Astd 2013 ice presentation tulser

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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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Astd 2013 ice presentation tulser

  1. 1. YOU  CAN’T  UNSCRAMBLE  SCRAMBLED  EGGS!    Jos  Arets  &  Vivian  Heijnen  TU108  
  2. 2. IS  EXPONENTIAL    CHANGE  TYPICAL    FOR  21C?  INTERNET  FACEBOOK  GOOGLE  YOUTUBE  SMARTPHONES  TABLETS  LINKEDIN  E-­‐LEARNING  MOBILE  INTERNET  
  3. 3. y  =  a(1  +  b)x  EXPONENTIAL    CHANGE  
  4. 4. EGGCITING    OPPORTUNITIES    4  L&D  21C  TECHNOLOGICAL    POSSIBILITY  REAL  LIFE  THE    REALITY  GAP  TIME  CHANGE  
  5. 5. THESE  SYNTHESE  ANTITHESE  TRAINING  0.0   COURSES  RESOURCES  1800  -­‐  1950  
  6. 6. STEAM  POWER  REVOLUTION    IN  TRANSPORT  ECONOMY    OF  SCALE  TEXTILES  INDUSTRIAL  REVOLUTION  MECHANIZED    COTTON  SPINNING  IRON  MAKING  
  7. 7. 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  CAPTIVA  RATE  OF  POPULATION  GROWTH  GDP  PER  CAPTIVA  (1990  INT’L  $)   POPULATION  GROTWH  EXPONENTIAL  CURVE  
  8. 8. 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  
  9. 9. 70-­‐20-­‐10  AT  THE  EARLY  STAGE  OF  LEARNING  IN  ORGANIZATIONS  70  JOB  EXPERIENCE  20  LEARNING  FROM    OTHERS  10  TRAINING  1800  -­‐  1950  
  10. 10. METHODS  AROUND  1900  •   VOCATIONAL  OR  MANUAL  TRAINING  SCHOOLS  •   FACTORY  SCHOOLS  •   VESTIBULE  TRAINING  •   GAMING  SOLUTIONS  •   CASE  METHOD  •   ROLE-­‐PLAY  METHOD  
  11. 11. 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  
  12. 12. THESE  SYNTHESE  ANTITHESE  TRAINING  0.0   COURSES  RESOURCES  1950  -­‐  2000  
  13. 13. EXPONENTIAL  CHANGE  BETWEEN  1950  -­‐  2000    WESTERN  WORLD  1960  /    ZAMBIA  2007  SMALL  RADIO  RADIO    CASSETTE    PLAYER  TV   VIDEO   LAMP   TORCH   INVERTER   FRIDGE  PERCENTAGE  OF  HOUSEHOLDS  WOTH  APPLIANCES  0  10  20  30  40  50  60  70  80  90  100  
  14. 14. COGNITIVISM  BEHAVIOURISM  THEORIES  IN  LEARNING  CONSTRUCTIVISM  CONNECTIVISM  PAVLOV  WATSON  SKINNER  PIAGET  DEWEY  AUSUBEL  VYGOTSKY  GAGNE  LEWIN  BLOOM  MAGER  ANDERSON  BRUNER  SIEMENS  DOWNES  THORNDIKE  KNOWLES  
  15. 15. 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  
  16. 16. 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  
  17. 17. 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  
  18. 18. 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  
  19. 19. THESE  SYNTHESE  ANTITHESE  TRAINING  0.0   COURSES  RESOURCES  21C  
  20. 20. 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  
  21. 21. Know  your  numbers  and  the  consequences    Implement  (mobile)  performance  support    Support  working  =  learning  in  the  cloud  21C  SOLUTIONS  
  22. 22. 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  
  23. 23. 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    
  24. 24. THE  VALUE  OF  INTANGIBLES  TANGIBLE  ASSETS  INTANGIBLE  ASSETS  PERCENT  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  
  25. 25. 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%  
  26. 26. Know  your  numbers  and  the  consequences    Implement  (mobile)  performance  support    Support  working  =  learning  in  the  cloud  21C  SOLUTIONS  
  27. 27. 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  
  28. 28. 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  POPULATION  IN  THOUSANDS  
  29. 29. MALE  FEMALE  PERCENT  -­‐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  
  30. 30. 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      
  31. 31. WE  ARE  FORGETTING  MACHINES  
  32. 32. BENEFITS  EPSS  •  Informaeon  (just  in  eme)    •  Simple  (just  enough)    •  Relevant  (just  in  place)    •  Personal  (just4you)  PERFORMANCE  SUPPORT  AND  WORK  ARE  INTEGRATED  
  33. 33. 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%  
  34. 34. 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  
  35. 35. 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  
  36. 36. Know  your  numbers  and  the  consequences    Implement  (mobile)  performance  support    Support  working  =  learning  in  the  cloud  21C  SOLUTIONS  
  37. 37. MODEL:  SKILL  ACQUISITION  (DREYFUS,  1980)  LEARNING  WORKING   ORGANIZATIONAL  RESULTS  NOVICE  ADVANCED    BEGINNER  COMPETENT  PROFICIENT  EXPERT  
  38. 38. 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)  
  39. 39. 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  
  40. 40. 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!  
  41. 41. PDACContinu verbeterenKlantgerichtheid
  42. 42. 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
  43. 43. 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  
  44. 44. 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  
  45. 45. INTANGIBLES  •   Working  =  learning  •   24/7/365  accessibility    •   Learning  is  a  process    •   In  context  learning  •   Pull  versus  push  •   Increased  saesfaceon  •   Learning  department  =  business  relevant  
  46. 46. 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  
  47. 47. WE  CANNOT  RUN  TIME  BACKWARDS  21C:  EGGCITING4HRD!  
  48. 48. Your  Feedback  Counts!        Your  feedback  helps  ASTD  conLnue  to  provide    top-­‐notch  educaLonal  programs  that  help  you  stay  on  top  of  a  changing  profession.    EvaluaLon  forms    for  this  session  are  available  NOW  via  the  mobile  app  and  at  the  following  link:  www.astdconference.org.    

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