1. Self-Directed Motivation System (SDMS) Accelerated Learning - via Telecoaching - for Managers Presented by: Dawn Vanderloo / Dr. Linda Pfeifer For the STEP Consortium May 17, 2006

2. Presentation Outline  Introduce SDMS author: Dr. Linda Pfeifer  Time Poverty and Training Efficacy  SDMS: Process Process Research Research Characteristics Characteristics Design Design Deliver Deliver  Case Study: SDMS at Informatica Corp.  When to use SDMS  Content: Current and Future

3. SDMS Author: Linda Pfeifer Linda Pfeifer, Ed.D., is Director of Global Learning and Performance at Informatica Corp., a leading provider of data integration software and services in Silicon Valley. She has worked in corporate education and performance technology for over two decades, including 16 years at Hewlett- Packard. She has implemented employee and management development programs in Asia, Europe and the US. Dr. Pfeifer's research focuses on the effects of telecoaching on accelerated skill transfer and intrinsic motivation for management development. Her research has been presented at conferences internationally. Linda received her Masters in Instructional Technology from San Jose State University and her Doctorate in Learning and Instruction from the University of San Francisco. She is a Certified Performance Technologist with the International Society of Performance Improvement. Linda may be contacted at: lpfeifer@informatica.com

4. Time Poverty & Training Efficacy Many managers suffer from “time poverty”.

5. Time Poverty & Training Efficacy Many managers suffer from “time poverty”.  33 minutes after course completion, students retain only 58% of material*  2 days after training, 33% is retained*  3 weeks after training, 15% is retained*

6. Time Poverty & Training Efficacy Many managers suffer from “time poverty”.  33 minutes after course completion, students retain only 58% of material*  2 days after training, 33% is retained*  3 weeks after training, 15% is retained* “Less than 15% of students learning a new concept will successfully integrate it into their interpersonal practices.”** (Sources: *The Research Institute of America; ** Southwest Training Institute) (Sources: *The Research Institute of America; ** Southwest Training Institute)

7. Time Poverty & Training Efficacy So how can we: So how can we:  accelerate the learning process,  increase skill transfer, and  increase motivation?

8. Time Poverty & Training Efficacy So how can we: So how can we:  accelerate the learning process,  increase skill transfer, and  increase motivation? SDMS

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

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

11. SDMS Process Session 3 Integrated into the manager’s workplace; Aligned with mgr. needs; Actions that demonstrate mastery Session 2 Session 1 Assessment 1 hr

12. SDMS: 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)

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

14. Why higher transfer and intrinsic motivation?  TELECOACH PRAISE: Research on intrinsic motivation has found that positive verbal feedback … increases intrinsic motivation (Cameron & Pierce, 1994; Harackiewicz, 1979; Vallerand, 1983).  COACH REINFORCEMENT: One study found that productivity increased by 88 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 fosters the development and use of knowledge imparted during training” (Olivero et al., 1997, p. 1).

15. Why higher transfer and intrinsic motivation?  TELECOACH PRAISE: Research on intrinsic motivation has found that positive verbal feedback … increases intrinsic motivation (Cameron & Pierce, 1994; Harackiewicz, 1979; Vallerand, 1983).  COACH REINFORCEMENT: One study found that productivity increased by 88 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 fosters the development and use of knowledge imparted during training” (Olivero et al., 1997, p. 1).  SKILL/WORK ALIGNMENT: According to Robinson and Robinson (1985), skills may be transferred only when the learning experience and the learner’s work environment are in 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 facilitate the transfer of training.

16. Why higher transfer and intrinsic motivation?  TELECOACH PRAISE: Research on intrinsic motivation has found that positive verbal feedback … increases intrinsic motivation (Cameron & Pierce, 1994; Harackiewicz, 1979; Vallerand, 1983).  COACH REINFORCEMENT: One study found that productivity increased by 88 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 fosters the development and use of knowledge imparted during training” (Olivero et al., 1997, p. 1).  SKILL/WORK ALIGNMENT: According to Robinson and Robinson (1985), skills may be transferred only when the learning experience and the learner’s work environment are in 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 facilitate the transfer of training.  SPACED INSTRUCTION: 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 (Druckman & Bjork, 2003).

17. Characteristics of SDMS  Lesson content grounded in instructional design.

18. Characteristics of SDMS  Lesson content grounded in instructional design.  Learning is self-directed (in terms of how best practice is applied in the workplace).

19. Characteristics of SDMS  Lesson content grounded in instructional design.  Learning is self-directed (in terms of how best practice is applied in the workplace).  Telecoach facilitates learning progress with knowledge of intrinsic motivation theory.

20. Characteristics of SDMS  Lesson content grounded in instructional design.  Learning is self-directed (in terms of how best practice is applied in the workplace).  Telecoach facilitates learning progress with knowledge of intrinsic motivation theory.  Spaced implementation of lessons by 1 week or more.

21. Characteristics of SDMS  Lesson content grounded in instructional design.  Learning is self-directed (in terms of how best practice is applied in the workplace).  Telecoach facilitates learning progress with knowledge of intrinsic motivation theory.  Spaced implementation of lessons by 1 week or more.  Mastery certification and knowledge management / organizational learning at completion.

22. SDMS: Design  SDMS is ideally limited to 3 skills.  Each SDMS session should ideally last no more than 1 hour.  SDMS tools are brief job aids directly aligned to skills  Manager action items - between sessions - should be embedded within the manager’s daily work flow  SDMS designers should be steeped in instructional design theory be steeped in instructional design theory understand intrinsic motivation theory understand intrinsic motivation theory know the SDMS model know the SDMS model

23. SDMS: Delivery  An SDMS coach has a set agenda, which is to ensure manager mastery and transfer of skills.  Collaboration and exploration is needed for skill learning and transfer activities.  Skill transfer is required for accreditation.  SDMS coaches should: understand intrinsic motivation theory understand intrinsic motivation theory understand organizational learning understand organizational learning know the SDMS model know the SDMS model

24. Informatica Case Study* * Research & results based on trained SDMS coaches and content developers.

25. SDMS = Accelerated Learning 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 accreditation program. This represents a time savings of 9.2 hours’ learning time per program, or $1,840 per manager in opportunity costs savings.* Remote delivery saved an estimated $200/mgr. in logistics costs**, over 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.

26. Results  $2040/mgr. in savings over traditional classroom training

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

28. Results  $2040/mgr. in savings over traditional classroom training  91% of managers said their program resulted in new behavior change (s) in their management style.  94% of managers said employee (s) benefited from the program.

29. Results  $2040/mgr. in savings over traditional classroom training  91% of managers said their program resulted in new behavior change (s) in their management style.  94% of managers said employee (s) benefited from the program.  97% of managers said their program increased their confidence as a manager.

30. Results  $2040/mgr. in savings over traditional classroom training  91% of managers said their program resulted in new behavior change (s) in their management style.  94% of managers said employee (s) benefited from the program.  97% of managers said their program increased their confidence as a manager.  On average, managers estimated each program provided a 9% increase in their effectiveness as a manager, and a 9% increase in their employees’ effectiveness.

31. Results  $2040/mgr. in savings over traditional classroom training.  91% of managers said their program resulted in new behavior change (s) in their management style.  94% of managers said employee (s) benefited from the program.  97% of managers said their program increased their confidence as a manager.  On average, managers estimated each program provided a 9% increase in their effectiveness as a manager, and a 9% increase in their employees’ effectiveness.  Statistical rise in intrinsic motivation.

32. When to Recommend SDMS? When one or more of the following three conditions exist:  Executive management has made it mandatory for all managers within a certain group to apply a set of best practice(s) on-the-job.  Executive management requires that a common knowledge base and set of best practice(s) be adopted consistently on a global level.  Executive management has seen manager attrition increase over the past year in a certain function/department, and they don’t want to continue losing the intellectual capital regarding best practices.

33. Successfully Delivered Content  Building Teams  Handling Confrontation  Developing Employees  Managing for Results  Motivating Employees  Hiring Talent  Influencing Others  Managing Remotely

34. Possibilities for Future Content? The world is an SDMS oyster!  Thinking Strategically  Managing Crisis  Resolving Conflict  Negotiating  Valuing Diversity  Interviewing  Building Partnerships  Networking  Taking Calculated Risks  Developing a Vision  Succession Planning.........

35. Self-Directed Motivation System (SDMS) Accelerated Learning - via Telecoaching - for Managers