Rothwell W.J. - Beyond Training and Development[c] The Groundbreaking Classic on Human Performance Enhancement (2004)(2-e)(en)

354

performance technology, definitions of, 37 Peters, Tom, on chaos, 12

philosophical level of performance, 42

PIP, see performance improvement potential Pipe, Peter, 45, 48, 50, 150

planned learning, 17–18 planning, flexible, 77, 78 policy(-ies)

definition of, 209

formal vs. informal, 210–211 formulating/clarifying/communicating,

211–212, 214

as HPE strategy, 211, 214 importance of, 211 purposes of, 210 succession planning, 213 unclear, 160

policy level of performance, 42 portfolio analysis, 163, 165 positive cause, 151

Post Ranch Inn, 33 practice

performance gaps and, 155 structured, 242–243

present cause, 151 presenting problems, 151 present performance gaps

negative, 126, 127, 141, 175–176 neutral, 127

positive, 126, 141, 176 proactive employees, 18

problem solving interview guide, 96 procedures, 209–214

definition of, 210

formal vs. informal, 210–211 as HPE strategies, 214 purposes of, 210

progressive discipline, 264–267 project structure design, 218, 219 project team, 228

proposal preparation worksheet, 319–320

qualitative measures of importance, 138, 139 quantitative measures of importance,

137–138

Rapid Results Assessment (RRA), 78–79,

255–258

INDEX

reaction (to training), 272–273 reporting relationships, 162, 184–185 research

on evaluation of HPE, 283, 284 on HPE, 55–59

on organizational design, 215–216 resources, 107–116, 321–330 responsibility

clarifying, 184 definition of, 36 individual, 157, 160

retreats, management, 131–133

return on training investments, 141–142 reward(s)

definition of, 246

improvements in system for, 246–250 for nonperformance, 161 performance and, 155, 160

and performance improvement, 185 risk taking, 160–161

road map for change, 75–77 Rodrigue, Daniel, 51

root cause analysis, 162 Rosenberg, Marc J., on HPE, 37 Rothwell study, 178, 181

RRA, see Rapid Results Assessment Rummler, Geary A., 150

run charts, 168

Sanders, Ethan, 37 scenario preparation, 169

selection of HPE strategies, 186–190 self-directed learning, 18

sheep-dip training experiences, 11 situational model for HPE, 45–48 skills deficiencies, 150 solicited-help scenarios, 92–93 solitary analyst approach, 129

staff assessment, 79–81 stakeholders

addressing concerns of, 142

and determination of importance, 141–142 external, 195–206

and need for change, 67 Stalker, G. M., 215

standards, job performance, 107–111 standing teams, 130

Index

steering committees, 130 Stolovich, Harold, 51

strategic level of performance, 42

strategic plan, need for change and, 66–67 strategic planning

interventions in, 201–206 process model for, 203

strategic troubleshooter role competencies, 169, 170, 292

strategies, see HPE strategy(-ies) strategy selection matrix, 186, 187–188 structured practice, improvement of,

242–243

success factors for HPE, 64–65 succession planning policy, 213 support, 72–75

assessing, 72–74 building, 74–75 definition of, 72 lack of, 7–9 measuring, 74

for transforming training department, 62–64

symptoms, causes of gaps vs., 151–154 systematic training models, 9–11

tactical level of performance, 42 task design, definition of, 226 task forces, 130–131

task redesign, 226–227, 230 Taylor, Frederick W., 216 team(s), 130–131

change, 69–72 project, 228 structure of, 219–220 work activities for, 17

temporary workers, training of, 17–18 testimonial evidence (for change), 67 Texas Rehabilitation Commission, 33 Theory of Visible Activity, xvii Thriving on Chaos (Tom Peters), 12 tools

improvements in, 243–244 inadequate, 161

lack of, 160

for performance improvement, 184 training, 3–18

deficiencies in, 150

355

definition of, 34 evaluation of, 271–276

for high-performance work environments, 13–17

as HPE method, 241–242

as HPE strategy of last resort, 177 human performance enhancement vs.,

34–36

for innovative work activities, 17–18 lack of focus in, 6–7

lack of management support for, 7–9 linking other organizational initiatives to,

11–12

names applied to, 6 on-the-job/off-the-job, 237–242

and rapid external environmental change, 12–13

systematic models for, 9–11 traditional approaches to, 5–12 trends in, 12–18

for upgrading employee competencies in real time, 18

training and development professionals, 6–7 biggest problems of, 8

historical role of, 19–23 lack of power in, 194–195

performance problem perceptions of, 158–159

support-building by, 74–75

and systematic training models, 9, 11 traditional role of, 18

and use of HPE strategies, 183 training department

internal vs. external focus of, 195 presenting evidence of need for change to,

68–69

transformation of training department, 61–82 assessing/building support for, 62–64,

72–75 barriers to, 70

building awareness of need for, 67–69 building awareness of possible directions in,

69–72

building competencies as key to, 77–81 communicating need for, 81–82 flexible road map for, 75–77

key steps in, 61

356

transformation of training department (continued )

making the case for, 65–67 success factors for, 64–65

and training people to think like HPE professionals, 82

trends, 12–18

for high-performance work environments, 13–17

for innovative work activities, 17–18 and rapid external environmental change,

12–13

for upgrading employee competencies in real time, 18

unsolicited-help scenarios, 93

U.S. Department of Labor (DOL), 13–16

value(s)

of decision makers, 67 and perspective, 141 vertical-slice task forces, 130

virtual design, 220, 221 vision

assessing clarity of, 108 definition of, 107 formulation of, 109

visionary role competencies, 121–122, 291

Wilson Learning Corporation, 219

WLP, see workplace learning and performance

Woodward, Joan, 215 word association activity, 7 work, 40–41

background information on, 88 HPENA assessment of, 101–102 information collection about, 120 results of HPE strategy in, 277

see also work problems or opportunities work activities

definition of, 34, 36

innovative organization of, 17–18

INDEX

work environment, 40–41 background information on, 88 high-performance, 13–17 HPENA assessment of, 100–101

information collection about, 118, 119 results of HPE strategy in, 277–278

work environment problems or opportunities, 209–215

with organizational design, 214–215, see also organizational design

with policies and procedures, 209–214 worker problems or opportunities, 251–267

with employee selection methods, 260–264

with identifying/building worker competencies, 251–260

with progressive discipline, 264–267 workers, 40–41

background information on, 88

gaps between actual and required competencies of, 148

HPENA assessment of, 102–103 information collection about, 120–121 lack of motivation in, 160

worker satisfaction, 276–277 work expectations, 110–112

workplace learning and performance (WLP), 21–23

work problems or opportunities, 225–250 with equipment and tools, 243–244 with information flow, 230–233

with job feedback methods, 233–237 with job or performance aids, 244–246 with on-the-job/off-the-job training,

237–242

and redesign of jobs/job tasks, 226–230 with reward systems, 246–260

with structured practice, 242–243 Worksheets

for enhancing human performance, 313–318

for proposal preparation, 319–320 wrong hires, 161