Designing Workplace Learning Intervention - IAL AEN Instructional Desing Special Interest Group Sharing

Instructional Design Special Interest Group 

Sharing

Performance and Learning InterventionPart 3

Institute for Adult LearningAdult Education Network

28 November 2016

The tide is turning on the learning industry ...

Instructional Design As We Know It May Never Be The Same

Instructional designers may be more like “instructional architects” who look at how 

entire systems operate, and who must integrate each learning component as part of an overall end‐to‐end user 

learning experience. 

... our role as performance consultants will greatly expand.

Source: Transforming From Instructional Design To Learning Experience Design 

https://elearningindustry.com/instructional‐design‐learning‐experience‐design

© 2016 Tang Buay Choo

Recap – The “crowd ideation” session

• Mar 2016 –Designing for Learning: What’s Next?– Sharing by Mr William Thien – Corporate Demands on ID– Sharing by Mr Lee Wee Chee – National CET Development– Sharing on PSEI Demands on ID– Break‐out Discussion: 2 Questions

5

What are the emerging opportunities and work tasks for ID?

What competence ID would need in order to undertake these work tasks?”

© 2016 Tang Buay Choo

Recap – The “crowd ideation” session

• Mar 2016 –Designing for Learning: What’s Next?– Sharing by Mr William Thien – Corporate Demands on ID– Sharing by Mr Lee Wee Chee – National CET Development– Sharing on PSEI Demands on ID– Break‐out Discussion: 2 Questions

6

What are the emerging opportunities and work tasks for ID?

What competence ID would need in order to undertake these work tasks?”

‐ Design learning ‐ Usually, measure 

learning effectiveness‐ Design learning for work 

performance‐Measure impact on business outcomes

Focus of IDFuture

© 2016 Tang Buay Choo

Recap – Part 1 on 23 Sept 2016

7

© 2016 Tang Buay Choo

Recap – Part 2 on 31 Oct 2016

8

© 2016 Tang Buay Choo

Recap – Part 2 on 31 Oct 2016

9

© 2016 Tang Buay Choo

DESIGN LEARNING FOR WORKPLACE PERFORMANCE

Part 3

© 2016 Tang Buay Choo

© 2016 Tang Buay Choo

Objective

• Design a workplace learning strategy to address a performance issue / need

11

Recap – 70 20 10

Source: Book ‘70:20:10 Towards 100 Percent Performance' by J. Arets, C. Jennings and V. Heijnen[https://702010institute.com/702010‐towards‐100‐performance/]

© 2016 Tang Buay Choo

Forms of Workplace Learning

Source: Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles jennings blogspot sg/2013/10/workplace learning adding embedding html

Adding‐Embedding‐Extracting model by Charles Jennings

© 2016 Tang Buay Choo

Forms of Workplace Learning

• Provide learning before performing task

• Add a learning event into the work process

e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning

Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo

Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others

Reference: Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles‐jennings.blogspot.sg/2013/10/workplace‐learning‐adding‐embedding.html

Forms of Workplace Learning

© 2016 Tang Buay Choo

• Provide learning before performing task

• Add a learning event into the work process

e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning

Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo

Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others

• Study the example of workplace learning strategy for your group.

• Which form(s) of workplace learning is/are adopted?

© 2016 Tang Buay Choo

When to use PS?Recap

© 2016 Tang Buay Choo

Possible workplace learning design structures

Applying the “Adding, Embedding, Extracting” Model 

Embedding

Adding with or without 

Embedding

Embedding with or without Adding

Adding + Embedding

Extracting

© 2016 Tang Buay Choo

Possible workplace learning design strategies/structures

Important for enhancing effectiveness & retention. Omit only if there are critical constraints

Forms of Workplace Learning

© 2016 Tang Buay Choo

• Provide learning before performing task

• Add a learning event into the work process

e.g. •Structured OJT •Self learning from resources provided•Classroom‐based learning

Provide Performance Support during the work process, e.g.•EPSS•Job aids•Access to expert/mentor•Tapping on Personal Knowledge Network © 2016 Tang Buay Choo

Promote and support reflective practice, e.g.•Self reflection•Peer Reviews•After Action Reviews / Team Talks•Feedback from others•Reflective Dialogues with mentor•Sharing with others

• Review the The PBS case • Identify 1 performance gap for a selected target employee group• Identify a relevant task in the performance gap. • Design a workplace learning strategy to address this gap.• Share your group’s strategy & form(s) of workplace learning.

Start with the 70 –What is the target 

experience?

Design the 100

© 2016 Tang Buay Choo

Objectives ‐ Recap

• Design a workplace learning strategy to address a performance issue / need

20

© 2016 Tang Buay Choo

© 2016 Tang Buay Choo

• Blogpost by Charles Jennings ‐Workplace Learning: Adding, Embedding & Extractinghttp://charles‐jennings.blogspot.sg/2013/10/workplace‐learning‐adding‐embedding.html

• Blogpost by Charles Jennings ‐ From Courses to Campaigns : using the 70:20:10 approachhttp://charles‐jennings.blogspot.sg/2016/01/from‐courses‐to‐campaigns‐using‐702010.html

• Report by TowardsMaturity ‐ In‐Focus: 70+20+10=100: The Evidence Behind The Numbershttp://www.towardsmaturity.org/article/2016/02/02/in‐focus‐702010‐100‐evidence‐behind‐numbers/

Further Readings

© 2016 Tang Buay Choo© 2016 Tang Buay Choo