Posts tagged ‘L&D’

From the Working Smarter Fieldbook

This weekend I received the Working Smarter Fieldbook (June 2010 edition) from the group mind at the Internet Time Alliance.

So right now let me get my bookmonger’s gripe out of the way: It’s a print on demand title from, so the fit and finish are ever so slightly rough. Cropping on the cover? Just a hair off. Graphics pasted in from presentation slides.

Fortunately, this isn’t an archival item. It’s a consumable. An “unbook,” never finished, in the authors’ terms. A convenient way of carrying around the-current-state-of-their-thinking, and frequently updated.

So I won’t feel bad about writing in it and dog-earing the pages. A few accumulated tea stains? Not a problem.

(And in that same spirit I’m practicing writing more, smaller blog posts. Working on speed rather than length.)

Today’s bibliomantic gem: Performance Support Trumps Training Every Time. (p. 153)

Post-training drop-off argues for ongoing performance support

This chart (via Harold Stolovitch and Erica Keeps) tells the story. During the training event, performance dips slightly as new ways of doing tasks are learned. After training performance is elevated, but forgetting begins.

Sure, that first post-training sleep helps to consolidate new memories, but other factors swamp the beneficial effect. Intervening tasks: email, phone calls, meetings. Lack of guided practice: the trainer’s off to another assignment. Change in context: how does this work in my job, really?

Here’s Working Smarter‘s bold claim:

An even better (and certainly cheaper) option is simply to cut out the training altogether and replace it with a support environment from the start.

And then they make the case for performance support systems.

Hm. Not convinced of the strong claim.

PSSs are valuable, certainly. I am reminded of early work on “training wheels” computer system designs, where learners begin with subsets of features. Progressive disclosure? Sure. Ongoing support? Sure. Total replacement of training with such systems? I think it’d depend on the domain.

My friend Molly just fininshed years of study to become a radiologic technologist. There’s two years of prerequisites before the program proper begins. Then, during the program, students move gradually from full time classwork to nearly full time clinical rotation. The volume(s!) of anatomy, physiology, and physics students have to learn… how would anyone approach it without classroom hours?

But Working Smarter has some of it right: that classroom knowledge can’t go into cold storage. It’s got to be woven in with application, and generalized across environments as students move from clinic to clinic during their training.

I’m an adult second language learner. I can’t imagine learning Chinese without classroom training, workbook practice, and audio files of simple conversations. I have less plasticity, but more metacognitive capability, than a young child immersed in a Chinese-language environment.

But ultimately I do have to take it out into the world. And it would be wonderful if the world provided some helpful post classroom coaching, rather than humiliation (or sheer incomprehension) when my pronunciation is off.

ADDENDUM: I find strong “unlearning” and “untraining” statements tremendously helpful. They reset my thinking about what learning environments can be. They keep me from reaching for the same tools all the time. So, colleagues pushing for more engagement, more improvisation – I’m looking at you, @webojunk – thank you.


August 22, 2010 at 3:39 pm 2 comments

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