Unit 4: Human Performance Technology

In the software training department at the college where I work retention of trainers has been our largest issue. Since my college system consists of 7 individual colleges the trainers have to travel to other locations for training classes. The daily travel seems to be one of the biggest issues contributing to employee retention. Since the department has never had class minimums in place, the trainer might travel to a location and no one attends training. To help keep trainers from leaving the job we could:

·         Enforce a class minimum so the trainer won’t feel their travel time has been wasted. If the class minimum was set at five the chances all five not showing up would be very small.

·         Attempt to schedule the employee close to their house to decrease miles traveled.

·         Meet with the trainers to get their ideas on how to lessen the stress of their job on the road and enact new policies based on these meetings.

 According to Wikipedia, “An Electronic Performance Support System, is any computer software program or component that improves user performance.”  Encyclopedia2.thefreedictionary.com defines it as “A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.”  Bersin.com defines it as “(EPSS) is an integrated electronic environment that is available to and easily accessible by employees. An EPSS is structured to provide immediate, individualized online access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.” I prefer the last definition because it is very encompassing without being restrictive.

EPSS systems have not been widely used because of the complexity and cost of developing one and the people in charge of a company not being familiar with them. They represent a wide technological and managerial leap which is hard for the executives of a company to agree on. Companies tend to use tried and true measures when it comes to running a business. They should become more and more common as the people who grew up with technology and rely on cutting edge technology become the managers of companies. This is the generation that lives on their smart phones and this need to have instant information and answers will drive the future applications of EPSS systems in business.

The software training department where I work historically only provided face to face training. A written manual was provided only if you attended training. If you lost the manual you could request another one, but it took the employee extra effort. If the employee needed help with only one task that was contained in a different training they would be required to sit through a 3 hour training class to get access to the manual. We have in the past year implemented a blended approach to training utilizing a KM system. Our manuals and also video tutorials have been placed on a website that also contains class information and contact information. This has resulted in more productivity from the employees because they have access to instruction that does not involve taking half a day to receive training. The video tutorials are particularly useful for task oriented instruction since each module addresses one topic.

I would have to say the most prevalent form of informal learning I have been exposed to is from visits to museums and surfing the Internet. When visiting museums I was open to the possibilities of new experiences and newly acquired knowledge.  At times I would be with others so it was not only engaging but also social. I would prefer to visit a museum by myself and become immersed in what I found interesting. I would play the role of active participant and the instructors would be the exhibits. I could pick and choose what to read and interact with. The Internet has probably had the most impact of informal learning simply because of the number of hours I spend on it. I enjoy access to instant knowledge, but I have to admit I enjoy visiting museums more engaging. The tactile experience of physically interacting is more satisfying. I have also taken part in study and discussion groups but enjoyed the activity less than the other two. I did not find those venues as valuable because people tend to espouse knowledge they really were not experts on.

Unit 3: Evaluating, Implemententing and Managing Instructional Programs and Projects

I found an interesting evaluation model based on the Web-Based Instruction Model (WBI) designed to evaluate distance learning classes and presented by Woochun Jun and Le Gruenwald. The two main categories the model evaluates are Interactivity and Motivation. Within each category three subcategories are analyzed: Student to course content relationship, Student to teacher relationship and Student to student relationship. Each subcategory contains multiple points that are scored either a 1 for yes or 0 for no. Each point represents elements the authors believe add value to a WBI.  You can use the criteria to score and compare WBI courses.

I am currently creating online professional development software training classes. I could use this model to help decide necessary elements in the classes.

The TVS Model is another evaluation model that consists of four stages. Stage one is Situation where pre-training data is collected to find out what the current level the employees are operating at. Stage two is Intervention where the gap between the employee’s level and the desired level are evaluated to see if training would help bridge that gap. Stage three is Impact where the employees are evaluated as to the difference between before and after training. Stage four is Value where it is determined if the training successfully helped the company and is measured in dollars.

Since I work as a software trainer I have to consider the four points when developing training. This method gives me an organized way of evaluating the college’s needs.

My software training department is developing a series of Blackboard online training classes. We have three that are being tested. This is a radical departure for the department because all training classes have been in a face to face setting in the past. The relative advantage to this plan is to offer training online at the employee’s pace while not paying for a trainer to be in the room with the employee. It is also advantageous to the employee since they can work through the material when they have time rather than take a linear period of time from their day and possibly have to travel for training. The training has been made compatible with our face to face classes by providing the same material and having them demonstrate the skills learned.   The complexity is understood that some employees will require face to face training so that delivery method is also available. We are testing the classes with other employees in the department to satisfy trialability. Once the classes have been added to the face to face curriculum we will use observability to obtain testimonials and survey results and use them to advertise the new method of training.

Using Situational Leadership to facilitate a project of developing a series of professional development sessions focused on technology, I would first research the topic to gain perspective and ideas. I would next (phase 1) gather my team and explain to them the project, give my insights and make assignments. The team would meet regularly to discuss the project and form a definite direction. The next (phase 2) step would be to meet less often and listen to the team’s ideas and assist in decision making. Once those ideas are solidified we would move to phase 3 where the work begins to develop the instructional units.  We would still meet regularly to discuss progress and review the work to date. Once the instructional units are on the right track we would move to phase  4 where we would meet less often and the meetings would focus on reviewing the progress of the units.

Unit 2: Theories and Models of Learning and Instruction

Specific learning goal:

The employee will learn how to create a table of contents (TOC) in Word.

If the delivery of the instruction was an online, Blackboard method I would incorporate the Schema Theory and Cognitive Load Theory because from my experience with professional development, the learners need the lessons broken down into manageable segments. The Schema Theory illustrates the tasks a learner is asked to perform are limited by their processing ability. The learners would need to have the foundation laid of working with styles in Word since a table of contents is based on styles. The knowledge of styles needs to already be in their long term memory as a packet of information they can draw on for the next task.

I would use the Cognitive Load Theory to help design the lesson. I would produce video instructions showing the steps involved in creating a TOC. The narration would be voice so the learner is not distracted by two visual inputs. The sequencing of the task oriented modules would lessen the cognitive load of the learner by not providing a large amount of instruction all at once.

Gagne’s 9 Events of Instruction	First Principles of Instructional Design
Gain Attention	You can use the First Principle of activating prior knowledge to gain attention. The student will become interested when they realize they already are familiar with the topic. Describe the goal can also be incorporated in the First Principle where you use prior knowledge to describe what you will build upon in the lesson. You can stimulate recall of prior knowledge by using the first two of Gagne’s events this is also incorporated in the First Principle.
Describe the Goal
Stimulate recall of prior knowledge
Present the material to be learned	Using the Second Principle, the material can be presented in a demonstration of what is to be learned rather than just telling them what you want them to learn.
Provide guidance for learning	Using the Third Principle, you can make yourself available for guidance while the students are engaged in an application of the knowledge they are learning. Elicit performance “practice” is where they are practicing the new knowledge.
Elicit performance “practice”
Provide informative Feedback	Informative feedback would also take place when applying the Third Principle. The instructor would give feedback on the exercise where the students are practicing the knowledge learned.
Assess performance test	The Fourth Principle would incorporate both assess performance and enhance retention by requiring a real world application of the newly acquired knowledge.
Enhance retention and transfer

When applying the First Principle of Instructional Design to the goal of learning to create a TOC in Word I would do the following:

·         Review the user on how to use Styles in Word.

·         Demonstrate on a sample file how to create a Table of Contents.

·         Have the students use a sample file to create a Table of Contents.

·         Have the students create a simple file relevant to their job, set up styles and create a TOC.

I could apply the whole-task approach to the above learning goal by having the student develop a file relevant to their job and creating a TOC. This would integrate the new skill with what they already know how to do reinforcing the practical application of the new skill.

Scaffolding can be applied to the learning goal by allowing the student to decide on appropriate titles that will be included in the TOC. This will help later when they have to apply the knowledge to a real situation.

Incorporating the mathemagenic method I could build into the learning goal discussion and practice of identifying levels of the TOC. The students could be shown examples of effective TOCs and asked to discuss why the levels are appropriate and what they would do instead. This would be better than delaying design of structure levels until the last project of creating a file relevant to their jobs.

Sample Course: Transitioning to Office 2010

ARCS Model Applied to Transitioning to Office 2010
Attention
Perceptual Arousal	I would build into the introduction an atmosphere of excitement about the new features Office 2010 has to offer the employee for productivity.
Inquiry Arousal	I could conduct a pre-course survey to find out the topics of most interest to the participants and tailor their training towards the topics of interest.
Variability	I would present the material with presentation, print, and offer a website with videos and written manuals for after class reinforcement.
Relevance
Goal Orientation	The pre-course survey would insure the learners are having the class targeted to their needs.
Motive Matching	The learners can be given their choice of assignment that best matches their interest so all learners are not forced into a box.
Familiarity	The reinforcement assignments can be tailored to the type of work the learners are already performing. This information would be gained in the pre-course survey.
Confidence
Learning Requirements	I would build into the course the pre-requisite that the learners are already proficient in an earlier version of Office. There would be other classes tailored to beginners.
Success Opportunities	The learner would experience support and confidence by practicing the new skills with the instructor available for support.
Personal Control	By choosing practice assignments that mirror their current job duties the learner will gain the confidence to use the new version when they return to their desk.
Satisfaction
Intrinsic Reinforcement	The practice exercises would reinforce the knowledge gained in the lesson.
Extrinsic Rewards	Reinforcement would be gained with the learner given the URL of the tutorial website and also a contact phone number with the helpdesk department.
Equity	Since the exercises are tailored to their job, the learner will have a positive experience that they can use the new software effectively.

Design Research in Instructional Design is a very new science. While a lot of research has already been accomplished, there is always an opportunity to develop new learning models and theories. When creating courses, the instructional designer will gain experience and develop new ideas concerning better ways to deliver instruction and motivate learning which is why engagement in design research is beneficial.

Section 1 Post

Instructional Design and Technology:  In the field of software training Instructional Design and Technology can be defined as the identification of company training needs and the design, implementation and evaluation of training classes or modules.  When designing training, attention must be paid to current learning and content delivery theories and research coupled with available instructional media.

My model of instructional design only leaves out the Develop Assessment Instruments because in my work environment employees are not tested on what they learn.

My model adheres to the characteristics of instructional design by:

1. All the training in my department is centered around employee success in the workplace. Analysis is always directed towards how to best instruct the employees.
2. The goal of a particular class is always the first consideration when designing new training classes. We analyze what the employee needs to learn to be successful at a particular task or group of tasks and then work on how to achieve that goal.
3. After being shown how to work with a particular software employees are always provided with tasks to perform to reinforce how to apply what they have learned.
4. Our outcomes are measured with surveys conducted after training. We also work with analysts and supervisors to ensure they feel the employees are learning and retaining knowledge.
5. Since we work with different groups in the district we are always receiving feedback on our classes and have regular team meetings to determine how to improve our training classes.
6. We work in a team environment. We have the training team but regularly meet with other teams in the district for direction and feedback.

Technology has been a mainstay in the classroom for many years. It started with film and overhead projectors. These days almost every instructor knows how to use PowerPoint to deliver a more interesting lecture. Computers are often employed for research and preparing papers. A math classroom would not be effective without the use of complicated graphing calculators.

The future will see more of a move to learner centered technology. The lecturer as the center of the classroom will fade and the instructor will become more a guide and mentor. Technology will be a key component of this transition. In K-12 students will blog their journals, prepare interactive reports and take an active role in the acquisition of knowledge. Textbooks have already become virtual in some settings, but the swing that way will continue.

College makes a broad use of technology. Many classes such as this one are conducted all online giving the students the freedom to learn from their home. Online course delivery systems will continue to become more gadget friendly. Student will be able to access courses from their smart phones and tablet computers. The use of video conferencing, blogs and wikis will continue to grow in the college setting. Online instructors now can use video conferencing to maintain office hours and in the future will become more and more common.

 Continuing education is also taking full advantage of the online courseware environment.  Adult learners can easily work on a team project using video conferencing, chat rooms and wikis. Employees can attend company mandated training from their desks. As in the college setting, smart phones will play a big role in the future of adult education.