Instructional Development PERFORMANCE PROBLEMS (EDER675) January 20, Seminar two

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Instructional DevelopmentPERFORMANCE PROBLEMS
(EDER675)January 20, Seminar
two
Remember Morton Thiocol and those pesky gaskets
that was a Mechanical and training performance
problem
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Agenda for this class / week

• 1. Discussion Content Layout in the Text
• what have we already studied?
• 2. Performance Problems
• What they are and are not
• Student Presentation, Chs 12
• Lecture, Performance Problems ID
• Performance Problems Leadership
• 3. Case 35 Our First ID Case The COMET Project
  in detail

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Overview of the Text Chapters - What have you
studied in other classes - what is the context of
this study?

• Defining ID Approaches to it
• Non instructional Performance Solutions
• Which projects qualify for ID solutions?
• Needs Assessment
• Learner Characteristics
• Analyzing the Characteristics of a work setting
• Work Analysis
• Setting Performance Objectives
• Developing Performance Measures
• Sequencing Performance Objectives
• Specifying / Selecting Instructional Strategies
• Designing Instructional Materials
• Evaluating Instruction
• Instructional Management Systems
• Planning Monitoring of ID projects
• Visual, Oral Written Communication
• ID Team Building and Management

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Performance Improvement Related ID Issues Today

• Micro Trends
• Increased demand for speed in ISD
• Rapid prototyping
• Group focus on workplace
• Situated Learning
• Increasing awareness of how ppl learn/cog/const
• Expectation that ID process goes beyond pfce.
• Competency work?
• Accountability
• Designer competency push UP

• Issues
• Macro Trends
• Performance Paradox
• Rapid Change
• Outsourcing ID
• Knowledge Capital
• Speed of market change
• Mass customization
• Globalization Diversity

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The Role of ID in Solving Performance Problems

• ID is an emerging profession - changing quickly.
• The chief aim of Insructional Development is to
  improve employee performance to increase
  organizational efficiency and effectiveness
• Performance is the achievement of results (ends)
  to which purposeful activities (means) are
  directed.
• There are human, machine company performances
• Efficiency is the ration between resources needed
  results
• Inputs / Outputs
• Effectiveness is the match between results
  achieved and results desired.

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The Situation Specific Model of Human Performance
( Open Systems Theory)
Environment
Outputs
Inputs
Operations
Feedback
Discuss This model is in Organization theory, ID
theory, Psychology and management theory. What do
we do when the Outputs do not match our
intentions? Answer Branch/complicate.
Can we design and engineer a solution for every
need - for every operational condition simply?
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List 10 human performance problems in your
organization today
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Alternate Solutions to ID in the solution of
Performance Problems

• Job Performance Aids
• Checklists
• Algorithms
• Procedure Manuals
• Work Samples
• Reward Systems
• Hygiene factors Salary Working Conditions
• Intrinsic Rewards Job Satisfaction, laddering..
• Selection Practices Matching people to work
• Recruitment
• Job Analysis - job descriptions - pfce criteria
• Tools results match doers to the done
• Organizational Redesign (28)

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Organizational Change as a Solution to
Perforamance Problems Outside Classical
Instructional Development

• Change reporting relationships
• Improve info sharing
• Define job responsibilities
• Change job responsibilities
• In groups of 2, identify organizations and
  situations where one of the above conditions have
  been found.
• Are there instructional interventions to create
  these outcomes?
• Are there leadership interventions to create
  these outcomes?
• Are there instructional leadership interventions
  to create these outcomes?

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CASE analysis Case 35 COMET Project

• Essential Message The importance of contextual
  factors in determining successful implementation
  of ID products can not be underestimated as we
  define the instructional problem. (Forecasters
  did not like the training solution offered to
  them).
• Key Issues
• Design features need to include the improvement
  of field learning conditions (physically)
• Scope of the recommendations needs to be
  considered How ambitious should they be? Some
  are cosmetic, others impact the way the
  organization works (Ertmer, p. 215).
• Clients goals must match and did not
  forecasters complain that module content was
  removed from day-to-day job tasks, while the
  mission statement said the forecasters must know
  how to draw on scientific principles.
• What happened after the study Policy was
  developed for shorter, CD Rom based modules with
  a more diverse content, where web sites updated
  content and provided online support.
  Collaborative training ventures were developed
  between major forecasting centres.

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Further Reading about Instructional Design
Problems

• We discussed the philosophical and contextual
  arguments surrounding training and problems
  related to instructional development
• What follows is a step by step guide, for
  consideration only, of what some theorists /
  designers suggest to actually define an
  instructional development problem
• (this is part of a massive cookbook set that I
  warned you about but if the books are used
  properly, the creation resulting is an artful and
  effective design and development)

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A Procedure for analyzing the problem in a
performance improvement situation

• Define the Problem
• Identify the Source of the Problem
• Determine a possible solution
• Communicate the results

Step 1 Analyze The Problem
(Leshin, Pollock Reigeluth, 1994).
Instructional strategies and design tactics.
Englewood Cliffs NJ, Libraries Unlimited.
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1A. Define the Problem

• 1A.1 Investigate the nature of the problem.
• Try to understand the problem from both the
  perspective of the organization and from the
  perspective of the employees or target learners.
  Ask the following questions for training
  performance problems
• Is there a problem?
• Does the problem involve performance? If so, what
  is the performance problem?
• Is this the real problem, or is it a symptom of a
  more fundamental one?
• Who views it as a problem?
• How does the problem compare to others?
• Why is the manager dissatisfied?
• What are the causes of the problem?
• What are the possible solutions?
• What are the constraints?
• What will the company pay to correct the problem?
• What are the goals for the project?

Continue to obtain information from different
types of peple and sources until you have a good
Base of information on the nature of the problem
from very different perspectives.
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1A. Define the Problem

• 1A.2. Describe the nature of the problem.
• There are 2 kinds of problems - Educational
  problems and training problems.
• Training Problem
• In this case, define the present or actual
  performance and compare it to the desired
  performance (gap analysis). This information will
  be sued to derive the desired learning outcomes
  and to write corresponding performance objectives
  and measures.
• Educational Problem
• In this case, determine what knowledge
  (information and understandings) the target
  learners should have and compare it to what they
  typically already know. The information obtained
  from this analysis will be used to derive the
  desired learning outcomes and to write the
  corresponding objectives and measures.
• Guidelines for Writing a Good Definition of the
  Problem
• State the problem succinctly
• Use words devoid of acronyms and industry
  specific jargon
• Include adequate details so that the majority of
  readers will interpret the problem in the same
  way.
• Describe the people involved

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1B. Identify the Source of the Problem
1B.1. Generate pertinent questions for determing
causes of the problem Types of Questions to
ask General - What is the expected
performance or knowledge? - Does the learner
have the necessary prerequisite knowledge? -
How frequently is she asked to do the pfce or use
the knwldge? Training Context Only - Are there
some factors out of the employees control that
may be causing poor pfc? - Does the employee
receive feedback on his/her performance? - What
do you think is causing the performance
discrepancy? - What do you think is causing the
performance discrepancy? - What is the impact of
the current level of performance on the
organization? - What is the organizations
impact on the performance? - Which jobs tend to
be most affected? - What incentives are in place
for effective performance?
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1B. Identify the Source of the Problem

• 1B.2. Select Data Gathering Methods to Answer the
  Question
• Data are facts, opinions or information from
  which answers to the questions can be drawn.
  Review the information gathered in Step 1A and
  documents from procedural manuals, training
  guides or job descriptions when available for
  background information.
• Use observations if it is important to see
  directly what is happening or to note
  interactions
• Use focus groups if diverse populations will be
  affected or if the synergy of the group.
• Use face to face interviews if it is important to
  observe nonverbal behavior or to ask probing
  questions.
• Use a telephone or written survey if a large
  number of employees or target learners are in
  many locations.
• Use a combination of these methods if one is not
  good enough.
• THEN GATHER AND INTERPRET THE DATA USING BASIC
  RESEARCH
• METHODOLOGY

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1C. Determine the Possible Solutions

• 1.C.1 Base don the data, determine the answers to
  the questions asked in step 1B. After the
  information has been collected, the data needs to
  be summarized before answers are formulated.
• The purpose of data gathering were to
• Obtain info on the underlying nature of the
  problem
• Determine whether ther is a problem because of
  performance or knowledge deficiency
• Determine whether instruction is an appropriate
  solution
• Decide for each problem area Whether
• Instruction alone can solve the problem
• Other solutions alone can solve the problem
• Instruction is needed in conjunction with other
  solutions

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1C. Determine the Possible Solutions

• 1.C.2 Consider the advantages and disadvantages
  of alternative solutions
• If several solutions are viable, consider the
  following
• Probable effectiveness of each alternative
• Probable cost of each alternative
• Probable developmental difficulties for each
  alternative
• Probable implementation difficulties foreach
  alternative
• Other factors that may affect the outcome of the
  proposed solutions

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1D. Communicate Results

• 1.D.
• The results of a needs analysis may have to be
  reported or communicated several teimes. At this
  stage the purpose of the communications is to
  determine whether to proceed with the project and
  continue with a more detailed level of analysis.
  The written report organizes all the data you
  have collected.
• Write a report recommending
• Instruction for problem areas identified as
  instruction must be provided and is worthwhile.
• Instruction and instructional alternatives for
  problem areas identified as instruction would
  help.
• Noninstructional solutions for problem areas
  identified as instruction is not needed or is
  not worthwhile.
• Support your recommendations with
• Results from the data gathering
• Description of instructional solutions
• Rationale for the decisions made
• A comparison of benefits and costs of alternative
  solutions

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A Procedure for analyzing the problem in a
performance improvement situation

• Define the Problem
• Identify the Source of the Problem
• Determine a possible solution
• Communicate the results

Step 1 Analyze The Problem
(Leshin, Pollock Reigeluth, 1994).
Instructional strategies and design tactics.
Englewood Cliffs NJ, Libraries Unlimited.
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Readings for Next Class (Jan 27th)

• 1. Rothwell, J., Kazanas, C. (1998). Chapter
  Three Determining Projects Appropriate for
  Instructional Design Solutions
• Summary Presentation Jeremy Davis
• 2. Ertmer, P. Quinn, J (2003) ID Case Book
  Case 8 Lynn Dorman
• Summary Presentation Kevin Schoepp
• 3. Problem Definition See Slides following this
  slide
• Optional Reading Resource Sherry, L.,
  Wilson, B. (1996). Supporting Human Performance
  Across Disciplines A Converging of Roles and
  Tools. http//carbon.cudenver.edu/lsherry/pubs/p
  ss.html