E. G. Kowch

Instructional DevelopmentInstructional DevelopmentPERFORMANCE PROBLEMSPERFORMANCE PROBLEMS

(EDER675) (EDER675)

January 20January 20,, Seminar two Seminar twoRemember Morton Thiocol and those pesky gaskets… that was aMechanical and training performance problem …

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1. Discussion: Content Layout in the Text- what have we already studied?

2. Performance Problems• What they are and are not• Student Presentation, Chs 1&2• Lecture, Performance Problems & ID

• Performance Problems & Leadership

3. Case 35: Our First ID Case: The COMET Project in detail

AgendaAgenda for this class / week for this class / week

E. G. Kowch

Overview of the Text Chapters - What have you studied in other Overview of the Text Chapters - What have you studied in other classes - what is the context of classes - what is the context of thisthis study? study?

1. Defining ID & Approaches to it2. Non instructional Performance Solutions3. Which projects qualify for ID solutions?4. Needs Assessment5. Learner Characteristics6. Analyzing the Characteristics of a work setting7. Work Analysis8. Setting Performance Objectives9. Developing Performance Measures10. Sequencing Performance Objectives11. Specifying / Selecting Instructional Strategies12. Designing Instructional Materials13. Evaluating Instruction14. Instructional Management Systems15. Planning & Monitoring of ID projects16. Visual, Oral & Written Communication17. ID Team Building and Management

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Performance Improvement: Performance Improvement: Related ID Issues TodayRelated ID Issues Today

• Issues:• Macro Trends:

• Performance Paradox• Rapid Change• Outsourcing ID• Knowledge Capital• Speed of market change• Mass customization• Globalization & Diversity

• Micro Trends:• Increased demand for speed

in ISD• Rapid prototyping• Group focus on workplace• Situated Learning• Increasing awareness of

how ppl learn/cog/const• Expectation that ID process

goes beyond pfce.• Competency = work?• Accountability’• Designer competency push

UP

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The Role of ID in Solving Performance The Role of ID in Solving Performance ProblemsProblems

• ID is an emerging profession - changing quickly.• The chief aim of Insructional Development is to improve

employee performance to increase organizational efficiency and effectiveness

• Performance is the achievement of results (ends) to which purposeful activities (means) are directed.

• There are human, machine & company “performances”• Efficiency is the ration between resources needed & results

Inputs / Outputs• Effectiveness is the match between results achieved and results

desired.

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The Situation Specific Model of Human The Situation Specific Model of Human Performance ( Open Systems Theory)Performance ( Open Systems Theory)

Environment

Inputs Operations Outputs

Feedback

Discuss: This model is in Organization theory, ID theory,Psychology and management theory. What do we do when the Outputs do not match our intentions? Answer: Branch/complicate. Can we design and engineer a solution for every need - for every operational condition simply?

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List 10 human performance problems in your List 10 human performance problems in your organization today…organization today…

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Alternate Solutions to ID in the solution of Alternate Solutions to ID in the solution of Performance ProblemsPerformance Problems

• Job Performance Aids• Checklists• Algorithms• Procedure Manuals• Work Samples

• Reward Systems• Hygiene factors: Salary & Working Conditions• Intrinsic Rewards: Job Satisfaction, laddering..

• Selection Practices: Matching people to work• Recruitment• Job Analysis - job descriptions - pfce criteria• Tools & results match doers to the done

• Organizational Redesign (28)

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Organizational Change as a Solution to Organizational Change as a Solution to Perforamance Problems: Outside Classical Perforamance Problems: Outside Classical

Instructional DevelopmentInstructional Development• Change reporting relationships• Improve info sharing• Define job responsibilities• Change job responsibilities

In groups of 2, identify organizations and situations where one of the above conditions have been found.

Are there instructional interventions to create these outcomes?Are there leadership interventions to create these outcomes?Are there instructional leadership interventions to create these

outcomes?

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CASE analysis: Case 35: COMET ProjectCASE analysis: Case 35: COMET Project• Essential Message: The importance of contextual factors in

determining successful implementation of ID products can not be underestimated as we define the instructional problem. (Forecasters did not like the training solution offered to them).

• Key Issues:• Design features need to include the improvement of field learning conditions

(physically)• Scope of the recommendations needs to be considered: How ambitious

should they be? Some are cosmetic, others impact the way the organization works (Ertmer, p. 215).

• Client’s goals must match and did not… forecasters complain that module content was removed from day-to-day job tasks, while the mission statement said the forecasters must know how to draw on scientific principles.

• What happened after the study: Policy was developed for shorter, CD Rom based modules with a more diverse content, where web sites updated content and provided online support. Collaborative training ventures were developed between major forecasting centres.

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Further Reading about Instructional Design Further Reading about Instructional Design ProblemsProblems

We discussed the philosophical and contextual arguments surrounding training and problems related to instructional development…

What follows is a step by step guide, for consideration only, of what some theorists / designers suggest to actually define an instructional development problem…

(this is part of a massive cookbook set that I warned you about… but if the books are used properly, the creation resulting is an artful and effective design and development)

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A Procedure for analyzing the problem in a A Procedure for analyzing the problem in a performance improvement situation*performance improvement situation*

* (Leshin, Pollock & Reigeluth, 1994). Instructional strategies and design tactics. Englewood Cliffs: NJ, Libraries Unlimited.

Step 1: Analyze The Problem

1. Define the Problem2. Identify the Source of the Problem3. Determine a possible solution4. Communicate the results

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1A. Define the Problem1A. Define the Problem

1A.1 Investigate the nature of the problem.Try to understand the problem from both the perspective of the organization and from

the perspective of the employees or target learners. Ask the following questions for training performance problems:

• Is there a problem?• Does the problem involve performance? If so, what is the performance problem?• Is this the real problem, or is it a symptom of a more fundamental one?• Who views it as a problem?• How does the problem compare to others?• Why is the manager dissatisfied?• What are the causes of the problem?• What are the possible solutions?• What are the constraints?• What will the company pay to correct the problem?• What are the goals for the project?

Continue to obtain information from different types of peple and sources until you have a good

Base of information on the nature of the problem from very different perspectives.

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1A. Define the Problem1A. Define the Problem

1A.2. Describe the nature of the problem.There are 2 kinds of problems - Educational problems and training problems.

Training ProblemIn this case, define the present or actual performance and compare it to the desired performance (gap analysis). This information will be sued to derive the desired learning outcomes and to write corresponding performance objectives and measures.

Educational ProblemIn this case, determine what knowledge (information and understandings) the target learners should have and compare it to what they typically already know. The information obtained from this analysis will be used to derive the desired learning outcomes and to write the corresponding objectives and measures.

Guidelines for Writing a Good Definition of the Problem

• State the problem succinctly• Use words devoid of acronyms and industry specific jargon• Include adequate details so that the majority of readers will interpret the problem in the same way.• Describe the people involved

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1B. Identify the Source of the Problem1B. Identify the Source of the Problem

1B.1. Generate pertinent questions for determing causes of the problemTypes of Questions to ask:

General: - What is the expected performance or knowledge?- Does the learner have the necessary prerequisite knowledge?- How frequently is she asked to do the pfce or use the knwldge?

Training Context Only- Are there some factors out of the employee’s control that may be causing poor pfc?- Does the employee receive feedback on his/her performance?- What do you think is causing the performance discrepancy?- What do you think is causing the performance discrepancy?- What is the impact of the current level of performance on the organization?- What is the organization’s impact on the performance?- Which jobs tend to be most affected?- What incentives are in place for effective performance?

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1B. Identify the Source of the Problem1B. Identify the Source of the Problem

1B.2. Select Data Gathering Methods to Answer the QuestionData are facts, opinions or information from which answers to the questions can be drawn.

Review the information gathered in Step 1A and documents from procedural manuals, training guides or job descriptions when available for background information.

• Use observations if it is important to see directly what is happening or to note interactions

• Use focus groups if diverse populations will be affected or if the synergy of the group.

• Use face to face interviews if it is important to observe nonverbal behavior or to ask probing questions.

• Use a telephone or written survey if a large number of employees or target learners are in many locations.

• Use a combination of these methods if one is not good enough.• THEN GATHER AND INTERPRET THE DATA USING BASIC RESEARCH • METHODOLOGY

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1C. Determine the Possible Solutions1C. Determine the Possible Solutions

1.C.1 Base don the data, determine the answers to the questions asked in step 1B. After the information has been collected, the data needs to be summarized before answers are formulated.

The purpose of data gathering were to:• Obtain info on the underlying nature of the problem• Determine whether ther is a problem because of performance or knowledge

deficiency• Determine whether instruction is an appropriate solutionDecide for each problem area Whether:• Instruction alone can solve the problem• Other solutions alone can solve the problem• Instruction is needed in conjunction with other solutions

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1C. Determine the Possible Solutions1C. Determine the Possible Solutions

1.C.2 Consider the advantages and disadvantages of alternative solutions

If several solutions are viable, consider the following:

• Probable effectiveness of each alternative• Probable cost of each alternative• Probable developmental difficulties for each alternative• Probable implementation difficulties foreach alternative• Other factors that may affect the outcome of the proposed solutions

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1D. Communicate Results1D. Communicate Results

1.D. The results of a needs analysis may have to be reported or communicated several

teimes. At this stage the purpose of the communications is to determine whether to proceed with the project and continue with a more detailed level of analysis. The written report organizes all the data you have collected.

Write a report recommending:A. Instruction for problem areas identified as “instruction must be provided and is

worthwhile”.B. Instruction and instructional alternatives for problem areas identified as

“instruction would help”.C. Noninstructional solutions for problem areas identified as “instruction is not

needed or is not worthwhile”.D. Support your recommendations with:

• Results from the data gathering• Description of instructional solutions• Rationale for the decisions made• A comparison of benefits and costs of alternative solutions

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A Procedure for analyzing the problem in a A Procedure for analyzing the problem in a performance improvement situation*performance improvement situation*

* (Leshin, Pollock & Reigeluth, 1994). Instructional strategies and design tactics. Englewood Cliffs: NJ, Libraries Unlimited.

Step 1: Analyze The Problem

1. Define the Problem2. Identify the Source of the Problem3. Determine a possible solution4. Communicate the results

E. G. Kowch

Readings for Next Class (Jan 27th)Readings for Next Class (Jan 27th)

1. Rothwell, J., & Kazanas, C. (1998). Chapter Three: Determining Projects Appropriate for Instructional Design Solutions

Summary Presentation: Jeremy Davis

2. Ertmer, P. & Quinn, J (2003) ID Case Book: Case: 8: Lynn Dorman

Summary Presentation: Kevin Schoepp

3. Problem Definition: See Slides following this slide

Optional Reading & Resource : Sherry, L., & Wilson, B. (1996). Supporting Human Performance Across Disciplines: A Converging of Roles and Tools. http://carbon.cudenver.edu/~lsherry/pubs/pss.html