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Feed Your Workforce (little and often)

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Delivering on-demand knowledge to your workforce is essential to aid their productivity.

In this presentation we explore how modern technology is altering how people think and what we as instructional designers can do to engage learners.

This is a copy of the presentation given by Dr Adam Chester at Training With Technology 2014.

Published in: Business
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Feed Your Workforce (little and often)

  1. 1. Feed Your Workforce ( little and often ) Dr Adam Chester
  2. 2. Agenda • Introduction • How technology is changing our brains • What does this mean for learning & development • Feeding your workforce • Top 5 tips
  3. 3. Training Technology • Cave Paintings • Papyrus • Printing Press • World Wide Web
  4. 4. The World Wide Web • The WWW has existed for 25 years. • Vast quantities of information are available to us. ! • It has affected all areas of our daily lives.
  5. 5. Google • We “google” information • Google acts as the gatekeeper to the information
  6. 6. Time for a game • On the next slide is a list of 12 words. • You will see them for one minute. ! • I’ll ask you to recall them later.
  7. 7. Word List • Tiger • Handbag • Computer • Stick • Packet • Bridge • Newspaper • Fragrance • Cake • Tunnel • Aeroplane • Green
  8. 8. How Do We Think? • We have two memory stores. • Working memory • Long-term memory
  9. 9. How Do We Think? • Working memory is a scratch-pad. • We use it while we are “thinking”. ! • What is (3+4) x 4 ÷ 2?
  10. 10. How Do We Think? • Long term memory is our permanent store • What is your favourite colour? • How many children do you have?
  11. 11. Effects of the Web • We don’t remember as much information • Attention span has changed • Attitude has changed
  12. 12. Reduced Memory Ability • When was the last time you remembered a phone number? • What do you do if you can’t recall the name of the lead actor in Casablanca? • Research has shown that if we know information will be stored by technology then we are less likely to remember it ourselves.
  13. 13. Attention Span • Ten years ago the average attention span was 12 minutes. • An experiment last year concluded that the average was now only 5 minutes! • This effect is most pronounced for younger people.
  14. 14. Changed Attitudes • We expect everything to be on demand! ! • We are much less patient! ! • Instant gratification.
  15. 15. What does this mean for learning & development?
  16. 16. Traditional Delivery Learner acquires knowledge/skills Learner attends training Learner applies knowledge/skills
  17. 17. Where’s the problem? • People forget! • People won’t ask!
  18. 18. “You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need it.” – Samuel Papert, MIT
  19. 19. Bitesize Learning • Creating resources that learners can use as a reference. • Common use cases: • Business Processes • Software Based Tasks
  20. 20. What should go into a resource? • A short course should cover a single topic. • How to raise an order for steel stock • NOT! • How to raise orders ! • Keeps the course brief and focussed.
  21. 21. A Short Course Template • We use this template for creating short course libraries. ! • Lets use my washing machine as an example. A list of important steps A detailed walkthrough of the task Further Resources
  22. 22. Step 1: A list of important steps 1. Open door 2. Load clothes 3. Close door 4. Add powder to drawer 5. Add fabric softener to drawer 6. Choose cycle
  23. 23. Step 2: Detailed walkthrough • Pull the lever to open the door. • Insert either coloured or white clothes. • Add 35g of Persil washing powder into the drawer.
  24. 24. Step 2: Detailed walkthrough • Fill drawer up to indicator with fabric softener. ! ! ! • Close drawer.
  25. 25. Step 2: Detailed walkthrough • Choose a programme Clothes Temperature Drying Timer Programme Towels 90 180 1 Whites 60 120 2 Coloured Cotton 40 120 3 Delicates 40 - 4
  26. 26. Step 3: Further Resources • A guide to laundry care symbols - http:// www.textileaffairs.com/lguide.htm • Washing Machine Manual - http://www.electrolux-ui. com//DocumentDownLoad.aspx? DocURL=2011132935111EN.pdf
  27. 27. Template Stages • In the first stage we are providing a simple outline of the task. • The second stage gives the learner a complete walkthrough of the task. • Since the course is focussed on a single topic the learner can focus on the individual task. • Additional resources provides opportunities for further relevant learning.
  28. 28. Distributing your courses
  29. 29. Distributing short courses • There are many potential options for making your resources available. • Physical resources • Documents on shared storage • Online e-learning courses
  30. 30. Physical Resources Pros Portable Do not take over the user’s screen Cons May be expensive to reproduce Require reissue on changes to process May be moved or lost
  31. 31. Documents on Shared Storage Pros Easily shared Updated at minimal cost Cons Old versions may be stored locally No reporting No feedback mechanism
  32. 32. E-learning Courses Pros Include multimedia resources Can be used on mobile devices Can be reported on. Collect feedback from learners Cons May be difficult to produce LMS required
  33. 33. How do short courses help?
  34. 34. Addressing Memory Adaptations • By creating and indexing your processes learners can look up what they need. ! • You can provide authoritative resources
  35. 35. Addressing Attention Span • Short courses are focussed on a single topic. • Duration should be no longer than 10 minutes • There should be exit points • I know what I’m doing from here so I’ll stop.
  36. 36. Addressing Attitude • Your resources can be instantly accessible online. • Learners don’t have to wait for you to run courses. ! • Learners are in charge of their own learning.
  37. 37. Making the most of your courses!
  38. 38. 1: Make your courses visible • Everyone needs to know about the courses! • Link on the intranet • Reminders in the weekly email • Posters in communal areas
  39. 39. 2: Keep them up to date • Courses need to be updated with changes to processes • Nothing will stop them being used quicker than the suggestion that they are out of date.
  40. 40. 3: Encourage their use • Encourage your learners to use the system. • If you can get buy in from other departments and managers then that is a good start!
  41. 41. 4: Measurement and Feedback • Monitor the uptake of the courses and review your approach to points 1-3. • It may take some time for the new library to become established. • Use the feedback from learners to improve the resources
  42. 42. 5: Build it for mobile • Enable your learners to access the material from any device. • They can now access your resources wherever and whenever they need to.
  43. 43. Conclusions
  44. 44. Changes • Modern technology is changing learning brains. ! • Maintaining engagement is becoming more difficult.
  45. 45. Memory Challenge • How many words can you remember? • 6 or more? • 8 or more? • 10 or more? • All 12
  46. 46. Questions?

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