Create a Design Blueprint for Workflow Learning LSCon 2018

In this session, Christopher King of CRK Learning showed us how when creating performance support it's important to separate what needs to be taught versus what needs to be referenced.

The 5 moments of need. Time to competency = $$$. Use spaced learning to increase on-the-job competency. It helps them sustain their knowledge.

Learning is for tasks and doing stuff.

When teaching something new, it’s okay to put the moment of need at the tip of an upside-down pyramid. But when someone needs to remember how to do something specific right away, the last thing they need to see first is a detailed step-by-step instruction or long video. In a moment of need this works against you.

“You train like you fight so you can fight like you train.”

APPLY > SOLVE > CHANGE = This is the challenge.

We do new and more great.

Informal learning is done outside of a classroom. Let go of the information.

Two great examples of performance support using checklists:

Remember Felix Baumgartner who skydived from space? In his HUD (Heads Up Display) there were several performance support CHECKLISTS. (Christopher had a picture of the inside of the helmet that I can’t find – yet.) In the meantime, here’s video of his fall from orbit. (At 2:30 you can hear someone on the ground going through their own checklist telling him what to before he jumps off.) In the next video, Felix tells everyone about the 41-step checklist required just to get outside the capsule safely and efficiently.

When there’s no time to log in to an LMS:

Remember Capt. Chesley Sullenberger when he was forced to make an emergency landing (2 min. video) in the Hudson River? He and his crew used not only previous knowledge and experience (Capt. Sully also flew gliders) but also CHECKLISTS. In that emergency Christopher said they only used 1/3 of their lists – but it worked.

How do you know what you’re missing?

L E A P (Learning Experience and Performance plan sheet)

1. Task analysis. Create a binder with a list of tasks in order. What do they need to do? What do they need to know in order to do this?
2. Job role analysis. Map the tasks to specific roles. Remove tasks a role does not need to know.
3. Critical skills analysis. What needs to be taught vs. what can be referenced later.

TIP: Give them a place to fail safely. “Safe Failure”

1. In a critical skills analysis use a scale of 1 to 7 for each risk. 1 = moderate risk and 7 = Dead.

Anything rated 1 to 4 can be relegated to performance support. (Doing yoga or mountain biking.)

Everything rated 5 to 7 needs hands-on. (Think of the skydive.)

2. Build a workflow map. Get creative here! It’s a graphical way for people to know where they are in the process. 

TIP: Make the map clickable so users can use it as a way to get information.

3. Create “instructional treatments” (scenarios, guided practice, etc.) Apply them based on the critical skills assessment. Use them during and after training. Also in online courses and for performance support stuff.

Performance support is not about courses or modules.

Consider “what needs to be taught vs. what needs to be referenced.”

  

IDEA: Create a “learning campaign” of stuff the learner needs to know.

Join and visit the performer support community.