Section 4: Human Performance Technology

Not all solutions to learning and/or performance require an instructional one. Many times a non-instructional approach is the better solution. This week's posting concentrates on human performance, electronic performance support systems, the use of knowledge management systems, and the concept of informal learning.

   1. Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem. 

Working in the mortgage industry in a business unit that spans six sites from coast to coast can pose a very difficult training scenario.  One of the issues that we deal with is the physical sites themselves.  Some sites have resources that other sites do not have.  This causes certain training sessions to convey the same information in different formats.  One site may present the information using handouts, while another may use a projector, and another may just have people read the presentation themselves.  In order to ensure that all sites are receiving the same standard of training, training personnel within the business unit at each site should be issued a projector.

   2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

An Electronic Performance Support Systems as defined by Gloria Gery:

    “an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.”

As defined by a former Nortel Networks executive, William Bezanson:

    “A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.”
Since I most of my teaching experience comes from a corporate training environment, I prefer the definition of Bezanson because it is more applicable to my current position.  EPSS are used more in a corporate environment than an educational environment.  I think the problem is that in a school, there really is not uniformity across the system.  Sure there are general guidelines, but teachers have varying opinions about “truth” or lessons.  An EPSS would be plausible for a very objective subject or lesson like math times tables, or historical dates and people.  But,  for subjective issues, many of them interpretations of perceived facts, may not be agreed upon by all educators in a system.

   3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be used to solve the problem?

In my job as a trainer in the mortgage industry, I we have several sites located across the country in our business unit.  When a person begins work, they go through basic new hire training that all employees receive, plus some job or role specific training before they are released to do their job.  The problem with the corporate environment, is that so much information is given to new hires in such a short period of time, that it is impossible for a new hire to retain everything.  To that end, we have developed role specific Desk Guides and Job Aids for our business unit.  Essentially, these documents give basic over views of either a specific process or role, and then give step-by-step instruction to complete the task or role.  While and basic understanding of the job function or task is required, the Desk Guides and Job Aids allow for refresher training solutions, that do not require formal training.

   4. Describe the types of informal learning you have been exposed to in your adult life. What as the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

The most unique and memorable informal learning experience I have had was during my time as a customer service and collections representative in the mortgage industry.  It was a very interesting view into the social psyche of mortgage borrowers from all groups within American society.  I did not particularly enjoy what I did, so at first I was automatically on the side of the customer and felt sorry for them and took what they said at face value.  But, as my skills and experiences grew, I started to notice a very interesting thing about all the people that I would speak with, nothing was their fault.  Everything that was occurring to make them not pay their mortgage was to no fault of their own.  And if they did not scream about how they were lied to and forced into buying their home, then they were owed something for the injustice that was being put upon them.  As I said, at first I would do everything I could to try and help people, even try to bend the rules or find exceptions to rules to assist people.  But, then I began dealing with people in further and further stages of delinquency and I found that many people did not even have a budget.  Most, but not all people, that have problems paying their mortgages make really poor financial choices.  One look at a bank statement and it is all too obvious why they are struggling.  One statement had purchases at four separate fast food restaurants for just under $100 total, all made within a 30 minute time period!  And there were weekly charges to the hair salon for $50 each!  $200 a month to get your hair and nails done and you can’t find $100 in your “budget” to make your house payment?  You deserve assistance because the world hates you and the mortgage company wants your house?  Seriously?

I know it sounds like I am jaded when it comes to these matters, but I am not.  There were those people that had legitimate issue arise that truly were no fault of their own.  I cannot even count the number of times that I spoke with a couple that were struggling to make their bills because of a triple whammy.  The couple would have lost income because one of the spouses became unemployed.  So, you go find another job.  But, the spouse became unemployed because they ended up with some debilitating or life threatening illness and they were unable to work.  And forget about Social Security or Disability benefits, that can take up to three years to start getting money coming in. Those are the people that you wished you could do something to help.  But unfortunately, lines in the sand had to be drawn. 

The experience was an enlightening and emotional rollercoaster.  While I did not enjoy the job, I would not give up the experience for anything.  The experience was very engaging since I was an active participant in each customer’s situation.  And the experience was social, sometimes to the point of talking with the borrower, their spouse, siblings, children, parents, friends, lawyers (my personal favorites), etc.  Sometimes I played the role of the heartless henchman of the big bad mortgage company.  At other times, I was the guarding angel leading a family to the light at the end of the tunnel.  And other times I was the financial advisor, marriage counselor, shoulder to cry on, long lost son, or even the kick-you-in-your-pants-to-get-you-to-stop-feeling-sorry-for-yourself-and-do-something guy.  The instructors, well, they taught me that sometimes bad things happen to good people.  But, here in America, all the political correctness and extreme worry about self-esteem has caused many people to believe that they can be lazy and do not have to take responsibility for the consequences of their actions.  Basically, I think Mama Gump got it right: Stupid is as stupid does.

Section 3 - Evaluating, Implementing and Managing Instructional Programs and Projects

1.   Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. 

The first model I reviewed is Robert Stake’s Countenance model  that was created in 1967.  Stake is quoted as saying “Formal evaluation of education is recognized by its dependence on checklists, structured visitation by peers, controlled comparisons, and standardized testing of students. Some of these techniques have long histories of successful use. Unfortunately, when planning an evaluation, few educators consider even these four. The more common notion is to evaluate informally: to ask the opinion of the instructor, to ponder the logic of the program, or to consider the reputation of the advocates."  Stake’s model utilizes description and judgment to evaluate curriculum, with the emphasis being on the description and judgment is based upon data collection.  The data collected into 2 matrices that look at antecedents (prior knowledge), transactions (interactions), and contingencies (results).  When Stake wrote is model, he pointed out that “little attempt has been made to measure the match between what an educator intends to do and what he does do.”  I would use stakes model and the matrices to evaluate the success of my curriculum or personal ability.  What I like about this theory is you can see where the students begin, what was actually done, and what the students actually achieved/learned.

The model second model I reviewed is Ralph Tyler’s classical model from 1949.  Tyler’s model is a 4 question model.  Tyler believed that these 4 questions must be answered in order to develop a successful curriculum.  These questions are:
     1. What educational purposes should the school seek to attain?
     2. What educational experiences can be provided that are likely to attain these purposes?
     3. How can these educational experiences be effectively organized?
     4. How can we determine whether these purposes are being attained?
I would use this model in during the planning of a lesson or curriculum to ensure that the desired result is achieved through the exercise(s) created.

2.   Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A new system of record was adopted by the department in order for all sites to be on the same system of record.  From a management stand point, the system was selected as the system of record because many it was the system of record that the decision making management was familiar with.  It was also a newer than one of the 3 currently used systems of record and cheaper than the last system.  (Probably one of the greatest factors in the decision).  From a user stand point, no body likes change.  Those users that were used to the older system did not want to have to bother with learning a new, more complicated system which hindered the implementation at that site.  The site with the other newer, but more expensive to maintain system were upset because they were having to go to an inferior system with much less functionality.  And since both systems worked like night and day, there was quite a bit of difficulty grasping how to use the new system.  I think the use of any new technology is going to have pros and cons.

3.   Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce.  You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers.  How will you use Situational Leadership to facilitate this project?

  Once I have conducted a needs analysis and defined the scope of the project with the client, I would be able to determine the necessary personnel needs for the project.  Once I have made my initial personnel choices for the project I would evaluate each individual to determine the development level of the person on their portion of the project.  (D1 thru D4).  In doing so, I can pair the correct leadership style (S1 thru S4) for each individual. 

Many people would assume that the project as a whole would need a high direction in the beginning and more delegation in the end.  But, that is not necessarily the case.  Some of the people may be D4 - Self-Reliant Achiever’s at the start of the project, but could slip to a D2 - Disillusioned Learners if their part of the project veers into unknown areas.  At that point, I would need to utilize an S2 - High Directive and High Supportive leadership style.  Project managers need to remember that it is not the project that they are leading, but the people.

Theories and models of learning and instruction

·  Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Working in the mortgage industry as a trainer, we have a curriculum much like educators in a more traditional setting.  Even though our settings are different, we apply the same learning theories and tools.  As an example, I am required to teach different types of mortgages that customers have so my students can assist customers with problems that may arise.  In order for someone with no prior mortgage experience to understand how a POA or Payment option Adjustable Rate Mortgage works, a very complex type of mortgage, students must understand how the basic loans work first.  To accomplish this goal in a relatively short period of time, two learning theories that are applied are the Cognitive information processing theory and the Schema and cognitive load theories.  What we do is first break up the new hire training in to classes.  First, the basic mortgage types are taught.  The Fixed Rate, the Adjustable Rate mortgage (ARM), and the Interest only mortgages are taught in that order.    Each of these loan types have similarities to the loan type before, thus, the students learn each of the loan types as a Schema.  Once the students are able to demonstrate that they have processed the information cognitively by demonstrating their understanding in a skill check in which they identify the types of loans via definition, as well as using a mortgage note to identify the type of loan the note defines.  Once able to do this, the students are then taught the POA, which essentially is all three of the loan types learned previously.  By learning the three main loan type schemas, they students reduce the cognitive load required to learn the last mortgage type.

·  Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

Gagne’s Events	Principles
Gain attention
Inform learners of objectives	Activation – explain how the POA loan is in essence all of the 3 previous loan types that have been learned.
Stimulate recall of prior learning
Present the content	Demonstration – show them how POA loans work using the 3 previous loan types learned with an example  of a POA.
Provide "learning guidance"
Elicit performance (practice)	Application – have students answer questions about a practice POA loan.
Provide feedback
Assess performance	Integration – have students roleplay answering questions about a POA loan from a “customer” calling.
Enhance retention and transfer to the job

·  Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

The ultimate goal in training for a customer service representative, is the ability for the employee to be able to assist a customer by providing the correct answers to their questions and sound recommendations while keeping the customer happy.  A good exercise that uses a holistic approach to teach this very broad concept is role reversal.  Everyone has personal examples of poor customer service experiences.  We look at the examples provided by the students and break them down to determine what specifically caused the poor experience.  The most common reasons are rude or uncaring behavior, a lack of confidence in answers given, and a lack of knowledge (or misinformation) to help.   To successfully assist a customer, one must be polite, have confidence in what they say, and the necessary knowledge to assist properly.  The scaffolding method of teaching is utilized throughout the entire new hire training process.  The necessary knowledge is gained through the new hire training curriculum.  The confidence is gained as students build on and continue to use the knowledge and skills they learn throughout their training.  The students are taught “soft skills” that teach them how to ensure they are not rude and demonstrate that they do care about assisting the customer.  The mathemagenic method is demonstrated during “mock calls”.  Mock calls is an exercise involving 2 trainers and the entire class.  One of the trainers is in the room with the class while the other trainer is outside the class room at their desk.  One student takes control of the projector computer and the phone.  The trainer at their desk calls the phone in the classroom and pretends to be a customer with an issue or question that the students will experience on the phone.  During the call, only the student controlling the projector is allowed to speak with the customer, however, they are allowed to place the customer on hold and discuss with the rest of the class what the possible answers are.  Though the students have been provided the basic knowledge of systems, loan types, company policies and procedures, the students must apply of the knowledge and skills they have acquired to not only answer the question of solve the problem, but provide excellent service.  While some of the situations that are presented are basic problems that they have already be given specific examples of in class.  Others are more complex and require the students to find the answer. Some of the mock calls are extremely difficult or upset customers, some are “one off” of “rule exception” situations, some calls may not even really have an answer at all.

·  You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

ARCS model
Attention
Perceptual Arousal	What can I do to capture their interest?
Inquiry Arousal	How can I stimulate an attitude of inquiry?
Variability	How can I use a variety of tactics to maintain their attention?
Relevance
Goal Orientation	How can I best meet my learners’ needs? (Do I know their needs?)
Motive Matching	How and when can I provide my learners with appropriate choices, responsibilities and influences?
Familiarity	How can I tie the instruction to the learners’ experiences?
Confidence
Learning Requirements	How can I assist in building a positive expectation for success?
Success Opportunities	How will the learning experience support or enhance the students’ beliefs in their competence?
Personal Control	How will the learners clearly know their success is based upon their efforts and abilities?
Satisfaction
Intrinsic Reinforcement	How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?
Extrinsic Rewards	What will provide reinforcement to the learners’ successes?
Equity	How can I assist the students in anchoring a positive feeling about their accomplishments?

Attention – when getting ready to teach students about the various loan types.  I tell them how learning the different loan types will help them in their personal lives.  I let them know that learning how various loan types work, they are able to use loans to their advantage to actually save themselves money over the life of a loan, not just a mortgage.

Relevance – when teaching loan types, be sure to teach them in the proper order, as all loan types have the same basic features.  Each new loan type tends to change the way one specific feature works.  Give examples of other types of debt that students are likely to have experience with to compare to the mortgages being taught.

Confidence – when teaching loan types, be sure to break the loans features down in a simple, basic manner.  Give examples with numbers showing how a specific loan type works.  Have the students complete unfinished examples themselves for each loan type.  Essentially providing a “teach back” opportunity for them to ensure that they own the knowledge.

Satisfaction – on going roleplaying scenarios, examples using various loan types, and mock calls continue to reinforce the learning of the various loan types.  We also use “buddy time” where the students actually sit with someone in the business that is taking live calls and listen or actually take live calls with assistance of their buddy to help demonstrate and practice their learning.

·  Finally, after completing these activities, discuss the benefits of engaging in design research

Probably the greatest benefit of research is innovation.  Without research and study, new knowledge would rarely be gained.  As humans advance in technology and society changes, the way people learn changes as well.  Educators must evolve with along with the rest of the world.  Not arbitrarily, but with a focused method.  That is what design research allows educators.  The knowledge to focus the teaching methods used for the most effective learning outcome possible.

Defining the Field

1. Reflect on the definitions the book has provided and develop your own definition as it relates to your work environment.
   
   In my opinion, the definitions in the book are very complex and do not really define the field.  In reading some of the definitions of the field made me think of political correctness or someone trying to sound more impressive by using sophisticated words to describe a simple concept.  Like when saying a "water boy" is a "hydration technician" or a person is "vertically challenged" rather than "short".  I get the fact that the definitions were trying to define a new field, and of course there is a human need to make one seem important.  So, maybe the definition authors were doing that, trying to make themselves seem important and needed by defining their field as complicated as possible.  Just because the definition or focus of a field is simple, does not lessen the importance of the field.  While I do like some of the concepts of the definition the author's have coined, I still think it is overly complex and purposely confusing.  I say that because I actually had some people in the training field, but with no formal education in the field of education, and they did not understand what I was actually studying.  As a trainer in the mortgage servicing industry, I always tell my trainees:  "Keep things simple and do not make it harder than it has to be."  Define the field of instructional design and technology?  The purpose of the instructional design and technology field is to facilitate the improved performance by analyzing the end need of the learner and implement the instructional format or process change to achieve the desired goal.  There is an easier and cliche way to say that: Use the right tool for the job.  Ultimately, that is what the field does.  Determines the need.  Finds the right solution.  Implements the solution.  Whether the solution be implementing a specific technology, or changing the process
   
2. Next, study the Dick, Carey and Carey model of instructional design. Redesign the model excluding and/or adding components as needed. Describe how the model adheres to the six characteristics of instructional design and how it fits in your work environment relating to your definition of instructional design.
   
   Based on the model of instructional design, it competes with the definition that the authors of the book present as the definition of the field.  The model is based on utilizing instructional solutions only, where as the author's definition proposes the use of "noninstructional" solutions.  That said, if the first step of the model is completed properly and a thorough needs analysis is conducted, then the learners and contexts should already be analyzed and the performance objectives should already be defined.  So the model should be: 1. Conduct needs Analysis  2. Develop Instructional Strategy 3. Develop and select instructional material  4. Develop Criterion Referenced Tests (Knowledge Checks)  5. Develop and conduct evaluation  6. Revise instruction as needed.
   
   As one that practices education in a corporate environment, our use of instructional design does not always follow all of the steps that educators in academic environment follow.  There are potential business needs or time constraints that do not allow for the luxury of a complete analysis, or the refining of instructional material.  Many times, we have to react to changes to the business in less than 48 hours and provide training to 300+ people on completely revamped policies and procedures.  The development and presentation is more like the triage center on a battlefield.  Stop the bleeding, stabilize the situation, then monitor and adjust treatment moving forward.
   
3. And finally, in chapter 3, there is discussion on how the internet and world wide web will have a major influence on the way instruction is delivered to learners. Based on what you know about these technological innovations combined with what you have read about the history of instructional films, television, the computer and more, discuss how technology is generally used in the field of education and how you foresee technology being used in the future in the following areas: K12 Education, Higher Education and Adult Education (continuing education). For example, think about how we are using the blog to capture learning in higher education. How could it be used in K12?
   
   From my experience with public education, technology is primarily used as a tool for engagement or as a means of taking a "break".  Many teachers use computers and videos as a means of engaging students to learn a subject, or just to keep them quiet watching a movie so they can take a break from the constant disciplinary problems that arise when students are bored and not engaged.  Of course, that is a very pessimistic view on the teachers and students and all teachers will emphatically deny, deny, deny that is a reality.  But it is a reality.  Many teachers use technology as a way to keep their kids engaged and calm.  They'll use a new gadget, gizmo, or techno-toy because it will buy them short periods of peace until kids get bored with it.  They do not care that the particular gizmo they are using is not improving the quality or amount of education, they just know that they do not have as big of a headache when the bell rings at the end of the day.  And trust me when I say, teaching adults in an corporate environment is not necessarily better.   The one advantage to teaching adults in a corporate environment is that if the student, does not learn the material, they will quickly be unemployed.
   
   Having said all that, I think using technology in education is a good thing when it is used properly and effectively.  If using a technology does not improve the amount or quality of the learning experience, then should it be used?  If the learning is the same, then maybe.  If the learning is less, then no.  It depends on the technology and the purpose.  There is a big push to adopt all the new technologies like blogs.  But is that really a good thing?  Take Facebook and Myspace as examples.  Those social media sites have millions of users, many of which are young users.  They are essentially blogs and online journals that could easily and are used for the purposes of education.  But is it safe?  Many people, young and old do not think about or comprehend the potential harm blogs and social networking sites could have on them.  There is the potential for personal thoughts and opinions to negatively harm them at school or work.  There is the potential for these sites to be used by people seeking to do harm to the owners by getting seemingly innocuous information and using it to gain the trust of a young person, or even steal identifying information.  Sure, you can teach people not to post certain information, but when you were a child, did you always follow every lesson your parents tried to teach you because you always agreed with their overprotective ways?  I didn't think so.
   
   Regardless of whether I agree with the use of blogs in education, they are going to be used by those that do support them and see them as a good thing.  What I would say to those that will use blogs as an online journal of reflection is be sure that the use of a blog is age/grade appropriate.  And police personal information as much as possible.  Especially if the blogs are out there able to be accessed by any and everyone.  While a young kid is going to be a bit more enthusiastic about typing up their thoughts on a blog, if you want to know what they think, make them practice the dying art of penmanship.