Just as the Key Result Areas are the building blocks for defining performance, the Key Success Factors are the building blocks for identifying individual qualifications needed to be successful in a position. In other words, the Key Success Factors provide the framework for answering the question: "What are the key things a person in this position must be able to know or do to be successful in achieving the desired results?". The number of Key Success Factors should not exceed 10. Remember you are not trying to be all-inclusive. Rather, you are trying to identify and define the key attributes that really make a difference.

Key Success Factors derived from a Position Profile represent the Selection Criteria for assuring a good fit when selecting people for positions. Using Key Success Factors is a practical and proven way to develop an effective selection strategy, i.e., sourcing candidates, interviewing, and making a decision.

Key Success Factors also provide the framework for effectively identifying important developmental activities, which, of course, is our focus in this article.

After identifying the Key Success Factors, you want to define each of them. For each Key Success Factor, draft a one-sentence definition. Then, develop a few behavioral examples or indicators. This structure allows you to move from the abstract to something you can begin to see and do something with. Which is exactly what you want to do in developing a learning hierarchy.

4. List relevant tasks and behaviors under each Key Result Area and Key Success Factor

Focus on each of the Key Result Areas (from the Position Profile) and the Key Success Factors. List under each the important tasks that need to be performed and the behaviors that need to be used to achieve the desired results. The Key Result Areas, since they focus on results, will be the primary source for generating tasks. The Key Success Factors, since they focus on individual qualifications, will be the primary source for generating important behaviors. Eliminate any redundancies.

5. Decide which tasks and behaviors can be developed or learned in the short term.

Some of the attributes a person needs to be successful in the targeted position or family of positions may be a part of a person's core, i.e., the "ARE" category of attributes mentioned above. Such attributes are subject matter for the selection process, not for development.

Other attributes are best developed over time through relevant work experience. Unless there are some short cuts for expediting the learning process, these attributes are also not good candidates for a learning curriculum.

The proper focus for constructing a Learning Hierarchy are the relevant and important tasks that can be learned in the sort-term.

6. Arrange the task and behavior listings into logical clusters or Learning Modules.

Sort your task and behavior listings into logical clusters or groupings. These clusters are your Learning Modules. As appropriate, further arrange the Learning Modules under descriptive headings, such as a Key Result Area.

7. Develop a Learning Objective and Success Criteria for each Learning Module.

For each Learning Module, draft a Learning Objective and Success Criteria.

The Learning Objective describes what the learner will be able to do at the conclusion of the learning influence or experience. As appropriate, the conditions of performance should also be described as a part of the Learning Objective, e.g., "Given …… (condition of performance), be able to…..(performance)".

The Success Criteria describe how the learner will demonstrate the desired level of competence.

8. Construct a Learning Hierarchy.

The next step is to arrange, relate, and sequence your Learning Modules into a logical, progressive hierarchy of learning¾a learning map.

Give each Learning Module a short descriptor. Using ovals with the descriptors inside, work up a sheet of paper and arrange, relate, and sequence the modules by using arrows to show the appropriate relationships. If there is not a preferable sequence, give the learner the flexibility to choose what to work on and in what order.

9. Develop each Learning Module.

Focusing on the Learning Objective and Success Criteria for each Learning Module, and using your Learning Hierarchy as an overall map, you now go to work on developing each of the modules.

There are three broad categories of development that you will want to draw upon:

In developing each Learning Module you want to incorporate the type of learning experience that is the most effective and efficient in helping the learner achieve the Learning Objective. You need to identify the people who will play a role in the learning experience and get their commitment. As appropriate, you will want to identify materials, books, references, learning aids, etc. You may need to develop specific training, including writing course content.

As with the overall construction of the Learning Hierarchy, the development of the modules needs is scalable. That is, the rigor and the amount of work will vary depending on, among other things, the complexity of the learning, the number of learners, and the learners' current level of competence.

10. Construct the appropriate curriculum management structure.

Before launching the development program, you need to put into place the appropriate structure for managing the curriculum. Such considerations as: Who is accountable for the ongoing quality of the learning program? How are you going to chart learner progress? Who do the learners turn to when they have questions or need guidance regarding the overall program? Who and how are you going to certify that the learning objectives have been achieved?

You, of course, will want to keep improving your Learning Hierarchy by capturing the experiences of the learners and those who play roles in the learning and revising the program accordingly.