Self-Directed Motivation System (SDMS) Accelerated Learning - via Telecoaching - for Managers Presented by: Dawn Vanderloo / Dr. Linda Pfeifer For the

Self-Directed Motivation Self-Directed Motivation System (SDMS)System (SDMS)

Accelerated LearningAccelerated Learning

- via Telecoaching - - via Telecoaching -

for Managersfor Managers

Presented by:Dawn Vanderloo / Dr. Linda Pfeifer

For the STEP ConsortiumMay 17, 2006

Presentation OutlinePresentation Outline Introduce SDMS author: Dr. Linda PfeiferIntroduce SDMS author: Dr. Linda Pfeifer Time Poverty and Training EfficacyTime Poverty and Training Efficacy SDMS:SDMS:

ProcessProcess ResearchResearch CharacteristicsCharacteristics DesignDesign DeliverDeliver

Case Study: SDMS at Informatica Corp. Case Study: SDMS at Informatica Corp. When to use SDMSWhen to use SDMS Content: Current and FutureContent: Current and Future

SDMS Author: Linda PfeiferSDMS Author: Linda PfeiferLinda Pfeifer, Ed.D., is Director of Global Learning and Linda Pfeifer, Ed.D., is Director of Global Learning and Performance at Informatica Corp., a leading provider of data Performance at Informatica Corp., a leading provider of data integration software and services in Silicon Valley. She has integration software and services in Silicon Valley. She has worked in corporate education and performance technology worked in corporate education and performance technology for over two decades, including 16 years at Hewlett-Packard. for over two decades, including 16 years at Hewlett-Packard. She has implemented employee and management She has implemented employee and management development programs in Asia, Europe and the US.development programs in Asia, Europe and the US.

Dr. Pfeifer's research focuses on the effects of telecoaching Dr. Pfeifer's research focuses on the effects of telecoaching on accelerated skill transfer and intrinsic motivation for on accelerated skill transfer and intrinsic motivation for management development. Her research has been management development. Her research has been presented at conferences internationally.presented at conferences internationally.

Linda received her Masters in Instructional Technology from Linda received her Masters in Instructional Technology from San Jose State University and her Doctorate in Learning and San Jose State University and her Doctorate in Learning and Instruction from the University of San Francisco. She is a Instruction from the University of San Francisco. She is a Certified Performance Technologist with the International Certified Performance Technologist with the International Society of Performance Improvement. Society of Performance Improvement.

Linda may be contacted at: [email protected] may be contacted at: [email protected]

Time Poverty & Training EfficacyTime Poverty & Training Efficacy

Many managers suffer from “Many managers suffer from “time povertytime poverty”.”.



33 minutes after course completion, 33 minutes after course completion, students retain only 58% of material*students retain only 58% of material*

2 days after training, 33% is retained*2 days after training, 33% is retained*

3 weeks after training, 15% is retained*3 weeks after training, 15% is retained*



33 minutes after course completion, 33 minutes after course completion, students retain only 58% of material*students retain only 58% of material*

2 days after training, 33% is retained*2 days after training, 33% is retained*

3 weeks after training, 15% is retained*3 weeks after training, 15% is retained*

““Less than 15% of students learning a new concept will successfully Less than 15% of students learning a new concept will successfully integrate it into their interpersonal practices.”**integrate it into their interpersonal practices.”**

(Sources: *The Research Institute of America; ** Southwest Training Institute)(Sources: *The Research Institute of America; ** Southwest Training Institute)

Time Poverty & Training EfficacyTime Poverty & Training Efficacy So how can we:So how can we:

accelerate the learning process,accelerate the learning process,

increase skill transfer, andincrease skill transfer, and

increase motivation?increase motivation?

Time Poverty & Training EfficacyTime Poverty & Training Efficacy So how can we:So how can we:

accelerate the learning process,accelerate the learning process,

increase skill transfer, andincrease skill transfer, and

increase motivation?increase motivation?

SDMSSDMS

Self-Directed Motivation SystemSelf-Directed Motivation System

Self-Directed Motivation System Self-Directed Motivation System (SDMS) is a learning method, (SDMS) is a learning method, grounded in research, that grounded in research, that achieves achieves high skill transferhigh skill transfer . It . It introduces a culture of introduces a culture of continuous learning and best-continuous learning and best-practice sharing into an practice sharing into an organization’s management organization’s management environment while increasing environment while increasing intrinsic motivation in managers. intrinsic motivation in managers. And it has been proven that And it has been proven that higher levels of motivation higher levels of motivation enhanceenhance retention. retention.

Self-Directed Motivation SystemSelf-Directed Motivation System

The SDMS model combines The SDMS model combines managers and training managers and training materials - based in materials - based in instructional design theory - instructional design theory - with a telecoach. At the with a telecoach. At the beginning of each hour-long beginning of each hour-long session, the telecoach e-mails session, the telecoach e-mails training materials to the training materials to the manager, and then guides the manager, and then guides the learning process with delivery learning process with delivery strategies grounded in intrinsic strategies grounded in intrinsic motivation theory.motivation theory.

SDMS ProcessSDMS Process

Session 3

Integrated into the manager’s workplace; Aligned with mgr. needs; Actions that demonstrate mastery

Session 2Session 1Assessment

1 hr 1 hr 1 hr 1 hr

SDMS: Linda Pfeifer Study 2004SDMS: Linda Pfeifer Study 2004

Findings:SDMS experimental mgr. group had higher skill transfer scores in one complex skill, and higher intrinsic motivation scores (Pfeifer, 2004)

Why higher transfer and Why higher transfer and intrinsic motivation?intrinsic motivation?

TELECOACH PRAISE:TELECOACH PRAISE: Research on intrinsic motivation has found that positive Research on intrinsic motivation has found that positive verbal feedback … increases intrinsic motivation verbal feedback … increases intrinsic motivation (Cameron & Pierce, 1994; Harackiewicz, (Cameron & Pierce, 1994; Harackiewicz, 1979; Vallerand, 1983). 1979; Vallerand, 1983).



COACH REINFORCEMENT:COACH REINFORCEMENT: One study found that productivity increased by 88 One study found that productivity increased by 88 percent when managers received personal coaching after they completed a workshop, and percent when managers received personal coaching after they completed a workshop, and that follow-up coaching could “facilitate the transfer of learning, especially if the coaching that follow-up coaching could “facilitate the transfer of learning, especially if the coaching fosters the development and use of knowledge imparted during training” fosters the development and use of knowledge imparted during training” (Olivero et al., (Olivero et al., 1997, p. 1).1997, p. 1).




SKILL/WORK ALIGNMENT:SKILL/WORK ALIGNMENT: According to Robinson and Robinson (1985), skills According to Robinson and Robinson (1985), skills may be transferred only when the learning experience and the learner’s work environment may be transferred only when the learning experience and the learner’s work environment are in are in alignment and working towards common goals. Research by Noe and Schmitt alignment and working towards common goals. Research by Noe and Schmitt (1986) has also stressed the importance of work environment alignment with new skills to (1986) has also stressed the importance of work environment alignment with new skills to facilitate the transfer of training. facilitate the transfer of training.




SKILL/WORK ALIGNMENT:SKILL/WORK ALIGNMENT: According to Robinson and Robinson (1985), skills According to Robinson and Robinson (1985), skills may be transferred only when the learning experience and the learner’s work environment may be transferred only when the learning experience and the learner’s work environment are in are in alignment and working towards common goals. Research by Noe and Schmitt alignment and working towards common goals. Research by Noe and Schmitt (1986) has also stressed the importance of work environment alignment with new skills to (1986) has also stressed the importance of work environment alignment with new skills to facilitate the transfer of training. facilitate the transfer of training.

SPACED INSTRUCTION:SPACED INSTRUCTION: Another reason that may explain the greater transfer of Another reason that may explain the greater transfer of skill 3 by SDMS managers can be found in the theory of massed versus spaced practice skill 3 by SDMS managers can be found in the theory of massed versus spaced practice (Druckman & Bjork, 2003).(Druckman & Bjork, 2003).

Characteristics of SDMSCharacteristics of SDMS

Lesson content grounded in instructional Lesson content grounded in instructional design.design.



Learning is self-directed (in terms of how best Learning is self-directed (in terms of how best practice is applied in the workplace).practice is applied in the workplace).




Telecoach facilitates learning progress with Telecoach facilitates learning progress with knowledge of intrinsic motivation theory.knowledge of intrinsic motivation theory.





Spaced implementation of lessons by 1 week Spaced implementation of lessons by 1 week or more.or more.





Spaced implementation of lessons by 1 week Spaced implementation of lessons by 1 week or more.or more.

Mastery certification and knowledge Mastery certification and knowledge management / organizational learning at management / organizational learning at completion.completion.

SDMS: DesignSDMS: Design SDMS is ideally limited to 3 skills.SDMS is ideally limited to 3 skills. Each SDMS session should ideally last no more than 1 Each SDMS session should ideally last no more than 1

hour.hour. SDMS tools are brief job aids directly aligned to skillsSDMS tools are brief job aids directly aligned to skills Manager action items - between sessions - should be Manager action items - between sessions - should be

embedded within the manager’s daily work embedded within the manager’s daily work flowflow SDMS designers shouldSDMS designers should

• be steeped in instructional design theorybe steeped in instructional design theory• understand intrinsic motivation theoryunderstand intrinsic motivation theory• know the SDMS modelknow the SDMS model

SDMS: DeliverySDMS: Delivery An SDMS coach has a set agenda, which is to ensure An SDMS coach has a set agenda, which is to ensure

manager mastery and transfer of skills. manager mastery and transfer of skills. Collaboration and exploration is needed for skill Collaboration and exploration is needed for skill

learning and transfer activities. learning and transfer activities. Skill transfer is required for accreditation.Skill transfer is required for accreditation. SDMS coaches should:SDMS coaches should:

• understand intrinsic motivation theoryunderstand intrinsic motivation theory• understand organizational learningunderstand organizational learning• know the SDMS modelknow the SDMS model

Informatica Case Study*Informatica Case Study*

* Research & results based on trained SDMS coaches and content developers.

SDMS = Accelerated LearningSDMS = Accelerated Learning

On average, managers said it would take more than a 1.5-day class to cover On average, managers said it would take more than a 1.5-day class to cover the content and exercises delivered in one 4-hour coach-based the content and exercises delivered in one 4-hour coach-based

accreditation program. accreditation program.

This represents a time savings of This represents a time savings of 9.2 hours’9.2 hours’ learning time per program, or learning time per program, or $1,840 per manager$1,840 per manager in opportunity costs savings.* in opportunity costs savings.*

Remote delivery saved an estimated Remote delivery saved an estimated $200/mgr$200/mgr.. in logistics costs**, over in logistics costs**, over traditional classroom delivery.traditional classroom delivery.

*Source: 32 accredited managers surveyed were asked, “If we converted your 4-hr. accreditation program and its on-the-job skill transfer activities into a traditional workshop, how long would that

workshop need to be to teach the skills and knowledge you’ve learned in your accreditation program?” Results were 9 mgrs = 2 days, 10 mgrs =1 day, 7 mgrs =1.5 days, 2 mgrs = 2.5 days, 1 mgr = 3.5 days, 1 mgr = 5 days, 1 mgr = 2 hrs, 1 mgr = .5 day = total hours of 294 /32 respondents = 9.2 hours average x

$200/hr mgr. time = $1840/mgr. in opportunity costs savings. **Assumes catering for 1.5 days, plus room reservation & materials per mgr.

ResultsResults $2040/mgr. in savings over traditional classroom training$2040/mgr. in savings over traditional classroom training


91% of managers said their program resulted in new behavior 91% of managers said their program resulted in new behavior change (s) in their management style. change (s) in their management style.



94% of managers said employee (s) benefited from the 94% of managers said employee (s) benefited from the program.program.




97% of managers said their program increased their 97% of managers said their program increased their confidence as a manager.confidence as a manager.





On average, managers estimated each program provided a On average, managers estimated each program provided a 9% increase in their effectiveness as a manager, and a 9% increase in their effectiveness as a manager, and a 9% increase in their employees’ effectiveness.9% increase in their employees’ effectiveness.

ResultsResults $2040/mgr. in savings over traditional classroom training.$2040/mgr. in savings over traditional classroom training.




On average, managers estimated each program provided a On average, managers estimated each program provided a 9% increase in their effectiveness as a manager, and a 9% increase in their effectiveness as a manager, and a 9% increase in their employees’ effectiveness.9% increase in their employees’ effectiveness.

Statistical rise in intrinsic motivation.Statistical rise in intrinsic motivation.

When to Recommend SDMS?When to Recommend SDMS?

When one or more of the following three conditions exist:When one or more of the following three conditions exist:

Executive management has made it Executive management has made it mandatorymandatory for all managers for all managers within a certain group to apply a set of best practice(s) on-the-job.within a certain group to apply a set of best practice(s) on-the-job.

Executive management requires that a common knowledge base Executive management requires that a common knowledge base and set of best practice(s) be adopted and set of best practice(s) be adopted consistentlyconsistently on a on a globalglobal level. level.

Executive management has Executive management has seen manager attrition increase seen manager attrition increase over the past year in a certain over the past year in a certain function/department, and they function/department, and they don’t want to continue losing don’t want to continue losing the the intellectual capitalintellectual capital regarding regarding best practices.best practices.

Successfully Delivered ContentSuccessfully Delivered Content Building TeamsBuilding Teams Handling ConfrontationHandling Confrontation Developing EmployeesDeveloping Employees Managing for ResultsManaging for Results Motivating EmployeesMotivating Employees Hiring TalentHiring Talent Influencing OthersInfluencing Others Managing RemotelyManaging Remotely

Possibilities for Future Content? Possibilities for Future Content? The world is an SDMS oyster!The world is an SDMS oyster!

Thinking StrategicallyThinking Strategically Managing CrisisManaging Crisis Resolving ConflictResolving Conflict NegotiatingNegotiating Valuing DiversityValuing Diversity InterviewingInterviewing Building PartnershipsBuilding Partnerships NetworkingNetworking Taking Calculated RisksTaking Calculated Risks Developing a VisionDeveloping a Vision Succession Planning. . .Succession Planning. . . . . . . . . . . . . . .

Self-Directed Self-Directed Motivation SystemMotivation System

(SDMS)(SDMS)

Accelerated LearningAccelerated Learning

- via Telecoaching - - via Telecoaching -

for Managersfor Managers

Documents

Self-Directed Motivation System (SDMS) Accelerated Learning - via Telecoaching - for Managers Presented by: Dawn Vanderloo / Dr. Linda Pfeifer For the