Dick Handshaw - Real Learning. Real Results.
Training that Delivers Results: Instructional Design that Aligns with Business Goals

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The presentation sessions are designed for medium to large audiences and are delivered in a 90 minute format. However, most of the sessions can be delivered in 60 minutes with appropriate modifications based on time and audience requirements.

Training Presentations

  1. Training That Delivers Results: Instructional Design that Aligns with Business Goals (90 minutes only)
  2. SMEs - It’s a Marriage for Better or Worse
  3. Leading the Learning Organization
  4. Learner Validation:  Why Guess When You Can Measure?
  5. Getting REAL Value from Your Analysis (90 minutes only)

Performance Consulting Presentations

  1. Proactive and Reactive Performance Consulting (90 minutes only)
  2. Analyzing Performance Gaps: The Gaps Map
  3. Training Request?  Ask Questions First

Dick Handshaw Speaking History

Training That Delivers Results:  Instructional Design that Aligns with Business Goals

Instructional designers and other training professionals are often forced into order-taking roles. Your company wants training on a specific topic—compliance, software and systems, customer service and sales training—and a one-size-fits-all module is produced.

This session offers a far better way to educate employees; one that connects learning solutions with strategic business goals. Rather than being told what to teach, proactive designers collect data to define problems and develop training interventions. Developed by one of the originators of computer-based training, Handshaw’s results-oriented instructional design model is systematic yet flexible and works for both instructor–led training and eLearning.

Participants will learn to:

  • Reframe a training request and analyze performance gaps
  • Develop a useful task analysis that saves time and money
  • Build consensus with a strategic blueprint meeting
  • Validate instructional strategies with learner tryouts and feedback

Learning goals and business goals should go hand in hand. Here is the process needed to tie the learning experience to enhanced performance outcomes and deliver sustainable, quantifiable business results.

Performance Objectives:

  1. Explore a new model for designing instruction that aligns instructional design with business goals.
  2. Apply four proven steps that differentiate a results driven model from traditional instructional design models.
  3. Apply new tools from this session to begin using these new practices in your organization immediately.

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SMEs - It’s a Marriage for Better or Worse

As a learning and performance leader, Dick Handshaw gets more questions on dealing with subject matter experts than on any other topic.

  • Why are SMEs so difficult to get along with?
  • Why don’t they take the advice of learning professionals on learning related matters?
  • How can we get them to give us the feedback we need, on time?
  • How can I keep them from changing their minds and adding to the project scope when it’s too late?

Dick will address these questions and more during this session on Subject Matter Experts. His answers come from several sources including project management process, the skills of performance consultants, and his own experience. Dick has worked with a variety of companies and will share the best practices he has learned from his research and work with SMEs.

Performance Objectives:

  1. Be prepared to implement a process for better management of SME expectations.
  2. Elicit better collaboration in developing learning solutions.
  3. Achieve group consensus for the best possible learning solution.

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Leading the Learning Organization

Many people who provide leadership and management training for their organizations also manage their own learning organization. It is difficult to be objective and possibly even more difficult to lead your own team than it is to help others learn to lead and manage.

Dick Handshaw has worked with a variety of large and small organizations and he has managed his own successful learning organization for twenty-seven years. He will share his management beliefs and practices throughout this session.

Dick will break the process down into seven major categories to guide the conversation with a series of interactive exercises. The following take-away items will be based on Dick’s seven topics of leading a learning organization.

  1. Structure of the Organization – Define whether your organization is centralizing or de-centralizing and the impact it will have on learning team leadership.
  2. Mission – Craft a mission statement for your learning team.
  3. Relationship with Clients - Create a strategy for developing and managing relationships with clients.
  4. Talent Acquisition – Design a talent acquisition plan that will support the mission and needed relationship with clients.
  5. Process Management – Determine how you will adopt or modify your process for developing and delivering learning.
  6. Talent Management – Develop a plan for managing and motivating your talent.
  7. Culture Development – “Every organization has a culture whether it’s intentional or not.” Determine the gap in your current culture and the desired future state of your learning culture.

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Learner Validation:  Why Guess When You Can Measure?

Many people shy away from measuring learning after the fact because it is often time-consuming and difficult.  Why not measure the results of your learning while you develop it using a low-cost method of validation with actual learners?

In this session Dick Handshaw will share his process for prototype creation and testing.  Participants will learn the keys to gathering usable data for making revisions or design decisions.  Dick will share his first-hand experience with participants to help them learn how to measure results that lead to solid improvements to the final product, with no “guesswork” involved.

Performance Objectives:

  1. Select a prototype for a Learner Tryout.
  2. Select sample learners for a Learner Tryout.
  3. Observe and collect data during a Learner Tryout.
  4. Observe and collect data during a Field Test.
  5. Make appropriate revisions based on the data collected.
  6. Get “buy-in” from learners and sponsors.

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Getting REAL Value from Your Analysis

Many instructional designers understand that analysis is important, but too often they skip it or do a less-than-effective analysis because they don’t have the time. Good analysis should save time so consistently that if it is done well, it would be the last thing designers would skip when in a hurry.  One of Dick Handshaw’s colleagues says, “If you don’t do analysis, you’d better be prepared to do design over and over and over…”

This session will model efficient processes for:

  1. Task analysis
  2. Audience Analysis
  3. Learning Culture analysis

Three separate case studies will be used to illustrate the value provided by each of these processes in actual project applications. Small teams will practice task analysis development for a sample learning task. Once participants have mastered the skills for doing an efficient task analysis, they will never approach a learning project without this valuable step again.

Performance Objectives: 

  1. Identify three effective process of analysis that will provide value and shorten over-all development time.
  2. Describe how these processes work in real project work and case studies.
  3. Apply a process for developing task analysis that is reliable and easy to use with the proper amount of practice.

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Proactive and Reactive Performance Consulting

In many organizations it is no longer acceptable for learning and organizational development professionals to conduct business as order takers.  Internal consultants are expected to practice performance consulting with their clients in order to achieve measurable returns on the investments made in organizational initiatives.  Performance Consulting is focused on enhancing the skills of internal consultants to support the goal of establishing strong proactive partnerships with their clients.  This presentation exposes participants to two types of performance consulting.

The first part of the process is the introduction of proactive performance consulting. Participants learn and practice the skills required to develop the consultative partner relationship with key clients and leaders in the organization. This can be a difficult challenge for some organizations. Participants will be shown both positive and poor examples on video to help them visualize the process.

The second part of the process focuses on reactive performance consulting. Participants will learn how to handle requests for training in a way that yields better results for the consultant and the client.  One team of participants will develop skills using a reactive performance consulting, which allows them to play the role of the consultant and client at the end of the session. The audience will be invited to provide feedback based on the eight principles.

Performance Objectives: 

  1. Engage clients in discussions about business goals and barriers to performance even when there is no immediate project or opportunity on the table.
  2. Engage the client in an open discussion about business needs and the performance required to support them.
  3. Observe eight principles that will facilitate the proactive performance consulting meeting.
  4. Observe and practice eight principles that will facilitate the reactive performance consulting meeting.
  5. Identify opportunities to conduct further analysis of the business and performance needs in order to achieve business results.

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Analyzing Performance Gaps: The Gaps Map

This presentation is focused on Gaps Map skill building.  Identifying Gaps Logic is a skill Jim and Dana Robinson taught during their distinguished careers. Their books on performance consulting are still widely read and considered the blueprint for applying Gaps Logic in a business setting.   During the session participants will view positive video examples of how to conduct an interview and begin completing a Gaps Map.  The key takeaway from this session is asking the correct “Should, Is, Cause” questions in order to obtain performance relationship data and complete the Gaps Map. 

Performance Objectives:

  1. Apply the “Needs Hierarchy” to categorize performance needs in your organization.
  2. Use known information about a performance gap to begin a Gaps Map in preparation for a client interview.
  3. Ask “Should, Is, Cause” questions in a client interview to work toward completion of a Gaps Map.
  4. Identify both learning and non-learning causes that will lead to the development of an integrated performance solution.

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Training Request? Ask Questions First

This session is designed to help with one of the most difficult parts of any instructional designer’s or training manager’s job: the training request from a client. In this session, participants will learn how to handle a variety of training requests in a way that yields better results for the participant and the client. Participants will observe eight principles of reactive performance consulting demonstrated in video role plays. One pair of participants will play the role of both the consultant and client during a practice role play. Valuable feedback will be provided by the entire audience and the instructor. The results are effective because real world project examples are used for the role-play scenario. This session allows participants to enhance their abilities as a performance consultant and equips them to develop the confidence to use them.

Performance Objectives:

  1. Engage the client in an open discussion about business needs and the performance required to support them.
  2. Observe and apply eight principles that will facilitate the reactive performance consulting meeting.
  3. Identify opportunities to conduct further analysis of the business and performance needs in order to achieve business results.

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704.731.5314 | dick.handshaw@handshaw.com |  © 2014 Dick Handshaw.