Increasing Learning & Development's Impact through Accreditation: How to drive-up training quality, employee satisfaction, and ROI

Increasing Learning & Development’s Impact through Accreditation
	Foreword
	Preface
	Acknowledgements
	Contents
	About the Authors
	List of Figures
	List of Tables
	1 Introduction
		1.1	Rationale for Accreditation
		1.2	Business Case
			1.2.1	Today’s Risk Reduced
			1.2.2	Tomorrow’s Risk Avoided
			1.2.3	Adapt to External Pressures to Change and Re-size
			1.2.4	Reduce Direct People Costs
			1.2.5	Always Innovate
			1.2.6	Attract Workers You Want
		1.3	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	Part I Structure Responsibility and Control
	2 Align Learning and Development with Organization Mission and Values
		2.1	Vision, Mission, and Values as Strategy
		2.2	Alignment Benefits Accreditation
			2.2.1	Philosophy on Employee Education
			2.2.2	Provides Direction
			2.2.3	Unifies the Team
			2.2.4	Claims Authority
		2.3	The Steps to Writing a Mission and Values Statement
		2.4	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	3 Structure for Accountability
		3.1	Models for Structure
			3.1.1	Centralized Training Organization
			3.1.2	Decentralized Training Organization
			3.1.3	Business Embedded Model
			3.1.4	Corporate Universities and the Emerging Federated Model
		3.2	Responsibility and Accountability for Learning
			3.2.1	The Senior Learning Executive
			3.2.2	Senior Learning Executive Responsibilities
			3.2.3	Learning Processes
			3.2.4	Learning Administration
			3.2.5	Learning Maintenance
			3.2.6	Training Audit
		3.3	Accountability for Continuing Education Units (CEUs)
			3.3.1	Purpose of CEU
			3.3.2	Calculating the CEU
			3.3.3	Recording CEUs
		3.4	Conclusion
		Manager Tips
		Supplement
		References
	4 Establish the Learning Environment
		4.1	Learning Environment and Resources
		4.2	Assessing the Learning Environment
		4.3	Providing Support Services
			4.3.1	Registration Methods
			4.3.2	Notifications and Access
			4.3.3	Seating Arrangements
			4.3.4	Equipment to Support Learning
			4.3.5	Refreshments
			4.3.6	Event Evaluation
		4.4	Creating a Supportive Learning Environment
		4.5	Conclusion
		Manager Tips
		Supplement
		References
	Part II Planning the Environment and Educational Events
	5 Plan for Quality and Strategic Learning
		5.1	Quality Management Background
			5.1.1	Continuous Improvement
			5.1.2	Quality and Continuous Improvement in the Context of Learning
		5.2	Quality Approach to Training—Strategic Planned Learning
			5.2.1	Clean Up the Talk
			5.2.2	Don’t Say Curriculum!
			5.2.3	Structured Learning Plans—The Learning Blueprint
				5.2.3.1 Organizational, Job, and Individual Needs
				5.2.3.2 Planning the Learning Blueprint (Shhh!—Curriculum Planning)
				5.2.3.3 Writing a Learning Blueprint (Shhh!—Curriculum Design)
				5.2.3.4 Formalize the Learning Blueprint
		5.3	Creating Courses—A Design Process
			5.3.1	Instructional Systems Design (ISD)
				5.3.1.1 ADDIE Model
				5.3.1.2 Dick and Carey Systems Approach Model
				5.3.1.3 Successive Approximation Model (SAM)
		5.4	Plan to Evaluate
		5.5	Conclusion
		Manager Tips
		Supplement
		References
	6 Is Training the Answer? Assessing Learning Needs
		6.1	Assessing the Real Need—Determining the Business Problem/GAP
			6.1.1	Framing the Problem
			6.1.2	Type of Need
			6.1.3	Investigating Root Causes
				6.1.3.1 Individual-Level Root Causes
				6.1.3.2 Organization-Level Root Causes
		6.2	Conducting a Needs Assessment
			6.2.1	Setting the Limits
			6.2.2	Determining the Data Needed
			6.2.3	Identifying Sources of Information
			6.2.4	Selecting Methods for Data Collection
			6.2.5	Collecting and Analyzing the Data
			6.2.6	Communicating Needs Assessment Results
		6.3	Issues in Needs Assessments
		6.4	Planning for Strategic Organizational Learning Beyond Needs Assessment
		6.5	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	Part III Benefits and Outcomes
	7 Intended Learning Outcomes
		7.1	Name the Program Goal
			7.1.1	Training Program Goal Looks to the Future
			7.1.2	Training Program Goal Covers Broad Changes
		7.2	Differentiate Goals and Objectives
		7.3	Analyze Jobs to Determine Performance Objectives
			7.3.1	Job Analysis
			7.3.2	Performance Objectives in Domains
				7.3.2.1 The Cognitive Domain
				7.3.2.2 The Psychomotor Domain
				7.3.2.3 The Affective Domain
			7.3.3	Using Domains in Performance Objectives
		7.4	Write High-Quality Performance Objectives
			7.4.1	Marrying Performance Objectives and Instructional Objectives
			7.4.2	Descriptors in Every Performance Objective
		7.5	Uses for Performance Objectives
		7.6	Creating Evaluation Methods to Test Objectives
		7.7	Preparing Learning Outlines or Storyboards
			7.7.1	Instructional Plan or Storyboard
		7.8	Writing, Buying, or Buying and Modifying Instructional Materials
		7.9	Communicating Training Events as Opportunities
			7.9.1	Communicate to Employees
			7.9.2	Communicate to Other Managers
		7.10	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	8 Who Should Be Involved in Instruction?
		8.1	Qualifying as a Learning and Development Professional
		8.2	Knowledge, Skills, Attitudes, and Other Competencies Essential for Learning and Development Professionals
		8.3	Learning and Development Professionals Skills
			8.3.1	Needs Assessment Skills
			8.3.2	Job Analysis Skills
			8.3.3	Design Skills
			8.3.4	Development Skills
			8.3.5	Implementation Skills
			8.3.6	Evaluation Skills
		8.4	Documenting Learning and Development Professional Qualifications
		8.5	Developing Learning and Development Professional Skills
		8.6	Ensuring a Well-Qualified Learning and Development Team
		8.7	Conclusion
		Manager Tips
		Supplement
		References
	9 Conduct Learning Events Professionally
		9.1	Historical Evolution of the Learning and Development Profession
		9.2	Learning and Development Professionals
			9.2.1	Occupational Profiles
			9.2.2	Required Qualifications
				9.2.2.1 Credentials, Certifications, and Certificate Programs
				9.2.2.2 Learning and Development Credentials
					Certified Professional in Learning and Performance (CPLP)
					Associate Professional in Talent Development (APTD)
					Certified Performance Technologist (CPT)
					Alternate Credentials
				9.2.2.3 Eligibility for Credentials
			9.2.3	Competencies of Learning and Development Practitioners
		9.3	Professional Conduct and Code of Ethics
			9.3.1	Professional Obligations
			9.3.2	Confidentiality
			9.3.3	Professional Boundaries and Limitations
			9.3.4	Professional Integrity
			9.3.5	Maintain Intellectual Property
			9.3.6	Inclusionary Practices
			9.3.7	Conflicts of Interest
		9.4	Conclusions
		Manager Tips
		Supplement
		References and Additional Resources
	Part IV Content Design and Delivery
	10 Deciding What to Include
		10.1	Planning Training for Your Employees and Your Workplace
			10.1.1	General/Demographic Characteristics
			10.1.2	Current Abilities
			10.1.3	Work Environment
		10.2	Setting Instructional Objectives
		10.3	Write Conditions, Action Verbs, and Criteria in Instructional Objectives
			10.3.1	Condition
			10.3.2	Action Verbs
			10.3.3	Criteria
		10.4	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	11 Methods to Achieve Consistency
		11.1	Design Content
			11.1.1	Workers as Learners
			11.1.2	Sequencing the Content
		11.2	Select Methods
			11.2.1	Methods Are Categorized
			11.2.2	Select Methods According to Objectives
			11.2.3	Create Activities to Match Methods and Domains
		11.3	Promote Interaction
			11.3.1	Interaction with Content
			11.3.2	Interaction with Others
		11.4	Selecting Instructional Media—Training Delivery
			11.4.1	Planning for Onsite Learning
			11.4.2	Planning for Job-Integrated Training
			11.4.3	Planning for Peer Learning and Social Media Learning
		11.5	Implement a Course Planner
			11.5.1	Using a Course Planning Instrument
		11.6	Conclusion
		Manager Tips
		Supplement
		References and Additional Resources
	Part V Assessing Outcomes, Maintaining Records, and Program Evaluation
	12 Learner Feedback and Job Application
		12.1	Providing Learners with Feedback
			12.1.1	Training Evaluation Policy and Procedures
			12.1.2	Record Keeping
		12.2	Addressing Job Application of Training
			12.2.1	Defining On-the-Job Transfer
			12.2.2	Defining and Ensuring Near Transfer of Training
			12.2.3	Defining and Ensuring Far Transfer of Training
		12.3	Managers Tips to Provide Learners with Feedback and Ensure On-the-Job Application of Training
		12.4	Conclusion
		Manager Tips
		Supplement
		References
	13 Program Evaluation and Records
		13.1	Full Program Evaluation
			13.1.1	Purpose
			13.1.2	Reluctance
			13.1.3	Comprehensive
			13.1.4	Goal Oriented
			13.1.5	Sources
		13.2	Focus: Formative, Summative, or Confirmative
			13.2.1	Formative
			13.2.2	Summative
			13.2.3	Confirmative
		13.3	Evaluation Procedures/Methods
			13.3.1	Kirkpatrick and Phillips Levels of Evaluation
			13.3.2	Other Program Evaluation Methods
		13.4	Report Writing and Audience
			13.4.1	Results
			13.4.2	Conclusions and Recommendations
			13.4.3	Evaluation Reports
		13.5	Training Policy and Records
			13.5.1	Policy
				13.5.1.1 Evaluation Policies
				13.5.1.2 Learner Privacy Policies
			13.5.2	Results and Record Maintenance
				13.5.2.1 Training Event Records
				13.5.2.2 Learner Documentation
			13.5.3	Record Maintenance
		13.6	Conclusion
		Manager Tips
		Supplement
		References
	14 Accreditation Sources
		14.1	Pre-steps to Achieve Accreditation
		14.2	Clarify Purpose
		14.3	Research
			14.3.1	Accrediting Bodies
			14.3.2	Standards
				14.3.2.1 American National Standards Institute (ANSI)
				14.3.2.2 International Organization for Standardization (ISO)
				14.3.2.3 Learning and Development Standards
		14.4	Build Business Case
		14.5	Create Project Plan
		14.6	Accreditation Process
		14.7	Recommendation and Tips
		14.8	Conclusions
		Manager Tips
		Supplement
		References
	Index