Performance support. 70:20:10, Human Performance Improvement, workscapes, microlearning. Why performance support is an alternative for traditional training with positive business case

1. YOU
CAN’T
UNSCRAMBLE
SCRAMBLED
EGGS!
Jos
Arets
&
Vivian
Heijnen
TU108

2. IS
EXPONENTIAL
CHANGE
TYPICAL
FOR
21C?
INTERNET
FACEBOOK
GOOGLE
YOUTUBE
SMARTPHONES
TABLETS
LINKEDIN
E-­‐LEARNING
MOBILE
INTERNET

3. y
=
a(1
+
b)x
EXPONENTIAL
CHANGE

4. EGGCITING
OPPORTUNITIES
4
L&D
21C
TECHNOLOGICAL
POSSIBILITY
REAL
LIFE
THE
REALITY
GAP
TIME
CHANGE

5. THESE
SYNTHESE
ANTITHESE
TRAINING
0.0
COURSES
RESOURCES
1800
-­‐
1950

6. STEAM
POWER
REVOLUTION
IN
TRANSPORT
ECONOMY
OF
SCALE
TEXTILES
INDUSTRIAL
REVOLUTION
MECHANIZED
COTTON
SPINNING
IRON
MAKING

7. 0
1000
2000
3000
4000
5000
6000
1300
1500
1700
1900
0
0,2
0,4
0,6
0,8
1
1,2
1,4
1,6
1,8
2
GDP
PER
CAPTIVA
RATE
OF
POPULATION
GROWTH
GDP
PER
CAPTIVA
(1990
INT’L
$)
POPULATION
GROTWH
EXPONENTIAL
CURVE

8. TASK
ORIENTED
TO
PERFORM
BETTER
CLASSROOM
TRAINING
TO
DELIVER
MORE
EFFICIENT
VESTIBULE
TRAINING
TO
BEAT
THE
TRANSFER
PROBLEM
TRAINING
0.0
APPRENTICESHIP
TRAINING
ON
THE
JOB
CLASSROOM
TRAINING
VESTIBULE
TRAINING

9. 70-­‐20-­‐10
AT
THE
EARLY
STAGE
OF
LEARNING
IN
ORGANIZATIONS
70
JOB
EXPERIENCE
20
LEARNING
FROM
OTHERS
10
TRAINING
1800
-­‐
1950

10. METHODS
AROUND
1900
•
VOCATIONAL
OR
MANUAL
TRAINING
SCHOOLS
•
FACTORY
SCHOOLS
•
VESTIBULE
TRAINING
•
GAMING
SOLUTIONS
•
CASE
METHOD
•
ROLE-­‐PLAY
METHOD

11. CONCLUSION
THESE
•
FOCUS
ON
MANAGEMENT
AS
A
SCIENCE
•
MANY
OF
THE
MAJOR
MANAGEMENT
CONCEPTS
IN
USE
TODAY
ARE
DEVELOPED
BETWEEN
1900
-­‐
1950
•
TRAINING
AND
LEARNING
IN
EARLY
DEVELOPMENT.
BUT
RIGHT
NOW
IN
21C
WE
STILL
USE
THE
PRINCIPLE
OF
THE
CASE
METHOD,
ROLE-­‐PLAYING
AND
GAMING

12. THESE
SYNTHESE
ANTITHESE
TRAINING
0.0
COURSES
RESOURCES
1950
-­‐
2000

13. EXPONENTIAL
CHANGE
BETWEEN
1950
-­‐
2000
WESTERN
WORLD
1960
/
ZAMBIA
2007
SMALL
RADIO
RADIO
CASSETTE
PLAYER
TV
VIDEO
LAMP
TORCH
INVERTER
FRIDGE
PERCENTAGE
OF
HOUSEHOLDS
WOTH
APPLIANCES
0
10
20
30
40
50
60
70
80
90
100

14. COGNITIVISM
BEHAVIOURISM
THEORIES
IN
LEARNING
CONSTRUCTIVISM
CONNECTIVISM
PAVLOV
WATSON
SKINNER
PIAGET
DEWEY
AUSUBEL
VYGOTSKY
GAGNE
LEWIN
BLOOM
MAGER
ANDERSON
BRUNER
SIEMENS
DOWNES
THORNDIKE
KNOWLES

15. LEARNING
INTERVENTIONS
TRAIN-­‐THE-­‐TRAINER
PROGRAMMED
INSTRUCTION
4
LEVELS
OF
EVALUATION
PERFORMANCE
ANALYSIS
TEACHING
MACHINES
LEARNING
OBJECTIVES
TASK
ANALYSIS
CASE
METHOD
SENSITIVITY
TRAINING
COMPETENCY-­‐BASED
TRAINING
COST-­‐BENEFIT
ANALYSIS
ELECTRONIC
WORKSTATIONS
LAPTOPS
CROSS-­‐CULTURAL
TRAINING
E-­‐LEARNING

16. DEVELOPING
THE
PROFESSION
OF
LEARNING
10
JOB
EXPERIENCES
20
LEARNING
FROM
OTHERS
70
TRAINING
1950
-­‐
2000
70
JOB
EXPERIENCES
20
LEARNING
FROM
OTHERS
10
TRAINING
1800
-­‐
1950

17. HEY,
WE
HAVE
A
PERFORMANCE
PROBLEM!
Performance
problem
Give
them
a
training
/
course
Delivering
training
solueon
Measuring
at
level
1,2,
3
or
not
in
80%
organizaeonal
barriers
sell
exist
LEARNING
NEW
SKILLS
OR
COMPETENCIES
>
BETTER
PERFORMANCE

18. CONCLUSION
ANTITHESE
Focus
on
learning
theory
&
interveneons
Focus
on
instructor-­‐led
training
away
from
workplace
In
the
field
of
training
we
don’t
see
that
much
of
a
change
Today
we
sell
use
the
theories
&
interveneons
of
the
last
century
Many
gurus
reered
or
died

19. THESE
SYNTHESE
ANTITHESE
TRAINING
0.0
COURSES
RESOURCES
21C

20. INVENTIONS
IN
(WORKPLACE)
LEARNING
&
PERFORMANCE
DISCOVERY
LEARNING
JOB
INSTRUCTION
TRAINING
JOB
AIDS
ORGANIZATION
DEVELOPMENT
COGNITIVE
SCIENCE
INSTRUCTIONAL
DESIGN
(ISD)
SYSTEM
THEORIE
KIRKPATRICK:
EVALUATION
OVERHEAD
(WITH
COLOURED
PENCILS)
PERFORMANCE
OBJECTIVES
KOLB
LEARNING
STYLES
PERFORMANCE
IMPROVEMENT
INFORMAL
&
FORMAL
LEARNING
LIFELONG
LEARNING
ADULT
EDUCATION
COMPUTER
BASED
TRAINING
(CBT)
ELECTRONIC
PERFORMANCE
SUPPORT
SYSTEM
THE
LEARNING
ORGINIZATION
ADDIE
(ISD)
KNOWLEDGE
MANAGEMENT
GAMING
ELEARNING
BLENDED
LEARNING
SOCIAL
LEARNING
MLEARNING

21. Know
your
numbers
and
the
consequences
Implement
(mobile)
performance
support
Support
working
=
learning
in
the
cloud
21C
SOLUTIONS

22. CORE
BUSINESS
=
CLASSROOM
TRAINING
INSTRUCTOR-­‐LED
CLASSROOM
TECHNOLOGY
BASED
ALL
ONLINE
SELF-­‐PACED
65,30%
30,28%
23,36%
25,12%
61,06%
32,69%
24,62%
25,02%
63,69%
31,37%
29,31%
23,38%
58,84%
35,54%
27,70%
27,63%
59,10%
33,00%
24,77%
25,50%
59,43%
37,30%
25,18%
20,07%
2006
2007
2008
2009
2010
2011
COMPARISON
OF
AVERAGE
PERCENTAGE
OF
FORMAL
LEARNING
HOURS
AVAILABLE
VIA
PRIMARY
DELIVERY
METHODS
(CONSOLIDATED)
ASTD
State
of
Industry
Report
2012

23. LEARNING
CONTENT
BY
AREA
ASTD
State
of
Industry
Report
2012
WE
NEED
A
SHIFT
TO
BUSINESS
RELATED
CONTENT
&
CONTEXT
BUSINESS
RELATED
CONTENT
E.G.
PRODUCT
KNOWLEDGE,
IT-­‐SYSTEMS,
SALES,
CUSTOMER
SERVICE
GENERIC
CONTENT
E.G.
MANAGERIAL
&
SUPERVISORY,
INTERPERSONAL
SKILLS,
EXECUTIVE
DEVELOPMENT

24. THE
VALUE
OF
INTANGIBLES
TANGIBLE
ASSETS
INTANGIBLE
ASSETS
PERCENT
0
10
20
30
40
50
60
70
80
90
100
83%
68%
32%
20%
19%
80%
81%
68%
32%
17%
1975
1985
1995
2005
2009

25. EVALUATION
OF
TRAINING:
DISCONNECTED
FROM
THE
BUSINESS
LEVEL
1:
REACTIONS
OF
PARTICIPANTS
LEVEL
2:
EVALUATION
OF
LEARNING
LEVEL
3:
EVALUATION
OF
BEHAVIOR
LEVEL
4:
EVALUATION
OF
RESULTS
LEVEL
5:
RETURN
ON
INVESTMENT
NONE
OF
THE
ABOVE
91,6%
80,8%
54,5%
36,9%
17,9%
4,1%

26. Know
your
numbers
and
the
consequences
Implement
(mobile)
performance
support
Support
working
=
learning
in
the
cloud
21C
SOLUTIONS

27. PERFORMANCE
SUPPORT
A
helper
in
life
and
work,
performance
support
is
a
repository
for
informaeon,
processes,
and
perspeceves
that
inform
and
guide
planning
and
aceon.
-­‐
Rosset,
Schafer,
2007

28. 21C:
WE
ARE
SMARTER
0
10
20
30
40
50
60
70
80
90
100
2012
2008
2004
2000
1996
1992
1988
1984
1980
1976
1972
1968
1964
1957
1940
LESS
THAN
HIGH
SCHOOL
HIGH
SCHOOL,
OR
SOME
COLLEGE
BACHELOR’S
DEGREE
OR
HIGHER
4.6
19.6
75.9
30.9
56.7
12.4
SOURCES:
U.S.
CENSUS
BUREAU.
1947,
1952-­‐2002
MARCH
CURRENT
POPULATION
SURVEY,
2003-­‐2012
ANNUAL
SOCIAL
AND
ECONOMIC
SUPPLEMENT
TO
THE
CURRENT
POPULATION
SURVEY;
1940-­‐1960
CENSUS
OF
POPULATION
POPULATION
IN
THOUSANDS

29. MALE
FEMALE
PERCENT
-­‐30
-­‐20
-­‐10
0
10
20
30
40
50
60
21C:
GIRLPOWER
LESS
THAN
HIGH
SCHOOL
HIGH
SCHOOL
DIPLOMA
SOME
COLLEGE
OR
ASSOCIATE’S
DEGREE
BACHELOR
DEGREE
ADVANCE
DEGREE
SOURCES:
U.S.
CENSUS
BUREAU.
1974-­‐2002
MARCH
POPULATION
SURVEY,
2003-­‐2012
ANNUAL
SOCIAL
AND
ECONOMIC
SUPPLEMENT
TO
THE
CURRENT
POPULATION
SERVEY

30. Before
preparaeon
1. Gather
all
the
ingredients
at
the
kitchen
counter02.
Stone
the
tomatoes
and
cut
into
wedges03.
Wash
and
dry
the
leBuce04.
Cut
the
chive
into
small
pieces05.
Cut
the
salmon
into
slices06.
Toast
the
slice
of
bread
in
the
toaster
Preparaeon
of
the
scrambled
eggs
07.
Heat
the
pan
on
medium
heat
and
melt
the
buBer
Lll
it
is
sizzling08.
Beat
the
eggs
in
a
bowl09.
Add
a
dash
of
milk,
a
pinch
of
salt
and
a
liBle
pepper10.
Beat
the
eggs
with
whisk
briefly
loose11.
Put
the
egg
mixture
into
the
pan
and
sLr
with
a
spatula12.
The
mixture
should
sLll
'damp'
(baveuse)
if
you
are
serving
Serving
13.
Cut
the
crusts
from
the
bread
slice14.
Place
the
bread
on
a
plate15.
Divide
the
egg
mixture
on
the
bread16.
Place
the
salmon
and
the
cut
chive
on
the
egg
17.
Garnish
with
tomato
and
leBuce

31. WE
ARE
FORGETTING
MACHINES

32. BENEFITS
EPSS
• Informaeon
(just
in
eme)
• Simple
(just
enough)
• Relevant
(just
in
place)
• Personal
(just4you)
PERFORMANCE
SUPPORT
AND
WORK
ARE
INTEGRATED

34. BUSINESS
IMPACT
PERFORMANCE
SUPPORT
• Improved
performance
/
producevity
• Aligned
with
the
business
(derived
from
performance
standards)
• Supports
behavior
in
accordance
with
performance
standards
• Reduce
formal
training
with
50
–
70%

35. ASTD
State
of
Industry
Report
2012
MOBILE
=
PERFORMANCE
SUPPORT
=
21C
PERCENTAGE
OF
LEARNING
HOURS
AVAILABLE
AND
USED
VIA
TECHNOLOGY
BASED
DELIVERY
METHODS
SELF-­‐PACED
ONLINE
(NETWORKED)
SELF-­‐PACED
NON-­‐NETWORKED
COMPUTER
(CD-­‐ROM
ETC)
INSTRUCTOR-­‐LED
ONLINE
INSTRUCTOR-­‐LED
REMOTE
(SATELLITE,
VIDEO,
ETC)
NON-­‐COMPUTER
TECHNOLOGY
(DVD,
AUDIO
CD,
ETC)
MOBILE
TECHNOLOGY
2011
AVAILABLE
2011
USED
2010
AVAILABLE
2010
USED
2009
AVAILABLE
2009
USED
2008
AVAILABLE
2008
USED

36. 21C
10
JOB
EXPERIENCES
20
LEARNING
FROM
OTHERS
70
TRAINING
70
JOB
EXPERIENCES
20
LEARNING
FROM
OTHERS
10
TRAINING
70
JOB
EXPERIENCES
20
LEARNING
FROM
OTHERS
10
TRAINING
1800
-­‐
1950
1950
-­‐
2000

37. Know
your
numbers
and
the
consequences
Implement
(mobile)
performance
support
Support
working
=
learning
in
the
cloud
21C
SOLUTIONS

38. MODEL:
SKILL
ACQUISITION
(DREYFUS,
1980)
LEARNING
WORKING
ORGANIZATIONAL
RESULTS
NOVICE
ADVANCED
BEGINNER
COMPETENT
PROFICIENT
EXPERT

39. METRICS
LEVEL
4,5
PROCEDURAL
RESOURCES
MICRO-­‐LEARNING
&
PERFORMANCE
SUPPORT
TASK
SOCIAL
&
PERSONALIZED
LEARNING
PERFORMANCE
FORMAL
LEARNING
(70/20/10)
1950
-­‐
2000
21C
IN
CONTEXT
DESIGN
CRITERIA
(DIGITAL)
WORKING
=
LEARNING
WORLD
METRICS
LEVEL
1,2,3
DECLARATIVE
COURSES
E-­‐LEARNING
COMPETENCIES
CLASSROOM
LEARNING
TRAINING
FORMAL
LEARNING
(10/20/70)

40. TASK
METRICS
ONLINE
COACHING
TRAINING
/
WORKPLACE
LEARNING
MICRO-­‐LEARNING
LEARNING
&
BUSINESS
IMPROVEMENT
INTERVENTIONS
MICRO-­‐LEARNING
SOCIAL
OR
COLLABORATIVE-­‐LEARNING
TRAINING
/
WORKPLACE
LEARNING
METRICS
PERFORMANCE
SUPPORT
&
MICRO-­‐INFORMATION
LEARNING
&
BUSINESS
IMPROVEMENT
INTERVENTIONS
ONLINE
COACHING
PULL
PUSH
LEARNING
PARADIGM
PERFORMANCE
PARADIGM

41. HEY,
I
HAVE
A
PERFORMANCE
PROBLEM!
NO
I
DON’T
PREFER
TRAINING.
I
WANT
TO
PERFORM
BETTER
RIGHT
NOW.
ELECTRONIC
PERFORMANCE
SUPPORT
MICRO-­‐LEARNING
(ONLINE)
COACHING
SOCIAL
OR
COLLABORATIVE
LEARNING
TRAINING
/
WORKPLACE
LEARNING
METRICS
LEARNING
&
BUSINESS
IMPROVEMENT
INTERVENTIONS
24/7
RESOURCES
INSTEAD
OF
COURSES!

44. P
D
A
C
Continu verbeteren
Klantgerichtheid

45. Job Aid
ALLEEN%OP%DE%WERELD?%
Informal)learning)
%
%Role%modeling%
%
%Collabora8on%
%
%Gain%knowledge%
%
%Prac8ce%
%
%Discover%
%
%%
)
)
formal)learning)
)
)(Cer8fied)%training%
%
%microClearning%
%
%mobile%learning%
%
% games%
%
%WebClectures%
%
%Webinars%
%
%(EC)Coaching%
%
%Generic%&%jobspecific%
competen8es%
%
%
%
Social)Media)
)
%Blog%
%
%Forum%
%
%Wiki%
%
%Youtube%
%
%Rss%
%
%TwiMer%
%
%Yammer%a.o%%
%
%ECPDP%
%ECTDP%
%
%Measurements%
%
%Competencies%
%
%360Cfeedback%tests%
%
Results%
1.%
%
2.%
%
3.%
%
4.%%Mobile%performance%
support

46. CONCLUSION
THESE
•
FOCUS
ON
MANAGEMENT
AS
A
SCIENCE
•
MANY
OF
THE
MAJOR
MANAGEMENT
CONCEPTS
IN
USE
TODAY
ARE
DEVELOPED
BETWEEN
1900
-­‐
1950
•
TRAINING
AND
LEARNING
IN
EARLY
DEVELOPMENT.
BUT
RIGHT
NOW
IN
21C
WE
STILL
USE
THE
PRINCIPLE
OF
THE
CASE
METHOD,
ROLE-­‐PLAYING
AND
GAMING

47. TANGIBLES
•
Decrease
formal
training
50%
due
to
EPSS
•
Addieonal
50%
reduceon
unpaid
leave
•
Cost
of
EPSS
30%
compare
to
formal
training
•
Decrease
training
cost
/
parecipant
•
Increased
contribueon
to
organizaeonal
results
RESOURCES
INSTEAD
OF
COURSES
BUSINESS
CASE

48. INTANGIBLES
•
Working
=
learning
•
24/7/365
accessibility
•
Learning
is
a
process
•
In
context
learning
•
Pull
versus
push
•
Increased
saesfaceon
•
Learning
department
=
business
relevant

49. CONCLUSIONS
THESE
• Don’t
separate
learning
from
working
• Connect
(social)
learning
to
the
business
• Move
from
e-­‐learning
to
e-­‐working
• Working
&
learning
within
the
cloud
• Resources
instead
of
courses
• Enjoy
the
social
media
ride
• Create
a
seat
at
the
table
with
solid
business
cases

50. WE
CANNOT
RUN
TIME
BACKWARDS
21C:
EGGCITING4HRD!

51. Your
Feedback
Counts!
Your
feedback
helps
ASTD
conLnue
to
provide
top-­‐notch
educaLonal
programs
that
help
you
stay
on
top
of
a
changing
profession.
EvaluaLon
forms
for
this
session
are
available
NOW
via
the
mobile
app
and
at
the
following
link:
www.astdconference.org.