Chris King, @cking6

Principal Consultant, CRK Learning

Training 2016

February 16, 8:00am

START

A. I know I need to do more with Informal Learning, but am still figuring out where to begin.

B. I want to know more about Performance Support.

C. I already bought in, but want to know more about the Five Moments of Need.

D. I need a new methodology because the one I’m using isn’t quite working anymore.

E. Wait – this isn’t Behind the Scenes at Pixar keynote?

F. Other (and I may call on you to find out what it is you need).

February 16, 2016 2CRK Learning, 2016

February 16, 2016 3

Review the Five Moments of Learning Need and how they apply an appropriate mix (70-20-10) of formal and informal learning

Explore the structure and purpose of learning in the workflow

Consider how learning in the workflow needs a deliberate blend of instructional design and the just-in-time attributes of informal learning

How the LEaP plan can be leveraged for learning, performance support, or a combination of both types of projects

CRK Learning, 2016

CRK Learning, 2016 February 16, 2016 4

More training didn’t help avoid a

hefty fine. They needed support

closer to the workflow.

Images are from the Library of Congress and Flickr Commons Project and as far as I know are publically held

images.

HemannEbbinghaus

February 16, 2016 5

Image http://www.unipublic.unizh.ch/magazin/gesellschaft/2005/1440/ebbinghaus2.jpg Transferred from en.wikipedia.

Chart from Training Industry Wiki, Forgetting Curve (https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx)

CRK Learning, 2016

M a r cRosenberg

February 16, 2016 6

Pro

fici

en

cy/C

om

pete

nce

Time

12

3

4

What we

imagine

happens

What

actually

happens

Without

support

With

support

Training Post-Training

Source: Mark Rosenberg, At the Moment of Need: The Case for Performance Support, eLearning Guild White Paper,

2013

The magic

proficiency line

CRK Learning, 2016

CharlesJennings

February 16, 2016 7

20% Social Learning

10%Formal Learning

70% Learning in the Workflow10%

Formal Learning

“Schooling helps, of course, but the top brain

surgeon or scientist or athlete didn’t rely on

the formal instruction they received in school

to reach the top.”

Source: eLearning Interviews, Interview with Charles Jennings (http://elearninginterviews.com/interview-charles-jennings/)

CRK Learning, 2016

February 16, 2016 8

Source: Conrad Gottfredson, A.G.I.L.E. Instructional Design Workshop, Apply Synergies, 2013

Learning out of the

WorkflowLearning in the Workflow

CRK Learning, 2016

ConradGottfredson

February 16, 2016 9

Apply

New

More Solve

Change

Deepen or broaden knowledge to

increase understanding and /or

comprehension of facts and ideas

Exposure to a subject or material

that is completely novel or with

only slight awareness.

Source: Conrad Gottfredson, Apply Synergies, 2015

CRK Learning, 2016

February 16, 2016 10

Apply

New

More Solve

Change

Acting upon learned knowledge,

including planning what to do,

remembering what’s been forgotten,

or adapting performance to a unique

situation

When problems arise, or things break or

don’t work the way they were intended

Source: Conrad Gottfredson, Apply Synergies, 2015

CRK Learning, 2016

ConradGottfredson

Learn a new way of doing

something; requires changing

skills that are deeply ingrained

in their performance practices

ConradGottfredson

February 16, 2016 11

Apply

New

More Solve

Change

10

7020

Source: Conrad Gottfredson, Apply Synergies, 2015

CRK Learning, 2016

February 16, 2016 12Jay Cross image from Learnovators (http://learnnovators.com/?s=jay+cross)

Work Flow Learning mural from Visual Insight (http://www.visualinsight.net/portfolio.html)

“If an organization is not addressing informal learning, it’s leaving a tremendous amount of learning to chance. Is that okay? Not any longer. This is a knowledge economy.”

CRK Learning, 2016

“We’ve all experienced a need-to-know moment, made better or

worse by how quickly we could put our hands on the right information

or find the right person to ask.”

- Jay Cross

February 16, 2016 13Source: Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends

(http://www.learningsolutionsmag.com/articles/439/working-smarter-informal-learning-in-the-cloud-by-jay-cross-and-friends)

CRK Learning, 2016

February 16, 2016 14

This is Oscar. He’s a goldfish.

Source: Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph, May 15, 2015,

(http://www.telegraph.co.uk/news/science/science-news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html)

CRK Learning, 2016

…is an orchestrated set of technology-enabled services that provide on-demand access to integrated information, guidance, advice, assistance, training and tools to enable high-level job performance with a minimum of support from other people.

February 16, 2016 15

GloriaG e r y

…is an orchestrated set of technology-enabled services that provide on-demandaccess to integratedinformation, guidance, advice, assistance, training and tools to enable high-level job performance with a minimum of support from other people.

Sources: Gloria Gery, Electronic Performance Support Systems, 1991

Gottfredson, Mosher, Innovative Performance Support: Strategies and Practices for Learning in the Workflow, 2010

Conrad Gottfredson, Bob Mosher

…ensures people can perform effectively

when they are called upon to act.

CRK Learning, 2016

2. Contextual 3. Just Enough

Knows who you are, and

what you’re doing

In the workflow

Only enough

information to complete the action

1. Embedded

February 16, 2016 16CRK Learning, 2016

Training Objectives

Concepts

Deeper Detail

Steps

Components:

DO

Moments

3-5

Training Objectives

Concepts

Deeper Detail

Steps

Moment of Need

TEACH

Moments

1 & 2

February 16, 2016CRK Learning, 2016 17

Source: Apply Synergies, 2014

This doesn’t reflect how we

do things, with immediate

consequences for our

ability to retrieve the

correct information from

memory

Other Resources – E-Learning!

Concepts

Deeper Details

Training Objectives

Concepts

Deeper Detail

Steps

Components:

DO

Moments

3-5

Steps

Moment of Need

TEACH

Moments

1 & 2

February 16, 2016 18

Source: Apply Synergies, 2014

THIS is how we do things,

so this is how we need to

learn!

CRK Learning, 2016

February 16, 2016 19

Incre

asin

g L

evels

of

Su

pp

ort

Source: Apply Synergies, 2014

CRK Learning, 2016

February 16, 2016 20CRK Learning, 2016

February 16, 2016 21CRK Learning, 2016

February 16, 2016 22CRK Learning, 2016

February 16, 2016 23CRK Learning, 2016

This is the

pyramid!

Job Task Analysis

(JTA)

Critical Impact

Analysis

Map Assets with the Five

Moments

Design the LEaP

February 16, 2016 24

Learning

Experience

and

Performance

Plan

CRK Learning, 2016

Identifies Tasks, Steps, and Concepts

Steps are building

blocks for Tasks

Concepts are context

Top 3 layers of the pyramid

The Right SMEs are the

key

At least 2, not more than 5

Balance technical and

business expertise

February 16, 2016 25CRK Learning, 2016

February 16, 2016

Leverage Reference-

Based Learning

Use the Google Effect

ID tasks and concepts that can be safely referenced

Formal vs. Informal

Forces SMEs to Choose

Quantifies the importance of

the content

Exposes unnoticed

gaps

1 2 3 4 5 6 7

Insignificant/ MinimalModerate Impact

(temporary)Significant Impact Catastrophic

• The consequences are

negligible.

• No impact on outcome, I

can readily recover.

• No impact on others.

• There could be some

decrease in workflow

efficiencies and/or

increase in workload.

• The consequences

would not threaten

successful

performance.

• Only moderate or

temporary harm,

damage, or loss to the

organization.

• May impact the

attitudes and workload

of self and or others

• Consequences would

require significant

commitment of

resources and/or lasting

consequences.

• Significant harm with

potentially permanent

consequences.

• Major compromise to

relationships.

• Consequences cause major

problem for others and/or

the organization.

• Long-term impact

• Irreparable harm, damage

or loss.

• Compromise of professional

status, reputation, and

ability do the work

• Long-term compromise to

relationships.26CRK Learning, 2016

February 16, 2016 27

Reference Learning People

Assets

Tro

ub

lesh

ootin

g G

uid

es

Tech

nica

l Bu

lletin

s

Softw

are

Rele

ase

Note

s

Help

File

s

Qu

ick R

efe

ren

ce G

uid

es

Da

ta C

alcu

lato

r

Ad

min

Tools

Sh

are

Poin

t

Tra

inin

g R

efe

ren

ces

Fa

cilitato

r Gu

ides

PP

Ts

Vid

eo S

kill M

od

els

Vid

eo D

em

os

How

-To V

ideos

Use

r-Gen

era

ted

Vid

eos

Lead

ersh

ip V

ideos

Ma

rketin

g V

ideos

On

line C

ou

rses

Em

ula

tors

Sim

ula

tors

Ya

mm

er

em

ail

Help

Desk

Sla

ck

New X X X X X X X X X X X X X

More X X X X X X X X X X X X X

Apply X X X X X X X X X X X X X X X

Change X X X X X X X X

Solve X X X X X X X X X X

List all learning assets

Consider the most essential

Prune overlapping

elements

Map to the Five Moments

Balance the resources

Identify gaps

CRK Learning, 2016

February 16, 2016 28

Concepts

mapped to

Tasks

Critical

Impact

ranking

Learning

Assets and

Components

Tasks ID’d

in JTA

CRK Learning, 2016

Complexity at medium or

higher

Supporting new software releases

Multiple processes

needing new development

Brokering requirements for multiple layers of the pyramid

Impact of failure ratings justify developing a

blended solution

February 16, 2016 29CRK Learning, 2016

How does this extend or change your thinking about informal learning?

What’s the next step for you?

February 16, 2016 30

Join the Performance Support Community of Practice at

http://performersupport.ning.com

This is a dynamic, vibrant and invitation-only site comprised of 3,000+

practitioners. For an invitation to join, send me a note at

chris@crklearning.com

CRK Learning, 2016

February 16, 2016 31Source: Instructional Design Now: A New Age of Learning and Beyond, ATD Research, 2015. Info-graphic by ATD.

Closing Thought

CRK Learning, 2016

CRK Learning, 2016 February 16, 2016 32

Doesn’t meet

49% 62%

Don’t meet

If 62% of us think we’re not doing a good job, why do we continue to do the same thing???

CHANGE SOMETHING!

Closing Thought

Chris King

Chris@crklearning.com, @cking6

This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International

License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/

ATD Info-graphic. Instructional Design Now: A New Age of Learning and Beyond, ATD Research, 2015.

Brian Dusablon. “Responsive Performance Support With WordPress.” TD Magazine Online, October 8, 2014. https://www.td.org/Publications/Magazines/TD/TD-Archive/2014/10/Responsive-Performance-Support-with-Wordpress

CEB CLC Learning and Development Practice, Building High-Performance Capability for the New Work Environment, 2012.

Gloria Gery. “Why Don’t We Weigh Them?.” CBT Solutions Magazine, May/June 1997. Accessed through the Internet Archive WaybackMachine: http://web.archive.org/web/19971011044357/http://www.cbtsolutions.com/html/gery-9705.htm

Interview with Charles Jennings, : eLearning Interviews, retrieved online November 12, 2015, http://elearninginterviews.com/interview-charles-jennings/

Gloria Gery, Electronic Performance Support Systems. Gery Associates, 1991.

Conrad Gottfredson and Bob Mosher. Innovative Performance Support: Strategies and Practices for Learning in the Workflow. New York: McGraw Hill, 2011.

Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends, retrieved online November 2, 2015, http://www.learningsolutionsmag.com/articles/439/working-smarter-informal-learning-in-the-cloud-by-jay-cross-and-friends

Marc Rosenberg. At the Moment of Need: The Case for Performance Support. eLearning Guild White Paper, 2013.

Rosenberg. Selling Performance Support: Building Stakeholder Buy-in. eLearning Guild White Paper, 2014.

Training Industry Wiki, Forgetting Curve, retrieved online November 6, 2015, https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx

Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph, May 15, 2015, retrieved online May 18, 2015, http://www.telegraph.co.uk/news/science/science-news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html

Visual Insight, Work Flow Learning mural, retrieved online November 9, 2015, http://www.visualinsight.net/portfolio.html February 16, 2016 34CRK Learning, 2016