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transcript
Instructional Design Special Interest Group
Sharing
Performance and Learning InterventionPart 3
Institute for Adult LearningAdult Education Network
28 November 2016
The tide is turning on the learning industry ...
Instructional Design As We Know It May Never Be The Same
Instructional designers may be more like “instructional architects” who look at how
entire systems operate, and who must integrate each learning component as part of an overall end‐to‐end user
learning experience.
... our role as performance consultants will greatly expand.
Source: Transforming From Instructional Design To Learning Experience Design
https://elearningindustry.com/instructional‐design‐learning‐experience‐design
© 2016 Tang Buay Choo
Recap – The “crowd ideation” session
• Mar 2016 –Designing for Learning: What’s Next?– Sharing by Mr William Thien – Corporate Demands on ID– Sharing by Mr Lee Wee Chee – National CET Development– Sharing on PSEI Demands on ID– Break‐out Discussion: 2 Questions
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What are the emerging opportunities and work tasks for ID?
What competence ID would need in order to undertake these work tasks?”
© 2016 Tang Buay Choo
Recap – The “crowd ideation” session
• Mar 2016 –Designing for Learning: What’s Next?– Sharing by Mr William Thien – Corporate Demands on ID– Sharing by Mr Lee Wee Chee – National CET Development– Sharing on PSEI Demands on ID– Break‐out Discussion: 2 Questions
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What are the emerging opportunities and work tasks for ID?
What competence ID would need in order to undertake these work tasks?”
‐ Design learning ‐ Usually, measure
learning effectiveness‐ Design learning for work
performance‐Measure impact on business outcomes
Focus of IDFuture
© 2016 Tang Buay Choo
Recap – Part 1 on 23 Sept 2016
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© 2016 Tang Buay Choo
Recap – Part 2 on 31 Oct 2016
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© 2016 Tang Buay Choo
Recap – Part 2 on 31 Oct 2016
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© 2016 Tang Buay Choo
DESIGN LEARNING FOR WORKPLACE PERFORMANCE
Part 3
© 2016 Tang Buay Choo
© 2016 Tang Buay Choo
Objective
• Design a workplace learning strategy to address a performance issue / need
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Recap – 70 20 10
Source: Book ‘70:20:10 Towards 100 Percent Performance' by J. Arets, C. Jennings and V. Heijnen[https://702010institute.com/702010‐towards‐100‐performance/]
© 2016 Tang Buay Choo
Forms of Workplace Learning
Source: Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles jennings blogspot sg/2013/10/workplace learning adding embedding html
Adding‐Embedding‐Extracting model by Charles Jennings
© 2016 Tang Buay Choo
Forms of Workplace Learning
• Provide learning before performing task
• Add a learning event into the work process
e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning
Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo
Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others
Reference: Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles‐jennings.blogspot.sg/2013/10/workplace‐learning‐adding‐embedding.html
Forms of Workplace Learning
© 2016 Tang Buay Choo
• Provide learning before performing task
• Add a learning event into the work process
e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning
Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo
Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others
• Study the example of workplace learning strategy for your group.
• Which form(s) of workplace learning is/are adopted?
© 2016 Tang Buay Choo
When to use PS?Recap
© 2016 Tang Buay Choo
Possible workplace learning design structures
Applying the “Adding, Embedding, Extracting” Model
Embedding
Adding with or without
Embedding
Embedding with or without Adding
Adding + Embedding
Extracting
© 2016 Tang Buay Choo
Possible workplace learning design strategies/structures
Important for enhancing effectiveness & retention. Omit only if there are critical constraints
Forms of Workplace Learning
© 2016 Tang Buay Choo
• Provide learning before performing task
• Add a learning event into the work process
e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning
Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo
Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others
• Review the The PBS case • Identify 1 performance gap for a selected target employee group• Identify a relevant task in the performance gap. • Design a workplace learning strategy to address this gap.• Share your group’s strategy & form(s) of workplace learning.
Start with the 70 –What is the target
experience?
Design the 100
© 2016 Tang Buay Choo
Objectives ‐ Recap
• Design a workplace learning strategy to address a performance issue / need
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© 2016 Tang Buay Choo
© 2016 Tang Buay Choo
• Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles‐jennings.blogspot.sg/2013/10/workplace‐learning‐adding‐embedding.html
• Blogpost by Charles Jennings ‐ From Courses to Campaigns : using the 70:20:10 approachhttp://charles‐jennings.blogspot.sg/2016/01/from‐courses‐to‐campaigns‐using‐702010.html
• Report by TowardsMaturity ‐ In‐Focus: 70+20+10=100: The Evidence Behind The Numbershttp://www.towardsmaturity.org/article/2016/02/02/in‐focus‐702010‐100‐evidence‐behind‐numbers/
Further Readings
© 2016 Tang Buay Choo© 2016 Tang Buay Choo