Novakovich February 28 2012

8/2/2019 Novakovich February 28 2012

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High-level design for a performance improvement campaignBy: Jeanette Novakovich

The Roadmap


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ETEC712HumanPerformanceTrainingNovakovich 2

Intervention 1

Publishing an Entry

Summary description of the componentThis intervention, 30-minute training module, provides learners with the skills and

knowledge necessary to publish an entry according to the guidelines for

publishing a portfolio entry provided by the Professional Writing Minor Program.

This training addresses primarily the needs of newbie learners or individuals who

are publishing online for the first time. Individual learners might experience

resistance and intimidation towards publishing their work online. They might also

be unfamiliar and uncomfortable using technology and adapting to unfamiliar

computer software. The rationale for this training intervention was to ensure thatall learners received training that would enable them to publish an entry on their

online portfolio.

Format of the initial training

The initial training consisted of 30-minutes of face-to-face classroom training,

which includes a brief PPT lecture followed by experiential learning or practice.

Performance objectives or competencies addressed:

Select [Convert Line Breaks] format 100% of the time Include an appealing Creative Commons licensed image 100% of the time Place images appropriately on the page, centered, at the top of entry in

[Body] field set at 500 pixel width in order to fit the container space or

size of entry field 100% of the time and provide consistency of expression

Attribute all outside sources 100% of the time

Publish entry summaries or introductions in the [Body] field 100% of thetime

Publish the bulk of entry in the [Extended] field 100% of the time Provide search engine optimization 100% of the time


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Convention

Rationale for including this intervention

Training was provided in response to a direct request made by the project

sponsor for a 30-minute training module. Training was necessary since very few

of the learners were familiar with online publishing and the course standards for

publishing an online entry.

Type of information available

The type of information available will be an overview of the guidelines for online

publishing and step-by-step instructions.

Structure of the information

The training consisted of a brief lecture, consisting of the step-by-step procedure

for publishing an entry, and was followed by an experiential task of publishing an

entry. Learners received an overview of the guidelines for publishing an entry

and a step-by-step procedural guide which included images modeling the

procedure in the form of a PowerPoint lecture embedded on the course website

and projected onto a screen. Learners were provided with a student guide thatincluded a copy of the PowerPoint slide lecture.

Writing style for PowerPoint

Concise writing style consisting of simple headings and brief bullet lists, using

parallel grammatical forms and an active voice. Lecture will involve formal

language skills mixed with a warm and supportive voice.

Expectations that learners have:

Clear procedural directions for publishing an entry. Modeling of the procedure. Experiential practice publishing an entry under the guidance of an expert


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Questions and concerns regarding online publishing answered by an expert

Communication medium: LIVE

Why you chose this medium

The sponsor chose this medium for its low cost in terms of effectively reaching

all learners inexpensively within a single time frame

Advantages of the medium Easily integrated into the course schedule Inexpensive to produce Comfortable experience for course instructor and learners Lab classroom has technology and media capabilities Provide learners with an opportunity to practice skills in a safe and

supportive environment

Provide immediate feedback


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Limitations of the medium Difficult to provide information in one session to all learner types Time-consuming to produce teacher and student materials Lecture will have to be revised after each software update and websiteredesign


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Intervention 2

Step-by-step procedure for publishing an entry- job aid

Summary description of the component

This intervention, a step-by-step procedure, provides learners with the skills and

knowledge necessary to publish an entry according to the guidelines for

publishing a portfolio entry provided by the Professional Writing Minor Program.

It addresses the needs of the individual performer primarily at the newbie level

and provides a refresher for more advanced learners. The rationale for including

this intervention is to set up a newbie to perform successfully by providing

fundamental directions that reflect the material covered during the experiential

learning session.

Format of the intervention

This intervention is a job aid that consists of a condensed or quick reference

guide to publishing entries.

Performance objective(s) (competencies) it addresses




Attribute all outside sources 100% of the time Publish entry summaries or introductions in the [Body] field 100% of the

time


Conventions


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Why you chose this intervention

This intervention was selected to help learners who are unfamiliar with online

publishing and uncomfortable with technology publish entries outside of the

constraints of the course meetings.


This intervention will provide a step-by-step quick guide procedure for online

publishing.

Structure or format of the information

The structure of this job aid is an instruction set, consisting of easy to follow

procedural steps for publishing an entry. The instructions will be printed on a 5

x 7 inches laminated card. They will also be published and available for viewing

and downloading on the online help resource website.

Writing style

The writing style is concise and each step uses the imperative voice.

Instructions will be brief and numbered.

Expectations that learners have

Instruction sets meet learner expectations for performance interventions Instruction sets are designed to maximize ease of use The layout follows generic conventions which provide a familiarized

learning structure

Communication medium: PRINT


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This is a valuable tool that acts as in place of an expert guide and provides an

external memory to help learners recall the material provided in the experiential

learning session.

Advantages of the medium, especially in this context

Inexpensive and easy to produce Learner friendly Quick and easy access for information Portable No equipment necessary Consistent message

Limitations of the medium, especially in this context

Not interactive Revision


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Intervention 3

Portfolio-Remix Help website- Provision of resources

Summary description of the component:

This online resource will provide knowledge and resources in the form of

guidelines for publishing, resources for locating Creative Commons licensed

images, instant chat, podcast announcements, social media feed for

microblogging sessions, and a FAQ.

It will address the needs of the individual performer and assist learners at thefeeling humblestage, learners who know that there is a lot to know and who will

find the resource invaluable. It can also help learners at the newbieandfeelingarrogantstage as well. The rationale for including this intervention was to make

the guidelines available on demand and easily accessible to all learners. This will

allow learners to maintain knowledge and skills learned during the training by

providing them with an online support system.


The type of intervention chosen is a provision of skills and knowledge and

provision of resources in the form of an online support website.

Performance objectives or competencies addressed




Attribute all outside sources 100% of the time Publish entry summaries or introductions in the [Body] field 100% of the

time



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ETEC712HumanPerformanceTrainingNovakovich10

Conventions


This intervention was chosen to provide learners with convenient access toinformation. Learners will be able to find information about guidelines for

publishing, a step-by-step procedure for publishing an entry, and FAQs that will

address any questions or concerns that learners might commonly have with

regards to online publishing. The range and depth of information will remove

barriers to performance.


This intervention will provide easy access to answers to learners questions tohelp them improve performance and recall information from the initial training

session in the form of guidelines, procedures, and a mix of informative

interventions.

Guidelines Step-by-step procedure FAQs Podcasts

Social media feed #portfolio-remix


Users will be able to access the open website by going on the Internet. Once on

the website, a navigation bar will take learners to the information that they are

seeking.

Writing style

The online help center will include a purposeful active writing style using a

simple present tense and concise clear writing style.

Expectations that learners have for an online help center

Information on demand


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Easy accessibility and ease of navigation Completeness in terms of depth of information and a means to find

information that is not posted

Consistency of information


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Communication medium: ONLINE ASYNCHRONOUS


This medium was chosen due to the economy of producing material for

distribution on a website. This medium can also model guidelines for online

publishing. In addition, it provides a means to distribute a broad range of

interventions from quick procedural guides to podcast announcements.

Advantages of the medium

Easily distributed Easily revised Interactivity Consistent message

Limitations of the medium

Time-consuming to produce Network and browser compatibility


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Intervention 4

Weekly micro blog sessionProvision of support

Summary description of the component:

The objective of this intervention, a weekly microblogging session, is to provide

learners with a support and recognition feedback system.

It addresses the needs of the unit and individual performer primarily at the

disinterested level of performance by providing a community of support and

feedback. Learners will read published entries on the blog feed of Portfolio Remix

and provide feedback in the form of Twitter tweets that include the following

hashtag, #portfolio-remix, a keyword that will allow Twitter search engines tocreate a customized feed. Learners can then respond to the tweets as they are

fed into a Twitter search feed on the Portfolio-Remix online help support website.

This will allow students to reply and retweet memorable tweets. Tweets will

consist of constructive advice, alerts for publishing mishaps and congratulatory

notes. This weekly microblogging session provides learners with a feedback

support and recognition system.

This intervention will primarily address the performance need of support and

address learners who arefeeling arrogantby increasing their desire to show well

and receive positive reinforcement. The rationale for including this intervention

is to provide a feedback support system.

Format of the intervention: social media micro-blogging feedback

system

Performance objectives or competencies addressed:

Select [Convert Line Breaks] format 100% of the time Place images appropriately on the page, centered, at the top of entry in



Attribute all outside sources 100% of the time


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Publish entry summaries or introductions in the [Body] field 100% of thetime

Publish the bulk of entry in the [Extended] field 100% of the time

Conventions


This type of intervention, microblogging, emphasizes the social nature of writing

and will help learners improve publishing performance and provides immediate

feedback.


Information at the microblogging sessions will address performance issues in the

form of alerts. Learners will also tweet entries to recognize entries that were

entertaining, informative or simply a good read.


Learners will tweet microblogs or messages that consist of 140 characters or

less and the #portfolio-remix hashtag.

Writing style

An extremely concise and informal writing style is expected.


Expect tweeters to be informal and polite Expect nonjudgmental alerts Expect a measure of recognition Expect a measure of fun

Communication medium: ONLINE ASYNCHRONOUS


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Recent research indicates that Twitter can be a valuable tool for formative

evaluation when used as a feedback system. Students enrolled in the

Professional Writing Program are engaged in social media and have experience

and training. For these reasons, developing a feedback system, which utilizes

microblogging, interfaces smoothly with existing practices.


Feedback is immediate Feedback is concise Feedback is informal and polite Low cost Easy to produce Easy to distribute


Some learners dislike Twitter Some learners feel uncomfortable with public tweets (can have a private

account)


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Intervention 5

Weekly recognition for publishing excellenceProvision of

incentives (provision of feedback and provision of

knowledge and skills)

Summary description of the component

This intervention will consist of a weekly podcast, announcing learners who have

achieved publishing excellence in terms of readership as measured by Google

Analytics, an embedded software tool that measures web traffic. This intervention

provides incentive for performer excellence and will address performance of theoverall unit and the individual performer since metrics from learners and the

main hub will be shared. The podcast will also include a short interview with the

weekly winner who will provide tips for increasing web traffic. A link to the

podcast will be sent to learners through email. This intervention will address

learners at the phase of performance when they are feeling arrogant by

providing them with incentive to learn more and perform at the highest level in

order to receive recognition. The rationale for choosing this intervention was for

the broad range of benefits it offers.


Performance objective or competency addressed is to have learners provide

search engine optimization 100% of the time

Conventions


Learners deserve recognition for work that excels and achieves the purposes or

goals of the performance. Writers write in order to be read. Students who

achieve the task of reaching a large audience and who receive praise for their

skill will gain confidence. They can also share their skills and help other learners


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achieve recognition, creating a general positive environment and community of

support.


Recognition of learners who are excelling in terms of publishing performance and

providing or sharing wisdom to other learners to inspire them to improve

performance.


The intervention will take the form of a 1-2 minute weekly podcast, uploaded to

Podomatic and embedded on the Portfolio-Remix online help website.

Writing style

The audio writing will use the active voice and clear expressions. Sentences will

be short and words will have no more than three syllables.


To be entertained To be informed

Communication medium: ONLINE PUBLISHING


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This medium was chosen due to its low cost affordance and ability to create a

personal and entertaining message.


Easy to produce Easy to distribute Learners comfortable with the medium, click and play Ability to generate excitement or buzz


Not all learners will take the time to play podcast Not all learners will be engaged by medium

Note:Some text adapted from Carliner S. (2003) Training design basics.

Baltimore, MD: ASTD press and from Stolovitch, Harold D. & Keeps, Erica J.

(2004) Training Aint

Performance. Baltimore, Md: ASTD press.


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Appendix 1: Rating system intervention

o Cost production $- Nonexistent to low $$-Mild $$$-Moderate $$$$-Expensive $$$$$-Prohibitive

o Cost equipment playback $- Nonexistent to low $$-Mild $$$-Moderate $$$$-Expensive $$$$$-Prohibitive


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Appendix Two: Summary of Learning and Nonlearning

Interventions

Learning Intervention

Intervention 1

Publishing an entry Experiential learning

This experiential learning session will include a brief lecture and PowerPoint

followed up by an experiential learning session and debriefing. It will provide

learners with the skills and knowledge they need to publish entries.

Nonlearning Interventions

Intervention 2

Step-by-step procedure Job aid

This job aid will provide learners with confidence by reinforcing the material

learned during the training session.

Intervention 3Portfolio-Remix Help website- Provision of resources

This provision of resources will provide guidelines for publishing an entry and

resources for search engine optimization and locating Creative Commons

licensed material. This will eliminate performance barriers in terms of enhancing

learners knowledge of guidelines and by providing resources for search engine

optimization and Creative Commons material.

Intervention 4

Weekly micro blog sessionProvision of support


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This provision of support will provide performance feedback in the form of

weekly micro-blogging sessions. It will encourage and help learners to maintain

skills learned during the training session.

Intervention 5

Weekly recognition for publishing excellenceProvision of incentives

This provision of incentives will recognize students whose entries have received

the highest number of unique visitors. This incentive will encourage learners to

follow publishing guidelines.

Novakovich February 28 2012

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