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Performance support. 70:20:10, Human Performance Improvement, workscapes, microlearning. Why performance support is an alternative for traditional training with positive business case
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YOU CAN’T UNSCRAMBLE SCRAMBLED EGGS!
Jos Arets & Vivian Heijnen TU108
IS EXPONENTIAL CHANGE TYPICAL FOR 21C?
INTERNET FACEBOOK GOOGLE YOUTUBE SMARTPHONES TABLETS LINKEDIN E-‐LEARNING MOBILE INTERNET
y = a(1 + b)x
EXPONENTIAL CHANGE
EGGCITING OPPORTUNITIES 4 L&D
21C
TECHNOLOGICAL POSSIBILITY
REAL LIFE
THE REALITY GAP
TIME
CHANGE
THESE
SYNTHESE
ANTITHESE TRAINING 0.0 COURSES
RESOURCES
1800 -‐ 1950
STEAM POWER REVOLUTION IN TRANSPORT ECONOMY OF SCALE
TEXTILES INDUSTRIAL REVOLUTION
MECHANIZED COTTON SPINNING
IRON MAKING
0
1000
2000
3000
4000
5000
6000
1300 1500 1700 1900 0
0,2
0,4
0,6
0,8
1
1,2
1,4
1,6
1,8
2
GDP
PER
CAP
TIVA
RATE OF PO
PULA
TION GRO
WTH
GDP PER CAPTIVA (1990 INT’L $) POPULATION GROTWH
EXPO
NEN
TIAL
CURV
E
TASK ORIENTED TO PERFORM BETTER
CLASSROOM TRAINING TO DELIVER MORE EFFICIENT
VESTIBULE TRAINING TO BEAT THE TRANSFER PROBLEM
TRAINING 0.0
APPRENTICESHIP
TRAINING ON THE JOB
CLASSROOM TRAINING
VESTIBULE TRAINING
70-‐20-‐10 AT THE EARLY STAGE OF LEARNING IN ORGANIZATIONS
70 JOB EXPERIENCE
20 LEARNING FROM
OTHERS
10 TRAINING
1800 -‐ 1950
METHODS AROUND 1900 • VOCATIONAL OR MANUAL TRAINING SCHOOLS • FACTORY SCHOOLS • VESTIBULE TRAINING • GAMING SOLUTIONS • CASE METHOD • ROLE-‐PLAY METHOD
CONCLUSION THESE • FOCUS ON MANAGEMENT AS A SCIENCE • MANY OF THE MAJOR MANAGEMENT CONCEPTS IN USE TODAY ARE DEVELOPED BETWEEN 1900 -‐ 1950 • TRAINING AND LEARNING IN EARLY DEVELOPMENT. BUT RIGHT NOW IN 21C WE STILL USE THE PRINCIPLE OF THE CASE METHOD, ROLE-‐PLAYING AND GAMING
THESE
SYNTHESE
ANTITHESE TRAINING 0.0 COURSES
RESOURCES
1950 -‐ 2000
EXPONENTIAL CHANGE BETWEEN 1950 -‐ 2000
WESTERN WORLD 1960 / ZAMBIA 2007
SMALL RADIO RADIO
CASSETTE PLAYER
TV VIDEO LAMP TORCH INVERTER FRIDGE
PERC
ENTA
GE OF HO
USEHO
LDS WOTH
APP
LIAN
CES
0
10
20
30
40
50
60
70
80
90
100
COGNITIVISM BEHAVIOURISM THEORIES IN LEARNING
CONSTRUCTIVISM CONNECTIVISM
PAVLOV WATSON SKINNER PIAGET DEWEY
AUSUBEL VYGOTSKY GAGNE LEWIN BLOOM MAGER ANDERSON BRUNER
SIEMENS DOWNES
THORNDIKE
KNOWLES
LEARNING INTERVENTIONS
TRAIN-‐THE-‐TRAINER PROGRAMMED INSTRUCTION 4 LEVELS OF EVALUATION PERFORMANCE ANALYSIS TEACHING MACHINES LEARNING OBJECTIVES TASK ANALYSIS CASE METHOD SENSITIVITY TRAINING COMPETENCY-‐BASED TRAINING COST-‐BENEFIT ANALYSIS ELECTRONIC WORKSTATIONS LAPTOPS CROSS-‐CULTURAL TRAINING E-‐LEARNING
DEVELOPING THE PROFESSION OF LEARNING
10 JOB
EXPERIENCES
20 LEARNING FROM
OTHERS
70 TRAINING
1950 -‐ 2000 70
JOB EXPERIENCES
20 LEARNING FROM
OTHERS
10 TRAINING
1800 -‐ 1950
HEY, WE HAVE A PERFORMANCE PROBLEM!
Performance problem
Give them a training / course
Delivering training solueon
Measuring at level 1,2, 3 or
not
in 80% organizaeonal barriers sell
exist
LEARNING NEW SKILLS OR COMPETENCIES > BETTER PERFORMANCE
CONCLUSION ANTITHESE
Focus on learning theory & interveneons Focus on instructor-‐led training away from workplace In the field of training we don’t see that much of a change Today we sell use the theories & interveneons of the last century Many gurus reered or died
THESE
SYNTHESE
ANTITHESE TRAINING 0.0 COURSES
RESOURCES
21C
INVENTIONS IN (WORKPLACE) LEARNING & PERFORMANCE
DISCOVERY LEARNING JOB INSTRUCTION TRAINING JOB AIDS ORGANIZATION DEVELOPMENT COGNITIVE SCIENCE INSTRUCTIONAL DESIGN (ISD) SYSTEM THEORIE KIRKPATRICK: EVALUATION OVERHEAD (WITH COLOURED PENCILS) PERFORMANCE OBJECTIVES KOLB LEARNING STYLES PERFORMANCE IMPROVEMENT INFORMAL & FORMAL LEARNING LIFELONG LEARNING ADULT EDUCATION COMPUTER BASED TRAINING (CBT) ELECTRONIC PERFORMANCE SUPPORT SYSTEM THE LEARNING ORGINIZATION ADDIE (ISD) KNOWLEDGE MANAGEMENT GAMING ELEARNING BLENDED LEARNING SOCIAL LEARNING MLEARNING
Know your numbers and the consequences Implement (mobile) performance support Support working = learning in the cloud
21C SOLUTIONS
CORE BUSINESS = CLASSROOM TRAINING
INSTRUCTOR-‐LED CLASSROOM TECHNOLOGY BASED ALL ONLINE SELF-‐PACED
65,30% 30,28% 23,36% 25,12%
61,06% 32,69% 24,62% 25,02%
63,69% 31,37% 29,31% 23,38%
58,84% 35,54% 27,70% 27,63%
59,10% 33,00% 24,77% 25,50%
59,43% 37,30% 25,18% 20,07%
2006 2007 2008 2009 2010 2011
COMPARISON OF AVERAGE PERCENTAGE OF FORMAL LEARNING HOURS AVAILABLE VIA PRIMARY DELIVERY METHODS (CONSOLIDATED)
ASTD State of Industry Report 2012
LEARNING CONTENT BY AREA
ASTD State of Industry Report 2012
WE NEED A SHIFT TO BUSINESS RELATED CONTENT & CONTEXT
BUSINESS RELATED CONTENT E.G. PRODUCT KNOWLEDGE, IT-‐SYSTEMS, SALES, CUSTOMER SERVICE GENERIC CONTENT E.G. MANAGERIAL & SUPERVISORY, INTERPERSONAL SKILLS, EXECUTIVE DEVELOPMENT
THE VALUE OF INTANGIBLES
TANGIBLE ASSETS
INTANGIBLE ASSETS
PERC
ENT
0
10
20
30
40
50
60
70
80
90
100
83% 68% 32% 20% 19%
80% 81%
68%
32%
17%
1975 1985 1995 2005 2009
EVALUATION OF TRAINING: DISCONNECTED FROM THE BUSINESS LEVEL 1: REACTIONS OF PARTICIPANTS
LEVEL 2: EVALUATION OF LEARNING
LEVEL 3: EVALUATION OF BEHAVIOR
LEVEL 4: EVALUATION OF RESULTS
LEVEL 5: RETURN ON INVESTMENT
NONE OF THE ABOVE
91,6%
80,8%
54,5%
36,9%
17,9%
4,1%
Know your numbers and the consequences Implement (mobile) performance support Support working = learning in the cloud
21C SOLUTIONS
PERFORMANCE SUPPORT
A helper in life and work, performance support is a repository for informaeon, processes, and perspeceves that inform and guide planning and aceon. -‐ Rosset, Schafer, 2007
21C: WE ARE SMARTER
0
10
20
30
40
50
60
70
80
90
100 2012
2008
2004
2000
1996
1992
1988
1984
1980
1976
1972
1968
1964
1957
1940
LESS THAN HIGH SCHOOL
HIGH SCHOOL, OR SOME COLLEGE
BACHELOR’S DEGREE OR HIGHER
4.6
19.6
75.9
30.9
56.7
12.4
SOURCES: U.S. CENSUS BUREAU. 1947, 1952-‐2002 MARCH CURRENT POPULATION SURVEY, 2003-‐2012 ANNUAL SOCIAL AND ECONOMIC SUPPLEMENT TO THE CURRENT POPULATION SURVEY; 1940-‐1960 CENSUS OF POPULATION
POPU
LATION IN
THO
USA
NDS
MALE
FEMALE
PERC
ENT
-‐30
-‐20
-‐10
0
10
20
30
40
50
60
21C: GIRLPOWER
LESS THAN HIGH SCHOOL
HIGH SCHOOL DIPLOMA
SOME COLLEGE OR ASSOCIATE’S DEGREE
BACHELOR DEGREE
ADVANCE DEGREE
SOURCES: U.S. CENSUS BUREAU. 1974-‐2002 MARCH POPULATION SURVEY, 2003-‐2012 ANNUAL SOCIAL AND ECONOMIC SUPPLEMENT TO THE CURRENT POPULATION SERVEY
Before preparaeon 1. Gather all the ingredients at the kitchen counter02. Stone the tomatoes and cut into
wedges03. Wash and dry the leBuce04. Cut the chive into small pieces05. Cut the salmon into slices06. Toast the slice of bread in the toaster
Preparaeon of the scrambled eggs 07. Heat the pan on medium heat and melt the buBer Lll it is sizzling08. Beat the eggs in a bowl09. Add a dash of milk, a pinch of salt and a liBle pepper10. Beat the eggs with whisk briefly loose11. Put the egg mixture into the pan and sLr with a spatula12. The mixture should sLll 'damp' (baveuse) if you are serving
Serving 13. Cut the crusts from the bread slice14. Place the bread on a plate15. Divide the egg mixture on the bread16. Place the salmon and the cut chive on the egg 17. Garnish with tomato and leBuce
WE ARE FORGETTING MACHINES
BENEFITS EPSS
• Informaeon (just in eme) • Simple (just enough) • Relevant (just in place) • Personal (just4you)
PERFORMANCE SUPPORT AND WORK ARE INTEGRATED
BUSINESS IMPACT PERFORMANCE SUPPORT
• Improved performance / producevity • Aligned with the business (derived from performance standards) • Supports behavior in accordance with performance standards • Reduce formal training with 50 – 70%
ASTD State of Industry Report 2012
MOBILE = PERFORMANCE SUPPORT = 21C
PERCENTAGE OF LEARNING HOURS AVAILABLE AND USED VIA TECHNOLOGY BASED DELIVERY METHODS
SELF-‐PACED ONLINE (NETWORKED) SELF-‐PACED NON-‐NETWORKED COMPUTER (CD-‐ROM ETC) INSTRUCTOR-‐LED ONLINE INSTRUCTOR-‐LED REMOTE (SATELLITE, VIDEO, ETC) NON-‐COMPUTER TECHNOLOGY (DVD, AUDIO CD, ETC) MOBILE TECHNOLOGY
2011 AVAILABLE
2011 USED
2010 AVAILABLE
2010 USED
2009 AVAILABLE
2009 USED
2008 AVAILABLE
2008 USED
21C
10 JOB
EXPERIENCES
20 LEARNING FROM
OTHERS
70 TRAINING
70 JOB EXPERIENCES
20 LEARNING FROM
OTHERS
10 TRAINING
70 JOB EXPERIENCES
20 LEARNING FROM
OTHERS
10 TRAINING
1800 -‐ 1950
1950 -‐ 2000
Know your numbers and the consequences Implement (mobile) performance support Support working = learning in the cloud
21C SOLUTIONS
MODEL: SKILL ACQUISITION (DREYFUS, 1980)
LEARNING
WORKING ORGANIZATIONAL RESULTS
NOVICE
ADVANCED BEGINNER
COMPETENT
PROFICIENT
EXPERT
METRICS LEVEL 4,5 PROCEDURAL RESOURCES
MICRO-‐LEARNING & PERFORMANCE SUPPORT
TASK SOCIAL & PERSONALIZED LEARNING
PERFORMANCE FORMAL LEARNING (70/20/10)
1950 -‐ 2000 21C IN CONTEXT
DESIGN CRITERIA (DIGITAL) WORKING = LEARNING WORLD
METRICS LEVEL 1,2,3 DECLARATIVE COURSES
E-‐LEARNING
COMPETENCIES CLASSROOM LEARNING
TRAINING FORMAL LEARNING (10/20/70)
TASK
METRICS
ONLINE COACHING
TRAINING / WORKPLACE LEARNING
MICRO-‐LEARNING
LEARNING & BUSINESS IMPROVEMENT INTERVENTIONS
MICRO-‐LEARNING
SOCIAL OR COLLABORATIVE-‐LEARNING
TRAINING / WORKPLACE LEARNING
METRICS
PERFORMANCE SUPPORT & MICRO-‐INFORMATION
LEARNING & BUSINESS IMPROVEMENT INTERVENTIONS
ONLINE COACHING PULL
PUSH
LEARNING PARADIGM
PERFORMANCE PARADIGM
HEY, I HAVE A PERFORMANCE PROBLEM! NO I DON’T PREFER TRAINING. I WANT TO PERFORM BETTER RIGHT NOW.
ELECTRONIC PERFORMANCE SUPPORT
MICRO-‐LEARNING (ONLINE) COACHING
SOCIAL OR COLLABORATIVE
LEARNING TRAINING / WORKPLACE
LEARNING METRICS
LEARNING & BUSINESS IMPROVEMENT INTERVENTIONS
24/7 RESOURCES INSTEAD OF COURSES!
P
D
A
C
Continu verbeteren
Kla
ntge
richt
heid
Job Aid
ALLEEN%OP%DE%WERELD?%
Informal)learning)%
�%Role%modeling%%�%Collabora8on%%�%Gain%knowledge%%�%Prac8ce%%�%Discover%%
%%))formal)learning))�)(Cer8fied)%training%%�%microClearning%%�%mobile%learning%%%� games%%�%WebClectures%%�%Webinars%%�%(EC)Coaching%%�%Generic%&%jobspecific%competen8es%%%
%
Social)Media))�%Blog%%�%Forum%%�%Wiki%%�%Youtube%%�%Rss%%�%TwiMer%%�%Yammer%a.o%%
%�%ECPDP%�%ECTDP%%
�%Measurements%%�%Competencies%%�%360Cfeedback%tests%%
Results%1.%%2.%%3.%%4.%�%Mobile%performance%
support
CONCLUSION THESE
• FOCUS ON MANAGEMENT AS A SCIENCE • MANY OF THE MAJOR MANAGEMENT CONCEPTS IN USE TODAY ARE DEVELOPED BETWEEN 1900 -‐ 1950 • TRAINING AND LEARNING IN EARLY DEVELOPMENT. BUT RIGHT NOW IN 21C WE STILL USE THE PRINCIPLE OF THE CASE METHOD, ROLE-‐PLAYING AND GAMING
TANGIBLES
• Decrease formal training 50% due to EPSS • Addieonal 50% reduceon unpaid leave • Cost of EPSS 30% compare to formal training • Decrease training cost / parecipant • Increased contribueon to organizaeonal results
RESOURCES INSTEAD OF COURSES BUSINESS CASE
INTANGIBLES
• Working = learning • 24/7/365 accessibility • Learning is a process • In context learning • Pull versus push • Increased saesfaceon • Learning department = business relevant
CONCLUSIONS THESE
• Don’t separate learning from working • Connect (social) learning to the business • Move from e-‐learning to e-‐working • Working & learning within the cloud • Resources instead of courses • Enjoy the social media ride • Create a seat at the table with solid business cases
WE CANNOT RUN TIME BACKWARDS
21C: EGGCITING4HRD!
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