Archive

Archive for the ‘SIUE’ Category

Effective Training for Millennial Students

February 19th, 2012 No comments

For decades sociologist have been studying the differences between generations and making generalizations about how they learn, what they value and how they co-exist. In their article, “Effective Training for Millennial Students,” Eric and Loredana Werth explore the what these differences might mean for the workplace and for effective performance improvement initiatives, specifically training. By breaking up the current workforce into three generational groups, Baby Boomers, Generations X and Millennials, the authors made overall generalizations about the learning characteristics of each. However, the purpose of the article really focused on the most recent of these groups; the Millennials.

Noting that there are becoming less and less Baby Boomers in the workplace and that Millennials are arriving in droves, there are implications for those who work with these younger learners either in the workplace or in more traditional educational settings. Though, as Werth states, “the question arises as to whether educators who are part of Generation X can develop training programs effective for Millennial leaners.” (2011) Generation X members (of which I am one) tend to depend on themselves to create meaning where as Millennials are “…characterized as group/social learners and are more networked and civic-minded than their predecessors.” (2011)

This topic is especially close to my own work as I try to help teachers think about education differently, however, I have often stopped to question my own advice wondering if my own experiences and biases and clouding my understanding of what needs these students actually have. While I am definitely very progressive in my thinking around education and practice, I do wonder if my own paradigm is getting in the way.

The article continues to discuss the needs of the Millennial learners by addressing the idea of limiting lecture-based instruction because it doesn’t meet the needs of students who need engagement and collaboration as opposed to “getting through the textbook”. It also addresses technology as a vehicle to meet the needs of these students. Mark Prensky coined the phrase “digital native” over ten years ago in his article, “Digital Native, Digital Immigrant”, (2001) which became the catch phrase for many educators who almost used it as an excuse to not learn technology. I’ve never been especially fond of the term, but I do understand the need to define the difference between those who see technology as something that is simply a part of their lives as the Millennials do, as opposed to those who knew a time before computers and the internet. It seems that right now this is the trend known as the “Flipped Classroom”, where, through the use of video, teachers can record their lectures and students can watch/listen to them at home and then do the higher order thinking activities at school under the watchful eye of the teacher. While this can be a good model, in many cases it’s still very lecture driven. It’s just that the lecture is delivered differently. This is not always the case and I know that there are plenty of success stories around this approach, but I can’t help but wonder if it’s actually better, or if it’s just different and so it’s gaining attention.

After citing a number of online and software based tools that could enhance a lesson and make it less lecture driven, the authors ultimately switched gears to make a case for the research behind adult learning and what the similarities between it and the approach that is being researched for Millennials. Creating self-directed, student-centered environments where the instructor is more facilitator of learning than teacher are adult learner strategies, but more and more it seems that these can be just as effective with the youngest generation. It’s no longer accurate to assume that students will learn in the traditional ways we educate. We must reevaluate and recognize the how we as a society and the members in it are changing and change our practice accordingly rather than assuming that the way we’ve always done it still works.

References

Categories: Education, IT520, Performance Technology, Readings, Reflections, SIUE, Technology Tags:

Organizational Change Management: A Test of the Effectiveness of a Communication Plan

February 18th, 2012 No comments

Cynthia Torppa and Keith Smith, in their article, “Organizational Change Management: A Test of the Effectiveness of a Communication Plan,” outline the process of a communications plan for a change management project of a large US organization. As I read the article, I was surprised that the language used to describe the process was almost identical to that of our textbook with Lewin’s stage model of unfreezing, changing, and refreezing (2006). While the article focused specifically on the change management communications plan, it is clear that much attention has be paid to the entire process but that this plan was the basis for getting buy-in from the organization’s management and workers.Their strategy was to created carefully and appropriately designed messages to manage change and prevent the discouragement associated with ongoing interventions in organizations (2011).

Departing from Lewin’s model, they instead choose to use Armenakis elements of a communication plan and Klein’s foundational communication principals because of Lewin’s “episodic approach to continuous change which can create change fatigue, apathy, or resistance to change efforts.” (2011) Most interesting about this is that they have theorized that approaching change management using these two models will create belief in and support for the change. Armenakis identifies five different types of information must be explained in the communications plan for it to be effective: discrepancy, appropriateness, efficacy, principal support and valence. (1999) If any of these are left out, doubt, apathy and resistance to the plan will most likely occur. Klein’s principals are equally important to way that the plan is communicated. They include: message redundancy, multiple media, multiple venues (including face-to-face and mediated), consistent message, and opinion leader support of the message. (1996)

By using these guiding premises of message and delivery, the organization delivered their message of change through the communications plan. To measure the effectiveness of the plan, a series of surveys was given including one created by Armenakis et al.(2007) called the “Organizational Change Recipients’ Belief Scale”. OCRBS measures beliefs based on the five different types of information that should be included in a communications plan as discussed earlier. They also used an instrument adapted by Frahm and Brown (2007) called the “Change in Organizational Culture” to determine receptivity of organizational members to change. Through these and a handful of other tools, the study showed that the communications plan was effective and supportive of the set goals and could be deemed successful in helping manage the organizational changes.

What struck me most about this article was the importance of controlling the communication so that a correct, consistent message is sent to all involved and so there is no ambiguity. I always looked at a “communications plan” as the responsibility of a public relations professional who chooses words carefully and gives great attention to the message. However, thinking about some of the projects of which I’ve been associated, anytime there was an announcement or communication that had to be published, we took great pains to be succinct, clear and choose our words very carefully to accentuate the message that we wanted to give. We were strategic in our approach so that we could control the message.

The same can be said for instructional situations. When designing a syllabus or an assignment with expectations, objectives and directions, it’s imperative to be clear in that message. When I moved my English class online, this became crystal clear for me very quickly. I poured over my words to make sure that they would be interpreted as I intended. The more time I spent, the less questions I had. I was controlling the message and that made all the difference.

Using evaluation tools, the authors were able to analyze their communications plan approach and show, through data, the correlations between the established goals and the desired communication results. I know that more and more often teachers are being asked to use data to analyze their student’s achievement on standardized tests and common assessments. However, I think there is little development for teachers around how to read and really use that data to improve performance. Maybe that trend makes the case for administrators to take a HPT class as a part of their degree.

References

  • Armenakis, A., Bernerth, J.B., & Walker, H. J. (2007). Organizational Change Recipients’ Beliefs Scale: Development of an instrument. Journal of Applied Behavior Science, 43, 481-505.
  • Armenakis, A., Harris, S. G., & Feild, H.S. (1999). Making change permanent: A model for institutionalizing change interventions. Research in Organizational Change and Development, 12, 97-128.
  • Frahm, J., & Brown, K. (2007). First steps: Linking change communication to change receptivity. Journal of Organizational Change, 20, 370-387.
  • Klein, S. M. (1996). A management communication strategy for change. Journal of Organizational Change Management, 9, 32-46.
  • Torppa, C. B., & Smith, K. L. (2011). Organizational change management: a test of the effectiveness of a communication plan. Communication Research Reports, 28(1), 62-73.
Categories: Education, IT520, Performance Technology, Readings, Reflections, SIUE, Technology Tags:

Technology-enhanced learning environments to solve performance problems

February 2nd, 2012 No comments

Kim Min Kyu, through a case study of a Korean Company, describes four different methods of instruction he refers to as Technology-Enhanced Learning Environments (TELE) in the article, “Technology-Enhanced Learning Environments to Solve Performance Problems: A Case of a Korean Company” (2011). In the article, he described the challenges that faced a Korean insurance company and, more specifically, the intervention models that were developed and implemented to address these challenges. The author makes it clear that the workplace itself has a high potential for learning and that one of the goals of their project was to create a workforce who are able to solve real-world, poorly-defined problems.

Through the article Min Kyu addresses four types of technology-enhanced learning environments to meet his goal of delineating how these environments can promote the design of workplace learning (2011). Through this case study, the author identifies both performance problems and solutions, but spends the bulk of the article writing about the different solutions that were implemented. What I found interesting about the approach is that there were multiple interventions provided for all employees to better meet their learning needs. At any point, an employee could turn to a variety of systems to provide the information or learning module that they need at any given moment. Providing these multiple layers of support differentiates for learning styles as well as serving immediate needs in the field.

The first TELE created was an Electronic Performance Support System (EPSS) designed to provide on-demand access to information and learning tools to enable a worker in their positions (2011). In this instance the company integrated this system through PDA’s allowing for on and offline access at any moment that would ultimately allow the employee to serve the customers better. Min Kyu defines this as “planned learning”, and in this system, it replaced much of the training efforts around new regulations and policies by allowing employees to look up pertinent information at any time. This reminded me of a recent change in teaching practice to move towards a more engaged student by teaching them less of the “facts” of a lesson and instead bringing in more of the thinking, reasoning, and problem-solving. Basically, if it is “Googleable”, is it really something that should be assessed or are those facts a means to a greater end than whether or not the student can regurgitate information.

The second environment deals with more formalized learning in the form of modules that can be completed in a short time. Min Kyu refers to this as e-learning, and in the end, the information that is housed in these modules becomes part of the EPSS and accessible at any moment. The author didn’t clarify this point in the article, but I think one of the most meaningful ways that this process could occur for an employee would be through a scaffolding system where the employee would need to complete the module and learning exercises first and then have them integrated in their EPSS account. This would provide motivation for completing the module and then would give them continued access to the information once the module is completed.

The third environment is known as a knowledge management system (KMS). This is an online space where employees can share information with each other offering advice, coaching and experience to colleagues. Defined as informal learning, a KMS provides a record of the knowledge that these employees have of the business and gives new employees the resources to learn about their positions in the workplace rather than in a classroom. I can see how mentoring and e-coaching become more manageable and accessible in this kind of online system and could provide much needed support amongst all employee groups.

The final environment is a Community of Practice (CoP) that is similar to the KMS system in that its purpose is to connect people. In this case an online community is created with a team leader and those who report to him or her. It’s a platform for information to be shared and discussed resulting in more incidental learning based on circumstance and immediate need.

Having multiple ways of accessing information can be of great use to learners, but I also wonder how effective the systems will be if they don’t interact well together. In my own experience in school districts, I can access information in many different ways but each of these ways seem to be in a silo so I have to get one piece of information here, but then I have to go somewhere else to get other information that I need for that same project or problem. Even if I had everything in one spot, if it’s not organized well, I’d still have problems finding what I need. I think this is where the system’s design comes into play and the interoperability must be part of the design process from the very beginning.

References

Min Kyu, K. (2011). Technology-enhanced learning environments to solve performance problems: a case of a Korean company. Techtrends: Linking Research & Practice to Improve Learning, 55(1), 37-41.

Categories: Education, IT520, Performance Technology, Reflections, SIUE, Technology Tags:

HPT: The Culture Factor

January 26th, 2012 No comments
In every model of human performance technology, culture is a consistent element of consideration that seems to always be present. Not only are great pains taken to understand the formalized organizations structures, there is also great emphasis on how the work of that organization actually gets done. In their article, “HPT: The Culture Factor” (2001), authors Roger M. Addison and Klaus D. Wittkuhn, continue to highlight this performance piece by recognizing that fundamentals of HPT are similar from project to project but one thing becomes clear during their post-project reflections, “culture makes a difference” (2001).

When the authors wrote about culture, they framed it in two very important ways. First, they addressed the need to be cognizant of the differences in cultures as the world becomes more and more global. In the classroom, it’s important to recognize and respect the values and ideas of all cultures that one encounters. This is no different in the HPT models that consultants work with in organizations. Global cultures play a huge role in how organizations, whether large or small, do their work.

Secondly, they paid special attention to the fact that all projects will come with their own biases and assumptions that are not only found in the consultants working with the organization, but also that are built into the HPT models as well. I found this to be especially interesting in that some of these assumptions are created because of the context in which the model was created. They point out that every model that has been created around performance improvement was done out of necessity due to a problem or challenge that needed a different approach.

To get around these biases and assumptions, the authors have suggested two HPT tools to help consultants understand organizational culture and begin a successful change management process. The first of these is the cultural audit that will help consultants quickly get to know the culture of a new organization. The second is to always go back to the fact that performance is ultimately a part of a system. If we can fully understand the system, we can then modify the existing models that we have and adapt them to the needs of the organizational culture with which we are working.

Taking the cultural recognition one step further, they then outlined three different cultural models and explained how a basic systems model could be altered to fit the needs of the organization. In each of the models, particularist, collectivist, and ascriptive, the focus was on the relationship between the workers, the objectives, and the supervisors. Each change in culture brought about new relationships among these elements and ultimately, that relationship becomes the point at which we can address the differences in culture.

The final thing that really struck me goes back to the discussions we had last week inside of Blackboard. With all the models available to us, how does one choose the most appropriate one for the task. Addison and Wittkuhn suggest that, “any model is really no more than a working hypothesis that has to prove its usefulness every time” (2001). This single phrase helped me reconsider my current thinking around all of the models that we have seen. They are each a starting point that can and should be altered based on the needs that arise in any given project. I think this is true for any organizational structure that is on the journey to performance improvement regardless of size.

Recognizing cultural differences both globally and organizationally is crucial as accessibility to information and learning opportunities become increasingly global. More than anything, this article has reinforced this concept and has helped me make some connections between many of the models we have been studying. Identifying bias and assumptions are challenging tasks, but they are also vital to the instructional design process.

References

Addison, R., & Wittkuhn, K. (2001). HPT: the culture factor. Performance Improvement, 40(3), 14-19.

Categories: IT520, Performance Technology, Readings, Reflections, SIUE Tags: ,

Performance support for performance analysis

January 18th, 2012 No comments

The following is the first article response for my IT520 class (Performance Technology) I’ve enrolled in at SIUE. Over the spring semester, I will be posting all of these reflections as appropriate.

In their article, “Performance Support for Performance Analysis” (2004), authors Scott Schaffer (Purdue University) and Ian Douglas (Florida State University) outline a project being done at the Learning Systems Institute at Florida State University where software is being created to support performance analysts as they work with organizations using human performance technology. The software project was started because of an apparent lack of such software that was flexible enough to meet the needs of advanced analysts, while at the same time providing enough scaffolding for novice analysts by providing examples, support and insight into the process. In the process, Schaffer and Douglas are, “developing a performance analysis model for a set of tools configured by users based on the analysis processes that they are most comfortable with or want to experiment with.” (2004, p. 35) In essence, they are creating a piece of software that is flexible enough to allow analysts to use their own language and structures, but that will also give them guidance and an organizational structure that is search-able and object-oriented allowing for reuse of prior resources and analysis.

In this article, a diagram defined the major components of an object-oriented performance support system process. Looking at the diagram there are definitely some parallels between this one and the diagram of the Pershing Performance Improvement Process found in our textbook (Pershing, 2006) but the article seems to simplify it significantly. In the article, there are really only three steps to the planning process: define problem or opportunity, analyze, select solution blend. They then move into the building phase to begin the creation through the software. My initial reaction to this process is that it’s limiting because it seems to focus on finding a problem and fixing it, rather than focusing on creating performance systems as Pershing recommends in chapter 1. (2006)

The biggest benefit of the software seems to be the database of previous client implementations and solutions as well as past analysis of other performance improvement projects. I can definitely see how creating a search-able database would help in future projects. It also would provide the ability to make detailed notes about specific project allowing the analyst to reflect on successes and challenges after projects are complete, while at the same time, providing the transparency for both the client and any team members during the course of the project.

If I were in the position of analyzing an organization, I could definitely use the guidance of a generic system that would help me determine needs and solutions and organize myself. As I gain more experience, the ability to customize the software to meet my needs would be very beneficial in my work. As I read the article, I was surprised that the authors insinuated that there were few other software options available that were not created to solve a very specific problem. I also wonder what other support structures are available for performance analysts. I’m sure they are plentiful and well designed but, according to the authors, there’s definitely a need for a customizable solution that allows the team members the ability to share knowledge and build upon past experiences.

References

  • Pershing, J. A. (Ed.). (2006). Handbook of human performance technology (3rd ed.). San Francisco, CA: Pfeiffer.
  • Schaffer, S., & Douglas, I. (2004). “Performance support for performance analysis”. Techtrends: Linking Research & Practice To Improve Learning, 48(2), 34-39.
Categories: Education, IT520, Performance Technology, Reflections, SIUE Tags:

New adventures in my own education

January 15th, 2012 No comments

10 years ago last December, I graduated from SIUE with a master’s in Instructional Technology. At the time, I had no idea where that degree would take me or where I would be 10 years later. Over those 10 years, I have spent time as a corporate trainer, classroom teacher and Technology Integration Specialist. As 10 years passed, I took some time to think about why I even started that program and the goals that I had then. At that point, I was teaching a class called Modern Media and had a room full of computers that I need to figure out how to use with my class. I began dabbling in web design, video editing and productivity applications to make my class work the way I wanted it to.

Upon graduating, I took nine months before returning to the classroom and establishing my “paperless classroom” in 2004. One of the things that I’m grateful for is that I use my degree on a daily basis and it has guided much of my career including being an adjunct professor. Now I find myself back in the classroom as a grad student enrolled in the Web-based Learning certificate that didn’t exist when I was enrolled before. This spring I am taking a class called Performance Technology. We are in our first week and I find it fascinating. I’m just getting started, but I’m seeing even more of the big picture when looking at the inner workings of districts and schools that I read about and work with. As a part of the class, we are required to find various articles dealing with our text and write summaries and reactions to them. I plan to post them on this blog to document my learning and thinking.

Categories: IT520, Performance Technology, Reflections, SIUE Tags:

Switch to our mobile site