Speakers: Charles Jennings , Jos Arets , Vivian Heijnen
Description:
Without performance support, people are less effective in their professional and personal lives. Do you still calculate in your head or organize your life without an electronic agenda? Performance support is everywhere and always present. Combined with smart technology, it is the new trend in (mobile) learning. Performance support: a short cut for training with a positive business case. Usually training is only available before or after the execution of a task. However, when it is necessary to put those lessons into practice (the moment of need), training is not accessible. This is the exact moment where performance support can add value. The speakers will share how they succeeded in improving business results in several organizations, as well as lessons learned. You will get tips and tricks and a job aid with which you can immediately start to design your own performance support within a digital workscape. It is hard to imagine that the role of L&D will not shift from delivering formal training to supporting 70:20:10. A performance support storm is especially expected in supporting "70," resulting in new opportunities for L&D and a shift to its core business. Compared to traditional formal training, this approach will have a positive business case. The L&D dream comes true!Apply a job aid to design performance support in your own organization as important element in a (digital) workscape. Learn tips and tricks for immediate use to achieve business impact (ROI) with performance support.
8. BEFORE TRAINING
80%
20%
60%
40%
80% of performance
problems are caused by
organizational barriers,
NOT by individual
performers
!
At least 60% of training will
show declarative knowledge
instead of procedural
knowledge
!
ADDIE is used to design the
training intervention
Training design focused on
formal learning
9. DURING TRAINING
30-40% e-learning
substitution of classroom
training
Training is an interruption
working while working is
learning
It’s about context, not
content
People forget like
“forgetting machines”
65%
35%
90%
10%
10. AFTER TRAINING
80% performance support
is not available at the
moment of need
47% of all training
participants report transfer
problems
L&D present learning metrics,
no business metrics
Corporate training is not
learning at the speed of
business
80%
20%
47% 53%
spending
learning
Spending versus learning
21. 24/7 resources for everyone, with all
relevant information and knowledge,
needed to do their jobs better
Training catalogue with formal learning
offers
Training offer Resources for better
working = learning
Learning is not just-in-time Learning and performance support
just-in-time
Limited access for employees in the
organization
Unlimited, 24/7 access to online
resources
10:20:70 programs as leadership,
customer service, a.o.
70:20:10 programs as leadership,
customer service, a.o.
Reach is 10 til maximum of 30% of all
employees
Reach of the online resources is
90 - 100%
CHECKLIST
0 05 5
23. Individual learning Social learning
CHECKLIST
Knowledge sharingKnowledge ownership
Communication is connected to time,
place and presence
24/7 online communication with
everybody possible
Knowledge sharing via individuals/
teams within borders of the
organization
Knowledge development via groups
within and outside the organization
Knowledge production and sharing is
slow (articles, books), not always
accurate and relatively expensive
Knowledge production and sharing is
real time, up to date and cheap
Communication is not transparant and
only available for exclusive groups.
Supports hierarchy
Online communication is more
transparant and democratizes labor
relations
Knowledge is power
Knowledge sharing is social and
respected in the community
0 05 5
25. Explicit knowledge Tacit knowledge
CHECKLIST
Accent on learning implicit knowledge
to know how to work
>80%
Accent on learning explicit knowledge
to understand learning content
>80%
Documented in learning goals Documented in performance goals
Formal tests / examinations Performance appraisals, job evaluation
conversations
Encoding tacit knowledge via practice
is hard and seems insufficiently current
and relevant in general
Encode tacit knowledge to explicit
knowledge to produce and share
knowledge via, for example, good
practices
0 05 5
27. Competences Tasks
CHECKLIST
Tasks are derived concretely from
organizational results
Competences are derived indirectly
from organizational results
Competences are the language of
formal learning
Tasks are fundamental to connect
working = learning
Competences are operationalized via
behavior indicators
Tasks are operationalized via
performance standards
Competence development
Competence development &
compliance
0 05 5
29. Adding learning
to work
Embedding
learning within
workflows
Extracting
learning
from work
Adding activities to
work that have the
explicit purpose of
assisting learning
Learning in the moment
of apply at the point of
need
Supporting workers to
learn from existing day-
to-day work activities
Learning > Work
Learning Metrics
Learning as Working
Performance Metrics
Work > Learn >
Improved Work
Performance Metrics
31. Learning paradigm Performance paradigm
CHECKLIST
Accent on competence development
and formal training
Accent on organizational results and
informal learning
Talent development and career
development
Working = Learning via challenging
projects and changes in the work
environment
Knowledge development mostly via
explicit knowledge
Performance development mostly via
implicit knowledge
Accent on measurements of learning
results
Accent on measurements of
organizational results
Focus on formal learning Unlimited access to Internet
Focus on individual or team development Focus on performance
Focus on training outcomes Focus on organizational outcomes
Adding learning to work Embedding learning with workflow
0 05 5
32. Add learning Embed learning and Extract
learning
70:20:10
Intervention matrix
Organizationalresults
Performance
consultingWorking = learning for managers, teams & L&D
(online) resources
Social learning
Tacit
knowledge
Task
Performance paradigm
Courses
Individual learning
Competence
Explicit
knowledge
Learning paradigm
Designcriteria
33. AGENDA
The L&D storm
!
Designing 70:20:10 solutions
!
Supporting 70
with performance support
Supporting 20
!
Supporting 10
!
Supporting 100
35. Steps may come in any order. At any point in time, an individual may
be in the midst of learning many things. Team members often co-learn
through conversation, collaboration and shared experience.
Sense Probe Act Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense ProbeAct Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense Probe Act Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense ProbeAct Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Probe Act Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense ProbeReflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense
Act
Sense Probe Act Reflect Sense Probe Act Reflect Sense ProbeAct Reflect
Sense Probe Act Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Probe Act Reflect Sense Probe Act Reflect Sense Probe ActReflect
SenseProbe Reflect Sense Probe Act Reflect Sense Probe Act Reflect
Sense
Act
38. PERFORMANCE SUPPORT
A helper in life and work, performance
support is a repository for information,
processes, and perspectives that
inform and guide planning and action.
- Rosset, Schafer, 2007
42. AGENDA
The L&D storm
!
Designing 70:20:10 solutions
!
Supporting 70
with performance support
Supporting 20
!
Supporting 10
!
Supporting 100
43. PercentageChangeinProfit
Percentage of
Employees with
High Network
Performance
0% 20% 33% 43% 59%
Organiza(ons
who
overcome
the
three
changes:
• Have
3x
more
employees
with
high
network
performance
• Achieve
an
average
increase
in
profits
of
5%
Challenge 1:
Prioritizing
opportunities
for developing
network
performance
competences
Challenge 2:
Integrating
network
learning
into formal
learning
solutions
Challenge 3:
Extending and
accelerating
network
learning across
the workforce
44. INVISIBLE LEARNING
The informal learning that is embedded
in work practices where professionals
encounter challenges that require a
learning process in order to solve them.
“This learning is more than just experiential
learning, involving everyday problem-solving.
Informal learning has a profound impact on one’s
ability to perform successfully in the workplace”
- de Laat, 2012
45. EXAMPLES 20
Feedback and working with observing
exemplary performers
!
Community of practice
!
Mentoring
!
Coaching
!
Personal Network Plan
46. EXAMPLES
SOCIAL LEARNING
marketing and sales numbers.
Thanks John, I downloaded the program.
Looks very promising
Marketing and sales numbers have been uploaded to the library. You can download it over
there.
47. AGENDA
The L&D storm
!
Designing 70:20:10 solutions
!
Supporting 70
with performance support
Supporting 20
!
Supporting 10
!
Supporting 100
48. YOUR CUP OF TEA
Inspirational events
!
MOOC and webinars
!
Simulation and gaming
!
Online learning
!
Certified training
!
Personal Development Plan
52. Activity
Take us home, captain!
Please use the intervention matrix to
determine how to prepare and
support your crew
53. SUPPORTING 100
E-services: micro-learning, performance support, social learning
Manager
Team
interventions
Improvement
case
Manager Improvement
team
Business
outcomes
Improvement case &
choosing your team
Improvement case:
work in progress
Presenting & sharing
the improvement case
Consultancy | Peer support & review | Coaching | Metrics
Target group: Manager & Small Improvement Team
54. 10
5 blocks of formal
gathering, aimed at
most critical tasks:
• result-oriented
managing
• lean
• team development
• measuring
• reflecting
70
20 Pull
Pull
Pull
Organizationalresults
Keyprocesses
WorkEnvironmental
BarriersBusinesscriticalTASK
• establishing and conducting a
team performance plan
• problem-solving (daily)
• 1 new initiative
• looking at experienced colleagues
• discuss improvement possibilities
with team
• perform all management tasks
(demonstrate)
• conduct performance support
• reflection / expert
• support by peers
• support by experts
• online community of
practice
• support by consultants
• social learning
activities