a desired level of performance. Therefore, in the book, it’s used as a synonym for proficiency. The faster any employee is up to speed, the better.

      Here’s a quick peek at the insides of this book. I’ve written a quick chapter by chapter description in case you want to skip around a little.

      Chapter 1 – The Journey

      This chapter describes the journey from the publication of the first Learning Paths book to present day. It’s a story about how things have evolved and changed.

      Chapter 2 – The Business Case

      The starting point for any Learning Paths initiative is a sound business case. This chapter talks about using the concept of time to proficiency as the business case.

      Chapter 3 – The Value of Learning Principles

      Learning Paths is rooted in three learning principles or beliefs about how people really learn. The principles are reflected throughout the book.

      Chapter 4 – Starting on the Same Page

      The concepts of proficiency, time to proficiency, and a Learning Path are described in this chapter. It’s designed to provide a common language that’s used throughout the book.

      Chapter 5 – Relying on Experts

      This chapter discusses forming a team of experts and using their knowledge and expertise to drive a Learning Paths initiative.

      Chapter 6 – Do You Know It When You See It?

      This chapter focuses on how to identify, describe, and measure proficiency in order to drive rapid improvement. It presents the structure of a proficiency definition including identifying proficiency milestones.

      Chapter 7 – A Process Approach to Learning

      If learning is a process and not an event, then everything we know about process improvement can be applied to build great Learning Paths. This chapter focuses on how to drive out time, waste, and variability.

      Chapter 8 – Sequence, Sequence, Sequence

      This chapter talks about the demise of pick and choose learning and replaces it with a sequence of learning activities that the experts say works the best.

      Chapter 9 – Getting Technology Right

      Technology changes how people do their jobs. Without changing how we train these jobs, the technology training fails. This chapter presents ideas on how to integrate technology training on a Learning Path.

      Chapter 10 – When Good Isn’t Good Enough

      75% isn’t an acceptable passing score for most jobs. In fact, in some jobs, there can’t be any mistakes such as landing a plane. This chapter presents ideas on how to evaluate training in a meaningful way and how to improve testing.

      Chapter 11 – All Aboard

      The first 30 to 90 days often determines an employee’s long-term success. Onboarding is often part of a Learning Path. This chapter presents three key ideas on how to maximize onboarding.

      Chapter 12 – Making Informal Training Formal

      This chapter explores the principle that training should be by design and not by accident. It provides ideas on how to transform on-the-job and experiential learning into learning by design.

      Chapter 13 – Making It Stick

      This chapter describes a strategy for successfully implementing and maintaining a Learning Paths initiative. It focuses on the key principles of effective change management.

      Chapter 14 – More for Less

      Most organizations look at training as a cost rather than an expense. Therefore, getting the most out of every training dollar is critical. This chapter shows a Learning Paths approach to getting more for less.

      Chapter 15 - The Sales Learning Path

      This chapter explores ideas on how to develop salespeople through using a Learning Path. It discusses how traditional sales training is only one piece of a much larger puzzle. It’s more than what salespeople need to know but how they are going to use it in real life situations.

      Chapter 16 – The Leadership Path

      The chapter is not about the qualities of a leader. It describes how to develop leaders at all levels of the organization. It applies the concepts and principles of Learning Paths to leaders.

      Chapter 17 – Learning Paths in Schools

      This chapter asks readers to stretch their imaginations to see how applying Learning Paths to schools could make a dramatic difference.

      Chapter 18 – Getting it Together: Mergers, Acquisitions, Outsourcing, and Centralization

      This chapter discusses that challenges of training across organizations as they merge, outsource and recombine.

      Chapter 19 – What’s the Association

      This chapter presents ideas for applying Learning Paths to associations and other membership organizations that have thousands of members, eager for training.

      Chapter 20 - Final Note

      This chapter wraps up the key ideas presented in this book and looks ahead to the next ten years.

      Before starting this journey, I want to define a couple of terms that will be used several hundred times in this book. These terms are often defined in many ways by many people. I have been trying to set a standard for these terms so that there is a common language.

      The first term is proficiency. I define proficiency as a level of performance in terms of output, quality, speed, and safety. The concept of being up to speed directly relates to proficiency.

      The second term is Learning Path. A Learning Path is a sequence of learning activities from day one to proficiency. Both of these terms are described in detail with example after example in other chapters in this book. With those definitions out of the way.

      Let’s start the journey. In 1995, I was working as an instructional designer for a number of very large companies. When you are working on your own, you are never working on just one thing. I had two unique experiences which started me on the road to discovering the Learning Paths approach to training.

      As I describe these experiences as well as others in this book, I will refer to these projects without naming the organization and sometimes the industry. This is to make sure that I don’t run afoul of any nondisclosure agreement. In many instances, I will be creating a hybrid of two or more organizations with similar issues.

      The first key incident involved a large, 1,000 agent hospitality call center. The project involved creating and installing a new process for handling incoming calls. New agents were going to be trained first, and then existing agents were going to be retrained. What was so unique was that this client not only allowed experimentation but encouraged it.

      There were four groups of new employees. Two groups would go through the new training, and two groups would go through the existing training. It’s very unusual to be given a control group like this. Since calls centers measure almost everything, this made it easier to see the differences and to measure the results.

      After the initial weeks of classroom training for the groups on the new process, I was allowed to spend a couple of weeks listening to their calls and making adjustments in the training and in the new sales process. As the agents put their formal training into action, they began to make a series of interesting discoveries.

      One of the discoveries they made was that the concept of open and closed questions didn’t really work. They did find that certain questions encouraged the customer to talk while others didn’t. It wasn’t how you asked the question but rather what the question was about that made a difference.

      The number one question that got the customer talking was a nice closed question, Will this be your first time at our resort? If it was their first time, they couldn’t wait to talk about what they wanted to see and do. If they were repeat customers, they talked endlessly about past experiences and how they wanted to replicate them.

      As a result, the training was changed from learning open and closed questions to learning the right, battle-tested questions to ask. After two weeks of experimenting, there were more than a dozen changes made to the formal training. It quickly became evident which parts of the training didn’t stick and needed to be changed or retrained.

      The results were dramatic. There were measurable differences in sales volume and average sale. In addition, there was a reduction in the number of calls that had to be escalated to a supervisor. When these gains were multiplied over the entire call center, the financial gain was truly significant.

      I learned three key results of this experience that went into Learning Paths. First, using hard measures to guide and evaluate training makes the training better. Second, testing out training on the job, with real customers yields a range of new best practice ideas. Third, the best way make trying stick is to emphasize on-the-job with coaching and feedback to support the formal classroom training.

      The second major project involved working with a few thousand travel agents. Before I got there, all the training was done in workshops. They did use audio and video as well, but this was long before e-learning. After conducting a massive amount of upfront research, including mystery shoppers, I was given a free hand to develop a solution. Yes, I could do whatever I wanted.

      While I did want to teach an overall sales process, the guiding principle of the new training was to make sure agents used the training, and it improved their overall effectiveness. I decided that the best approach would be to teach one small skill at a time and then move on to the next. The program lasted about 20 weeks with a new topic each week followed by an entire week of practice.

      I remember one of the weeks was about listening. Agents were given a self-assessment job aide. For an entire week after each call, they recorded who talk the most, the agent or the customer. At the start of the week, the agent got the most talking checkmarks, but by the end of the week, the customer was doing the majority of the talking.

      The goal of each week was to focus on small things that have big effects. Asking each customer if they wanted a car with each trip is small but yields significant results. However, it needs to be a habit if it’s going to be done on every call.

      Just like the first project, I learned about the value of driving performance measures into training. I learned that focusing on small things with big effects yields quick gains and makes the training easier. When it was done, this project looked significantly more like what I do with current Learning Path projects. It involved moving training out of the classroom and into on-the-job coaching.

      The story of Learning Paths continues with a series of projects through 2002, when I began writing the first book. I found that the discipline of sitting down and writing everything into a book crystallized 20 years of thoughts and ideas in a way that I could easily communicate them to others.

      Writing has been a part of every job I’ve had since college. I’m sure it would surprise all my high school teachers that I would have become a published author. My English teachers in both high school and college hated the way I wrote. It wasn’t about what I was saying. Instead, it was about their concept of expository writing. They wanted a textbook approach with third person present tense writing. I’m glad I ignored

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