Astd 2014 - the Performance Support Storm

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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
  • 100% 70:20:10 eldbook
  • 70:20:10 In this session 10: Of course 20: Sharing knowledge with each other 70: Opportunities to reect on your own practice
  • Challenge Imagine you are the captain of this boat: ! How to prepare the crew for the storm?
  • AGENDA The 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 Its 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 ?
  • AGENDA The 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 20 Pull Pull Pull Organizationalresults Keyprocesses WorkEnvironmental BarriersBusinesscriticalTASK
  • 7010 20 Push Organizationalresults Keyprocesses WorkEnvironmental BarriersBusinesscriticalTASK
  • 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
  • Use your job aid and put a mark on the scale for one of your own projects. Activity
  • (online) ResourcesCourses 0 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 learning 0 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 insufciently 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 workows 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 workow 0 05 5
  • 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
  • AGENDA The L&D storm ! Designing 70:20:10 solutions ! Supporting 70 with performance support Supporting 20 ! Supporting 10 ! Supporting 100
  • REFLECT ACT PROBESENSE Theory Practice Explicit Tacit Modes of learning Forms of knowledge ! 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 Reect Sense Probe Act Reect Sense Probe Act Reect Sense ProbeAct Reect Sense Probe Act Reect Sense Probe Act Reect Sense Probe Act Reect Sense Probe Act Reect Sense Probe Act Reect Sense ProbeAct Reect Sense Probe Act Reect Sense Probe Act Reect Probe Act Reect Sense Probe Act Reect Sense Probe Act Reect Sense ProbeReect Sense Probe Act Reect Sense Probe Act Reect Sense Act Sense Probe Act Reect Sense Probe Act Reect Sense ProbeAct Reect Sense Probe Act Reect Sense Probe Act Reect Sense Probe Act Reect Probe Act Reect Sense Probe Act Reect Sense Probe ActReect SenseProbe Reect Sense Probe Act Reect Sense Probe Act Reect Sense Act
  • EXAMPLES 70 Problem solving ! Become an expert ! Challenge yourself ! Support yourself ! Personal P