Transcript Job-Focused Objectives and Problem

Job-Focused Objectives and ProblemCentered Design: Promoting Skill
Transfer to the Workplace
Steven W. Villachica, Ph.D.
Donald A. Stepich, Ph.D.
Organizational Performance and Workplace Learning
http://opwl.boisestate.edu/
Fall Skill-Building Workshop
October 29, 2013
Wheaton, IL
© 2013 Boise State University
July 20, 2015
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Agenda
1.
2.
3.
4.
5.
Transfer and problem-centered design
Writing job-focused objectives
Break/Lunch: 12:10 – 12:45
Merrill’s “first principles of instruction”
Wrap-Up
Our goal is dialogue.
We invite questions or discussion at any time.
© 2013 Boise State University
Part 1 – Transfer and PCD
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Transfer
The effective and continuing application, by
trainees to their jobs, of the knowledge and
skills gained in training.
Broad & Newstrom,
Transfer of Training, 1992, p.6
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Part 1 – Transfer and PCD
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Start of the instruction
1 out of 10
End of the instruction
9 out of 10
Next day on the course
5 out of 10
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Part 1 – Transfer and PCD
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Organizational training
50%
Training transfer
50%
Training decay
$30B
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$30B
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Our Premise
The best training is training that most easily
and completely transfers to the job…
…in ways that improve performance and meets
valued organizational goals.
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How?
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Problem-centered design
Instructional design that demonstrates and
applies component skills in the context of
problems to be solved...
Merrill,
First principles of instruction,
2013, p.249
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Problem
• Whole task
• That the learner will encounter in the world
following instruction
Merrill,
First principles of instruction, 2002, p.45
Problem = Real-World Job Task
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Part 1 – Transfer and PCD
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Merrill’s 4-phase PCD
Integration
The problem is at
the center
Activation
Problem
Application
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Demonstration
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What does this accomplish?
Makes the training
program more
“authentic”
= Job real-realistic
By …
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Part 1 – Transfer and PCD
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Creating “context alignment”
Integrate workplace cues in learning because
knowledge retrieval is improved when it’s
done in the same context in which learning
took place.
Thalheimer, 2013
The Decisive Dozen: Research Background
Abridged
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Part 1 – Transfer and PCD
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Context Alignment leads directly to
Job-Focused Objectives
• What’s the big deal?
• Brief review of objectives
• The “real estate” principle
• Demonstration and practice
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Part 2 – Job focused objectives
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We are here
Before training
During training
After training
Managers
IDs / trainers
X
Learners
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What’s The Big Deal?
Objectives are our North Star
An essential navigation aid that
 Points the way
 Helps everyone stay on course
Including
 Designers and developers
 Trainers
 Learners
 Clients
© 2013 Boise State University
Part 2 – Job focused objectives
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A Brief Review
3 components in an objective
1) Performance
What do you want people to do?
2) Conditions
Under what circumstances will they do that?
3) Criteria
What defines doing it well?
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Handout pp. 1-2
The “Real Estate” Principle
Think on-the-job, on-the-job, on-the-job
1) Performance
What do you want people to do on the job?
2) Conditions
Under what circumstances will they do that on the job?
3) Criteria
What defines doing it well on the job?
© 2013 Boise State University
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Handout p. 3
Job-Related Objectives
Performance
Construction
managers will
estimate material
costs
Nurses will
administer drugs
Conditions (Givens)
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A blueprint
An estimation
spreadsheet
A physician’s orders
Necessary equipment
Prescription
administration software
Criteria
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


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

Marketing personnel
will create an ad
campaign
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

A product launch
Authorization
Part 2 – Job focused objectives
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
Within 5% of actual
costs
Within project
budget
Right drug
Right amount
Right time
Right route
Right patient
Meet targeted goals
Within schedule,
scope, and budget
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Break/Lunch
12:10 – 12:45
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Part 3 -- Break
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Handout pp. 4-6
Merrill’s 4-phase PCD
Integration
Watch Me
Reflection
Creation
Application
Activation
Previous Experience
New Experience
Structure
Problem
Demonstration
Practice Consistency
Diminishing Coaching
Varied Problems
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Demonstration Consistency
Learner Guidance
Relevant Media
Part 4 – Merrill’s first principles
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Handout pp. 4-6
Merrill’s 4-phase PCD
Integration
Watch Me
Reflection
Creation
Application
Activation
Previous Experience
New Experience
Structure
Problem
Demonstration
Practice Consistency
Diminishing Coaching
Varied Problems
© 2013 Boise State University
Demonstration Consistency
Learner Guidance
Relevant Media
Part 4 – Merrill’s first principles
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Examples of student work
Topics
• Fair use exception to copyright regulations
• The “Art Deco” architectural style
Purpose
• Focus on Merrill’s principles
Design constraints
• Print-based
• Self-paced
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Learner guidance
Learner guidance is like a spotlight
The purpose of a spotlight is to help the
audience pay attention to important parts of
the performance taking place on stage.
The purpose of learner guidance is to help the
learners pay attention to important parts of
the whole task they are learning.
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Creating learner guidance
Premise
You can’t spotlight everything
Critical questions
• What parts of the task do you want to spotlight?
o Critical to success
o Difficult or confusing for the learners
• What can you do to spotlight those parts of the
task?
o Text techniques
o Graphic techniques
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Part 4 – Merrill’s first principles
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Example 1
Determine Fair Use
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Example 2
Determine Whether
a Building is Art Deco
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Coaching
Coaching is like training wheels on
a bicycle
The purpose of training wheels is to provide a
tangible physical support while the child
practices riding the bicycle.
The purpose of coaching is to provide
cognitive support while the learners practice
the whole task.
© 2013 Boise State University
Part 4 – Merrill’s first principles
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Creating coaching
Critical questions to ask
• What parts of the task would benefit from tangible
support?
o Critical to success
o Difficult or confusing for the learners
• What can you do to provide tangible support for those
parts of the task?
• What can you do to systematically reduce those tangible
supports as the learners practice?
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Example 1
Determine Fair Use
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Example 2
Determine Whether a
Building Is Art Deco
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Part 4 – Merrill’s first principles
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Our summary
• Think on-the-job, on-the-job, on-the-job
• Learner guidance is like a spotlight
• Coaching is like training wheels on a bicycle
© 2013 Boise State University
Part 5 – Wrap up
July 20, 2015
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Wrap Up
What are your walk-away messages (WAMs)
about Problem-Centered Design (PCD)?
© 2013 Boise State University
Part 5 – Wrap up
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