Learning Theory for ICT user especially Educators should understand

1. PERFORMANCE IMPROVEMENT
THEORY
The Instructional Design Knowledge Base; Theory,REsearch and Practice
Rita C. Richey,James D. Klein and Monica W. Tracey
aJsUe pReSeNtAtIoN
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2. Performance Improvement
the
ove ns,
pr io
to im nizat als
lied orga vidu 5).
e app of ndi rache, 199 PI is concerned with measurable
n b ance and i r & B
P I ca form ses, mmle performance and how to structure
r
pe proce s (Ru
elements within a results-oriented
system
(Stolovitch & Keeps, 1999).
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3. KEYPrinciples
The main elements of generic PI models
• performance analysis,
• cause analysis,
• intervention selection,
• design and
development,
• implementation and
change management,
• evaluation.
PI can be applied to PI is concerned with
improve performance of measurable outcomes in
organizations, processes, results-oriented systems.
and individuals. aJsUe pReSeNtAtIoN
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4. Philosophical Emphases
• Human performance follows specific laws that can often be
predicted and controlled (i.e., empiricism).
• PI theory reflects the belief that practical findings can be used as
the basis for knowledge and meaning (i.e., pragmatism).
• Organizational theory emphasizes the use of intrinsic motivation
and growth of individual in an organization (i.e., humanism).
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5. Theoretical Foundations
• Behavioral learning theory,
• Communications theory,
• General systems theory,
• Instructional systems design, and
• Organizational development
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6. Early Contributors:
• William Deterline,
•Thomas Gilbert, Joe Harless,
•Roger Kaufman,
•Donald Kirkpatrick,
•Robert Mager, and
•Geary Rummler
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7. Applications to ID:
•
Evaluation
•
Front-End Analysis
•
Intervention Design and
Implementation
•
Strategies for Promoting
Transfer
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8. Research Support Studies of ::
•ElectronicPerformance Support Systems (e.g., Nguyen & Klein, 2008)
•Implementation of Performance Interventions (e.g., Rossett & Tobias,
1999; Vadivelu & Klein, 2008)
•Review of PI Research (e.g., Clark & Estes, 2002; Klein, 2002; Marker, et
al., 2006; Conn & Gitonga, 2002)
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9. Related Concepts:
•
Human Resource Management
•
Organizational Development
•
Performance Support Systems
•
Strategic Planning
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10. Learners and Learning Processes :
•
The three main individual factors that influence
performance are
•
knowledge,
•
capacity, and
•
motives.
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11. Learning and Performance Contexts :
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12. Learning and Performance Contexts :
•
Critical Contexts
(orienting, transfer, and performance)
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13. Learning and Performance Contexts :
•
Critical Contexts
(orienting, transfer, and performance)
•
Relevant aspects of the performance context
(on-the-job environments, organizational impact, and return on investment)
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14. Learning and Performance Contexts :
•
Critical Contexts
(orienting, transfer, and performance)
•
Contextual Characteristics
(physical resources and materials,
managerial and supervisor support, and
socio-cultural)
•
Relevant aspects of the performance context
(on-the-job environments, organizational impact, and return on investment)
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15. Instructional and No instructional Strategies
Strategies
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16. Instructional and No instructional Strategies
Imp
rov
ed
Wo
rk
Env
iro
nm
ent
Strategies
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17. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Strategies
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18. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Strategies
Job and Organizational Structure Redesign
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19. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Performance Feedback
Strategies
Job and Organizational Structure Redesign
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20. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Performance Feedback
Performance Support Systems
Strategies
Job and Organizational Structure Redesign
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21. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Performance Feedback
Performance Support Systems
Strategies
cat ion
o difi
To ol M Job and Organizational Structure Redesign
nd
ur ce a
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22. Instructional and No instructional Strategies
Imp
rov
ed Incentives and Rewards
Wo
rk
Env
iro
nm
ent
Performance Feedback
Performance Support Systems
Strategies
Training
cat ion
o difi
To ol M Job and Organizational Structure Redesign
nd
ur ce a
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23. Designers and Design Processes
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24. Designers and Design Processes
Designer Characteristics
(expertise and competence)
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25. Designers and Design Processes
Analysis
(cause, cost, environment, gap, job,
organization, problem, and
performance )
Designer Characteristics
(expertise and competence)
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26. Designers and Design Processes
Analysis
(cause, cost, environment, gap, job,
organization, problem, and
performance )
Change Management
Designer Characteristics
(expertise and competence)
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27. Designers and Design Processes
Analysis
(cause, cost, environment, gap, job,
organization, problem, and
performance )
Change Management
Designer Characteristics
(expertise and competence)
Assessment and Evaluation
(formative, summative, and
confirmative)
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28. Designers and Design Processes
Analysis
(cause, cost, environment, gap, job,
organization, problem, and
performance )
Change Management
Designer Characteristics
(expertise and competence)
Intervention Selection, Assessment and Evaluation
(formative, summative, and
Design, Development, confirmative)
and Implementation
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29. MODELS OF PERFORMANCE IMPROVEMENT
A Comprehensive Performance Improvement Model
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30. Performance Cause Intervention Implementation &
Analysis Analysis Selection & Design Change Management
Organizational Desired
Analysis Performance Performance Support cHange
Lack of Management
Environmental Job & Work Design
Support Process
Consulting
Personal Development
Gap
Human Resource Employee
Analysis Development
Development
Lack of
Repertory Organization Design & Communication
Behavior Communication
Networking
Environmental Actual Financial Systems
Analysis Performance
Evaluation
Formative
Summative
Confirmative
Figure 9.1 A Comprehensive Model of Performance Improvement.
From Fundamentals of Performance Technology: A Guide to Improving People, Process, and Performance (2 nd Edition)
by D.M. Van Tiem, J.L. Moseley, & J.C. Dessinger, 2004, p.7. Copyright 2004 by the International Society for Performance
Page  Improvement (http://www.ispi.org). Used with permission.
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31. Instructional and No instructional Performance Interventions
Intervention Description
360-Degree Feedback Employee development feedback obtained
from subordinates, peers, and managers in
the organization’s hierarchy
Accelerated Learning Programs to enable faster retention of
specific issues using multiple mediums of
learning such as projects, classroom
teaching, e-learning, and team-building
activities
Action Learning Process for group-based problem solving
Classroom Training Formal instructor-led programs delivered to
develop specific employee skills
Coaching/Mentoring Assigning coaches/ mentors to employees
for developing their skills
Compensation Systems Providing bonuses, stocks, salary increases,
and other rewards to motivate employees
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32. Instructional and No instructional Performance Interventions
Intervention Description
Competency Assessment Competencies evaluated through various
assessments for employee selection,
certification, and advancement
Conflict Management System for handling of conflicts
constructively
Cultural Change Process for altering the way people think,
Management behave, interact, and perform within an
organization
Diversity Programs Initiatives designed to foster creativity by
leveraging the cultural differences among
employees
E-learning/Web-Based Programs enabling learning on the web
Learning (videos, recorded classes, and Virtual
resources)
Electronic Performance Digital programs that provide just-in-time, on-
demand
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33. Instructional and No instructional Performance Interventions
Intervention Description
Support Systems Information necessary for accomplishing tasks
Employee Assistance Programs designed to address work-life
balance, professional development, and
other personal issues
Employee Orientation Introducing and welcoming new employees to
the organization and helping them become
productive quickly
Ergonomics Modifying the physical workplace to enable
increased productivity
Information Systems Storing and retrieving employee information
such as rate of pay, attended classes,
vacation hours, etc.
Job Aids Method for providing essential information
when performer is carrying out the task that
reduces amount of recall and minimizes error
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34. Instructional and No instructional Performance Interventions
Intervention Description
Job Rotation Changing workflow in order to ensure
employees are provided opportunities to
develop new skills
Leadership Development Programs and initiatives that enable
development of larders focusing on the
interpersonal linkages between individuals in
a team
Management Development Programs that enable development of
managers within organizations
Meetings/Dialogue Process for bringing people together to
collectively share information, plan, make
decisions and solve problems
Motivation Systems Process for increasing employee performance
by providing external rewards and feedback
or by addressing intrinsic rewards by aligning
projects with employee interests
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35. Instructional and No instructional Performance Interventions
Intervention Description
Organizational Using the company intranet and other
Communication corporate communication tools to facilitate
organizational change, receive feedback, etc.
Physical Resource Providing physical resources and facilities that
Management encourage employee performance
Performance Appraisal Process for identifying, evaluating, and
developing performance of employees
Succession Planning Process for identifying, evaluating, and
developing performance of employees
Teambuilding Creating small group of people with
complementary skills who are committed to a
common goal, and hold themselves mutually
accountable
Virtual Communication Tools and processes that enable remote
collaboration of employees in different parts
of the globe
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36. For More Information
The Instructional Design Knowledge
Base; Theory,REsearch and Practice
Rita C. Richey,James D. Klein and Monica W. Tracey
pp. 146-166
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37. Page 
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