The desire to improve business analysis prompted NYSOSC to create an integrated, strategic educational program focused on the transfer of best practices.

From the moment students start elementary school all the way through college, they are taught concepts mainly through verbal instruction that teachers expect will later be applied in the real world. However, in school, teachers gauge levels of learning and understanding by conducting tests. By the time students leave school, learning is equated with listening to lectures that are followed by tests. This approach, however, doesn't translate well in the workplace. As observed by Malcolm Gladwell in his 2005 book, Blink: The Power of Thinking Without Thinking, "We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction."

Unfortunately, today's workplace learning still tends to mirror this one-way teaching approach in which education focuses on the mechanics of a concept rather than how it should be applied on the job. And employees typically are taught in a one-size-fits-all manner, as if they all are at the same stage of comprehension and ability.

The good news is that workplace learning is starting to fully embrace a more layered, nuanced approach to how employees receive, apply, and transfer information within the organization. Amidst reorganization, downsizing, and employee turnover, organizations need to create a system whereby learning is accessible and imprinted on the entire organization, not just on single employees or one project team.

Let's face it, you don't want valuable information and experience to walk out the door only to start training all over again. By leveraging an integrated learning framework, organizations can develop a training and performance program that helps employees apply learning immediately, teaches workers how to share and transfer knowledge effectively, and aligns learning initiatives with overall business objectives.

Create a Framework for Learning

In the 1950s, educational psychologist Benjamin Bloom created a taxonomy, or classification, for learning. After much research, he found that 95 percent of test questions require a student to think at only the lowest possible level: classification. He continued to build six levels of learning from the basic ability to recall information to more complex, abstract learning, which now forms the foundation of a framework for learning.

Today, we have a new integrated learning framework built on Bloom's key principles of the socialization of learning. These key principles include

  • everyone is at a different state of learning, and training should be tied to an employee's role and level of competency
  • a customized set of tools and methodologies should be used to instruct employees based on the level of application and the outcome you expect
  • the higher the level of learning obtained, the faster the results will be realized, which includes return on investment.

ESI developed its Integrated Learning Framework, which outlines five levels of learning for every employee that can then be matched up with five levels of on-the-job application and outcomes. By using this framework, an organization can assess where an employee is in understanding a skill and then put them on track, with the right set of tools and techniques to advance to the level of learning required to meet organizational or project goals.

These stages are not to be viewed or applied in a vacuum. For each skill or competency that must be learned, an individual must go through each stage of progression. The stages in the framework are iterative for each competency or skill. Each stage of learning is but one step in a progression that builds on the others.

An organization achieves its objectives and results more quickly by supporting and creating an environment or community that enables job shadowing, coaching, and mentoring. Creating a culture or community of leaders and coaches permits an organization to develop those around them, thereby improving the capacity and capability of individuals, teams, and the organization.

Level 1| Know Stage

The employee has some knowledge of a skill or competency. Training for this level consists of reading or watching a video or podcast. This stage allows an individual to become aware of what skills are required to perform a task and begin to understand the execution of that skill.

Level 2| Comprehend Stage

The employee understands basic components of a skill and is capable of conducting the skill in a controlled environment. He would be able to reach this stage through some basic case study work or in-class group discussion. This stage allows the individual to leverage what was learned in Level 1 and begin to understand when to use these skills.

Level 3| Apply Stage

The employee is able to apply acquired knowledge and understand how to use the skill. To achieve this experienced level, instruction must include role playing, simulation, and experiential exercises. This stage allows an individual to understand when to contribute what he has learned in the previous two stages. Although the formal classroom learning has been completed, development is still needed for the individual to bridge the gap from classroom to workplace.

Level 4| Synthesize Stage

The employee can combine the skill with other colleagues in advanced applications. This expert level means an organization must identify on-the-job learning partners, use advanced case studies, and create communities of learning. In this stage of learning, the individual has the ability to apply the concepts of what has been learned thus far and achieved in Level 3. However, many variables in the workplace can limit the rate at which the individual can fully absorb and integrate what has been learned.

In this case, creating communities of practice and centers of excellence and identifying coaches and mentors will help the individual make the leap from recognition of when and how to use the competencies to actually absorbing the competency and executing based on the current work situation at hand. At this stage, applying learning is as easy as the natural act of breathing. It is done without conscious effort. One knows how to do it without thinking about it.

Level 5| Transfer Stage

The employee has the ability to transfer skills, concepts, and tools to others to foster learning and development within the organization. In effect, the employee is now a valued coach and mentor. He comes to this stage through learning and sharing best practices and involving groups and individuals in educational situations.

The one common thread that pulls all five stages together and ensures training achieves true workplace learning is that the earlier and more intensely that people apply knowledge after they acquire it, the greater their level of expertise and the quicker they will be able to apply their expertise. The earlier they apply their expertise, the more quickly information will become imprinted and have a greater impact on their own success, the success of others, and the success of their organization.

Applying the Framework to Your Organization

The tendency is to undertake training programs based on a specific objective. For example, an organization needs to produce projects faster, so training is offered. Project managers (PMs) and business analysts (BAs) receive training, and upper management expects them to leave the session and "just do it." But, an educational program must look at the bigger picture and start off more methodically.

Any workplace learning should first assess the competencies of current staff. Where are they in their career trajectory? What overall proficiencies or deficiencies do they have? If they are proficient, hone their competency. If they are deficient, what core competencies do they need in order to succeed in their role and within the organization?

Next, the organization should discuss the goals of learning as seen through the lens of overall organizational objectives and creating a career path. Is the project portfolio committee ready for change in project governance? Will the executive management team support overall coaching and mentoring efforts to educate employees to their level of desired learning based on career path objectives?

Transfer of Knowledge After Training

In the case of the New York State Office of the State Comptroller (NYSOSC) in Albany, the desire to build a comprehensive program for improving business analysis practices prompted the creation and execution of an integrated, strategic educational program focused on not just teaching principles, but also ensuring the transfer and sharing of best practices. As the state's chief fiscal and accounting officer, the comptroller is a separately elected statewide official whose primary duties include managing and investing the state's cash assets; auditing government operations; paying all New York State employees; reviewing state contracts; overseeing the fiscal affairs of local governments, including New York City; and operating two of the state's retirement systems.

Business Analysis Center of Excellence

NYSOSC had built a reputation for continually advancing project management best practices through a PM Center of Excellence (CoE). They then wanted to build a similar program directed at training, supporting and the advancement of BA teams by instituting a Business Analysis Center of Excellence (BACoE). The goal was to promote competencies, knowledge management, and enterprise analysis practices, while achieving unifying objectives for BA and PM skills areas so that there was maximum cross departmental/discipline workplace learning.

Tasked with creating a program for supporting business analysis as an organizational resource were Kevin Belden, deputy comptroller and CIO; Kirk Schanzenbach, director of the Program Management Office (PgMO); and Barbara Ash, assistant director for BA in PgMO. "When we started this endeavor, we wanted to ultimately create a workplace environment where BAs and PMs could be brought together, share best practices, and work toward common goals," says Ash.

To ensure any learning was fixed within the organization and shared effectively, Ash points to their overall goals: "We wanted to provide a clear vision for the future of business analysis that aligns with other management initiatives, promotes a common understanding of BA process and related terminology, defines and implements a centralized BA unit to support distributed BA units for a more supportive environment, and ensures the opportunity for input by interested groups across the organization."

To support the program launch, NYSOSC kicked off the training with a two-day project workshop centered on the learning framework and targeted development of knowledge, skills, ability, and attitude. On day one, the program was introduced to senior management with a focus on developing best practices in alignment with BACoE operating standards.

On the second day, frontline business analysts were brought together to ensure a common understanding of BA concepts and executive directives. After more direct instruction, BA teams worked in subcommittees to discuss the BACoE project deliverables, best practice advice, and exercised skills and competencies through coaching exercises.

Special attention also was given to evaluating and treating such problematic areas as standards and methodologies topics for the BA group. "This intensive learning experience was very well received as a serious enhancement to the traditional instructor-led effort," says Ash. "Participants also felt that it accelerated the program launch significantly compared to previous programs."

Self-Assessment

Once the CoE program was in place and training was complete, NYSOSC set up a series of workplace learning initiatives to ensure ongoing sharing of best practices and that the transfer of knowledge would continue well past the training. In line with the International Institute of Business Analysis's mission to help BAs develop their skills and further their careers, NYSOSC encourages self-assessments through a set of tools available to employees.

BAs can take an online assessment to determine their skill levels, knowledge, and competencies. There are many different types of assessments; the results can help identify, categorize, and prioritize current practices and behaviors, as well as to analyze gaps and establish baselines for improvement. When appropriate, a targeted learning program can be developed to close those gaps and drive measurable results within the organization.

Virtual Workplace Learning Community

One exciting area of development is the creation of a virtual workplace learning community within NYSOSC: an internal wiki to support easy, effective, and fast sharing of BA tools, methods, techniques, and language. "This internal wiki helps us gather artifacts, such as case studies, presentations, techniques, for example, that can be shared among our groups," explains Ash. "Any project manager or business analyst now will be able to reach out and find information and subject matter experts to help them solve a problem or advance their capabilities."

For example, Ash points to data flow diagramming as one example. "Someone might take a class on this technique, but now they need help applying it. They can find a best practice case study on our wiki, find out who the author is and invite them to coach or mentor them on this technique, or even ask them to watch them present the technique for critique."

NYSOSC offers quarterly community of practice sessions in a large training room and a dedicated team room for posting announcements and notifications of interest. Both rooms are open to any employee with an interest in business analysis to learn about real-world experiences and applications from others they do not necessarily work with, such as an upcoming session on agile projects. "We also offer employees special interest sessions that delve more deeply into certain topics," adds Ash.

Synch Up Learning with Career Paths

The Hanover Insurance Group (The Hanover), a leading property and casualty insurance provider based in Worcester, Massachusetts, wanted to formalize an enterprisewide strategy for positioning the BA role as a pipeline for analytical and operational roles. To set up an integrated learning framework, The Hanover mapped a set of core competencies for a Future Leaders Program, which was divided into two broad career focus areas: business management and risk management. Prior to training, assessment tools were used to effectively benchmark and evaluate the progress of program participants.

Once recruited into The Hanover's two-year program, candidates were assigned to an IT or non-IT career track. At the end of the two years, the goal was to find placement for candidates in a role that allows them to continue to grow their career. To ensure participants have the skills and knowledge they need to be leaders, the Future Leaders Program guides participants through a range of learning opportunities:

  • traditional instructor-led classroom curricula
  • reinforcement workshops delivered in person and via webinars
  • a participant forum promoting formal group interaction, including program coaches
  • corporate-wide access to online reference materials
  • practical, on-the-job application of new skills and knowledge
  • continued mentoring after program completion.

Training at The Hanover was developed to ensure that learning and reinforcement takes place before, during, and after classroom training. Precourse webinars create a foundation that prepares participants for specific learning events and reinforcement workshops conducted after courses further reinforce key competencies. And as university graduates progress through the program, the company's current leaders also undergo targeted learning based on position and role, which promotes consistent knowledge across the organization

Earn Interest in Your Training Investment

Successful workplace learning comes down to three elements: a framework, tools, and coaching. Having an integrated, progressive learning framework that synchs up with overall organizational objectives provides a compass that shows the executive team whether employees are moving through all learning stages and how they can quickly apply and transfer knowledge.

A range of tools are then overlaid on the learning framework, which range from teacher-led, direct instruction, and simulations to video, podcasts, and on-the-job learning. In the end, training is about increasing the wealth of learning in your organization. With integrated learning and coaching for transfer of knowledge, you can save this wealth, earn interest on it, and pass it on to the next generation of learners and employees. That's an investment that pays off.

Nancy Y. Nee is executive director of project management and business analysis programs at ESI International, which provides thought leadership in these fields while incorporating the industry's best practices and professional advances into ESI's portfolio of related courses and services. She is certified as a Project Management Professional from PMI, Certified Business Analysis Professional from the IIBA, and a Certified Scrum Master from the Scrum Alliance. Contact her at nnee@esi-intl.com