Downloaded 21 times
Uploaded byChristopher King
Extending Learning beyond the Classroom: Improving Performance in the Workflow
The document discusses the integration of informal learning and performance support in the workplace, focusing on the 'five moments of need' and the 70-20-10 learning model. It emphasizes the importance of providing just-in-time resources and support within workflow to enhance job performance and reduce training inefficiencies. Additionally, it highlights the necessity for a shift in methodologies to adapt to modern learning needs and technologies.
More Related Content
Similar to Extending Learning beyond the Classroom: Improving Performance in the Workflow
Extending Learning beyond the Classroom: Improving Performance in the Workflow
- 1. Chris King, @cking6 PrincipalConsultant, CRK Learning Training 2016 February 16, 8:00am START
- 2. A. I knowI need to do more with Informal Learning, but am still figuring out where to begin. B. I want to know more about Performance Support. C. I already bought in, but want to know more about the Five Moments of Need. D. I need a new methodology because the one I’m using isn’t quite working anymore. E. Wait – this isn’t Behind the Scenes at Pixar keynote? F. Other (and I may call on you to find out what it is you need). February 16, 2016 2CRK Learning, 2016
- 3. February 16, 20163 Review the Five Moments of Learning Need and how they apply an appropriate mix (70-20-10) of formal and informal learning Explore the structure and purpose of learning in the workflow Consider how learning in the workflow needs a deliberate blend of instructional design and the just-in-time attributes of informal learning How the LEaP plan can be leveraged for learning, performance support, or a combination of both types of projects CRK Learning, 2016
- 4. CRK Learning, 2016February 16, 2016 4 More training didn’t help avoid a hefty fine. They needed support closer to the workflow. Images are from the Library of Congress and Flickr Commons Project and as far as I know are publically held
- 5. Hemann Ebbinghaus February 16, 20165 Image http://www.unipublic.unizh.ch/magazin/gesellschaft/2005/1440/ebbinghaus2.jpg Transferred from en.wikipedia. Chart from Training Industry Wiki, Forgetting Curve (https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx) CRK Learning, 2016
- 6. M a rc Rosenberg February 16, 2016 6 Proficiency/Competence Time 1 2 3 4 What we imagine happens What actually happens Without support With support Training Post-Training Source: Mark Rosenberg, At the Moment of Need: The Case for Performance Support, eLearning Guild White Paper, The magic proficiency line CRK Learning, 2016
- 7. Charles Jennings February 16, 20167 20% Social Learning 10% Formal Learning 70% Learning in the Workflow 10% Formal Learning “Schooling helps, of course, but the top brain surgeon or scientist or athlete didn’t rely on the formal instruction they received in school to reach the top.” Source: eLearning Interviews, Interview with Charles Jennings (http://elearninginterviews.com/interview-charles-jennings/) CRK Learning, 2016
- 8. February 16, 20168 Source: Conrad Gottfredson, A.G.I.L.E. Instructional Design Workshop, Apply Synergies, 2013 Learning out of the Workflow Learning in the Workflow CRK Learning, 2016
- 9. Conrad Gottfredson February 16, 20169 Apply New More Solve Change Deepen or broaden knowledge to increase understanding and /or comprehension of facts and ideas Exposure to a subject or material that is completely novel or with only slight awareness. Source: Conrad Gottfredson, Apply Synergies, 2015 CRK Learning, 2016
- 10. February 16, 201610 Apply New More Solve Change Acting upon learned knowledge, including planning what to do, remembering what’s been forgotten, or adapting performance to a unique situation When problems arise, or things break or don’t work the way they were intended Source: Conrad Gottfredson, Apply Synergies, 2015 CRK Learning, 2016 Conrad Gottfredson Learn a new way of doing something; requires changing skills that are deeply ingrained in their performance practices
- 11. Conrad Gottfredson February 16, 201611 Apply New More Solve Change 10 70 20 Source: Conrad Gottfredson, Apply Synergies, 2015 CRK Learning, 2016
- 12. February 16, 201612 Jay Cross image from Learnovators (http://learnnovators.com/?s=jay+cross) Work Flow Learning mural from Visual Insight (http://www.visualinsight.net/portfolio.html) “If an organization is not addressing informal learning, it’s leaving a tremendous amount of learning to chance. Is that okay? Not any longer. This is a knowledge economy.” CRK Learning, 2016
- 13. “We’ve all experienceda need-to- know moment, made better or worse by how quickly we could put our hands on the right information or find the right person to ask.” - Jay Cross February 16, 2016 13 Source: Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends (http://www.learningsolutionsmag.com/articles/439/working-smarter-informal-learning-in-the-cloud-by-jay-cross-and-friends) CRK Learning, 2016
- 14. February 16, 201614 This is Oscar. He’s a goldfish. Source: Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph, May 15, 2015, (http://www.telegraph.co.uk/news/science/science-news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html) CRK Learning, 2016
- 15. …is an orchestratedset of technology-enabled services that provide on-demand access to integrated information, guidance, advice, assistance, training and tools to enable high-level job performance with a minimum of support from other people. February 16, 2016 15 Gloria G e r y …is an orchestrated set of technology-enabled services that provide on-demand access to integrated information, guidance, advice, assistance, training and tools to enable high-level job performance with a minimum of support from other people. Sources: Gloria Gery, Electronic Performance Support Systems, 1991 Gottfredson, Mosher, Innovative Performance Support: Strategies and Practices for Learning in the Workflow, 2010 Conrad Gottfredson, Bob Mosher …ensures people can perform effectively when they are called upon to act. CRK Learning, 2016
- 16. 2. Contextual 3.Just Enough Knows who you are, and what you’re doing In the workflow Only enough information to complete the action 1. Embedded February 16, 2016 16CRK Learning, 2016
- 17. Training Objectives Concepts Deeper Detail Steps Components: DO Moments 3-5 TrainingObjectives Concepts Deeper Detail Steps Moment of Need TEACH Moments 1 & 2 February 16, 2016CRK Learning, 2016 17 Source: Apply Synergies, 2014 This doesn’t reflect how we do things, with immediate consequences for our ability to retrieve the correct information from memory
- 18. Other Resources –E-Learning! Concepts Deeper Details Training Objectives Concepts Deeper Detail Steps Components: DO Moments 3-5 Steps Moment of Need TEACH Moments 1 & 2 February 16, 2016 18 Source: Apply Synergies, 2014 THIS is how we do things, so this is how we need to learn! CRK Learning, 2016
- 19. February 16, 201619 IncreasingLevelsofSupport Source: Apply Synergies, 2014 CRK Learning, 2016
- 20. February 16, 201620CRK Learning, 2016
- 21. February 16, 201621CRK Learning, 2016
- 22. February 16, 201622CRK Learning, 2016
- 23. February 16, 201623CRK Learning, 2016 This is the pyramid!
- 24. Job Task Analysis (JTA) Critical Impact Analysis Map Assets withthe Five Moments Design the LEaP February 16, 2016 24 Learning Experience and Performance Plan CRK Learning, 2016
- 25. Identifies Tasks, Steps, and Concepts Stepsare building blocks for Tasks Concepts are context Top 3 layers of the pyramid The Right SMEs are the key At least 2, not more than 5 Balance technical and business expertise February 16, 2016 25CRK Learning, 2016
- 26. February 16, 2016 Leverage Reference- Based Learning Usethe Google Effect ID tasks and concepts that can be safely referenced Formal vs. Informal Forces SMEs to Choose Quantifies the importance of the content Exposes unnoticed gaps 1 2 3 4 5 6 7 Insignificant/ Minimal Moderate Impact (temporary) Significant Impact Catastrophic • The consequences are negligible. • No impact on outcome, I can readily recover. • No impact on others. • There could be some decrease in workflow efficiencies and/or increase in workload. • The consequences would not threaten successful performance. • Only moderate or temporary harm, damage, or loss to the organization. • May impact the attitudes and workload of self and or others • Consequences would require significant commitment of resources and/or lasting consequences. • Significant harm with potentially permanent consequences. • Major compromise to relationships. • Consequences cause major problem for others and/or the organization. • Long-term impact • Irreparable harm, damage or loss. • Compromise of professional status, reputation, and ability do the work • Long-term compromise to relationships. 26CRK Learning, 2016
- 27. February 16, 201627 Reference Learning People Assets TroubleshootingGuides TechnicalBulletins SoftwareReleaseNotes HelpFiles QuickReferenceGuides DataCalculator AdminTools SharePoint TrainingReferences FacilitatorGuides PPTs VideoSkillModels VideoDemos How-ToVideos User-GeneratedVideos LeadershipVideos MarketingVideos OnlineCourses Emulators Simulators Yammer email HelpDesk Slack New X X X X X X X X X X X X X More X X X X X X X X X X X X X Apply X X X X X X X X X X X X X X X Change X X X X X X X X Solve X X X X X X X X X X List all learning assets Consider the most essential Prune overlapping elements Map to the Five Moments Balance the resources Identify gaps CRK Learning, 2016
- 28. February 16, 201628 Concepts mapped to Tasks Critical Impact ranking Learning Assets and Components Tasks ID’d in JTA CRK Learning, 2016
- 29. Complexity at medium or higher Supportingnew software releases Multiple processes needing new development Brokering requirements for multiple layers of the pyramid Impact of failure ratings justify developing a blended solution February 16, 2016 29CRK Learning, 2016
- 30. How doesthis extend or change your thinking about informal learning? What’s the next step for you? February 16, 2016 30 Join the Performance Support Community of Practice at http://performersupport.ning.com This is a dynamic, vibrant and invitation-only site comprised of 3,000+ practitioners. For an invitation to join, send me a note at [email protected] CRK Learning, 2016
- 31. February 16, 201631 Source: Instructional Design Now: A New Age of Learning and Beyond, ATD Research, 2015. Info-graphic by ATD. Closing Thought CRK Learning, 2016
- 32. CRK Learning, 2016February 16, 2016 32 Doesn’t meet 49% 62% Don’t meet If 62% of us think we’re not doing a good job, why do we continue to do the same thing??? CHANGE SOMETHING! Closing Thought
- 33. Chris King [email protected], @cking6 Thiswork is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
- 34. ATD Info-graphic.Instructional Design Now: A New Age of Learning and Beyond, ATD Research, 2015. Brian Dusablon. “Responsive Performance Support With WordPress.” TD Magazine Online, October 8, 2014. https://www.td.org/Publications/Magazines/TD/TD-Archive/2014/10/Responsive-Performance-Support-with- Wordpress CEB CLC Learning and Development Practice, Building High-Performance Capability for the New Work Environment, 2012. Gloria Gery. “Why Don’t We Weigh Them?.” CBT Solutions Magazine, May/June 1997. Accessed through the Internet Archive WaybackMachine: http://web.archive.org/web/19971011044357/http://www.cbtsolutions.com/html/gery-9705.htm Interview with Charles Jennings, : eLearning Interviews, retrieved online November 12, 2015, http://elearninginterviews.com/interview-charles-jennings/ Gloria Gery, Electronic Performance Support Systems. Gery Associates, 1991. Conrad Gottfredson and Bob Mosher. Innovative Performance Support: Strategies and Practices for Learning in the Workflow. New York: McGraw Hill, 2011. Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends, retrieved online November 2, 2015, http://www.learningsolutionsmag.com/articles/439/working-smarter- informal-learning-in-the-cloud-by-jay-cross-and-friends Marc Rosenberg. At the Moment of Need: The Case for Performance Support. eLearning Guild White Paper, 2013. Rosenberg. Selling Performance Support: Building Stakeholder Buy-in. eLearning Guild White Paper, 2014. Training Industry Wiki, Forgetting Curve, retrieved online November 6, 2015, https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph, May 15, 2015, retrieved online May 18, 2015, http://www.telegraph.co.uk/news/science/science- news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html Visual Insight, Work Flow Learning mural, retrieved online November 9, 2015, http://www.visualinsight.net/portfolio.html February 16, 2016 34CRK Learning, 2016