tag:blogger.com,1999:blog-56347969234567343462024-03-18T21:37:42.962-06:00The 5 Moments of Need BlogThe official blog of The 5 Moments of Need.The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-5634796923456734346.post-40127184448943223412023-06-06T09:40:00.002-06:002023-06-08T07:33:25.975-06:00A Digital Coach: The LMS of the Workflow Learning World<p><i><span style="background: white; color: #333333; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">This blog is generated from the Performance
Matters Podcast episode titled <a href="https://performancematters.podbean.com/e/a-digital-coach-the-lms-of-the-workflow-learning-world/" target="_blank">A Digital Coach: The LMS of the Workflow Learning World</a>. In it, Bob Mosher
and Executive Director of the 5 MoN Academy Chris King discuss what makes a
true Digital Coach and how its journey into the learning world is similar to
that of the LMS.</span></i><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Bob Mosher (BM): </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Today, I am honored to be joined by a dear
friend and colleague here at APPLY Synergies, but also somebody that we've
known in the performance support space for quite a long time. He is a brilliant
5 Moments of Need (5 MoN) designer and more. Chris King, want to say hi and share
a little bit about your journey?</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Chris King (CK): </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Thanks, Bob. My current role is the <a name="_Hlk136943079">Executive Director of the 5 MoN Academy</a>. In that role,
I'm happy to be delivering a variety of different courses, helping people better
understand the 5 MoN and become 5 MoN designers. The Designer Certificate
course is what we use to help people understand how to design and deploy 5 MoN
solutions.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I've
been on this journey for 11 years, and I've been in a variety of different
roles at consulting firms trying to drive 5 MoN solutions into other
organizations. It’s always fun, because as soon as you get one stakeholder up
to speed, they move on or get reassigned, and you start all over again. So, it
is definitely a journey. One of the things that keeps coming up repeatedly is
technology and the technological capabilities that you need to deploy a 5 MoN
solution in an organization. Part of my journey is helping people with that
technology aspect.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">We
should do a whole other podcast on sustainability, right? Change leadership,
change management, etc. would probably make a great topic.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Today,
we're doing a deep dive into this whole Digital Coach thing. It's really come
up on a number of levels that we've determined in our work. The reality is that
to do workflow learning well, you must have a Digital Coach in some way, shape,
or form. You just do. It's like committing to any kind of platform. If you're going
virtual, you’ve got to buy a virtual platform. Well, it's kind of the same
here. If you're going deep into workflow learning and this type of skill, you must
have the right tools. You're not going to pound nails with a saw. So, a Digital
Coach really has emerged as an incredibly powerful aspect of the discipline.
But people get hung up on the term and questions like, “Do I buy one? Have I
got one? Is it just one?”</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Chris,
you've been deep in technology for us for quite a while. I've heard you say
this idea that a Digital Coach isn't per se a single technology. What do you
mean by that? And what is it really?</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
have to go all the way back to the beginning and Gloria Gery's original
definition of an Electronic Performance Support System (EPSS). She wrote her
book </span><a href="https://www.amazon.com/Electronic-Performance-Support-System-Gloria/dp/0961796812"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Electronic Performance Support Systems: How
and why to remake the workplace through strategic application of technology</span></a><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> in 1991. It was really visionary and ahead of
her time. In it she said that an EPSS is an orchestrated set of technology
enabled services that provide on-demand access to integrated information,
guidance, advice, assistance, training, and tools to enable high level job
performance with a minimum of support from other people. I think it's worth
repeating that first part: a Digital Coach isn't a technology. It's an
orchestrated set of technology enabled services. If you think about 1991, that
was really cutting edge, but now, that's where we live. We live in technology
enabled services. Software as a Service is everywhere now. You can put together
a Digital Coach by stringing together different pieces of technology to cover
different areas of capability that you really need to deploy a Digital Coach. Now,
it is worth noting that Digital Coach Authoring Software has emerged in the
last several years as a strong category in the learning technology toolkit
space. The 5 MoN has ongoing relationships with strong technology partners, and
they are definitely worth looking into. Three to mention (in alphabetical
order) are AskDelphi, Panviva, and tt-s.<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">There
are three capability areas, as we think about them now, which are 1) content
solution development and maintenance, 2) content solution delivery, with the
ongoing optimization of that content, and 3) tracking, measuring, and reporting.
These map back to the concept of an orchestrated set of technology enabled
services. You've already got those things in your organization. If you have an
authoring tool, you have a way to do content development. If you have a
website, you have a way to do content delivery. What we're trying to think
about now is how to apply some principles to those different pieces of
technology so that you can really have some guidelines about the kind of
capabilities you need.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Love
that. And I think we have to be careful here too, Chris. In my opinion, all too
often people go the other way and don't pivot enough on the word “orchestrated”.
They skip right to “set of technology enabled services” and think, “Well, I've
got all that. I've got 58 SharePoint sites. I've got an LCMS. I've got an LMS.
I've got a knowledge management system. I've got MS Teams for social. Poof -
I've got a Digital Coach.” I think we have to be careful there. For me, the “orchestrated”
part has always been the tip of the sword. Every company we go into has got “stuff”.
It's not a lack of stuff. It's just the sheer lack of orchestration.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">To
be transparent, people come to us all the time (particularly vendors) wanting
to sign up as a 5 MoN Digital Coach. They think they are one. Well, sometimes
they're not. When you think about what rises to the top that separates a
platform from moving into the Digital Coach area, what do you think are some
fundamental things for folks to look for? What are the principles that define a
Digital Coach?</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I've
got about 6 principles that I’ve been thinking about. The first two are around
applying structure to your content:<br /><br /></span></p><p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">1.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The first
principle is to provide consistent structure for each type of content. You have
to be able to present the content in a way that is consistent for the performer
to consume. They’ll begin to look for that particular form when they're looking
for that particular type of content. <o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">2.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Consistent
structure is important and has to be there on the back end for the authors. That
way, the authors can establish what is a task, what is supporting knowledge, what
is a step, and what is a resource. Your set of orchestrated technology enabled
services must provide that consistent structure.</span><span style="font-size: 12pt;"> </span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The
other kind of broad grouping of principles is around providing task-level
performance support. This is really where the rubber meets the road for a Digital
Coach. If you're not able to get those steps to the performer when they need them,
you're not really helping them. Some of the principles behind this are: <br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">3.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Providing access
to the Digital Coach at all relevant points of work, whether that's through a
screen on a desk, on a tablet, or on a phone. How are you providing access to
the Digital Coach and is it in that work context? <o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">4.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Setting up
contextual access to the tasks and their supporting resources. That's about how
you limit the choices a performer must sort through in order to reduce their cognitive
load so they can get right to the work. <o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">5.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Providing just
enough. “How can I help you the least today?” is one way I've heard you say it
before, Bob. It's all about limiting the amount of stuff they have to filter
through when they're in the flow of work. Because if they have to stop and
think about it, then they're out of the flow of work and that's defeating the
purpose.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">6.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">Keep all content correct
and current. In a Digital Coach, as soon as something is out of date, people
stop using it. The operations and maintenance aspects of those technology
enabled services have to make it easy for authors to keep things up to date.</span></p><p></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
think the only other thing I'd pivot on, Chris, that I always look for is the
workflow itself. That’s the crux of it: the context, right? When I'm shown a
tool, the first thing I ask if I don't see it right away is, “How is the
workflow represented here? How does this technology allow the learner to see
the workflow as their guide?” Instead of links and top-down menus and similar
kinds of things, which are fine and I’m not knocking them, in the context of a workflow
Digital Coach, fundamentally it must represent (graphically or otherwise) the
workflow as its navigation.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">We've
been running at an interesting metaphor lately because people say, “Look,
principally I get it. But is this like anything that I know? Have I been on
this journey before?” Something that I think has actually been resonating is
this idea that a Digital Coach is to workflow learning what an LMS was to the eLearning
domain. I think there are a lot of similar principles we can work through here,
Chris.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
was there when the LMS was invented if you will. I was part of a large eLearning
company at the time that eventually went on to one that you may know as Skillsoft
and other things. We ran headlong into this problem: as successful as eLearning
became, the initial foray was, “I'm going to write one for Excel and I'm going
to write one for Word, and…” and suddenly you had 20,000 eLearning courses. The
word “library” started materializing. Like we described a moment ago with the
plethora of resources and content types across an enterprise, suddenly we realized
that this was not manageable. Our learners couldn’t navigate this stuff. They couldn't
find what they needed. We had no way of reporting on the courses. To your
point, we couldn't guide learners at all if we needed or wanted to. And poof—the
LMS was born.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
think there's a Digital Coach metaphor here for this idea that first,
fundamentally, we needed a single source of truth on the training side. We
couldn't just send learners off to whatever we had at the time. I don't think
SharePoint was even around, but wherever these libraries were being stored and
however they were named, we couldn’t just say, “Have at it.” So, I think
there's an analogy here to this idea of the UI or the interface that a Digital Coach
provides.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">That
development of the user interface really drove the popularity of the LMS in an
organization. If we're drawing a straight parallel between the LMS and the Digital
Coach, we can skip past the, “Oh my gosh, we can network this LMS!” and, “Oh my
gosh, we can include content in this LMS!”, which were the phases of LMS
evolution in the 1990s. But we're at the full-on Software as a Service learning
portal that is web-based technology now. So how do we take modern web design
principles and apply those as we present content to the performers and help the
authors on the back end? Those are the two parallel tracks of LMS development
that really made things workable as an enterprise system: the ability to author
content somewhere and bring it in, manage it and date it, and then maintain it.
Those are important aspects, but also how are you presenting it? We just talked
about the principles for what it should look like on the front end, but the
back end is just as important. I think you have to think about the user
interface for both of those audiences—the content developers and the content
consumers.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">A</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">nyone we've
worked with runs headlong into that as soon as they start pulling this whole
thing together. We've always argued that the journey to a Digital Coach—to your
point, as a framework more than a technology—can often start at a linked PDF. That
meets Gloria Gery’s definition. Likewise, to your point, some of the earlier
versions of the LMS were equally as clunky and equally as immature, because
they stepped up to the initial need, which was just structure. Then we learned
pretty quickly that there were a whole lot of things that follow, like
maintenance, reporting, and guiding our learners to what's appropriate. On the
training side, we use terms like learning path, professional development, and HRS—all
these things that help people on the training side. But the same things come up
on the performance support and workflow learning side and become a really
important part of the need for this kind of platform and what we need it to do.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Yes, it’s </span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">things
like tracking for compliance. Are you able to show how many times a certain
task or process in the workflow is being accessed in your Digital Coach? Those
are the kinds of capabilities on the tracking and reporting side that I think
are still maturing within the Digital Coach space. Ultimately, we're going to
get to the point where the Digital Coach as a platform needs to be as robust and
well thought out as the LMS has become. It's been a 20-year journey for the LMS.
For Digital Coaches, we're a few years down that road, but we're not quite
where we are with the LMS. So, if you're a vendor and you're listening to this,
think about the software requirements that went into the LMS and how you can
adapt those to your Digital Coach. How can you grow your Digital Coach in a way
that's going to follow the principles we’re espousing and make it easy to use?
I think the “easy to use” part is one of the big challenges.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">P</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">articularly
on the Apply, Solve, and Change side, that's the different pivot for me. The
LMS pivots on New and More and all the stuff we've talked about with tracking, versioning,
and reporting. Although, we’ve always argued that New and More are parts of the
performance support pyramid. This is the power of a Digital Coach. In some
cases, it supplants the LMS in that it can also house New and More. But those
are low in the pyramid. The reality is, it's a performance tool. It's not a
training tool. It’s all about doing and all about applying. It really has to
pivot on the tracking, the usage, and so on around how it helps people get
their work done.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The
podcast before this was with our colleague Sara Chizzo, and she's so excited
about this domain and has moved into it intentionally after 20 years of being
in measurement, because she finally feels that this is cracking that nut. The
tracking we're talking about here is not just click-throughs or attendance, which
are clearly valid on the New and More side, and particularly with compliance
and so on. But what we're talking about now is tracking and reporting on the
application and doing of steps and knowledge. I think the Digital Coach opens a
whole other door to us that the LMS never really got us through.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
think about things like the Experience API (xAPI), which allows us to track
activity outside of the LMS. How can xAPI, if it's incorporated into a Digital Coach,
start to really fill out those learning paths that the LMS has already been
maturing and defining really well? You integrate xAPI into a Digital Coach and
now you can say which performers are doing a specific task, and you've got a
record of it in a Record Store somewhere that will be able to show how your
performers are climbing that proficiency curve. You can see them getting to the
point where they are acting in a way that lets you say, “We have reached that
point where we're moving past integrating into the workflow. Now, we're
performing and we're sustaining that performance, and we're improving that
performance.” I think the Digital Coach is going to be a key aspect of that,
because it will live in the workflow—unlike the LMS, where you have to stop
working to go do something in it. The Digital Coach should live there in the
workflow with the performers. If you've got xAPI or some other technology
that's going to allow you to track what they're doing there, you're going to be
able to create an amazing story about how you're actually moving the needle in your
organization.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">H</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">ere's
another interesting parallel, Chris. Once the LMS matured to a point that it
had the structure we're talking about, once it got pretty decent and our
libraries grew, once we had significant volume and covered a lot of content, “blended
learning” was born. In the sense that we took 5-day courses and made them 2-day
courses and surrounded them with eLearning (making flipped learning or whatever
we want to call it), these kinds of practices were born. Micro-learning, I
would argue, has been around way longer than when the term came about several
years back, because we had small chunks of instruction (aka “learning bursts”
as Con likes to call them). So, “blended training” was born. We like to say
that with a Digital Coach, blended learning was actually born. We called it
blended learning early on, but I've always argued that if you ask the learner,
it's not. It's blended training. We're taking New and More assets and mixing
them up differently. The economics changed dramatically, which is spectacular, but
that really doesn't change the intent and that moment of need. The Digital Coach
gets out into the workflow—Apply, Change, Solve—and I think with it, we arrive
at blended learning. What do we mean by that when we talk about that full
journey?</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">For
a Digital Coach, when we're focused on the blend, we're talking about
incorporating Targeted Training so that we're leveraging the methodology to
identify where the high-impact points are in the content and in the workflow. Which
tasks in the workflow are going to have big consequences if they’re not done correctly?
A Digital Coach gives us the ability to see the entire workflow, but it also opens
space in the classroom for us to say that because performers have access to the
entire workflow in a Digital Coach, we're now going to spend our classroom time
focusing on those points where you need a safe place to fail in order to learn
how to do something correctly. In the struggle comes the learning, as I tell my
students in the 5 MoN Academy courses. We have to give people a place to
struggle that's not live in the system, that’s not in front of an actual
customer, etc. You would never want an airline pilot to try out a new maneuver in
an airplane full of actual customers. We need an airplane simulator.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
think the power of the Digital Coach is that we are presenting all the things
we need to cover in the workflow. It's all there. It's in that Digital Coach
that’s available to everybody. And now we've got the opportunity to blend in
the learning so that we're focused on the high-impact points, where we can give
space for practice, and how we can bring more discussion into the classroom. We
can give performers a chance to do more exercises and more practice, rather
than just trying to cover everything.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">One
of my big failures as an instructor was a Microsoft Project course that I
designed in the early 2000s. To my shame, in that course I started on the left-hand
menu and went through everything in it. And then I went left to right across
the menus. I just covered everything that was in the menus. I didn't teach
anybody how to use Microsoft Project. With what I know now, I could have
developed a Digital Coach that gave everybody all of those things in the menus,
and then just focused my classroom course on how a project manager might use
Microsoft Project. That's the promise that we've got with this.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Yes.</span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">Focus on</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
the workflow of a project manager—not the menus of MS Project.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Although
performance support was born out of IT—which we understand because it's just so
darn task driven and step driven—every job has a workflow, including squishy
ones like leadership, sales, and customer service. They all have a workflow. They've
all got tasks. They've all got critical things that if done wrong result in
terrible consequences. Workflow learning lifts up and plops down—as eLearning
did—in everything. I mean, the early eLearning courses we wrote back in that
company I was a part of were all for IT. Then along came some other
organizations, Harvard being one of them, who said, “What about business
classes?” Sure enough, we broke out of that model and picked up hard skill courses
and wrote soft skill (or power skill) eLearning courses. We can absolutely do
that here.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">That's
why I love the fact that for us, blended learning has two deliverables. One is
Targeted Training, and I love that brand. I really do. Notice we didn't say
targeted “learning”, because learning to the learner is the train, transfer,
sustain journey. That is their learning journey. We don't inflict that on them.
That's what a performer does. We enable their learning through Targeted Training
in the training part, and a Digital Coach in the transfer and sustain part.
It's just such a powerful thing.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Let's
put a bow around this. So many people are running at workflow learning. It's
very exciting and global. We see it everywhere. But under the covers is this Digital
Coach thing lying there. What I think we want to get across today is that you
should absolutely run at the workflow learning discipline, but when you get
into the weeds of it, there are things you must have to do it.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CK: </span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
agree completely. And you know, we're calling them our ADAPT principles, but they’re
really principles that can be applied to whatever technology you have so that
you can make decisions about how to make it into a Digital Coach. What are the
interface standards you need? What are the capabilities you need for it to talk
to other systems? What kind of measurement do you need to build into this?
That's what we're talking about when we're developing these principles. And
then they can be applied to any kind of orchestrated set of technology enabled
services. That's where we're headed with this.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I've
also been saying that technology is not methodology. I think that's an
important thing to end on. You can get a fancy, shiny, very modern Digital Coach,
but if you don't have some sort of methodology behind it to help you organize
the content and figure out what/when to produce and present to performers, it's
not going to do you any good. I think that's where we really need to focus now.
Let's develop this Digital Coach technology and make it into an LMS-style
enterprise system that really checks the boxes on how to deliver content to the
performers in their moment of need. But also, we need to make sure that we're
organizing that content and figuring out how to design and develop it in a way
that's sustainable and maintainable in an organization.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM:</span></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
Yes, methodology begets technology. We've been down this road before. I do not
believe in death by PowerPoint or that SharePoint sucks. It's actually death by
bad presenting and SharePoint stinks because it's designed poorly. We love to
throw barbs at these tools. I remember sitting in a meeting at Microsoft with
someone from the Word group. He very nonchalantly said, “Look, just because we
gave you Word doesn’t mean you’re a writer.” The same goes here. Without the
principles you so brilliantly started us out with, and that Gloria Gery espoused
over 20 years ago, we don't get there. Today, we can get there in ways we never
could before. Gloria would be incredibly energized and proud of what her
original definition could mean today.</span><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Great
stuff, my friend. Great work as always and so appreciate the dialogue. Thanks
for being here.</span> </p>
<p class="MsoNormal"><b><i><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://performancematters.podbean.com/" target="_blank">Subscribe</a> to
The Performance Matters Podcast to stay up to date on all the latest
conversations and guests in the 5 Moments space.</span></i></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><i><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://www.5momentsofneed.com/" target="_blank">Visit</a> our
website for additional resources: Certificate courses, an eBook on workflow
learning, and our latest EnABLE Methodology white paper.</span></i></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><i><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://www.linkedin.com/company/5-moments-of-need/?viewAsMember=true" target="_blank">Join</a> the conversation on LinkedIn.</span></i></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><i><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://joinwlpa.com/" target="_blank">Be</a> part of the Workflow
Learning & Performance Alliance.</span></i></b><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Copyright © 2023 by APPLY Synergies,
LLC<br />
All Rights Reserved.<o:p></o:p></span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-14842997325913323632023-05-23T03:47:00.000-06:002023-05-23T03:47:27.642-06:00ROI is Measured in the Workflow<p><i>This blog is generated from the Performance Matters
Podcast episode titled <a href="https://performancematters.podbean.com/e/roi-is-measured-in-the-workflow/">ROI
is Measured in the Workflow</a>. In it, Bob Mosher and Dr. Con Gottfredson are
joined by APPLY Synergies’ Executive Director of Consulting Services Sara
Chizzo. Together, they explore how embedding learning in the workflow empowers
learning professionals to finally measure impact, effectiveness, and return on
investment of learning solutions.</i></p><p></p><p class="MsoNormal"><b>Bob Mosher (BM):</b> Welcome back to another Performance
Matters podcast. I can't tell you how excited I am about two things: 1) the measurement
topic, which we really need to talk about after an event I recently attended,
and 2) the people who are with me. They are two of the most remarkable
colleagues that I'm fortunate enough to work with. First, the famous Dr. Conrad
Gottfredson. Welcome back. Good to have you here.<o:p></o:p></p>
<p class="MsoNormal"><b>Con Gottfredson (CG):</b> Good to be back.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> And this next person just rings our bell. I've
been fortunate to know her professionally and watch her work for about 20 years,
and now we are fortunate to have her as part of our group. I'd like to
introduce you to Sara Chizzo. Sara, welcome to the podcast.<o:p></o:p></p>
<p class="MsoNormal"><b>Sara Chizzo (SC): </b>Thank you. It is a pleasure to be
here and a pleasure to work with you both.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> It's just a dream come true for us. Sara has a
remarkable history in measurement. Sara, can you tell us a little bit about
your journey?<o:p></o:p></p>
<p class="MsoNormal"><b>SC:</b> Absolutely. About 25 years ago, I pivoted to the
learning and development space working for a technical training company called Productivity
Points. That was my first foray into professional learning and understanding
that companies actually pay for this kind of stuff, and for external providers
and experts to help them train and develop their employees. After a few years
of doing that, I got a little bit frustrated. My largest account was Motorola
Solutions. At the end of their contract term, they came back to us and asked
some questions: what did we train on during this period and what was the return
on that investment? First, we couldn't even provide them with accurate
information globally about what we'd actually trained their people to do. The
systems didn't talk to each other. But we really didn't have any way of measuring
the impact, the effectiveness, and the return on that sizeable investment. It
was about that time that I joined a colleague of mine named Kent Barnett, who
started a company called KnowledgeAdvisors with the desire of bringing some
additional discipline to the space. We wanted to help provide more information
and data to companies so that they could understand whether their programs were
moving the dial. So, that was my journey. I’ve spent about 18 years in
measurement and analytics for learning.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Spectacular, and great work. We are really
excited to have you here, because now we move into the workflow. Now we move
into performance. Sara, why don’t you share a couple interesting stats? We're
going to frame this discussion with some things we've heard lately that,
frankly, have been a little troubling. So, why don’t you give us a couple to
start?<o:p></o:p></p>
<p class="MsoNormal"><b>SC:</b> I'm first going to totally indict myself and the
work that I did (or didn't) do over the last 18 years with the first two data
points. I think it's important to understand where we are and the data about
measurement in the learning and development space to better understand where we
have been able to move the dial. So, I want to share a couple of things. The
first is a data point from a McKinsey & Company study. Learning leaders say
that only 25% of their programs improve performance. I remember the first time
I read that. I asked myself, “What are we doing?!” What are we doing if, absent
of any information, our learning leaders are instinctively saying that three
quarters of our programs aren't doing anything? What are our stakeholders
paying for? And then the second data point is from a follow-up study that the Performative
team did where they asked learning leaders a bunch of additional questions.
Ninety-seven percent of those polled (I think it was a sample size of about 250)
said that there was waste somewhere in the learning process, but they had no
idea where. Essentially, we were providing learning that wasn't netting an
impact, either to the individual's performance or to that of the organization (talent
or business outcomes). And now that I've had the benefit of looking at this
from the 5 Moments of Need (5 MoN) lens, I cannot help but go back to the
source, which is how we think about supporting our learners at the time of
their work, as they're performing. <o:p></o:p></p>
<p class="MsoNormal">If you think about the first data point about three quarters
of programs not improving performance, it's because we're not taking a
performance lens to the development of our programs and the development of our
solutions in the first place. We're not designing for performance. So, if we're
not designing for performance, then we shouldn't be surprised when three
quarters of our programmatic investments don't net a result. And to the second
point about waste in the process, there's far too much of a disconnect between
the actual work that's being done and where we're looking to try and support
learners in doing their work. Of course, there's going to be waste in the process
because the learning is not happening while the work is happening. So, those
two data points really jumped out at me within the context of workflow learning
and the 5 MoN because I think they both could be dramatically and positively
impacted with the right design approach up front.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Perfect. Con, what do you think about when
someone says, “But you know, Con, it's busy. It's hard. There are just so many
influencers out there after the training. My training could get lost in that.
It's not a fair measure of my training, because the learner’s manager, the
learner’s discipline, how soon they try to practice when they get back…all
those things are unfair to measure my training against because those
influencers cloud the measure.” So, what's your answer to that? What do you
think that points to?<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Every time I hear that it tells me they're
chasing a skunk down a hole. They're in a training mindset. They're certainly
not thinking, designing, building, and implementing around enabling effective
job performance. Gloria Gery saw this. What a remarkable visionary she was. In
the 90s, when she wrote her book <i>Electronic Performance Support Systems</i>,
she was very clear. In terms of indicting what was being done under the
umbrella of training, she said that it wasn't leading to performance and that
it needed to. And what she saw was that you can't measure impact if you're
trying to get there from the training alone, because too much happens after the
fact. By the time you measure learning, those learners have had to access a lot
of other things to get where they need to be, because the training wasn't
enough. That's the bottom line. The training was not enough to get them to
productive performance. So, what do they do? They rely on other people, they
work through other systems, and they do other kinds of things to achieve
performance. Gloria said that if we build a performance support system that
supports people as they do their work, that system—in the work and the
workplace—gives us the ability to gather data to make those direct connections.
Back to your question, when I hear that, it just lets me know that they're
looking at the training, and the only way learners get to productive
performance is by going and involving other things [besides training].<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> I’ve shared my frustration around what I heard
recently, which is, “Well, then let's just back off this. I'm sick of chasing
the ROI thing. It's hard.” That's like a fireman saying, “Well, I just don't
want to know if the fire is out because it's hard to sift around and dig in the
rubble. It's hard to get into the dirt and the afterburn because it's messy.”
But until we get to that level and understand that there are embers there, we
don't go beyond just throwing water on the fire. For so long in training, it has
been just that—and we see the flame go out. We assume the learner did well.
They like the experience. They feel like they can apply what they learned and
what they heard was relevant. So, we pick up our trucks and leave, but the
learner is left with the mess of work and the reality of how messy and hard and
volatile the workplace is. So, we have to get beyond training and training
alone. I want to be careful. We're not condemning training as an entity. We're
just saying that, for too long, it's been a safe place and our only answer to this
world we need to journey into a bit more.<o:p></o:p></p>
<p class="MsoNormal">Con, talk a bit about this workflow thing and why it's been
such a missing part of our analysis and our understanding for so long. Don't
SMEs give us that? They tell us all that's important when we put them in a room.<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> They could give us that if we ask the right
questions. We generally go into a task analysis or whatever analysis we're
doing with the mindset that we're going to build a training solution—not that
we're going to enable effective performance on the job. And how are we going to
enable effective job performance without facing the workflow? That's where
performance occurs. Glory Gery called the workflow the “performance zone”. So,
you have to face that; therefore, when you're dealing with effective job
performance, the measurable objectives include the ability to complete a job
task, whatever that task is—and we can measure that, we can gather data around
that—but we've got to be able to face it. And you can't face that without stepping
into the workflow and mapping it. <o:p></o:p></p>
<p class="MsoNormal">Let me just say this. Sara, you mentioned waste. When we
look at onboarding programs and we step into the workflow, and we build
workflow solutions that support people as they move through the training, as
they move through that transfer phase, as they move into and begin to sustain
performance in the flow of work—the moments of Apply, Solve, and Change—when we
build that kind of a solution, we consistently see that time to proficiency is cut
in half. I mean, we just saw a client take an 18-month time to proficiency down
to 5 months, because they focused on performance. They brought in the power of
workflow learning and they ended up with people being able to perform more
effectively, more productively, and with less oversight. They were able to
measure and demonstrate all those things because they were facing the workflow
and designing and building and measuring around that.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Sara, as you have learned more about this and you
think about the world you came from, why does a Digital Coach excite you? As
you look at L&D wanting to get to KPIs and other things we've talked about
for so long, what does a Digital Coach add to a measurement conversation? Why do
you think it gives us a different level of impact and approach?<o:p></o:p></p>
<p class="MsoNormal"><b>SC: </b>I think it’s really important to remember what
we're in service of as learning professionals within our organizations. We are
in service of the business. We are in service of performance. What gets me
excited in thinking about how we provide solutions that allow our learners to
optimize their work—while they are building their capabilities and their
ability to do their work as effectively as possible—is that it really solves
the measurement problem, right? The measures that we've been focusing on so far
around waste and scrap learning, misalignment—those are almost entirely
assuaged when you actually have a Digital Coach sitting shoulder-to-shoulder
with you in the workflow. Because whatever my work is, I’m going to encounter a
moment when I don't know how to do something. I'm struggling, and if I can
quickly get the answer to my question and the support that I need, then I can
get back to my work. Then we can say the work stoppage was a matter of minutes
vs. other types of measures. For example, 60 or 90 days after a learning event,
we hear from learners that they were only able to use 3% of the training we
provided back on the job. I mean, how is that useful and helpful for a company that
is in a very competitive industry and that’s trying to improve profit margins
and overall competitiveness? So, that's what excites me.<o:p></o:p></p>
<p class="MsoNormal">The data points that I shared in the beginning of this
conversation should be a call to action. We need to build our training
differently. We oftentimes translate those data points to mean we need to find
out what's happening with our learners so we can either improve the front-end
training or provide them with some type of a job aid on the back end. Neither
of those things is going to solve the issue. We need to robustly support them
while they're doing their work. <o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Anyone who can work “assuaged” into the answer to
a question is in a whole new world for me. That was stunning, Sara. Love that. <o:p></o:p></p>
<p class="MsoNormal">So, let's talk about something I heard recently. I’d love to
get your reactions. One measure we use is confidence, or self-efficacy, which
is to feel that beyond just remembering everything, I have the metacognitive
skills and tools—it's a combination of both—to enable and improve my
performance. Recently, in a more traditional analysis, a learning professional
learned that practice (aka “doing”) builds confidence, so their solution (to
your point, Sara) was to go back to the front end—in a training mindset—and
build more practice into the class. I agree that practice is better than 50
more PowerPoint slides. I'm all for that because of the cognitive load, etc.
But that's confusing practice with true confidence building. Because even after
I leave, having practiced a lot, I still just don't know. I'm entering the
world of real work. <o:p></o:p></p>
<p class="MsoNormal">Con, run at this practice thing for me for just a second.<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Well, years ago, we did some work for the world's
largest manufacturer of pumps. It was a European company and when they
approached us, they said, “When our people finish their onboarding training,
they are so confident. They leave, we survey them, and they're very confident. Even
at six months, they are still confident, but something happens at the one-year
mark. They suddenly say their training and onboarding experience was terrible and
they have no real confidence in what we did for them. Can you explain why?” And
I said, “Well, it takes them a year to figure out that what you were doing for
them didn't help them.”<o:p></o:p></p>
<p class="MsoNormal">Albert Bandura did the most salient body of research in
terms of self-efficacy and confidence building as it relates to learning. He
found that the sooner people perform effectively and can recover if they make a
mistake, that's the best way to build self-efficacy. Performing effectively in a
controlled classroom is very different than performing effectively in the
workflow. As you said the other day, Bob, the most powerful practice is work. That,
to me, is a profound statement in and of itself. Work is practice: it's
applying, it's doing the work in the workflow. The moment a person successfully
performs on the job, that's when their confidence is reinforced and grows. The
sooner we can enable effective performance in the flow of work, we begin to
build that self-efficacy. The sooner people can recover when they make a
mistake, we build that self-efficacy. Employee engagement is at the heart of self-efficacy,
according to Bandura. That's where we've got to focus. It’s not about more practice
in the classroom. It's about making sure that when people step into the
workflow, they have the help they need from the Digital Coach (aka EPSS) to
perform effectively on the job.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> If you want to practice anything, practice your Digital
Coach. I don't want you to leave training because you did 10 practice runs of
the same activity and got to the point where you think you can do it in your
real work. What if I had you do 10 practice runs with a Digital Coach, so that
when you leave, you know where to find what you need (you know how to recover)?
Failure is a remarkable teacher and it's going to happen in the workflow. What
if I mitigate your time to remediate if I help you avoid failure by teaching
the practices around using a Digital Coach while performing so you do things
correctly? That's where performance improves and confidence is raised. So, it's
confidence in my ability to troubleshoot and survive in the workflow vs. confidence
in my ability to memorize well.<o:p></o:p></p>
<p class="MsoNormal"><b>SC:</b> I'll give you an example. In between a couple
tours of duty in the learning measurement space, I went to work for one of the
most renowned business schools in the world, which also provides leadership
development to corporations. That was the business unit I worked in. I was
immediately going to be taking over a team and I had some things that I really
needed to address with its members. Talking about this issue of confidence and
coming into a role like that, I remember going through my onboarding process
and being quite stressed about my personal brand and my reputation. I was
asking myself, “Am I going to be able to hang with these people who are pretty
incredible leaders?! Because we do world class leadership development!” I was
worried I might mess up the first performance conversation, or the first time I
had to coach somebody. I would have felt 100% more confident if I had come away
from that onboarding with curated resources in a Digital Coach that were aligned
to the work I was doing. I had experience doing the work I was being asked to
do, but everything's a little bit different company to company and I hadn't
flexed certain muscles in a while. So, I think that’s where we need to think
about the confidence component. Onboarding is a great example of that. We want
folks to feel confident coming out of onboarding, but we want them to feel
confident because they know they're going to be well supported.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> And I think we confuse support with training or
learning sometimes, meaning we don't think it's the same. I don't think a
learner looks through the lens of “this is a training asset”, or “this is a support
asset”. They look at it as a performance asset. So, if it helps me perform, and
I learn while doing, that's training (in a way). Right, Con?<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Gloria Gery referred to that as unconscious
learning. What she observed is that when you're in the workflow and you're
doing your job, you're learning. If you have a tool to help you do that job,
you are learning. It's not conscious and you’re not in a classroom. Again, she
called it unconscious learning. But let's admit this: no matter how powerful
and wonderful a training class is, when a person leaves that class, they are
not competent. They are not proficient. They're ready to start. They're at the
beginning stage of that, but expertise is developed over time through
experience in the flow of work. So, if you want somebody who has expertise,
it's not going to come from the classroom alone. It's going to come from a
classroom combined with the workflow and experience over time. And that's real
learning. Real learning happens in transfer. Real learning happens in those
real-world practice activities, Bob, that you mentioned, when people are doing
their work. <o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Let's change the narrative. If we want to measure
performance, let's live at the point of performance. Let's not live only in the
weeks, days, and months before performance and try to correlate. Until we make
this pivot, until we understand the workflow through analysis, until we enable
it with a Digital Coach, until we understand the architecture and design of the
performance support pyramid, criticality, and all the things we talked about in
so many podcasts before, we're never going to get into those higher levels of
Kirkpatrick and Phillips. We can talk about them all we want, but when we go to
the C-suite, those leaders who demand these metrics are going to poke and shoot
holes in them. <o:p></o:p></p>
<p class="MsoNormal">The exciting thing I like about what we do and about these
podcasts, about the clients we're blessed to work with and folks like you,
Sara, is that we know that the future in this is now. It's no longer something
to talk about. It's no longer something to walk away from. Yes, it's hard, but
it's doable. Sara, I love what you say sometimes: I think we've made
measurement harder than it really is. I've heard you say that over and over
again. We complicate this, partially because we don't understand the narrative.
It gets simpler when you understand it from this perspective.<o:p></o:p></p>
<p class="MsoNormal"><b>SC:</b> One of the things that Con has been schooling me
on that I've been so excited to incorporate into some of our thinking around
measurement is really the partner to performance and productivity, which is the
work stoppage piece. In the example that I gave you earlier when I had a job
change, in the absence of a Digital Coach, what did I do? I made good friends
with the best sales manager in that entire organization. Every time I needed
something, I called him, I emailed him, I texted him, I Slacked him, etc. and
got my support through his coaching. I mean, that is incredibly costly, not
only in terms of my own work stoppage, but I was also causing his work
stoppage. Ultimately, I ended up getting a lot of the answers that I needed,
but at what cost? We can amplify performance and we can increase productivity
dramatically without having that work stoppage. That's the important piece that
I think is really the partner to productivity in the ROI conversation that I'm
excited to have now.<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Across the board, the cost of stopping work to
learn doubles the cost of learning per employee. It just doubles that cost. And
it's a real cost because people are stopping work. Our goal is to enable and
sustain measurable, effective job performance in a way that minimizes interruption
of the work that employees are hired to do. That requires us to step into the
workflow and support people in the workflow, which at the same time enables us
to measure what is happening in that workflow and directly demonstrate that
what we're doing is making a difference in terms of people being able to
perform effectively.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> You know, I don't think we can go any further
than that. That summed it up perfectly. And this is why I'm finally excited
about this conversation. It's been the elephant in the room for my 40 years of
doing this. In the last 10 or 20 years, Con, working with you and getting into
the workflow the way we can now, the narrative changes. We can do this, but we
as an industry must choose to change our deliverable, our approach, and the
conversation with the business—and step up to wanting to do ROI. We can’t give
up on it. <o:p></o:p></p>
<p class="MsoNormal">Thank you so much. You're both spectacular. Great podcast.
Great conversations. <br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://performancematters.podbean.com/" target="_blank">Subscribe</a> to The Performance Matters Podcast to stay
up to date on all the latest conversations and guests in the 5 Moments space.</i></b> <o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://www.5momentsofneed.com/" target="_blank">Visit</a> our website for additional resources:
Certificate courses, an eBook on workflow learning, and our latest EnABLE
Methodology white paper.</i></b> <o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://www.linkedin.com/company/5-moments-of-need/?viewAsMember=true" target="_blank">Join</a> the conversation on LinkedIn.</i></b> <o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://joinwlpa.com/" target="_blank">Be</a> part
of the Workflow Learning & Performance Alliance.</i></b><o:p></o:p></p>
<p class="MsoNormal">Copyright © 2023 by APPLY Synergies, LLC<br />
All Rights Reserved.<o:p></o:p></p><i></i><p></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-8738995102944205702023-05-04T08:37:00.000-06:002023-05-04T08:37:04.165-06:00Embrace the Benefits of Safe Failure<p>by Conrad Gottfredson, Ph.D., RwE</p><p>Any formal learning solution that lacks effective ongoing performance support leaves in its aftermath random acts of failure. This failure generally goes undetected by the organization unless its consequences are visible.</p><p>Even then, the distance between training and these subsequent failure points is often great enough to allow plausible denial of any culpability on the part of the learning solution. A key reason why we don’t see this failure is that the “grading” traditions of most school systems have oriented learners in their workstreams to do everything they can to avoid failure. When we throw them over the wall of our formal learning events into the real world of job performance, they tend to work hard to compensate for the limitations of those inadequate learning solutions. When they fail, they usually fail quietly.</p><p><b>Learning from Mistakes</b></p><p>From our earliest experience in formal education, we have been oriented to get things right and avoid making mistakes. Certainly, those of us who design and develop learning solutions should pursue effective performance as the primary indicator of success.</p><p>Yet, there’s a profound lesson to learn from former executive chairman and CEO of Cisco Systems John T. Chambers. When he interviewed potential leaders for his company, he rightly asked first about results and walked through what they had done right. But his next question was, “Can you tell me about your failures?” Chambers looked for candidness about the mistakes they’d made, but then wanted to know, “What would you do differently this time?”</p><p>Chambers understood that we’re a product of the challenges we face in life, because how we handle those challenges probably has more to do with what we accomplish than our successes.</p><p>Thomas Edison credited failure coupled with determination as the pathway to his success: “Genius? Nothing! Sticking to it is the genius! I’ve failed my way to success.” (1)</p><p>Now, no learning professional wants to take a chance on failure when the consequences are significant to catastrophic. This is where an approach called “critical impact of failure analysis” can help sort out tasks where failure can be a safe learning experience. Think about times when you have failed—where that failure didn’t harm anyone or anything. It might have been uncomfortable, but you learned from it, right?</p><p><b>Safe Failure</b></p><p></p><p>Learning through “safe” failure is most certainly a contributor to personal growth; therefore, our learning methodology ought to include identifying skills that people can safely learn while working, with the help of a Digital Coach, so that if failure happens, they learn from it and recover in the workflow. Here is an example of how instructionally powerful safe failure can be:</p><p>Recently, I was at a family home in southern Utah with my grandson. I asked him to load and turn on the dishwasher. Here is a 30-second video of his life changing learning experience:</p><p><a href="https://youtube.com/shorts/lql8Tu23SHU?feature=share" target="_blank">Watch this short video!</a></p><p>Although Joseph had been taught by his mom and dad never to do what he did, he still made the mistake. After this safe failure experience, he will never make that mistake again. Through safe failure, he learned in one of the most instructionally powerful ways possible.</p><p>Again, no learning professional wants to take a chance on failure when the consequences are significant to catastrophic. But in our experience, on average, half of the skills taught in corporate courses can be learned safely in the flow of work, while working, without the need for employees to stop the work they have been hired to do. If an employee fails to complete a task successfully, that failure can be a safe and instructionally impactful learning experience. All that is needed is a Digital Coach to provide access to the support required to quickly recover.</p><p>Spend a few minutes studying the following rating scale:</p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0NHawZJE5Zcnr__W5Y187KKitWxtZbJXvc7Q7dRQpggQlkzp9JdCTb_X6xUEVjPsAM5jgg1eM-Ac1yUx1vzdJ99Uw-OrYRSHmLvK4WKBkFKSWCEzCb24Axr48Khea4_zdwP27SzeF5SFmRMF3xf4NCLFoJWgZgSb3QW-jTOj5bSalhJxifSnQHDlApg/s3099/CIF%20Scale%20(1).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1664" data-original-width="3099" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0NHawZJE5Zcnr__W5Y187KKitWxtZbJXvc7Q7dRQpggQlkzp9JdCTb_X6xUEVjPsAM5jgg1eM-Ac1yUx1vzdJ99Uw-OrYRSHmLvK4WKBkFKSWCEzCb24Axr48Khea4_zdwP27SzeF5SFmRMF3xf4NCLFoJWgZgSb3QW-jTOj5bSalhJxifSnQHDlApg/w579-h312/CIF%20Scale%20(1).png" width="579" /></a></div><p><i>Figure 1:
Critical Impact of Failure Scale</i> </p><p>Consider the implications of identifying skills that score in the 1 to 3 range in the scale above. For these skills, an effectively designed Digital Coach provides a safety net that allows complete transformation of the classroom. How? By delivering 2-click, 10-second access to just what's needed to enable learning in the workflow, you can take these lesser-rated skills out of the classroom. This allows greater instructional focus on the remaining higher-rated skills.</p><p>Without this, most courses cram in too much for the allotted time. To cover it all, proper instructional methodology is often sidelined, which forces instructors into presenter mode; yet the critical impact ratings for some of that content call for significant investment of methodology.</p><p><b>Learning in the Context of Work</b></p><p>Critical impact of failure analysis has proven to be the means for safely removing an average of 50% of content from the learning queue and putting it into the workflow to be learned at the moment of Apply. This is actually the optimal environment for learning content and skills, provided the consequences of failure aren't significant to catastrophic. The real world, not the classroom, provides legitimate context and pressing need.</p><p>The closer a learner is to the place and moment of Apply, the more open and ready that learner is to learn. Consider your own learning mindset while in the workflow compared to when you step away from it to learn in the fabricated environment of a classroom or an eLearning course. At which of those moments are you most motivated to learn and ready to engage mentally, emotionally, and physically?</p><p>In closing, 1) experience confirms that we are most attuned to learning when we are in the context of our work, and 2) research shows that our work is the environment in which learning is most naturally optimized. Here's the good news: we can confidently push the learning of "safe failure" skills into the workflow, to be exclusively learned there with the help of a Digital Coach. If performers make mistakes, they learn from them in a very powerful way. Pushing "safe failure" skills into the workflow also allows us to give greater instructional attention to skills where the critical impact of failure is significant to catastrophic. By doing this, we responsibly mitigate potential failure points rather than leaving failure up to chance—something we should never do.</p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">(1) <a href="https://www.inspiringquotes.us/author/3870-thomas-a-edison/about-genius" target="_blank">https://www.inspiringquotes.us/author/3870-thomas-a-edison/about-genius</a> </p><p class="MsoNormal" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; margin-bottom: 0in;"><b><i><a href="https://performancematters.podbean.com/" style="color: #336699; text-decoration-line: none;" target="_blank">Subscribe</a> to The Performance Matters Podcast to stay up to date on all the latest conversations and guests in the 5 Moments space.</i></b> </p><p class="MsoNormal" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; margin-bottom: 0in;"><b><i><a href="https://www.5momentsofneed.com/" style="color: #336699; text-decoration-line: none;" target="_blank">Visit</a> our website for additional resources: Certificate courses, an eBook on workflow learning, and our latest EnABLE Methodology white paper.</i></b> </p><p class="MsoNormal" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; margin-bottom: 0in;"><b><i><a href="https://www.linkedin.com/company/5-moments-of-need/?viewAsMember=true" style="color: #336699; text-decoration-line: none;" target="_blank">Join</a> the conversation on LinkedIn.</i></b> </p><p class="MsoNormal" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; margin-bottom: 0in;"><b><i><a href="https://joinwlpa.com/" style="color: #336699; text-decoration-line: none;" target="_blank">Be</a> part of the Workflow Learning & Performance Alliance.</i></b></p><p class="MsoNormal" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; margin-bottom: 0in;"><span style="font-size: 10pt; line-height: 14.2667px;">Copyright © 2023 by APPLY Synergies, LLC<br /></span><span style="font-size: 10pt;">All Rights Reserved.</span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-6975574478254303732023-03-22T03:58:00.001-06:002023-03-22T03:59:08.408-06:002023 Learning & HR Trends: Where Workflow Learning Can Make a Difference<p><i>This blog is
generated from the Performance Matters Podcast episode titled <a href="https://performancematters.podbean.com/e/xx-end-of-year-podcast/" target="_blank">2023
Learning & HR Trends: Where Workflow Learning Can Make a Difference</a>. In
it, Bob Mosher and Dr. Con Gottfredson discuss market research gathered by
their colleague Brooke Thomas-Record and how workflow learning can help
organizations meet current and ongoing challenges.</i><b><o:p> </o:p></b></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Bob
Mosher (BM): </span></b><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin;">As we start 2023, w</span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">e want to
share some remarkable data gathering that a dear colleague of ours recently
completed so that we can consider it in the context of the coming year. I think
as learning professionals, we've got to strategically and intentionally think
about where we're going and how we’re defining our priorities. So, I am so
thrilled to be joined by two colleagues. Dr. Con Gottfredson, are you there?</span> </p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Con
Gottfredson (CG): </span></b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I am. It's great to be with you and I’m especially
looking forward to our conversation today.</span> </p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BM:
</span></b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
am as well. We have been so fortunate at APPLY Synergies to have a remarkable
lifelong friend in the industry, Brooke Thomas-Record, join us. As you'll hear
in a moment, she brings remarkable insights about our industry into the work
that we do. Brooke, welcome.</span> </p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Brooke
Thomas-Record (BT): </span></b>Thank you so much. It's a pleasure to
be part of this with you today and thank you for the warm welcome.</p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b>BM:</b> Toward the end of 2022, Brooke did some wonderful work for us. I
don't know about the rest of you, but I struggle keeping up with the many trends
that are spread across multiple resources. Brooke took on the challenge of
looking across several of those to really see where thought leaders, research
folks, and voices in our industry were thinking about issues that our field is
dealing with and where we are headed. So, we asked Brooke to host a
conversation with us today, obviously in the context of 5 Moments of Need,
performance, and workflow learning. Brooke, we’ll have you kick that off. Give
us a little bit of background about what got you here and what you took on. I
know there are four areas you want to highlight. Take it away, friend. </p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">BT:
</span></b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Sure!
This is the culmination of some market research I was asked to do for which I used
10 different resources. I'll list them here so that everyone understands how
this information has been sourced.<br /></span> </p>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://www.thehrdirector.com/features/future-of-hr/the-hr-direc10-learning-development-trends-for-2022tor_-10-learning-development-trends-for-2022/" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">10 Learning & Development Trends for 2022 – from HRD
(theHRDIRECTOR)</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://donaldhtaylor.co.uk/insight/gss2022-results-01-general/" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">L&D Global Sentiment Survey 2022: The Long Shadow of
Covid-19 – From Donald H Taylor</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://360learning.com/ebook/learning-in-the-flow-of-work-report-2022/?from=%2Fguide%2Flearning-in-the-flow-of-work-report%2Fgetting-learning-in-the-flow-of-work-right%2F" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">360Learning – Our 2022 Report on the State of Learning in the
Flow of Work</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2022.pdf" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">World Economic Forum: The Global Risks Report 2022 17th
Edition</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://learning.linkedin.com/resources/workplace-learning-report" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">LinkedIn Learning 2022 Workplace Learning Report</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://www2.deloitte.com/us/en/insights/focus/human-capital-trends/2021/the-evolving-employer-employee-relationship.html" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">2021 Deloitte Global Human Capital Trends Special Report</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://netorgft1153913-my.sharepoint.com/personal/brooke_applysynergies_com/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fbrooke_applysynergies_com%2FDocuments%2FMicrosoft%20Teams%20Chat%20Files%2FMcKinsey%20Report%20future-of-work-after-covid-19.pdf&parent=%2Fpersonal%2Fbrooke_applysynergies_com%2FDocuments%2FMicrosoft%20Teams%20Chat%20Files&ga=1" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The Post Pandemic Economy: The Future of Work After COVID-19
(McKinsey Global Institute, February 2021)</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://mindtoolsbusiness.com/research-and-reports/keeping-pace-with-digitalization#downloadReportForm" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Mind Tools for Business Annual L&D Benchmark Report 2022</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://netorgft1153913-my.sharepoint.com/personal/brooke_applysynergies_com/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fbrooke_applysynergies_com%2FDocuments%2FMicrosoft%20Teams%20Chat%20Files%2FPeppercom_TheGreatWorkplaceDisconnect_NOV2022.pdf&parent=%2Fpersonal%2Fbrooke_applysynergies_com%2FDocuments%2FMicrosoft%20Teams%20Chat%20Files&ga=1" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">NovoEd November 2022 Report: The Great Workplace
Disconnect…and How to Solve It</span></i></a><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0in; mso-list: l9 level1 lfo1; tab-stops: list .5in;"><a href="https://webinar.gartner.com/423847/agenda/session/989926?login=ML" target="_blank"><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Gartner Webinar: Top 5 Priorities for HR Leaders in 2023</span></i></a> </li></ul>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Everything you'll hear me say today is
pulled from those resources.</span> </p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b>BM:</b> Remarkable. So, kick us off. What are some key topics that you think are important as we start the year?</p><p class="MsoNormal" style="margin-bottom: 0in;"><b>BT:</b> I picked 4 to start so I will list all 4 and then we can dig into each of them:</p><p class="MsoNormal" style="margin-bottom: 0in;"></p><ul style="text-align: left;"><li>Reskilling and upskilling. (It's probably not a surprise to most people that this was a big trend across all the resources I reviewed.) </li><li>Improving the employee experience. </li><li>Supporting internal mobility. (I think this is really tied into that employee experience element.)</li><li>Pivoting toward hybridization. (Although COVID showed up three years ago and work has changed quite a bit since then, this shift is continuing. I think companies are still figuring out the best ways to approach hybrid work.) </li></ul><p></p><div><b>BM:</b> Totally agree.</div><div><div><br /></div><div><b>BT:</b> <b>Trend number one—reskilling and upskilling.</b> Here are some key data points, statistics, and points of interest from the various resources I read. </div></div><div><ul style="text-align: left;"><li>Worldwide, nearly 9 out of 10 companies are currently facing a skills gap. The pandemic sped up digital transformation and the ever-enlarging skills gap. Some 87% of executives report existing skills gaps or expect to face gaps within the next 5 years. </li><li>While companies might be tempted to trim training budgets amid the ongoing crisis, experience should show them that investing in retraining can pay off in the long run. </li><li>It's becoming increasingly important for companies to deliver timely and effective employee training. Workers are eager to acquire new skills with as many as 70% being willing to leave their current position to work for a company that's more willing to invest in their training and education. </li><li>L&D sees the growing skills gap and certainly recognizes that leadership is concerned. </li><ul><li>46% of learning professionals say that the gap has widened at their organizations, a percentage that has increased since 2021. </li><li>49% say executives are concerned that employees don't have the right skills to execute business strategy. Again, that percentage has increased since 2021. </li></ul><li>53% of executives in Deloitte’s 2020 Global Human Capital Trends research expected that between half and all of their workforces would need to reskill by this year (2023) to provide capabilities needed now. A new study also by Deloitte estimates that 100 million global low wage workers will need to find a different occupation by 2030. At the same time, the demand for skilled workers is growing with 7 in 10 employers globally saying they're struggling to find workers with the right mix of technical skills and human capabilities. </li><li>More than half of the low wage workers currently in declining occupations might need to shift to occupations in higher wage brackets that require different skills. In the US, 10% of workers in the onsite customer interaction arena (e.g., hospitality, restaurants, etc.) may need to retrain or gain additional skills or education to transition to more secure jobs by 2030.</li><li>Speedy and effective worker redeployment will be needed, for example, by recruiting and retraining based on skills and experience rather than academic degrees. Rapid changes in working practices and the jobs people do can be accomplished quickly. The key is to focus on the tasks and activities required rather than on whole jobs. Redesigning work in this way can streamline processes, increase efficiency, and enhance operational flexibility and agility. As companies look beyond the pandemic, they have an opportunity to reimagine work, their workforce, and their workplace by focusing on specific tasks and activities vs. entire jobs.</li><li>The change in labor demands over the next decade will require a major retraining effort as workers transition from jobs that entail mainly routine tasks that require basic cognitive skills like literacy and numeracy into work requiring more technological and social and emotional skills. But the scale of the retraining challenge goes beyond those workers who need to switch occupations, because even among workers who keep their jobs, the tasks they perform will shift.</li><ul><li>For instance, delivery drivers now use GPS to calculate the fastest routes and use apps to provide real-time tracking, etc.</li><li>LinkedIn members’ skills for the same occupation changed by about 25% from 2015 to 2021. At at this pace, LinkedIn expects that member skills will change by about 40% by 2025. </li><li>In the post COVID scenario, the greatest increase in demand is for technological skills like advanced IT skills, computer programming, engineering, and scientific research and development. In China, the demand for time spent on these skills may increase by 51% by 2030, reflecting that country's rapid move into advanced industries and digitization.</li></ul><li>Demand is expected to increase for adaptability and continuous learning, reflecting the need for all workers to continuously learn new skills as technology evolves and continuously transforms jobs. This will change educators and employers as there's little consensus on how to teach social and emotional skills.</li><li>The changes brought by COVID opened the door for companies to play a larger role in retraining workers for new jobs and creating career pathways with upward mobility to ensure a supply of workers with the right skills.</li><li>L&D leaders report feeling concerned about continuous change and ambiguity. When asked what they want, they report a desire to enhance the capabilities of their teams and to upskill foundational developmental skills like coaching</li><li>Examples of behaviors associated with achievements in futureproofing by L&D teams include:</li><ul><li>Managers recognizing the value of learning in the flow of work. For low performing companies, that recognition is only 9%, but in high performing companies, it's 62%. </li><li>People understanding how their work is linked to the organization's performance. Again, in low performing companies, that's only 25%, but in high performing companies, it's 79%. </li><li>The learning strategy allowing for changing business priorities. That is true in 25% of low performing companies and 93% of high performing companies</li></ul><li>When we look at optimal educational journeys, we're increasingly seeing that they're led by individual students starting from the ground up with their motivation to learn on their own terms. Companies that want to deliver necessary skills to their workforce must respect that process and employ L&D solutions that empower learners to understand and integrate what they're taught—not just retain the bare minimum needed to pass the test.</li><li>In the 2022 L&D Global Sentiment Survey, the data shows a shift from 2021’s grand aspiration of reskilling and upskilling programs to the harsh reality of how difficult implementing those efforts really is as we emerge in our semi post-pandemic world. Still, 79% of learning professionals say it's less expensive to reskill a current employee than to hire a new one. And studies have found that retraining existing employees with proven track records is far more cost effective than hiring new people.</li><li>According to LinkedIn’s 2022 Workplace Learning Report, leadership and upskilling are the top 2 L&D priorities, followed by DE&I (diversity, equity, and inclusion). So, leadership and management training were in half of respondents’ top three choices, but 72% of learning professionals chose upskilling, reskilling, digital upskilling, and/or digital transformation as one of their top three priorities. So, 72% of learning professionals focused on skills. In Asia, upskilling/reskilling was rated the highest priority with 60% of learning professionals saying it's in their top three.</li><li>There is a 10% increase in large-scale upskilling or reskilling programs that were deployed in 2022 compared to 2021.</li></ul><b>BT: </b>After considering those key points, now we turn to some important challenges and areas of concern when it comes to the skilling arena.<br /></div><div><ul style="text-align: left;"><li>Scale is a big challenge. According to McKinsey & Company, more than 100 million workers in the 8 countries they surveyed may need to switch occupations by 2030. Of the 17.1 million workers in the US who need to change jobs, almost 15 million might need to find work in different occupational categories. Given the concentration of job growth in high wage occupations and the declines in low wage occupations, the required scale and nature of workforce transitions will be quite difficult.</li><li>Only 15% of learning professionals say they have active upskilling and reskilling programs, and only 5% have made it to the stage where they're measuring and assessing results. The clear sense seems to be that L&D knows what to do, but is striving hard to obtain the resources, technologies, support, and/or engagement to make it happen. If there was a sense in 2021 that there was a lot of reskilling and upskilling work to be done, in 2022 that drive was somewhat tempered by scale alone.</li><li>Knowing if a program has made a demonstrable impact on employee performance and the business continues to be L&D’s greatest challenge because the industry is still lacking strategic metrics and relying too heavily on qualitative feedback.</li><li>Challenges specific to learning in the flow of work include:</li><ul><li>Globally, 7 out of 10 L&D decision makers are prioritizing learning at the point of need, but learners are saying their learning experiences aren't practical enough. </li><li>Although most learners are taking advantage of opportunities at work to help them do their jobs more effectively, it seems that L&D teams need to do a better job of understanding what learners need within the context of their roles.</li><li>Many L&D teams either don't have the resources to match learning strategies to specific roles, or they aren't invited to provide employees with crucial role-specific support and guidance. They just aren't given the opportunities they need to help people achieve more by learning in the flow of work. </li></ul></ul>That wraps up our first trend of reskilling and upskilling. <br /><br /><b>CG:</b> Now, the question is how to take all of that and become actionable. I really think it starts with us asking, “What is a skill?” and then defining it. To upskill and reskill, to measure, and to adjust to change, we need to understand and define—as an industry—what a skill really is. The fact that skill gaps are being recognized is important, but how do we see and measure those gaps? This is one of the fundamental challenges that we face: knowing we've got to upskill and reskill, but what does that mean? We know from our work in workflow learning that at the heart of any skill is a job task. That job task must be infused with supporting knowledge that helps workers adapt, adjust, and generalize. And that task can be a soft skill: it can be a principle-based task or a procedural task, but at the heart of any skill is a task. We must understand that and then put in place a system that helps us tactically attack those skills and all those challenges that you've raised, Brooke.</div><div><br /></div><div><b>BM:</b> Yes. In your wrap-up at the end of that trend, Brooke, some things just screamed workflow learning to me. And that is my frustration! I’m sick of our industry nodding its head and having workflow learning on its radar. Let's put up or shut up. I'm being abrupt, but what upsets me is if you had a doctor who knew how to heal something, but didn't try to heal it, how irresponsible is that?! We're learning professionals. Workflow learning is not new. There are methodologies to do it. Let's make 2023 the year that we step up to these. </div><div><br /></div><div>I didn't hear a single challenge or concern you listed, Brooke, that I have not seen be solved by workflow learning in the years we've been doing it. Measurability? Yep. Time to competency? Yep. Filling skills gaps? I hate that term, by the way, because they should be called performance gaps. They’re not skills gaps. I have skills gaps in accounting, but I'm not an accountant, so I don't care. People have performance gaps and need skills to fill them. And so much vocabulary pivots on “training”. We've got to rethink our vocabulary. I think that will help us begin to rethink what we do and what we build. So much in what you shared was just screaming to me that we've got to realign ourselves around performance, get off the training bandwagon, and to Con’s point, redefine skills. Don't go down the road of competency modeling! Let's look at skills as being based on performance. “Lack of context” means we don't know the workflow. “Irrelevance of training” screams that we don't know the workflow. I mean, if you listen to what Brooke said, it's all in there. So, let's see if this year we can make that pivot.</div><div><br /></div><div><b>CG: </b>You know, behind all of this is an organization’s need to be able to adapt, to adjust for the workforce, to pivot to meet market changes, and so forth. As you said, Bob, we know through experience how to meet that need with true workflow learning, which is learning while someone is doing their work, and putting in place the infrastructure to do that. You must map the workflow to build a support system that helps people in their workflow at the job task level. A great example of this is The Hartford’s ability to pivot 2 divisions into work outside of their norms in a matter of weeks because an infrastructure was in place to support learning in the flow of work. It supports people as they perform. </div><div><br /></div><div><b>BM:</b> Yes. Next point, Brooke.</div><div><br /></div><div><b>BT: Trend number 2—improving the employee experience.</b> </div><div><ul style="text-align: left;"><li>In the Gartner 2023 HR priority survey, employee experience jumped from 6th place in 2021 to 3rd place in 2022. </li><li>LinkedIn Learning is saying that learning leads the way through what they're calling the great reshuffle, which is defined as a period unlike anything in the history of work. Individuals are prioritizing flexibility and fulfillment, and their demands are steering organizations to reexamine business strategies, workforce models, values, and culture.</li><li>L&D leaders are responding to workers’ calls for growth and purpose while helping futureproof their organizations. Learning leaders are knocking down traditional silos to collaborate on a more holistic vision for HR. They're reaching for fresh solutions to tie skill building to career paths, internal mobility, and retention, while also bringing a new sense of care and humanity to employee wellbeing, diversity, and inclusion. Organizations that prize constant learning will, according to LinkedIn, lead the world as they build the new normal.</li><li>81% of executives are changing their workplace policies to offer greater flexibility to their workforce.</li><li>Having opportunities to learn and grow is now the number one factor that people say defines an exceptional work environment or culture. In 2019, that was ranked ninth in LinkedIn’s survey, so that's a big change in just a few years.</li><li>Instead of committing to a day of training once a year, or even blocking off a little time each day for eLearning, employees far prefer to learn as they go, making the most of opportunities to speak with people and look things up for themselves. Most learners want to learn as they work, seeking solutions to issues organically at their points of need</li><li>3 “blocks” that L&D can address to improve the learner experience:</li><ul><li>Time crunch. Employees want to learn during work hours, and L&D cites time and resources as their biggest obstacles.</li><li>Relevance of both content and timing. 41% of learners say that content is too generic. Specifically, onboarding and manager training are identified as key arenas to make sure that the timing and relevance of learning are just right. </li><li>Technical limitations. Nearly half of L&D professionals either don't know if their LMS can support integrations for targeted training in the workflow, or they're sure that it can't.</li></ul><li>Care is moving to the center of conversations about reducing burnout and boosting wellbeing.</li><ul><li>The most critical factor in a caring employee experience is each person's manager. To that end, almost 50% of learning professionals put increased attention on manager training and support this past year.</li><li>Employees who feel cared about are over 3 times more likely to say they're happy working for their company, and almost 4 times more likely to recommend working for their company.</li><li>At companies that struggle with manager care, employees are nearly 50% more likely to apply for a new job. Managers need supercharged soft skills to attract and retain talent</li></ul><li>It's important to recognize that workers deliver more value when they're respected and invested in. If such investments include reskilling—tying back to our first trend—that will better prepare employers for the future as well</li><li>One way to show workers the value of their contributions is to emphasize outcomes and performance management since outcomes speak more directly to a worker’s contributions toward organizational objectives.</li><ul><li>There's evidence that the shift toward outcome-based performance management is already underway. More than 65% of executives surveyed for the 2021 Deloitte Global Human Capital Trends Special Report agreed that they believed metrics would need to shift to capturing outcomes rather than outputs in the next 5 years. In that same report, when executives were asked what workers will increasingly value in the next 5 years, 86% predicted that they would value a meaningful mission and an opportunity to make an impact on that mission. </li></ul></ul><div>So those are the key points about improving the employee experience and now we go into the challenges and areas of concern. </div><div><ul style="text-align: left;"><li>We talked about managers being critical, but they are also at really high risk of burnout. Data shows that many learning professionals are leaning in to activate the power of managers, but there's a word of caution because managers have shown higher burnout levels recently when compared with individual contributors. Over-relying on them is a potential problem.</li><ul><li>29% of learning professionals say they're delivering learning programs to managers about leading through change and change management. </li><li>29% of learning professionals say they're increasing the number of trainings and support for managers.</li><li>33% of learning professionals say they're focusing on strengthening managers’ coaching skills. </li><li>In Gartner's 2023 HR Priority Survey, leader and manager effectiveness jumped two spots from the prior year to reach the number one spot. The problem remains that we don't know what they really need, and they're burned out. Managers feel squeezed between senior leaders’ demands and expanded responsibilities. Burnout is real. </li></ul><li>CEOs care more about the workforce than ever. In terms of business priorities, it's risen from 5th in 2020 to 3rd today. For the first time ever, it's higher than financial concerns. So, it's good that the CEOs recognize the importance, but they're focused on it because they're worried. HR strategy needs to be better than ever and support the business strategy with a solid people strategy. Of course, everyone's managing multiple tradeoffs, like cost savings vs. business requirements, talent investments vs. employee needs, etc. </li></ul></div><div>That's trend number two in a nutshell.</div><div><br /></div><div><b>CG: </b>You know, Bob and Brooke, one of the first things we do when we walk into any organization is map the workflow and the work people do. Even though many organizations talk about performance and so forth, most haven't truly mapped that work. How do you manage work that you can't see, that you haven't mapped, and that you don't know? At the heart of workflow learning is this journey of mapping the workflow and then building an infrastructure that supports people as they perform their job tasks with all the resources they need. If you do that and you understand those job tasks in the context of where the critical impacts of failure lie, then it's a different ballgame for managers (e.g., managing work, measuring performance, guiding and directing workers, etc.). But at the heart of managing the work is understanding it and having an infrastructure to support it.</div><div><br /></div><div><b>BM:</b> If we want to enhance an employee's experience and all that you shared, Brooke, a bunch of things jumped out at me that I think, again, map to the shift we're pushing for here: opportunity to grow, continuous learning, learn as they go, organically adapting, content is too generic (to your point, Con, we lack context and we don't know the workflow). Technology is an issue. Your LMS can’t do it? Well, LMSs haven't done it for a while. A Digital Coach is what we've been talking about forever. </div><div><br /></div><div>The moons align so much for me in this category because, fundamentally, if you want someone who feels valued, someone who feels listened to, and someone who is aligned to the mission, self-efficacy steps up for me here. Feeling trusted steps up for me here. Feeling empowered and enabled steps up for me here. You want to take pressure off managers? Empower your employees so they need less managing. The danger is putting the onus on the manager to carry the brunt of this while the learner sits there waiting. </div><div><br /></div><div>So, 3 things jump out to me:</div><div><ul style="text-align: left;"><li>Outcomes. I love the emphasis on shifting to outcomes vs. output. Outcomes are measured through understanding workflow and designing workflow learning. </li><li>Enabled learners come from learning in the workflow and being empowered with intentional tools, methodologies, and deliverables that let them feel trusted, valued, and empowered. </li><li>Having enabled learners solves part of the manager problem, because it takes the emphasis off of the manager being the tip of the sword and focuses instead on the employee. </li></ul></div><div>Each of those points supports why we've got to go more in this workflow learning direction.</div><div><br /></div><div><b>BT: Trend number 3—supporting internal mobility. </b>This seems to be in line with improving the employee experience, so here are some key points. </div><div><ul style="text-align: left;"><li>54% of people surveyed for the LinkedIn Learning report agree that internal mobility has become a higher priority at their organization since COVID hit.</li><li>Career mobility and growth is a huge concern for the HR leaders who responded to the Gartner 2023 survey, and 44% don't believe they have compelling career paths. </li><li>Employees who don't feel that their skills are being put to good use are 10 times more likely to look for a new job compared to those who do feel their skills are being put to good use. </li><li>Cultivating a culture of internal mobility means giving employees access to on-the-job learning opportunities that can include mentorships, shadowing, new jobs, etc. And the benefits are increasingly obvious: retention, engagement, and agility, plus reduced costs and hiring time. </li><li>Companies that excel at internal mobility can retain employees for an average of almost 5 1/2 years. That's nearly twice as long as companies that struggle with mobility, whose average retention span is just under 3 years. </li><li>Most workers want to be empowered where it matters most, which is in the work that they do and advancing their careers. By providing internal mobility through opportunity marketplaces, employers may be able to satisfy workers’ desire for empowerment by putting them in control of their careers. </li></ul></div><div>A big challenge and area of concern is reflected in the fact that only 31% of one survey’s respondents said they feel their organization provides a great deal of support for learning new skills and expanding professional capabilities and goals. There seems to be a disconnect between what companies know they need to do and what's actually happening.</div><div><br /></div><div><b>BM: </b>Con, I think The Hartford is a good example of the power of mobility, be it laterally or in career advancement.</div><div><br /></div><div><b>CG: </b>Yes. When you map the workflow and you have a Digital Coach that's supporting performance, and you have that across all your work, the ability to move in whatever direction is needed increases exponentially. Also, when you're supporting tactical work, that allows individuals to be freed up from trying to remember how to do something or how to find something. They’re able to move to higher order thinking, innovation, and contribution. Workers today are so caught up and busy in trying to remember how to do the work, figuring out how to do the work, and finding the resources they need to do the work that they're unable to move to that higher order thinking and be free to contribute, to move, and to grow in necessary ways.</div><div><br /></div><div><b>BM:</b> Love that. One thing you said, Brooke, jumped out to me and that was “empowered in the work that they do”. You want to have somebody feel mobile, be allowed to be mobile, own their mobility, own career growth, and own their development. It all gets back to this repeated theme of enablement. Earlier you talked about the whole idea of feeling supported, but what followed is that L&D is thinking about giving workers coaches. I don't think that's an enablement/empowerment model; that's still a dependency model. Is the employee being empowered to own their mobility in that model? I'd argue maybe not. It gets back to understanding the workflow, the Digital Coach, and supporting workers to support themselves—not throwing more resources and managers at them. And back to your earlier point, Brooke, we can’t exhaust managers and ask them to solve this problem. </div><div><br /></div><div>Your last trend, my friend.</div><div><br /></div><div><b>BT:</b> <b>Trend number 4—pivoting toward hybridization.</b> Again, this isn't brand new, but I still think we're figuring it out. The shift and adjustment continue. Here are some interesting points:</div><div><ul style="text-align: left;"><li>Roughly 20% to 25% of the workforce in advanced economies could be as effective working remotely 3-5 days a week as working from an office. If remote work took hold at that level, 4 to 5 times as many people would work from home at least part of the time compared to before the pandemic, which would have a profound impact on all kinds of things like urban economies, transportation, consumer spending, etc. </li><li>Hybrid remote work models apply mainly to computer-based office work because it's the arena with the lowest requirements for site dependent work. In this arena, 70% of time could be spent working remotely without losing effectiveness.</li><li>Remote work presents a potential opportunity to be a great equalizer. </li><li>In one survey, only 27% of remote workers say that they feel less connected to coworkers since the pandemic began regarding producing quality work. </li><li>A 2017 two-year study by Stanford University shows that, on average, remote workers are 13.5% more productive than their office-based counterparts, 9% more engaged in their jobs, and 50% less likely to quit. </li><li>The recent American Opportunity survey by McKinsey & Company revealed that when given the option, the vast majority (87%) of employees across industries and job titles would choose to work remotely. </li></ul></div><div>Despite all that positivity, now we talk about the challenges and concerns:</div><div><ul style="text-align: left;"><li>47% of HR leaders surveyed believe hybrid work worsens employees’ connection to culture, and just 1 in 4 employees today reports feeling connected to their culture. </li><li>54% of workers feel less connected than before to their organization when it comes to everyone working toward the same business goals. </li><ul><li>65% of senior managers say they feel more connected to their company and aligned with common goals.</li><li>Only 42% of middle managers and individual contributors feel the same. Employees who are lower on the food chain find themselves consuming scraps of information delivered to them more slowly and sporadically than before. Especially in remote and hybrid situations, middle managers and individual contributors are unable to connect as quickly as they could in an office environment with the context, the nuances, and the clarity of work roles and goals coming down from senior managers.</li></ul><li>Today, L&D leaders are reporting that attitudes towards learning are at their lowest point in 3 years. Employees aren't as engaged as they were during the height of the pandemic, and the appeal of digital learning is wearing off.</li></ul><ul style="text-align: left;"></ul><b>BM:</b> And therein lies the rub. How are we defining digital learning?</div><div><br /></div><div><b>CG:</b> Traditional digital learning is deadly, right? As I listened to you share all of that, Brooke, what comes to mind is how do we manage a dispersed work team whose members are not together? How do we tie them together in that work? Again, it requires us to understand and map the workflow, and to have a system in place that supports that workflow. When you have that common workflow defined and you have a system in place supporting that work, then you're able to work together, because you know what that work is and you're able to act as a team. That's so vital. We are not going to be able to address this hybrid work environment without defining our workflows and putting in place a Digital Coach that supports that work.</div><div><br /></div><div><b>BM:</b> The elephant in the room is that waiting for this to go away is wrong. COVID has birthed a new work culture that is the new normal. Now, it'll settle out to maybe 1-2 days in the office per week, but we're not going back to 5 days per week in the office. I think in many ways this was a sleeping giant. Our company itself has been remote since its inception and we've done fine. So, there have always been remote workers. This just accelerated and exacerbated the situation.</div><div><br /></div><div>Brooke, a couple things jumped out to me, like lackluster digital learning, which I also think encompasses virtual learning. I love the fact that this is still on the radar. Even though, to your point, it may have started 3 years ago, I think we're just getting our arms around what it really means. I think we triaged and patch-quilted it in the beginning. We weren't solving it then, but the dust has settled and now we're having to deal with it. We must go back to look at what we made. </div><div><br /></div><div>Too often, we see statistics like what you shared about digital learning dying off and think, “Well, then digital learning is bad.” Maybe the kind of digital learning we have is bad, but digital learning could be stunning. Virtual instruction might be lackluster or unengaging, but we don't throw virtual learning out. Maybe we do it differently. I think that's the challenge of the day in 2023. How do we reinvent ourselves in our approach to these things? </div><div><br /></div><div>Some think performance support is scrap information. So, don't make it scrap. Structure it well! If workflows have been redefined and workers feel like the rug has been pulled out from under them, rapid workflow analysis will define the new workflows and enable consequent collaboration. Are workers missing access to resources because no one is sitting in a cubicle next to them anymore? Let's help redefine that access. The opportunity to revisit all of this in 2023 is stunning. The door is open, but will we walk through it? That is the question, because people will make it work with or without us. They just will. </div><div><br /></div><div>I think your research is stunning, Brooke. The data is compelling. I think we're beyond the irrational nature of hybrid work, if that makes sense, so it's time to take this on in a rational and intentional way. But I would argue it's not a time to just boomerang back or assume the definition of insanity (i.e., doing the same thing repeatedly expecting to miraculously get a different result). We live in a brave new world, and it has shown us that there are cracks in the dam. We need a new way, and we know we have that new way.</div><div><br /></div><div>Brooke, brilliant. Really, such good stuff. My gosh, this could be the most data-heavy podcast we've ever done. I'm sure you're all going, “I’ve got to listen to that seven more times.” I've been taking notes myself, and I've heard the data before! What a powerful, substantiated, validated way to kick us off and show us the challenges ahead. But let's take them on now! Now that they’re apparent, what are we going to do about them? Thanks so much. Thanks, Con.</div><div><br /></div><div><b>CG:</b> Thank you, Bob. Great work, Brooke.</div><div><br /></div><div><b>BT: </b>Thanks to you both.</div></div><div><br /></div>
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Rights Reserved.</span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-63361938293865981522023-03-09T03:59:00.000-07:002023-03-09T03:59:33.722-07:00Performance Support: A Key Workflow Learning Element to Ensure Organizational Success<p>by Conrad Gottfredson, Ph.D., RwE</p><p>To survive and thrive in today’s unpredictable, unrelenting, and unforgiving world, organizations must cultivate learning agility and be able to learn at or above the speed of change. They must continuously develop new skills to prepare for evolving competitive cycles—constantly retooling to maintain their edge. Companies lacking the capacity to anticipate and adapt ahead of change risk failure.</p><p>With that in mind, consider your current talent management practices. What are you doing to develop dynamic learners: those who are rapid, adaptive, and collaborative in how they learn, unlearn, and relearn? To what degree does your organization encourage personal learning strategies that minimize the probability of skills becoming automated (deeply rooted) unless they are absolutely critical? How effectively do your employees learn on the fly? Are you supporting every moment of their learning needs? And when change appears out of nowhere, are your employees able to independently assess their current readiness to perform, identify what skills and knowledge they need to cast aside, and determine how to assertively adapt to the conditions around them? The heart of organizational effectiveness is the capacity of employees to learn at or above the speed of change. </p><p>Organizational learning agility won’t come to fruition unless talent management practices aggressively develop and sustain this kind of dynamic learning. The first step in doing so is to establish a performance support infrastructure that enables and sustains learning agility. It is through this infrastructure that dynamic learners can instantly access just what they need, in the form they need, to help them perform effectively at every changing moment.</p><p>So, what is performance support? It is intuitive, tailored aid intentionally delivered to people at any of their 5 Moments of Need (see the figure below) to ensure the most effective performance on the job. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioAA6bkT9Ms8mLF3pvaq3dbsnX9BIdpBh7aJ6P4eqVSLuEqAwnFitlIPiEhKnz2qxg6vug46gMvyd6_mvB8Bs_v1R8WOfXzjUr4fPi1Wg3pY-q_fKHc3L2iX5mcoDeLP85kaKzbX8ltPArFO-lBX4QJ9lizMaQ7V02aUiA91eiWIwH-a61jCNy8mmJVw/s1430/5%20MoN%20Graphic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="627" data-original-width="1430" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioAA6bkT9Ms8mLF3pvaq3dbsnX9BIdpBh7aJ6P4eqVSLuEqAwnFitlIPiEhKnz2qxg6vug46gMvyd6_mvB8Bs_v1R8WOfXzjUr4fPi1Wg3pY-q_fKHc3L2iX5mcoDeLP85kaKzbX8ltPArFO-lBX4QJ9lizMaQ7V02aUiA91eiWIwH-a61jCNy8mmJVw/w557-h244/5%20MoN%20Graphic.jpg" width="557" /></a></div><div>And what is a performance support infrastructure? It is an orchestrated set of technology enabled services that are <b><i>Embedded</i></b> in the workflow, and that provide <b><i>Contextual</i></b> access to <b><i>Just Enough</i></b> information to enable ongoing effective performance. </div><div><br /></div><div>Performance support is <b><i>Embedded</i></b> based on two principles: 1) the proximity (two clicks) and 2) the immediacy (ten seconds) in which dynamic learners can physically and digitally access what they need to perform effectively. Time to effective performance hinges on the degree to which performance support is embedded in the workflow. </div><div><br /></div><div><b><i>Contextual</i></b> access also impacts speed to effective performance. Dynamic learners require access to the same information via different circumstances or settings. For example, a primary context in which dynamic learners need performance support is within a specific workflow process. The most logical way for them to access what they need is according to that process. But at another time, they may need to access the same information according to their specific job role, a point in a timeline, or a specific area of the business. </div><div><br /></div><div><div>Once dynamic learners get to the information they need to perform, they must be able to immediately interpret and apply that information to their performance moment of need. They don’t have the luxury of time to wander through multiple web pages or plough through an eLearning module to find just what they need. This approach doesn’t work at the moment of Apply. Effective performance support must provide dynamic learners <b><i>Just Enough</i></b> of what they need to immediately perform. </div><div><br /></div><div>Traditionally, that is not how organizations have approached training. Instead, we often design, build, deliver, manage, and maintain courseware. We make it available 24x7 via eLearning, mobile learning, and virtual and traditional classroom instruction. We chase every opportunity we can find to enhance this courseware with emerging capabilities like gamification, collaboration, and communities of practice. We blend it, personalize it, and attempt to measure it. Sadly, in most cases, these remarkable courses are a waste of time. The employees we train falter and often fail to perform effectively. And this leaves us asking, “Why?” Here are some fundamental reasons for this failure:</div></div><div><br /></div><div><div><b><i>Not enough time and too much to learn</i></b></div><div><br /></div><div>In years past, there was enough time for employees to stop their work and attend training events to learn how to perform their jobs effectively. But that dedicated time no longer exists. While the scope of what people need to learn to keep current in their jobs has increased, the time allocated to learn it has decreased. This presents a particular challenge with live classroom instruction where there is too much content and not enough classroom time. Trainers are often pushed to skip or rush through content to cover as much as possible. </div><div><br /></div><div>The good news is that although some skills merit the investment of formal learning, others don’t. They can be safely performed with the right “on-the-job” support—in the workflow. </div><div><br /></div><div><b><i>Retention death spiral (the <a href="https://en.wikipedia.org/wiki/Forgetting_curve" target="_blank">Forgetting Curve</a>)</i></b></div></div><div><b><i><br /></i></b></div><div><div>How much people learn while participating in any formal learning opportunity varies, but whatever they learn rapidly evaporates following that learning or eLearning event. The rate of forgetting depends on whether the instruction was superficial or methodologically sound, as well as the complexity of the knowledge and skills. The reality is that forgetting happens, and most of the time it happens quickly. Effective performance support can interrupt this forgetting and shorten the time it takes from the start of a course to successful on-the-job performance. </div><div><br /></div><div><b><i>Limited transfer at the moment of Apply</i></b></div><div><br /></div><div>Learning transfer is tested once learners return to the workflow and attempt to apply what they learned. The realities of real-world application are seldom simulated sufficiently in a formal learning environment (i.e., outside the workflow in a classroom or through a computer). Simply put, the moment of Apply presents challenges that limit formal learning transfer unless it is adequately supported during and after the learning event via a performance support solution. </div><div><br /></div><div><b><i>Lack of skill integration between formal learning and the moment of Apply</i></b> </div><div><br /></div><div>One of the flaws in most formal learning approaches is that learners master unique skills and concepts but fail to effectively integrate them all together. Real competency in the workplace requires efficient integration of all the moving parts, and on-the-job performance is often collaborative. Efficient, collaborative skill integration doesn’t just happen. It needs support at the moment of Apply. This support must intuitively map to each unique role in the workflow process and directly support areas where collaboration is needed. Performance support is the most effective means for doing this.</div><div><br /></div><div><b><i>Failure to support unlearning to relearn</i></b> </div><div><br /></div><div>When skills are performed repeatedly, they tend to become deeply rooted in people’s skill sets. They become automated (performed without conscious thought). Once skills are ingrained into the work practices of people and organizations, replacing outdated practices with new ways of performing and thinking becomes one of the most significant learning challenges an organization will face. Performance support is key to meeting this challenge. </div><div style="font-style: italic;"><b><br /></b></div><div><div>The bottom line? Organizations need a performance support strategy that accommodates all 5 Moments of Need and enables us to push our efforts more deeply into the organizational workflow. Enabling effective performance at the moments of Apply, Solve, and Change must be at the heart of all we do. </div><div><br /></div><div>Indeed, a performance-first focus is critical for any organization’s success. Twenty-five years ago, performance support pioneer Gloria Gery rightly challenged how most organizations were addressing their corporate learning needs. She boldly pointed out that they were failing to intentionally address their “performance zone”. Here’s how she defined that zone:</div><div><br /></div><div>"The performance zone is the metaphorical area in which things come together. It is the place where people get it, where the right things happen, where the employee’s response exactly matches the requirements of the situation. It is the place where employees put together all the individual dance steps that they have mastered. The dance, the dancers, and the music are one.”</div><div><br /></div><div>The performance zone exists within the workflow whenever employees need to apply what they have learned, solve a problem, or unlearn and then relearn something because matters have changed. </div><div><br /></div><div>We’ve spent billions on learning management systems and even more on eLearning. But what benefit is all this investment if employees ultimately fail in the performance zone? Do you have a defendable technology infrastructure in place to sustain effective performance? Or does your current approach assume that learners will have the time and capacity to figure out—on their own—how to apply what they have learned in the classroom to what they do in their workflow? </div><div><br /></div><div>Gery believed that “As the number, complexity, and interrelationships between the various threads of expertise increase, the chances of operating within the performance zone decrease, unless, of course, something is done to guarantee it.”</div><div><br /></div><div>Today, we are certainly operating in an environment that threatens our capacity to be effective within the performance zone without something to help “guarantee it.” Learners want just enough, when they need it, in the form they prefer to address their specific learning need. They want to learn in the performance zone. </div><div><br /></div><div>Gery concluded that an EPSS (Digital Coach) was the best way for organizations to “guarantee” effective performance. She defined it as an “orchestrated set of technology enabled services that provide on-demand access to integrated information, guidance, advice, assistance, training, and tools to enable high-level job performance with a minimum of support from other people.”</div><div><br /></div><div>Bear in mind these critical distinctions: </div><div><ul style="text-align: left;"><li>There are different types of vehicles for delivering performance support (e.g., job aids, websites, Digital Coaches). </li><li>These vehicles differ in capability and quality of production.</li><li>As a result, they vary in their capacity to deliver effective performance in the performance zone.</li></ul></div><div>In all her groundbreaking work, Gery settled on an EPSS (Digital Coach) as the embodiment of what she proposes performance support can and needs to be for organizations. She set aside other performance support renditions, like job aids and traditional help, because although they provide some degree of performance support, they don’t provide all the “technology-enabled services” required of a fully loaded performance support solution. </div><div><br /></div><div>As you consider your upcoming needs for learning technology, don’t stop short of the performance zone. Just as you wouldn’t consider developing eLearning without authoring software, you need EPSS (Digital Coach) solutions that will enable effective performance at every changing moment of need.</div><div><br /></div><div>In <i>The Sun Also Rises</i>, Ernest Hemingway’s character is asked how he went bankrupt. He replies, “First gradually, and then suddenly.” This is a consistent pattern for companies that lack the ability to learn at or above the speed of change. Managing talent is all about delivering effective performance at every changing moment. The people we are charged to train and support deserve immediate, intuitive, tailored aid that is orchestrated to ensure the most effective personal and collective performance during all 5 Moments of Need. Anything less puts a company at risk.</div><div><br /></div><div><br /></div><div><div><b><i><a href="https://performancematters.podbean.com/" target="_blank">Subscribe</a> to The Performance Matters Podcast to stay up to date on all the latest conversations and guests in the 5 Moments space.</i></b></div><div><b><i><br /></i></b></div><div><b><i><a href="https://www.5momentsofneed.com/" target="_blank">Visit</a> our website for additional resources: Certificate courses, an eBook on workflow learning, and our latest EnABLE Methodology white paper.</i></b></div><div><b><i><br /></i></b></div><div><b><i><a href="https://www.linkedin.com/company/5-moments-of-need/?viewAsMember=true" target="_blank">Join</a> the conversation on LinkedIn.</i></b></div><div><b><i><br /></i></b></div><div><b><i><a href="https://joinwlpa.com/" target="_blank">Be</a> part of the Workflow Learning & Performance Alliance. </i></b></div><div><br /></div><div><br /></div><div>Copyright © 2023 by APPLY Synergies, LLC</div><div>All Rights Reserved.</div></div><div style="font-weight: bold;"><br /></div></div><div style="font-style: italic;"><b><br /></b></div><div style="font-style: italic; font-weight: bold;"><br /></div></div><p><br /></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-28319815315490277622023-02-22T11:35:00.000-07:002023-02-22T11:35:17.787-07:00Extending Learning into the Workflow<p>by Conrad Gottfredson, Ph.D., RwE </p><p>Everyone in the Training and Development profession needs to answer this vital question: “learning is the means to what end?” My colleague Bob Mosher and I answered this question early on in our careers and that answer changed our future. It pushed us to rethink our solutions to extend the reach of learning into the workflow. </p><p>For us, the intent of all organizational learning is to enable and sustain effective job performance in ever-changing work environments in a way that accelerates growth, amplifies productivity, and minimizes interruption of the work employees are hired to do.</p><p>Obviously, for job performance to be effective it must be efficient, safe (both physically and emotionally), and in harmony with the values and mission of the organization. </p><p>This shift to focusing first on enabling effective job performance—ahead of formal training considerations—occurred in 1984. Its immediate impact was the realization that when it comes to learning, there are 5 Moments of Need.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ0jK2NWz48kxpahUDdDk1AZXfaE8lqni-7-Dyb2iLHSnPo6WY7Gl4BBR_xT_v2Kr5ZDUg8LM_4xdPtFpsNqz3Ke7vzmS-em4pGuMKKllmUAXqoqAqdklFp8sbMUwF1KqNYWbl5MzF1lvNdXYRg6AIh6CYmeH8BAl2tIaqrfbrRfptN2DcSNzuJvuS-g/s936/ATD%20Pic%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="411" data-original-width="936" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ0jK2NWz48kxpahUDdDk1AZXfaE8lqni-7-Dyb2iLHSnPo6WY7Gl4BBR_xT_v2Kr5ZDUg8LM_4xdPtFpsNqz3Ke7vzmS-em4pGuMKKllmUAXqoqAqdklFp8sbMUwF1KqNYWbl5MzF1lvNdXYRg6AIh6CYmeH8BAl2tIaqrfbrRfptN2DcSNzuJvuS-g/w595-h262/ATD%20Pic%201.jpg" width="595" /></a></div><div>Recognizing these 5 Moments of Need required us to start addressing the realities people face following training—when they meet the challenging moments of Apply, Solve, and Change. A traditional training mindset focuses primarily on the moments of learning New and More, which leaves learners to their own efforts when navigating the critical moments of Apply, Solve, and Change. </div><div><br /></div><div>The fundamental reality is that all 5 of these moments occur in the flow of organizational work. Performance support pioneer Gloria Gery called this the “performance zone.” It was Gery who first sorted out the means for intentionally supporting “unconscious learning” to enable effective job performance in the workflow. She called it an EPSS (Electronic Performance Support System) and described its capabilities this way: “an orchestrated <u>set of technology enabled services</u> that provide <u>on-demand</u> access to <u>integrated information, guidance, advice, assistance, training, and tools</u> to enable <u>high-level job performance</u> with a <u>minimum of support from other people</u>.” </div><div><br /></div><div>Today, any time these capabilities are orchestrated in a way that meets all 5 Moments of Need, regardless of the technology being used, we call that a Digital Coach. When it comes to enabling effective job performance, a Digital Coach is the game changer. </div><div><br /></div><div><div><b>Real Learning Happens in the Workflow with the Help of a Digital Coach </b></div><div><b><br /></b></div><div>Collectively, we have almost 90 years of experience rolling up our sleeves and working side by side with Training and Development teams. Central to this work has been helping these teams shift their traditional learning paradigms from a training-only approach to one that addresses the 5 Moments of Need—as they occur during the three stages of the journey to job skill productivity.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlo0d1blQrgaFYQOs5-7hsJdL-UB44SbV0Sm3j3SQU8-aP3xRNQ8v0nZYbhRnWzxj2s2CtOpZP0Y_6R3uUEbwjywu6eetOgbejXz8vZcBWEqBlPmg9zyMfJp6xQxA2tbOrRvcV-6CmXM64g8r4JLyzozMhUPZYk77AkM8ngAETWgFX4Pe_NAENojtfrQ/s624/ATD%20Pic%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="328" data-original-width="624" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlo0d1blQrgaFYQOs5-7hsJdL-UB44SbV0Sm3j3SQU8-aP3xRNQ8v0nZYbhRnWzxj2s2CtOpZP0Y_6R3uUEbwjywu6eetOgbejXz8vZcBWEqBlPmg9zyMfJp6xQxA2tbOrRvcV-6CmXM64g8r4JLyzozMhUPZYk77AkM8ngAETWgFX4Pe_NAENojtfrQ/w592-h311/ATD%20Pic%202.jpg" width="592" /></a></div>The first phase, Train (shown in green), represents the formal side of learning (New and More). It initiates the learning process. But deeper and more impactful learning occurs during the Transfer and Sustain phases. The decline in the curve following training is known as the Ebbinghaus Curve and is due to memory transience (see Hermann Ebbinghaus research <a href="https://en.wikipedia.org/wiki/Hermann_Ebbinghaus" target="_blank">here</a>). That is, whatever a person learns during a training event begins to rapidly decline once the event ends. Providing learners with a properly designed Digital Coach is the most cost-effective way to prevent this loss of learning gains. <div><br /><div>The second phase, Transfer (shown in blue), occurs in the workflow. Here, workers must reinforce what they have learned during training, translate it to their specific work environments, and integrate all they have learned with their previous experience and knowledge. This is no small learning feat. No one should be left on their own to navigate these rough waters. </div><div><br /></div><div>Without 2-click, 10-second access to the Digital Coach capabilities described above, this Transfer phase takes too much time in which learners:</div><div><ul style="text-align: left;"><li>Lose confidence and motivation. </li><li>Fall prey to the forgetting curve and often fail quietly.</li><li>Become overwhelmed in their thinking processes.</li><li>Develop dependence on other workers.</li><li>Develop inefficient work habits.</li></ul></div><div><div>Learners need to experience immediate success and move rapidly through this Transfer phase to transition from whatever level of skill mastery they have achieved to the beginning stages of job competence. As they do this, they are most certainly learning in the workflow while working. </div><div><br /></div><div>The third phase, Sustain (shown with blue stripes), is where professional growth occurs. Here, when aided by a Digital Coach, workers grow through experience as they adapt their existing skill sets in response to the dynamic nature of real-world work (Apply). They accelerate their growth each time they resolve issues (Solve) and develop their adaptive capacity as they unlearn to relearn (Change). Also, there are times in the workflow when people need to close a personal skill gap (New or More) in response to a pressing work assignment. Within the Digital Coach, as they quickly access the task step guidance for performing that skill (within 2 clicks/10 seconds) and use that guidance to close their skill gap, they are amplifying their work productivity. Since they are doing all of this while working, they are minimizing interruption of the work they are hired to do. </div><div><br /></div><div>What’s important to note is that most organizations begin and end in the Training phase, but there is much more to what learning is and needs to be than what is currently occurring in that phase.</div></div><div><br /></div><div><div>Most workers today have developed proficiency in an array of job skills that are integrated into broader skill sets and stored in their long-term memory. Over time, in the Sustain phase, they enrich those skills with experience every time they perform them in their work environment. Since most job skills are unlikely to recur in the exact same form and work context, workers develop what we call “expertise.” This expertise provides them greater ability to generalize that experience into successful on-the-job performance in more complex and challenging work situations.</div><div><br /></div><div>Real learning is a continuous process that develops expertise through ongoing effective job performance in ever-changing work environments. This level of learning requires blending formal and workflow learning practices.</div></div><div><br /></div><div><div><b>What is the Optimum Blend of Formal and Workflow Learning?</b></div><div><b><br /></b></div><div>Enabling and sustaining effective job performance requires an understanding of its fundamental components. At a tactical level, the basic unit of all job performance is a task. A task can be principle-based (heuristic) and/or procedural-based (algorithmic). </div><div><br /></div><div>A job skill is the ability to effectively perform a specific task supported by the knowledge needed to make decisions, resolve challenges, and adjust performance of the task in real time within the workflow. </div><div><br /></div><div>A skill set is the ability to effectively perform a workflow set of 5-9 related tasks—again, with the requisite knowledge needed to make decisions, resolve challenges, and adjust performance in real time within the workflow. The tasks in each skill set comprise a core workflow process. </div><div><br /></div><div>The fundamental cost justification for pulling employees away from their work in order to learn is the impact that failure to perform would have on the organization and people. Job skills with a low critical impact of failure can be learned exclusively in the workflow—while people do their work, using the Digital Coach. But when the impact of failure is significant to catastrophic, there is a compelling case for workers to stop their work to safely learn. Here, a Digital Coach can provide a safety net as learners move from necessary training to the Transfer and Sustain phases of their journey to job productivity.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimlRvaMi2i1vaQGyBRdJbfB0VBtBVwItSqLxE0Nf1oxDVgkgoQzSruJWoNvHcCExwhjtLraOO0lQ1asBTLmaCaLdE2nzKDqm7E-A4Et_eqSMV1k1OGsmGhMSrnoWihp_WWB9Ch9lRVx6fxyxZuqvDaZPCM7wAdTDQuQGOWb52WjE523Q-lgqUft62W-g/s2145/ATD%20Pic%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1364" data-original-width="2145" height="404" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimlRvaMi2i1vaQGyBRdJbfB0VBtBVwItSqLxE0Nf1oxDVgkgoQzSruJWoNvHcCExwhjtLraOO0lQ1asBTLmaCaLdE2nzKDqm7E-A4Et_eqSMV1k1OGsmGhMSrnoWihp_WWB9Ch9lRVx6fxyxZuqvDaZPCM7wAdTDQuQGOWb52WjE523Q-lgqUft62W-g/w638-h404/ATD%20Pic%203.jpg" width="638" /></a></div><br /><div><div><b>Achieving Measurable Business Impact</b></div><div><b><br /></b></div><div>Extending learning into the workflow allows us to directly measure the impact of our learning and performance support efforts. A Digital Coach makes this possible because it is embedded directly into the workflow and is built intentionally to support performance in the flow of work. As workers use it to support their work, we can gather real-time data to confirm business impact, such as: </div><div><ul style="text-align: left;"><li>Halved time to competency and a diminished productivity gap between less experienced employees and high performers.</li><li>Reduced waste related to work stoppage, support costs, transaction costs, and delayed learning opportunities.</li><li>Decreased critical error rates.</li><li>Increased workplace trust, confidence, self-efficacy, and effectiveness.</li><li>Closed skill gaps (done in real time, while working).</li><li>Increased work proficiency.</li><li>Reduced time to changed performance.</li></ul></div></div><div><div>Here are a couple examples of organizations that have extended their reach into the workflow by employing the power of Digital Coaches:</div><div><ul style="text-align: left;"><li>A global consulting firm transformed its onboarding program into a blended formal and workflow learning solution. Its traditional training approach required 30 days of intensive onboarding with significant oversight of new hires. On average, it took 18 months for them to become proficient in their work. By implementing a blended training and workflow learning solution, powered by a Digital Coach, their classroom training time was reduced to 20 days and their time to proficiency was reduced to 5 months. In addition, as new hires demonstrated significantly greater productivity, they moved through the three phases of Train, Transfer, and Sustain with less oversight. </li><li>A global manufacturing organization piloted a workflow learning solution at one of its plants, resulting in 20% faster change-over time of machines and 3% improved operational effectiveness (on 50 million bottles, which meant 1.5 million additional bottles and 8% less unplanned downtime). Now, the company is in the process of rolling out the Digital Coach to plants worldwide.</li></ul></div><div>These are just two of many organizations that have had the foresight to intentionally pursue the power and potential of workflow learning to complement their formal training programs. In the last 10 years, we have observed a global shift from a training-only approach to one that addresses all that is required to meet the organizational requirements for real learning. Now, we are at a tipping point. We have the strategic, tactical, and technical know-how and industry experience to extend learning into the workflow. We can enable and sustain effective job performance in ever-changing work environments in a way that accelerates growth, amplifies productivity, and minimizes interruption of the work employees are hired to do. </div></div><div><br /></div><div><div><i><b><a href="https://performancematters.podbean.com/" target="_blank">Subscribe</a> to The Performance Matters Podcast to stay up to date on all the latest conversations and guests in the 5 Moments space.</b></i></div><div><i><b><br /></b></i></div><div><i><b><a href="https://www.5momentsofneed.com/" target="_blank">Visit</a> our website for additional resources: Certificate courses, an eBook on workflow learning, and our latest EnABLE Methodology white paper.</b></i></div><div><i><b><br /></b></i></div><div><i><b><a href="https://www.linkedin.com/company/5-moments-of-need/?viewAsMember=true" target="_blank">Join</a> the conversation on LinkedIn.</b></i></div><div><i><b><br /></b></i></div><div><i><b><a href="https://joinwlpa.com/" target="_blank">Be</a> part of the Workflow Learning & Performance Alliance. </b></i></div><div><i><b><br /></b></i></div><div><br /></div><div>Copyright © 2023 by APPLY Synergies, LLC</div><div>All Rights Reserved.</div></div></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-70621982224528369372023-01-24T07:00:00.001-07:002023-01-24T07:00:00.180-07:00Are We Really "Skilling Up" Our Employees?<p><i><span style="font-family: arial;">This blog is generated from the Performance Matters
Podcast episode titled <a href="https://performancematters.podbean.com/e/are-we-really-skilling-up-our-employees/" target="_blank">“Are We Really ‘Skilling Up’ Our Employees?”</a> In it, Bob
Mosher shares his perspectives on popular skill initiatives and offers guidance
to ensure we’re not making past mistakes.</span></i></p><p><span style="font-family: arial;"><b>Bob Mosher:</b> We're exploring a topic that is of high interest in our industry, and it’s been at the top of our minds because it makes us a little anxious. It's this whole “skilling” idea. </span></p><p><span style="font-family: arial;">We recently went to a large conference and asked the several hundred people in the room how many were involved or would be involved in a skilling initiative. Ninety percent of the room raised their hand to indicate they were involved in what our industry is calling reskilling or upskilling. We want to run at that because what makes us a little anxious is that we've been down this road before. I don't know how many of you are old enough to remember “competency modeling”, something our industry tried to do a while back. I want to be careful to say that these initiatives are not bad. Their success depends on how we approach them and how we design for them, plus the outcomes by which we’re judged. </span></p><p><span style="font-family: arial;">I think many would argue that the whole competency modeling effort was kind of a failure, because it really didn't get uptake despite the millions of dollars invested in competency modeling programs, consulting, and initiatives. We don't know if organizations ever got the uplift around what true competencies could have meant. Frankly, I don't even know if we define them well. Now that we have this focus on skilling, do we truly know what we're getting into, or are we going to repeat mistakes of the past? Did we take competencies far enough? I was involved in many competency efforts and saw that, as an industry (myself included), we failed to take competencies deep enough into context. If I’ve learned anything through my efforts in workflow learning, it’s that it is all about the workflow. With competency modeling, we never went beyond general, broad lists of competencies based on roles. But roles are defined by workflows, and until you bring that context into the content, efforts around competencies, skilling, reskilling, upskilling, etc. are likely to fail. </span></p><p><span style="font-family: arial;">Let's dial it back a bit and start with a definition. I am a huge fan of vocabulary, because our industry has gone awry at times when failing to clearly define things. We toss around terms, we start trends, we begin initiatives. For example, don't get me started on “micro-learning”. It's a term I bash all the time. I don’t bash micro-learning as an initiative, but I honestly don't think we know what it is. I think if you put ten learning professionals in ten different rooms and ask them to define micro-learning, they will give you eight different definitions. I’m not blaming micro-learning, but I am putting some of the blame and responsibility back on us for not clearly defining terms. So, what do we mean by “skill”? When we say we're going to bring skill initiatives into our organization, what do we mean? What is a skill? </span></p><p><span style="font-family: arial;">For that definition, I went to the place that I thought would be most helpful: the good old dictionary. Here is what I found for skill: “the ability to use one's knowledge effectively and readily in execution or performance”. Note the word “performance”. In other words, to understand something is not a skill. Instead, a skill is when knowledge is effectively and readily used to execute performance. In our 5 Moments of Need vernacular, a skill is a task. A skill is something people perform. Skills are judged by performance vs. knowledge. Do people have to know things to perform? Of course. We call those things Supporting Knowledge. But the reality is, I've seen some outlines of skill initiatives and, unfortunately, we're mixing it up again. We're putting knowledge-based elements in our skilling (aka performance-based) outlines. So, we must be sure when we do skill analysis, or what we would argue is “workflow analysis”, that we pivot on execution, performance, and the use of knowledge. When someone performs a skill in their job, it is observable because it is executed and performed. And skills are absolutely supported by knowledge, and we will still teach, train, and make knowledge available. But knowing information is not a skill. </span></p><p><span style="font-family: arial;">Here's the question, friends. Will we get down to the task level when we define skills? Effective instruction doesn't happen until it reaches the workflow and is defined by tasks performed in the workflow. Here is an example of what’s making me anxious about some of the skill initiative outlines I've seen. Picture the term “sales rep” written on a whiteboard and below it is a list of all the skills—mistakenly, some of these are actually knowledge—that a sales rep performs. That list is not enough, because two things will happen. Number one, the descriptions of what sales reps perform are way too broad; therefore, we teach them to cast too wide of a net. They have to “sell”, or they have to “close a deal”. Well, wait a minute. “Close a deal” is a broad concept. Is that a skill? Or are there skills (aka tasks) within the process of closing a deal that we should define? Number two, if we don't take those skills beyond a list of things that SMEs tell us are important, if we don't contextualize them into a workflow, we will never reach transfer when we try to teach and support these different skills. Why? Because we won't get specific enough to the workflow itself. We must consider the workflow. We must get down to workflow analysis of the skills/tasks that are performed, and support those with Supporting Knowledge. </span></p><p><span style="font-family: arial;">What is our end goal of getting to the point where we as an industry can define a skill so that it is performed well and we understand the observable nature of it, so that we can judge whether someone has that skill? When you sit down to discuss skill programs with those you serve, consider two words: “skilled” and “skillful”. These might sound like I'm splitting hairs, but I'm really not, because I think they beget different outcomes. These words will allow us and challenge us to create two very different deliverables. I understand the “up” and “re” parts—upskill and reskill—but to what end? Do we want people to be “skilled”, or do we want them to be "skillful”? I'm not just throwing around different words. I looked them up and “skilled”, by definition, is having acquired mastery of a skill in something. Mastery. If you know our 5 Moments of Need vernacular, if you've seen Train/Transfer/Sustain, mastery is not competency. Mastery alone is not application. Moments one and two (Learn New and Learn More) support someone as they become skilled. We're not saying that's not important. Moments one and two are parts of the 5 Moments of Need. You must be skilled to become skillful. So, here is the definition of skillful: possessed of or displaying skill, accomplished with skills. You see the difference? Skilled is having acquired mastery of a skill; skillful is possessed of or displaying a skill and accomplishing something with that skill. I don't think that can be more perfectly laid out. Skilled is moments one and two only.</span></p><p><span style="font-family: arial;">In college, I became skilled in accounting. I got an A in the course. I showed mastery. I might have even demonstrated some skills in the course. But I can't do your taxes. Why? Because I never took my accounting knowledge and the degree to which I was skilled in it to become or, more importantly, remain skillful as accounting changed. You see some parallels here? Skilled equates to moments one and two—mastery. Skillful equates to the other moments of Apply, Change, and Solve, moving out to where we apply skills. So, why am I splitting hairs? Because we must be mindful when we sit down with those we serve as we design these skill solutions. Notice I didn’t say “courses” because it's not just courses. It's all about the Digital Coach/Performance Support. It's all about performing in the workflow. But here's my concern. Again, I've seen outlines around this, and we are already backing ourselves into the <i>skilled</i> corner. And there is going to be plenty of <i>skilled</i> content out there. But unless we as an industry and those we serve move into <i>skillful</i>—the transfer of, the display of, the performance of, and remaining current in a skill—we will stop at <i>skilled</i>. We will give pre-tests and post-tests. We’ll identify skills gaps and ask questions like, “Do people know a skill before they start the course? Do they display it or not after they finish the course?” And we're going to be in the exact same situation we've been in forever. We will not cross that powerful line into application and the workflow.</span></p><p><span style="font-family: arial;">This is a brilliant opportunity for us to use this new trend to set a new bar in the way we design things. A lot of people ask us about the journey to being allowed to use the 5 Moments of Need framework and introducing a Digital Coach. Well, the door has been opened by this whole skill initiative because it's new. Organizations are waiting for us to help define it for them and to build solutions for it. Get in the deep end with this one to drive and direct the dialogue! Challenge those who want you to build reskilling or upskilling programs and ask these questions: “To what end? When we're done with it, what will success look like? Will we have skilled people who have acquired mastery of a skill, or will we have and sustain skillful performers who possess or display a skill and accomplish things with that skill?” I think it's a stunning opportunity. </span></p><p><span style="font-family: arial;">But there is a lot of quicksand out there, and we've been down this road before. We must be very careful not to repeat past mistakes. We need to walk through this open door and really introduce these powerful ways of approaching new solutions. Methodology begets solutions, right? So, if we're going to shift and take people beyond skilled to skillful, we need a design methodology. ADDIE is not going to get the job done, and in our 5 Moments of Need vernacular, we have EnABLE. That is our methodology that Dr. Con Gottfredson has spent 50 years of his life perfecting, so that we can ensure a workflow learning, task-based, skillful delivery. As an industry, we've got to adopt new methodology. Now, what comes with that? Tools. We are an industry of tools. We are familiar with things like the LMS, eLearning, the LXP, Zoom, and MS Teams. Those are some hammers in our toolkit that help us build things. If we're going to change our methodology to EnABLE, or another workflow-focused approach, we must also use our tools differently. Better yet, we need to understand what they do. Tools must be well designed and orchestrated. </span></p><p><span style="font-family: arial;">A lot of you know the term “blended learning”. You've heard us pick on it before. Back in the 90’s when it first came about, did we ever truly make or design blended learning? Once I considered it through the lens of the 5 Moments of Need, when I was in the thick of a blended learning initiative, I realized I had not made blended learning. Instead, I had made blended <i>training</i>. There's a difference! I had used tools for moments one and two (Learn New and Learn More)—eLearning, coaching, the classroom (all highly effective when used appropriately)—to design blended <i>training</i>. I did not use them or go beyond them to create blended learning. </span></p><p><span style="font-family: arial;">The exciting thing about the world we're in today is that our toolkit is more sophisticated than ever. At the same time, it can get complicated. Remember, methodology begets technology. In and of itself, technology has never resulted in anything new or different—at least not in my career. In fact, when I've taken a tools-first approach, it has always died on the vine. Anybody remember the failed virtual world called Second Life? I'm not going to blame a hammer for failing to drive a nail. I'm going to blame the carpenter for not correctly swinging the hammer. So, I don't blame Second Life for how it petered out. What I blame is our approach to it, our design of it, and the methodology we applied to it. In my opinion, that's where that promising virtual world failed. </span></p><p><span style="font-family: arial;">Now that we're talking about skills, there are tons of available tools and more opportunities for us to use them, blend them, and orchestrate them wisely. As your colleague, I'll share what I currently see when it comes to tools being leveraged for skills. I’m not saying my view is right or wrong, and you should make your own list. Understand the relationship of the hammer to the nail and the saw to the board. Know when to use which tool and the results you will achieve with each. For me, on the skilled (aka mastery) side, I think the LMS, eLearning, virtual platforms, the classroom, content repositories like SharePoint and others, and even VR and AR platforms are effective. I only listed a handful and there are certainly more remarkably powerful tools that, when used well and focused correctly, can best help with getting people skilled. Remember, skilled means having acquired mastery of a skill. But when we move into people being skillful, meaning they possess or display a skill and accomplish things with that skill, I think we have a whole different set of tools to target. You know our bias—a Digital Coach/EPSS—because we've seen it work brilliantly and achieve high impact and high ROI, resulting in skillful workers. </span></p><p><span style="font-family: arial;">A Digital Coach/EPSS must lead the way. It must be the tip of the sword. Like the LMS, eLearning, and maybe the classroom all form the tip of the sword on the skilled side (at least in a digital domain), we would argue that the Digital Coach/EPSS is the tip of the sword on the skillful side, as well as tools like knowledge management platforms and collaborative platforms for coaching and mentoring. We would argue that the LXP clearly falls in this area, although with my bias I think the jury's still out on the LXP and if anyone is really using it well. But back to my Second Life example, I'm not blaming the LXP at all. The implementations I have seen—again, this is my view of the world—are underwhelming. That’s not because of the tool; it’s because of the design. But I think the LXP shows tremendous power and potential on the skillful side. Chatbots and AI engines: these tools are incredibly powerful on the skillful side. So, the blend or orchestration on the skilled side can include the LMS, eLearning, virtual, content repositories, VR/AR, etc. On the skillful side, particularly in the machine learning world, there is lots to do and talk about! But in our current state, I see the Digital Coach/EPSS leading the way, and roles for knowledge management platforms, collaborative platforms, the LXP, chatbots, and AI engines. These kinds of things help us blend learning. </span></p><p><span style="font-family: arial;">I'm not saying that's <i>the</i> definitive list. My point is to go back to where this started. If we're going to meet these skill initiatives, we have to know some things, like what do we mean by a skill? Do we do a good job of analyzing skills? When it comes to workflow analysis, task analysis, and critical skills analysis (all things you've heard us talk about in the world of this domain) do we design them well? Do we move away from ADDIE and into a different world that lets us truly design for a workflow-based, 5 Moments of Need solution? And lastly, how do we use the tools in our toolkit? All those things I mentioned above must come ahead of the tool. If you don't do all those things, tools get applied poorly and incorrectly. So, once we've done all the analysis and applied the methodology, after we've defined skills in both the skilled and skillful workflow domains, do we successfully orchestrate and blend tools based on understanding the outcomes of skilled vs. skillful? </span></p><p></p><p><span style="font-family: arial;">Friends, this is such an important dialogue. We've got to get this right or some scary or dangerous things can happen to those we support. That's where we must learn from our past. We must understand what's in front of us, what works best, and do what's right in these initiatives. We are the learning professionals. We have to drive this dialogue. Just like I would expect a doctor to drive a medical discussion, learning professionals need to drive a learning discussion. And defining skilling is a key conversation for us to direct right now. </span></p><p class="MsoNormal" style="margin-bottom: 0in;"><b><i><span style="font-family: arial;"><a href="https://performancematters.podbean.com/e/are-we-really-skilling-up-our-employees/" target="_blank">Listen to this podcast!</a><o:p></o:p></span></i></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="font-family: arial;"><b><i><span lang="EN" style="color: #333333;">Subscribe to </span></i></b><a href="https://performancematters.podbean.com/"><b><i><span style="color: #336699;">The Performance Matters Podcast</span></i></b></a><b><i><span lang="EN" style="color: #333333;"> to
stay up to date on all the latest conversations and guests in the 5 Moments
space.<br />
<br />
</span></i></b><a href="https://www.5momentsofneed.com/" target="_blank"><b><i><span lang="EN" style="color: #336699;">Visit our
website</span></i></b></a><b><i><span lang="EN" style="color: #333333;"> or additional resources: workshops and courses, an
eBook on workflow learning, and our latest </span></i></b><a href="https://www.5momentsofneed.com/enablewp.htm"><b><i><span lang="EN" style="color: #336699;">EnABLE
Methodology white paper</span></i></b></a><b><i><span lang="EN" style="color: #333333;">.</span></i></b><span style="color: #333333;"><o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="font-family: arial;"><a href="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023" target="_blank"><b><i><span style="color: #336699;">Attend the 5 MoN
Summit, starting this month!</span></i></b></a><span style="color: #333333;"><o:p></o:p></span></span></p><p>
<span style="font-family: arial;"><span style="background: white; color: #333333; font-size: 11pt; line-height: 115%;">Copyright © 2023 by APPLY Synergies, LLC</span><span style="color: #333333; font-size: 11pt; line-height: 115%;"><br />
<span style="background: white;">All Rights Reserved.</span></span></span></p><div><br /></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-26063956020816317472023-01-04T03:54:00.000-07:002023-01-04T03:54:19.993-07:00Supporting Business Transformation with the 5 Moments of Need<p><i><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This
blog is generated from the Performance Matters Podcast episode titled <a href="https://performancematters.podbean.com/e/supporting-business-transformation-with-the-5-moments-of-need/" target="_blank">“Supporting Business Transformation with the 5 Moments of Need”</a>. In it, Bob Mosher and Conrad
Gottfredson, PhD, RwE interview <a href="https://www.linkedin.com/in/dr-john-m-townsend-29a85465/" target="_blank">John Townsend</a>, the Vice President and Head of
Business Transformation for FuturePlan by Ascensus, about his lessons learned
and guidance for L&D professionals who are working to transform their own organizations.</span></i></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob
Mosher (BM): </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">W</span><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">e are honored to be joined by John Townsend, the Vice President
and Head of Business Transformation for FuturePlan by Ascensus. John is one of
our heroes in the business and a dear friend who's done remarkable work. John,
welcome.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">John Townsend (JT):</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Thanks, Bob and Con. It's always an honor to spend time with you,
and thanks so much for all you’ve contributed to my capabilities and my success.
It’s just an honor to be part of this program and chat with you today. So,
thank you.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Those are kind words! It's a mutual admiration.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conrad
Gottfredson (CG): </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">T</span><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">he thing that's been wonderful about our association with you,
John, is you came to us from a very different viewpoint. We started working
with you as a representative of your <i>business</i> vs. its <i>learning group</i>.
It has been a wonderful experience to have your business perspective as we've
worked on some significant projects with you.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> And this is a perspective L&D needs. That's one reason why we
invited you here and are so excited about this conversation. Tell us about your
journey and why you have a passion for this thing called business
transformation.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> I wanted to be a teacher from the earliest part of my career.
When I went to college, I worked as a tutor, etc. And then as I got into
business, I found I was training. I had a gift for communicating and training
and helping people align with processes and procedures. So, I did a lot of that
early in my career. As I grew in my leadership roles throughout several
organizations (all in financial services), I even had a stint where I led an
L&D department. So, training and performance are near and dear to my heart,
and I see them as inextricably connected. You can't have training without performance,
and you can’t have performance without training. But the magic and what I've
really appreciated about working with you and Con and the team at APPLY Synergies
is the perspective of, “Well, that's great in concept, but how do you apply
that? How do you get the application of that?” Because from a business
perspective, that's all that matters.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I started running large-scale operations in contact centers where we
had a lot of turnover. I kept thinking about what I could do to address that, because
eight weeks in a training room is costly and doesn't guarantee that the person
who sits there comes out the other side ready to perform. So, we spent a lot of
time in my former organizations trying to fill that gap by building layers of
content. Business tends to see everything as a training problem, but training
is just one component of performance. There's also support, management, and all
sorts of things that go into that. There's also experience complexity: the more
you perform a task over time, the less ambiguity exists around that task and
the more confident you become. So, all those things are in my background.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Here at Ascensus FuturePlan, we've had a wonderful opportunity to
grow through a lot of acquisitions, so we have a lot of different cultures,
teams, and mindsets all coming together at once. In my new role as Head of Business
Transformation, I get to take a step back and look at the confluence and how
people, process, and technology all come together. Of course, underneath all of
that is learning and performance support. It all comes together for me, and it all
needs to be part of that solution set to get the value and the results that you
want.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> John, we hear the word “transformation” a lot. As Head of Business
Transformation, what does the word transformation and the area of business
transformation mean to you—from an organizational perspective?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Simply put, it's mindset. We do change really well in business.
In fact, we do it too well sometimes, and to our detriment. We change, change,
change—but change doesn't mean transformation. That is something that happens
from within. It's a mindset shift. In the field of learning and development, mindset
is important too: introducing a new concept, a new strategy, and/or a new way
of doing work is important. But what we found is that despite spending a lot of
time developing great technology, writing rigorous business processing, and
doing a lot of training, those things alone don't make people transform.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">In my mind, from a business perspective, it’s not only about having
great training and great performance support processes and systems. You also really
need to focus on the human aspect, because at the end of the day, the one
constant in any change is the person, the human, the actor. Having the business
focus on helping people transform and feel comfortable—while reducing their ambiguity
and increasing their understanding of why and how what they’re doing connects
to the bigger picture, especially as change is happening faster and more
dramatically—is really, really important. To me, transformation is mindset, and
you don't transform your business until you've hit that last button. It's the
hardest and most elusive to reach. When we ask why most change initiatives fail,
research shows us it’s because you can do everything right, but if you don't
transform the human actor in that sequence, you're never going to get the
throughput you deserve. It takes a lot of work from an organizational
perspective to make that happen.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">A
good friend of ours, Tim Clark, once told me, “Leaders aren't hired to maintain
the status quo. Leaders are hired and put in place to make things better.” At
the heart of that is a human being. We've got to learn how to lift them up and help
them find internal motivation to change.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">John,
you've always been a remarkable champion of the 5 Moments of Need (5 MoN). For
me, that resonates so well with your idea of the complete learner who is addressing
all 5 Moments. When it comes to these transformations, how has 5 MoN fit into
this shift in your role that you’ve just described for us?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> First of all, I'm making sure that as we move forward, we are
leveraging the knowledge and capabilities that the 5 MoN framework provides us.
It's changed how I look at things. Again, I was part of the problem. As a
business owner, I just kept thinking everything was a training problem. Bob,
you talk about “train, transfer, sustain” (and grow), which is really what the
business needs. The trainer or the instructional designer could do a wonderful
job of doing everything right, but there's still frustration because the
business isn't seeing performance. There's that critical moment of Apply. Learning
New and Learning More—we got those covered really well, and we cover what to do
when things change and when someone gets stuck. But where it really comes
together from a businessperson’s perspective is at the moment of Apply. Things
are changing so rapidly now in every business line! I don't care who you are, the
old model of training and marinating, and then moving into production and then
coming back for more training doesn't really exist anymore. You have to learn
by doing, and we need support for that.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Having a 5 MoN approach recognizes that the learner turns into a performer
the second they're done with their learning exercise, and that’s when they need
to transfer their learning. That's scary. All change, no matter how large or
small, is a stress factor for anybody. Reducing that ambiguity and unfamiliarity
as quickly as you can and supporting people to get to that point of
optimization is really how to get your best business results. If you don't
understand that and you miss that critical part—if you only do the training and
measure the output, but you don't stop and think about the throughput—you’re
missing out. You need to support people so that new knowledge and new ways of
doing things are no longer ambiguous, hard, or uncertain. There needs to be a
very deliberate approach to solving for that and 5 MoN has helped us see it
that way, frame our perspective that way, and then take action as a business to
do it that way. <span style="mso-spacerun: yes;"> </span></span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> John, if you were to give counsel to learning leaders and learning
professionals on how they could become critical to the business and seen as
strategic partners in the business, what advice would you give them?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> I'll use a golf analogy for just a little bit. You’ve got to walk
the course backwards. You’ve got to start from the green where the pin is and
then you see things differently as you walk backwards. By that, I mean the
business has always focused on the outcome and not the journey to get there. It
sees training as the tee box where they're going to start, and then something
magical is going to happen in the middle, and then they're going to get on the
green and the ball is going to be in the hole. But you can't see that until you
walk the course backwards.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">What I would tell our learning development partners is what I've
learned the hard way: L&D needs to be present as business is coming up with
strategy, ideas, and KPIs. Understand the KPIs. What are you trying to achieve?
Why are you trying to achieve that? How does that align with your strategic mission
and goals? We spend a lot of time focusing on that alignment, but if the
learning partner doesn't have that perspective, their tee shot is going to be errant
and off course. So, you start there and then you bring them back for
questioning about how changing a business process, introducing a new concept,
or upskilling the workforce faster is going to tie directly to the desired business
outcomes. It may sometimes feel like a very obvious answer, but by asking those
questions, you start walking backwards. Then, you realize that what you need
from a training perspective is to create the foundation. How do you then create
the learning support and harness your managers, your coaches, your knowledge,
resources, and artifacts? Because we can get you out to a tee box, but that
doesn’t mean we're helping you get all the way through to the end. L&D professionals
often don't quite have that assertive perspective, and you need to, because
otherwise the business will not see it. You have to almost be the guides that
help the business walk that course backwards. I think if you can master that
skill set as an L&D professional, you're going to feel better about the
work that you do, and I think you're going to provide much better results for
your business partners.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> It's such a brilliant metaphor. So many L&D professionals see
themselves as handcuffed when it comes to their reach and impact. It’s that tee
box idea that once they leave my domain (e.g., my classroom or my LMS), they're
out of my control. We also get whacked about a lack of business acumen. We
don't know the business or how to walk back from what gets a CFO and a CEO up
every day (i.e., the business outcome beyond the corporate goals that are
stated every year). If you want to run this metaphor out, there are 18 holes on
a golf course. You don't just go, “Oh, we're playing Pinehurst tomorrow.” You
go, “We're playing Pinehurst five and I want to go with eight teams like this
and seven teams like that. Plus, there's a hazard on 16.” That gives you
insight into going back to the tee box and starting like you never have before.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> And L&D isn't just producing content. Because we're learning
professionals, we understand how the human brain takes in and applies information.
That practice also applies to your business, including teaching leaders how to
think and act differently. I know that may seem like a daunting task, but I
think you’ll benefit from having those conversations and dialogues. We've got a
phenomenal learning support partner now and she already naturally gravitates to
this process. Before, we’d say, “Chris, we need training designed.” She’d say,
“Before I even have a conversation with you, tell us what you are trying to
achieve. What does success look like? If at the end of this you execute, is it
six months from now? Is it three weeks from now? Is it tomorrow?” She already
naturally (thankfully) has that approach, and our organization thankfully
supports that process.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Have that conversation, whether it’s your lead learning
professional, your chief learning officer, or whomever. Make sure that you're
setting those expectations with your business partners. Say, “In order for us
to serve you better, we're going to do things a little bit differently. We're
going to start with the end in mind. We're going to ask you a lot of questions,
because when we do, we're going to find those traps and those hazards that we
want to avoid, and we’ll help you design a better learning program. But more
importantly, we're going to help you use learning as the launchpad—as a tee box
if you will—to achieve the desired goals and results.” I don't think that
happens if you just sit in your silos and work.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Let's peel this onion. I love where you're going. You are such a
brilliant practitioner and one of the more pragmatic leaders with whom we've had
the good fortune to work. Share your best practices around your transformation
journey. What does this mean to businesses now? What are some roadblocks to
anticipate and what are your lessons learned?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We
learn through a lot of failure, right? Oftentimes, failure is the greatest teacher.
From my experience. I can share two things that I've really been focused on.
One is that you've got to be a really good storyteller. There's a great book
that I'll reference by Chip and Dan Heath called <i>Made to Stick: Why Some
Ideas Survive and Others Die</i>. It’s about how you make “sticky” ideas and
I've leveraged that content for several years. I think the book has been out
for about a decade. It talks about how everyone at all levels is bombarded with
inputs and stimulus from 9,000 directions. There's noise in our personal lives.
There's noise in our corporate lives. There's a lot of noise everywhere, and
you have to confront that. You need to acknowledge that. Doing more of the same
thing and communicating the way that you've always communicated is only going
to be noise. I've tried to use a lot of the practices that I've I learned from
that book. For example, how do you frame ideas? How do you approach
stakeholders and give them “elevator pitch” kinds of bullet points as things
that will become sticky ideas? Then, as they're being bombarded with lots of
different things, they have a very simple way to come back to your message.
Like, “Oh, John. What are we talking about with transforming the annual
administration process? You said that there were three steps, right? Input,
output, throughput…”and I'm making this up, but it gives them a trigger and
something to stick to. My COO has a lot of responsibilities. There's lots of
information passing across his desk, so I found that one of my chief
obligations to move and transform business is to help create sticky ideas. That
takes a lot of thought and practice. So that's one lesson learned.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The second is that I draw a lot of pictures. I've gotten really,
really good at PowerPoint. I write a document first because that's my
background (I write things out), but then I have to translate that thought into
pictures. You have to show people what you mean because people are coming at
your ideas, your concepts, and your change initiatives with a lot of different
stakeholder needs. Some want data, so I've got to have a spreadsheet version
ready to go for them. Some want to see the big picture, so I've got to have a
visual ready for them. And some (very few) are the introverts, like me, that
want to deeply read, consider, and think through a document. So, you have to
consider your audience.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">To sum up, 1) focus on “ideas made to stick” and how you frame them,
and 2) understand your medium for conveying those ideas and really understand
your stakeholders. I will even ask stakeholders things like, “It seems to me,
Bob, that you're a visual learner. Would you prefer if I present things to you
in this fashion?” I think the more I've asked those questions, the greater
success I've had with breaking down barriers. I'm doing it right now. Literally,
before we started this conversation, I was in the middle of translating an Excel
document with rows of data into a Word document and into a PowerPoint. It takes
time, but I think if you do that on the front end, it will save you so much
swirl and so much churn on the back end. I think it's a great investment of
time. Those would be my two points.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> John, I remember when you flew out to Sundance in Utah, and you
and I rolled up our sleeves to figure out how to communicate to the leadership
of your company in a manner that would help them envision a new way of doing
things (and actually fund that new approach). This is the great challenge,
right? You're talking about stakeholders and communicating to stakeholders. The
leaders of an organization are the ones that control the priorities and the
funding of those priorities. So, in addition to that guidance you just gave us,
what is it that key leaders in organizations are looking for? What trips their
acceptance and gains their approval? You've walked that journey. Your
transformation and your ability to move and transform an organization is really
tied to getting the approval and the support of leaders. Any advice there?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Thanks,
Con. Again, I don’t think I wouldn't have gotten there without the
collaboration with you and Bob over the years to help me understand the impact
of performance support and envisioning new ways of working, so thank you for
that.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">What I see is that today's CEO, CFO, COO, and all C-suite
executives are bombarded with pressures that are ten times what they were even
a decade ago and certainly more than they were twenty years ago. I think understanding
their “why’s” is the most important thing. How are they going to defend a
decision to spend “X” number of dollars here versus there, and what is the
risk? This is what they're thinking all the time: “I have choices. I have a
limited budget, and I've got to produce certain outcomes from that. Where's the
next best spend on my dollar?” We know that’s what they're thinking, and that's
probably not changed too much, except I think the tolerances for failure or are
much tighter than they ever used to be in corporate America (and probably
around the world as well).</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Secondly, they’re thinking, “How do I defend the decision?” Because
they don't know that an investment in “A” or “B” is going to produce value until
they can look back on it and see what happened. So, they think, “How do I
defend this decision? Why would I trust this guy, John, who's telling me he's
got the greatest thing since sliced bread?” I understand that challenge. I
don't take that personally and wonder why they don’t believe me. I see that as
an opportunity to say, “Alright, I understand what the executive’s needs are. I
know that she's going to need to know this and be able to defend her decision.
I need to help give her the inputs that she needs to mount that defense.”</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">For me, in terms of learning support at a high level, how many
people do we have in our organization? Today, my organization's overall count is
over 5,000 people. We sit in two different countries. We are an assimilation of
lots of different cultures that have come together pretty rapidly to drive
towards a single point of view. That's a lot of change in the system. That's a
lot of reconnecting. That's a lot of transformation. What is the cost of them
being stuck as performers? How do we help them if we just have a ten percent
improvement over that? If you look at your salary run rate, that's “X” amount
of dollars. Doesn't it therefore seem logical that if we can help them perform
better, reduce their training time—their offline, non-productive time—and get them
into the work stream where they’re being productive and confident with less
burnout, less attrition, and better client satisfaction, that those benefits make
the case for an executive’s support? Those are some of the things that I've
tried to build into my narratives and storyline to help them say, “Okay, you've
got a reasonable objective cost model.” I don't try to overcook the books and
say, “If you give me this, I'm going to produce this in return.” But there's
also a really solid argument for why this is a thoughtful and objective
decisioning process that lets them get comfortable with the decision.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">When you as a learning professional or a businessperson are
bringing an idea to leaders, I think it's often seen as being <i>your</i> idea.
Then it becomes about how much they trust you or how well they know you. That’s
really not what it's about. It's about the conveyance of the idea, whether it's
me sending the idea, or Bob or Con sending the idea, or anybody sending the
idea. What is the story? Let's strip away the relationship side and look at the
factual arguments. If you can make a strong business case for how it's going to
help drive your objectives and you can also demonstrate that your approach for
getting to that decision or getting to that perspective was thoughtful,
objective, and complete, I think you go a long way into gaining executive
support and the resources you need to transform your business.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You
know, every time we reengage with you, my friend, we're reminded why you're so
successful and a wonderful leader. You have the humility that I think L&D
professionals need to have to do what we do well; yet you are a student of the trade,
and you back up your work with really remarkable, sound advice. Let's put a bow
around all this. What are three things an L&D team and leaders need to
start thinking about or understanding if they want to be part of “transformation”
or digital transformation? We attach this buzzword “transformation” to
everything nowadays! As you've said so eloquently in this podcast, L&D
should be at the center of that but so often it’s not. What advice would you
give for folks to better align with that?</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> First, thank you for your very kind remarks. It's always a
pleasure and I've gained so much from working with APPLY Synergies. Coming up
with three things is kind of tough, but I think one is that the business is not
going to understand in general how to partner with the L&D community,
especially considering where it's going (e.g., APPLY Synergies is on the
cutting/leading edge of realizing that traditional models are outdated and is
coming up with new ways of working). So, number one is that you have to be your
own best advocate. You have to get comfortable with that and have in-person conversations,
if possible. Grab lunch and talk about it! You need to engage others and get in
the room.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Two is that you need to start asking questions like we talked
about before with our golf course metaphor. You've got to start at the end with
the end in mind and get really good about asking questions around objectives, goals,
and what this looks like when it's done. Ask how it looks after workers come
out of training. We can train them on whatever the business wants, but after they
come out of training, what does that look like? How are we going to monitor and
measure things? What kinds of feedback go into the system? You need to get good
at being almost a consultant as opposed to just a content developer.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Lastly, number three is that in this distributed environment,
where so many of us are not collocated and learning is occurring in multiple
mediums and across streams, make sure that there is a transformation check-in
process with learners. In other words, “We've presented the content. We've
walked you through it. You've done side by sides. You've done whatever it is to
get your level of proficiency.” Make sure you also stop and ask, “How does that
feel?” I think that should absolutely be the domain of the business, but I
think learning professionals would do a lot to ask emotionally intelligent questions,
which are not about whether learners liked the training or if it was effective.
These questions need to be more on the emotionally intelligent side of how learners
feel about their experience and their confidence. We want people articulating
that.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">If learning professionals do those three things I listed, I think you’ll
find the L&D community will have much better success. You'll find some
resistance along the way but have faith and be persistent. Great organizations
will come to embrace and see the value and the benefits of having L&D and Performance
embedded in their work streams all the way through from beginning to end. It
doesn't stop at the beginning. It really carries all the way through the performance
at the end.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Courageous learners. That’s what we need to create these days,
isn't it? We can't thank you enough for your authenticity and your willingness
to take time out of a very busy schedule to share your remarkable experiences
over the years. It's been a blessing to work with you along the way and we look
forward to where that goes. For our listeners, who I know will replay this one
over and over, we can't thank you enough.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">JT:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> It's been my pleasure, and mutual respect and admiration for both
of you and for the great work that APPLY Synergies does. Thanks again and I
look forward to connecting with you soon.</span><span face="Calibri, sans-serif"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Thanks, John.<br /><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><a href="https://performancematters.podbean.com/e/supporting-business-transformation-with-the-5-moments-of-need/" target="_blank"><b><i><span face=""Arial",sans-serif">Listen to this podcast!</span></i></b><span face="Calibri, sans-serif"> </span></a></p>
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generated from the Performance Matters Podcast episode titled <a href="https://performancematters.podbean.com/e/what-is-a-digital-coachand-why-you-really-want-to-know/" target="_blank">“What is a Digital Coach…and Why You Really Want to Know!”</a> in which Bob Mosher,
Dr. Conrad Gottfredson, and Senior Designer & Analyst Sue Reber define a
true Digital Coach and explain its purpose and functionality.</span></i><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">Bob Mosher (BM)</span></b><span face="Calibri, sans-serif" style="line-height: 115%;">: Today, I am
joined by two of my heroes in life—my wonderful colleagues that I'm blessed to
work with on a daily basis—Dr. Con Gottfredson and Sue Reber. They're both
brilliant learning designers, particularly in the field of 5 Moments of Need (5
MoN). Obviously, we know Con's pedigree as the pioneer of 5 MoN, and Sue is
just a remarkable Senior Designer and Analyst in this area.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face="Calibri, sans-serif" style="line-height: 115%;"><span>Today’s
conversation is an interesting one, and it is sparked by something I posted on
LinkedIn. Many of you know that I have a pet peeve around vocabulary, and I had
brought up this idea of a Digital Coach relative to 5 MoN and relative to
workflow learning. I got a little pushback on the brand, but more importantly, I
got some pushback along the lines of, “What is this thing? Why is it so
important? Don't we do it already with SharePoint?” A whole bunch of things
came up. So, we decided to take a deeper dive with these two experts, Con and
Sue, into exactly why we have found in our work—relative to 5 MoN and workflow
learning—that a Digital Coach is really a differentiator and a critical pivot
in both the implementation and design of effective workflow learning.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face="Calibri, sans-serif" style="line-height: 115%;"><span>Let’s talk
about branding for a second. We often talk about Gloria Geary, who in 1991 published
<i>Electronic Performance Support Systems</i>, which is a remarkable, landmark
book in our opinion. By all means, look it up and read it. In it, she
references performance support and, obviously, the book is called <i>Electronic
Performance Support Systems</i> (or EPSS), which has been a brand in our
industry forever. We are sensitive to that. But this whole idea about calling
it a Digital Coach: if you two wouldn’t mind, why and where did it come from?
Why in this case might a rebrand be warranted? And how has it helped in what
we've seen in our work with our clients?</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">Con Gottfredson (CG): </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">As you know,
Bob and Sue, we've been talking about an EPSS and how it is a vital tool in the
performance support arsenal and the discipline of performance support. The
challenge has been that the lines of business have really struggled to grasp
something called an EPSS. And so, we've worked to try to find a way where
people who are not grounded in Gloria's work and don’t have a history in
learning could really relate to what an EPSS does. The term Digital Coach has
surfaced and worked for us. We see other labels that organizations use, but
that notion of a Digital Coach seems to have worked a lot better for us in
describing what we want to do with this very powerful tool.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">Sue Reber (SR): </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I think one
of the difficulties is that in business there are all kinds of acronyms all
over the place. EPSS might have started out okay, but then there was “embedded
(vs. electronic) performance support systems” and it just all became very
confusing. So, I feel like changing it up and calling it a Digital Coach helps
really focus on its purpose and almost brings up a picture of what it is. It’s
not just another acronym that I have to try to keep track of.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I think it speaks to a principle
of embeddedness and the power of this thing, to your point, Con. People want a Digital
Coach. They don't necessarily want an EPSS. From a branding perspective, a lot
of our clients don't even say they use a Digital Coach. They adopt the language
of the business and come up with a different term, but principally, they choose
that term because it’s native to the work. It's embedded in the work; therefore,
being branded in the context of the work is key. Frankly, we're not married to Digital
Coach. We do use it quite a bit because, to Con’s point, it breaks the seal for
us with a lot of clients. But I think the message here is that, unlike L&D
inflicting our terminology on others as we have for years from a training
perspective, this term really comes from the user back. They'll use what sounds/looks/feels
appropriate and native. Digital Coach has resonated.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face="Calibri, sans-serif" style="line-height: 115%;"><span>Sue, you've
been a 5 MoN designer forever. Why is this so pivotal to the 5 MoN methodology,
and how has it been a pivot for you?</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR:</span></b><span face="Calibri, sans-serif" style="line-height: 115%;"> A Digital
Coach</span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;"> </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">really supports the entire spectrum of learning needs, whereas
training really supports you when you need to learn something new or when you
need to learn something more. But once you get back to work and you need to do
something, or something goes wrong, or you need to troubleshoot, or something
changes, then what do you do? You don't want to go back into a classroom and
take another class that just pulls you away for longer. Frankly, you don't
really need that most of the time. So, I think a Digital Coach fits just
beautifully into the methodology. It allows us to really be targeted during
training on things that require training and allows us to support people
throughout the entire learning lifecycle, whatever their learning needs might
be.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">We're working with a client right
now who said to us, “We have a Digital Coach.” We asked, “What is it?” They
described an online help system for software. It’s a very flat system, far from
what Gloria Geary described as an EPSS. As a matter of fact, she made a clear
distinction between online help and what she called an EPSS, which we're now calling
a Digital Coach. So, it's one thing to call something a Digital Coach, but what
we must define is the functionality that makes it a Digital Coach. That's where
methodology comes in. A Digital Coach needs to deliver just what you need at
the moment of need and orchestrate all of the resources available to
accommodate all 5 Moments of Need in the flow of work. At the moment of Apply,
you've got to be able to get to the steps of things and follow those steps. At
the moment of Solve, you've got to get to FAQs. We have so many different kinds
of performance support tools, templates, and resources that a Digital Coach
orchestrates in a systematic way. The 5 MoN methodology is a clear prescription
for how we orchestrate those resources to enable effective performance on the
job. Without that vital functionality, you may think you have a Digital Coach,
but it won't do what a Digital Coach needs to do.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Sue,</span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;"> </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I want to run at your point about design and methodology. Con has
always said, “Design for the moment of Apply first.” Well, what does that mean?
What's the deliverable? I always knew how to make a class. I was trained how to
design eLearning—for New and More as you said—but when you pivot on Apply, you
have to have something that you that you end up with, and it is a Digital Coach.
You build from the Digital Coach back, but that's a huge pivot for L&D. We
talk in terms of courses, chapters, lessons, curriculum, ILT, VILT, eLearning.
Those are, I think, predetermined and predisposed when we walk into analysis,
whether we say them or not. This is a very different pivot, Sue, isn't it—in the
methodology that we designed? For many of us, it’s a very different deliverable
that we may never have even designed for before.</span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Absolutely. And it does require
changing your thinking, because you really do have to be focused on what people
need to do at the moment of Apply and what support they need in order to do it.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">A</span><span face="Calibri, sans-serif" style="line-height: 115%;">nd then you back into the training and only add to it those
elements that are critical for the training side of things because the content
is fundamentally embedded into that Digital Coach that you bring into the
classroom. Then you wrap around it the practice activities and the other things
that you do in training.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Let me run at something you always
say that kind of segues into our next question. We often think of an EPSS as
being like a job aid or stand-alone resource. But we can put training in there!
Part of our Performance Support Pyramid design is to link out to an eLearning, or
link out to a video, or link out to an instructional layout or a coach. So, can
a Digital Coach replace the classroom? Can a Digital Coach stand alone?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">T</span><span face="Calibri, sans-serif" style="line-height: 115%;">he answer to that is yes. If the skills that you're supporting
don't require people to stop working to learn, we know that, on average, about
half of what is in a formal training can be pushed into the flow of work where
a Digital Coach can actually facilitate learning while working. But there are
those skills, those tasks where the critical impact of failure demands that we
have people stop work to learn. We take time to focus in on those higher critical
impact of failure skill sets that need to be addressed with training.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">The
awesome</span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;"> </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">thing about it is that you have more time in the classroom to
actually focus on those things that people need to be able to practice in a
safe environment to make sure they know what they're doing.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">It's interesting because it can
stand alone, but does it often stand alone in our work?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Oh, we always find a blend. That
blend is where you've got the portion that can be learned in the flow of work
with the help of a Digital Coach, but then you have those areas that you need
to target—those skills that you need to target [with training]— where the critical
impact of failure is significant to catastrophic. You still need to support that
learning as workers transition into the flow of work. So, a Digital Coach is
needed for all training, but it can lift the burden of the classroom and of
formal learning (whatever form that takes) by pushing into the workflow those
skills that people can learn safely on their own exclusively using a Digital
Coach. That gives you more time and room on the training side of things to
truly focus on methodology that matters and that ensures people can actually
master those skills with a higher critical impact of failure.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Sue, you</span><span face="Calibri, sans-serif" style="line-height: 115%;"> mentioned targeted training earlier as a deliverable of the methodology.
Can you take us a little bit deeper into that? How might you intentionally use
the tool in support of that when it comes to instruction?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I think that's one place where
people struggle, especially when it comes to traditional learning design. They're
thinking about the classroom and they're thinking, “Okay, so I'm going to
design my Digital Coach over here, and then I'm going to design my training.” They
really don't see them as integrated. But really, they are integrated, and you
should be using that Digital Coach in the training. The point is, at the end of
the training, not only have they had time to practice those critical things
that they needed to practice, but they also know where to go for support when
they are at the moment of Apply. They know where they can find the information that
they need to do their job.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I love that. It is a “teach to
fish” approach, right? And you're right. It takes the burden off of covering all
that content that I feared as an instructor, whether the students were ready
for it or not, because I was the one-hit wonder. If they didn't get it with me,
they never got it again. This point about “covering things” changed
dramatically for me when I saw my first Digital Coach, because all the content is
covered there. Now, when I get in class, I can emphasize and go deeper in
certain things and practice and fail others. But I am no longer the “end all”
of content and the guide that takes people through an outline. Instead, I am
giving them and teaching them how to use everything they'll ever need to know
in a way that’s accessible when they're working.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Traditionally, our view of
training has been so narrow. We've thought that the formal side of things is
training. Well, formal learning initiates training—it starts the learning
process—but expertise is developed in the flow of work and expertise requires
experience. That experience happens in the flow of work. If we can't step into
the flow of work and support people as they accommodate all of the different
challenges at the moments of Apply, Solve, Change, and even Learn New and Learn
More, then we're very shallow in how we support real learning and skill
development, and the development of expertise in the flow of work.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">O</span><span face="Calibri, sans-serif" style="line-height: 115%;">ne of our earlier articles was about how performance support (at
the time we called it performance support) saves the classroom. As I grew up
and watched the classroom mature, especially with regard to technology, the
technology got harder and more sophisticated. As people had less time to learn
it, classes became these overburdened, over-taught places that left people with
their hair blown back and eyes glazed over. Often, they were anything but
prepared to perform. This is such a freeing model that allows this brilliant
tool we have—formal instruction—to do what it does best and let gifted
instructors be the best they can be.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I think learners still leave that
way, Bob. They just have support afterward!</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">But thank goodness for the safety
net, right? All the more reason to have a Digital Coach. When we do Rapid
Workflow Analysis, the content and tasks needed today to survive, and the rate
at which both change, is absurd. How do we sleep at night without a Digital
Coach in the background, knowing that it can save the day when people perform?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><span face="Calibri, sans-serif" style="line-height: 115%;">So, we're
making a huge deal of this thing. Is this something I have to go out and buy? Do
I have to go to that extreme? Is there such a thing, and what do I get? And
what about those who say, “We have SharePoint, so we already have performance
support.” “We've got a content repository.” “We've got Teams, so Microsoft has
told us we already have performance support.” I'm not knocking Microsoft, per
se, but I think this contributes to misunderstanding about the nature of what
the tool itself needs to be. What’s your reaction to the “buy vs. build”
question and the response of “I already have that…I've got content around my
company”?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Again, it's all about the
methodology and the degree to which you're able to orchestrate and deliver the
resources in the way that you need to. You can build a Digital Coach using all
kinds of technology. There are software applications you can purchase that are
built specifically for developing, maintaining, and scaling a Digital Coach. Those
are important to know and understand, but that's not where you have to begin. You
can begin very simply using the technologies you have, but you must understand the
functions that a Digital Coach needs to perform. It needs to provide two-click/10-second
access to task-level support for the steps of a task and enable workers to look
at those steps in both high-level and detailed ways. And for that task, workers
must be able to access all the reference resources (job aids, checklists, etc.)
that are relevant to help them perform. But someone might also need some
training, so they need to get to training resources, and then ultimately to
people resources. But those are orchestrated in a way that helps workers
intuitively access what they need to perform. As long as you're doing that, you
can use SharePoint, if you're wise enough and work with it in the ways that you
need to. Sue has been a genius in this regard, so I'm going to turn my time
over to her and let her continue, because she has done this on many different
platforms.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I would say there's an upside and
a downside to everything, right? There are tradeoffs. First of all, what tools do
you have? Like Con said, it's really all about the design. You can make
SharePoint work as a Digital Coach. You can even make a PDF work as a Digital
Coach. My advice is to start where you are with what you have: start building
things. As you know what you need, then you can start looking at available
tools and platforms and say, “You know what? I really need something else.” If
you don't have the luxury of going right out and immediately buying performance
support authoring software, oftentimes organizations just need to start with
what they have. Again, I would just piggyback on what Con said: it's all about
the design.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Sue, let me ask you a question. An
article was recently published by a dear colleague of ours about the top 100
tools that we are using in learning. There isn't an EPSS on there. Not one made
the top 100, which is really troubling to me because recently there have been
multiple reports from many different associations that “workflow learning embedded
stuff” is top of mind in L&D and in the business right now; yet, we won't
buy the hammer to drive the nail. Sue, you’ve worked extensively in the store-bought
EPSS authoring tools. What takes them beyond SharePoint? What do you get for
taking that extra step and making that commitment?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">They're designed right out of the
box to be able to support the [performance support] pyramids. You get in and
you get to the content that you need without having to dig through a whole lot
of stuff. There's some software out there that people like to think of as a Digital
Coach, because it walks you through how to do a task, but that's just walking
you through how to do a task. It's not a Digital Coach. It's not providing
context. It's not providing the additional orchestrated resources and
supporting knowledge.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">It kind of takes us into
maintenance, in my opinion. We often think about everything leading up to the
build, or everything leading up to the delivery. In a training mindset, we
think about versions: “I've got three more months until my next one and I'll
make the corrections and such in between now and then.” Well, we all know that
in the workflow, you may have days, minutes, or hours before your next version.
Sue, can you speak to content maintenance and user generated content as a
discipline? Maybe even speak to it from the standpoint of the tools you just mentioned.
Are content maintenance and user generated content upsides to these kinds of
commitments?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I</span><span face="Calibri, sans-serif" style="line-height: 115%;"> think so because performance support software is generally
designed to point to existing resources. You can deep link into things that are
maintained by the groups that actually own them, instead of them being
maintained by the L&D team (i.e., you don't have to update an eLearning
course because an interface changed). So, I feel like the maintenance is easier.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">M</span><span face="Calibri, sans-serif" style="line-height: 115%;">aintenance and measurement are two issues that ultimately push
organizations as they invest more and more into the world of a Digital Coach,
using that capability to its fullest. Keeping content current, brokering to
resources that live where they are maintained, knowledge management systems, and
so forth are so important. And that's generally in the journey of maturity. At
some point, organizations begin to look at technologies designed specifically
for a Digital Coach. And why not? In reality, we have software for developing eLearning.
We have software for managing our libraries of learning. Where things are
important, we have software that helps us build and design and develop and
deliver. We certainly need to have that for something so important and powerful
as a Digital Coach.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">And content management has come
back in vogue! LCMS and other kinds of things were big years ago and kind of
lost favor or took a backseat to other things we were doing. But governance
becomes a big deal because so much of this discipline is not about the initial
build. It's about keeping things current, and who keeps them current, and where
they are kept. This is a whole other level of governance and content management
that I don't know we have ever gone into as deeply as this discipline will
force you to go.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I</span><span face="Calibri, sans-serif" style="line-height: 115%;">n addition to keeping things current, there's also the ongoing
optimization of a Digital Coach and the other resources that we're using or
employing to support performance in the flow of work. We have to keep those
vibrant and meaningful, and that requires ongoing optimization as well as
maintenance of the solutions we build.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Guys, I think part of what has
bitten us back is the legacy of EPSS. Even calling it a Digital Coach has the
word “digital” in it. Too often, we’re myopic about its application. The first
thing that comes to mind, and I agree that it’s low hanging fruit, is IT
systems. We had “Clippy” back in Word and then RoboHelp came along for a while.
There are current systems like WalkMe and others that have these wonderful
recording capabilities and more. So, there has been a bias in our industry that
this is only IT-skill-focused, which is only a tiny sliver of the training and
performance that we have to support. Con, what's your opinion on soft skills? Is
a Digital Coach only for digital stuff or IT alone? What about the whole world
of talent management, talent development, leadership, sales skills, and product
knowledge, none of which are necessarily tied to any kind of system? Can a Digital
Coach support those domains as well?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Absolutely. Eighty percent of the
work we do jumps into the world of soft skills. In reality, every job has
procedural skills and what we call soft skills or principle-based skills that
are outside of technology. Today, work is so sophisticated that many people are
going into technology, then out of technology and doing work that has nothing
to do with technology. Then they go back into another kind of technology and
then out of that to do other human interactive kinds of things that have nothing
to do with technology. So, this mix of soft skills and procedural skills that
are both in and out of technology, that's the nature of work today for so many
people. You can't just paint yourself into the corner of a technology-based
delivery of a Digital Coach that is tied to software and other things. It's got
to be able to live in and out of that technology.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Sue, when you've done your work in
soft skills, how do you get people to think task-based in that? Unfortunately, we’ve
called it soft skills for a long time, so the natural inclination is to think
it's too abstract. How do you get to the procedural level of that stuff?</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">B</span><span face="Calibri, sans-serif" style="line-height: 115%;">ecause there are still things that you need to do, so you need to
focus on those. I think soft skills often require more supporting knowledge, but
there are still things that I'm going to do. There's a reason why I want to
become a better leader or something like that. There is a performance there
that I can look for.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">It’s so funny to me when folks
say, “Well, leadership. That’s soft skills. You can't build performance support
for leaders.” And I'm thinking, “So what did they do? Just sit around all day
and think about leadership?” For leaders in all jobs and all work, there are
things that they do. If they're doing/acting in any way, that is performance,
and performance can be documented and supported. It's just a set of principle-based
(vs. procedural-based) tasks. In our journey, we've never been unable to build
a Digital Coach for any performance area.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">L</span><span face="Calibri, sans-serif" style="line-height: 115%;">et's wrap with this. All of what we discussed today is a mindset
shift around the deliverable we build (i.e., the technology), the tool in which
we design (like an EPSS software), and the framework you guys have continued to
discuss (the pyramid and so on). For years, we've been wired around other
things: ILT, eLearning lessons, etc. We think about these things first. If
we're going to get to a Digital Coach as a deliverable, we have to be in the
mindset of that being the bullseye. In your journeys, how did each of you
personally make that flip? Sue, in our earlier careers we worked for a training
company and wrote curriculum that was for stand-up training. You ran a
department and were brilliant at that, too. How did you get to where you are
today? And, Con, tell us about your journey as well.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">SR: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">F</span><span face="Calibri, sans-serif" style="line-height: 115%;">or me, it was that curriculum line that we developed called
LearnPro, where we flipped learning upside down and we did start to think about
it as “What do people need to do?”. It was more problem-based, scenario-based
learning. So, I think that set the stage for me to make this shift, but it was
really a big deal because we had to ask, “What is the higher-level thing that
somebody is trying to do and what are the tasks that fall underneath that?” It
was not an easy shift. I was used to starting the other way.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">CG: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">M</span><span face="Calibri, sans-serif" style="line-height: 115%;">y shift happened in 1984, as you know, which was when I left graduate
school and entered the real world of work. I asked myself a question that
changed my entire professional career, and that was, “Why am I doing what I'm
doing? Training is a means to an end. So, what is the end? What is it that I am
doing for the organization that has hired me?” I realized that it was to enable
effective performance on the job and that training was a means to that end. It
wasn't for workers to be able to think about what they do, but to actually
perform effectively. Obviously, that requires knowledge, but it requires more
than that. All that I had learned and done in my graduate work came into a
different focus. As you said, Sue, it flipped it on its head, and I've never
looked back. It's been about performance ever since, and that changed the whole
methodology of how we go about instructional design. A performance-first
approach to instructional design is very different than what you do when you're
designing for an academic environment.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;">BM: </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">Con,</span><b style="mso-bidi-font-weight: normal;"><span face="Calibri, sans-serif" style="line-height: 115%;"> </span></b><span face="Calibri, sans-serif" style="line-height: 115%;">I remember the first time I watched you do an RWA. I was mortified
and mesmerized all at the same time, because it showed me something very
quickly, which was that I was pivoting on the wrong thing right out of the
chute. I was getting SMEs in a room and having them tell me what people should
be told to ultimately do, but if you look at the order of operation in that
sentence, it really should be flipped the other way. As you worked through that
day, I thought, “I have no clue about the workflow to which my learners return,”—none
whatsoever, even though I sat with SMEs for five days telling me what they did,
or what they thought was important. But that's not the workflow. That's not
designing for performance back. And when you see that, you realize you better
put something in that workflow for workers to survive it. Training alone is
never going to get us there.</span><span face="Calibri, sans-serif"> </span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span face="Calibri, sans-serif" style="line-height: 115%;"><span>You know, I wrote
an article some years back called “Do We Teach Swimming or Prevent Drowning?”. My
pivot was, if you saw someone drowning, would you start doing PowerPoints?
Would you do a “What's In It for Me”? Would you say, “No, no. Look over here. Watch
me model swimming so you can get to the side”? Of course not. You’d throw them
a life jacket. You would give them something in the context of that situation
to survive the moment. And in time, you would teach them swimming. That's
exactly the model you folks described earlier. A Digital Coach is the tip of
the sword for that approach and the tool we have to begin building first.</span></span><span face="Calibri, sans-serif"><span> </span><br /><br /></span></p>
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</span></i></b><b><i><span face=""Arial",sans-serif" lang="EN" style="color: #333333; mso-ansi-language: EN;"><br /></span></i></b><span face=""Arial",sans-serif" style="color: #333333;"><a href="https://www.5momentsofneed.com/"><b><i><span lang="EN" style="color: #336699; mso-ansi-language: EN;">Visit our website</span></i></b></a></span><b><i><span face=""Arial",sans-serif" lang="EN" style="color: #333333; mso-ansi-language: EN;"> for additional resources: workshops and courses, an eBook on workflow
learning, and our latest </span></i></b><span face=""Arial",sans-serif" style="color: #333333;"><a href="https://www.5momentsofneed.com/enablewp.htm"><b><i><span lang="EN" style="color: #336699; mso-ansi-language: EN;">EnABLE Methodology white
paper</span></i></b></a></span><b><i><span face=""Arial",sans-serif" lang="EN" style="color: #333333; mso-ansi-language: EN;">.<br /></span></i></b><b><i><span face=""Arial",sans-serif" lang="EN" style="color: #333333; mso-ansi-language: EN;"><br /><a href="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023"><span style="color: #336699;">Attend our upcoming Summit in 2023!</span></a></span></i></b></div>
<p class="MsoNormal" style="-webkit-text-stroke-width: 0px; background: white; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: left; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;"><span face=""Arial",sans-serif" style="color: #333333; font-size: x-small; line-height: 115%;">Copyright © 2022 by APPLY Synergies, LLC<br />
All Rights Reserved.</span><span face=""Arial",sans-serif" style="color: #333333;"><o:p></o:p></span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-24650501136498137212022-11-16T04:11:00.004-07:002022-11-16T04:14:05.144-07:00The 5 Realities of Organizational Learning<p> By: <a href="https://www.linkedin.com/in/conrad-gottfredson-84149255/" target="_blank">Conrad Gottfredson</a>, Ph.D., Rw.E.</p><p>Today I am celebrating my 70th birthday. I have devoted 40 of my years to organizational learning. In this work, I have been blessed to work in a profession filled with dedicated, caring people. My life has been enriched by every person with whom I’ve worked, and I have learned a lot along the way.</p><p>In these 40 years, I have observed 5 realities:</p><p></p><ol style="text-align: left;"><li>Just because you read, hear, and/or see it doesn’t mean you know it.</li><li>Just because you know it doesn’t mean you can do it.</li><li>Just because you can do it doesn’t mean you’re skilled.</li><li>Just because you’re skilled doesn’t mean you’re competent.</li><li>Gaining and sustaining competence requires a Digital Coach designed to enable learning while working at all 5 Moments of Need. </li></ol><p></p><p><b>1. Just because you read, hear, and/or see it doesn’t mean you know it.</b></p><p>My work has allowed me to observe the training practices of hundreds of organizations every year. What I have observed, especially in the last two decades, is a consistent pattern where presenting content from a set of slides dominates most of the instructional time. Consider the last virtual course you attended. What was your experience? Recently I was required to complete an eLearning course that had me read text and watch videos with periodic interjections of sets of questions that I needed to answer. I was required to answer 8 out of 10 questions correctly to move on, which I did. But I didn’t deeply learn anything because there were no learning activities that actually facilitated my understanding of that content in the context of my work. </p><p>This imbalance between presentation of content and the instructional activities that facilitate real learning is understandable. In the last 20 years, those designing and delivering training have been asked to train on more and more content in less and less time. The impact? The time allocated to instructional efforts like modeling, practice, feedback, and review (especially integrated review) have fallen by the wayside in the wake of the need to “cover it all”.</p><p>This is where workflow learning saves the day. We know that, on average, half of training curriculum can be pushed entirely into the workflow to be learned while working. This frees up instructional time to allow the reinstatement of fundamental instructional practices that can bring proper balance between content delivery and actual learning.</p><p><b>2. Just because you know it doesn’t mean you can do it.</b></p><p>I continue to be astonished by the failure of learning solutions to distinguish knowing from doing. The fundamental unit of work performance is a job task; yet courseware today still tends to lean heavily on knowledge acquisition. In a previous blog, I shared the results of a check I performed on the instructional health of an existing course. I mapped the 270 learning objectives from that course to the tasks and knowledge topics we had identified through workflow analysis. Here’s what we found:</p><p></p><ol style="text-align: left;"><li>More than 80% of the learning objectives were focused on knowledge rather than performance. Only 52 of the 270 learning objectives related directly to actual job tasks.</li><li>Significant workflow performance areas were missed. The existing 52 performance-focused learning objectives only addressed 30% of the job tasks we identified through the workflow analysis. </li></ol><p></p><p>Knowing about something doesn’t guarantee effective performance. We have no certainty of the ability to perform until we have actually acted upon what we have learned. </p><p><b>3. Just because you can do it doesn’t mean you’re skilled.</b></p><p>A skill in the context of workflow performance is the ability to successfully perform a task with an understanding of its supporting knowledge. Being able to perform a task without that knowledge restricts performers in their ability to adapt and generalize in their work. For example, the ability to successfully complete the task of performing a blood transfusion does not constitute a skill. To be a skill, the performer must also understand key concepts like blood type compatibility. </p><p><b>4. Just because you’re skilled doesn’t mean you’re competent. </b></p><p>Mastery of individual skills doesn’t result in competence. Competence requires the integration of skills into broader skill sets and for those skill sets to be adjusted to the realities of the workplace. In addition, those integrated and adjusted skill sets must be enriched over time through ongoing, real-world experience. </p><p><b>5. Gaining and sustaining competence requires a Digital Coach designed to enable learning while working at all 5 Moments of Need.</b></p><p>Dr. Timothy R. Clark has observed, “In any organization, you only have two processes going on. You have execution, which is the creation of value today. And you have innovation, which is the creation of value tomorrow. That’s all we do, just those two processes.”</p><p>Traditional approaches to training don’t provide the tactical support in the workflow required to sustain competent performance (execution). Also, the lack of tactical workflow support at the job task level constrains innovation. The workforce is so cognitively overwhelmed trying to remember how to perform their work and find the resources they need that there isn’t the cognitive room required for higher order thinking and innovation. The failure of traditional training to deliver on either of these two crucial processes—execution and innovation—is understandable. Why? Because traditional training is an intermittent intervention that requires people to stop their work, learn outside the context of the workflow, and then figure out on their own how to transfer, integrate, and sustain that learning in the flow of work. </p><p>The following shows the complete journey that learners must make to gain and sustain competent performance [execute] on the job. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJFURkAXe1lzVJ8Kwcx47n8-wBO4JgpY9NGgfR4dbMe8nSfVjuLa_lDtGGC7tGxfz30bfHxHVVhc3zpRjAWZwTGg1KBhjpACM3PfLYtrklr_zuZTwUD95oPQowblJUCYXEo49uV7KtwonKla5CCk4pTcRmQqrrehmnJ5GeuxdNGNLyVBKRCLKVY9q3AQ/s624/TTS%20Blog%20Graphic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="327" data-original-width="624" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJFURkAXe1lzVJ8Kwcx47n8-wBO4JgpY9NGgfR4dbMe8nSfVjuLa_lDtGGC7tGxfz30bfHxHVVhc3zpRjAWZwTGg1KBhjpACM3PfLYtrklr_zuZTwUD95oPQowblJUCYXEo49uV7KtwonKla5CCk4pTcRmQqrrehmnJ5GeuxdNGNLyVBKRCLKVY9q3AQ/w527-h277/TTS%20Blog%20Graphic.jpg" width="527" /></a></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">Traditional learning begins and ends in the first phase (Train). Without a Digital Coach to help learners navigate their way through the “Transfer” phase, learners forget much of what they have learned and struggle inefficiently to make their own way to competence. This journey is costly and merits our help. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">A Digital Coach is the game-changer here. It is a web-based system built with purpose in form and function to support employees as they move through all three stages of Train, Transfer, and Sustain. It orchestrates all the resources a performer needs at the job task level.</div><div class="separator" style="clear: both;"> </div><div class="separator" style="clear: both;">A properly designed Digital Coach will provide an employee 2-click/10-second access to just what they need, at their moment of need, in the form they need to successfully do (execute) their job. This facilitates continuous learning—while working—in the most remarkable classroom there is: the workflow. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><i><b><a href="https://www.5momentsofneed.com/" target="_blank">Visit our website</a> for additional resources, courses, podcasts, white papers, and an eBook on workflow learning.</b></i></div><div class="separator" style="clear: both;"><i><b><br /></b></i></div><div class="separator" style="clear: both;"><i><b>Ready to implement your performance-first solution? <a href="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023?utm_source=Packet&utm_medium=Email&utm_campaign=Summit2023" target="_blank">Attend our 2023 Summit!</a> </b></i></div><div class="separator" style="clear: both;"><i><b><br /></b></i></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="font-size: x-small;">Copyright © 2022 by APPLY Synergies, LLC</span></div><div class="separator" style="clear: both;"><span style="font-size: x-small;">All Rights Reserved.</span></div></div></div></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-4035623473492737982022-10-25T04:29:00.002-06:002022-10-25T04:30:44.751-06:00Workflow Learning: Making It Stick <p><i><span style="background: white; color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">This blog is generated from the Performance
Matters Podcast episode titled <a href="https://performancematters.podbean.com/e/leadership-matters-making-it-stick/" target="_blank">“Leadership Matters: Making It Stick”</a> in which
Bob Mosher interviews <a href="https://www.linkedin.com/in/oliverkern-ok/" target="_blank">Oliver Kern</a>, a consultant, trainer, and coach, about his deep experience developing workflow
learning solutions that stand the test of time.</span></i></p>
<p class="MsoNoSpacing"><b>Bob Mosher (BM):</b> Mr. Oliver Kern, it's wonderful
to have you here, my friend. Describe your journey into the performance-first
mindset, 5 Moments of Need, and performance support as a discipline.</p><p class="MsoNoSpacing"><o:p></o:p></p>
<p class="MsoNoSpacing"><b>Oliver Kern (OK):</b> I'm currently a consultant, trainer,
and coach based on 25 years of corporate experience as a leader, as a marketer
and innovation manager, change agent, and eventually also a learning leader. I'm
not a learning person from the start, but I came to learning as a marketer. It
was about 10 years ago when I met Con [Gottfredson] in a project. I was tasked
by my bosses to produce a global marketing and sales training. Essentially, they
said, “Do a three-day training and roll it out globally to about four thousand
people,” and I had a hunch that this was not really what we needed. I had no
clue about formal training setups. I had done a lot of trainings on strategy
and markets and all that, but more from a business perspective—not from a
learning perspective. So that's how I came to discover learning.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Many of our best [workflow learning] practitioners
are not learning folks. Unfortunately, those who do have a learning background
tend to come into this arena with some baggage. We've talked about that on past
podcast episodes: the shift from a training-first to a performance-first
mindset is sometimes the dark side of our legacy. But you came from the
business. You understood what they wanted and therefore came to it with a much
fresher, much more performance-focused mindset. <s><o:p></o:p></s></p>
<p class="MsoNormal">Now, tell us about this wonderful thing called SkillCamp,
which became this brilliant deliverable and ecosystem. It's been around for
quite a long time. Its journey and evolution have been just remarkable to watch—like
you said, from your first efforts and the instinct you had to NOT build three
days of training. Can you take us through the business problems SkillCamp solves?
What birthed this thing from the business perspective?<o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> First, I should say that this is in the
agricultural space. The time to market of those active-ingredient-based
products is about 10 years, so [there is] a very scientific, long-term business
strategy framework. Why did we need this solution? We understood that we had
been a producer over the last hundred years, and then suddenly we needed to
start thinking about marketing and sales, because competition came up more and
more. There was a lot of market consolidation—the classic story, if you look at
the hype cycle of industries. The basic idea is that 50% of success in that
market would still be [based on] having great products, but the other 50% would
be [based on being] very good at marketing and sales. <o:p></o:p></p>
<p class="MsoNormal">So, the solution was a training framework or learning
ecosystem for marketing and sales. The marketing and sales departments in many
companies are not the best of friends. There's always a little bit of friction
between them: how we go to market in terms of strategies and plans and then how
we actually execute that, talk to customers, and serve them. We initially
called this framework “commercial excellence”, or “marketing and sales
excellence”. In the end, we summarized it by saying that we created a common
mindset for commercial excellence. And we did that with a common model. One of
the best models I came across to kind of frame that learning was the 5 Moments
of Need framework. That helped me as a non-learning person to really understand
what we needed. And that's where I modeled all the different aspects into that
ecosystem. Because we didn't have to only frame it—we also needed to create the
content. So, one task was to create that framework; the other was to actually
shape the content with a lot of stakeholders and subject matter experts to
deliver it and, in the end, build different learning modes for people to digest
it. <o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> So, I've heard you tell this story before. You
constantly mention this idea about persistently asking stakeholders and those
we serve, “What do you want?” Not asking the traditional what-do-you-need-to-know
SME stuff! You're really talking to the business about what they really want.
Why is that so important and why the persistence? Do they know what they want? We
often hear from L&D folks who say, “My line of business doesn't know what
it wants.” I don't know if I've ever bought into that. What I’ve sometimes
wondered is if we’re asking the right questions, because I don't know anybody
who runs a business that doesn't know what their KPIs are that they have to do
or what keeps them up at night. We’re asking, “What do you want me to train on?”
That may be different from what they want. Why was this so important to you in
your journey of being persistent with them around this question?<o:p></o:p></p>
<p class="MsoNormal"><b>OK: </b>Of course, they know what they want, or at least
what might be best for business. In that sense, they are more knowledgeable than
learning folks about all the needs. But how do they actually shape that into
learning? That's where you can say they don't know exactly what they want. In
our case, they said “We need a three-day training. Take all that content and
shape it into a three-day training, and then roll it out globally.” They were
ready to spend money. They knew they needed to do something about it because
they had a purpose: to become more of a marketer. But what did they really
need? <o:p></o:p></p>
<p class="MsoNormal">I said, “If you really want to do that and roll it out
globally, and it should <i>stick</i> with people, then you need a single point
of truth or a single point of data that everybody could tap into.” [In my worst-case
scenario] I was envisioning a PowerPoint presentation that would be shown in
the training that everybody would just copy and use from there on while we had
already developed it further, and then we would have thousands of those
versions. We would never have a common mindset for commercial excellence in
that sense, right? <o:p></o:p></p>
<p class="MsoNormal">If you want to roll out something really business relevant to
an organization, you need to have good stakeholder management. You need to
bring these people in to understand what they want, because what your boss
tells you to do (like a three-day training) is one answer, but what the other pivotal
stakeholders are saying and wanting might be quite different. In the end, we
did a lot of interviews, and I can summarize the outcome in the sense that
everybody wanted a common language around this, because one person might say, “This
is what customer segmentation is,” but if you ask the next guy, he might say customer
segmentation is something completely different. And everybody agreed that we
needed training, so doing a foundational training was part of the show. There
was no way around that. As you constantly say, 5 Moments of Need is not “no training”,
so one very important aspect of this whole framework was a foundational
training. And when you have a common mindset and language, then you can start
talking about common processes. When you have common processes, then you can
talk about tools you use inside those processes. And when you have all that—mindset,
language, process, tool—then you can think about, “Aha! Do people behave in a different
way?” And if they behave in a different way, maybe you can measure a different
outcome.<b><o:p></o:p></b></p>
<p class="MsoNormal"><b>BM:</b> And that doesn't all have to be arrived at
through the burden of a training. That's where the SkillCamp tool, I think,
became the tie that binds. It was the thing that brought all of that together,
including the training that we still do. I love the foundations side of it
because that really gets back to our critical skills and things that are most
important—vs. training on everything. <o:p></o:p></p>
<p class="MsoNormal">So, in this mindset change, you're setting some expectations
with a question. And you're getting them away from the expectation of having a
three-day training deliverable. So, it's so important to manage those
expectations over and over and over again, because the training mindset is
ingrained in most organizations. It is a reflex. And so, you're trying to turn
that around to get them to a different deliverable. How important was
expectation management to the success of this endeavor over time and in
general?<o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> It was absolutely critical. Right from the moment
I walked into the office and got the buy-in from my boss, when he said, “This
is an important point in how we do marketing and sales. We want to do that
training,” I said, “That can’t be the end of the story. We need to actually put
in place that single point of truth and we need to put that into the training. We
need to instruct people where they can get the stuff and use the stuff that we
will teach them in their training. Otherwise, they will create their own
versions and it will be version hell.” So, expectation management started at
the very first meeting when I got the mandate to do this. <o:p></o:p></p>
<p class="MsoNormal">Then there was expectation management that came when we did
what we called a pressure test: when we invited all the managers to say, “Okay,
this is what we want, and this is what we want to roll out globally.” It then
came out very clearly that this was not a learning initiative, but a change
initiative. It was a massive change initiative. And that opened their minds to
actually invest in it. So, they said, “If that's the case, we need five days
training, because in Asia, you need to train that a little more thoroughly.” Or
“In that country, they already know everything, so you train a little less, but
we might actually tap into that single point of truth a little more.” So, I was
thinking, “How do I set this up? Do I set this up in a way that is a training
with a little bit of support? Or do I want to set it up in a way that it sticks
and stays around?” And that's what I did. I probably didn't say that enough, but
I was aiming in that direction. And now after 10 years, it's still running. It
doesn't even have the name SkillCamp anymore. I think it's called something
else, but it was set up in a way that it can evolve and shape itself. That's
something that's also playing into expectation management, right? You want to
have something that's around and can grow with the organization as it learns
how to better market and sell products. <o:p></o:p></p>
<p class="MsoNormal">Expectation management also has to do with stakeholder
management (we said that before). As I explained earlier, we needed to also
create the content. So, you have that SME community, which is also pivotal for
success. You're in that sandwich position between top management and the people
in training who want the bare essentials, right? You [Bob] always phrase it as
“2 clicks/10 seconds”, so just the essential information. And the SMEs want to
give you 50-page white papers and research backgrounds and all that. So, you
need to explain this whole concept to the people who are the real experts in an
organization, and even more in a science driven organization.<o:p></o:p></p>
<p class="MsoNormal">We also had ambassadors (coaches) and an ambassador
community. We shaped that by asking, “Who are the people who like to help
others learn in the organization, no matter where they are in the hierarchy?”
Those became our ambassadors. We shaped and built that community and taught ambassadors
what to expect from how we’d further evolve this learning ecosystem. At first,
we had the foundational training, but later on, we had focus areas, role-based
content, extended search, different languages, auto translation—all these kinds
of things were evolving. And you need to tell people [about those features]. You
can't just roll them out and expect people to use them. You really need to
manage how the solution reaches out to people and build that ecosystem in a
sustainable way.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Clearly it was [sustainable], my friend. Like you
said, not only has it been around for 10 years or so, but the brand changed,
which shows that it outlived even its original intent. Because of the way you
were intentional in setting that up, the brand evolved as it should. The tool has
evolved as it should and the technology evolved as it should, but the
principles you ingrained there and this mindset shift have stood the test of
time. <o:p></o:p></p>
<p class="MsoNormal">So, describe outcomes. Looking back, what has been the
outcome of this for the organization you were supporting?<o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> We shaped the content found in roughly 5,000-7,000
slides. We had the help of a few large consultancies who identified the
competencies and skills needed to be successful in the market, and that's what
we shaped. In the end, we said, “Okay, how can we visualize that?” And then
time was up to start the whole endeavor. We looked at our watches and I suggested
we use the watch [as a model]: take a twelve-step go-to-market approach as a
basic way to start (12 hours in the day, 12 steps for us to go to market). That
seemed like a good model to start with. It's been changed in the meantime, but
that was a good context that everybody could grab throughout the world. And
then we learned from Con that we needed a process context model, which in the
end was not only a simpler way to digest tons and tons of competencies to go to
market, but it was also a real click map. We put it on the homepage of the
EPSS, or Digital Coach as you call it nowadays, and you could click on a step
and go into the different tasks you would need to do to complete that step, and
then drill down into whatever resources you needed to be successful. And that's
what we taught in that foundational training. In the end, we spent the first
couple hours of every foundational training just helping people understand the Digital
Coach, which we called SkillCamp in those days. <o:p></o:p></p>
<p class="MsoNormal">And this was by no means perfect (just a little practitioner
secret). In the beginning, we had only the bare essential information in there.
Also, the technical system was not stable. We didn't have the cloud services behind
it back in those days. It was all rudimentary. In the end, we knew we had to
build this plane while we flew it. And then we had this global rollout. In three
or four years, we had physically trained more than more than four and a half
thousand people. Since then, it has evolved. <o:p></o:p></p>
<p class="MsoNormal">You asked about outcomes. In the end, there were role-based elements,
and we had a training on how seeds are produced and marketed. We had a project
on lifecycle management in the training framework, we had different focus areas
to help with events and structures. So, it was actually evolving into a blended
learning framework or learning ecosystem that used different learning
modalities. We were experimenting with a lot of things, like how to ask the
right questions. How could we do tests in there? Could we ask small questions?
Could we use a chatbot? I'm not sure how these evolved over time, but we tried
a lot of things and built a learning ecosystem around it.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> And like you say, it has stood the test of time. Wrapping
that process around a lot of content made it such that it was that single point
of truth. <o:p></o:p></p>
<p class="MsoNormal">Looking back, what are some key success factors you can
share with others? Many who come here are very early in their journey. They
want to get their arms around where to start and hear lessons learned, so it’s
wonderful to have someone like you on a podcast like this, who has that tenure
in this experience. What would be some key things they should keep in mind that
made things work successfully for you?<o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> I think the one that [most] stands out is that
context is king. Context is king. For me, I needed to contextualize how to
bring the knowledge and the content for a new way to go to market to a lot of
people from a lot of different cultures. The 5 Moments of Need framework gave
that context. Where do people learn? We needed to teach people how to cooperate.
We had marketing and salespeople in the room together, and there was a lot of
happy discussion that we facilitated. We said, “Look, a lot of the stuff we’re
teaching you guys you already know and do somehow, but some of this is new. So,
we have a lot of new [content] and the whole approach is new that you need to
learn, and then you need to learn [even] more. There are a lot of things you
need to let go and change. You need to start to apply that.”<o:p></o:p></p>
<p class="MsoNormal">So, you see the 5 Moments of Need framework really being
used in the foundational training. It was also used for setting up the
technical back-end system. It was used for setting up and briefing the SME
community, for the stakeholders, and for the ambassadors. In the end, you need
a theory or a model so you can easily explain why you do things the way you’re
doing them. If you can then say, “Dr. Con Gottfredson has been at this for 40
years,” and bring him in to explain it further, which we did a couple of times,
then that's extremely helpful. Because if <i>you</i> are telling internal people
about the framework, it's much less impactful than when somebody who's an
expert in the field and has used the framework in many industries tells the
same story. But that's kind of the most important. <o:p></o:p></p>
<p class="MsoNormal">You asked for success factors. You must have the people who
are experts about the content “in the boat.” Somebody once said, “You have to
have the right people on the bus.” You need to get your SMEs on the bus! And
you are in that stakeholder sandwich when you do that: you want to reduce the
content and the SMEs want to actually tell their story and what they know about
everything. So, they are usually highly motivated to help. So, you need to
explain [why less is better], and you can use that model again: 2 clicks/10
seconds. That was that was a phrase we used a lot. <o:p></o:p></p>
<p class="MsoNormal">The other thing that is a success factor is your own mindset
of looking at your learning ecosystem. We did a lot of user experience testing
that was trying to look at this from the learner’s perspective, as the person
who's going to sit in the training or in front of Digital Coach and try to make
sense of it. From what I learned later, typically what often happens in the
corporate learning space is that they look at it from the corporate
perspective. So, how do I organize all the trainings? How do I access all the
trainings? How do I manage participants in these trainings? How do I get
locations secured or invitations sent, right? So, these kinds of things—the
learner perspective and the corporate perspective—are fundamentally different
from each other. But you need to look at both sides if you talk about a
learning system or learning ecosystem. Look at it from the company perspective
and look at it from the learner perspective. Both are critically important for
the success of your plan to establish learning in your company, wherever you
are. And don't forget the single point of truth, obviously. Have one single
point where you put your content and maintain it—and work hard to switch off
all the others!<o:p></o:p></p>
<p class="MsoNormal">I can give a nice example [of switching off other sources of
content]. We decided not to present a PowerPoint in the foundational training.
We made that decision that after the first or second foundational training ran because
it was hell to produce these PowerPoints and have those printed in different
countries by different people in different setups in different languages. It
was crazy. But it took us almost three years before the last foundational
trainings ran without PowerPoint. We still had PowerPoints sneaking in here and
there, but it was more for exercises or tasks. After we had completed about two
thirds of all the trainings, we managed to completely remove PowerPoint, which
made it much more fun, much more active, much more “in the process”, and we had
much more time for practice. <o:p></o:p></p>
<p class="MsoNormal">Another success factor is stakeholder management. As you
asked in the first question, why didn't they know what they want? You really
need to think about who is important for the success of however you want to
establish learning in your organization. Talk to them to understand what they
expect from this and how you can make them happy. If you can't make them happy,
at least keep them informed. One of the biggest “presents” I received was from
the CEO in those days. I walked into her office and said proudly, “This is the EPSS,
and this is how we're going to set it up. We have that single point of truth,
and we have the 5 Moments of Need framework behind all that. We have the 12
steps and a common mindset.” And she said, “Okay, but do you have the buy-in of
everybody?” So, I said, “I was assuming so because I talked to everybody. I
talked to you and you're the CEO of the company. I talked to my bosses. I have
everybody on board.” And she said, “I don't believe you. My experience with
this is that you need to have them sign almost with their blood to really ensure
buy-in because they are overseeing the business in a country, and they are
operationally driven. So, if you really want them to drive this commercial
training in their countries’ organizations, then you need to invite them to a
room and present this to them. And maybe they can still make changes, but in
the end, they will need to sign off. Have the key stakeholders sign off on what
you're going to do so that you have a common way forward”. And we called this “pressure
testing”. I think pressure testing is one of the most valuable tips we can
share in this podcast. Pressure test with your key stakeholders and have them
sign off on the way forward. <o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> Excellent. So, what are three key takeaways for you
now that you’re looking back? <o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> The most important one is that whatever your
learning is about, make sure it's business relevant. Why else should people consider
it? So, make it business relevant. <o:p></o:p></p>
<p class="MsoNormal">The second one—and not just because I'm on your podcast for
performance support—is make it workflow accessible and intuitive. It should be
really usable in the work, during the work, or at least accessible while you
work. <o:p></o:p></p>
<p class="MsoNormal">And the third, which I’ve already mentioned a lot, is
stakeholder involvement. Stakeholder involvement is not only important at the
beginning when you talk to people about what they want, it's not only important
when you really want to kick off the solution and do your pressure testing, but
it’s also important afterwards. Always make sure that the people who are
affected by the training give you feedback and that you're involving them,
because everything's changing faster and faster now, right? I don't know, we
might have flying taxis soon. So, things change and that's why you need to keep
your stakeholders involved, and maybe even get new stakeholders involved. So,
do you stakeholder management and involvement all the way through your learning
journey.<o:p></o:p></p>
<p class="MsoNormal"><b>BM:</b> My favorite question to ask those that have been
on this journey is what advice would you give your younger self before you even
start it? What would help the younger Oliver about to begin this thing 10 years
ago?<o:p></o:p></p>
<p class="MsoNormal"><b>OK:</b> It’s two-fold. One would be to ask yourself if
what's in front of you is actually just a learning initiative or a change
initiative that requires lots of change management or even organizational
development. That's a question I was not aware of at the beginning of all this.
That's one thing I would talk to my younger self about. <o:p></o:p></p>
<p class="MsoNormal">The other is understanding learning within the context of
the 5 Moments of Need. This is where Con helped us so much. We did bring him in
when we already had a lot of content shaped, so we had these slides arranged
around our 12 steps and we were very proud of them. And then he said, “Okay,
but what's critical?” We really had difficulties with this. We needed to go
back and redo a lot of content, which was thousands and thousands of euros. We
needed to invest to redo all that content and talk again to all those experts.
So, that's where I would go back and say, “Look, Oliver, think about how you
can really reduce the content in the right way so that it's digestible and
usable for the learners.”<o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://performancematters.podbean.com/e/leadership-matters-making-it-stick/" target="_blank"><span style="color: #0b5394;">Listen to this podcast!</span></a><o:p></o:p></i></b></p>
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<p class="MsoNormal" style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: "Arial",sans-serif; font-size: 9.0pt; mso-fareast-font-family: "Times New Roman";">Copyright
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All Rights Reserved.</span><span style="color: #333333; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-10497356614647703272022-10-07T07:57:00.002-06:002022-10-25T04:31:11.483-06:00When NOT to Use Performance Support/Workflow Learning? NEVER!!!<p><i>This blog is generated from the Performance Matters
Podcast episode titled <a href="https://performancematters.podbean.com/e/when-not-to-use-performance-supportworkflow-learning/">“When
Not to Use Performance Support/Workflow Learning”</a> in which Bob Mosher and Conrad
Gottfredson, Ph.D., RwE explore whether there is ever a time when performance
support and/or workflow learning should not be used.</i></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Bob Mosher (BM):</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> This is an
interesting discussion. It stems from a recent LinkedIn post that had well over
10,000 views, over 100 reactions, and a bunch of comments. That post was
sparked by a conversation that Con [Gottfredson] and I were a part of with a
dear friend. In it, she was asked a number of questions, and one of them was from
a very astute colleague who asked, “When would you NOT use performance support/workflow
learning?”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">I couldn't help but walk away from that
engagement intrigued. I was taken back by the fact that the question was even
asked. I think I would have asked if she could give me a time when <i>training</i>
should not be used. I can't imagine a time in our work, in this shift from
training to performance that we've been in for years, that we would not use
workflow learning and performance support. Con, can you speak to that in your
journey as well?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Conrad Gottfredson (CG):</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Well, performance
support lands in the world of work—supporting people in the world of work. If
our objective, our purpose, our intent is to ensure that people work
effectively on the job, why wouldn't we always have [performance support and
workflow learning] helping people do the work they need to do? The journey from
learning [to performance] requires people to move and to translate what they
learned into the workflow, and then to apply it in the workflow in an ever-changing
environment. There isn't ever a time where you don't need that to happen: where
whatever it is that you've learned doesn’t need assistance making that journey
to the workflow through transfer, and then to be sustained that in the workflow
over time. I can't imagine ignoring that important journey. And sometimes we
just need to work and learn as we go. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> It's an important pivot, one that I learned
through you. It's one that many of our experts who join us in “Experience Matters”,
one of our other podcast series, share repeatedly. One of our dear friends,
Doug Holt, who's in one of our earlier featured podcasts, said that once you've
seen this [pivot], you can't go back. That's been our journey from a training-first
mindset—let's build three versions of this, nine days of that, seven learnings
on this, or nine virtual sessions on blah, blah, blah—to one where we pivot
more on the workflow and performance and build first for those. Then, only if
we must and maybe not at all, we build training. This is a complete 180-degree
shift from the way I know I was schooled, and from how I spent the first twenty
years of my career. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">In my LinkedIn post, I list seven deliverables or
outcomes that we have found from our work over the years in this area. These
have happened time and time again; they are not just happenstance or one off. I'm
going to go deeper into these seven outcomes today. For me, they are the seven
reasons I got into this profession in the first place. It was not to get fives
on an evaluation or to be an order taker.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The first point is this issue of time to
competency that you were speaking about a minute ago. In a past podcast, we
talked about “train, transfer, sustain”. That's the infamous journey we've used
time and time again to really explain and even visualize that journey from
learning to application. So, what about time to competency being reduced by
half? What does that mean and where does that come from?</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Well, when you step into the workflow and have 2-click/10-second
access to just what you need at the moment of need to do your work, you're
immediately empowered with the ability to perform. You don't have to wait. From
the moment you step into the workflow, you can begin to apply what you've
learned in your training. This ability—from moment one—to be performing,
adapting, and adjusting in an ever-changing environment rapidly moves you to
competency. But if you don't have that, if you don't have that bridge and that
support, then you've got to find your way through trial and error and figuring
it out. Frankly, that's inefficient and ineffective. With a Digital Coach or an
EPSS, with that performance support system in place, then you're performing the
moment you step into the flow of work. And if you have a performance gap, you
close it yourself. You know what you need to do. You don't know how to do it,
but in 2 clicks and 10 seconds, you get to everything you need to close that
gap. You’re constantly closing your performance gaps as they relate to your own
competency; therefore, you get to [competency] much faster. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> This challenge is a “sacred cow”, if you will,
in our industry. We often associate performance or the success of our training
classes with memorization: the degree to which somebody can regurgitate back
what they learned through a test or demonstration. The reality is, it's about
performing. You know the classic Einstein anecdote that he never learned his phone
number because he could look it up? The point here is that if the journey is
truly performance, very often we can guide a learner to doing before they ever even
internalize [the knowing], before they memorize anything, before they even “learn
it”. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Now, they will [learn it] over time and their
dependency on a Digital Coach drops off—not immediately, but over time—but if,
for instance, I can continue to look up something that changes all the time,
but I principally know what I have to do, why can’t I [choose to never]
memorize the six steps to do it when I can look them up and do them correctly
and quickly every time? That's the time to competency by which the world judges
[workers]: not L&D’s traditional time to competency, which is going through
the course, proving you memorized [information], etc. Our industry has looked
at [competency] very differently, I think, for a long time. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> I distinguish a difference between time to
effective performance and time to competency. When you have performance support
in place, the time to effective performance is immediate. I can perform
effectively, and as I perform effectively over time in an ever-changing
environment, I learn. When things go wrong, I solve [problems]. When things change,
I close that gap and figure that out. I begin to integrate various skills
together into larger skill sets and capabilities. That is where competency is
born—as I integrate all this effective performance of my job tasks with the
knowledge and experience that comes from doing them and doing the things that
we need to do in the flow of work. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Outcome number two: reducing the training
footprint by half or more. This is one of the greatest gifts in your work that
I, as a designer, learn from the most and that's this idea of critical skills.
We do not have to train people as long as we have a Digital Coach that covers
everything they need to know and that enables them in the workflow to learn
things that don't kill them, hurt anyone, or get them in significant trouble. The
world of learning while doing has been proven (theoretically) as way more
effective than pulling someone out of work to train them. Through critical
skills and the use of workflow learning we're able to use what we call Targeted
Training vs. something our industry has traditionally called blended learning. Con,
what is the difference between those two things?</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Over the last twenty years, we've been looking
at all the job tasks people need to perform and assessing the Critical Impact
of Failure of those tasks. We find that, on average, about half of the skills
required for those tasks can be safely pushed into the flow of work for people
to learn as they actually do their work—in the context of work—which is much
faster to translate to their jobs, right? We reduce the time that people stop
their work to learn. We can cut that in half and address with greater
significance the instruction that we give for high-risk skills. At the same
time, we can push the skills with a lower risk of failure (if I fail, I can safely
learn from it) into the flow of work to guide people as they work. So, now we
can actually design blended learning by targeting these critical skills in the
classroom, using Targeted Training, and pushing the rest into the workflow to
be learned there via the Digital Coach. That combination is true blended
learning.</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Brilliant. Number three: self-efficacy/self-confidence.
This is one of my personal favorites about what the learner gains. Years ago, I
had a dear friend who was in training at Kodak. One of the things they brought
up was this idea that “We’ve created a passive learner at Kodak, even though we
are a wonderful organization, and we didn't do it maliciously.” But what the
person meant was, we have this rigorous training schedule for when the next offerings
come out. And what was taught to that enterprise is not unique to Kodak. In
fact, I think we've done it all over the world. We taught learners to wait for
us to give them what they need. Besides creating that delayed journey from knowing
to doing, we also created a very passive learner who was kind of being told, “You
don't have the wherewithal to do this on your own. You’ve got to wait till the
next version comes out from some expert standing in front of you.”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">What I love about enabling people in the workflow,
Con, is that it raises their self-confidence in learning while doing. We've
seen this across our clients’ workforces time and time again, and we saw it in
some remarkable ways during the pandemic. Mark Wagner from the Hartford tells a
miraculous story of an entire division of that organization having self-efficacy
and confidence because they had a remarkable Digital Coach called KMT from
which they had learned and built self-confidence to continue their transfer and
sustain journey on their own. So, when asked to jump to a whole new discipline
because of the pivot of COVID, an entire business line was able to do that, as
opposed to waiting till we wrote a course, put them all through a bootcamp,
spent weeks and weeks and weeks and weeks getting people up to speed (although they
probably wouldn’t be competent, but they would have gotten through the class).
I mean, we see this time and time again: from the learner’s perspective, one of
the most powerful parts of not just a Digital Coach, but a performance mindset
with multiple Digital Coaches, is the confidence it can instill in folks. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> You know, nothing increases competence as much
as successful performance and the ability to recover quickly when you make a
mistake. Both of those are very powerful and if you have a performance support
system in place that ensures that I am successful the moment I step in to do my
work, that I succeed and I can see that success, then self-efficacy is
increased. If I make a mistake, I can recover quickly and rapidly. Again, my
competence increases, and we know from research that as competence increases,
my work performance actually accelerates and I'm more engaged in my work. This
is such an important piece to ensure that we minimize the failure that can
occur once a person leaves a formal training environment and steps into their
real world of work. If we can help them immediately perform effectively, we've
got increased confidence that will accelerate on and on in performance. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Outcome number four feeds number three (this
list is additive). Four is this idea about the insane rate of change, which I
can better handle if I am self-confident, if I have been taught to use a Digital
Coach, if my training has been reduced to the most critical skills so my cognitive
load is managed, and if I can learn on the job. COVID has accelerated the rate
of change in the workflow like probably never in the modern era. Even before
COVID, there was tons of research to support that the rate of change had far
surpassed our ability to keep up with it in training. So, it’s critical that we
help our learners keep up with change as it happens vs. ask them to wait for
the next class or “lunch and learn” or bootcamp. This is a remarkable strategy
to complement that. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Yes. Frankly, when we do things over and over
again, they become deeply rooted in our experience base and oftentimes they
become automated. When you have to unlearn something that's become automated, you
can't train your way through that. Organizations simply can't invest in
training that will override deeply ingrained or deeply rooted skill sets that
have developed because workers have been doing something in a certain way over
time. That's where performance support bridges that gap: it helps me at that
moment where I need to do it a new way rather than fall back on the old way. I
need support in the flow of work to help guide me through that new way of doing
things until I've unlearned and relearned the new way. A “lunch and learn” will
never do it. A training session will never do it. You’ve got to have a
performance support system in place to accommodate that kind of change. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Number five: measurement. I'll let you run at
this one alone because it’s your favorite thing. We have been chasing ROI in L&D
since the day I joined it over 30 years ago. Why is this approach so different
in the measurability of our work? </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> When you have a performance support system in
the workplace that guides people as they do their work, you can observe that
work. The system is there, guiding them as they work; therefore, we can
understand and see and gather data about that work like never before. Gloria
Gery saw this in the 1990s. She recognized the fact that when you embed a tool
in the workflow to guide people and help them do their work, you can gather
data at the same time about that work, which allows us to measure work
performance in ways that we haven't been able to from the distance of a
classroom. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Brilliant. So, I love this thing called RWA, or
Rapid Workflow Analysis. It’s the first step in the journey of many steps to
get to a [workflow learning] deliverable. To us, it’s really just a step in the
journey, but to many organizations, it could be transformational in and of
itself. When you design for the workflow, you make the real workflow
transparent. We help organizations see what's done by their workers in the flow
of work every day. Why has that been so different, Con, than what’s been done in
the past? An organization might dismiss this and say, “Well, we've done process
analysis. We've even done workflow analysis. We've got that already.” How is
this different?<span style="mso-spacerun: yes;"> </span></span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Unfortunately, a lot of traditional process
analysis ends at a high level. It stops before it gets to the tactical level of
doing work, and we have to manage work at the job task level. We map the
workflow so that we can know tactically what it is that people need to do, so
that we can lift the burden of that tactical work off the shoulders of the
performers and allow them to focus on higher order thinking and decision making
(the other kinds of things that are so important in the workplace). I don't
know how an organization can ever expect to manage performance if it doesn't
know what that performance is. Unless we're at the tactical level, we'll never be
able to manage performance in the way that it needs to be done in the
workflow.<span style="mso-spacerun: yes;"> </span></span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> And understand the criticality of that work. When
you layer Critical Skills Analysis on top of an RWA, those two things together
are in and of themselves a huge value. We've had organizations we work with
thank us just for that. We've had stakeholders in the room observing [our work]
thank us for the fact that it's one of the first times they've ever really
known the true work of their organization, and what happens in the workflow
every single day. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Now, content management: it’s back! Knowledge
management: it’s back! Why? Because we're doing a lot of it now. We are in a
content revolution in the world right now again with COVID. We’re coming out of
this world of new workflows, changes by the second, information overload, and
so on, right? This idea about 2-click/10-second access to support is one element—the
design of something we call the Performance Support Pyramid—but the
architecture of that Pyramid is also a remarkably powerful activity for an L&D
team to lead an organization through. Assets have always been there, and there
have always been a lot. They've always been redundant, and they have always
been out of date. They're always hard to keep current. All these things we hear
from the days when SharePoint came along, and even before then. Why does this
discipline bring rigor to content management when we guide organizations
through the design of a workflow learning solution? <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Well, different assets have different roles to
play, don't they? Depending on who I am, I need assets to help me in my
journey. Some are more helpful than others, and some are more expensive than
others. Orchestrating assets in an intentional way that ensures I can perform
effectively on the job is a vital thing for us to do. Just giving me a list of
assets without orchestrating them in a way that helps me determine which assets
I need in a given moment [isn’t helpful]. It’s so important to have that
guidance and that help. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">I might call a friend but calling a friend can be
a very expensive proposition and doesn't scale very well. Gloria Gery always
taught that “people assets” need to be managed carefully and ought to be the
last place we go, and that we ought to have other assets we go to first. They're
the assets that support me as I actually do my work vs. learning assets that
support me if I need to learn in the flow of work. Those different types of
assets need to be orchestrated in what we call the Performance Support Pyramid
and at the job task level. In 2 clicks and 10 seconds, when I land on the steps
of a specific task, all the resources that I need for that task are there in an
orchestrated, orderly manner for me to choose from, based on what I need to be
able to do with that task. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> And let's not forget the ongoing maintenance of
those things and the idea of governance—a word that was unfamiliar to me, to be
honest, in the first twenty years of my work. Once we start sharing the
maintenance and the creation, in some cases, of those assets you described, Con,
we've got to get our hands around user generated content, which is another
thing we've thrown around in our business forever, but never had a discipline
or a way to get our arms around the reality of that, and we see that all the
time in this work. </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> And all assets aren't equally helpful, so we can
learn from the usage patterns of our performers about which assets have more value
than others.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Our last point is number seven. We recently held
an alumni session with folks who’ve taken our courses, and this brilliant man,
Jeremy Smith, who we've admired for years and has been a remarkable
practitioner in this space, shared this idea that he journeyed into it because,
among other things, his L&D team had been minimized. They had become “order
takers”: those two dreaded words that we hear all the time about us when we've
moved out of the performance zone and are seen as those people who downstream
put a bow around things by making training. What we've seen time and time
again, Con, is that when you shift from a training mindset to a performance
mindset and deliverable, your involvement in the conversation and the things
that you build are seen as way more strategic to organizations in terms of the
outcomes and effectiveness of the performers than any deliverable we've built
before. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 107%;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">So, this idea of becoming strategic: we've been
wanting a seat at the table for years. I've heard that said from podiums and
conferences for twenty years, but the journey to getting there and earning it
is another matter. Until I made the pivot to performance first and the 5
Moments of Need and a performance mindset, I was not allowing myself, let alone
the enterprise, to see me in that way. How have you seen this with other
organizations over your years? </span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">CG:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Well, frontline managers have always been
reluctant to give their people time to take an eLearning course or the like,
because they're held accountable for the work that's getting done. When you
step in with a solution that lets them learn while they actually do their work,
that supports them and ensures that they work effectively and efficiently, that
removes wasted time from that work and helps them focus and get things done,
they value that. It's all about getting the work done, getting it done right,
and the productivity of their people, and you readily earn the respect of
frontline managers. And that then rolls up to key stakeholders, who then suddenly
see this support and this performance happening. We're talking about ensuring
that their people perform effectively in their work. That kind of conversation
is appreciated by the business. It takes us out of the realm of “Let's talk
about learning and having your people stop the work to learn” to “How do we
help you enable your people to do the things that you need them to do?”</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: 107%;"><b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">BM:</span></b><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> Everything we’ve talked about today has led to
that final point. Thank you so much, as always, for your insights.</span> <o:p></o:p></p>
<p class="MsoNormal"><b><i><a href="https://performancematters.podbean.com/e/when-not-to-use-performance-supportworkflow-learning/">Listen
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Podcast episode titled </i><a href="https://performancematters.podbean.com/e/experience-matters-sam-s-club/"><i>“Experience
Matters | Sam’s Club”</i></a><i> in which Bob Mosher interviews Jennifer
Buchanan (Senior Director II, Field Learning & Development at Sam’s Club)
about driving behavior change through a shop-floor workflow learning approach.</i></p>
<p class="MsoNormal"><b>Bob Mosher (BM): </b>We are honored to have a remarkable
learning leader with us today, Jennifer Buchanan, who is the Senior Director of
Field Learning and Development at Sam's Club (where I am a card-carrying member).
It's a remarkable organization with great service, which is because of your
good work, Jennifer. <o:p></o:p></p>
<p class="MsoNormal">You wrote a wonderful article for ATD, the Association for Talent
Development, called “Training in the Flow of Work”, which is obviously a sweet
spot for this podcast and for me. We'd like to dig a bit deeper into that
during this session. The article pivots on this program you call “Manager in Training”
(MIT is the acronym in the article). Give us an overview of the intent of the
program and what motivated you to take this to the flow of work vs. a more
traditional approach that is often used in classic manager training programs.<o:p></o:p></p>
<p class="MsoNormal"><b>Jennifer Buchanan (JB): </b>The Manager in Training
program prepares our high-potential team leads for future careers in management
with the company. The program takes them on a journey through the work groups
in the club (Fresh, Members, Specialty, Merch, and Curbside). At the end of the
program, through the flow of work training, they can receive up to a semester’s
worth of college credit [through] our free tuition program at five different
universities.<span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal">What made us decide to do the program? When I first started,
we began having conversations with different leaders and associates in the club
(conducting focus groups). At the top of the list for everyone was the Manager
in Training program. I heard things about it, but when we really started to dig
in, we found about five or six different stop-and-start versions of the
program. So, there was something making it unsustainable. The content itself
was fine, but something wasn't sticking. <o:p></o:p></p>
<p class="MsoNormal">There was also the fact that it leveraged a 300-page binder and
170-page sponsor guide. We actually had (sitting beside my desk) all of the
papers piled up. I'm five foot two, so not very tall, but that pile was taller
than me. Wow. Right there, we knew we had to find a way to deliver it that was
going to be more digitally enabled; something that was going to make the
content more exciting and that was going to make it stick. <o:p></o:p></p>
<p class="MsoNormal">The turning point was realizing that it's very focused on
tasks. It was almost like we weren't giving people credit: people can think critically,
and we can open their minds. We could show this in a whole new light. That's
when the content transformation started. Then, with the digital piece, it just
seemed so obvious. We needed to integrate this into our existing digital
ecosystem. <o:p></o:p></p>
<p class="MsoNormal">The key element in all of this is that we wanted associates
to have an opportunity to immediately apply what they learned. That was really
the gap with having that 300-page binder. I mean, those [binders] are in every
company everywhere, in every role I've ever had. But really, the “click” is how
do I create learning in a way that people can go out and practice it
immediately and retain it?<o:p></o:p></p>
<p class="MsoNormal"><b>BM: </b>Love the “stickiness” aspect, and context is a
huge pivot. We've talked to so many folks in this series who have said that content
was almost never the gripe; rather, it was the lack of application and
stickiness. To your point, I've walked through [Sam’s Club] stores and the
digital footprint there is remarkable, so what seems intuitive to you makes it
more interesting that we still haven't made that jump [to technology] in other
areas. <o:p></o:p></p>
<p class="MsoNormal">You go into four guiding principles in your article, so
would you take us a bit deeper into those? [Workflow learning] is such a
transformational change for an L&D team or department. <o:p></o:p></p>
<p class="MsoNormal"><b>JB: </b>With the behavioral based learning framework and
our view on learning:</p><p class="MsoNormal" style="text-indent: 0px;"></p><ul style="text-align: left;"><li><span style="text-indent: -0.25in;">We want it to be personalized.</span></li><li><span style="text-indent: -0.25in;">We want it to be a journey.</span></li><li><span style="text-indent: -0.25in;">We want it to be customized.</span></li><li><span style="text-indent: -0.25in;">We want to bring the associates closer to work.</span></li></ul><p></p><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoNormal">When you put it down on paper, it's so obvious: yes, of
course we should be doing this. But I think as L&D folks, sometimes it
tends to be more [request based]: <o:p></o:p></p>
<p class="MsoNormal">“We would like training.” <o:p></o:p></p>
<p class="MsoNormal">“Okay, please fill out this needs assessment form.” <o:p></o:p></p>
<p class="MsoNormal">And then we go off and make training, right? Six months
later, the business has flown by us and we are delivering outdated training. We
really wanted to reengineer a new way to think about it. We knew if we started
with the behaviors that we wanted to change, then we could try from there. When
we frame it up that way, it makes a lot more sense to the business, but also to
the team. I said to the team, “We want to be enablers of the business, right?
We don't just want to be order takers.” If we really want to drive change, we
ultimately need to track the behavior. We need to have deep conversations with
the business about what behavior we are trying to change, and then let's drive
from that behavior. Then we can create the training or the experience. Sometimes
when you have those conversations, you realize you actually don't need training.
You realize it might be a different issue. I could create the best training
program in the world, but if it's a performance or talent issue, my training is
not going to solve that problem. So, it's really getting down to the core of what
it is. That is basically how we started to think about all of this. <o:p></o:p></p>
<p class="MsoNormal">Also, why wouldn't we do that for our own L&D team? If
that's what we're doing for our associates, meaning we're trying to open their
minds and encourage curiosity and critical thinking, as an L&D team, we
need to evolve our way of thinking as well. <o:p></o:p></p>
<p class="MsoNormal"><b>BM: </b>Brilliant. From behavior back! We talk about
pivoting on “apply” here all the time. It's amazing how for years in L&D,
we've focused on knowledge first, and then hope those binders and those amazing
times in the classroom somehow transcend to the workflow. <o:p></o:p></p>
<p class="MsoNormal">This behavioral based learning framework—how does this work
for you guys? Can you take us through sort of “a day in the life” for the
learner?<o:p></o:p></p>
<p class="MsoNormal"><b>JB: </b>A couple things: first, we wanted to go from
technical to more conceptual when we think about how we frame up the learning
with this framework. Second, we wanted to first define the behavior we wanted
to change, and then create a common language around that behavior. So, there
was a lot of change management on the back end, before we ever got to creating
any type of content. Our conversations with the business were along the lines
of, “Put yourself in the future and nothing stands in your way. How is the
world going to look different after they get this training, or they get this
experience?” That's what enabled us to create the journey. <o:p></o:p></p>
<p class="MsoNormal">When you think about the journey itself on the floor, an
associate will have in their handheld a landing page that recognizes them as an
MIT associate. It's going to frame up their learning. It's going to track where
they are in the program. It's going to show what type of activity they have: do
they have an immersion, do they have an activity with their handheld, do they
have a debrief, do they have a reflection? A concrete example would be that we
have a digital voice response assistant called “Ask Sam”. To put the learning in
the context of the Club, it might say, “Use Ask Sam to get a spec sheet on a
product.” The associate would then have to pull up that spec sheet and evaluate
it for accuracy. Perhaps they would have to show another associate how to do
that, and then there would be a debrief and reflection at the end. They're
basically mirroring—in the context of the Club—what their work would look like
day to day. <o:p></o:p></p>
<p class="MsoNormal">Another example would be at the jewelry counter. We’re
trying to do things to make learning more interactive and fun, right? If you
work at the jewelry counter, you need to know the gemstones. Instead of just
having five paragraphs about the different gemstones, how about we have a
gemstone matching game? That's a lot more fun, and that's something that they
can do right there in the flow of work to learn the information. So that's
really how we brought it to life. <o:p></o:p></p>
<p class="MsoNormal">I think the other piece that I would say on this, and people
can slap my L&D hand, is community over content. If you're able to create
the community, the SMEs come along, the content will flow in, and you create
that current community of learners. That's what creates the buzz around the
training. You really have to be able to do that to drive the behavior change.<o:p></o:p></p>
<p class="MsoNormal"><b>BM: </b>Yes, relevance and application. In my career, we
used to have to beg SMEs for time to help us do our job and get our training built.
But when you make this shift, there's buy-in. They understand the relevance. It's
what they do every day and helping others do what they do, including
themselves. Their desire to want to help and be a part of this is just a
dramatically different thing. <o:p></o:p></p>
<p class="MsoNormal">So, getting people up to speed is one thing (on the gemstones
and other things), but remaining competent in the world we live in today is
crazy. The rate of change is exponential, especially in retail with supply
chain issues. Given all the challenges they're faced with today, for employees
to come into work every day on the shop floor and do what we call Apply, Solve,
and Change (vs. New and More) is the hardest and most difficult work it's ever
been in my recollection. How does your solution flow into that part of the
world and their work?<o:p></o:p></p>
<p class="MsoNormal"><b>JB:</b> First, it's integrated into the flow of work and
into the digital ecosystem. Training is not a separate siloed area: it's part
of the experience. Also, our framework is very similar to yours (maybe our
words are a little bit different). We like to say Activate, Apply, Demonstrate,
and Integrate throughout the journey and throughout the behavioral learning
framework. The way that is organized on the back end is where that
contextualization and curation of all the content comes into play, because
that's how you keep that content organized and relevant. You don't want an
ecosystem of content that you can't keep track of, and we try to think of that
within the context of the Club, within all the work groups of the Club. The
connectivity of those pieces allows us to keep content up to date. I would also
say, just walk the floor with your SME, so they have the same experience [as
learners] and really put themselves in the shoes of the associate, because
that's how you really see the impact of what you create. </p>
<p class="MsoNormal"><b>BM: </b>Let’s go a bit deeper. You used two great words:
curation and maintenance. When it comes to traditional instruction, we've got
almost a waterfall design. We have iterations of our content (e.g., versions 1/2/3,
alpha/beta, 100/200/300—all this kind of stuff). It's almost an academic model,
frankly. But we're talking about a whole different world here. We're talking
about things at the moment of need in the immediacy of the day. How did you
help your L&D department and those you engaged in this journey keep content
current in your organization? It's a very different way of thinking and it
blindsides most L&D folks when they cross into workflow learning because of
the immediacy with which a lot of this content needs to be kept. It almost
swamps their ship in maintenance alone. How did you do this differently?<o:p></o:p></p>
<p class="MsoNormal"><b>JB: </b>You can't own everything within the actual
content. Instead, what you own is how you evolve that [content] into a training
and make that a great experience on the floor for the associate—in partnership
with the SME. I think of that game “telephone” where one person says something,
and then it goes down the line to others, and when the last person says it,
it's not the same thing anymore. That's what happens if you don’t have a
partnership. <o:p></o:p></p>
<p class="MsoNormal">Also, with the SME part of it, it's back to that piece
around keeping things within the context of the Club. All of that training
needs to fit within those work groups of the Club, and that enables the
associate to cross train into those other areas of the Club—because we have all
that connectivity between the content, and we can see where all the pieces fit
together. <o:p></o:p></p>
<p class="MsoNormal">In L&D right now, because of what's happening in the
outside world, we are having to immediately pivot and create content. I didn't
have a crystal ball, so I didn't know about COVID. What was interesting is that
it changed the way members wanted to shop: they didn't want to come into the Club.
So then curbside pickup was created, and we needed training for that, which
needed to be integrated into our digital tools. I think no matter how quick you
are on your content development models, you still really have to pay attention
to what's happening outside in the environment around you to pick up on the
signals and have the strategic foresight to plan. You may not know exactly what
you're going to create, but you need to know that you're going to need that
bandwidth in the future. <o:p></o:p></p>
<p class="MsoNormal"><b>BM: </b>You know Jennifer, there are so many things you
did right here that set you up for success. When we’ve talked to other leaders
since COVID, the ones that have done really well were doing workflow learning beforehand
(like you). That shift to immediacy and the way you're so in tune with the flow
of the business, plus your ability to adapt and go with it in a more agile (if
I may use that word) way, I think puts you way ahead of the game. <o:p></o:p></p>
<p class="MsoNormal"><b><i>Listen to the </i></b><a href="https://performancematters.podbean.com/e/experience-matters-sam-s-club/"><b><i>full
episode</i></b></a><b><i> for Bob and Jennifer’s complete conversation!</i></b><o:p></o:p></p>
<p class="MsoNormal"><b><i><span lang="EN" style="mso-ansi-language: EN;">Subscribe
to </span></i></b><a href="https://performancematters.podbean.com/"><b><i>The
Performance Matters Podcast</i></b></a><b><i><span lang="EN" style="mso-ansi-language: EN;"> to stay up to date on all the latest conversations and guests in the
5 Moments space.</span></i></b><o:p></o:p></p>
<p class="MsoNormal"><a href="https://www.5momentsofneed.com/"><b><i><span lang="EN" style="mso-ansi-language: EN;">Visit our website</span></i></b></a><b><i><span lang="EN" style="mso-ansi-language: EN;"> for additional resources: workshops
and courses, an eBook on workflow learning, and our latest </span></i></b><a href="https://www.5momentsofneed.com/enablewp.htm"><b><i><span lang="EN" style="mso-ansi-language: EN;">EnABLE Methodology white paper</span></i></b></a><b><i><span lang="EN" style="mso-ansi-language: EN;">.<o:p></o:p></span></i></b></p><p class="MsoNormal"><b><i><span lang="EN" style="mso-ansi-language: EN;"><a href="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023" target="_blank">Attend </a>our upcoming Summit.</span></i></b></p>
<p class="MsoNormal"><span style="font-size: 9pt; line-height: 107%;">Copyright ©
2022 by APPLY Synergies, LLC<br />
All Rights Reserved.</span><o:p></o:p></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-36630551943372342592022-09-13T14:01:00.001-06:002022-09-28T07:25:37.247-06:00Why Technology Matters with Workflow Learning<p><i>This blog is excerpted from the Performance Matters
Podcast <a href="https://performancematters.podbean.com/e/why-technology-matters-with-workflow-learning/">episode</a>
titled “Why Technology Matters with Workflow Learning” where Con Gottfredson,
Ph.D., RwE invites his colleagues Carol Stroud and Sue Reber to discuss the
critical role that technology plays in enabling the 5 Moments of Need framework.</i></p>
<p class="MsoNormal"><b>Conrad Gottfredson (CG):</b> Our focus is making sure
that organizations can implement the 5 Moments of Need framework and enable
workflow learning to ensure that people learn to perform. That is solved
through what we call a Digital Coach, which makes sure that within 2 clicks and
10 seconds, performers have what they need to do their jobs. Also, there is Targeted
Training—only for tasks with a Critical Impact of Failure that merits stopping
work to learn. All of this is enabled through technology. Today, we want to help
you look at technology through the framework of the 5 Moments and figure out
how to see it all. Carol, I'd like you to briefly introduce yourself and then
tell us how we can look at this technology landscape with all that's going on and
make sense of it.<o:p></o:p></p>
<p class="MsoNormal"><b>Carol Stroud (CS):</b> That's a that's a big question, Con.
Hi, my name is Carol Stroud and I've been working with this methodology for
almost 14 years, working closely with Con on lots of different projects, but
also being out and about working to implement it in different organizations. I've
certainly experienced many kinds of environments in terms of the different
puzzle pieces that fit for each one. From there, I started to understand that I
needed to learn the methodology. I did that and then found that once I started
to apply it in an organization, there was a ripple effect. It wasn't just about
doing the methodology, because the outcomes were so different: I wasn't doing eLearning
anymore. It was it was a very different focus. I had to figure out how we could
actually implement the methodology across a variety of different areas. One thing
that we always hit upon was the technology issue. How well did it fit in an
organization? Did they have what they need? What did we actually need
to implement in order to produce a successful solution? <o:p></o:p></p>
<p class="MsoNormal">With all that experience and working with Sue and Con on
different projects, we decided to put together an implementation framework for
the 5 Moments of Need. That framework—captured on strategic, tactical, and
technical levels—helped us start to wrap our arms around what implementation really
takes. Then, another layer went on top of that implementation framework, which
was a maturity model that lets us help people figure out where their
organization is in terms of maturity and implementation. There are four levels from
the very beginning to the very high end, and descriptions across those four
levels to explain what it looks like when you're at the very beginning of the
process, and what it looks like when you're rockin’ at the other end. <o:p></o:p></p>
<p class="MsoNormal">Technology is a huge piece of that conversation. In our
process of putting together what we call “technology ecosystems”, Bob Mosher, Con,
Sue, and I had some spirited conversations about how to break those down. We
came up with three main areas to address when we talk about technology:</p><p class="MsoNormal"></p><ol style="text-align: left;"><li><span style="text-indent: -0.25in;">Content, solution development, and maintenance. How
do you create your content and maintain it?</span></li><li><span style="text-indent: -0.25in;">Delivery and optimization. How do you actually
deliver the content or the solution and optimize it?</span></li><li><span style="text-indent: -0.25in;">Track, measure, report. How do you approach
these key elements?</span></li></ol><p></p><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoNormal">We carved out those areas in this way because when we look at the maturity levels of organizations, in some cases, all people can do is produce
content. Maybe it sits in a PowerPoint and maybe it’s delivered via email once
it becomes a PDF. Even though it’s low-tech, it still provides task-level
support; it still works and can be effective. This example gives us some of the
background as to why we look at the three different areas: content development,
content delivery, and how to actually track, measure, and report. <o:p></o:p></p>
<p class="MsoNormal">We put these lenses on top of all sorts of different
technologies. As Con said, initially, we were talking about a Digital Coach and
Targeted Training. But as we started to learn more and talk to different
people, we figured out that there's way more to this (things like adaptive
learning and different tools we can use to embed learning in the flow of work,
which make for a comprehensive series of Venn diagrams that we've put together).
Our overall intent for this work was to put some categories together and group
certain types of technologies into, for example, a Digital Coach category or an
LCMS category, etc. We wanted to map how all sorts of different technology comes
together and overlaps in a full 5 Moments of Need solution. We just needed that
foundational framework for us to be able to speak the same language. Often,
when talking about technology, people have their own perspectives and might
misinterpret that someone only means “this” (a very high end, integrated
solution) when in actual fact, the organization might not have that capability (they
only have a very low end, disintegrated solution). The question becomes, “How
can we produce good solutions using ALL types of technology?”<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Technology is important. Certainly, it's vital.
But not all organizations have access to all the technology they need to do
everything they want to do. One of the great advantages of working with Sue Reber
is that she's always looking, as does Carol, at how to implement and take
advantage of the technology an organization already has. Sue, as you have
worked with organizations and considered all the technology out there, what's
the greatest challenge you see as organizations work to step into 5 Moments of
Need capability (and getting the technology there to help them do that)?<o:p></o:p></p>
<p class="MsoNormal"><b>Sue Reber (SR):</b> Organizations have this tendency to
get wrapped up in the technology: what is it that we're going to build this 5 Moments
of Need solution in?! And that can really hurt you when you're trying to come
up with a good solution, because the methodology is really based around a
workflow, right? You can use any technology. You just need to start with what
you have available and go from there. You don't need to be thinking about
technology before you've actually implemented the methodology and applied it to
get to your workflow solution.<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Carol, I remember watching you at a time when
there was no technology, and you took the methodology and solved the problem
with a book of answers.<o:p></o:p></p>
<p class="MsoNormal"><b>CS:</b> I did live that dream, but it speaks so
successfully to what Sue was saying. We were pushing for a technology solution and
designing and working that way, but about six weeks out, it became apparent we
weren't going to get there. I still had the task of providing support to people
at the time they were going to need it, so I looked at the design of what we
had put together (intending for it to be put into the technology) and decided
we could actually create a print version. We had a workflow. We had tasks
identified. We knew what people needed to do and what they needed to know about
to go ahead and do it. So, within those six weeks, we were able to put together
a print solution, which was still effective because it followed the methodology.
It supported workers in the days of their new hospital opening. Interestingly,
it quickly went from print to a digital version as a PDF that went onto their
SharePoint site. Gradually, as the organization matured, different technologies
were used. But that's a great example of “start where you are". Have a solid
design based on the methodology and the Rapid Workflow Analysis, and then learn
to build as you move through those stages of maturity in the implementation framework.<o:p></o:p></p>
<p class="MsoNormal"><b>CG: </b>Sue, if I want to build a Digital Coach and you
tell me that methodology is the key, what do I need to have? What do I need to
be able to do with that methodology using technology?<o:p></o:p></p>
<p class="MsoNormal"><b>SR:</b> You need to be able to support a workflow. We have
a workflow map because everything is based on the workflow with our
methodology. And through that workflow, within 2 clicks or 10 seconds, we can
get to the support for every task, and all the support for a task is available from
the task itself. There is also immediate access to any supporting resources for
that task. This structure is going to be consistent. And the other critical piece
is being able to support all different audiences. Whether someone is an expert
or just starting out, we want to make sure to get them the support they need as
quickly as possible so they can get right back to work. If you think about it
that way, the technology itself is not as important. And you know, Carol talked
about a print version. I've built Digital Coaches in PowerPoint, we've
built Digital Coaches in SharePoint, and we've used a whole host of
different technologies (from low tech to high tech) to build effective support.
But the key thing is that it's all built around the workflow and what people do
on the job. Ultimately, you will evolve to where you're employing software
designed specifically to help you create, maintain, and deliver a Digital Coach. But what we want you to understand is that it's methodology that matters.
You can start from where you are. You can look internally at technology, and
you can prove it and grow. As your functional requirements increase, you can
look at other technologies, right? <o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> Yes, but those technologies must be founded upon
the right methodology. Is that what you're talking about, Sue?<o:p></o:p></p>
<p class="MsoNormal"><b>SR:</b> Yes. They're not the driver for the solution. The
workflow is the driver for the solution: what people need to do on the job.<o:p></o:p></p>
<p class="MsoNormal"><b>CG:</b> As we as we talk about technology, it's exciting
stuff. I mean, there are amazing things happening technologically. But we also
see a lot of decisions being made around technology with no forethought. So,
what is it that we need to do with that technology from a methodology
perspective? It is just so crucial that we are driving our technology decisions
based upon what it is that we need to be able to do. Technology enables
methodology and methodology ensures that technology is worth the investment. <o:p></o:p></p>
<p class="MsoNormal"><b><i><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Listen to the <a href="https://performancematters.podbean.com/e/why-technology-matters-with-workflow-learning/">full
episode</a> for more guidance around leveraging technology to enable the 5 Moments
of Need framework in your organization!<o:p></o:p></span></i></b></p>
<p class="MsoNormal" style="background: white; line-height: 12.8pt; margin-bottom: 10pt; mso-margin-top-alt: auto;"><b><i><span lang="EN" style="color: black; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Subscribe
to </span></i></b><b><i><span style="color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://performancematters.podbean.com/"><span style="color: #336699;"><span face=""Calibri Light",sans-serif">The Performance Matters Podcast</span></span></a></span></i></b><b><i><span face=""Calibri Light",sans-serif"><span lang="EN" style="color: black; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> to
stay up-to-date on all the latest conversations and guests in the 5 Moments
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<p class="MsoNormal" style="-webkit-text-stroke-width: 0px; background: white; font-variant-caps: normal; font-variant-ligatures: normal; line-height: 12.8pt; margin-bottom: 10pt; mso-margin-top-alt: auto; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;"><b><i><span style="color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://www.5momentsofneed.com/"><span lang="EN" style="color: #336699; mso-ansi-language: EN;"><span face=""Calibri Light",sans-serif">Visit
our website</span></span></a></span></i></b><b><i><span face=""Calibri Light",sans-serif"><span lang="EN" style="color: black; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> for additional resources: workshops and
courses, an eBook on workflow learning, and our latest </span></span></i></b><b><i><span style="color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://www.5momentsofneed.com/enablewp.htm"><span lang="EN" style="color: #336699; mso-ansi-language: EN;"><span face=""Calibri Light",sans-serif">EnABLE
Methodology white paper</span></span></a></span></i></b><b><i><span face=""Calibri Light",sans-serif"><span lang="EN" style="color: black; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">.</span></span></i></b><i><span style="color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></i></p>
<p class="MsoNormal"><o:p> </o:p><span face="-apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-size: 14px; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: xx-small;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">Copyright © 20</span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">22</span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> by APPLY Synergies, LLC</span></span></span></span></span></span></span></span></span></span></span><span face="-apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-size: 14px; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> </span></span></span></span></p><p class="MsoNormal"><span face="-apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-size: x-small; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">All Rights Reserved.</span></span></span></span><span face="-apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-size: x-small; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> </span></span></span></span></p>
<p class="MsoNormal"><o:p> </o:p></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.comtag:blogger.com,1999:blog-5634796923456734346.post-55266113929090216912022-08-05T11:09:00.020-06:002022-08-18T08:10:04.311-06:00A Bit of Workflow Learning Hogwash<p><span style="color: #282828;">by Conrad Gottfredson, Ph.D, Rw.E.</span></p><p><span style="color: #282828;">Bob Mosher just invited me to read through the Harvard Business Review (HBR) article <a href="https://hbr.org/2022/07/build-learning-into-your-employees-workflow" target="_blank">“Build Learning into Your Employees’ Workflow.”</a> I jumped right into it and discovered a well-intentioned academic researcher who proffers up some good insights but also some misunderstandings that we on the farm often call “hogwash” *. These misunderstandings are so common in our discussions regarding workflow learning that they need to be addressed.</span></p><p><span style="color: #282828;">The article begins by declaring that “Learning and Development (L&D) programs are critical for the success of any organization. These programs…ensure that employees have the skills and capabilities necessary to do their jobs well…”.</span></p><p><span style="color: #282828;">But in 90% of organizations today, L&D programs are failing to do this, which the article acknowledges with this statement:</span></p><p><span style="color: #282828;">“Unfortunately, many organizations struggle to demonstrate a return on their L&D investments. In fact, one estimate found that only 10% of the $200 billion spent every year on corporate training and development in the United States delivers real results.”</span></p><p><span style="color: #282828;">Here are three reasons the article provides that only partially account for this failure:</span></p><p><span style="color: #282828;">1. Trainings typically take place outside of the organization, making it difficult to translate what is learned in the classroom into real workplace applications.</span></p><p><span style="color: #282828;">2. Trainings tend to require the learner to invest a substantial amount of their own time, while still being expected to fulfill all their regular work duties.</span></p><p><span style="color: #282828;">3. The onus for applying the learning is typically placed on the learner, with minimal follow-up from the instructor once the training has concluded.</span></p><p><span style="color: #282828;">These are primarily training transfer issues that do matter. Transfer is where performers first meet the real moments of Apply and Solve in their flow of work. But the article ignores a critical phase that follows these transfer challenges. Once performers have navigated the rugged journey of transferring what they have learned to their specific work environments, the moments of Apply and Solve are joined by the moments of Change, Learn More, and Learn New in the ongoing flow of work. Here, performers must adapt to an everchanging work environment, which requires them to unlearn (Change), and then relearn (New and More) while they are working.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3JaT7K6V4PF0HFntj4NlbELeYXs1AbJpY0HNU1PpDIksZ928rs1FiTMq80FA4M9AA0XFSt-znqCHTukHREUMK3--sumG6uqFKLr5_5A_bLXqhIcNNf0MduV5xJzs6Xn8bz47IfOjAl1_M5rIbeTObCGDSeodXOjqXnMH9CPz_fds0ktkZU2i4LYSMA/s3920/Con's%20Blog%20Graphic%201.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1458" data-original-width="3920" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3JaT7K6V4PF0HFntj4NlbELeYXs1AbJpY0HNU1PpDIksZ928rs1FiTMq80FA4M9AA0XFSt-znqCHTukHREUMK3--sumG6uqFKLr5_5A_bLXqhIcNNf0MduV5xJzs6Xn8bz47IfOjAl1_M5rIbeTObCGDSeodXOjqXnMH9CPz_fds0ktkZU2i4LYSMA/w659-h245/Con's%20Blog%20Graphic%201.png" width="659" /></a></div><p><span style="color: #282828;">Here is where the HBR article really goes awry. Stopping work to learn is costly no matter where it occurs. Workflow learning isn’t just about embedding micro learning events into the workflow. This is actually the hogwash part of this article. Performers are still interrupting their work to learn in those micro events, which have their own set of challenges. The cognitive responsibility to transfer what performers have learned to their work is certainly easier in the context of work, but there is still the cognitive requirement of transfer. True workflow learning eliminates the transfer phase.</span></p><p><span style="color: #282828;"><b>True workflow learning occurs to the degree that people learn while actually doing their work rather than stopping work to learn.</b></span></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Learning
while working requires a Digital Coach that provides 2-click/10-second access
to all the resources people need to perform effectively at the job task level. As
performers land on the step-by-step instructions and follow them, drawing upon
other supporting resources as needed, they are doing their work and learning at
the same time. <o:p></o:p></span></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">This
doesn’t require stopping work for reflection time, and nudges happen naturally.
Whenever workers need to perform a task (Apply), resolve a challenge (Solve), or
learn something New or More, the workflow naturally nudges them to access the
Digital Coach that has been designed to support learning while working at all 5
Moments of Need. <o:p></o:p></span></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">The
following graphic shows the two criteria that govern true workflow learning:</span></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828; text-indent: -0.25in;">1. The degree to which the workflow
learning solution is embedded in the flow of work <br /></span><span style="color: #282828; text-indent: -0.25in;">2. The degree to which performers are
NOT required to interrupt (stop) their work to learn </span></p><p>
</p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Where
the HBR article and others get it wrong is they only address the degree to
which learning is embedded in the workflow: they ignore the power and potential
of learning in the flow of work while actually working. The following graphic
shows how these two criteria can help sort through the maze of discussion around
workflow learning.<o:p></o:p></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGlGt0JBMAIXSAbHzfX9tlWZCb4CcyGSIGJktimMtGZt7RiZqEFxbp-eSLiF3X2aeFPo4VbqUxinQIhHjLUjINYejK36Nb-_qy5A7m7nX-CdxzJxvj4JpeGkbfoHiqH3t5vmfvJrEOljiCAoXm2qYJQdO0ToQ1264lyxy6W5yKjFwtIFoZU8ozNXjhew/s2205/Con's%20Blog%20Graphic%202.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1742" data-original-width="2205" height="460" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGlGt0JBMAIXSAbHzfX9tlWZCb4CcyGSIGJktimMtGZt7RiZqEFxbp-eSLiF3X2aeFPo4VbqUxinQIhHjLUjINYejK36Nb-_qy5A7m7nX-CdxzJxvj4JpeGkbfoHiqH3t5vmfvJrEOljiCAoXm2qYJQdO0ToQ1264lyxy6W5yKjFwtIFoZU8ozNXjhew/w582-h460/Con's%20Blog%20Graphic%202.png" width="582" /></a></div><br /><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828;">If you read an article or hear any discussion about workflow learning in which it is defined only by creating or placing learning events in the workflow—where learners must still stop working to learn—then you can count it as hogwash. </span></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"></p><p class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #282828;">* Here’s one definition of hogwash (if you’ve not had experience feeding pigs): noun. <b>refuse given to hogs; swill</b>. any worthless stuff. meaningless or insincere talk, writing, etc.; nonsense; bunk</span></p><p style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif; font-size: 14px; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: xx-small;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="font-size: 14px;">Be sure to v</span><a aria-label="Link isit our website" href="https://www.blogger.com/u/1/blog/post/edit/5634796923456734346/2282291478181777645#" rel="noopener noreferrer" style="-webkit-font-smoothing: antialiased; box-sizing: border-box; color: #4f52b2; font-size: 14px; outline-style: none; text-decoration-line: none;" tabindex="-1" target="_blank" title="https://www.blogger.com/u/1/blog/post/edit/5634796923456734346/2282291478181777645#"><i style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span lang="EN" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">isit our website</span></span></span></i></a><i style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: 14px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; color: black;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span lang="EN" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"> for these additional resources: workshops and courses, an <a href="https://www.5momentsofneed.com/ebook.htm">eBook on workflow learning</a>, and our latest </span></span></span></span></i><a aria-label="Link EnABLE Methodology white paper" href="https://www.5momentsofneed.com/enablewp.htm" rel="noopener noreferrer" style="-webkit-font-smoothing: antialiased; 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box-sizing: border-box; font-size: 14px;">Already shifting to a performance-first approach? Bring your team to our 2023 Summit!<span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"> </span><a aria-label="Link Registration is now open" href="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023" rel="noopener noreferrer" style="-webkit-font-smoothing: antialiased; background-color: transparent; box-sizing: border-box; color: #4f52b2; outline-style: none; text-decoration-line: none;" tabindex="-1" target="_blank" title="https://applysynergies.zohobackstage.com/The5MomentsofNeedSummit2023">Registration is now open</a>.</em></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif; font-size: 14px; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: xx-small;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><br /></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif; font-size: 14px; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: xx-small;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">Copyright © 20</span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">22</span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> by APPLY Synergies, LLC</span></span></span></span></span></span></span></span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> </span></span></span></span></span></p><p style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #242424; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", system-ui, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Web", sans-serif; font-size: 14px; font-style: inherit; font-weight: inherit; margin: 0px;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-size: xx-small;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;">All Rights Reserved.</span></span></span></span><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px;"> </span></span></span></span></span></span></span></span></p><div><br /></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-27880424531444048302022-06-28T15:38:00.004-06:002022-07-01T15:11:33.742-06:00Why Don't We Weigh Them?<p><span style="font-family: arial;"> Written By: Gloria
J. Gery*</span></p>
<p class="MsoNormal"><span style="font-family: arial;">Throughout the years, folks have developed measures for
training effectiveness, satisfaction, and learning. All kinds of approaches
from smile sheets to yardsticks have evolved. When I was running a data
processing training organization at a large insurance company I once got
disgusted with the statistics I had to submit each month. As the functional
manager I was responsible for use of facilities, instructor resource,
equipment, and assuring "value" for the training dollars spent on IT
technical professionals and management -- and the user community. My monthly
report had to list items such as: <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 1in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"></p><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->number of student days </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->student/instructor ratio </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->number of "no shows", drop-outs, and
last minute cancellations </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->dollars charged back to departments using
training </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->percent utilization of facilities </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->cost per student-day </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->average "satisfaction" scores on our
"smile sheet" evaluations </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->on-time completion and on-cost development of
new courses </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->actual vs. planned operational budget
expenditures. </span></li></ul><span style="font-family: arial;"><!--[if !supportLists]--></span><p></p>
<p class="MsoNormal"><span style="font-family: arial;">At a meeting one day, I suggested a new measurement
criterion. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">"Why don't we weigh the students and report on a cost
per pound?" <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">A deep quiet overcame the meeting. It was finally broken by
a softly spoken question. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">"What?" <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">I guess I was being given a chance to reconsider, but I
didn't take it. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">"Why don't we install a scale in the entry way," I
said, "like the one they use for cattle. We can have each student stand on
the scale before entering class each day. We can then calculate the return on
our investment by volume." <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">Needless to say, this attitude was a subject for much
discussion both on that day and on my annual appraisal. While I wasn't exactly
serious, the idea didn't seem any more irrelevant than some of the success
indicators I was reporting on monthly. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">None of the measurements I was supposed to take asked if
anyone learned anything or if our interventions changed their performance. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">One of the men who worked with me was angry about my
attitude. He said: "Do you know what your problem is?" (Note: it's
always a bad sign when somebody starts talking about "what your problem
is.") <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">"No", I responded. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">"You're trying to get the right numbers instead of
making the numbers come out right!" he said. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">I am still working on a response to that one. But I long ago
gave up trying to make the numbers come out right in favor of finding the best
way to measure what we're trying to accomplish. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">Today, I encourage different measures. It's much easier to
actually employ these assessments in a performance support environment because
the connections between performance support in the actual work context is so
much more direct than the distance between training events and work
performance. That very statement says a lot, doesn't it? <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;">Let me share some of the objectives and measurements that
rule my work today. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 1in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"></p><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->decreased time to understanding </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->decreased time to performance </span></li><li><span style="font-family: arial;"><span><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->reduced performance cycle times (associated with
a task, process, customer </span><span>interaction, </span>deliverable, creation, etc.</span></li><li><span style="font-family: arial;"> reduced implementation costs (for a system,
product, new process, etc.)</span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->reduced support costs (number of coaches per
group) </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->reduced handoffs of work, calls, problems to
others </span></li><li><span style="font-family: arial;"><span><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->increased customer satisfaction with
organization representatives as measured by surveys, </span>follow-up calls, complaint
activity</span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->quality improvements </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->ability to shift work to less experienced
employees or to customers </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->reduced transaction costs </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->decreasing the gap between less experienced and
star performers </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->competitive differentiation as reported by
customers </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->organizational flexibility </span></li><li><span style="font-family: arial;"><span style="mso-list: Ignore;"><span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->increased performer confidence -- and confidence
by those they work or interact with </span></li></ul><span style="font-family: arial;"><!--[if !supportLists]--></span><p></p>
<p class="MsoNormal"><span style="font-family: arial;">When an organization can accomplish something like
institutionalizing best practice into the work situation and make performance
less a focus of individual competence and more a function of the environment
itself, weighing people just doesn't come to mind for me. Does it for you? <o:p></o:p></span></p>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: center;">
<hr align="center" size="0" width="100%" />
</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span><i>*Originally published in CBT Solutions Magazine</i><i>,
May/June 1997</i></span><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: trebuchet;"><i><br /></i></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: trebuchet;"><i><br /></i></span></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-6568747281574556942022-05-24T14:58:00.005-06:002022-05-25T11:49:17.895-06:00Develop Performance Objectives Aligned to the Workflow <div>By: <a href="https://www.linkedin.com/in/conrad-gottfredson-84149255/" target="_blank">Conrad Gottfredson,</a> Ph.D., Rw.E.</div><div><br /></div><div>When I shifted my mindset from learning to “performance-first” in 1984, the way I viewed and created learning objectives changed. “Performance-first” pushed me to design solutions that enabled knowledge enriched performance in the flow of work, which in turn required me to ask and answer four key questions about job performance:</div><div><ol style="text-align: left;"><li>What is the fundamental unit of job performance?</li><li>What is the role of knowledge in enabling effective job performance?</li><li>What is a job skill?</li><li>How does all of this influence performance-first instructional design practices?</li></ol></div><div><b>What is the Fundamental Unit of Job Performance?</b></div><div><br /></div><div>No matter the role, all work is comprised of a group of workflow processes, each with a set of job tasks. The tasks that make up each process have steps that are procedural (algorithmic) and/or principle-based (heuristic). </div><div><br /></div><div>For example, the following workflow map shows the processes for a company’s leaders who are responsible for leading sales teams:</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjxGWRo9DHiNsSXevC--aHxMzSRwV9wspLlP1BGpO3P3MJMYuFN5eCAcYuRxpH64lPZzWDFsvrmzW5hrtapQAaJ66Uq86OqH6BtlPe3grQa4545jaU96qjIZWf-H9EIQvPuW4j_02vXh2Cb1nSxyYiqmpj2idlZzFMDqNhLPedssFMipE-m9CHOR-eftw" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="681" data-original-width="1678" height="258" src="https://blogger.googleusercontent.com/img/a/AVvXsEjxGWRo9DHiNsSXevC--aHxMzSRwV9wspLlP1BGpO3P3MJMYuFN5eCAcYuRxpH64lPZzWDFsvrmzW5hrtapQAaJ66Uq86OqH6BtlPe3grQa4545jaU96qjIZWf-H9EIQvPuW4j_02vXh2Cb1nSxyYiqmpj2idlZzFMDqNhLPedssFMipE-m9CHOR-eftw=w635-h258" width="635" /></a></div><br /><br /></div><div>Behind each of the processes shown in the map above, there
is a grouping of job tasks. The following graphic shows those task groupings:</div><div><p class="MsoNormal"><o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhlg_rNbswl2X_ncFpdft8paLCjT5_K9XRmSgsY7wiz7bwWWg3TWgxj3OrvW6r9FzpwaZTQDxLOrbDl3ptJNQpLLSJVDkGz6fGAuJsfxwDIYv0T8EZtcLhpYnkofxuPDuMXEjG1SoRy_q7SP2d1dK-yFM6puPwKlpWkElXr1jo3328GReAsBcy9mIKMkA" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="763" data-original-width="1533" height="301" src="https://blogger.googleusercontent.com/img/a/AVvXsEhlg_rNbswl2X_ncFpdft8paLCjT5_K9XRmSgsY7wiz7bwWWg3TWgxj3OrvW6r9FzpwaZTQDxLOrbDl3ptJNQpLLSJVDkGz6fGAuJsfxwDIYv0T8EZtcLhpYnkofxuPDuMXEjG1SoRy_q7SP2d1dK-yFM6puPwKlpWkElXr1jo3328GReAsBcy9mIKMkA=w605-h301" width="605" /></a></div><p class="MsoNormal">Focusing on tasks as the fundamental units of job performance provides the optimum framework for aligning all performance support and learning instruction. We know from cognitive research that the way performers encode skills into memory affects how efficiently and effectively they retrieve and translate those skills to action (see <i>Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load</i>, by Ruth Clark, Frank Nguyen, and John Sweller - 2006, Pfeiffer). In simpler words, how we train people affects how readily they can transfer what they have learned to their specific work environment. For example, when you were taught the letters of the alphabet, you were most likely taught those letters in a sequential order. You therefore encoded those letters in that order in your long-term memory. Now, if I ask you to retrieve those letters in a different order - say backwards by every third letter - you will likely struggle. This is exactly what happens when the training people receive isn’t directly aligned with how they perform their work. It’s like they are running into a brick wall. This is why after learners complete their training/learning experience and return to the workplace, they are often greeted with the comments, “Forget what you have learned in class. We’ll show you how it’s really done.” </p><p class="MsoNormal">Performers need to learn according to how they will perform in their flow of work. Job tasks are the fundamental units of that work and when task training is aligned with the workflow and supported by a Digital Coach (i.e., EPSS) transfer can happen in the blink of an eye.</p><p class="MsoNormal"><b>What is the Role of Knowledge in Enabling Effective Job Performance?</b></p><p class="MsoNormal">Today’s speed of change favors an organization whose workforce is inherently adaptive. The workflow is the best schoolroom for developing this critical skill. Why? Because any object or situation experienced by an individual, in the flow of work, is unlikely to recur in exactly the same form and context. Every time performers effectively respond to a recurring but altered situation, while working, they are practicing the skill of adaptive response. </p><p class="MsoNormal">Research by Albert Bandura demonstrates that successful adaptive performance not only increases the adaptive capacity of a workforce, but also its workers’ overall self-efficacy. Increased self-efficacy fuels more effective performance. (<i>Cognitive Therapy and Research</i>, VoL 1, No. 4, 1977, pp. 287-310) </p><p class="MsoNormal">So how does all this address the need for knowledge enriched experience? Performance without requisite knowledge is sterile and mechanical, but when knowledge is infused into a job task, performers are better able to successfully adapt to change. Knowledge contributes to better decision making while adapting. All of this opens the door to the benefits identified by Bandura.</p><p class="MsoNormal">A performance-first approach to instructional design begins with the identification of job tasks. Then, those tasks are mapped to workflow processes. The next step is to identify the key knowledge topics (i.e., concepts) that support meaningful performance of those job tasks. In the sales leadership example shown above, we identified 65 job tasks that make up 9 workflow processes. The table below shows the supporting knowledge topics for two of those processes. These are topics that performers need to understand in the context of the specific tasks. For example, leaders need to understand what the organization means by “Bench Strength” as they perform tasks 1, 2, and 5 in the “Build Your Bench” process.</p></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgTYUJbn1q1fdeH4D_S2sTI2OrnC1hgMay8e1v0Po2U0OXXydUI57kFKHWhJ_y8-jkuOu9W4h5tYih6-SaTSyvEUWkYBOuKu2aJ-HYpleKI1ZcKBGRj6-0Ule_FTn_Q4d7yMYCuTLl-jO_R5QxcbvQT227W-GhbZRBorU5zYxoekmE-PNF2KbYAOcppwg" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="517" data-original-width="836" height="309" src="https://blogger.googleusercontent.com/img/a/AVvXsEgTYUJbn1q1fdeH4D_S2sTI2OrnC1hgMay8e1v0Po2U0OXXydUI57kFKHWhJ_y8-jkuOu9W4h5tYih6-SaTSyvEUWkYBOuKu2aJ-HYpleKI1ZcKBGRj6-0Ule_FTn_Q4d7yMYCuTLl-jO_R5QxcbvQT227W-GhbZRBorU5zYxoekmE-PNF2KbYAOcppwg=w499-h309" width="499" /></a></div><br /><div><br /></div><div><div><b>What is a Job Skill?</b></div><div><br /></div><div>There are many ways to define a skill. Here’s one way in the context of workflow learning: “A person has mastered a skill when they can successfully and consistently perform a job task with full understanding of its requisite supporting knowledge.” This is a tactical definition in that it allows the consistent identification of skills that can be specifically targeted for support, training, and measurement. </div><div><br /></div><div>Thus, a skill set is an integrated set of tasks and associated concepts (i.e., supporting knowledge) that comprise a specific workflow process. A learning module is generally comprised of a series of lessons, each focusing on a task and its supporting knowledge. </div><div><br /></div><div>The following example shows these tactical relationships: </div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjH9ClUfOqX3x7p93tDxpEISHTzr9lS3kBvSh-m_455ORvYQgOShJc8wbba_A2ZT9W33RYlY2cghNxW831zdT9KFR1F5986W9X6L66QLJfaxuW2s2ejp58HpGHDSE4wsMqpQhkBdstGMvEjg4FPTbQ-oOfLHlGQBLGgUXtfoOWiFkNQFFwqQ3-vp1e4vQ" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="642" data-original-width="885" height="366" src="https://blogger.googleusercontent.com/img/a/AVvXsEjH9ClUfOqX3x7p93tDxpEISHTzr9lS3kBvSh-m_455ORvYQgOShJc8wbba_A2ZT9W33RYlY2cghNxW831zdT9KFR1F5986W9X6L66QLJfaxuW2s2ejp58HpGHDSE4wsMqpQhkBdstGMvEjg4FPTbQ-oOfLHlGQBLGgUXtfoOWiFkNQFFwqQ3-vp1e4vQ=w505-h366" width="505" /></a></div><br /><div><br /></div><div><div><b>How Does All of This Influence Performance-First Instructional Design Practices?</b></div><div><br /></div><div>The great danger of all learning and instructional theory research is the academic backdrop of researchers and their subjects. But there is much to be learned from academically focused research. As a graduate student, I was highly influenced by the research of David Ausubel, who, for me, set the research standard for the value and use of advanced organizers. Ausubel believed that one of the key roles of an advanced organizer is to trigger previous knowledge and experience as well as prepare learners to look for and process new knowledge and experience. Workflow performance objectives can and should serve these two purposes. </div><div><br /></div><div>When I answered the three previous questions (1. What is the fundamental unit of job performance? 2. What is the role of knowledge in enabling effective job performance?</div><div>3. What is a job skill?) forty years ago, it fundamentally shifted the way I thought about objectives. Once tasks and their supporting knowledge topics were identified and aligned with the flow of work, I found I had all I needed to write meaningful learning objectives. </div><div><br /></div><div><i>NOTE: I need to pause here and acknowledge the high probability that some readers are going to push back on what I’m going to write next. Please take a deep breath and brace yourself.</i></div><div><br /></div><div>A performance-first approach to instructional design focuses on the workflow first and designs the performance support solution ahead of its associated learning experience solution. As stated earlier, these two solutions need to be integrated into a cohesive overall solution. </div><div><br /></div><div>Inherent in the design of the learning experience is establishing the scope and sequence of the learning modules and the lessons within them. This is where the magic happens when training is aligned with the workflow. At the completion of every module, learners need to be able to do two things:</div><div><ol style="text-align: left;"><li>Successfully perform the job tasks that comprise the workflow process represented in the module.</li><li>Demonstrate understanding of the supporting knowledge associated with those tasks.</li></ol></div><div>More specifically, every lesson in a module has the primary objective of enabling learners to successfully perform a specific task with the help of performance support. In addition, learners need to develop their understanding of the supporting knowledge related to that task in the context of performing it.</div><div><br /></div><div>The following is an example of an <b>objectives statement</b> taken from a module overview:</div><div><br /></div><div>In this module you are going to learn how to Build your Bench. Specifically, you will learn how to:</div><div><ul style="text-align: left;"><li>Identify talent in the market</li><li>Build a relationship with a potential candidate</li><li>Justify a position</li><li>Secure position approval</li><li>Interview and close an offer</li><li>Manage succession planning</li></ul></div><div><br /></div><div>And here is an example taken from a<b> lesson overview</b> within the module for “Build Your Bench”:</div><div><br /></div><div>In the following lesson you will learn how to Identify Talent in the Market. To do this you must first understand: </div><div><ul style="text-align: left;"><li>Bench strength/roles</li><li>High performing leadership/seller behaviors</li><li>The competitive/market landscape </li></ul></div><div><br /></div><div>Here’s the good news. In the realm of workflow learning, it is absolutely possible to verify (measure) successful performance of each and every task via usage data and micro-polling gathered by a Digital Coach (i.e., EPSS). In addition, adaptive learning systems can most certainly reinforce knowledge learning while gathering measurement data to verify ongoing understanding of the supporting knowledge associated with those tasks. </div><div><br /></div><div>This approach to objectives isn’t theoretical. It has been proven by 40+ years of real-world experience (Rw.E.) developing comprehensive performance-first solutions that span chronologically, culturally, linguistically, and logistically diverse audiences in settings ranging from small to large international corporations, government agencies, and religious organizations. Thank you for investing your valuable time reading this blog. I hope it hasn’t been too stressful and welcome any questions or comments you have. </div></div><div><br /></div><div><br /></div><div><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{52}" paraid="177456050" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">Copyright © 20</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">22</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;"> by APPLY Synergies, LLC</span></span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{62}" paraid="1640449280" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">All Rights Reserved.</span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-22822914781817776452022-04-17T02:25:00.006-06:002022-06-09T07:26:18.351-06:00Insights to Unlock Performance Support for Your Organization<p><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This blog is excerpted from the Performance
Matters Podcast </span></i><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><a href="https://performancematters.podbean.com/e/research-matters-insights-to-unlock-performance-support-for-your-organization/" target="_blank">episode</a></span></i><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><a href="https://performancematters.podbean.com/e/research-matters-insights-to-unlock-performance-support-for-your-organization/" target="_blank"> </a>entitled “Insights
to Unlock Performance Support for Your Organization” where Bob Mosher and Dr. Katie
Coates, director of learning at McKinsey and Company, discussed her latest
research findings behind the true power of performance support. </span></i></p><p class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">
<b>Bob Mosher (BM): </b>I'm incredibly honored to have Dr. Katie Coates of
McKinsey & Company with me today. Katie it is so wonderful to have you here—welcome!<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Katie Coates (KC):<span style="mso-spacerun: yes;"> </span></span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Thank you so
much, Bob. It's great to be with you today.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">:<b> </b>And a recently accredited PhD, correct?<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, I'm finishing things up. But, yes, shortly.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">That’s absolutely remarkable, do you mind jumping in and sharing a
bit about your dissertation process?<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, so there was some rigor around this; it followed the qualitative
research methodologies. I had a committee of professors that were with me step
by step looking at what I was doing and giving me feedback. It then had to be
approved by our research board to make sure that everything I was doing was
ethical. So, it was really in the university confines and monitored and watched
by experts in qualitative research. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But the first thing you do in a dissertation is to come up with “what's
the problem?” “What's the question?” And my question was around adoption and
really focusing on those upfront decisions that leaders make. What are the
events and experiences that lead Senior Learning and Development professionals
to adopt and implement performance support? I wasn't looking at the end user
adoption, but the upfront decisions that were being made. So, you frame that
question, you do the lit review that I talked about and my argument was that <b>performance
support is effective and can have an impact. </b>I just don't understand why
more organizations aren't doing it. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And that's really it. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: Wow, this is all so badly needed.<span style="mso-spacerun: yes;"> </span>So, let's get to it. What are some of your
key findings?!<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Sure! So I think that there's still a lot of myths about
performance support out there in the world, one of the things I continually
hear was, “Well, it's good for help desks, good for very procedural activities.”
So, I wanted to test that. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And I didn't say that to my participants, it was an open-ended
question. I had 36 different examples from the 17 interviews. And then I
synthesize that down to a number of nine, I'm not going to go through
everything. But of course it's about access to consistent work processes that
increase efficiency and quality. We know, that's a big part of it, that support
professionals time to competency. So, during onboarding, giving them the right
tools to help them. <span style="mso-spacerun: yes;"> </span>There are examples
of how this is used in soft skills as well. I mean, I hate to use soft skills,
but you know, it's not the harder thing, those power skills, if you will.</span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Love it.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah. There was one example in an organization where they a people
leadership hub, it was like, “Okay, how do I hire people? How do I develop
people? How do I review their performance? How do I handle different scenarios?”
Now there's some procedural things in there, but there were a lot of things
around interviewing or coaching, giving feedback and performance support pieces
to really support that whole process. So, lots of different types - regulations
and compliance, hybrid working models when people were working from home and they
don't have the water cooler, or the person next to them to ask. So, these were
the types of examples. So, so many things out there. That was one big lesson
learned.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You know what I love about that is it so resonates with where we
are today with the pandemic situation. But these challenges have been around
forever, I just think the circumstance has exacerbated it and exposed the
cracks in the dam that might have been around anyway. But compliance, these
kinds of things, the hybrid worker, the disruptive workforce, to keeping up
with the rate of change, again, those have always been in every organization
you walk into, but the nature of the stress or the time, or the anxiousness of
those things, was just something that we kind of swept under the rug, frankly,
in some ways, but you found that these people ran right at it with this kind of
an approach. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Oh, there were a couple of amazing examples around how performance
support showed up during COVID. One in particular that's really interesting was
a hospital and the learning team. They had gone to a conference, and they learned
about performance support, and they really wanted to do it. But the way they
described it, to get it in the door, would have been a very difficult process
for them—lots of bureaucratic red tape. Then, when COVID hit, they shut down
their in-person Academy but they had to train nurses from one ward, so maybe
they were working in the ICU, and they now had to work in the COVID ward. They
had the baseline skills, but there were some differences. So, they did have
some things that they had to teach them. And the learning manager picked up the
phone and called her boss and said, “I think we need to do performance support
now.” And they went and took a quick proposal to the leaders and leader said, “Yes,
that makes total sense. Bring it in.” They then worked with a team of external
experts and in 10 days they produced a performance support solution. It was
amazing, absolutely amazing. And now they all love it. They have doctors coming
and saying, “When do I get my performance support?” <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Happens every time. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, my friend, I've known you through this whole journey and you
seem to have emerged more passionate than when you started this research. <span style="mso-spacerun: yes;"> </span>It must have reinforced your own experience.
And then on top of that you got to talk to these wonderful leaders across all
those industries and you saw again and again the impact and enthusiasm. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Here's my question, Katie. In your opinion, you've known so many
leaders, and you've met so many L&D professionals. If you look at our
industry, why do you think we continue to lag in putting performance first?
Where do you think that comes from? And how do we break that cycle?<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, I do think one big thing we've talked about, is there are a
lot of learning professionals that grew up creating learning experiences. And
that is fun. They learned the ISD model and they are passionate about it. They're
really focused on that. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And so I think that's one piece where we need to help them understand
that this too can be fun! Maybe even more fun due to the impact that it can actually
have!<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We know we are currently in the industry minority, but I have
faith that because of wonderful work a and research like yours, and people like
you, that our voice is getting stronger. We are becoming a cohort and a
community, which is what we need. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I can't thank you enough for your time today, for your dedication,
for your friendship, and for your leadership. This is not for the faint of
heart, but as you've so well demonstrated in your research, it is well worth
doing. So let's all work to be a bit be more like you and do more of this.
Katie, thank you so much!</span></p>
<p class="MsoNormal"><b><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Listen to </span></i><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><a href="https://performancematters.podbean.com/e/research-matters-insights-to-unlock-performance-support-for-your-organization/" target="_blank">the full
episode</a></span></i><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><a href="https://performancematters.podbean.com/e/research-matters-insights-to-unlock-performance-support-for-your-organization/" target="_blank"> </a>for more on Dr. Coates’ research and her organization’s
performance support journey. <o:p></o:p></span></i></b></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Subscribe to </span></i><a href="https://performancematters.podbean.com/"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The Performance Matters Podcast</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up-to-date on all the latest
conversations and guests in The 5 Moments space. <o:p></o:p></span></i></b></p>
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at traditional Instructional Systems Design (ISD) practices through the lens of
a “performance-first” mindset. <a href="https://blog.5momentsofneed.com/2022/03/methodology-matters-performance-based.html" target="_blank">Click here</a> to access the introductory blog to
this series: “Methodology Matters: A Performance-Based Instructional Design
Methodology”. </i><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: times;">In 1978, I took my first graduate-level course in Instructional
Systems Design. At the time, I was an Undergraduate Research Trainee (URT) for
the department of Instructional Science. The first lesson in that course taught
me how to write measurable learning objectives. Our textbook was titled <i>Preparing
Instructional Objectives: A Critical Tool in the Development of Effective
Instruction</i> (written by Robert Mager). For the next six years, I wrote
hundreds of Mager-perfect objectives. I was a true believer. But after graduate
school, when I awakened to the realities of workplace learning, things changed.
As I looked at learning objectives through a “performance-first” lens, I recognized
that I needed to rethink their role.</span></p><p class="MsoNormal"><span style="font-family: times;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: times;">Fast forward to more current times, when our team was asked
to help an organization restructure a key course to meet the requirements of
all 5 Moments of Need. It was a traditional 5-day course with over a thousand
slides and 270 traditional learning objectives. Focused on safety, this course
had the overall performance requirement of enabling participants with the
skills they needed to safely secure information, facilities, and people.</span></p><p class="MsoNormal"><span style="font-family: times;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: times;">The first thing we did was conduct a Rapid Workflow Analysis
(RWA). We identified 56 job tasks that participants needed to perform in their
security roles and the 51 supporting knowledge topics they needed to understand
as they performed the various steps within those 56 tasks.</span></p><p class="MsoNormal"><span style="font-family: times;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: times;">We also conducted a Critical Impact of Failure Analysis with
key stakeholders to rate every task and knowledge topic using a modified version
of the following rubric:</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5E9bMQkhpDOtr7yLqR9ARD_nZowShyp17FvuUGnb9yjB3oT-MgDyZZk_voryUqfREnZ8S4X3kn5WSoFSECy5BiWH_r3vcAY1rZ_-hEuUlJFGGuOkb5hYaWjz4mDLY6ZhE4SILtK-E4bqN7sQapLrjWEEm-k2sIKZafKSoippPBgEroo-HudRDdA1Xg/s3099/Blog%202.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1664" data-original-width="3099" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5E9bMQkhpDOtr7yLqR9ARD_nZowShyp17FvuUGnb9yjB3oT-MgDyZZk_voryUqfREnZ8S4X3kn5WSoFSECy5BiWH_r3vcAY1rZ_-hEuUlJFGGuOkb5hYaWjz4mDLY6ZhE4SILtK-E4bqN7sQapLrjWEEm-k2sIKZafKSoippPBgEroo-HudRDdA1Xg/w542-h291/Blog%202.png" width="542" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><span style="font-family: times;">To check the instructional health of the existing course, we mapped the 270 learning objectives to the tasks and knowledge topics that our SMEs identified during the RWA. Here’s what we found:</span></div><div class="separator" style="clear: both; text-align: left;"><ol style="text-align: left;"><li><span style="font-family: times;">More than 80% of the learning objectives were focused on knowledge rather than performance. Only 52 of the 270 learning objectives related directly to actual job tasks. </span></li><li><span style="font-family: times;">Significant workflow performance areas were missed. The existing 52 performance-focused learning objectives addressed only 30% of the job tasks we identified through the RWA. </span></li><li><span style="font-family: times;">There was a significant imbalance of learning objectives for knowledge topics. Although the remaining 218 objectives only missed 15% of the 51 supporting knowledge topics, objectives were micro-focused and contributed to cognitive overload: 20% of them included 10 to 25 learning objectives per concept.</span></li><li><span style="font-family: times;">The most significant indictment of the course design was that 70% of the high-risk job tasks (where the critical impact of failure was significant to catastrophic) had been missed entirely (one of which included the potential for loss of life).</span></li><li><span style="font-family: times;">Lastly, we determined that 40% of the 270 learning objectives could be met exclusively within the workflow – as people worked – rather than during the 5-day course.</span></li></ol></div><div class="separator" style="clear: both;"><span style="font-family: times;">In our experience, these kinds of differences aren’t anomalies. A performance-first approach to solution design doesn’t even consider learning objectives at the outset. They may or may not come later in the design and development of activities that support knowledge and task-skill development. </span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">There are four realities of performance-focused design that should guide how we approach writing learning objectives:</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">1.<span style="white-space: pre;"> </span>Knowing doesn’t guarantee performing.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">2.<span style="white-space: pre;"> </span>Job performance is best developed and supported at the job task level.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">3.<span style="white-space: pre;"> </span>Effective performance must be supported with knowledge.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">4.<span style="white-space: pre;"> </span>Real learning requires experience.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><b><span style="font-family: times;">Knowing Doesn’t Guarantee Performing</span></b></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">My sister taught me how to kiss. I want to be CRYSTAL CLEAR here: she didn’t <i>train </i>me. She gave me some helpful pointers that I thought I understood. But the night I made my first attempt to move from simply understanding to actual application, I learned the vital lesson that Sophocles taught more than two centuries earlier:</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzQNkNYMH8pGM8odzP4ob9J-PQwNbpkUZzRuR_3kFZ8Teoc2q7m4wLVhnet5b1OdY-CuYpibwpXNoC10Ohfc6-li045O-TRZW6nZwP7Ivu9s9SZeDTD0OkUJrH3aG1AhsUxnFltStrJTuOtggFHEIYFURQ5DzrmOpzPVR8XNJ-bHvK-xmFU7dKZ3Ym6w/s2856/Blog%20quote.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: times;"><img border="0" data-original-height="312" data-original-width="2856" height="67" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzQNkNYMH8pGM8odzP4ob9J-PQwNbpkUZzRuR_3kFZ8Teoc2q7m4wLVhnet5b1OdY-CuYpibwpXNoC10Ohfc6-li045O-TRZW6nZwP7Ivu9s9SZeDTD0OkUJrH3aG1AhsUxnFltStrJTuOtggFHEIYFURQ5DzrmOpzPVR8XNJ-bHvK-xmFU7dKZ3Ym6w/w620-h67/Blog%20quote.png" width="620" /></span></a></div><span style="font-family: times;"><br /></span><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="font-family: times;">Knowing about something doesn’t guarantee that effective performance will follow. We have no certainty of the ability to perform until we have actually acted upon what we have learned. At the moment of my first kiss, I gained absolute certainty that knowing about kissing doesn’t guarantee successful performance.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">The requirement to write “measurable” learning objectives has pushed designers to use verbs that lean heavily towards knowledge acquisition rather than on-the-job performance. Why? Because it is easier to measure knowledge acquisition than performance. Only one of the six levels of Bloom’s Taxonomy proports to directly address performance (i.e., application). Even then, many of the recommended verbs are limiting when it comes to describing true on-the-job performance.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><b><span style="font-family: times;">Job Performance is Best Developed and Supported at the Job Task Level</span></b></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">Here’s what we have learned during our past 40 years of focusing on performance first:</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">•<span style="white-space: pre;"> </span>We learn best at the job task level.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">•<span style="white-space: pre;"> </span>We remember best at the job task level.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">•<span style="white-space: pre;"> </span>We perform best at the job task level.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;">•<span style="white-space: pre;"> </span>We measure best at the job task level.</span></div><div class="separator" style="clear: both;"><span style="font-family: times;"><br /></span></div><div class="separator" style="clear: both;"><span style="font-family: times;">A job task has a set of steps that, when followed, lead or contribute to a specific result. Those steps can be procedural or principle-based (for soft skills). The following table provides examples of both procedural and principle-based tasks. </span></div></div></div><div><span style="font-family: times;"><br /></span></div><div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
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<p class="MsoNormal"><span style="color: white; font-family: times; mso-bidi-font-size: 12.0pt; mso-themecolor: background1;">Procedural Workflow Tasks<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color: white; font-family: times; mso-bidi-font-size: 12.0pt; mso-themecolor: background1;">Principle-Based Workflow Tasks<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Contact the injured or ill
employee.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Establish performance
expectations.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Arrange for a case
management meeting.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Align employees’ goals. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Hold a meeting.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Develop employees’ job
descriptions.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Engage in and communicate
about your treatment plan.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Set company expectations.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Document ongoing management
in the employee health record.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
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<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Set educational goals. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Maintain connection with an
employee off work (manager/supervisor). </span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Conduct one-on-one meetings.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Gather case information
from the manager/supervisor.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Conduct annual performance
appraisals. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Request medical documentation.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
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<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Discuss employees’ impact
on workplace and culture.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Provide medical documentation.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Provide quarterly goals
updates.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Receive medical documentation.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Conduct department meetings.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Send reports.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Promote learning.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Report injury, illness,
and/or challenges for remaining at work.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Provide support and
resources.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Conduct a triage assessment.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Monitor employees’ progress.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Determine the appropriate
EDMP stream.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Assign mentorship
opportunities.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Enroll an employee.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Review comparative reports.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Make a triage report.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Plan job shadowing
opportunities.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Identify barriers to
returning to/staying at work.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Set employee development
plans. <o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Obtain medical assessment
and/or treatment.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Motivate employees.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Resolve wage and benefit
issues.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Provide networking
opportunities.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Assemble the case team.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Empower employees.<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 265.25pt;" valign="top" width="354">
<p class="MsoNormal"><span style="font-family: times;"><span style="mso-bidi-font-size: 12.0pt;">Refer to healthcare
services.</span><span face="ƒfl ˛" style="mso-bidi-font-family: ƒfl ˛;"><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 202.25pt;" width="270">
<p class="MsoNormal"><span style="font-family: times; mso-bidi-font-size: 12.0pt;">Celebrate employees’
success.<o:p></o:p></span></p>
</td>
</tr>
</tbody></table></div><div><p class="MsoNormal"><span style="font-family: times;">A critical initial step in a performance-first approach to
instructional design is to identify the job tasks that a work team needs to
perform in their flow of work; then, organize those tasks into workflow
processes that represent how the work is done. It is at this job task level
that the work is performed. These tasks should become the performance targets
we adopt in the solutions we develop.<o:p></o:p></span></p>
<h1><b><span color="windowtext" style="font-family: times; font-size: small; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Effective Performance Must be Supported by
Knowledge</span></b></h1>
<p class="MsoNormal"><span style="font-family: times;">A performance-first approach doesn’t ignore the acquisition
of knowledge. Knowledge and experience are fundamental to effective performance
in the flow of work. We know that knowledge is best retained and retrieved when
it is anchored to specific areas of performance (e.g., job tasks). And in a
performance-first approach, a specific skill is the combination of a job task
with its supporting knowledge. </span></p>
<p class="MsoNormal"><span style="font-family: times;">The following example is excerpted from a Learning
Experience and Performance (LEaP) plan. It shows a set of skills that regional
sales directors need to grow their markets via external activities. The
supporting knowledge topics are mapped to each of the tasks. For example, the
skill of “network in your region” requires performers to complete the steps of
the first task with an understanding of the first four supporting knowledge
topics in the lower half of the table.</span></p>
<p class="MsoNormal"><span style="font-family: times;">The point here is that although a performance-first approach
focuses on the ability of a work team to successfully perform job tasks, effective
performance also requires each task to be performed with an understanding of
the key knowledge that supports it.<o:p></o:p></span></p></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRx25fKpqG5sJ-_6glCrlRIs9Z50xXnqRqqAFHqLKGUneoLap4LLi4c41oQJ43Pu_9_mk2I9dg1PGE6mqYc0CJtw0W2wn5kkPOdf8Hqp3ATIGa2IVd3DM4QWdrocChgm6aRAtjtDyGXB5fhEUMG9Z1nCeIqtne8hxdSJOOMvmB7vkk1zVzfeltW7KzDA/s2029/Blog%20Leap.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: times;"><img border="0" data-original-height="1103" data-original-width="2029" height="289" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRx25fKpqG5sJ-_6glCrlRIs9Z50xXnqRqqAFHqLKGUneoLap4LLi4c41oQJ43Pu_9_mk2I9dg1PGE6mqYc0CJtw0W2wn5kkPOdf8Hqp3ATIGa2IVd3DM4QWdrocChgm6aRAtjtDyGXB5fhEUMG9Z1nCeIqtne8hxdSJOOMvmB7vkk1zVzfeltW7KzDA/w532-h289/Blog%20Leap.png" width="532" /></span></a></div><div><h1><b><span color="windowtext" style="font-family: times; font-size: small; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Real Learning Requires Experience</span></b></h1>
<p class="MsoNormal"><span style="font-family: times;">The learning solutions we create (synchronous or
asynchronous) – whether eLearning, virtual learning, micro-learning, instructor-led
or any other type of learning – represent just the beginning of the learning
process. Real learning occurs in the flow of work, over time, where experience
is developed. Expertise requires experience. When I had my heart valve
replaced, I wasn’t concerned about the classes my surgical team members had
taken. I wanted to know about their experience: how many surgeries they had
done and their success rates.</span></p>
<p class="MsoNormal"><span style="font-family: times;">Ask yourself, “Do learning objectives that are written
upfront (to guide the design and development of the solutions we create and
implement) truly address the continuous development of experience in the flow
of work? Do they naturally lead us to skill development that is task-based and reinforced
with supporting knowledge? Do they ensure that we address the full range of
performance requirements?”</span></p>
<p class="MsoNormal"><span style="font-family: times;">It is our responsibility to constantly challenge our
traditions against the backdrop of the here and now. I know this blog is
questioning an area of instructional design that is a long-standing and deeply
held practice. Please know that my intention here has been to provide a view
for you to consider. We have found what we believe is a better, faster, and
more reliable way: Rapid Workflow Analysis (RWA). It provides us a prioritized
view of the job tasks and related supporting knowledge that work teams need to
do and understand to perform effectively. More to come on this RWA process in
another blog. </span></p><p class="MsoNormal"><span style="font-family: times;"><a href="https://www.applysynergies.com/" target="_blank">Learn More.</a> </span></p><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{52}" paraid="177456050" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">Copyright © 20</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">22</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;"> by APPLY Synergies, LLC</span></span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div><p class="MsoNormal"><span style="font-family: times;"></span></p><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{62}" paraid="1640449280" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">All Rights Reserved.</span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div></div><p class="MsoNormal"><o:p></o:p></p>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-54193478402813475292022-03-31T01:58:00.006-06:002022-06-09T07:26:42.411-06:00Methodology Matters: A Performance-Based Instructional Design Methodology<div><span style="font-size: 14.6667px;"><span style="font-family: arial;">By: Dr. Conrad Gottfredson</span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;">I completed graduate school in 1984, with a Ph.D. in Instructional Psychology and Technology. That was when I began my professional career in organizational learning as an “Instructional Systems Designer.” I was working for Standard Oil of Ohio at the time. During that first year of real-world work, I discovered that there were 5 Moments of Learning Need – including the critical Moment of Apply. This realization was a pivotal time for me as an instructional designer. It forced me to ask myself a question that changed the trajectory of my career: “What is the end purpose of instruction and learning in a non-academic organization?” The answer shifted my full attention to enabling and sustaining effective performance in the workflow. This mindset shift led me to the realization that, in practice, the prevailing traditional approaches to instructional design in corporate learning programs were primarily focused on knowledge rather than performance. And although gaining and retaining knowledge is an appropriate primary focus within academic institutions, it was absolutely clear to me that the real world of organizational work called for a performance-first approach to Instructional Systems Design (ISD).</span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;">Focusing first on job performance doesn’t mean that adequate attention shouldn’t be given to providing knowledge support. But this support naturally becomes a subordinate effort. In a performance-first approach, knowledge requirements are based on what people need to do: not the other way around. </span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;">This shift in focus has fueled four decades of a united effort to evolve traditional ISD practices into a performance-based instructional design methodology that:</span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Addresses all 5 Moments of Learning Need.</b> As mentioned, there are five fundamental moments that comprise the full spectrum of learning and performance support requirements. These 5 Moments of Learning Need provide an overarching framework for helping employees become and remain competent in their individual and collective work. Specifically, they are the moments of: </span></span></li></ul></div><div><span style="font-size: 14.6667px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDB60h0_Dd90JUU7l5s1jd4we--QoyqRjaPQkQrkP5ABwIcqMg1BjD9Y2gehKLMc5AgdQqYS0v1Zwjg4gD3p7PawLj8QEEih4pE_y2fsnoHbhONDQ1r7uWtBafBzzd_1Wef1PVdclkqArwPRPqgyJza8zlhtJ9qKaDSVVZse-DMZWF_nxw9PWQs6wihA/s2849/Blog%20Image%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1479" data-original-width="2849" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDB60h0_Dd90JUU7l5s1jd4we--QoyqRjaPQkQrkP5ABwIcqMg1BjD9Y2gehKLMc5AgdQqYS0v1Zwjg4gD3p7PawLj8QEEih4pE_y2fsnoHbhONDQ1r7uWtBafBzzd_1Wef1PVdclkqArwPRPqgyJza8zlhtJ9qKaDSVVZse-DMZWF_nxw9PWQs6wihA/w565-h293/Blog%20Image%202.jpg" width="565" /></a></div><br /></span></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;">Unfortunately, traditional approaches have primarily addressed only two (New and More) of the five with some afterthought attention to the remaining three (Apply, Solve, and Change). Obviously, a performance-first approach must intentionally begin the analysis and design process at the moment of Apply and then work backwards into the moments of New and More. </span></span></div></blockquote><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Is rapid and agile. </b>During my first year in the real world of work, I was confronted with the reality that the traditional ISD models I had mastered in graduate school were too lethargic, time-consuming, and costly. Experience taught me that the response time from request to implementation needed to be rapid with no wasted effort. This is a challenging requirement because a 5 Moments solution is broader than one that focuses only on learning New and/or More. As such, in our pursuit of a performance-based methodology, we have worked to consistently streamline practices by consolidating them, removing redundancies, and embracing more rapid, iterative approaches. We have worked to develop agile practices that are highly structured but also adaptable through the application of governing principles and defensible decision trees.</span></span></li></ul></div><div style="text-align: left;"><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Enables learning while working. </b>A performance-first mindset naturally leads to the workflow with the realization that developing effective work skills requires learners to safely apply what they’ve learned as they perform their jobs. The workflow is where context is clearest and present. The workflow fuels engagement (intrinsically and extrinsically) in ways that are difficult and expensive to approximate outside of the workflow. Learning while working continuously reinforces and immediately validates success. And the workflow is where experiential learning thrives by facilitating the integration of knowledge, skills, and context.</span></span></li></ul></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><span style="font-family: arial;">This pursuit of workflow learning methodology led us to Gloria Gery’s game-changing work on the development of an EPSS. An EPSS, what we now refer to as a Digital Coach, enables the workflow to become the exceptional learning environment it can be, where performers can learn while actually working. It has been our experience for over two decades that, on average, half the curriculum of traditional formal learning courseware can be safely and solely learned without stopping work (with the help of a Digital Coach). </span></div></blockquote><div><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Can be readily defended with applied research. </b>No methodology is worth its salt if it doesn’t adhere to defensible research. Every practice developed as a part of this workflow performance-based methodology adheres to principles from Cognitive, Behavioral, and/or Experiential research. For the past forty years, these practices have also been honed through application in hundreds of organizations, across every sector. </span></span></li></ul></div><div><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Facilitates partnering with the business.</b> Extending learning and support into the workflow requires Learning and Performance Development (L&PD) teams to forge a working partnership with the business. After all, the workflow isn’t L&PD’s turf: it belongs to the business and is overseen by key stakeholders. The need for speed and the broader scope of 5 Moments of Need solutions requires solutions to be co-developed and co-maintained. There isn’t a more significant methodology challenge than this. Our responsiveness to the speed of need and keeping solutions current with continuous optimization requires developing tactical governance plans for: </span></span></li></ul></div><div><ol style="text-align: left;"><ol><li><span style="font-size: 14.6667px;"><span style="font-family: arial;">Developing content and the learning and performance solutions around it.</span></span></li><li><span style="font-size: 14.6667px;"><span style="font-family: arial;">Keeping content and resources within the solutions current and meaningful. </span></span></li><li><span style="font-size: 14.6667px;"><span style="font-family: arial;">Keeping the functionality of those solutions relevant to the changing needs of the business. </span></span></li></ol></ol></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><span style="font-size: 14.6667px;"><span style="font-family: arial;">This can become labor and time intensive unless there are clearly defined, shared roles and responsibilities with processes that are automated as much as possible. Today, thank goodness that none of this is uncharted territory. Process management technologies exist to help do this. And EPSS authoring software is now available with capabilities that can leverage knowledge and content management systems to build, maintain, and continuously optimize these solutions. </span></span></div></blockquote><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><ul style="text-align: left;"><li><span style="font-size: 14.6667px;"><span style="font-family: arial;"><b>Enables ongoing performance measurement. </b>Measurement has been a critical requirement in developing a comprehensive performance-first methodology. The good news is that enabling learning in the flow of work with a Digital Coach (EPSS) allows ongoing gathering of work performance data. This can be done with a precision that has always been missing from traditional learning approaches. Here are a few examples of this measurement opportunity.</span></span></li></ul></div><div style="text-align: left;"><span style="font-size: 14.6667px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJVlPp848ee2psbVd0NfhnPY3nfZy3ItDgwcJg5Jg_9HZU4tfys_KqZeIFjpDl9bHNWa0XrwTFdVHK1iSI0pAph3Qv1FLrlzInhTEFinYUkSCbcouOlh6g9IqcE3nfszyKUNEGdPzp7hnqzf5d6pRce4bi8hLkAYV5tD1I9450uU7NgQfS_sDIkaV09g/s4325/Option%202%20(003).png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1801" data-original-width="4325" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJVlPp848ee2psbVd0NfhnPY3nfZy3ItDgwcJg5Jg_9HZU4tfys_KqZeIFjpDl9bHNWa0XrwTFdVHK1iSI0pAph3Qv1FLrlzInhTEFinYUkSCbcouOlh6g9IqcE3nfszyKUNEGdPzp7hnqzf5d6pRce4bi8hLkAYV5tD1I9450uU7NgQfS_sDIkaV09g/w576-h239/Option%202%20(003).png" width="576" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><span style="font-family: arial;"><br /></span></span></div><div style="text-align: left;"><span style="font-size: 14.6667px;"><span style="font-family: arial;">Developing this performance-based instructional design methodology hasn’t been a singular effort by any means. Bob Mosher joined in early on and has been a true partner in this. He has contributed his vision and experience and helped keep things pragmatic. He has also evangelized this performance-first methodology and its transformative mission at a global level. Second only to Bob, Sue Reber, a gifted and exceptionally experienced ISD, who has been on this journey with us for over 30 years, has pushed, challenged, and adjusted the details, documenting and eventually overseeing the full scope of the methodology. Beth Daniels was one of the first senior learning leaders who helped vet the methodology based on her perspective and ultimately led the initial development and implementation of the 5 Moments of Need certificate program. Carol Stroud jumped in with both feet fifteen years ago. Her deep experience as a 5 Moments of Need practitioner and strategist has influenced every practice. Alfred Remmitts, an early performance support innovator, opened our eyes to the vital role of technology in operationalizing the 5 Moments in the workflow. Many hundreds of others have contributed from their various organizations and become implementors and elite champions, not only of the methodology but of its critical mission: to develop solutions for organizations that <b>enable </b>workforces to<b> learn and perform effectively in the flow of work at every changing moment.</b> </span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;">If you would like to better understand this performance-first methodology that we call EnABLE, <a href="https://www.5momentsofneed.com/enablewp.htm" target="_blank">download our newly launched white paper</a> that provides greater detail. Also, please don’t misinterpret the intent of this blog. We’re not launching EnABLE. We did that many years ago. I’m just introducing it here as a springboard to a series of methodology articles to follow. I have wanted to do this for some time and sincerely hope it will spark important discussions to come. For example, the next blog I’ll be posting is titled “Rethinking Learning Objectives”. So, thanks for reading and stay tuned.</span></span></div><div><span style="font-size: 14.6667px;"><span style="font-family: arial;"><br /></span></span></div><div><span style="font-size: 14.6667px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmbhZU8v5dTgHevDRC8OAZ6fMlQtru5eXTtX0ccIxmN3fwlFAKyDmVBq1qT_NjMrBddFXx3osyuonYnRLv3lOgTURj0CCfZ5_ckdGN0oCqjSPVNefP3nQTAosxEHk4IXzFrN_4Q0WjiB99K7ZEBE8AQZ94wFxMiXDj-RNnE6lSM1DYvnLL053XjiPrA/s1155/Blog%20Image%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="422" data-original-width="1155" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmbhZU8v5dTgHevDRC8OAZ6fMlQtru5eXTtX0ccIxmN3fwlFAKyDmVBq1qT_NjMrBddFXx3osyuonYnRLv3lOgTURj0CCfZ5_ckdGN0oCqjSPVNefP3nQTAosxEHk4IXzFrN_4Q0WjiB99K7ZEBE8AQZ94wFxMiXDj-RNnE6lSM1DYvnLL053XjiPrA/w623-h227/Blog%20Image%201.jpg" width="623" /></a></div><br /><span style="font-family: arial;"><br /></span></span></div><div><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; 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-webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-40345945523104944092022-03-17T04:43:00.002-06:002022-06-09T07:26:52.089-06:00Leadership Matters | Challenges and Opportunities of Leading Learning<p><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This blog is excerpted from the Performance
Matters Podcast. In </span></i><a href="https://performancematters.podbean.com/e/leadership-matters-challenges-and-opportunities-of-leading-learning/"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">this episode</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> co-host Dr. Conrad Gottfredson sat down with Honora Whitfield, Meta’s
Global Director of Learning and Katie Coates, McKinsey & Company’s Director
of Learning, to discuss how they are working to shift their organization’s
thinking around learning.</span></i></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conrad Gottfredson (CG): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It's my honor to be joined by two of the most remarkable learning
leaders on the planet. For years, I've had a front row seat to watch you both
lead your learning teams and transform your organizations from a traditional
learning mindset and focus, to a performance first approach. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You know, I’ve also read that about 29 to 30% of senior management
roles globally are filled by women. I'm wondering what advice do you have for
other women looking to grow their careers and abilities to lead learning? <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Katie Coates (KC): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I think what's really helped me over the years is just having the
right mentors and sponsors to help guide me in the whole journey. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And I've had many. In my undergraduate I connected with a
university professor who took me under her wing, she said, “You have no idea
how much potential you have, right?” And she just started looking for
opportunities for me. And through the years we stayed very close.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">In the mid-90s I started working with another leader. He, again,
just provided career guidance, opened up opportunities for me, coached me
through difficult situations, and really just took a personal interest in me. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And one more, when I came to McKinsey it was a different operating
model and way of working than I was used to. I met this woman that I connected
with and I'm like, “hey, I need some help trying to navigate.” And she of
course was happy to help. She has been someone I talk to monthly, for the past
six years. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The point is, find various types of mentors along the way and
don't be afraid to ask for help. Don't be afraid to ask for someone to mentor
you. People are generous.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Honora Whitfield (HW): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">When I think about this role, and I think about what it takes to
be successful and effective in this role, I think about three dimensions. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I think about understanding and having a deep expertise in the
discipline itself, I think about the leadership role and that hat that you wear,
and then I think about the operational aspect of the role. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-latin;">To have a chance at being an
effective learning leader, I think you have to have all three of those in
spades. Sharing from my career path, I've probably done each and every role
within my organization over the past 25 years. And I think that has made me the
leader that I am today. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Just being able to understand and have empathy for the work
itself, because I’ve been in those shoes, really resonates with my team. So, my
advice to others who want to be a learning leader, no matter where you are in
your career, is to really gain a deep understanding and appreciation for all
the depth and breadth of the work. Being a well-rounded learning leader has
been my path, and it’s worked well for me.</span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Just brilliant advice. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, let me just share an observation that I've made about the both
of you. I find that you are caring leaders. That is, you care about the people
with whom you work, those that you lead, you champion them, and you are really
genuine. <span style="mso-spacerun: yes;"> </span>Katie, you talk about being
lifted up, but you lift others, I just would like to know your thoughts about
that element of leadership, that connectedness and the caring side.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">HW: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, I think it's important that I feel personally committed to
caring for the whole person—not just the work side of the person, but their
people, their mothers, their fathers, their families. Over the course of the
pandemic we got in touch more with this personal side because we were all
working from and seeing firsthand their children, their struggles, and their
day-to-day lives via Zoom.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, you really, as a leader, must focus on doing what’s best for
them from both the personal and business perspectives. And when I’m mentoring
individuals on my team, I'm mentoring them not for the job that they're doing
today, I'm mentoring them for the job that they want to do tomorrow—whether
that's on my team or on another team, whether it's in our organization or
within another organization. I just find that you get the most out of people
when you care for them on a personal level. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I kind of look at it as my obligation to now help the next
generation of learning leaders get there. So, I spend a lot of time mentoring
some of my dear colleagues. In fact, I just helped one of our specialists get
promoted to manager, and I'm so excited for them and for the opportunities that
are ahead for them. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I've even helped people kind of figure out, do you want to stay
kind of where you are? Or, do you want to look at other opportunities outside
of where you are? You know, what's the right role for you, as a professional
and as an individual? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So again, it's this obligation to build the next set of learning
leaders, and how do I set people up for success.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I have a good friend who had said to me, “You know, it's not the
role of a leader to maintain the status quo.” And both of you have been challenging
the status quo as it relates to learning, by moving to performance. As you've
been shifting and helping your organizations move from being learning focused
to a performance first focus, what are some of the barriers you have faced and
some successes that you found in that journey? <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">KC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, so I think you know, in-person learning is still a very
traditional, very loved method of learning. It really is. And our organization
is no different, in-person learning meets a really big need for us in terms of
community connection, celebration, transition, the leadership mindset, and it's
what our people really love. And it's what they think about learning. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I think performance support, there are so many different
definitions of it, and there are misconceptions about what it is, and what it
can and can't do. So that's some of the things we've been kind of working
through. How we’re doing it is by talking through the speed of change. You
can't possibly learn everything you need to in an in-person classroom setting,
you just can't right? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And so, we are trying to open up the organization to other ways of
learning, such as learning in the workflow. <span style="mso-spacerun: yes;"> </span>We found a couple leaders that are really
willing to take a risk and that liked this idea. We talked to them about it,
and we started with a project! We picked something that wasn't, you know, too
high profile too high risk, and we're like, “let's do this, let's learn from
it, experiment!” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And we did it and we had great success with that project; we
learned a lot from it and it had a lot of high results. Other teams and people
saw what they did, and the results that they had, and they're like, “we want
that”. So, we just worked with another group to build a digital coach for a
group of 3,000 people to provide consistent processes and access to learning in
the flow of work. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, I think it's that experimentation, finding the right projects,
and showing success that is helping us alter the status quo. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">HW: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, I think that the barrier often with implementing performance
support and workflow learning is that some senior leaders have just never heard
of it before. You know, “What is this Five Moments of Need thing? What is workflow
learning?” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And even some of our internal team members have never heard of it
before, right? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, there's this huge change management effort that you're really
embarking upon, once you sell them on the benefits, they get it, and they want
it. And they want it yesterday. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It also comes with a price tag and is not something you can do it
overnight. So those are other barriers, right? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">How do you get the funding? How do you prove the ROI for it, once
you are able to get the funding? And then it's trying to set realistic
expectations on what it's going to take and how many resources you need and how
much time you need before you're going to have it in place. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And you will reap the benefits of it, so I think that those are
just things that you have to be really explicit about and really take the time
to do and do right. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, again, how we’re changing the status quo is by selling them on
all of the benefits, setting realistic expectations, and then choosing one project
at a time to implement. That's how we’ve approached it and we are focusing on
basically one project per year, get it done really well, and get the adoption
that we're looking for before we move on to the next solution.<b><o:p></o:p></b></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">For Con, Honora, and Katie’s full
performance-first discussion, </span><a href="https://performancematters.podbean.com/e/leadership-matters-challenges-and-opportunities-of-leading-learning/"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">listen to the
full episode.</span></a></p>
<p class="MsoNormal"><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Don’t forget to <span style="color: black;">subscribe
to </span></span></i></b><a href="https://performancematters.podbean.com/"><b><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The
Performance Matters Podcast</span></i></b></a><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up to date on all the latest conversations
and guests in The 5 Moments space.</span></i></b><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></b></p><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{52}" paraid="177456050" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">Copyright © 20</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">22</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;"> by APPLY Synergies, LLC</span></span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{62}" paraid="1640449280" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">All Rights Reserved.</span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-42165027986224722772022-03-08T23:18:00.007-07:002022-06-09T07:27:00.827-06:00Experience Matters | Do Something!<p><span style="font-family: trebuchet;"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This blog is excerpted from the Performance
Matters Podcast. In </span></i><a href="https://performancematters.podbean.com/e/experience-matters-you-can-t-unsee-it/" target="_blank"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">this episode</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> host Bob Mosher sat down with Doug Holt, the Executive Directors of the
Training Institute at the Council of the Inspectors General on Integrity and Efficiency
(CIGIE), to talk about their approach to learning and how Doug is getting
others to join the party!</span></i></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher (BM): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I am extremely excited for today's podcast as I get to spend time
with a dear friend, one of my heroes in the space, and a learning leader of
great stature in our area. Mr. Doug Holt. It's great to have you here. Doug,
welcome.<b><o:p></o:p></b></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Doug Holt (DH): <span style="mso-spacerun: yes;"> </span></span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Thank you,
Bob. I'm really glad to be here excited to have this chat.<b><o:p></o:p></b></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We’re kindred spirits around our strong feelings about the direction
of L&D and that it should be all about performance. We both bang the drum
around this shift—shifting away from training-first and instead putting
performance-first. What was your “aha” that changed the way you view training?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">DH: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I vividly remember it; it was at an ATD event. And you were the
presenter. This was maybe eight or nine years ago at this point, but your
comments really filled in the answers to some of the major questions I was
asking myself about the L&D profession as a whole. For example, “if
training works, why doesn't it work?” “Why is it that we always must make a
circumstantial case to demonstrate ROI, if I can use that term, instead of a
direct evidence case?”<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, as you were sitting there going through your methodology and
general thoughts about the L&D field, suddenly everything made sense and I
think I went up to you right after and said, “Hi, I'm Doug, and I want you to
come talk to us.” That was it.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We did, and so the journey began. But why do you think our
industry finds this shift so hard? <b><o:p></o:p></b></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">DH: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, I think there are a number of factors that come into play.
I'll list a few, but I'm sure there are more. <b><o:p></o:p></b></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">First one is we're shaped by our experiences and our collective
experiences. Learners in the K through 12, or K through college model, or
slight variations thereof, it's what we know. And you can look at most of what
happens and see yep, that's the K through 12 model really. One of the things
that I used to do at DIA when I was trying to make the point that we need to do
things differently is I would put up an image of learning in the Middle Ages. It
was a guy standing at a lectern talking to rows of people who were just kind of
passed out because they were so bored. In my presentation I’d say, “you see
much difference between this and what we do today?” And of course, the answer was
always “no, it's largely the same”. In my mind, we've been doing the same thing
the same way since the Middle Ages. So that's some pretty significant shaping,
that would be number one. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Number two, in my experience, most people enter the learning field
as a collateral duty, to fill some kind of role that they don't know much
about. That's how I got into it. They learn what to do from those who preceded
them, who learned from the people before them, and so on and so forth. It's
sort of a hand me down, here's what I know. And I'm going to teach you what I
know, there's no right way to do it. There's just lots of flavors of the month
that we encounter, and people run to this one or that one. But there's no sort
of central standards that people tie to, or body of research that people know
about, or whatever, you know what I mean, it's just kind of like we’re all
winging it. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Number three, and this is a big one—administrative convenience. It
is much easier to do Monday through Friday, eight to five, I just bring you in,
do the teaching thing and then turn you lose and you go back to work the next
week. As opposed to, I have to figure out a way to chunk your learning to bring
you in for a couple hours here, a couple hours there, maybe make some virtual
kind of things. And you know, that’s really hard to do. And so, we default to
the thing that we know. I also think that practical reality really does work
against us in a lot of ways and that it's often hard for learners themselves to
engage in ways that research might tell us they learn best. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, it's that combination of things, and others, but it's a pretty
steep hill to be pushing this rock we’re pushing up. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM:<span style="mso-spacerun: yes;"> </span></span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, I think
that plays perfectly into my next question. For those listening, who are going
to make this pivot, what challenges lie ahead for these learning leaders and
their teams who want to embark on this performance-first journey?<b><o:p></o:p></b></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">DH: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You have to first understand that you are the outlier, you are the
heretic, you're the different one and you have to get comfortable with that. I
love it. <o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Second would be resistance and that could be from within your own
team. They may not be comfortable with it; they may not understand it. You are
going to get some resistance from your team and it's not personal. It is just
different. Some people within the team will gravitate right to it, others will
not. Then, some will be in the middle, but you have to be okay with it and work
with people over time, meet them where they are and grow together until you get
to a point where everything's working. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Third, unlearning and relearning. And this, I mentioned up front,
that I was originally hired because I didn't know anything. And I found myself
saying the other day, from here on out, I'm only hiring people who don't have a
clue about anything to do with learning so that we can work with them; it's
much easier to work with a blank slate. I then thought, oh my gosh, you know, I
have become the person that hired me. I reflected on it, they were hiring me to
do traditional things, maybe in nontraditional ways, but traditional things.
And the struggle previously, or the struggle that they were fighting against, was
applying traditional learning in a nontraditional format, but it was still
traditional. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, it's a lot easier to work with people who are starting from
knowing nothing than it is to start from a base of people who have really
worked in this field for a long time and have deeply ingrained beliefs or are
simply just accustomed to doing it this way. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">That brings me to another one—the ability to maintain strategic
patience. This is probably the hardest of all the challenges because you run
into so many delays and roadblocks and frustrations. So, it's just maintaining
a view of the North Star. Therefore, this is one of those things where you want
to involve everybody upfront. But the practical reality is, you can't, you have
to work with a smaller team. So, then you have those folks who are in and those
folks are out and managing the relationships becomes very challenging. And then
when do you bring them in? You know, there's a point where you have to expand
the circle here, but when and how and have you burned bridges by that point
that you know, they don't want to be in your circle anymore? Because you didn't
let them in at the beginning? Yep. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And then the last thing, once you've seen it, you can't unsee it.
Once you've seen the flaws of the traditional and the goodness of the new. It's
just going to be the thing that gets under your skin. So, if you're not
prepared to have something under your skin that's pushing you forward every day
and making you crazy that you haven't fixed it yet. Don't get into it, because
it will absolutely do that.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: trebuchet;"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Perfect. So, appreciate you've always been so willing to share the
good, bad, and the ugly of what you've been through. So, appreciate your candor
and directness about the whole thing because like my dad always said, “there's
good things in everything”. And as L&D professionals, there’s never been a
better time than now for us to support performance in this way.<span style="mso-spacerun: yes;"> </span><b><o:p></o:p></b></span></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="font-family: trebuchet;"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">For Bob and Doug’s full performance-first discussion, </span><a href="https://performancematters.podbean.com/e/experience-matters-you-can-t-unsee-it/" target="_blank"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">listen to the
full episode.</span></a><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><span style="font-family: trebuchet;"><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Don’t forget to <span style="color: black;">subscribe to </span></span></i></b><a href="https://performancematters.podbean.com/" target="_blank"><b><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The Performance Matters Podcast</span></i></b></a><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up to date on all the latest
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Matters Podcast </span></i><a href="https://performancematters.podbean.com/e/performance-matters-learning-v-training/"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">episode</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> entitled
“Learning v. Training” where Bob Mosher and Conrad Gottfredson discuss the
transfer of true learning competency, versus training.</span></i></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher (BM):</span></b><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Welcome </span><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">back to another performance matters podcast episode. Today my
colleague and friend, Dr. Conrad Gottfredson, and I will discuss something
we’ve been struggling with as an industry—discerning true learning from
training. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conrad Gottfredson (CG): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob, we've had a myopic view of what real learning is. For so many
organizations learning is only about knowledge acquisition, or individual skill
mastery. And it's all centered around making that knowledge and/or those skills
stick (be retained).<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">When I was in graduate school, my mentor, Grant Harrison taught me
that it's one thing to master all the component parts of a skill or set of
skills, but at some point, learners need to integrate it all together into real
performance.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So often, after training classes, learners are left to themselves
to put Humpty Dumpty together—and it's tough, especially in the flow of work.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: Let’s be clear here, we are huge advocates of formal training.
And I use that word on purpose, as vocabulary is important. We do think that
the formal side of the Five Moments, and the resources we build in that domain,
are truly training assets. I don't know if we think they are learning assets. I
think the learning and support assets are more in the workflow. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">In our own work, we always have some degree of formal learning
that initiates the journey towards people becoming competent. There are clearly
things that warrant and should be trained. Right. But tell us a little bit more
about that jump to transfer.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: Well, the question that we have to ask is how are our learners
integrating all that we teach into their existing experience? How are we
facilitating that? How are we intentionally making that happen? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, right now, what happens is we throw learners over the
learning fence. They finished the course, whether it's elearning, or whatever
it is, and then we leave them on their own, to not only take all those pieces
and put Humpty Dumpty together again, but they then must also navigate and
adapt what they have learned to fit their environment, in an integrated way. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So real learning must somehow trigger past experience, bringing
new experience in and integrating those experiences into a more broad
experience base. Real learning is really all about experience, ultimately,
experience in the flow of work. The transfer stage of learning is challenging,
because we typically don't provide the support that a learner needs to become an
effective performer.<span style="mso-spacerun: yes;"> </span>Our solutions must
help learners navigate that transfer stage rapidly and successfully, and
recover if there are mistakes, so that they can fulfill that integration
requirement and begin to perform in the workplace and learn through experience.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: <a style="mso-comment-date: 20220111T1603; mso-comment-done: yes; mso-comment-reference: JS_1;">This is why </a></span><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">workflow
analysis is so key because the workflow provides the context of transfer. This
is such a fundamental shift in how we approach train, transfer, sustain. Ironically,
though, train comes first in the journey of those three words, but we build
from transfer and sustain back, and then training is whatever is necessary. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You know, we've got to stop thinking that our work ends at the door—whether
that be a digital door of an LMS, or a concrete door of a face-to-face course. I'm
probably going to get blasted for this, but I wish we'd never called it
elearning, I think it's etraining. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I’m not saying “train” is a four-letter word of destruction. What we're
trying to do here is for the learner, and for the journey that they are on to
becoming performers. We must put our deliverables in the right place. And in
the right perspective, training was never a true transfer contextualizing tool,
because it does not live in the workflow. It's not used or consumed while
working. And that's why this whole design of the digital coach, and
distinguishing learning from training, is so important. They really do have
different intents, right?<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: You know, training and learning is a two-way street. Training is
what we do. And we know there are fundamental principles that we can employ in
training someone to do something and helping them understand as they do that<a style="mso-comment-date: 20220111T1620; mso-comment-done: yes; mso-comment-reference: JS_2;">, but then the learner has a responsibility to write learning approaches </a></span><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">is different
than training, and both have to be there. And then both trainer and learner,
you know, the training efforts that we make, and the learning efforts on the
learner have that work. It just can't do it all in those events. You've got to
extend that through the transfer stage where you integrate newly gained
experience with existing experience and develop expertise.<o:p></o:p></span></p>
<p class="MsoNormal"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><br /></span></i></p><p class="MsoNormal"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Listen to </span></i><a href="https://performancematters.podbean.com/e/performance-matters-learning-v-training/"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">the full
episode</span></i></a><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> for more around this discussion. Then, plan to join us with your
thoughts on </span></i><a href="https://www.5momentsofneed.com/performancefirstwebinar"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">January 19<sup>th</sup></span></i></a><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> as we
continue the discussion live with both Bob and Con. <o:p></o:p></span></i></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Subscribe to </span></i><a href="https://performancematters.podbean.com/"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The Performance Matters Podcast</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up-to-date on all the latest
conversations and guests in The 5 Moments space. <o:p></o:p></span></i></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You may also download our latest eBook for free </span></i><a href="https://www.5momentsofneed.com/ebook.htm"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">here</span></i></a><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">.</span></i></b><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></i></p>
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</div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0tag:blogger.com,1999:blog-5634796923456734346.post-71185907459459792032021-12-10T06:08:00.005-07:002022-06-09T07:27:16.299-06:00L&D's Call to Action<p> <i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This blog is excerpted from the Performance
Matters Podcast </span></i><a href="https://performancematters.podbean.com/e/experience-matters-ld-s-call-to-action/"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">episode</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> where </span></i><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher
and Brandon Carson, Vice President of Learning and Leadership for Walmart, sat
down to discuss L&D’s current responsibility in today’s world of work.</span></i></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher (BM):</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Today, we are hosting yet another experience matters podcast, our
most popular series, and I am honored to have a longtime friend, hero of mine,
and a remarkable learning leader in our industry—Brandon Carson, vice president
of learning and leadership at Walmart, join us today.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Brandon Carson (BC): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Thank you, Bob. It's great to be here. Thanks for having me.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Of course, and I know this will be a well listened to podcast, my
friend. I don't do the bio thing, but it does helps us tell the story. So, tell
us a bit about your journey in learning how you've arrived at this remarkable
new role.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It has been a long, strange trip. It is for all of us. I'm now a
quarter century into my L&D career, and every moment has been rewarding. I
fell into this accidentally. But it's been a blast, primarily just because it's
about building capability. I transitioned from designing college textbooks, to
interactive media, which then got me into corporate training, because we put
together some, what we called interactive CD ROMs, for the books that I was
helping to design. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And that's when I got the box that was on the shelf. I got the
authorware box. And we worked together to build this whole CD ROM supplement
for one of our top selling biology books. He built all the animations and I
built the structure. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But I did get to the point where I realized I didn’t really have a
programming mind. And I truly believe what Bill Gates said once about
programming. He said, “either you have it, or you don't, there's not a lot of
gray area there.” So, I then began to focus more on instructional design and
then over time, took on more responsibility and eventually moved into learning
leadership. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But I've been fortunate to really work with some great committed
teams and companies over the years. I've learned so much on this journey. So,
if you're lucky to have meaningful work, you've hit the jackpot. And I feel
like I've won that jackpot many times over.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Remarkable and I love the pivot and meaningful work. That leads me
to my next question. I've seen you do many things. You just released the L&D
playbook for the digital age. You are a digital advocate. You're digitally
literate and you have a wonderful learning mind. And, obviously technology has,
and should, play a remarkable role in L&D. But what inspired you to take on
that project? And what were your learnings for our listeners?<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The main reason I wrote the book really comes from my feeling that
our practice, the practice of corporate learning and development, we're at an
inflection point. I think, and for over half a century, we've been stewards of
performance. And for more than half a century, we have developed the systems,
the infrastructure that's necessary to operationalize what John Hagel refers to
as “scalable efficiency”. I really stress to your listeners that they look up “John
Hagel, scalable efficiency”, it's a great video.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But it’s the optimization of human performance within the
constraints of a replicable work system in a scalable efficiency work model
that catapulted us into unheard of prosperity, and it lifted so many of us in
the new economic categories. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But, as we transitioned from the industrial age to this age, the
information/digital age, we have been behind the curve in evolving our work
environments and our labor models. And now with the digital age, taking us into
this rapid acceleration, we've seen an increase. It's amazing the speed and
complexity, that we've all been going through, especially over the last couple
of years. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And so fundamentally, how work gets done, has changed, and is
changing so quickly. That scalable efficiency work model shows its
vulnerabilities and a lot of us are seeing that over this last year and a half
with these. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It’s what I like to call the great reassessment. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Some people are saying that the great resignation has people starting
to reevaluate what they want from work and their labor, right? So, this is
bringing more pressure to the business and the workforce. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, L&D needs a call to action. We need to re-scope, we need
to restructure, and we need to reposition and fundamentally rethink our
operating model. We need to be the catalyst in this new age of work to help
create that capability that we now need. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So not to sound too dramatic about it. But I hope that the book
could spark a conversation within our practice about what our new opportunity
is, and our new responsibility. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Candidly, I started this book before COVID. I started writing it
right as COVID unleashed. And I remember Justin, my publisher, pinged me and
he's like, “You want to weave in, you know, the pandemic and its impact?” And
I'm like, “Sure, but it's unfolding in real time”. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, it took a couple of months of just writing, but I was able to
weave in some of what we're all looking at, L&D is all of a sudden becoming
more visible, we're on center stage now because so many functions within the
companies, including the CEO and C-suite folks, have come to us with heightened
expectations. So that's the genesis of the book, and it's a little contrarian
because it's asking those in our practice to rethink everything we're doing in our
operating model.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: It’s definitely been a wakeup call, a remarkable opportunity,
but a wakeup call. So, if I may focus a bit more on these times we’re living in,
what do you think are the challenges and opportunities that L&D faces right
now?<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BC: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, we have quite a few challenges. But candidly, we also have
some great opportunities. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We've shown over the last year that we can indeed pivot our practices
to lead through crisis. I mean, I was at an airline when this unfolded, and I
wouldn't recommend that to anyone, for some odd reason, during a pandemic,
people don't want to get in a metal tube really close together for some strange
reason. But that was a year of leading through crisis, you know, and we had to
pivot to focus more on ensuring business continuity. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And we at the airline, we had a heightened visibility just like
you're talking about because we had to ensure that business continuity, we were
an essential service to the nation, right? And none of us had a playbook for
this pandemic, but as I've talked to colleagues across many industries, I've
repeatedly heard stories about how L&D kicked in to provide programs,
resources, and tools to keep the workforce going and keep the customer safe. We
rapidly transition to training modalities. I mean, all of us were doing virtual
overnight, practically. And we do a lot of on-the-job training in the airline.
And so that was a challenge. How do we position that because we couldn't be
close together. So, I would say in February 2020, not one CEO was thinking that
they’d have an entirely distributed work team, and in 30 days, almost every
company was figuring out how to work in a distributed manner, but also how to
empower the workforce to work differently. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It's an amazing representation of people coming together and
leveraging technology and new processes to keep the world operating. I mean,
that's really what happened. And L&D was a key component in that. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But as we move forward, we now face a complete rethinking of work
itself. And we're kind of in the middle of this conversation. After almost two
years of new ways of working people are questioning and feeling empowered to
engage in conversations about how they want to work moving forward. And so, I
like to call this the great reassessment because we're pausing and reflecting
on work and everyone's having these conversations, with HR and L&D being
the catalyst. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And so, in a lot of ways, it's going to end up being the great
reawakening as well. We’ll look back and say, “We had a once in a century
global pandemic, you know, at least we hope so, it interrupted our value
systems, it interrupted our work models and, we were great because we showed
what humanity is able to do.”<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">: This is this is a brave new world for us. <o:p></o:p></span></p>
<p class="MsoNormal"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Listen to </span></i><a href="https://performancematters.podbean.com/e/experience-matters-ld-s-call-to-action/"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">the full
episode</span></i></a><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> for more from Brandon around the 5 Moments of Need framework and
how it integrates and aligns with his book and L&D’s current call to
action.<o:p></o:p></span></i></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Subscribe to </span></i><a href="https://performancematters.podbean.com/"><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The Performance Matters Podcast</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up-to-date on all the latest
conversations and guests in The 5 Moments space. <o:p></o:p></span></i></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You may also download our latest eBook for free </span></i><a href="https://www.5momentsofneed.com/ebook.htm"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">here</span></i></a><b><i><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">.</span></i></b><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; 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Matters Podcast </span></i><a href="https://performancematters.podbean.com/e/the-5-fundamentals-of-workflow-learning/"><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">episode</span></i></a><i><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> where </span></i><i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob and
co-host, Conrad Gottfredson, discuss the five principles of workflow learning
that they feel allows this approach to stand apart from the training-first
mindset and methodology. </span></i></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher (BM):</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Welcome back to yet another Performance Matters podcast episode. Today,
I am honored to be joined by co-host, Dr. Con Gottfredson to pull out the five
fundamental discussion areas, principles, and themes that distinguish workflow
learning.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">These can be used for when you're standing in front of those you
serve and say, “Look, we really should shift to the Five Moments of Need
approach, or workflow learning, as a way in which we fundamentally design and
work here.” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This is the list you can pull out to separate what you want to do—from
the training-first mindset. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Con Gottfredson (CG): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yes, these principles also inform how we look at technology to
support workflow learning; they inform everything that we do with workflow
learning.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Bob Mosher (BM): </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Absolutely. So, let's start at what is probably the most
fundamental difference, and that is the mindset shift; it really impacts the
focus of our deliverables. We talk about a performance-first mindset, Con, you
are the man, do you want to give us a quick overview? <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">When I entered the real world of work out of graduate school, I
had a training mindset, it was all about building a training solution, but what
I found in the real world was that it was all about performance. At that time,
I read a book that influenced me, it was all about analyzing performance
problems and it triggered this idea that, you know, we ought to be thinking
about performance. Because ultimately, Bob, at the end of the day, if people
can't perform in the workplace, what have we done? I mean, what has our
solution brought? And how is it contributed to the organization? <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Exactly. So, the 5 Moments of Need, give them to us.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG:</span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Well, there's the moment of <i>apply</i>, that's the big moment.
And then within <i>apply</i>, there's the moment of <i>change</i> and the moment
of <i>solve</i>, which are very unique at the moment of <i>apply</i> and
require some unique treatment. And then there's the moment of learning <i>new</i>,
which we have always worked with, and the moment of learning <i>more</i>. And
there's a difference between those two, learning <i>more</i> is when I have a
lot of contextual experience so I can move to learning <i>more</i> and more
quickly with the help of performance support. Most L&D folks start with the
learn <i>new</i> and learn <i>more</i> side of things, rather than the moment
of <i>apply</i> and then cascade that to the level of <i>change</i> and <i>solve</i>.
<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And by starting with learn <i>new</i> and <i>more</i>, that gives
us that training mindset and predisposes us to a training deliverable. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You know, at one point in my transition from a learning mindset to
a performance mindset, I asked an important question, “Training and instruction
is a means to what end? What is it that I do? What do I deliver to the
organization?” And if it's not effective performance in the flow of work, which
requires knowledge, certainly, but that knowledge has to be acted upon for
organizations to be able to do their job. Then what are we doing?<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Expertly said, and we hear this all the time, "I'm sick of
being an order taker. I wish I was seen more strategically in the organization;
I wish I could get a seat at the table." Well, here's the thing, if you're
an order taker, what's on your menu? If people only know you for training then they
are going to walk in your office and say, “I want five days of training on
leadership.” They're not going to walk in your offices and say, "We have a
leadership issue and I want to talk to you as a partner about how we better
enable leaders in this company. And then from there, we'll figure out the
deliverable.” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This is the fundamental shift to performance-first and being seen
as a performance-first enabling organization versus acting, or seeming like, a
service organization that delivers a product called training.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I once introduced myself as a performance engineer. I was tired of
being viewed as a trainer. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Just think what would happen if the leadership of an organization
looked to us to help them solve the challenges of effective performance in the
flow of work? <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, that takes us to our second principle, we have to analyze
something very different, we have to start at the moment of <i>apply</i>, not <i>new</i>
and <i>more</i>. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And to understand <i>apply</i>, you have to do this remarkable
thing, that transformed my design, called rapid workflow analysis. Here is
where we understand what the true workflow of a leader, a manager, a frontline
worker, etc. is and does. This analysis does a remarkable thing for
organizations, it makes the workflow transparent. Let's talk a little bit more
about that. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Well, many years ago, I was involved in some major organizational
transformations. And I participated in these work process redesigns. What I
found was that the methodology didn't take, it didn’t move down to the tactical
level of work. They were mapping workflow processes at such a high-level and
really were blind to the tactical work they were doing. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Many leaders are blind, they are really blind to that work. And
the minute that we open that up, and really identify what they do, it's this
awakening, right? They go, "Yeah, that is what I do!" and we're able
to have conversations around, “Should you really be doing that?” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And as you’ll recall, we've had many of those moments where a
leader will respond to that a-ha moment with, "I don't want you doing
that, I want you to be doing this." Well, how do you do that if you can't
see the workflow for what it truly is? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And maybe even more importantly, when the learner finishes a
training course they have to be able to then step into their work. And if that
training isn't aligned to the workflow, then it's going to be tough to make
that transition. <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Notice in these first two principles Con, we still haven't
discussed a deliverable. We're still trying to figure that out. And we're not
using the words “course”, “trainer”, or even “digital coach” at this point,
because we just don't know. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Now, principle number three, there has always been this journey
called train, transfer, sustain. But what this shift to workflow learning
design through the five moments does, is it dramatically shifts that journey.
So, let's step back and review the original journey. Do you want to walk us
through those three stages and how they historically have been treated? <b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah, well, we do the train thing well. I mean, that's where we
spend our time, in the training, and then we say, “Thank you for coming and thank
you for the scores on this evaluation.” The learner then leaves that rich
training experience and must figure out, “How do I apply this to my work?”
That's called transfer. How do I take this and move this into my own world? <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, they most likely will fight their way through, and figure it
out, because they’ve got to perform, right? And then once they get there, they have
to sustain it in a world that changes and is always changing.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, with the old model, we just throw them over the fence. We kiss
him goodbye, and thank them for coming and, and then they move into the real
world unprepared to transfer and manage the sustainment of that on their own
with little to no formal guidance.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">BM: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">So, what we've learned Con is that no matter what design approach
you apply, including the five moments workflow learning design, those three
stages of the journey are always there.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But when you focus on performance-first, we find three remarkable
things happen over and over and over. Training, on average, is reduced by half.
If you shift to an apply first design approach you don't have to train
everything; it's not the responsibility of the trainer to wake up every day and
feel the burden of having to teach everything. So, on average, we see training
reduced by half. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The more important thing is that we're in the business of
competency, like you said earlier, if in the end, people can't perform better,
we have not done our job. In the performance-first design we see time to
competency reduced on average by half because it is an enablement model. It is
a journey of transfer and sustain, not a “dump model” which is what the
training-first mindset tends to be.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">CG: </span></b><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Yeah. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I had heart surgery a couple of years ago. And my first question
to that heart surgeon was, how much experience have you and the team had, and
how successful has that experience been? I wasn't interested in his training; I
wanted to know how competent the team was. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">And that time to competency is what is really important for all
organizations. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><b><a href="https://performancematters.podbean.com/e/the-5-fundamentals-of-workflow-learning/"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Listen</span></a><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to the full
episode for the remaining two fundamental principles of workflow learning in
the 5 Moments of Need, and </span><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">subscribe to </span><a href="https://performancematters.podbean.com/"><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The Performance Matters Podcast</span></a><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> to stay up-to-date on all the latest conversations
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<p class="MsoNormal" style="line-height: 115%; margin-bottom: 10pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><i><b><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">You may also download our latest eBook for free </span><a href="https://www.5momentsofneed.com/ebook.htm"><span face=""Calibri Light",sans-serif" lang="EN" style="mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">here</span></a><span face=""Calibri Light",sans-serif" lang="EN" style="color: black; mso-ansi-language: EN; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">.</span></b></i><span face=""Calibri Light",sans-serif" style="mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></p><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{52}" paraid="177456050" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">Copyright © 20</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;">22</span><span class="NormalTextRun SCXW40215864 BCX9" data-ccp-parastyle="Normal (Web)" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; margin: 0px; padding: 0px; user-select: text;"> by APPLY Synergies, LLC</span></span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div><div class="OutlineElement Ltr SCXW40215864 BCX9" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; font-family: "Segoe UI", "Segoe UI Web", Arial, Verdana, sans-serif; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;"><p class="Paragraph SCXW40215864 BCX9" paraeid="{e7432dac-6a4c-40bd-a9ca-03a9283f8478}{62}" paraid="1640449280" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: windowtext; font-kerning: none; margin: 0px; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;"><span class="TextRun SCXW40215864 BCX9" data-contrast="auto" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">All Rights Reserved.</span><span class="EOP SCXW40215864 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}" face="Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 18px; margin: 0px; padding: 0px; user-select: text;"> </span></span></p></div>The 5 Moments of Needhttp://www.blogger.com/profile/00837132305746158110noreply@blogger.com0