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