eFrenzconnect for Learning Development

Leadership competencies

2005-06-15T21:49:00.000+08:00

Who are leaders and how can we identify them from the rest?

Theoretically everyone can be a leader. But the reality is that only those who experience three key stages of transformation actually become one.

a. Stage One (Awareness) - The leader is made aware of his/her leadership qualities. These qualities relate to a set of core leadership values

b. Stage Two (Competency Development) - The leader acquires leadership competencies through training and education

c. Stage Three (Practice) - The leader is placed in a position to exert his/her leadership

For the purpose of this discussion, I will focus on stage two which relates to the training and education of leaders. The assumption here is that leadership competencies can be nurtured. Well at least after he/she has been identified to have the core values of leadership, there is a need to nurture the functional competencies for him/her to take on the leadership role. Notice here we clearly draw a distinction between core values and leadership competencies. Core values such as integrity, loyalty, honesty, drive and the capacity to learn are more in-born qualities as compared to competencies which are based on knowledge, skill and attributes.

So what are some of these leadership competencies. In my interpretation, they include:

Clarity of thought
Visionary (and with an eye on the horizon)
Personal effectiveness
Innovative
Interpersonal communication
Inspire trust and confidence in others
Care & concern for others
Cultural sensitivity
Team player
Technical competence

The issue here is not the number of competencies on the list. Rather, it is more important for an organisation to identify with its own leadership core values and leadership competencies that it deems to be relevant to its organisation goals. Once this is done, it is more manageable to translate the organisational leadership core values and leadership competencies into a strategic leadership development framework.

General intelligence and ability

2005-06-13T19:42:00.000+08:00

Ability may be defined as the individual’s cognitive capability to perform a task.

The study of ability is one of the oldest and most established branch of psychology dealing with individual differences. Researchers have always been very keen to establish what makes a person more capable than the other as it has a significant impact on our educational system. Over the last 100 years, and through the extensive use of a statistical technique known as factor analysis, psychologists have succeeded in crystallizing the correlations of over 20 primary mental abilities (PMA) into a single factor of general intelligence/ability known simply as ‘g’.

“g” represents the third order and highest level of a three-level hierarchy of abilities, this g-factor has been used to predict a number of abilities successfully. Examples of such predictions were conducted by Ghiselli (1966), Snow and Yalow (1982), Cronbach (1994) and Goff (1995).

Second-order abilities comprise six secondary factors of ability. These were identified by Horn and Cattell (1966) and Hakstain and Cattell (1978) and later replicated by several other researchers. They include Crystallized intelligence (Gc), Fluid intelligence (Gf), Visualization (Gv), Perceptual speed or Cognitive speed (Gp), Retrieval ability (Gr) and Memory (Gm).

According to research, the general ability of an individual tnd to stabilise at the age of eighteen. In other words, we would be able to judge the ability of an indivual based on his ability demonstrated in college!

The question you would like to ask is what about on-the-job training and other forms of continuous learning. How does all these efforts add to our ability? Would a person improve on his general and secondary abilities over his adult working life? How do we gauge the knowledge and experiene in a person, and what would would that equate to in terms of "g"

Assessing Competencies (II)

2005-06-08T17:26:00.000+08:00

Now what happens when you are conducting competency based learning for a group of individuals who are very experienced and have met most of the basic requirements in the business?

More often than not, corporate trainers do not start from ground zero. They are engaged so as to bring a group of individuals to a new level of experience or to reinforce fundamental values. Now the issue is not simply PASS/FAIL or COMPETENT/NOT YET COMPETENT. It is an issue of how competent or to what degree is the individual competent relative to each other.

In such an instance, a preferred method of assessment is Non-Referenced Measurement or simply "Ranking". Like grading, Non-referenced Measurement still requires an accurate set of performance criteria to be laid out. It forms the base line for the assessment and evidence gathering. But it requires the assessor to go one step further. This additional step is to assign "values" to each grade and then to tabulate the values to determine a ranking order.

Example:

The top 10% of participant gets “A” (Value = 4)

The next 20% of participants get “B” (Value = 3)

The next 30% of participants get “C” (Value = 2)

The next 40% of participants get “D” (Value = 1)

A point to note about Non-Referenced Measurement is that it should be used only when the situation permits. A downside to ranking is the potential impact it has on individuals, especially when there are of very high seniority. An assessor has to make a judgment call as to how to turn it into a constructive tool rather than to lead the group into a destructive mode. Still it is a useful alternative to Criterion-Referenced Measurement.

Assessing competencies (I)

2005-06-08T16:53:00.000+08:00

How would you determine if a person is competent?

In the realm of competency based learning, this critical component is often referred to as assessment. It is defined as the process of evidence gathering and decision making. Evidence gathering is proof of competency against a pre-determined set of criteria or standards. These are spelled out in terms of knowledge, skill and attribute. (See earlier article on the definition of Competency Based Learning). Decision making is making a judgment call on the individual's demonstrated ability to meet the performance criteria for that competency.

A suitable method to determine an individual's competency is to use Criterion-Referenced Measurement. More often known as "grading", it requires a PASS/FAIL method of scoring. The individual either demonstrates that he is able to perform the task laid down for him (PASS) or he does not (FAIL). In some instance, assessors use alternative terminologies such as COMPETENT/NOT YET COMPETENT to mean basically the same thing. An important point to note in Criterion-Referenced Measurement is that performance criteria or the standards of performance for each competency must be accurately stated.

Example:

Competency Element: Identify and prioritize personal, educational, and workplace goals.

Performance Criteria

Follow existing guidelines on workplace goal setting in line with the overall mission/vision and strategy of the company.

Identify personal, educational and workplace goals, and understand the interconnection among the different types of goals.

Identify tasks and activities related to personal, educational and workplace goals and rank them in their order of importance.

Identify own values, qualities, interests, abilities and aptitudes, consider family role responsibilities and set personal goals.

Identify personal and work challenges, consider areas of personal development, list training needs and desires and set educational goals.

Help subordinates identify and own their training needs and development requirements.

Identify job responsibilities, consider own talent and contributions to work team and set workplace goals together with other team members.

Establish, together with team members, clear outcomes and deliverables for workplace goals.
Demonstrate the ability to set goals within a business strategy framework.

Singapore as the base for Learning Development in the region

2005-06-06T20:22:00.000+08:00

In the area of learning development, Singapore is the place to be and there is no better timing than now.

US, Europe and Middle Eastern businesses are expanding into the region. Many of them have chosen Singapore as their base. In terms of language, cultural exposure and essential skill sets for management, there is a significant amount of new opportunities open. Not to mention, sales and marketing expertise unique to each area in the region. Where else to soak in the cultural hues than in this caudron of ethnicity.

Conversely, Chinese businessmen who are intending to expand overseas have also viewed Singapore as a business incubation hub. Aspiring young entreprenuers and middle managers are increasingly looking to Singapore as the place to upgrade their professional qualifications.

That's our reason to be in the business of learning development. At Sigma Solutions, we are here for the long term and we think the growth potential for this area in Singapore is good.

Competency Based Learning SAIL into MOE

2005-06-05T15:09:00.000+08:00

As early as 1999, a study team from the Ministry of Education went to the USA and returned with an exciting idea to improve the instructional strategy in our schools. This idea led to the development and subsequent launch of SAIL, the acronym fr Strategies for Active and Independent Learning in 2004.

The idea behind SAIL was to have a standards-based curriculum in our schools. In essence it meant that a typical lesson should comprise:

a. A statement of learning standard
b. A description of the learning task
c. An assessment rubric

MOE argue that SAIL would help the students better understand what they were learning, how they they were assessed and what their performance and grades meant. It would lead to an instructional approach that teachers can use to engage students in meaningful and thoughtful learning.

Unknowingly, MOE had SAILed into the realm of Competency Based Learning.

A statement of learning standard is in fact a statement of competency. Teachers have now to identify the Knowledge, Skill and Attitude (KSA) that their students need to demonstate. The learning outcome is therefore a recognizable performance standard.

The learning task is the evidence gathering plan. It comprises a series of tasks that provide the scope for the students to learn and demonstrate the KSA listed in the statement of learning standards.

Finally, the assessment rebric is an assessment plan. It serves as a channel to communicate the performance expectations to the students. It is drawn from the statement of learning standards.

So CBL is the way to go. MINDEF has been in CBL for over three decades. MOE came on board quite recently and now MOM is pushing it across all the industries. Bon voyage.

Non-linear e-learning model

2005-06-04T09:27:00.000+08:00

When it all started in the early 1990s, instructional designers of e-learning attempted to develop a pedagogical approach that would support the new media. They were fully aware that shifting content from traditional classroom teaching to a new delivery platform simply will not do. But what is this new pedagogy of e-learning all about?

Many theories have since developed in relation to e-learning. CISCO was amongst the first to advocate its Reusable Learning Object Strategy and even went as far as to introduce the concept into its own corporate training. It proved to be quite successful. However, many corporations tried to emulate CISCO's model but failed.

IBM also had its own version of a 4-tier blended learning model(Learn from information, Learn from interaction, Learn from collaboration and Learn from collocation). Again, IBM tried to "eat its own dog food" and introduced it across its corporate training curcuit. Like the rest, it met with little success.

Newer and more dynamic e-learning models started to appear towards the turn of the millenium. One of the top few were Future Learning which came up with a Blended Learning Model and Web-based Learning Framework. Meanwhile SmartForce came up with its e3 architechture which is essentially a suite of tools with XML meta tagging for object-level search. Its a step forward in the right direction. Thinq Enterprise worked on a similar concept but called it e-Learning Architecture or e-Learning Technology Framework.

Increasingly, instructional designers have come to realise that learning can no longer be treated in a linear fashion. Unlike the classroom of the past, the generation of today can consciously take in information from more than one source at a time. As he learns, his mind is not just "roving" from one bit of information to the other but rather different tentacles are reaching out for different information all at the same time. This is non-linear learning and probably the way forward for e-learning design model for the future.

Drawing up a competitive strategy for e-learning

2005-06-02T20:42:00.000+08:00

E-learning has not delivered what it has promised....

Nine out of ten companies who have been there and done that will tell you that despite all the hype, e-learning is an expensive venture and the results are not conclusive. The returns on investment is often hard to compute and when it does get computed, the figures are even more difficult to audit. So rather than spreading across the industry, e-learning has become somewhat a "taboo" subject in many companies.

But where is the problem?

Like any business, e-learning lacks a clear strategic framework. Many service providers simply tackle the technological solution before they establish the vaue proposition for e-learning. Management needs a game plan not a new tool! Training solution needs a training strategy and not just a new technological platform. The approach to go-to-market for e-learning therefore lies in Value Based Management (VBM). Learn more about how this can be done over the next few days. Log on and read on.

If you have anything to share, please chip in. You are most welcomed to join in the discussion.

Competency Based Learning

2005-05-30T16:54:00.000+08:00

Competency Based Learning (CBL) is set to paved the way forward for corporate training in Singapore over the next five years.

Agreed. The idea is not new. What is new is the strategic framework and the industrial-wide implementation guide currently being put in place by the Workforce Devel0pment Agency (WDA) in Singapore. Since the anouncement by the the Chief Executive of WDA in September 2004, the pilot programme was launched in January 2005. Called the Employability Skills System (ESS), the ESS comprsies 10 employability skills: Workplace Literacy and Numeracy, Information and Communications Technologies, Problem Solving and Decision Making, initiative and enterprise, Communications and Relationship Management, Lifelong Learning, Global Mindset, Self-management, work-related life skills and Health and workplace Safety.

About 10 service providers in Singapore have the head-start in developing competency based training modules to support ESS. Another 8 to 10 more service providers are getting themselves ready by attending the train-the-trainer session now being conducted by WDA. The challenge for each of the players is to develop high quality competency-based learning material subject to approval by WDA. Service providers are still learning the ropes and there is ample room for improvement over time. It would make sense for these service providers to leverage on more established curriculum developers from overseas to make the leap forward. Alternatively, there should be some form of forum to connect them together so that there is greater exchange of infiormation and sharing of experience. Whichever the case, CBL approach is here to stay and training service providers in Singapore must submit themselves to the more rigorious demand of CBL to carry the standard of training development and learning development one level higher. Its a step in the right direction.

We are privileged to be part of the pioneers in CBL curriculum in Singapore. We have completed a series of ESS training modules for a UK-based Training Instituion and we are currently developing a CBL Training Programme for a new Human Resource Profiling Tool known as the Motivation, Ability and Personality Rating System (MAP) developed by Sigma-Solutions and Value Based Management System (VBM) developed by Think Masters.

For my inaugural contribution, I would like to share my defintion of competency

DEFINITION OF COMPETENCY

Competency is an acquired capability of an individual to drive performance towards a personal or an organisational goal.

This capability must be demonstrated with consistency at a specific level under pre-determined criteria or standards.

A competency may comprise knowledge, skill and attribute.