The Job is the Learning Environment Noel Dickover Human Performance Technology Consultant .

The Job is the Learning Environment

Noel Dickover

Human Performance Technology Consultant

http://www.perform-learn.com

Work Environment Changes

• Need for improved worker performance

• Many tasks complex, non-repeatable

• Tasks involve finding answers to complex questions, identifying and solving unique problems

• People referred to as knowledge workers

The Job is Where the Learning Occurs

• As much as 85% if all learning occurs on the job (Raybould, 2000)

• Learning occurs when solving problems and attempting to perform tasks

• Learning occurs best when doing real work or taking action

Independent Learning Approaches Are Problematic

• Follows a Learn-Then-Do Methodology

• Trainer-centered not user-centered

• Often sequential in format, hard to quickly find key information

• Removed from the work context

• Retention of material is low

“People Learn While Doing Things”

Constructivism: How Do We Support Learning?

• Use rich environments

• Use Multiple Perspectives

• Encourage learning throughsocial experience

• Include experience with the knowledge construction process

• Use realistic and relevant contexts

“The Job Is the Learning Environment”

Current Approaches

• JIT Learning Approaches – Repurpose independent learning modules– Content seen as discrete piles of unrelated

“chunks” to be served up

• Performance Support Systems– Good for Discrete Tasks, Not as applicable

for Fuzzy, context specific Tasks

• Knowledge Management– Requires Searching skills– Hard to get contributions

“We need to rethink the way we support learning in the workplace”

KnowledgeAssets

PerformanceSupport Tools

Collaboration

User-CenteredLearning Content

What is Performance Centered Learning?

• Optimized for access while in the process of performing

• People use it at that moment of need, when they are trying to solve a problem or perform a task

• Learning occurs in the process of doing, but the goal is performance

• Not for certification, there is no grade

Performance Centered Learning (PCL) Integrates:

• Practitioner developed knowledge assets

• Performance supporttools

• User-centered learning content

• Collaboration among peers and experts

Learn-Then-Do vs Learning-While-Doing

Elements Learn-Then-Do Learning-While-Doing Navigation, flow of content Self paced or Instructor

mediated lecture. Navigation follows sequential flow of the content.

Learner-driven. User-centered Navigation allows the knowledge worker to hyperlink through the knowledge domain

Degree of content usage All material is covered upon completion

Material covered is based on inquiry

Content Association Set Lessons w/associated tests Question-based reasoning methodology

Temporal association Scheduled Event, time specific JIT, non-time specific Job aids Seen as outside resources Intimately linked with

learning assets Assessment strategy Assessment is in the testing

process Assessment is tied to on-the-job performance

Collaboration Optional, contact w/single expert

Required, contact with numerous peers and experts

Implementation of PCL:Tie to Knowledge Domains

• Allows us to tie content in a way that makes sense to knowledge workers

• Allows a group of people to coalesce around the motivating area

• Leverages shared experiences, similar problems and tasks

Knowledge Domains Include:• Semantic Map of Inter-related concepts• History of events• Identified skill sets and job roles• Knowledge artifacts, including:

– Guidance documents (policies)– examples, templates, lessons learned, – success stories, failures– Implementation guidance

PCL Relates the “Chunks” of Information in the Domain

• Use pair-wise comparison techniques to link together knowledge domain concepts

• Content is organized around the problems, questions and tasks

• The relationship structure providesthe context

What is Question-based Reasoning (QBR)?

• Navigation method for PCL

• Approach for linking knowledge assets, learning content and performance support tools for just-in-time access

• SME’s view of the knowledge domain is embedded into the hypertext structure

• Support tool to help people work through tasks and problems

• Allows content to be structured for re-use

What’s the Problem that QBR solves?

• Complex situations are impossible to describe through a single perspective

• QBR provides a learner-centered approach for navigating through a knowledge domain

• Details a set of relations between complex material in a non-linear format

• Turns referential information into a useful learning scaffold

• Leverages learner’s existing background/ experience

QBR Allows us to Traverse the Knowledge Domain

NodeD

NodeB

NodeA

NodeF

NodeC

NodeG

NodeE

Is a PotentialPitfall of

Is a Toolfor

Is a Comparison

of

Is anOrganizingConcept for

Leads to

ProvidesOverall Context

to Is aDetail of

ProvidesImplementationGuidance for

Leads to

Is aLessonsLearned

of

“You are as smart as who and what you are connected to.”

Example: Risk Management Focus Area of the PM CoP

• Program Manager’s Community of Practice (PM CoP) for the DoD Acquisition Workforce

• Risk Management is important in development of large scale systems

• Includes KM ideas of Communities of Practice (CoPs)

Risk Management Approach:Performance Centered Learning

• Integration of learning, performance support, and knowledge resources

• Access to SMEs, collaboration• Integrated into the job of the PM and

risk manager based on problems and tasks

• Becomes a resource that CoPs can use to foster community growth

Back-end Tool Integration

DatabaseDriven

Content

DatabaseDriven

Content

Add-itStory-

BoardingTool

Pair-wiseComparison

Tool

ExtractsContent Organizes

ContentAssociatesContent

PerformanceCenteredLearning

Integration with the ADL Initiative

• Use of Learning Object Repository

• Connect Learning Objects via QBR to make Knowledge Maps

• Can be accessed on the job or exported to independent learning modes

• Content is reusable for other groups

• Relationship structure managed separately from the content

Data

Methods

Learning Object

LOLO LOLO

LOLOLOLO

L.O. Repository

Concluding Thoughts• The Job is the learning environment

• Marshall all resources to the moment of need

• Learning-While-Doing vice Learn-Then-Do

• Collaboration and Community Building critical to success

Concluding Thoughts cont.• Focus on the problems, tasks and

questions associated with performance

• Integrate practitioner developed knowledge assets and performance support tools with user-centered learning content

• Employ Performance-Centered Design

Backups

Andragogy:How Do Adults Learn?

• Need to know why they are learning it

• Adults are Self-directed in their learning

• Experience serves as guide for learning

• Problem-centered, not subject centered

• Learning Motivated by internal factors

• More interested in real world tasks

Learning Object RepositorySlides

Manage Content Via Learning Objects

• Learning Objects are self-contained, actionable chunks of information

• They are made up of data (content) and methods (procedures or actions)

• They can be combined in many ways to create larger “chunks” of information

• Examples: Risk Assessment; Determination of Mission Needs; Independent Cost Estimate

Data

Methods

Learning Object

What’s do Learning Objects Contain?

• Data (Managed Content)– Summary– Learning Content (paragraph and Vu-graph format)– Performance Objectives– Assessment Strategies– Links to Related Examples

• Methods (Content Actions) – Version Control– Update Function– Publish Function

• Publish to SCORM Standard• Publish to In-Class Courseware

– Give Examples, success stories, etc.– Direct Export to XML

Data

Methods

Learning Object

How do Learning Objects Work?

Data •Performance Objectives•Content

•Vu-Graphs, Paragraphs•Blooms Levels•Graphics

•Related Examples•Case Studies•Success Stories•Best Practices

•Defined Information Owner

Version Control

Publish Me!Change Content

Provide Examples

DAU FacultyMaintains Content

Can ExportTo Templates

(SCORM,In-Class Books)

Can ExportTo Templates

(SCORM,In-Class Books)

Links toRelated

Examples,Stories

Links toRelated

Examples,Stories

Keeps track of all updates

Keeps track of all updates

Knowledge Maps Connect Reusable LOs for Export and Use

LO LO

LOLO

Knowledge Maps

Job RoleL.O. Repository

Sequence

Acq. ProcessFunction

Task

PMCOP and Risk Management Focus Area

PMPM

CONGRESSCONGRESS

INDUSTRYINDUSTRY

EXECUTIVEEXECUTIVE

MEDIAMEDIA

LEGALLEGAL PUBLICPUBLIC

ALLIESALLIES

The PMs Environment

Performance Support System

Knowledge Capture

Collaboration and Solutions Environment

Generation of New Knowledge

Knowledge Retrieval System

Lessons LearnedCase StudiesSuccess StoriesBest Practices

Verity Search EngineEvaluateBrowse KnowledgeFile Linkages

Strategic SupportProcess ReengineeringNew Work Methods

Virtual IPT SupportThreaded DiscussionsProject WorkspaceCalendar of EventsAccess to Experts

Job AidsUser-centered ContentSupport ToolsAccess to Experts

PM CoP FUNCTIONAL COMPONENT DIAGRAM

Network Centric View

PM Community of PracticePM Community of Practice

Program Office

Program Office

Program Office

Program Office

Program Offices

DAU LearningAssets

Acquisition RelatedWebsites

Other IndustryGovt.

Knowledge Assets

IndustryOther Govt.Personnel

PM CoP Architecture

Cold Fusion 4.5Cold Fusion 4.5

SQLServer

7.0

SQLServer

7.0

LotusQuickPlace

LotusQuickPlace

KnowledgeEngine

IntelligentClassifier

Verity

Graphic User Interface

Risk Mgt. Sys. Eng. Earned Value Mgt.Contract Mgt. Software Acq. Mgt.

PM CommunityPM Community