July 16, 2003
Just as the healthcare business environment has evolved rapidly over the past years, so has workplace training. "Professional education has shifted from a focus on what people need to learn to an emphasis on what people need to do," comments Joe Abel, HFMA's director of professional development. "Instead of acquiring knowledge as an end in itself, knowledge is now seen as a means to an end. To put it another way, it is no longer enough for a training program to be a high-quality experience, with good speakers and comfortable seating. More and more, success is being measured in terms of how much the training improved operations and whether there was a return on the training investment."
The book Moving From Training to Performance: A Practical Guide, edited by Dana Gaines Robinson and James Robinson, identifies three levels of skills and knowledge-the organizational level, the process level, and job performance level-that should be aligned for effective and efficient performance. Because different cultures organize structures and processes differently, each level has specific variables that affect performance and must be clearly understood and integrated into the training plan. Understanding these variables can help you bring these differences to light and make sure training doesn't run up against cultural barriers.
The Organizational Level
In this sense, "organizational" can be as broad as the entire enterprise or as narrow as a specific department. It's important to clearly define the key performance variables for organizational level learning before addressing the other levels of learning, as those goals roll up into the organizational goals. The main performance variables are:
Strategy and goals: What markets or customers does the organization serve, with which services, and at what levels of cost and quality?
Structure: Is the organization structured to effectively and efficiently deliver those services for that market, at that cost, with that quality? Are there processes in place to produce these products and services at the desired price and quality?
Measurement: Is organizational performance being measured in a way that supports the strategy and goals?
Management: How is performance being tracked and corrective action taken?
The Process Level
At the process level, organizations achieve and manage their organizational goals through myriad processes. Key process performance variables parallel those at the organizational level:
Process existence: Do the necessary processes exist to achieve the organization's goals?
Process goals: Are the process goals (or outcomes) and requirements aligned with the organization's goals?
Process structure: Are the processes structured to meet the process goals or requirements?
Process measurement: Are appropriate process performance measures in place?
Process management: Is process performance being monitored, are results being analyzed, and are corrective actions being taken?
Job Performance Level
Organizational outcomes are produced through processes. Processes, in turn, are supported by individuals and teams in various job roles or functions. Key job performance variables are:
Job existence: Do the necessary jobs or functions exist to perform the processes?
Job performance goals: Are the performance goals appropriate for meeting the process goals?
Job or function design: Are the jobs designed to facilitate effective performance outcomes?
Job measurements: Are appropriate performance outcomes and measures defined and in place? What are the benchmarks for job performance?
Job management: Is job performance monitored and guided by defined performance benchmarks?
Conclusion
To determine what training employees need, and to ensure you get the most value for each training dollar spent, it is advisable to establish a clear understanding of these levels of performance. Taking some initial performance measurements is also useful, to ensure you will be able to quantify any improvements achieved through the training program. Only then are you truly equipped to decide what training investments are appropriate for yourself and your staff.
SOURCE:
Joseph Abel, Ph.D., HFMA Director of Professional Development.
Additional Information
- Moving From Training to Performance: A Practical Guide edited by Dana Gaines Robinson and James C. Robinson. American Society for Training and Development
- Human resource development publications by William Rothwell
- International Society for Performance Improvement
If you have questions or comments about HFMA Wants You to Know, contact editor Laura Noble.
HFMA Wants You to Know ISSN: 1540-0697. Volume II, Issue 15. Copyright 2003, Healthcare Financial Management Association. All rights reserved.