Learning Strategies and Human Performance Technology

1. Learning Strategies and Human Performance Technology Harry O’NeilUniversity of Southern California/CRESST ONR/NETC Planning Meeting July 17, 2003 UCLA/CRESST Los Angeles, CA ONR/NETC 7/17/03 v4

2. Opportunity: Learning Strategies • Create a DL learning strategies course for Naval A-School training enlisted personnel • Meeting at ONR/NSF conference (Feb. 6-7, 2003) to initiate the idea • Briefing at NETC May 7, 2003 • ONR and CRESST • Follow-up emails (e.g., May 17, 2003)

3. Learning Strategies Course • Based on Guidelines • Goal is to improve cognitive and affective skills of Naval enlisted personnel • Rationale • Effective training is a product of quality of instruction and trainees with effective learning strategies • Many trainees lack learning strategies

4. Learning Strategies Course (cont.) • Approach • Implement version 1 as workshop • Focus on learning strategies for traditional courses (e.g., lecture, discussion) • Needs assessment/design activities • Implement version 2 as DL-supported intervention • A distance learning implementation for learning strategies in traditional courses • Implement version 3 as DL-supported implementation • Use DL system as delivery system to teach learning strategies useful in DL courses

5. Learning Strategies Course (con’t.) • Courseware Design • Explicit information regarding the techniques • Worked examples provided • Extensive use of (video) models for effective and ineffective use of skills • Techniques for self-regulation (e.g., self-monitoring) • Practice in techniques

6. Learning Strategies Course (con’t.) • Courseware Lessons Lesson 1 – Establishing Learning Goals Lesson 2 – Managing Time and Dealing with Procrastination Lesson 3 – Learning from Lectures Lesson 4 – Maintaining Attention Lesson 5 – Learning from Texts Lesson 6 – Preparing for Exams Lesson 7 – Taking Exams Lesson 8 – Reducing Anxiety and Maintaining Attention Lesson 9 – Learning in DL Environments

7. Learning Strategies Course (con’t.) • Initial Evaluation Criteria • Does curriculum meet its objectives • Cognitive and affective posttests, user acceptance, time savings • Final Evaluation Criteria • Naval trainees with exposure to learning strategies learn more or quicker in subsequent courses

8. Learning Strategies Resources • NETC Role • Funds Design, Development, and Evaluation of curriculum • Appoints POC • Provides DL system access • USC prime (does analysis, Design, Development); UCLA/CRESST sub (does formative and summative evaluation)

9. Learning Strategies Resources (con’t) • Schedule • September 1, 2003 to August 31, 2005 (25 month project) • Workshop version completed one year after Date of Award of contract • DL version completed 2 years after Date of Award of contract • DL version for DL learning strategies completed 2 years after date and award of contract • Contract Budget • 4.3 million total (25 months)

10. Opportunity: Human Performance Technology • Create a DL course for Human Performance Technology personnel

11. Human Performance Technology Career Path EdD MS Certified PerformanceTechnologist/ISPI 5-Vector Model Knowledge, Skills, Attributes/Competencies ISPI: International Society for Performance Improvement MS: Master of Science in Human Performance Technology EdD: Doctor of Education—a professional degree in Human Performance Technology focusing on improvement of human performance at work

12. Possible Skill Sets for Human Performance Consultant/ISPI Basic Skill Group Specific Skill Analysis & Observation Determine projects appropriate for HPI. Analysis Conduct needs assessments/front-end analysis. Analysis & Observation Assess performer characteristics. Analysis Analyze the structural characteristics of jobs, tasks and content. Analysis & Communication Write statements of performance intervention. Analysis & Observation Analyze the characteristics of a setting (learning/working environment). Design & Communication Specify and sequence performance intervention outcomes. Design Specify performance improvement strategies by selecting strategies appropriate for the setting, the characteristics of the performers, the resources and constraints, the desired outcomes and other relevant factors.

13. Possible Skill Sets for Human Performance Consultant/ISPI (con’t.) Basic Skill Group Specific Skill Design & Communication Specify and sequence performance intervention outcomes. Determine the resources (media, technologies, equipment, money, people) appropriate for the performance improvement activities and create all components. Design, Evaluation, & Management Evaluation & Management Evaluate HPI interventions. Create a HPI intervention implementation plan. Design and Evaluation Management Plan, manage, and monitor HPI projects. Communicate effectively in visual, oral, and written form. Communication Demonstrate appropriate interpersonal, group-process and consulting behaviors. Communication/Interpersonal Communication Promote HPI as a major approach to achieving desired HP results in organizations. Source: Stolovitch, H. D., Keeps, E. K., & Rodrigue, D. (1999). Skill sets, characteristics and values for the human performance technologist. In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology: Improving individual and organizational performance worldwide. San Francisco, CA: Jossey-Bass Pheiffer.

14. HPT Resources • NETC Role • Funds Design, Development, and Evaluation of curriculum • Appoints POC • Provides DL system access • USC prime (does analysis, Design); California State University, San Bernardino sub (does development); ISPI sub (does certification); UCLA/CRESST sub (does formative and summative evaluation)

15. HPT Resources (con’t.) • Schedule • Gap analysis completed one year after Date of Award of contract • Knowledge management system aspect completed 18 months after Date of Award of contract • DL version of certification and EdD program completed 2 years after Date of Award of contract • Contract Budget • 5-6 million total/2 years

16. Opportunity: Games for Training • Motivation Impact of games is clear • Training impact of games is less clear • Options: • Use existing games in training environments • Create design principles to create learning games • Instrument existing games • Problem solving environments/USC

17. Opportunity: Games for Training (cont.) • Players • DARWARS: Ralph Chatham • OSD/ADL: Bob Wisher • PEO Stricom: Mike Macedonia • ICT/USC • Pandemic/Quicksilver • Marines: PM Training Systems: Paul Nichols • Does the NETC wish to play? • CRESST/USC/Booz Allen Hamilton

18. Back-up

19. Human Performance Technology (HPT) Model(prepared by Steve Hull) Intervention Selection andDesign Intervention Implementation and Change Performance Analysis Cause Analysis Operational Analysis (Vision, Mission, Values, Goals and Strategies) Change Management Process Consulting Employee Development Communication, Networking,and Alliance Building Desired Workforce Performance Performance Support (Instructional and Non-Instructional) Job Analysis/Work Design Personal Development Human Resources Development Organizational Communications Organizational Design and Development Financial Systems Lack of Environmental Support · Data, Information and Feedback · Environmental, Support, Resources, and Tools · Consequences, Incentives, and Rewards Lack of Repertory of Behavior · Skills and Knowledge · Individual Capacity · Motivation and Expectations Environment Analysis · Organizational Environmental (Stakeholders & Competition) · Work Environment (Resources, Tools, Human Resources, Policies) · Work (Work Flow, Procedures, Responsibilities, & Ergonomics) · Worker (Knowledge, Skill, Motivation, Expectations, & Capacity Gap Evaluation Formative · Performance Analysis · Cause Analysis · Selection/Design of Interventions Summative · Immediate reaction ·I Immediate Competence Confirmative · Continuing Competence (Job Transfer) · Continuing Effectiveness (Organizational Impact) · Return on Investment Formative · Performance Analysis · Cause Analysis · Selection/Design of Interventions Summative · Immediate reaction · Immediate Competence Confirmative · Continuing Competence (Job Transfer) · Continuing Effectiveness (Organizational Impact) ·Return on Investment Actual State of Workforce Performance Meta Evaluation/Validation ·Formative, Summative, and Confirmative Processes ·Formative, Summative and Confirmative Products ·Lessons Learned

20. Core Competencies Associated With HPI Work/ASTD • Competencies are internal capabilities that people bring to their jobs. They are identified by examining exemplary performers, not buy studying work duties or responsibilities. • Core competencies. There are 15 competencies essential to all roles and across all steps in the human improvement process – Industry awareness – Leadership skills – Interpersonal relationship skills – Technological awareness and understanding – Problem-solving skills – Systems thinking and understanding – Performance understanding – Knowledge of interventions – Business understanding – Organization understanding – Negotiating/contracting skills – Buy-in/advocacy skills – Coping skills – Ability to see “big picture” – Consulting skills Source: Rothwell, W. J. (1996). ASTD models for human performance improvement. Alexandria, VA: American Society for Training and Development. [p. 18]