Are you struggling with how to apply 70-20-10 to your learning architecture? Do you know how to extend the reach of your L&D interventions beyond the classroom? “Informal” does not have to mean “unplanned.” We trainers do knowledge-based learning really, really well. But we’re still grappling with performance-based learning and how that fits into our world. But when you design your learning for all five Moments of Learning Need, suddenly the 70 and 20 starts to make sense. What are the five Moments of Learning Need? Join us to find out, and how to use them to assess your mix of formal and informal learning. Stay to explore a Performance-focused learning design methodology that blends the benefits of deliberate instructional design with the just-in-time characteristic inherent in informal learning. Find out how to extend the learning beyond the classroom and meet your learners in their workflow. You’ll see real-world performance support tools and get a high-level review of what makes them tick. You will leave with a list of things to do now help kick-start your organization’s Performance Support efforts.

1. Chris King, @cking6
Principal Consultant, CRK Learning
Training 2016
February 16, 8:00am
START

2. A. I know I need to do more with Informal Learning, but am
still figuring out where to begin.
B. I want to know more about Performance Support.
C. I already bought in, but want to know more about the Five
Moments of Need.
D. I need a new methodology because the one I’m using isn’t
quite working anymore.
E. Wait – this isn’t Behind the Scenes at Pixar keynote?
F. Other (and I may call on you to find out what it is you
need).
February 16, 2016 2CRK Learning, 2016

3. February 16, 2016 3
Review the Five Moments of Learning Need and how they apply an
appropriate mix (70-20-10) of formal and informal learning
Explore the structure and purpose of learning in the workflow
Consider how learning in the workflow needs a deliberate blend of
instructional design and the just-in-time attributes of informal
learning
How the LEaP plan can be leveraged for learning, performance support, or
a combination of both types of projects
CRK Learning, 2016

4. CRK Learning, 2016 February 16, 2016 4
More training didn’t help avoid a
hefty fine. They needed support
closer to the workflow.
Images are from the Library of Congress and Flickr Commons Project and as far as I know are publically held

5. Hemann
Ebbinghaus
February 16, 2016 5
Image http://www.unipublic.unizh.ch/magazin/gesellschaft/2005/1440/ebbinghaus2.jpg Transferred from en.wikipedia.
Chart from Training Industry Wiki, Forgetting Curve (https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx)
CRK Learning, 2016

6. M a r c
Rosenberg
February 16, 2016 6
Proficiency/Competence
Time
1
2
3
4
What we
imagine
happens
What
actually
happens
Without
support
With
support
Training Post-Training
Source: Mark Rosenberg, At the Moment of Need: The Case for Performance Support, eLearning Guild White Paper,
The magic
proficiency line
CRK Learning, 2016

7. Charles
Jennings
February 16, 2016 7
20% Social Learning
10%
Formal Learning
70% Learning in the Workflow
10%
Formal Learning
“Schooling helps, of course, but the top brain
surgeon or scientist or athlete didn’t rely on
the formal instruction they received in school
to reach the top.”
Source: eLearning Interviews, Interview with Charles Jennings (http://elearninginterviews.com/interview-charles-jennings/)
CRK Learning, 2016

8. February 16, 2016 8
Source: Conrad Gottfredson, A.G.I.L.E. Instructional Design Workshop, Apply Synergies, 2013
Learning out of the
Workflow
Learning in the Workflow
CRK Learning, 2016

9. Conrad
Gottfredson
February 16, 2016 9
Apply
New
More Solve
Change
Deepen or broaden knowledge to
increase understanding and /or
comprehension of facts and ideas
Exposure to a subject or material
that is completely novel or with
only slight awareness.
Source: Conrad Gottfredson, Apply Synergies, 2015
CRK Learning, 2016

10. February 16, 2016 10
Apply
New
More Solve
Change
Acting upon learned knowledge,
including planning what to do,
remembering what’s been forgotten,
or adapting performance to a unique
situation
When problems arise, or things break or
don’t work the way they were intended
Source: Conrad Gottfredson, Apply Synergies, 2015
CRK Learning, 2016
Conrad
Gottfredson
Learn a new way of doing
something; requires changing
skills that are deeply ingrained
in their performance practices

11. Conrad
Gottfredson
February 16, 2016 11
Apply
New
More Solve
Change
10
70
20
Source: Conrad Gottfredson, Apply Synergies, 2015
CRK Learning, 2016

12. February 16, 2016 12
Jay Cross image from Learnovators (http://learnnovators.com/?s=jay+cross)
Work Flow Learning mural from Visual Insight (http://www.visualinsight.net/portfolio.html)
“If an
organization is
not addressing
informal learning,
it’s leaving a
tremendous
amount of
learning to
chance. Is that
okay? Not any
longer. This is a
knowledge
economy.”
CRK Learning, 2016

13. “We’ve all experienced a need-to-
know moment, made better or
worse by how quickly we could put
our hands on the right information
or find the right person to ask.”
- Jay Cross
February 16, 2016 13
Source: Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends
(http://www.learningsolutionsmag.com/articles/439/working-smarter-informal-learning-in-the-cloud-by-jay-cross-and-friends)
CRK Learning, 2016

14. February 16, 2016 14
This is Oscar. He’s a goldfish.
Source: Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph, May 15, 2015,
(http://www.telegraph.co.uk/news/science/science-news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html)
CRK Learning, 2016

15. …is an orchestrated set of
technology-enabled services
that provide on-demand
access to integrated
information, guidance, advice,
assistance, training and tools
to enable high-level job
performance with a minimum
of support from other people.
February 16, 2016 15
Gloria
G e r y
…is an orchestrated set of
technology-enabled services
that provide on-demand
access to integrated
information, guidance, advice,
assistance, training and tools
to enable high-level job
performance with a minimum
of support from other people.
Sources: Gloria Gery, Electronic Performance Support Systems, 1991
Gottfredson, Mosher, Innovative Performance Support: Strategies and Practices for Learning in the Workflow, 2010
Conrad Gottfredson, Bob Mosher
…ensures people can perform effectively
when they are called upon to act.
CRK Learning, 2016

16. 2. Contextual 3. Just Enough
Knows
who you
are, and
what
you’re
doing
In the
workflow
Only
enough
information
to complete
the action
1. Embedded
February 16, 2016 16CRK Learning, 2016

17. Training Objectives
Concepts
Deeper Detail
Steps
Components:
DO
Moments
3-5
Training Objectives
Concepts
Deeper Detail
Steps
Moment of Need
TEACH
Moments
1 & 2
February 16, 2016CRK Learning, 2016 17
Source: Apply Synergies, 2014
This doesn’t reflect how we
do things, with immediate
consequences for our
ability to retrieve the
correct information from
memory

18. Other Resources – E-Learning!
Concepts
Deeper Details
Training Objectives
Concepts
Deeper Detail
Steps
Components:
DO
Moments
3-5
Steps
Moment of Need
TEACH
Moments
1 & 2
February 16, 2016 18
Source: Apply Synergies, 2014
THIS is how we do things,
so this is how we need to
learn!
CRK Learning, 2016

19. February 16, 2016 19
IncreasingLevelsofSupport
Source: Apply Synergies, 2014
CRK Learning, 2016

20. February 16, 2016 20CRK Learning, 2016

21. February 16, 2016 21CRK Learning, 2016

22. February 16, 2016 22CRK Learning, 2016

23. February 16, 2016 23CRK Learning, 2016
This is the
pyramid!

24. Job Task
Analysis
(JTA)
Critical
Impact
Analysis
Map Assets
with the Five
Moments
Design the
LEaP
February 16, 2016 24
Learning
Experience
and
Performance
Plan
CRK Learning, 2016

25. Identifies
Tasks, Steps,
and Concepts
Steps are
building
blocks for
Tasks
Concepts are
context
Top 3 layers of
the pyramid
The Right
SMEs are the
key
At least 2, not
more than 5
Balance
technical and
business
expertise
February 16, 2016 25CRK Learning, 2016

26. February 16, 2016
Leverage
Reference-
Based
Learning
Use the
Google Effect
ID tasks and
concepts that
can be safely
referenced
Formal vs.
Informal
Forces SMEs
to Choose
Quantifies the
importance of
the content
Exposes
unnoticed
gaps
1 2 3 4 5 6 7
Insignificant/ Minimal
Moderate Impact
(temporary)
Significant Impact Catastrophic
• The consequences are
negligible.
• No impact on outcome, I
can readily recover.
• No impact on others.
• There could be some
decrease in workflow
efficiencies and/or
increase in workload.
• The consequences
would not threaten
successful
performance.
• Only moderate or
temporary harm,
damage, or loss to the
organization.
• May impact the
attitudes and workload
of self and or others
• Consequences would
require significant
commitment of
resources and/or lasting
consequences.
• Significant harm with
potentially permanent
consequences.
• Major compromise to
relationships.
• Consequences cause major
problem for others and/or
the organization.
• Long-term impact
• Irreparable harm, damage
or loss.
• Compromise of professional
status, reputation, and
ability do the work
• Long-term compromise to
relationships.
26CRK Learning, 2016

27. February 16, 2016 27
Reference Learning People
Assets
TroubleshootingGuides
TechnicalBulletins
SoftwareReleaseNotes
HelpFiles
QuickReferenceGuides
DataCalculator
AdminTools
SharePoint
TrainingReferences
FacilitatorGuides
PPTs
VideoSkillModels
VideoDemos
How-ToVideos
User-GeneratedVideos
LeadershipVideos
MarketingVideos
OnlineCourses
Emulators
Simulators
Yammer
email
HelpDesk
Slack
New X X X X X X X X X X X X X
More X X X X X X X X X X X X X
Apply X X X X X X X X X X X X X X X
Change X X X X X X X X
Solve X X X X X X X X X X
List all
learning
assets
Consider
the most
essential
Prune
overlapping
elements
Map to
the Five
Moments
Balance the
resources
Identify
gaps
CRK Learning, 2016

28. February 16, 2016 28
Concepts
mapped to
Tasks
Critical
Impact
ranking
Learning
Assets and
Components
Tasks ID’d
in JTA
CRK Learning, 2016

29. Complexity at
medium or
higher
Supporting new
software releases
Multiple
processes
needing new
development
Brokering
requirements for
multiple layers
of the pyramid
Impact of failure
ratings justify
developing a
blended solution
February 16, 2016 29CRK Learning, 2016

30.  How does this extend or change your thinking about
informal learning?
 What’s the next step for you?
February 16, 2016 30
Join the Performance Support Community of Practice at
http://performersupport.ning.com
This is a dynamic, vibrant and invitation-only site comprised of 3,000+
practitioners. For an invitation to join, send me a note at
chris@crklearning.com
CRK Learning, 2016

31. February 16, 2016 31
Source: Instructional Design Now: A New Age of Learning
and Beyond, ATD Research, 2015. Info-graphic by ATD.
Closing Thought
CRK Learning, 2016

32. CRK Learning, 2016 February 16, 2016 32
Doesn’t meet
49% 62%
Don’t meet
If 62% of us think we’re not doing a good job, why do
we continue to do the same thing???
CHANGE SOMETHING!
Closing Thought

33. Chris King
Chris@crklearning.com, @cking6
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/

34.  ATD Info-graphic. Instructional Design Now: A New Age of Learning and Beyond, ATD Research, 2015.
 Brian Dusablon. “Responsive Performance Support With WordPress.” TD Magazine Online, October 8, 2014.
https://www.td.org/Publications/Magazines/TD/TD-Archive/2014/10/Responsive-Performance-Support-with-
Wordpress
 CEB CLC Learning and Development Practice, Building High-Performance Capability for the New Work
Environment, 2012.
 Gloria Gery. “Why Don’t We Weigh Them?.” CBT Solutions Magazine, May/June 1997. Accessed through the
Internet Archive WaybackMachine:
http://web.archive.org/web/19971011044357/http://www.cbtsolutions.com/html/gery-9705.htm
 Interview with Charles Jennings, : eLearning Interviews, retrieved online November 12, 2015,
http://elearninginterviews.com/interview-charles-jennings/
 Gloria Gery, Electronic Performance Support Systems. Gery Associates, 1991.
 Conrad Gottfredson and Bob Mosher. Innovative Performance Support: Strategies and Practices for Learning
in the Workflow. New York: McGraw Hill, 2011.
 Learning Solutions Magazine, Working Smarter: Informal Learning in the Cloud by Jay Cross and Friends,
retrieved online November 2, 2015, http://www.learningsolutionsmag.com/articles/439/working-smarter-
informal-learning-in-the-cloud-by-jay-cross-and-friends
 Marc Rosenberg. At the Moment of Need: The Case for Performance Support. eLearning Guild White Paper,
2013.
 Rosenberg. Selling Performance Support: Building Stakeholder Buy-in. eLearning Guild White Paper, 2014.
 Training Industry Wiki, Forgetting Curve, retrieved online November 6, 2015,
https://www.trainingindustry.com/wiki/entries/forgetting-curve.aspx
 Leon Watson, “Humans have shorter attention span than goldfish, thanks to smartphones,” The Telegraph,
May 15, 2015, retrieved online May 18, 2015, http://www.telegraph.co.uk/news/science/science-
news/11607315/Humans-have-shorter-attention-span-than-goldfish-thanks-to-smartphones.html
 Visual Insight, Work Flow Learning mural, retrieved online November 9, 2015,
http://www.visualinsight.net/portfolio.html February 16, 2016 34CRK Learning, 2016