Job-Focused Objectives and Problem-Centered Design: Promoting Skill Transfer to the Workplace Steven W. Villachica, Ph.D. Donald A. Stepich, Ph.D. Organizational Performance and Workplace Learning http://opwl.boisestate.edu/ Fall Skill-Building Workshop October 29, 2013 Wheaton, IL September 21, 2018

Agenda Transfer and problem-centered design Writing job-focused objectives Break/Lunch: 12:10 – 12:45 Merrill’s “first principles of instruction” Wrap-Up Our goal is dialogue. We invite questions or discussion at any time. Part 1 – Transfer and PCD

Transfer The effective and continuing application, by trainees to their jobs, of the knowledge and skills gained in training. Broad & Newstrom, Transfer of Training, 1992, p.6 Part 1 – Transfer and PCD

Start of the instruction 1 out of 10 End of the instruction 9 out of 10 Next day on the course 5 out of 10 Part 1 – Transfer and PCD

Organizational training $30B $30B Part 1 – Transfer and PCD

Our Premise The best training is training that most easily and completely transfers to the job… …in ways that improve performance and meets valued organizational goals. Part 1 – Transfer and PCD

How? Part 1 – Transfer and PCD

Problem-centered design Instructional design that demonstrates and applies component skills in the context of problems to be solved... Merrill, First principles of instruction, 2013, p.249 Part 1 – Transfer and PCD

Problem Whole task That the learner will encounter in the world following instruction Merrill, First principles of instruction, 2002, p.45 Problem = Real-World Job Task Part 1 – Transfer and PCD

Merrill’s 4-phase PCD Integration Activation Problem Application The problem is at the center Integration Activation Problem Application Demonstration Part 1 – Transfer and PCD

What does this accomplish? Makes the training program more “authentic” = Job real-realistic By … Part 1 – Transfer and PCD

Creating “context alignment” Integrate workplace cues in learning because knowledge retrieval is improved when it’s done in the same context in which learning took place. Thalheimer, 2013 The Decisive Dozen: Research Background Abridged Part 1 – Transfer and PCD

Context Alignment leads directly to Job-Focused Objectives What’s the big deal? Brief review of objectives The “real estate” principle Demonstration and practice Part 2 – Job focused objectives

We are here X Before training During training After training Managers IDs / trainers X Learners Part 2 – Job focused objectives

What’s The Big Deal? Objectives are our North Star Including An essential navigation aid that Points the way Helps everyone stay on course Including Designers and developers Trainers Learners Clients Part 2 – Job focused objectives

A Brief Review 3 components in an objective Performance What do you want people to do? Conditions Under what circumstances will they do that? Criteria What defines doing it well? Part 2 – Job focused objectives

The “Real Estate” Principle Handout pp. 1-2 The “Real Estate” Principle Think on-the-job, on-the-job, on-the-job Performance What do you want people to do on the job? Conditions Under what circumstances will they do that on the job? Criteria What defines doing it well on the job? Part 2 – Job focused objectives

Job-Related Objectives Handout p. 3 Job-Related Objectives Performance Conditions (Givens) Criteria Construction managers will estimate material costs A blueprint An estimation spreadsheet Within 5% of actual costs Within project budget Nurses will administer drugs A physician’s orders Necessary equipment Prescription administration software Right drug Right amount Right time Right route Right patient Marketing personnel will create an ad campaign A product launch Authorization Meet targeted goals Within schedule, scope, and budget Part 2 – Job focused objectives

Break/Lunch 12:10 – 12:45 Part 3 -- Break

Merrill’s 4-phase PCD Integration Activation Problem Application Handout pp. 4-6 Merrill’s 4-phase PCD Integration Activation Watch Me Reflection Creation Previous Experience New Experience Structure Problem Application Demonstration Practice Consistency Diminishing Coaching Varied Problems Demonstration Consistency Learner Guidance Relevant Media Part 4 – Merrill’s first principles

Merrill’s 4-phase PCD Integration Activation Problem Application Handout pp. 4-6 Merrill’s 4-phase PCD Integration Activation Watch Me Reflection Creation Previous Experience New Experience Structure Problem Application Demonstration Practice Consistency Diminishing Coaching Varied Problems Demonstration Consistency Learner Guidance Relevant Media Part 4 – Merrill’s first principles

Examples of student work Topics Fair use exception to copyright regulations The “Art Deco” architectural style Purpose Focus on Merrill’s principles Design constraints Print-based Self-paced Part 4 – Merrill’s first principles

Learner guidance Learner guidance is like a spotlight The purpose of a spotlight is to help the audience pay attention to important parts of the performance taking place on stage. The purpose of learner guidance is to help the learners pay attention to important parts of the whole task they are learning. Part 4 – Merrill’s first principles

Creating learner guidance Premise You can’t spotlight everything Critical questions What parts of the task do you want to spotlight? Critical to success Difficult or confusing for the learners What can you do to spotlight those parts of the task? Text techniques Graphic techniques Part 4 – Merrill’s first principles

Example 1 Determine Fair Use Part 4 – Merrill’s first principles

Example 2 Determine Whether a Building is Art Deco Let’s look at another demonstration sequence from a different self-paced lesson. Rather than pointing things out about the demonstration the ID crafted, I’m going to be asking you questions about it. Part 4 – Merrill’s first principles

Coaching Coaching is like training wheels on a bicycle The purpose of training wheels is to provide a tangible physical support while the child practices riding the bicycle. The purpose of coaching is to provide cognitive support while the learners practice the whole task. Part 4 – Merrill’s first principles

Creating coaching Critical questions to ask What parts of the task would benefit from tangible support? Critical to success Difficult or confusing for the learners What can you do to provide tangible support for those parts of the task? What can you do to systematically reduce those tangible supports as the learners practice? Part 4 – Merrill’s first principles

Example 1 Determine Fair Use Part 4 – Merrill’s first principles

Determine Whether a Building Is Art Deco Example 2 Determine Whether a Building Is Art Deco Let’s return to our art deco example to discuss the diminishing coaching it uses. Part 4 – Merrill’s first principles

Our summary Think on-the-job, on-the-job, on-the-job Learner guidance is like a spotlight Coaching is like training wheels on a bicycle Part 5 – Wrap up September 21, 2018

Wrap Up What are your walk-away messages (WAMs) about Problem-Centered Design (PCD)? Part 5 – Wrap up