An area of interest that I want to bring out in this blog is about a phased approach to project based team training. The reason I say project based team training is that most of the work in an IS organization is based on projects to start with. Why not focus on the project on hand and gear the training to the particular project the team is (or will be) working on is the question that I will try to address here. I think this can be achieved in collaboration with the particular project team members involved.
Here is a short and quick proposal for the phased approach.
During phase I, introduce the concepts, promote learning and start applying the principles. The training of teams can begin when the project is in the initiation phase. During phase II, address the need for advanced skills that enable evaluation and analysis in order to progress and make decisions. Best practices, debates and discussions on what could have been done better in the various scenarios pertaining to the project can be addressed during phase III.
The knowledge gained by the team throughout the project can be used to integrate and synthesise issues. This will enable the team to view the project with new insights once again and enable them to find ways to be ahead of the competition during phase IV.
The phased approach I mention has its roots in the fundamentals of learning domains / Bloom's Taxonomy especially in the cognitive domain [Reference 1]. I am quite sure that successful projects in the IS arena implement some of these approaches by individuals within teams to a certain extent. However, I have not come across these approaches as a norm adopted by teams in IS organizations.
Teams with mixed skills and ability levels can be a blessing to IS development but leading and managing them and effectively meeting their learning needs may require innovative approaches. Co-ordinating the project team learning and development is a challenge that can be addressed with an understanding of the inherent difficulties.
Points to ponder:
1) How are training needs addressed in today's virtual organizations?
2) Is training co-ordinated with the project and individual needs?
References:
1. The following information is taken from the source http://www.nwlink.com/~Donclark/hrd/bloom.html
"The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.
Category
Example and Key Words
Knowledge: Recall data or information.
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in oneís own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employeeís vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
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