Week 3 HPI assignment
Drgraham27
hpi_501_lesson_3.pptHPI 501 – LESSON 3
- Objective – Distinguish the difference of HPT interventions at the worker/work team level vs. workplace/organizational level and their corresponding differences in methodology
- Required reading: Articles 15,20 and 22 of the Handbook of Human Performance Technology
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INSTRUCTION AS AN INTERVENTION
- The most valued, flexible and frequently used
- Well-documented with an established methodology
- Definition: “The arrangement of purposive and controlled events that lead to the achievement of some learning goal” (Molenda, Russell)
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Emphasis is on learning rather than performance
HPT focuses on performance, the logical consequence of learning
Performance can be enhanced not just by instruction but by a variety of other resources
Strategic Impact model on page 337 illustrates many of these
TRADTIONAL VIEW OF INSTRUCTION
Inherent abilities
Skills and Knowledge
Physical Environment
Tool
Cognitive support
Incentives
Organizational systems
SEVEN SOURCES OF PERFORMANCE SHORTFALLS
A common mistake is to assume that instruction is the only solution to all performance problems
An individual may know how to carry out a task or action but may not have the right incentives or tools to carry it out
SOLUTION TO ONLY ONE TYPE OF PROBLEM
Another common misconception is to call the delivery of information, “training” when in fact it is not
Presentations have as their purpose to give an overview of ideas or subject matter: to generate interest, to provide background information, or to give procedural details
There is no expectation of retention
INFORMATION GIVING VS. TRAINING
When training is involved, it is assumed that participants will be responsible for the retention and meaningful use of the information
This requires instructional activities, including practice with feedback
There should also be active involvement, question and application of the given subject matter
Assessment to determine whether the trainees have mastered the objectives of the unit
INFORMATION VS. TRAINING (II)
The most common type of cognitive support is the online “help” function in most major computer programs
Job aids are another form of cognitive support
The key distinction between a cognitive support tool and Instruction is that cognitive support tools do not require the user to recall anything
Instruction, on the other hand, is intended to lead to learning, causing a permanent change in the individual’s capability
COGNITIVE SUPPORT VS. INSTRUCTION
Most popular are the systems approach models
Standardized processes that ensure consistency
Most common is the ADDIE mode
Analyze
Design
Develop
Implement
Evaluate
INSTRUCTIONAL DESIGN
A key attribute of systems approach models is a commitment to “take a step back” and evaluate the work at every stage of the model
If the evaluation comes up short, a step back is taken and the work is revised
This is known as an iterative approach where progress may not always be linear in nature
There are many different systems approach models for the design of instruction
Most center around variations of the ADDIE model
SYSTEMS APPROACH MODELS
Three types of instructional goals
Cognitive – Intellectual skills
Affective – Attitudinal and emotional change
Psychomotor – Physical skills
Romiszowski (1981) proposed one more, the Interpersonal goal. It links to objectives related to human relations (teamwork, coaching etc.)
GOALS AND OBJECTIVES
An instructional method is a way of instructing or a way of involving learners in a particular sort of teaching-learning activity
Ten broad families of methods (see pgs. 345-350)
Presentation
Demonstration
Tutorial
Reading
Reflection
Discussion
Expression
Construction
Drill and Practice
Discovery-inquiry
INSTRUCTIONAL METHODS
Instruction can be delivered via different media
Paper
Computer/Internet
Face-to-face
Clark (2001) argues that media has a limited influence on instructional effectiveness. The instructional method is far more influential
The key point is to ensure that the right medium is used for the right reason (pg. 350)
INSTRUCTIONAL MEDIA
Three different types:
Behaviorist
Cognitive
Constructivist
LESSON FRAMEWORKS
Also known as “programmed instruction”
Uses a stimulus to generate a response that if correct, is reinforced
Learning is broken down into small, mechanistic steps until mastery is attained
Most useful for teaching routine tasks that don’t deviate too much
BEHAVIORIST FRAMEWORK
Encourages higher level thinking from the learner
Content can take the form of lectures and presentations where the learner is encouraged to think and reflect on the topic at hand
Learners then are given demonstrations, drill and practice activities and also discussion on the topic
This approach is well suited to helping learners recall new information, comprehend how things work and remember and use new procedures (Davis and Davis 1998)
It applies generally to objectives in the cognitive domain, tasks of with a higher level of complexity
COGNITIVE FRAMEWORK
This is the most abstract of the frameworks
Its main premise is that learning is “constructed” on an individual level by the learner based on his/her experiences
It is more a philosophy than a specific methodology
Learners are subjected to problems or problem situations that they work on to solve. The role of the instructor is more that of a facilitator
Learner self-reflection is extremely important in this framework (see pgs. 356-357)
CONSTRUCTIVIST FRAMEWORK
Typically, these include (see pgs. 362-363)
Face-to-face (classroom) instruction
Distance learning via synchronous telecom media
Asynchronous computer-based
Games and simulations
Independent Self-study
DELIVERY SYSTEMS FOR INSTRUCTION
Formative evaluation
Done while the materials are in draft form. Usually a check on the effectiveness of the material itself
Summative evaluation
Carried out on the completed materials. Checks for learning and satisfaction of the learning objectives
EVALUATION
MOTIVATING INDIVIDUALS, TEAMS AND ORGANIZATIONS
There is a clear link between worker motivation and improved performance
Motivational aspects should always be considered when creating a HPT program or initiative
MOTIVATION IN THE WORKPLACE
Motivational performance focuses on three goals:
Starting – when we avoid starting or refuse to start something new
Persisting – when we stop or pause when working on something that is important and switch our attention to a different task
Mental Effort – when we refuse to work smart and invest mental effort to succeed at a novel challenge and instead use old and familiar but inadequate solutions to solve a new problem
UNDERSTANDING MOTIVATION
Experts agree that nearly everyone is willing to start, persist and invest maximum effort in activities that they believe will make them more successful and effective
We avoid conditions that we think will delay, inhibit, or prevent control or success
Motivational tools such as incentives, reinforcements and others motivate us when they are perceived as giving us more control and making us more successful or effective
WHAT CAUSES MOTIVATION?
There are at least 5 elements in the work environment that experts agree on (pg. 482):
Acting in a way that is perceived to be dishonest, hypocritical or unfair
Provide vague, impossible, and constantly changing performance goals
Impose arbitrary and unnecessary rules, policies and work processes
Support constant competition among everyone in the organization
Point out people’s mistakes and criticize them for errors
WHAT DESTROYS MOTIVATION?
Help people develop appropriate levels of self-confidence in their work skills
Create a positive emotional environment at work
Ask people to accept and value their own performance goals
WHAT HELPS MOTIVATION?
For more information on these, consult pgs. 489 and 490
They are:
Quota plans
Piece-rate plans
Tournament plans
Flat-rate plans
FINANCIAL INCENTIVES
Defined as: “Any group of two or more people with similar skills who are simply working together for a common goal” (Bandura, 1997)
More complex than motivating individuals
Members with different goals, priorities and agendas
In the best designed teams, members have complementary skills in order to achieve results that no individual can achieve
MOTIVATING TEAMS
The role of the team leader is to foster the following five motivational team goals:
Foster mutual respect among teammates
Have the team believe weaker members are working hard to improve
Require team members to collaborate with others
Hold individual team members accountable
Direct the team’s competitive spirit outside the team and the organization
5 MOTIVATIONAL GOALS FOR TEAMS
PRINCIPLES AND PRACTICES OF WORK-GROUP PERFORMANCE
The modern workplace relies heavily on the work group model to get things done
Complexity of work demands it
Improving work group performance therefore, is a common and critical challenge that an HPT specialist will encounter
WORK GROUPS IN THE 21ST CENTURY
The group should have a clear charter
Clearly establishing group goals has a big impact on performance
The group should be issue or problem focused
This helps minimize sometimes incorrect assumptions
Define roles and responsibilities clearly
Each member should understand their role as well as others on the team
CONDITIONS FOR A SUCCESSFUL WORK GROUP
Group Leader
The person with primary responsibility for stewardship of the group as it executes its work
Subject Matter Experts
Possess expertise critical to the group’s deliberations
Facilitator
Manages how the group functions
Decision Makers and Stakeholders
Persons with legitimate decision-making authority
GROUP ROLES (PGS. 521-22)
Social dynamics in the work group have two dimensions: technical and social
The technical dimension comprises issues to meeting structure, roles and responsibilities etc.
The social dimension deals with the psychological interaction of individuals in the group and their emotional attachment to the task and people in the group
SOCIAL DYNAMICS IN THE WORK GROUP
Operational
Physical needs of the group. Environmental factors such as work environments, tools, resources etc.
Tactical
Social and psychological dimensions
Status issues
Strategic
The fundamental intellectual framework within which the group acts
Iterative, problem exploration
LEVELS OF GROUP PLANNING (SEE PG. 524-26)
Modeling is essentially structuring a problem or issue in a way that maximizes group performance in task completion
Cassidy and Cassidy mention two different models in their article that are commonly used: The multi-attribute model and the cost/benefit or resource allocation model
MODELING THE PROBLEM OR DECISION
It is extremely important to define the criteria that will be used to gage the success of the project being undertaken
Criteria need to be specified and operationalized in order for all the team members to agree and buy in
The importance and weighting of each criterion should also be taken into consideration if appropropriate
DEFINITION OF CRITERIA
Problem root cause analysis is also essential
It’s important for the team leader and facilitator to challenge the team’s thinking and mental models to ensure the issue is thought through properly
Teams will have the propensity to use previous solutions as the template for future ones even if they don’t fit
There will also be the tendency to jump into the solution space before a thorough root cause analysis has been completed
EXPLORING THE PROBLEM SPACE
Once root cause has been established, the temptation to reach for a “good enough” solution will surface
Time needs to be given so that the team can contemplate and evaluate multiple solution scenarios
Goal should be to choose the “best” solution rather than the “good enough” option
EXPLORING THE SOLUTION SPACE
It may also be important to the team to check in with team members before a critical decision is made to manage any emotional discord that could arise
Sometimes values, personal goals and ideology can make a certain decision very difficult for a team member
If this is the case, the team will have to resolve any disagreements that arise
CONDUCTING SENSITIVITY ANALYSES
Once the problem has been solved or a decision has been made, it’s critical to disseminate this to the wider organization
This is especially true if the outcome of the team’s work will affect a large number of people
Some organizations may want to offer a “comment period” to allow employees to voice their opinions or suggestions that could eventually modify the final decision
COMMUNICATING RESULTS
- Answer the following questions regarding this unit:
What would be an example of a situation where instruction is not necessary to solve a performance problem?
Write about a time you felt motivated at work. What was it about that situation that made you motivated? Does it fit with the reading?
Have you been part of a work group that failed? Why did it fail? What would you do differently in light of the reading on work groups?
ASSIGNMENT
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