Astd 2014 - the Performance Support Storm
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THE PERFORMANCE SUPPORT STORM How to support 70:20:10 with performance support Jos Arets, Vivian Heijnen and Charles Jennings TU106
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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.
Transcript of Astd 2014 - the Performance Support Storm
THE PERFORMANCE SUPPORT STORM
How to support 70:20:10 with performance support Jos Arets, Vivian Heijnen and Charles Jennings
TU106
ChallengeImagine you are the captain of this boat:
!
How to prepare the crew for the storm?
100% 70:20:10 fieldbook
70:20:10 In this session10: of course
20: sharing knowledge with each other 70: Opportunities to reflect on your own practice
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
Training
Work
Total # hours
Training
Total
budget
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
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%
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
Why corporate training fails
CHALLENGE FOR L&D
?
Towards 70:20:10
?
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
Work
Learn
70
20
10
Mindset matters
7010
20Pull
Pull
Pull
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7010 20Push
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Add learning Embed learning and Extract learning
70:20:10 Intervention matrix
Org
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Performance consultingWorking = learning for managers, teams & L&D
(online) Resources
Social learning
Tacit knowledge
Task
Performance paradigm
Courses
Individual learning
Competence
Explicit knowledge
Learning paradigmD
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cri
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Use your job aid and put a mark on the scale for one of your own
projects.
Activity
(online) ResourcesCourses0 05 5
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
Social learningIndividual learning0 05 5
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
Tacit knowledge
Explicit knowledge
0 05 5
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
TaskCompetence 0 05 5
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
Embed learning and Extract learningAdd learning
0 05 5
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
Performance paradigmLearning paradigm 0 05 5
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
Add learning Embed learning and Extract learning
70:20:10 Intervention matrix
Org
an
iza
tio
na
l re
sult
s
Performance consultingWorking = learning for managers, teams & L&D
(online) resources
Social learning
Tacit knowledge
Task
Performance paradigm
Courses
Individual learning
Competence
Explicit knowledge
Learning paradigmD
esi
gn
cri
teri
a
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
PROBE Try it
How would it work with a customer?
ACT Just do itTeamwork
REFLECT Meditate on feedback
Group evaluation
SENSE Hatch an ideaIdeas arise from
conversation
INDIVIDUAL LEARNING !
TEAM LEARNING
!Raelin, J. (2008).
Work based learning
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
EXAMPLES 70Problem solving
!
Become an expert !
Challenge yourself !
Support yourself !
Personal Performance Plan
Learning by doing
PERFORMANCE SUPPORTA 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
QuestionHow much performance support do
you use during work / private?
EXAMPLES PERFORMANCE SUPPORT
QuestionHow much of your services as L&D
exists of performance support?
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
Pe
rce
nta
ge
Ch
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ge
in
Pro
fit
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
INVISIBLE LEARNINGThe 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
EXAMPLES 20Feedback and working with observing
exemplary performers !
Community of practice !
Mentoring !
Coaching !
Personal Network Plan
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.
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
YOUR CUP OF TEAInspirational events
!
MOOC and webinars !
Simulation and gaming !
Online learning !
Certified training !
Personal Development Plan
E-learning manifesto
AGENDAThe L&D storm
!Designing 70:20:10 solutions
! Supporting 70
with performance support
Supporting 20 !
Supporting 10 !
Supporting 100
10!• • • • •
7020
Pull
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• • • • •
• • • • •
ActivityTake us home, captain!
Please use the intervention matrix to
determine how to prepare and support your crew
SUPPORTING 100E-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
105 blocks of formal gathering, aimed at most critical tasks: • result-oriented
managing • lean • team development • measuring • reflecting
7020
Pull
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• 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
!Feedback!Counts!!!!
!Your!feedback!helps!ASTD!con6nue!to!provide!top:notch!educa6onal!programs!that!help!you!stay!on!top!of!a!changing!profession.!!Evalua6on!forms!!for!this!session!are!available!via!the!mobile!app!and!at!the!following!link:!www.astdconference.org/aCendees.!
!Feedback!Counts!!!!
!Your!feedback!helps!ASTD!con6nue!to!provide!top:notch!educa6onal!programs!that!help!you!stay!on!top!of!a!changing!profession.!!Evalua6on!forms!!for!this!session!are!available!via!the!mobile!app!and!at!the!following!link:!www.astdconference.org/aCendees.!
SUPPORTING 100The Love Boat for
L&D and Organizations.
