Bank One Retail Banking
Curriculum Strategy and Architecture, 2002
Evolution of the business gave us an opportunity to look for opportunities to optimize the existing curriculum. We completed a number of activities to pinpoint the focus of the curriculum and ended up with a revised architecture aligned with current business needs and initiatives. We were able to do such an extensive project in a short time by leveraging an internal staff assigned to needs analysis and evaluation activities.
To determine the most effective performance focus for the curriculum, we conducted a job analysis of three key customer contact positions. The job analysis identified critical job tasks, operational measures, tools used, and incentives that reinforced the completion of job tasks. Other performance information was necessary to complete the picture, so we also reviewed the evolving HR Selection Practices and performance documentation. (Selection criteria have enormous implications for who is trained and how much training they need to be successful.) The line of business also provided input about future initiatives that would impact job functions and responsibilities.
We completed a transfer-of-training evaluation of the core curriculum offerings to determine the extent to which the curriculum prepared new hires to do tasks covered by the existing course content. (We wanted to preserve what was working!)
Then, to identify the progression of the development of competencies, we designed a performance model of the key job position. The model took into account the stages of expertise from novice to master performer. We conducted a preliminary validation of this model and used it to help clarify management expectations for performance/development of people in this job.
To build a bridge from the existing curriculum to current performance requirements, we mapped the existing curriculum to the critical job tasks from the job analysis. This mapping helped target existing content that could be repurposed and identify missing content.
Taking information from all of these efforts into account, we created a revised strategy and curriculum architecture that aligned performance outcomes with business needs, took developmental stages into account, and included checkpoints so that performance could be monitored. This new architecture increased the efficiency and effectiveness of the curriculum while heavily leveraging existing materials.
Bank One, Project One, 1997
Reengineering and refocusing tasks for all aspects of banking operations made the curriculum that Education Services offered obsolete. However, the Project One team was adamant and rightly so about preserving what was working and retraining their education professionals. We began by defining new strategic objectives for Education Services. The next goal was to support this group in using the documentation from the reengineering effort to modify the curriculum.
We worked with management to help manage the change in this teams role, model the process for modifying the curriculum, and help Education Services learn how to perform this work, develop templates and tools to standardize work output and quality, and consult with team members one-on-one and in groups to facilitate the project.
Curriculum Architecture and Development
ViewStar, (partnering with The Learning Alliance) Curriculum Architecture and Development, 1993
Having effective end-user training is a goal of ViewStar because they believe it to be a competitive advantage. We completed a comprehensive needs analysis to design a curriculum blueprint, learning path, and courses that would meet the needs of internal, reseller and end-user audiences.
We then used the curriculum blueprint to create a suite of effective classes courses for internal professionals and customers that increased customer satisfaction and decreased calls to tech support.
Hewlett-Packard Company, Corporate Education (partnering with Expressworks International, Inc.) HP First-Level Manager Curriculum, 1989-1990
Hewlett-Packards Corporate Education had invested in extensive research to identify competencies for first-level managers worldwide. Our challenge was to take the complex competency model and other performance models and create a viable, customizable curriculum for use in the 200 entity training departments worldwide. We led the development team that included over 100 internal reviewers to create the concept, learning path, individual customizable courses and the evaluation strategy. The curriculum is still in use today.
Follow-on projects included The Courseware Sourcebook. This sourcebook matched the courses of about 100 vendors with a proven track record at HP to the First-Level Manager Curriculum blueprint.
Data Management and Reporting
Apple Computer, Corporate Briefing Center
Partnering with Tracy Graham Associates
The Corporate Briefing Center is critical to strategic direction at Apple. Strategic accounts are invited to hear about products in the R&D stage as well as new applications or features for existing products.
We worked with the Center to create an evaluation instrument that captured information about the presenter, the extent to which presentations met business needs, and feedback about both the briefing and the products/solutions that were presented.
As briefings were conducted (about 300-400 a year), evaluation forms were sent directly to us. We created and maintained a relational database to turn around a report from each briefing within 5 business days. This timeframe allowed us to accommodate evaluation forms turned in after the briefing was complete. These reports were posted on a special server to make information available to sales reps, R&D professionals, presenters, and product managers. Accuracy and timeliness were critical, since product direction or features sometimes changed based on feedback, and presenters were incented based on how well their presentations met client satisfaction criteria!
We also produced monthly, quarterly, and yearly summary reports to meet the Centers need to track the success of briefings, the performance of presenters, and partner and customer ratings of Apples services and technology direction.
After three years, the Center chose to bring this function in-house. We trained them on the use of the database and report functions so that they remained successful in this effort.
Web-based Web Site Evaluation,
Apple Computer Inc., Learn & Earn, 1998-2000
Apple Computer, Inc. implemented the Learn & Earn website to provide resellers, about 15,000 of them, with critical Apple product and sales information. The site was a success; however, the program itself was evolving. The program team needed to determine where to focus design and development efforts as well as determine how key elements of the site affected the success of the program.
We created a short but thorough survey to assess the functionality of technical elements of the web site as well as the effectiveness of the courses and other elements of the program (like the incentives!). The survey was posted on the site for completion by program participants.
Findings enabled us to monitor program effectiveness, set the budget and priorities for next years design and development efforts, and adjust program parameters to make them more appealing to participants.
Business Impact Study,
Hewlett-Packard Company, Engineering Management and Development, 1997-1998
Dawn Snyder Associates designed and implemented an investigation to determine participant perception of value, transfer of training and business impact of three business critical courses. Results were used to make the courses more effective and to increase the perceived value of all courses in the curriculum to the learners.
This client had implemented training to support a strategic business initiative. After a portion of the training had been delivered, here is what the client wanted to know:
Is information from the training being used on the job? Why or why not?
Is there evidence of business impact that we can attribute to this course?
Given the different ways we can deliver the course, is one delivery model more effective?
We designed and implemented a telephone survey of recent course graduates to determine the extent to which the course met its goals.
Engineering Management and Development used the results to increase the effectiveness of the course, target and remove barriers to performance, and funnel more resources into the delivery model that was more effective.
An added bonus is that much of what was learned about this class applied to other course offerings!
Documentation and Reference Guides
Huntington National Bank Systems Documentation/Job Aid, 1999
A new system for loan applications lacked documentation. All field personnel were expected to use this new system that mostly matched their paper-based processes, but classroom training was an impractical method for reaching the geographically dispersed population.
What we created as a solution was more than documentation of the system; we created documentation that was useful at the level of the job tasks. The booklet included the system screens and necessary fields, and included job aids, information for clarification, and information for troubleshooting content issues in a detailed systems job aid. We were even able to add value as the system was being designed by pointing out efficiencies and opportunities the system developers had not considered.
Rigorous field testing of the job aid as well as a communication plan that accompanied the release of the system were keys to the success of this project.
Performance and Competency Models
Apple Computer, Inc. Competency Profiles and Gap Analyses, 1995-1996
For Apple, technical support is critical to customer satisfaction. Two key job functions had not successfully evolved with the business, and the lack of performance in these areas was impeding the realization of business goals.
We worked with the management of these areas and their teams to create a competency profile, as well as to align competencies, performance and performance metrics to the business goals. This organization alignment and competency definition led to new hiring and staffing criteria, reallocation of head count, the development of additional metrics and standards for the job, and a redesigned curriculum that was more effective and efficient. The end result? The departments met their business goals.
Competency Model and Needs Analysis
SynOptics Communications, Inc. Sales Force Needs Assessment 1992
SynOptics executives saw a fabulous opportunity to provide targeted performance support and/or training to key job functions in order to get a jump on the competition. To help them do this, we took three key job functions in the sales force (sales reps, systems engineers, customer engineers) and identified two things: 1) level of performance required (in a competency/performance model) and 2) level of current performance in six critical areas, including sales strategy and product knowledge (to determine where training and/or performance support would have the most impact).
The self-assessment included 100 items to be ranked on two scales and was distributed to the sales force worldwide.
One of our biggest challenges was to create action plans that told management at the international, regional, and district level what to do for the sales teams for which they were responsible.
Results from this project include a reconceptualization of the training department and its function, the level of training required and the way it is presented, a new emphasis on performance support based on demonstrated needs as well as preferences, and stronger definition of selection criteria for hiring. About $6M was diverted from research and development to training and performance support to meet the demonstrated, business-critical needs.
Process Design, Procedure Development and Documentation
Huntington National Bank (partnering with the Blue Sky Idea Factory) 1999
Could you risk a $100,000K/day fine? Compliance with Federal regulations required the Bank to define new processes. These new processes required the Bank to modify existing systems, design procedures and train key team members within each functional area to follow those procedures.
We worked with functional teams to design processes that would be compliant with the regulation, documented job-specific procedures, then trained key personnel in all procedure-related aspects of compliance.
The team also developed a training manual for the Board of the Directors and other key executive positions within the Bank.
Performance Support Materials
The Huntington Bank - Retail Banking, Commercial Banking Task Forces, 1998-1999
The Commercial Banking Task Forces looked at information on rework, inaccuracies, and incomplete applications data that identified opportunities to improve performance and wanted to tell commercial bankers how to fix mistakes that were costing the company money.
These werent necessarily "training" issues. In our analysis, we determined that much of the challenge was bring information on proper procedures and standards to the attention of the workforce in the field, an audience of about 5000 people. A training/communications program was not possible and the timeline was tight. Electronic delivery of information was part of the solution, but not feasible for all information or audiences.
To solve the problem, we worked with the task force and subject matter experts to define the job tasks or activities, procedures and/or standards that would solve the problems and we created a printed manual that was clear, concise and easy to use. We were careful to explain the consequences of errors as well as the correct way to proceed and where to locate complete documentation.
Some of the solutions were more complex. For those, we identified team leaders and trained them on how to combine the support materials with interaction and hands-on training.
Initial evaluations show that the materials were very well received. No business impact has yet been measured.
Bank One, Conversion Training, 1999
As a consequence of rapid growth, Bank One was converting a large number of functioning branches to seven key bank systems. Because the branches were at various evolutionary points in adopting the Banks standard systems, the conversions required us to create and/or update training materials for each environment. Need we mention that the timeline was very tight?
The DSA team worked closely with internal consultants and subject-matter experts to determine audience needs, source existing materials, reproduce old materials to new production standards (for on-line access and maintenance), and create new materials.
The major challenge for this project was managing the volume of materials and keeping diverse teams focused on audience needs.
Huntington National Bank - Commercial Banking, Train-the-Trainer, 1999
Reengineering of key commercial functions and back-shop processes made it necessary to communicate process changes to the field. The challenge was communicating complex process changes to a very diverse audience. The model chosen was derived from a previous successful project: create self-instructional materials as before, but bring key people from operational regions in for additional classroom instruction and hands-on experience with new systems.
The classroom portion of the training was well received, but the take-aways (which were job-aid rich and tightly organized around job functions) served to have the desired impact on performance, even when the trained trainers could not reach all affected job performers.
Bank One, On-the-Job Training, 1998
Reengineering and consolidation of functions made a new training paradigm a necessity. Efforts included documenting processes for vendor services, document preparation, underwriting, and help desk. We also create on-the-job training materials to be delivered by coaches (experienced performers).
We developed a comprehensive set of job aids and redesigned the quality checklists to further impact job performance.
The training/coaching materials are in use today and are the current model for Bank Ones on-the-job training in Business Banking.
Performance Support Materials
Huntington National Bank - Retail Sales and Service Self-Instructional Materials, 1998
Although we called these self-instructional materials, what they REALLY were is performance support materials. Reengineering of key retail functions and back-shop processes made it necessary to communicate process changes to the field and help workers respond differently to a variety of situations. The challenge was that not everyone had the same initial training (so there were different starting places) and time was too short to send trainers into the field. Also, some of the processes were performed only under certain circumstances, so training was not a very effective solution.
The solution we created was a tightly constructed set of performance support materials that presented the rationale for the change, what was different, and how performing the new processes would be monitored. The materials told workers when to implement the new process or procedure and how to know if it was working.
The materials were reprinted twice to satisfy requests from the field. This solution became the model for solutions in the Commercial Banking world.
Bank One, Process Documentation, 1997
Reengineering and refocusing tasks made Education Services and the curriculum they supported obsolete. Efforts included defining the strategic objectives for Education Services, defining how to use the documentation from the reengineering to create or modify a curriculum, and training education specialists in this methodology.
Significant support for managing this change, including modeling the process and internal education, development of templates and tools to facilitate novices work, and one-on-one consulting were required to make this project a success.
Apple Computer, Inc.
Bank One Corporation
Huntington National Bank
ITT Educational Services, Inc.
Nationwide Financial Sales
Sun Microsystems, Inc.
The Training Alliance
"During the past ten years, Dawn has provided high quality and innovative consultation and instructional design services on several of my major performance improvement and training projects. In all her work and interactions, she consistently demonstrated a thorough understanding of our business and its performance challenges. She continually exceeded my expectations."
Karen Clark-Carpenter, Training Director, Nationwide Financial Sales
"I have had an opportunity to work with Dawn Snyder on many occasions over the past several years. She has been instrumental in assisting with various types of projects; process improvement, material redesigns, course content design and development. With every project, Dawn has the ability to stay focused and always delivers a quality product."
Todd Niehaus, National Training Manager, Huntington Bank
"Dawn is able to look at a business problem from the client's perspective. She is very realistic about what she can deliver and always has creative ideas about how to approach a problem or an issue. She keeps her commitments. Not only is she able and very responsible, she also responds to a clients needs in a timely manner."
Dawn Zintel, President, The Training Alliance
"The quality of work from Dawn Snyder Associates is the best I have encountered. I highly recommend Dawn Snyder Associates, not only for their competency in the field of training and evaluation, but also for their smooth and thorough execution of any project."
Suzanne Scott, Worldwide Curriculum Development, Apple Computer
"Dawn was able to bring new information from many authors together and add value to the presentation in both its clarity and organization. She was able to stay focused, disgard the irrelevant issues, develop our product in a very short time, and work without a sense of pressure."
Fred May, Senior Vice President, The Huntington Bank
"Working with Dawn Snyder is always an awesome experience! During our ten-year relationship, weve asked her to craft the impossible and she has made things happen. Dawn has a way of helping her clients stretch. She is able to take her clients beyond the theory of what they want or need to do and help them get where they want to go."
Judy Issokson, Performance Consultant, Hewlett Packard
"Programs and input from Dawn Snyder Associates have helped us to develop an electronic performance support system that will be used throughout our organization."
Carol Blocksidge, Assistant Vice President, Business Banking, Bank One Corporation