our focus for this session - brazelton touchpoints center · “the sheer number of dichotomies in...

Making the Shiftfrom Training to Performance Support

5/3/13

Edelman 1

1

Selected Slides from:Making the Shift

from Training to Performance Support

Presented by Larry [email protected] of Pediatrics,University of Colorado School of Medicine

Brazleton Touchpoints16th National ForumMay 3‐4, 2013Boston

Our focus for this session

2

Explore how we may achieve better results by shifting our emphasis from one‐shot training events to a range of performance

support strategies that can support practitioners to:

learn, plan for, use, receive feedback on,and refine new skills over time.


5/3/13

Edelman 2

Resources

3

http://exploringtech.wordpress.com/

4


5/3/13

Edelman 3

5

Learning Styles

■ convergers versus divergers■ verbalisers versus imagers■ holists versus serialists■ deep versus surface learning■ activists versus reflectors■ pragmatists versus theorists■ adaptors versus innovators■ assimilators versus explorers■ field dependent versus field

independent■ globalists versus analysts■ assimilators versus accommodators■ imaginative versus analytic learners■ non‐committers versus plungers■ common‐sense versus dynamic learners■ concrete versus abstract learners■ random versus sequential learners■ initiators versus reasoners

■ intuitionists versus analysts■ extroverts versus introverts■ sensing versus intuition■ thinking versus feeling■ judging versus perceiving■ left brainers versus right brainers■ meaning‐directed versus undirected■ theorists versus humanitarians■ activists versus theorists■ pragmatists versus reflectors■ organisers versus innovators■ lefts/analytics/inductives/successive

processors■ versus rights/globals/deductives/■ simultaneous processors■ executive, hierarchic, conservative

versus legislative,■ anarchic, liberal

6

“The sheer number of dichotomies in the literature conveys something of the current conceptual confusion. We have, in this review, for instance, referred to:


5/3/13

Edelman 4

Learning Styles

7

The sheer number of dichotomies betokens a serious failure of accumulated theoretical coherence and an absence of well‐grounded findings, tested through replication. Or to put the point differently: there is some overlap among the concepts used, but no direct or easy comparability between approaches; there is no agreed ‘core’ technical vocabulary. The outcome –the constant generation of new approaches, each with its own language – is both bewildering and off‐putting to practitioners and to other academics who do not specialise in this field.

The sheer number of dichotomies betokens a serious failure of accumulated theoretical coherence and an absence of well‐grounded findings, tested through replication. Or to put the point differently: there is some overlap among the concepts used, but no direct or easy comparability between approaches; there is no agreed ‘core’ technical vocabulary. The outcome –the constant generation of new approaches, each with its own language – is both bewildering and off‐putting to practitioners and to other academics who do not specialise in this field.

Reference: Learning styles and pedagogy post‐16 learning A systematic and critical review, 2004, by Frank Coffield, Institute of Education, University of London; David Moseley, University of Newcastle; Elaine Hall, University of Newcastle; Kathryn Ecclestone, University of Exeter. http://www.voced.edu.au/content/ngv13692

8


5/3/13

Edelman 5

What practitioners need to learn What practitioners need to do

Shifting our thinking from…

Presenting training eventsSupporting performance in a variety

of ways over time

Technology is impersonalTechnology can help support performance AND strengthen

relationships

9

Context is not important.

Context is everything.

10


5/3/13

Edelman 6

Hill, Skill, and Will

Moran S. & Gardner H. (2007). Hill, Skill, and Will: Executive Function from a Multiple‐Intelligences Perspective in Meltzer L. (Ed.) (2007) Executive Function In Education: From Theory To Practice. New York: The Guilford Press. http://www.iranautism.com/Resource/Pdf/tkqhuent.gzp.pdf

11

12

Whycan’t they, won’t they, don’t they

do it?

To what extent is theperformance problem based on…

Will (motivation)Motivationalobstacles?

Skill (learned behaviors)Lack of knowledge

or abilities?

Hill (goal)Environmental or

procedural obstacles?


5/3/13

Edelman 7

Strategy: Choose the right kinds of support needed

13

Enhance the skillsrequired to perform the desired behavior

Amplify the motivationfor doing the behavior

If the skill

is our focus

If thehill

is our focus

If thewill

is our focus

Make it easier to perform the behavior

Strategy: Design around performance

When I focus on learning

■ I outline the content that needs to be learned

■ I organize (e.g., sequence, chunk) the content into modules, sessions, chapters, etc.

When I focus on performance

■ I study who the performers are

■ I do a task analysis of the performance(s)

■ I clarify the circumstances under which they will be using the performance(s)

■ I identify moments of need and ways to support them during these moments

14


5/3/13

Edelman 8

Strategy: Clarify what “it” looks like

When designing a “campaign” to support desired performance, video record how things look now

Imagine: if you video recorded in a year, in what ways would you want things to look differently?

After a time, when you might expect to see changes in performance, you video record again, asking an impartial panel

to review the clips and use a coding form torate the success of the performance.

What is on the coding form?

15

Strategy: Always keep performance in focus during a course

I create a course to teach them something

At the end, I ask them to develop an action plan to use

what they learned

I ask them to produce and refine a performance plan throughout the course,

including incremental metrics

I support them along the way

When focused on learning

When focused on performance

16


5/3/13

Edelman 9

Strategy: Evaluate performance

17

How might we find out whatthey know?

‐ Self‐assessments

‐ Pre– and post–tests

How might we find out what they can do?

‐ Self‐assessments

‐ Observational rating scales

‐ Coaching

‐ Reflective supervision

‐ Performers periodically submit videos of application and receive feedback




of ways over time


relationships

18


5/3/13

Edelman 10

Strategy: Think in Threes

Before Formal Learning Event

After

Resource: Jay Cross’ The Rules of Three http://youtu.be/P7PTxGr8Od819

What might we provide?

Learners■ Information over time

■ Video illustrations of exemplars

■ Goal setting

■ Fidelity checklists

■ Access to coaches (expert and process)

■ Access to other performers

■ Flexibility

■ Time

■ Resources and guidance for submitting and using video documentation of application at regular intervals

■ Reminders

■ Extrinsic motivators

Coaches and Supervisors

Everything provided to learners, plus:

■ Strategies and tools for motivating and supporting learners and holding them accountable for practicing and documenting their application

20


5/3/13

Edelman 11

Threes

Before Formal Learning Event

After

Survey: surveymonkey.comPost presentation: slideshare.comShare web resources: delicious.comCall with supervisors: freeconferencecall.comSend materials: yousendit.com

Share survey results: tagxedo.comInitiate community: wiggio.comDistribute materials: yousendit.comAction planning: SMART PHONES

Survey: surveymonkey.comLearning community: wiggio.comSend rich message: vsnap.comSend application sample: video via yousendit.comCoaching: Screenr.com and ooVoo.comReference: Articulate, Camtasia StudioExtension: Adobe Connect ProSend reminders, prompts, and resources to learners, coaches, and supervisors, using…

21

Just the right support

22

Just‐enough

Just‐in‐time

Just‐for‐me


5/3/13

Edelman 12

23

It’s the little details that are vital.Little things make big things happen.

John Wooden

Consider these frameworks

The 70‐20‐10 Framework

We learn:

■ 70% from doing tough jobs

■ 20% from people

■ 10% from formal courses and reading

The 80‐20 Framework

We learn:

■ 80%: While completing a task

■ 20%: In a formal learning environment

24

http://charles‐jennings.blogspot.com/2011/08/social‐workplace‐learning‐through.htmlhttp://www.slideshare.net/charlesjennings/the‐702010‐framework

Lombardo, Michael M. & Eichinger, Robert W. (1996). The Career Architect Development Planner (1st ed.). Minneapolis: Lominger. p. iv. ISBN 0‐9655712‐1‐1.


5/3/13

Edelman 13

How might the application of 70‐20‐10 look?

25

Attend an event

Go forth and do it

Dec. Jan. Feb. March April May June

What might happen over time to increase the likelihood that staff will actually change and improve performance?

Resources: http://www.702010forum.com/http://www.internettime.com/2013/02/50‐suggestions‐for‐implementing‐70‐20‐10‐2/

Performance Support Requires Blended Learning

26

From:Bob Mosher and Conrad Gottfredsonhttp://performancesupport.blogspot.com/2008/01/invitation-to-our-performance-support.html

Five moments of need

1. When learning for first time

2. When learning more

3. When remembering and/or applying what's been learned

4. When things go wrong

5. When things change


5/3/13

Edelman 14

When is performance support needed?

From: Bob Mosher and Conrad Gottfredson

When learning for first time

When learning more

When remembering or applying

When things go wrong

When things change

27

The Potential of Relationships

28

Every relationship has the potential and power to enhance other associated relationships.


5/3/13

Edelman 15

Learning is a social experience

29

“All learning takes place in the context of relationships and is critically affected by the quality of those relationships.”

Norman‐Murch, (1996). Reflective supervision as a vehicle for individual and organizational development. ZERO TO THREE, October/November 1996.

Organizational Support & Resources

Practitioner-Parent

Parent-Parent

Practitioner-Child

Practitioner-Practitioner

Supervisor-Practitioner

Family-Community

SupportiveRelationships

Family

Family

Parent-Child Relationships

Edelman (2004). A Relationship‐Based Approach to Early Intervention. in Resources and Connections July‐September, 2004, Volume 3, Number 2.http://www.eicolorado.org/files/relationship_based_approach.pdf30


5/3/13

Edelman 16

Organizational Support & Resources

Practitioner-Learning

Community

Practitioner- Family

Practitioner-Child

Practitioner-Practitioner

Supervisor-Practitioner

Practitioner-Discipline

SupportiveRelationships

PractitionerPerformance

3131

When learning for first time

When learning more

When remembering or applying

When things go wrong

When things change

Examples

Try it, explore

Ask or watch someone

Search

F2F workshop

eLearning

Video

Apprenticing

Examples

Try it, explore


Search

Learning comm.or user’s forum

User’s manual

Supplemental guidance material

Video

eLearning

Examples

Try it, explore


User’s manual

Supplemental guidance material

Video

eLearning

EPSS

Examples

Try it, explore


Reflectivesupervision

Coaching

Text chat

Email support

Hotline

User’s forum

Search

Video conference

Screen sharing

Examples

Try it, explore


Supervision

Coaching

Email or text updates

Web conference

Email support

Video conference

Screen share32


5/3/13

Edelman 17




of ways over time


relationships

33

What is technology?

…anything invented after you were born. – Alan Kay

…anything that doesn’t work yet. – Danny Hillis

…anything useful invented by a mind. – Kevin Kelly

34


5/3/13

Edelman 18

Technology is changing everything about how we build relationships, communicate,

and learn

35

More Capacity Modular

Cheaper Easier

How are we able to do it?

36


5/3/13

Edelman 19

OutcomesOutcomesFunctionFunction TechnologyTechnology

We need to know what we want to do

We also need to know what options are available to

help us do it

37

Shareknowledge

Build and support

relationships

Createcontent

Cheaper

Better Faster

38


5/3/13

Edelman 20

Function First

What is purpose of your communication?

Conduct needs assessment/front end analysis

Present professional development events

Provide TA, consultation, coaching, mentoring

Disseminate news, updates, documents

Host/facilitate meetings, conferences

Facilitate collaborative processes

Build and strengthen relationships

Evaluate activities and programs

Facilitate social learning

Exchange information with others

Enhance service delivery

Conduct research

Manage projects

Manage data (including collection, analysis, reporting)39

One‐WayAsynchronous Communication

Two‐WaySynchronous

Communication

AsynchronousSynergistic

Communication

Text document Text‐based chat Online survey

Podcast Telephone conferencing Content management system

Webcast Video conferencing Community of practice

Video, vidcast Webinar, web conference Virtual learning environment

Media sharing sites Online meetings spaces Bulletin board, news group

Mobile‐phone Mobile‐phone Mobile‐phone

Archived class, lecture Chats, threads, list serves

Rapid e‐learning modules Blog, micro‐blog, vlog

Just‐in‐time EPSS Wiki

Resource repositories Social bookmarking

Knowledge bases Social network

Shared applications

User’s groups/forums

MOOC

Digital Literacy

40


5/3/13

Edelman 21

Powerful Tools of the Trade

41

Tools

Digital video

Web conferencing

Rapid eLearning/PPT to flash conversion

Video screencasting

Video conferencing

Social/collaboration platforms

Media sharing sites

Learning management systems/LCMS

What can we do with our phones?

■ Record and edit audio

■ Record and edit video

■ Take and edit a picture

■ Create presentations■ Produce eLearning objects

■ Send a text■ Send an email■ Search for information

■ Connect with social networks

■ Manage your calendar

■ Set an alert

■ There are more than 700,000 apps on both Apple and Google app stores

42

our focus for this session - brazelton touchpoints center · “the sheer number of dichotomies in...

Documents