A Vision for Learning Creating Change Through Commitment:
A Vision for Learning Creating Change Through Commitment: A Learning Strategy for CIDA Effective, Efficient & EquitableE3 CIDA Learning Strategy Framework for Managing Learning Strategic Alliances & Partnerships Blended Learning Learning will extend to all employees regardless of position, geographic location or community. It will be relevant, practical and Consistent. LEARNING IS EFFECTIVE, EFFICIENT & EQUITABLE (E3) Effective All Communities Have a Relevant, Practical Consistent Learning Framework Some Communities Are Small And Challenging to Represent Unique Learning Needs For CLS Did Not Have A
Mandate To Train LES Some Community Based Learning Frameworks All Communities Need To Have Their Unique Learning Needs Represented Learning Needs Information Must Be Provided In A Timely Fashion Treasury Board Learning Policy CLS Has The Mandate To Training LES Effective Leadership & Development Learning Framework (LF) Complete Limited Funds Available Learning Needs Information Not Provided In A Timely Fashion Leadership & Development Learning Framework (LF) Not Complete CSPS Offers
Leadership Programs Leadership competencies Are Aligned With HRMAS & PSC Identified Needs Public Service Renewal Is a Priority for CIDA Effective Improved Cycle Time To React To Learning Needs Learning Needs Information Not Provided In A Timely Fashion Mechanism For Judging, Checking, Gaining Agreement And Approval Is Slow Hard To Respond Quickly To New Learning Needs Changes in Courses or Programs Contracting Process Slows Response time CLS Is Reactive To Community Learning Needs, Cycle Time Is Generally Slow
CLA Has A Learning Advisors Have Client Service Knowledge And Focus Who Focus Can Provide Learning Leadership New Tools For Rapid Course Development Are Available Current Trends In Training Suggest Need for Flexibility, Adaptability & Just-InTime Solutions Efficient Knowledge Management Integrated With Learning & Performance Improvement SMEs Do Not Limited CLS Has Initial Initiative Method of Limited See Their Recognition Limited To Establish Gathering Infrastructure Responsibility to given To
SMEs Contacts Knowledge Tacit (IM) To Retain Share Who Share Within Other Networks Stalled Knowledge and Knowledge Knowledge Departments Not Disseminate Outside Own Documented/ Knowledge Unit Applied CIDA Does Not Have A Knowledge Management Plan CIDA Recognizes The Value Of Knowledge (Management) CLS Individuals Have Contacts Who Can Provide Knowledge Several Directors & DGs
Support Notion of Corporate Responsibility To Share Knowledge Limited Recognition given To SMEs Who Share Knowledge Efficient Leverage Appropriate Technologies to Improve Efficiency New Staff (Younger) Current Tracking Have Different Systems are Expectations About Labor Intensive How Training Is and Slow Delivered Limited Capacity Work Based (Instructors/ Constraints Require Classrooms) To Limit Availability Of Deliver Traditional Staff To Take Training Training Does Not Utilize Currently Available Technologies Critical New Learner
Requirements Population Is Must Have Geographically Training Dispersed Deployed Quickly Goal Is To Provide Equitable Access To Learning For All Employees There is a Mandate To Reduce Operational Costs Valuable Informal Learning Occurs But Is Not Tracked Equitable CLS Provides For the Learning Needs Of All Employees HQ Employees Are Mobile And Have Limited Time And Accessibility To Training Most Learning Programs Are Not Delivered To
Overseas Locations Limited Infrastructure To Support Remote Delivery of Training Not all Employees Have Equitable Access To Learning Required To Fulfill Their Duties Aid Effectiveness Agenda Expanded Emphasis On Field Presence DFAIT Provides Limited Capacity To Training Posted Staff Technology Platform Learning portal supporting all aspects of the continuous learning model Live, facilitated, group, synchronous Individual, asynchronous Peer learner collaboration and knowledge sharing Variety of learning method and media Limited IT service capacity Lack of efficient development tool set Funding
Resources hardware software Web server, e-mail Staff commitment Government Online eBusiness Model New technology renewal project Lead Time align employee needs with business priorities A FRAMEWORK FOR MANAGING LEARNING Whole Planning Cycle Approach CLS Planning is Proactive Organizati onal Momentum (retain statud quo) Learner comfort with traditional model
Instruction al design qualify of existing course materials Limited capacity to support learners Implement ation Capacity (human resources and delivery systems) CLS Planning is Reactive Key individuals want to improve planning cycle CLS Learning Advisors see the broader scope Learning Strategy Is Linked To HR Strategy
Clear link between CIDA business priorities & learning needs Learning Model Continuous Learning Model (Learner Centered) Focused learning objects (smaller chunks) Flexible schedule (when and where needed) Flexible strategy (accommodates individual learning needs & styles Inconsistent planning cycle No clear definition of role (for learning advisors?) No clear method for gathering information No clear mechanism for taking action Employees dont understand business priorities Traditional Training Model (primarily catalogue of standard courses)
Work Environment Information overload Rate of change Speed of access Equality of Regional Access Changing Learning Styles Just in time learning Whole Planning Cycle Approach CIDA Guidelines Align With GoC Policies CIDA impacted by Internationa GoC GoC International l Decisions Decisions not Agreements Agreement Change Directions always and Frequently communicate Systems may conflict d clearly with GoC Unstable Priorities Internationa l Policy framework
Need to Balance GoC, International and Internal CIDA Requirements Time taken to respond to change in the Outside Community Directions CIDA Guidelines Not Aligned With GoC Policies International Agreements Push CIDA to Strive for Excellence Internationa l Agreements provide a yardstick for measureme Outside Communit y Cycles not in sync with CIDAs
Learning Tracking & Reporting CLS Evaluates Learnings Impact on Performance CLS is not collecting Level 2, 3 or 4 Evaluation Data Current Planning Cycle Inhibits Clear Expression of CLS Goals CLS Evaluates Learner Satisfaction GLS is Collecting Level 1 - Learner Satisfaction Data CLS Plans to Develop a Learning Evaluation Framework Learning Tracking & Reporting CLS Tracks Implementation of PLPs, BLPs and CLPs PLPS are not rolled up into Community LPs Reporting Process Is Manual And Labour Intensive
CLS Tracks PLP Preparation (% staff with PLP) CLS collects data on PLP completion CLC analyzes PLP data PLPs are rolled up into Branch LPs BLPs are rolled up into Branch HR Plan Accountability Well Established Learning Culture Education Policy Are Outdated Little Time Available To Provide Nurturing/ Coaching Not all Employees Understand Responsibility for Learning
Mangers Unwilling to Allow Time for Training Learning Culture Not Well Established Learning Policies and Guidelines Are Being Updated To Clearer Accountabilities Exemplar Managers Who Support and Invest in Learning Increased Anecdotal Evidence About the Value of Learning Brown Bag Learning Events are Popular CIDA will forge strategic alliances and leverage existing partnerships within CIDA, Canada and internationally in an effort to engage key players in learning and development. STRATEGIC ALLIANCES & PARTNERSHIPS Partnering With Branches Cooperation And Collaboration With/Between Branch Programs Mutual
Responsibilities of Contributors and Participants Not Clearly Conveyed Lack of Sense of Corporate Responsibility SMEs (Subject Matter Experts) Dispersed Challenging To Communicate & Coordinate Limited Partnering With Branch Programs Potential Partners Within Branches Continued Adjustments to Develop Unique Learning Solutions CIDA Org Chart New Web-Based Collaboration Tools Facilitate Communication Between Disperse Team Members Partnering Within Canada CLS Leverages Strategic Alliances & Partnerships - Government Lack of Resources (Time, Staff, IM) Potential Partners Lack Knowledge Or Interest In Joint Development
Rules of Engagement Related To Forming Partnerships Unclear CIDA not Linked Into Academic or Training Community CLS Does Not Have Strategic Alliances & Partnerships - Government CLS Has Forged A Partnership With DFAIT Some Appropriate Courses Exist Outside of CLS CLS Has Training It Can Share CLS Has Ability To Introduce Change A community Of Expertise Is Growing In Other Departments (CSPS, DFAIT, CRA)
Budget Reductions Throughout CIDA Partnering Internationally CLS Leverages Strategic Alliances & Partnerships-International Rules Associated With AID Budget Limit International Partnerships Some Donor Agencies Will Not Share Strategies & Best Practices Lack of Resources (Time, Staff, IM) Potential Partners Rules of Lack Knowledge Engagement Or Interest In Joint Related To Development Forming Partnerships Unclear CLS Does Not Have Strategic Alliances & Partnerships-International CLS Has The
Will To forge Partnerships In The International Community Some Some Donor Agencies Will Appropriate Courses Exist Share Outside of Strategies & CLS Best Practices CLS Has Training It Can Share CLS Has Budget Reductions Ability To Throughout CIDA Introduce Change Learning will extend to all employees regardless of position, geographic location or community. It will be available When, Where, With Appropriate Content and In a Format that supports their needs . BLENDED LEARNING Where Training is Available Where the Employee Works Training is Not Delivered In The Field
CIDA Has Limited Capacity In The (Instructors/Classrooms) To Deliver Traditional Training Work Based Constraints Result In Limit Availability Of Staff To Take Training Most Courses are Delivered in the NCR Learner Population Is Geographically Disperse CIDA Goal Is To Provide Equitable Access To Learning For All Employees CIDA/CLS Have A Mandate To Reduce Operational Costs Valuable Informal Learning Occurs But Is
Not Tracked When Training is Available When the Employee Needs It/Can Take It The Further From When It Is Used That New Learning Occurs The Less The Performance Improvements Most Scheduled Courses Are Delivered During Business Hours Eastern Time Zone Classroom Training Tends To Be Delivered In Bigger Blocks >= Half Days Traditional Classroom Training Has a Finite Capacity per Course Most Courses are Delivered Based on a Published Schedule
Unplanned changes Learners Can in project schedules free up small can make time blocks of Time available for training for Learning eLearning Can Be Delivered In Smaller Blocks <= One Hour Online Training Can Be Available 24X7 Online Training Can Accommodate Large Numbers of Learners Simultaneously What Just What Is Needed Learning Topics Are Available Subject Expert Time Is Limited And They Are Not Skilled Instructors Content Is Amalgamated Into Larger Blocks To Align With Traditional ILT Packaging Learners Sit Through Course
With Content They Do Not Immediately Require Traditional Courses Bundle Content to Support A Large Audience Need To Capture and Delivery Unique Functional Content Quickly, Cost Effectively The Closer To When It Is Used That New Learning Occurs The Better The Performance Improvements Format Learning Is Available to Individuals/Groups With/Without an Instructor, Synchronous/Asynchronous Course Quality Is Inconsistent Because Each is Developed As a Separate Project DVDs Contain Courses are Shipped to The Field Business Case for Developing Alternative eLearning formats is costly to prepare
Traditional Course Delivery, By An Instructor, To A Group, Synchronously The Closer To When It Is Used That New Learning Occurs The Better The Performance Improvements Access To Required Learning Just When and Where Required Improves Results Technology CIDA/CLS Have A Blended Learning Develop And Delivery Platform Secure Communication With The Field Is Mandatory Technology Must Be Compatible With DFAIT Technology In The Missions CLS Must Compete With Other Priorities For ITMB Support CLS Has Limited Capacity And Expertise To Use The Technology
Budget Reductions Throughout CIDA CLS/CIDA Have Limited Technology To Support Blended Learning Stable, Standardized Technology Is Available Newer Vendor Offerings Reduce Upfront Cost and Time To Implement Other Departments (PWGSC, DFAIT) Are Acquiring Similar Technologies Online Delivery New Platforms Will Development Tools Will Reduce Reduce Cost to Time and Cost To Delivery Training To The Field Develop Learning Content
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