Business EDUCA: The Challenges of, and Opportunities for, Using Social and Mobile Technology to Build Workplace Performance – BUS27

Success Factors in Implementing Performance Support Platforms

Eran Gal & Rafi Nachmias, Tel Aviv University, Israel

 

Performance Support Platforms have become a common solution for organizations' IT (Information Technology) competency challenges. Though the growing numbers of performance support solutions on the market and implementation projects, professional literature in the matter is still scarce. The proposed presentation will reveal a unique research which identified success factors in implementing performance support solutions for both real-time learning and productivity enhancement needs. 

Performance Support Platforms (also known as EPSS – Electronic Performance Support Systems) is a method of real-time learning and performance support which has been in use in organizations for the last twenty years. The platforms integrate learning and task performance into a single action by providing information and guidance about the task in response to specific needs and situations, thus allowing learning while working. In spite of the high potential attributed to the method only few studies checking its effectiveness empirically have been conducted to date. While research proved the ability of PS platforms to support task performance, its capacity to provide effective real-time learning remains in question. Moreover, as the method is applied mainly by business organisation, a small amount of detailed case studies and implementation models have been shared over the years forcing each organisation to craft its own implementation model and identify the success factors leading to an effective PS platform solution.

Since 2008 a large-scale effectiveness study has been conducted in Israel. The objective of this research was to assess PS platforms effectiveness for both real-time learning and performance support and to identify the factors instrumental in the realization of the method potential in corporate settings. The collaboration between a large telecommunications firm implementing two types of PS platforms, and the Tel Aviv University produced this unique opportunity.

Results and conclusions offer new data and perspective regarding PS platforms implementation methods and tools. The research reveals the effects of organizational environments on implementation efforts in respect to two common PS technologies. It also indicates as to users' attitude, experience and attributes effects on successful PS platforms implementation. Finally the researches offer a generic model to apply when admitting a performance support solution in corporate settings

The presentation will first provide an overview of the method and related technologies. Following the lead researcher will describe the research, methods and main results. The presentation main part will focus on result's implications on performance support implementation efforts, a suggested model and practical tools to apply when implementing such solutions.

References

Gal, E. & Nachmias, R. (2012). The Effect of User's Attitude on Performance Support Platforms (EPSS) Implementation. Performance Improvement Journal. 51(5), 22-31

Gal, E. & Nachmias, R. (2012). Implementing Performance Support Platforms – Lesson Learned. Training.com
http://www.trainingmag.com/content/lessons-learned-implementing-performance-support-platforms

Gal, E. & Nachmias, R. (2011). On-Line Learning and Performance Support Using Performance Support Platforms. Performance Improvement Journal, 50(8), 25-32

Gal & van Schaik (2010). EPSS Applications in Corporate Settings. In P. Barker & P. van Schaik (Eds.), Electronic Performance Support: Using Technology to Enhance Human Performance.Aldershot, Hants: Gower

 

 

Eran Gal

Dr. Eran Gal is an e-learning expert with over 18 years of experience in applying cross-company technology-based learning solutions. Dr. Gal holds both M.A. and PhD degrees from the Knowledge Technology Lab at the Tel Aviv University, School of Education. Following several years as an e-Learning manager in large enterprises Dr. Gal joined the Holon Institution of Technology (HIT), Faculty of Instructional Technologies as a lecturer and a research team leader.  Dr. Gal delivers courses and seminars regarding instructional design and e-learning offering development. 

Mobile Learning for Decision Makers: A Hard to Reach Target Group?

Andreas Hörfurter, common sense eLearning & training consultants, Austria

 

Decision makers are a hard-to-reach target group for media supported learning. They are rarely stationary, have little time, and – as experts - are occasionally reluctant to participate in formal learning scenarios. Their learning needs are centered around overview content and general concepts, rather than detailed in-depth learning content. This is the reason why eLearning has been hard to sell to decision makers in the past.

Recent studies thus point out a preference of decision makers for informal learning arrangements. Depending on the learning needs of decision makers however pure informal learning might not be sufficient.  This presentation focuses on the learning needs of decision makers regarding policy implementation. Apart from the underlying basic soft skills required for decision making, the decision makers also need to be well informed about the relevant policies. In the cases to be discussed, international organizations needed to inform a global audience of decision makers about global policies, for example for the implementation of Climate Change Certificate Projects. High ranking decision makers were hesitant to attend existing eLearning courses, because they found them too lengthy, detailed and time consuming.

Fortunately, the available technology has changed. Decision makers today all have smart phones, ultra-portable little computers with Internet access, in their pockets. Most LMS and learning content providers have adjusted and now offer mobile interfaces to their platforms or contents provided as Apps for the most common mobile/handheld devices.

Often, the LMS and content providers only change the distribution format from computer-based to mobile. The content usually remains the same. Such a 1:1 transformation of content from eLearning to mLearning does not solve the problem for the decision makers. Recent research shows that content has to be adapted for useful mobile applications.

With most handheld devices, users don’t want to work through lengthy contents. To be accepted by decision makers, it needs to be turned into micro-learning elements, brief, concise and to the point. It must allow to be accessed easily and be chunked to small units, not exceeding 10 minutes of learning time.

A possible instructional solution, tailored to decision makers, are Mobile Executive Summaries. This format compresses information relevant for decision making into micro-learning units, with not more than 100 words per screen, few animated graphics and images. Interactivity can be built in, for example in form of content forks or interactive questions. Also AV media formats can be included.

This presentation showcases an implementation of Mobile Executive Summaries (MES) for decision makers around the globe on behalf of World Bank Institute. The MES correspond to relating eLearning Modules which are available at the World Banks eLearning platform. The format of the MES is however much more brief and concentrated with a learning time between 5 to 10 minutes about topics like eligibility criteria for carbon dioxide certificate projects. They provide knowledge on an overview level, enabling decision makers to be informed for meetings, while the in-depth eLearning modules are geared to project implementation. So bearing the same content, here mobile learning facilitates informed decision making, while eLearning support the execution of decisions. This approach also demonstrates how mobile learning and eLearning can complement each other in a blended approach.

While Mobile Executive Summaries present a possible solution to the question of content design for decision makers, the technology of delivery is still a challenge. There is a wide range of smart phone models and operating systems in use. Device-specific App development is time-consuming and expensive and often not sustainable. Apps are usually designed for specific operating systems and exclude user groups with other devices. Providers are often unable to develop Apps for a wide variety of systems due to cost restraints. Often the target group however uses a wide range of end user technologies – especially if the target group is globally dispersed as in the case of World Bank Institute.

An alternative: providing browser based content in HTML or HTML5. Here, the use of a Digital Device Repository might assist providers to deliver stylesheets (CSS) specific to the requesting device. This way, a comparable display of content on most browsers and devices can be achieved.

The delivery of browser-based content is a much simpler and cost efficient process than the development of device-specific Apps. More content can be generated in shorter time while the delivery is not limited to a specific device.

In Summary: decision makers can benefit from mobile learning if a) the content is specifically geared towards their tasks and situation, and b) if the technology allows for fast and device-independent content production and delivery.

 

 

Andreas Hoerfurter

Andreas Hörfurter is involved with eLearning since 1994 and passionate about the possibilites of electronic learning formats. He is working at common sense eLearning & training consultants as senior consultant and project coordinator. He has supported companies, educational institutions and international organizations in the introduction and implementation of eLearning in more than 30 countries.

Andreas Hörfurter studied Education and Psychology at the University of Munich (Germany) and Enschede (Netherlands) and "Start-Up-Counselling" at the Distance University Hagen. His projects were awarded with the German eLearning Award for the best international project in 2011, 2012 and 2016 and the European eLearning Award EureLeA 2012 and showcased at the Eye on the Earth Global Summit Innovation Showcase.

Going Mobile: Comparing Outcomes of Technology-Enhanced Situated Learning with Classroom Approaches to Workforce Development

Keith Quinn, Scottish Social Services Council, UK

 

There exists a body of research on authentic and situated learning and assessment which highlights the benefits of such approaches to learning. There is also research available on how technology can be used to support learning. However, less is available in the form of comparative research regarding technology supported learning versus “classroom-based” learning (particularly for workbased learning).

 

This project featured in this session examines precisely this area: comparing traditional classroom/input-based training for staff in a given topic (away from the workplace) with technology enhanced learning delivered in the workplace, on mobile devices, as close to the realities of the job role as possible, as an alternative delivery model. In this comparative case study, the following questions formed the focus for the comparison:

 

 

The sample groups had matching profiles. Each featured learners who typify the wider workforce, i.e. were 35-55 years old; mostly female and with qualifications ranging from entry level (Vocational Qualifications at level 2) to professionally qualified (Degree in Social Work, or equivalent).

 

The data supported the view that although there are challenges in deploying learning on mobile devices, the approach would appear to be as effective as the classroom approach and, the use of mobile technologies provides certain key benefits around managing the logistics to learning and development as well as increasing the sense of ownership and control over the experience by learners.

 

Some conclusions …

 

At the heart of this project was the intention to compare the effectiveness of technology-enhanced situated learning with traditional, classroom approaches to workforce development. Although small in scale, this project has demonstrated that well designed, technology enhanced learning, delivered in the workplace can be perceived by the learners (and those who manage them) to be as effective as accessing that same learning in a “classroom”/training centre.

 

“This method enables staff to focus more on the topic with no opportunity to ‘opt out’. Learning is more direct and individualised.” (TEL group line manager)

 

As is evident from the data (discussed above) the use of mobile devices was popular with participants and was effective at delivering the content as designed -

 

“I enjoyed using the PSP … and being able to control the console to work at my own pace and be able to repeat info if needed” (TEL group participant).

 

Also in the sector under study, SCIE found that a significant barrier to the use of elearning was the lack access to computers in the workplace (SCIE 2006, p.5), but as Johnston et al point out,

 

“An ever more common pattern is for people to look to mobile computing platforms as their device of choice, … mobile computing devices are more affordable, more accessible, and easier to use than desktop computers, and provide more than enough functionality to serve as their primary computing device.” (Johnston et al, 2010, p.9)

 

And in 2009, JISC highlighted that,

 

“The technology-enabled lifestyles of 21st century learners ensure that learning can also be accessed via their own personal choice of tools, ranging from mobile phones, MP3 players and handheld games consoles, to free online chat and telephony ... Designers of learning in a digital age must therefore recognise that personal, informal technologies are likely to play a role in learners’ strategies for learning” (JISC 2009p.9)

 

This view is certainly consistent with the findings of this study. However, the use of mobile devices is not without its challenges, particularly when deploying them in corporate environments (such as the host organisation for this study). JISC identify that the adoption of mobile platforms for the delivery of learning may be impeded by organisational IT departments where there is a perception that mobile devices are a consumer/leisure devices and therefore not appropriate for ‘business’ use. Hopefully this study, along with others) will provoke a shift in such prejudices.

 

Along with the benefits of the TEL approach, there are challenges. One key challenge is alluded to above: working with corporate IT professionals to “open up” their networks to mobile devices to support learning. However, there are other significant challenges. The role of the manager in the learning experience was discussed in some detail previously. In an environment where learning moves more directly to the workplace, the role of the manager becomes pivotal in the learning process.

 

At the most basic level, this will necessitate their active involvement in securing protected time and space for learning. Beyond that, it can be inferred that by moving learning out of the training centre, there should be an expectation that there will be an increased role for managers in supporting their staff members’ learning; providing a ‘sounding-board’ where staff members can discuss what they are learning.

 

Then there is the role of the learning and development personnel. As is discussed here, the introduction of TEL on a large scale in an organisation can, and arguably should, have a significant impact on the role of the organisation’s learning and development staff.

 

“The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing. Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sense-making and the ability to assess the credibility of information are paramount” (Johnston et al 2010, p.3)

 

Therefore, in addition to acquiring skills in designing effective TEL, the role of the learning and development professional will shift from delivery of content, to facilitation of learning (BECTA 2010, p.7). As is often the case with organisational change, there is likely to be a mixed response to such change. However, the findings of this study would suggest that this change may be desirable in meeting the fiscal and demographic challenges facing the social service workforce in the future.

 

As stated previously, this is a small scale study with a small sample size. Therefore, it would be unwise to draw too many conclusions from the data gathered. Therefore, it would be useful to test the research questions posed in other environments whilst also addressing the deficits of this study, particularly in the area of learner – learner and learner - tutor communication.

 

In this researcher’s opinion, there are significant benefits to be gained by refining this model and working towards the development of a framework for effective deployment of mobile, technology enhanced learning in the workplace. The ultimate benefit to the employer may lie in the empowerment of the learner. As Atwell et al point out,

 

“[mobile technologies] provide ‘a safe, private and non-judgemental environment for learners to try out ideas and make mistakes in order to progress’ while taking them out of the usual learning locations and sometimes into workplaces … enables them to support ‘real world problem-solving’, which ‘encourages the development of complex ideas and knowledge transfer’.” (Atwell et al 2010, p.4)

 

Furthermore, as Downes highlights the 21st Century learning context is a very complex and rapidly developing environment. He suggests that,

 

“our best response to the variability and complexity of … subject matter along with the changing nature of the learner is to design systems that are decentralized … this means students must be empowered to make their own learning decisions” (Downes 2010, p.28).

 

Therefore, given the above, and the increased control felt by learners when engaged in technology enhanced learning, the wider application of such models may not only make learning delivered more effective, in terms of its transfer to practice, but may also result in more self-motivated/ self-directed learners.

 

 

 

Keith Quinn

Keith has worked in Learning and Development for over 20 years and has been involved in learning technology (in one capacity or another) for 15 of those years.  In addition to working in learning and development in public sector organisations, Keith has worked in Higher Education and has experience of regulating formal certificated learning.

Keith is currently working as a Development Manager for the Scottish Social Services Council where he has the lead role for the development and implementation of learning technologies. His recent work in developing and testing successful approaches to mobile learning has attracted international interest: it has been showcased in the EU CREANOVA project, was featured at the EDEN conference in Dublin, Ireland, and featured in a case study for the Adobe Corporation.

Keith is currently working on a UK project to develop mobile learning solutions in the social services sector and continues to explore new and innovative uses of mobile technologies to deliver learning in the workplace.