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>>> Hi, everyone.
Welcome to October's beyond the
sea webinar.
My name is Terry.
I'm on outreach and education
coordinator for the southeastern
Atlantic region and your host
today.
Before I introduce our speaker
and today's topic, I have a bit
of housekeeping.
I'm putting the link to closed
captioning in the chat box, and
I will be putting the link to
the webinar evaluation at the
end of the presentation there as
well.
This evaluation will ask you if
you're interested in CEfrom the
medical library association, and
if you answer yes, you'll be
directed to information about
how to obtain that.
The recording of today's webinar
will be available on the NNLM
Youtube channel soon, and Tony
will be sending the slides out
to register in the near future.
As questions occur to you during
the webinar, please put them in
the chat box, and our speaker
will address them either during
the presentation, if they are
pertinent, or after her
presentation as well.
So today our speaker is Karen
Viars.
She is the humanities and
science fiction librarian at the
Georgia institute of technology
library where she serves as
liaison to the school of
literature, media and
communication.
In addition to an information
science Master's Degree, she
holds a masters in instructional
design and develop sales
training for a fortune 500
company before becoming a
librarian.
We're fortunate to have Karen
present last year an
introduction to instructional
design, and today she will
explore advanced instructional
design skills and setting
including in depth goal
analysis, analyzing learners and
context for the best learning
outcomes, designing instruction
for on-line learning and
addressing learner motivation
and performance problems, and
she relays that anyone who
trains, teachers or instructs
can learn more about how to use
these skills to create effective
learning opportunities, and with
that I'm going to pass the ball
to Karen, and she can take it
away.
>> Great.
Thank you very much, Terry.
I am so happy to be back with
you all for a second time to
discuss instructional designs,
beyond the basics.
Thank you all for attending.
I am looking forward to the
conversation that we'll have
during the presentation as well
as after.
So, as Terry mentioned, if you
have questions as we're going
along, I'll try to answer them.
Go ahead and put them in the
chat.
But if it's complex, then we'll
circle back around and address
that at the end.
So here's what we're going to
cover today.
We're going to look at goal
analysis, analyzing learners and
contexts and designing on
on-line learning and learner
motivation.
But since this is a presentation
on instructional design, of
course I had to have learning
objectives.
So by the end of this
presentation the goal is that
you'll be able to describe how
to perform a goal analysis, be
able how to identify learners
and contexts and name best
practices for on-line learning
and articulate problems and
solutions for performance, which
can arise in workplace settings,
in schools and many other kind
of places as well.
So what are some way that's
you've identified instructional
goals in the past?
I would like to hear from our
attendees today and find out
what instructional goals you've
identified and how that
happened.
You could put your answers in
the chat, please.
okay.
Potentially using a preserving.
Anybody else?
Talking with course instructors
can be helpful too.
Good.
What else?
I will like that one, asking the
group what their goals are at
the beginning of the class.
That can only help people be
invested in what they are
learning.
That's also true, pulling on
your own experience with an
instructor is a way to do it for
sure.
Um-hum, collaborating with other
instructors to find out what
they want students to know.
Yeah, these all sound great.
Let's talk about four common
ways that goals are selected.
So we're assuming that there's
been a performance problem or a
gap in knowledge that's been
identified, and then there's
four main ways that people tend
to go about selecting
instructional goals.
One is using subject matter
experts.
You've probably heard me talk
about this if you listened to
the previous webinar or you've
been in circumstances where
you've done work with subject
matter experts before.
Sometimes you'll hear people
call she's SNEs or sneeze from
Peter pan, captain hook sailor
guy Mr.SNEE.
Another way to do it is by
constant outline where the goal
there is to provide a really
broad range of information on a
topic.
Sometimes there's an
administrative mandate.
Sometimes someone says there's a
problem and we're going to fix
it this way.
And then there's human
performance technology which is
more the instructional design
approach.
We'll talk more about that.
If you're working with me,
everybody asks me about
something.
If you hold a degree in
something, that makes you a SNE.
A lot of people pick up skills
in the workplace, for example,
that they didn't necessarily
formally study but they have a
strong grasp and understanding
of.
So SNEs are often trying to
replicate their knowledge for
students.
They often use no, which can be
a limitation when you're trying
to develop a clear learning
objective but certainly
something we can work with.
This approach that steeds need
to know, and it focuses on
transfer of information from the
SNEEto the learner.
Content outline approach here
works on the assumption that
there's a performance problem
because the learner hasn't lined
the right kind or enough of the
necessary information, and that
the solution is more
information.
So sometimes that means that
there are content standards that
aren't relevant anymore or that
don't address organizational
means and those are how
decisions and goals are made.
An example would be a mandatory
training course for new
employees on an outdated
employee handbook.
This approach assumes more
training is the answer to a
performance problem which is
sometimes true and sometimes
not.
We will talk more about that as
we go along today.
Then with the administrative
mandate sometime a person, a
board, an agency, a supervisor
or another authority sees the
problem and decides that
training needs to happen and
what the content will be.
These can include really valid
and important goals such as
training that's required by law,
by union contract, by safety
regulations to maintain
accreditation and so on.
The danger with this approach is
sometimes the authority whose
mandating the training doesn't
have the insider experience to
know whether training will
address the actual or perceived
problem.
And last instructional design
favors, an approach called human
performance technology where
there's no preconceived ideas
about the right solution to a
performance problem.
Maybe training the solution,
maybe something else that's the
solution.
If training is the right course,
then it's developed and response
to opportunities and problems
within an organization and could
approve a wide range of
information and approach to
those problems.
Ideally that's how it works.
It's usually a mix of these
things.
So once you've identified an
instructional goal, then what?
We're going to talk about some
in-depth analysis.
I'm quoting the work of ***
carYhere.
They say what exactly would
learners be doing if they were
demonstrating that they could
already perform the goal, or, as
a really excellent instructional
designer I used to work with
would say, what does right look
like?
If this is focused on doing
rather than knowing, that it's
more a behavioral than a
cognitive goal.
Let's look at some examples.
So each of these could be the
starting point for instructional
program.
How do we determine what skills
must be learned in order to
achieve those goals.
It helps to start by sorting a
goal into a broader category.
They were developed by one of
the major figures of
instructional design theory, and
there are five of them.
We're going to talk about four
in detail with these and a
little bit about this one which
isn't as relevant to what we're
doing today.
The ones we're going to talk
about are verbal information,
intellectual skills, motor
skills and attitudes.
There's one that fits each
domain on the slide here so
which do you think is which?
Go ahead and put your answers in
the chat.
Verbal information, intellectual
skills, psycho motor skills and
attitudes.
good job.
Webinar's over.
We'll continue.
You have definitely seen how
these fit into these doe mains.
Let's talk about each of them in
a little bit more detail.
Okay.
So this one is the verbal
information one.
You're correct in that.
This is declarative knowledge.
Mostly when you're looking for
people to learn this kind of
information it's a matter of
memorizing and helping them
memorize.
So what you want to investigate
is the best way to do that for
your learners and the kinds of
information that they need to
know.
So maybe if it's a lot, you'd
break it into smaller pieces.
Maybe if it's only a few things,
then that's something you can
expect to take less of your
instructional time.
The goal here is to help people
remember specific things to get
that into their long-term memory
so they can use it to do other
things.
All right.
This one is the intellectual
skills goal.
So intellectual skills focus on
procedural knowledge, how to do
things essentially.
There are five subdoe mains and
these go in increasing order of
complexity.
The first one is discrimination
which is the ability to
differentiate objects interest
each other based on their
characteristics, features or
dimensions, so that's being able
to tell the difference between a
cat and a dog, for example.
A lot of this is stuff that
you'll see young kids doing in
learning.
Reinforcement and repetition are
helpful with that.
Concrete concepts which is the
next one, is the ability to
identify an object as similar to
other objects to organizing
group things based on common
characteristics, features,
attributes.
Things like color or shape or
position.
So, for example, that would be
something like based on all of
its qualities, is a bell pepper
a vegetable?
So learning concrete concepts is
a little more complex than
learning discrimination.
We really just for the previous
one need to understand the
difference, and when you are
working with concrete concepts,
you need to identify an object
correctly based on its
properties.
So, for instance, a triangle is
a triangle regardless of what
color it may be.
If you're sorting them by things
that are in different groups,
then more than one factor such
as shape and color will come
into play.
So the third one is defined
concept which is the ability to
understand what an object or an
event or relationship means.
So that's stuff like what does
the word family mean, what is
the concept of justice or
community or master excel
raying, if you want to take it
into the sciences.
So these are more abstracts.
With concrete concepts we're
dealing with physical things we
can see and touch.
Define concepts we're dealing
with things that are more
nebulous or harder to explain,
so it's a higher level of
understanding.
So with these helping people to
understand the relationships
among the components of a
concept is important, so
sometimes the demonstration or a
film on how concept works can be
a helpful way to help people
learn.
So a rule is the next one, and
that's the ability to understand
the relationships among objects
and events or concepts.
So knowing how to multiply, that
includes a rule.
So these numbers behave in
certain ways based on
mathematical rules.
So communicating the rule
clearly is really important.
So helping people recall the
components that make up their
rule and how the relationships
within the rule work and then
providing guidance during
learning is usually important
during this, and the
problem-solving is the last one
and the most complex and that's
what we're looking on here.
So problem solving is the
ability to combine different
rules to solve a problem.
Several different mathematical
rules involved in it.
So first of all, having a good
understanding of the rules and
information and then helping
people go through the process,
guyeded or unguided, of solving
problems that are similar to the
kinds of problems that you want
them to solve themselves after
they've completed this learning.
It's all important.
All right.
Our next one is psycho motor
skills, and I picked this
example because it doesn't
necessarily suggest itself as a
psycho motor skill but it is.
So a psycho motor skill is a
sequence of motor responses or
movements and these are combined
into complex second motor
performance.
They are best learned through
repeated practice.
Our goal here is to set up and
operate a camera.
Knowing how the camera works
isn't really important.
Cinematography is completely
outside of the scope of our goal
here.
Our goal is simply to set up and
perform the movements of setting
up a camera and operating the
camera.
So some other examples might
include learning how to
pirouette in ballet dancing,
skateboarding, learning how to
write with a writing instrument
like a pen or if you learn call
-- caligraphy, that's good as
well.
That's a good way to learn a
psycho motor skill.
All right.
Our last one is about attitudes,
and attitudes are more
complicated.
An attitude is an internal state
affecting personal choices and
actions.
So attitudinal goals are the
winning hearts and minds kinds
of goals and they are measurable
by observing someone's choice or
behavior.
So sometime you'll see
self-reported questionnaires as
a common way to evaluate whether
those have made an impact on
learners or not.
You can use reinforcement to
encourage a desired behavior or
value or choice.
An appealing incredible role
model can be helpful in these
situations, especially if you
can help to communicate a sense
of satisfaction from making
these kinds of choices.
So this is one example of an at
attitudinal goal or another is
that you hope people will decide
to be good employees or
contribute to a charitable
campaign that your organization
is involved in or other things
of that nature.
So our last one is called
cognitive strategies and this is
essentially meta cognition, so
thinking about thinking, and it
includes way that's we think
about things that we're learning
and ways that we assure our own
learning.
So an example would be when you
meet somebody new and you
mentally repeat their name
several times so you can try to
remember their name in
association with their face the
next time you see them,
hopefully, then you will
remember and be able to call
them by name.
A more complex one would be
figuring out how to organize,
remember and apply information
from a textbook chapter.
For example, tests.
So having being able to think
about how you're going to do
your studying in a way that is
going to best enable you to
learn a meta complex cognitive
strategy.
Okay.
So now we're going to talk about
analyzing learners and context.
We talked about goals.
Why do we analyze learners and
context?
What's the value in doing that?
If you could put your thoughts
on this into the chat, I'm
curious what you think.
Taking into account their
experiences, yeah.
Adjusting teaching strategieses,
Yup.
To see how much they know coming
in, yeah, to see what level they
are at of understanding, among
other things.
How about to convey the
information, that's a good idea,
yeah.
To make the learning relevant,
yeah.
Ultimately that's what we're
trying to do.
Ultimately that's the goal.
Making the learning that they
are going to be doing here and
their time and their investment
of energy and attention
relevant.
So when an instructional
designer based on previous
analysis decides what needs to
be taught and analyzes the
characteristics as learners,
then you also need to know about
the context for the learning
environment and the context in
which the skills will be
performed.
So knowing about the learners is
important, but knowing where
you're going to be doing the
instructing and where they are
going to be performing the
skills that they've learned also
influences the instruction.
So what we want to know are who
are the learners, what do they
know?
We call these the learners for
an intended instructional
program.
We call them the targeted
proposition -- population for
the instruction.
You can use interviews, surveys
and questionnaires.
You can observe the learners.
If you use published information
about them, although that's
going to be more the generic
than about your specific group
of learners, you can read
documents and artifacts related
to them.
If they've previously done, for
example, some work on the skill
you want to teach them, then you
have the opportunity to review
those documents or whatever
results are from that learning.
Then that's going to be a
helpful way to find out where
they are in their skill level.
So mainly what we want to do are
determine what's called entry
behaviors.
What do we not need time
teaching them how to do.
It's helpful to know their
attitudes toward the content and
toward the instructional
delivery system.
If you have a group of people
who for whatever reason really
just don't like classroom
learning, they want to learn
on-line, or if it goes the other
way and they would like to have
that face to face interaction
and they don't like learning
on-line, that's going to be
helpful to know.
If they come in with a
pre-determined bad attitude
about the content based on a
previous bad experience or
something else, that's going to
help too because you're going to
need to build something about
that into your instruction to
help hopefully get past it.
So you also want to know how
motivated they are, how
inherently or intrinsically
motivate ready they to learn
this stuff.
Are they interested on their own
merits or are they doing this
because they have to?
That can help to influence say
how often you're going to check
in with them with feedback.
You want to know their education
and ability level so that you're
not trying to teach something
that's way too complex to folks
who just aren't yet in a point
in their education or ability
that's going to be helpful to
them.
So general learning preferences
are hopeful too.
Do they want to group work?
Would they absolutely rather do
anything but group work?
Those are helpful things to know
as you're thinking about
designing.
Then just general group
characteristics.
How similar are they to each
other on important variables
such as built level or prior
knowledge, and how will your
instruction account for that?
Those are the questions you need
to ask yourself.
The goal here is certainly not
to devolve into stereotyping or
not to meet the needs of
everybody but to understand how
similar the group is in itself
so you can account for the
differences as well as the
similarities.
Here's some ways that learner
analysis affects design.
This is from the work of Smith
and Reagan.
It is especially valuable to
help learners see how the
information is helpful to them
to encourage.
So how fast you're going to be
preaching, how many practice
activities you have.
We were just talking about
relevancy a moment ago to help
people see that this is relevant
to them.
The techniques you use for
gaining and focusing attention
are going to be very different
if you have a group of
15-year-olds or if you have a
group of, say, folks who are in
their 50s versus say a group
of kindergartners.
The context of examples and
practice activities will also be
different if you're teaching in
the higher ed environment, which
I do.
Then the scope of your examples
is going to be different than if
you're teaching say managers who
work in a corporate environment
or doctors who work in a
hospital.
The amount of structure and
organization is also going to
depend heavily, typically older
learners are also more
self-directed.
It's not always true, but
typically.
How much feedback to give can
fend a lot on your learners.
How much they are in charge of
what happens.
The vocabulary level of your
materials, what kinds of
reinforcement and rewards are
appropriate, the amount of time
that you're going to give them
to complete things, the amount
of guidance that they would need
and how concrete or abstract do
you need to be when you are
providing examples or really
just material that you would
choose to cover.
So once you analyze the learners
and you know as much about them
as you can find out, the next
thing is to think about analyze
your learning and performance
contexts.
So typically what we're looking
at today would be a face to face
environment like perhaps a
classroom, an on-line
environment and those can vary
quite a lot, synchronous or
asynchronous.
Space where's students can
upload materials or have forum
discussions as well as softwares
like what we're using right now,
and there's also hybrid classes
that meet face to face, some of
the time and on-line some of the
time and have the best of both
worlds right there.
You're going to need to know
what it is, weather it's face to
face, on-line or both.
How compatible is it with what
you need to teach people.
For instance, this classroom in
this photograph would be type
for something that's fairly
straightforward like if you want
to teach a class on collection
development, that would be fine.
But if you were to teach E.R.
doctors a CPRclass, this
probably isn't ideal because
you're going to need more space,
people are going to be getting
and moving around, there's not
enough space for that, so that
would be a problem.
You're going to want to of
course about its ability to
simulate the performance context
because the closer that you can
get to the circumstances in
which people will actually be
doing the thing you're teaching
them to do, the easier it's
going to be for them to make
that transfer of skills.
So again you're going to want to
think about how close your space
can come to that.
You're also going to want to
think about adapt ability of
delivery approaches.
If you're in a position where
you can only teach with all of
the desks facing in one
direction using a projector and
a podium, that's going to be
limiting in some ways.
If the furniture, for instance,
doesn't move around, that's
going to make small group work
more challenging.
These are all things to consider
in making these choices in as
much as you have choice about
this.
Sometimes you're within fixed
circumstances and you work with
the options available to you.
For the performance context,
some things that really help
people use the skills that they
develop will be in training will
be managerial support for using
their new skills.
So having somebody whose going
to be saying, yes, use the stuff
that you've learned, that's
really helpful.
As well as understanding the
physical and social aspects of
the place where this will
happen.
So if you teach somebody how to
do something but they don't have
the same space that they need to
do it and they are in their job
or in whatever circumstances you
want them to use the skills,
they probably aren't going to.
If there's something about the
culture of the place where they
are with a group of students,
say, or with colleagues where
they think that using these
skills will make them not as
much a part of the group, it's
also unlikely that they are
going to be using them.
You have to consider the
relevance of the skills you want
them to do and the kind of
circumstances they are in.
It's not going to be helpful to
train somebody to do what they
are never going to do again.
It's not useful for them.
It's not useful to the
organization.
So a quote here from Smith and
Reagan I feel like really sums
up the main danger of skipping
over learning about your
learners.
Where you need to remember that
people aren't all alike, that
instruction can account for that
but neck of the woods to take
the time to do that it.
More importantly the learners
probably aren't idle to the
designer.
So that's all stuff to keep in
mind.
All right.
How many when you have had an
on-line learning experience,
besides this one right now?
What made it a good experience
or bad experience?
Was it successful or
unsuccessful and why?
I'd like to hear your thoughts
in the chat.
so you're talking about access
to the instructor, inter
activity and engagement.
Yeah, if somebody doesn't mute
their phone, that can create a
real problem.
Noise can create a problem in on
on-line environment.
Responsiveness is very
important.
You guys are pointing out stuff
that come up in the literature a
lot.
Clear expectations are also very
important.
Trying to cover too much I think
is a particular damage in the
on-line environment because the
instructor doesn't have the real
time feedback of how the
learners are responding.
It can be a difficult thing to
try to communicate over e-mail
or another form of synchronous
communication.
Great.
We talked about analyzing
learners and context, analyzing
goals but now we're going to
talk about on-line learning.
With on-line learning the
instructional design stuff that
was in the previous webinar, all
of that's still true.
You may have some additional
challenge with analyzing your
learners and on-line
environments simply because
you're not able to meet with
them face to face or observe
them in that way.
So that's a case where maybe
doing some surveys, some
questionnaires ahead of time can
help you learn about them in a
self-reported kind of way.
So a couple other things that
can help, and again you had
already really picked up on
this, asking students to respond
is a really good way to help
people stay engaged and
involved.
So attention is all important in
learning.
It is essentially the bedrock of
learning.
Without it, learning doesn't
happen.
And it's especially important in
the on-line environment since
the instructor doesn't have
visual clues.
So building an interactivity is
a great way to keep people
engaged.
For instance, today I'm asking a
lot of questions because I'm
interested in you and in your
experience and also to help keep
your attention in what we're
talking about.
Okay.
So this slide is terrible, isn't
it?
What do you guys see wrong with
this?
Go ahead and tell us in the
chat.
yeah.
There's not enough contrast
between some colors, too much
contrast between other colors,
all caps.
Over use of punctuation, yeah,
that's a lot of punctuation.
It does look aggressive.
The yellow background is
threatening.
There are a lot of problems
here.
Isn't that better.
The next slide has simple black
and white text on it.
So what we're talking about here
is cognitive load.
And the previous slide was to
illustrate the point about
cognitive load, when there's too
much going on or you're making a
human brain work too hard that
things tend to get lost, that
it's hard to take the
information that was in the
working memory and encode it in
the long-term memory and have it
be available to retrain later.
Cognitive load.
The amount of effort a learner's
working memory is doing, and
it's important in all learning
but it's especially important in
on-line learning where there are
temptations to do things like
have bad slides or overwhelm
people with multimedia.
The more information a brain has
to process, then the harder it
is the more important stuff can
stick around.
This has a significant affect on
the ability to learn.
This is just something that I've
seen happen in my personal
experience, I don't have any
kind of meaningful conversation
in a sports bar because there's
so many televisions around and
I'm so distracted by the moving
pictures and the sounds that I
don't remember the conversations
I have with the friends or
family I'm with.
Other people may have similar
circumstances where they've had
that happen.
So there's an example of how the
working memory just doesn't move
things to the long-term memory
when there's a whole lot of
other things that are taking
processing space.
Yes, I see a request to repeat
the definition.
So cognitive load is a lot of
effort that a learner's working
memory is doing to process
incoming information, and if
some of that effort is spent on
things like trying to
differentiate really
light-colored text on an
obnoxiously yellow background,
then it's doing that instead of
taking up the content.
I would imagine if I gave you a
quiz of what was on that slide,
it would be hard to remember the
specifics because you were so
distracted by what else was
going on.
All right.
So another thing to talk about
is divided attention.
So on-line learning has an
unlimited range of options for
distraction.
There's a whole wide internet
out there, not to mention smart
phones, noise nearby, family
members, pets, colleagues who
drop by with a question.
There are many, many thing that
can distract people who might be
working on on-line learning.
One of the best way to see
improve this is simply by asking
people to focus.
So if you say please put away
your distractions, try to make
sure you're doing your class
work or your on-line learning or
seminar or whatever it is at a
time you won't be disturbed.
That can be a difference that
can help people realize they
have something else to focus on
differently than when they are
surfing the web or doing some
on-line shopping or whatever.
Again, instructional design in
and of itself translates well to
the on-line environment.
There's a few other specific
recommendations, so multi-media
is a really good way to replace
what would be a traditional
lecture in a classroom or in
training.
You you can use written content.
You can use recorded lectures.
You can have narrated animation,
power point slides, and those
can come with or without
voice-over narration.
Synchronous sessions like what
we're doing here for a lecture
or Q&A, directed writing
assignments and discussion.
There's educational gains and
simulation.
There's a whole lot of stuff and
therein also lies the danger.
Choose the stuff that's going to
help but not tip over into being
too much.
So that can be a fine line to
walk, like how much is too much
and that may be a thing to
experiment with.
I would say ERRon the side of
less is more when it comes to
multi-media.
As you all highlighted,
communication is important.
I did my masters degree from the
university of Tennessee on-line
and they did a really great job
for us of creating a community.
It made on-line learning feel
less lonely.
It's important to provide
feedback about progress because
people don't know how they are
doing if they don't get that.
That's especially true in the
on-line environment.
And picking technology that's
work for you.
A technology is valuable not
inherently but in what it can do
to help you achieve learning.
So just because it is a new
thing or because it's been
something that's been successful
else where, I wouldn't
necessarily say it's always
going to be a good fit unless
you know for sure it's going to
help achieve the learning
objectives that you set out.
Okay.
So let's talk about motivation
and performance problems.
Think about a time that you
observed a performance problem
at work or somewhere else.
What do you think was the cause?
Would you tell us in the chat?
communication or lack of
communication.
Lack of competence in a
particular skill.
Yeah, sometimes the person may
not feel that it's important.
No clear expectations, no time
line, distractions from other
things.
Too many initiatives can also be
a problem.
Sometimes it's hard to divide
your attention effectively.
Thank you, guys.
So a lot of times when there's a
problem with performance the
initial thought is that there's
a problem with attitude, and
that may be true but it may also
not be true.
So in most cases further
investigation is warranted like
Sherlock Holmes here, you need
to be a detective, finding the
clues about why there is a gap
in the performance.
So the here's some possible
causes for why there are
performance problems.
Confusion about expectations I
think is more often than not a
major culprit, more than people
like to think.
It's usually a great place to
start, making sure the
expectations are clear.
Then sometimes people don't have
what they need to perform.
They figure what they are doing
is fine.
If there's zero feedback with
anything that happens, then
people tend to say, okay, I
guess everything's all right.
On the other hand, if there's a
reward for doing it wrong, and
our punishment for doing it
right, people are going to pin
probably to do those things.
And if someone's performance
isn't up to expected levels and
something really happens or it's
over-expected levels and nothing
really happens, then that can
lead to a sense that it doesn't
really matter what they are
doing or not doing.
So none of these things can be
addressed through training.
I feel like it's important to
point that out.
None of these things can be
fixed by training.
But the last two can be.
The first several are largely
management issues.
But the last two bullet points
can be helped by training.
The first one when someone used
to know how to do something but
they've forgotten some details,
then it's important to start
with their current skill level.
If you think about a
neighborhood that you used to
live in or city that you used to
live in but you haven't been
there for a while, you probably
make some mistake or take a
wrong turn but you don't need to
start with learning a map of the
city from scratch because
there's some basic knowledge
there.
Where somebody has a still that
they don't have it all and they
need to acquire.
So what are some ways to fix
these problems, if these are the
problems that are causing
performance discrepancies.
Oh, yeah, I like idea of a
training aid.
It's sort of a summary of what
you need to do to do the work.
Yeah, making things relevant to
people, clarifying expectations.
Sometimes retraining is
important.
Providing hand-outs before
session or after?
I think it depends.
It depends on what you're
planning to cover in the session
and what you want the purpose of
the handout to be, to summarize
what was in session or provide
additional information beyond
what's in the session.
If it's to summarize what's in
the session, then it's more
helpful at the end when people
have some basis of knowledge.
If it's both, that's a good
question.
You could divide it up and then
I would say put it at the end if
there's going to be information
that's supposed to build on in
the session, I would say give it
in the end.
It can be confusing if you start
out without a base line of
knowledge and you've got to hand
out even more knowledge that's
unfamiliar to you.
Okay.
So some possible solutions.
You guys were totally on track,
clarify expectations.
If they don't have what they
need to do the job, then provide
the resources.
Provide consistent feedback.
If somebody's being punished for
doing it right.
If they turn on their budget
reports but then a department
head yells at them about
competing resources, they are
probably going to stop.
If there's a way to keep that
from happening, then it's going
to encourage the behavior that's
preferred.
Removing reward for wrong
behaviors.
Providing for reconfiguring
consequences for behaviors.
There's no consequences at all,
then that might be the place to
start.
If somebody's doing a really
great job, then simply taking
them out to lunch, that can be
pretty motivating.
Also and this is something
that's just come up, breaking a
task into its smaller parts,
simplify things.
If something's really complex
say we're going to do this in
pieces and maybe it will be a
process that takes longer.
If there's other obstacles to
performs that are outside of
these, think about what those
could be, and then maybe
training is the answer.
All right.
So once you've identified the
cause of a performance problem
and considering some possible
solutions, but in between those
two, you want to also think
which of these problems are
worth solving because they are
probably going to be more than
are actually solvable.
So it's always worth asking what
happens if we don't do anything?
What happens if we just leave it
alone?
If the answer is serious
consequence would see occur,
yes, that's something that needs
to be addressed.
If it just means that one person
is annoyed, it might not be.
It's also worth asking would we
succeed in making this change?
And is that going to cause
problems because it sometimes
can be a cascade.
So, for instance, if the issue
that people don't turnip their
development requests on time,
but if they did, ordering all of
the books at once would exceed
the budget, it's actually more
expensive to fix that problem
and it's probably annoying
people aren't turning things in
on time, once you can see that
the benefits are clear, if the
discrepancy is fixed, that's
going to be the time to act.
And we're just about wrapping
things up here, just in time for
about ten minutes of questions.
Some recommended resources I
used in developing this
presentation and I've used them
consistently over time and I
really enjoy and recommend all
of these.
Some of them are instructional
design books, the one by ***
and Carey.
If you're looking for
performance problem analysis,
pipe is the way to go.
Mine is on-line which is
teaching effectively with
technology and I would also
really recommend that.
So I would be happy to answer
any questions that you have in
our remaining time.
>> Thank you so much, Karen.
That was so informative and
really great.
While everybody is thinking of
their questions, I'm going to
post the link for the MLa
CEcertificate and the webinar
evaluation and I'd also like to
make a quick plug for our
December 6th beyond the sea.
My colleague will be hosting a
webinar on librarians and the
outreach they are doing in
support of the opioid crisis.
>> Yes, I will go back to our
first question is can we show
the recommended resources again?
Yes.
By the way, the slide is at the
end but this whole presentation
is -- you're welcome to use it.
It will be sent to you if you're
registered and posted for people
to take a look at too.
Where are the power point
slides?
My understanding is those will
be e-mailed to you later.
>> That's correct.
Tony will send that out in the
near future to registrants.
>> Any other questions?
Oh, that's a really good one.
Should a curriculum be
customized by classroom teaching
style?
Can you tell me a little bit
more about what classroom
teaching style means here.
I think you do need to take some
different things into
consideration.
So if you're going to be
teaching on-line, then you're
going to need to think about how
am I going to be building in
ways for people to interact in a
way that would happen more
organically.
We've all sat in silent
classrooms before but in a way
that can happen organically in a
classroom but to try to create
ways to keep people involved and
engaged and hopefully to feel
like they have a sense of
community the way that you could
feel in a face to face classroom
when things were really going
well.
I would say that it should and
that's going to help people
learn better.
>> All right.
>> Any other questions?
>> If there's no further
questions, I just want to thank
you again, Karen, and thanks to
everyone for attending today.
And we really appreciate it.
And thank you, Tony.
>> Thank you all.
>> And thank you, Tony.
He is posting the link to
Karen's first webinar she did
for us, and then Tony put the
information there on our Youtube
page.
And thanks to Tony for all his
help today and our team of
closed captioning and everybody
else, and thanks for putting up
with my scratchy voice and
thanks again.
have a great day.
>> Thanks, everybody.