Terminology Tuesday

I was first introduced to the 70:20:10 model from a business perspective, but it’s a great model from the learning and development perspective as well!

70:20:10

Working for an organization that went through three CEOs in a matter of five years was very overwhelming. Each had their own strengths, each had their own level of support, and each had their own new-fangled ideas. One of these CEOs introduced me to the concept of 70:20:10.

From a business perspective, this meant that the organization would focus 70% of their time and effort on core business needs, 20% of their time and effort on projects related to core business needs (e.g. moving into adjacent markets), and 10% of their time and effort on projects outside of core business needs (e.g. moving into an untouched market).

For example, we were a company working on contracts primarily within the air force, so we spent 70% of our time working on projects for the air force, 20% of our time working on or attempting to work on projects in adjacent markets (e.g. naval or army training), and 10% of our time attempting to move into uncharted (for us) markets, such as commercial air training.

But…how can this model apply to learning and development?

I think you can use this model in learning and development as a means for managing your time and effort.

Perhaps you want to learn some new skills that will benefit your role. You could spend 70% of your time pursuing learning opportunities related directly to your role (e.g. if you’re an instructional designer, perhaps you want to learn how to better organize content), 20% of your time learning a somewhat new skill (e.g. perhaps you’ve created basic graphics using powerpoint and want to learn how to use photoshop), and 10% of your time learning something completely unrelated to what you do, but which could still benefit your role (e.g. learning a programming language).

Additionally, you could apply this to your workflow management. You could spend 70% of your time working away at your deliverables, 20% of your time liaising with clients, and 10% of your time seeking new projects.

However you choose to apply the 70:20:10 model, it can be used to more effectively manage your time, which is great if you’re a micro-manager and super planner like myself!

Upscaling is a hot buzzword today that is being met with mixed reviews, and I think it warrants a little bit of explanation.

What the heck is ‘upskilling’?

I know. Upskilling hasn’t quite made it to the realm of common terminology…as proven by my computer’s insistent autocorrect to ‘upscaling’, but it’s something that’s happening a lot more lately.

Upskilling is essentially a professional development opportunity for employees within an organization to enhance their current skill set by learning new skills. Opportunities for upskilling can enhance an employee’s opportunity for promotion, may enhance their competitiveness within the industry, and will help keep employees current with changes to a given industry.

However, employees and organizations alike have met the concept of upskilling with mixed reviews. Why? Well. From the employee perspective, some people don’t have a desire to learn new skills, and others may view upskilling as a means for their employer to provide professional development and employ these new skills without having to appropriately compensate employees for changes in their roles. From an organizational perspective, some organizations aren’t ready for lateral movement and tend to operate in a more linear environment.

From a prospective employee standpoint, upskilling may be viewed as taking away opportunities; by upskilling internally, these prospective employees may need to start at the bottom and work their way up instead of moving directly into the role for which they’re qualified.

Whichever camp you’re a part of (for or against upskilling), upskilling is a necessary evil in today’s economy for several reasons:

1. There is increasingly more competition for the jobs that are out there, and to have the potential to be successful candidate for a position, employers may want to see that you’re comfortable with continual learning;
2. Baby boomers are retiring, and there is a huge influx of jobs for which individuals aren’t formally qualified for – this is a great example of where upskilling could benefit employers: less time spent searching for a qualified candidate, and being able to refocus those HR hours on training internally;
3. It’s a lot cheaper to train someone internally than hire someone new; and
4. Technology means that we are in a constant state of change – if it isn’t one thing, it’s another.

Resources:

• Some tips on upskilling by clearviewcoaching
• Is “Upskilling” Just a State of the Union Pipedream? by Julian L. Alssid
• Upskilling through foundation skills: A literature review by Alison Gray
• The Deskilling and Upskilling Debate by Ulrich Heisig

I’ve talked about Jean Piaget before, and likely will talk about him again, but this week I wanted to talk a bit about the concept of transference and how you can apply transference (indirectly of course) through your e-learning design.

What is transference?

Transference applies to the concept of schemas; schemas are generated when we explore our environment and they help shape what we think about components of our world. Transference involves the redirection of feelings (or associations) from one object or person to another.

For example, puppies may learn to submit to another dog higher in the pack order by showing their stomachs. These puppies may also expose their stomachs when interacting with a dog of a larger size than themselves once they become adult dogs…they have transferred their knowledge, from puppyhood, of pack order behaviour and have applied it to their new situation (e.g. when I was a little dog, I submitted to the bigger dog. That dog over there is bigger than me, so I’ll submit to them).

Wow. That was a long-winded example. I’m sorry. I probably confused all yawl more.

Examples in E-Learning

Folks talk about personalization in e-learning all the time, but they rarely relate it to the idea of transference, but this is exactly what’s happening! When we have users select an avatar to represent them throughout their learning journey, we are indirectly having them apply their feelings to this avatar. This avatar IS the learner!

Video games do a good job with this. While almost all video games can fall in this category of transference, I am particularly reminded of The Sims. So many people model their sim family after how they want to see themselves. They want to live vicariously through their characters. Therefore, a lot of gamification approaches are related to transference.Very interesting, yeah? Food for thought.

I sat in on some training yesterday, and the trainer was discussing task analysis…I have a love/hate relationship with task analysis, because within the military, these are often very tedious to develop. However, they are important. I understand that.

Task Analysis

A task analysis involves breaking down a task into each step and sub-step required to complete the task. It seems simple enough, right? Task analysis are important when it comes to breaking down the components of a task to ensure effective training. Often times we take for granted things we already know how to do, but when we’re trying to teach someone else how to do a certain task, the learner needs to know each of the elements required to effectively complete the task.

For example, the task “Make a latte” involves more than just a cup, espresso, and milk. It may require:

– Selecting the appropriate sized cup

– Selecting a steaming pitcher

– Remove milk from fridge

– Pour milk into steaming pitcher

– Steam milk

– Brew espresso into cup

– Remove cup once espresso has finished brewing

– Pour steamed milk on top of espresso

Now, these are just some of the steps, but within these steps, there are sub-steps. For example:

– Steam milk

– Place steaming wand in milk

– Place thermometer in pitcher of milk

– Activate/turn on steaming wand

– Begin aerating milk

– Steam to a temperature of X

– Remove pitcher of milk

– Wipe steaming wand down

– Turn on steaming wand to clear milk residue

– Turn off steaming wand

And within these sub-steps, there may be even more sub-steps. When conducting a task analysis, you really want to break down the original task into the most painful of details (and sub-tasks).

Within the military, this often involved extremely lengthy Job Task Analysis spreadsheets, that would further break down whether each task and sub-task was considered a knowledge, skill, or attitude. These further breakdowns will allow you to better refine the way in which you train the user how to do the task/sub-task.

Ensure you’re concise with your task analysis and that you’re only including one task or sub-task per item. Nothing should piggyback on top of one another…that’s just lazy and will become ineffective when you move on to develop training.

Task analysis are also useful when working with other developers (e.g. programmers or media developers). You can use a task analysis to describe the breakdown of media or programmatic (or both) elements, and then you have a detailed account of what should happen and when so that these developers have a greater understanding of how to develop the content they’re developing.

Stay tuned for a time-lapse demo and freebie of a task analysis template!

Resources

Task Analysis in Instructional Design by Donald Clark

How to Do a Task Analysis Like a Pro by Articulate

Task Analysis: An Individual and Population Approach, 3rd Edition by S. Wilson and G. Landry

A couple of years ago I submitted a sample interaction to an E-Learning Heroes Challenge related to Instructional Design Principles. The interaction sought to explain cognitive load theory. You can check out the full interaction by Clicking Here.

Within the university I see a ton of cognitive overload happening, albeit unintentional. When faculty members use their online course site as a repository, I look at it feeling very overwhelmed and set about organizing the content appropriately to ensure students don’t feel as overwhelmed as I do.

Cognitive Load Theory

In the early 80s, John Sweller coined the phrase ‘cognitive load theory’, which represents the total amount of brain power being used in a given task. Basically the exertion associated with working memory and how much effort is required to employ working memory.

In order to be most efficient with cognitive load, individuals must appropriately balance information presented to the audience in order to enhance overall information retention. There are three types of cognitive load:

1. Intrinsic – this represents the level of difficulty (e.g. complex math problem versus basic math problem).
2. Extraneous – this represents how the information is provided (e.g. is the information need to know or nice to know? If nice to know, you may want to leave it out to enhance retention).
3. Germane  – this represents how easily a learner can process the information for which they’ve been provided.

Keeping these three types of cognitive load in mind will allow you to optimize your content and enhance the overall learning experience. As an educator, you want your students to succeed, and pummelling them with information to get a simple concept across is not always the best approach. You need to put yourself in the shoes of your learners and simplify concepts as much as possible to ensure student success.

Have you been overloaded with content? How did this shape your learning experience and academic achievement? Let me know in the comments!

I’m a very visual person and I have seen some terrible use of colours in e-learning, so I thought I’d talk a little bit about colour palettes and how to effectively use them in e-learning.

Colour Palettes

Colour palettes are the range of colours used by an individual in a particular project. Choosing an appropriate colour palette is essential to any project as it sets the tone for the e-learning. For example, if you choose a yellow background with white text, your learners may hate the project because it’s difficult to read the content. Whereas, a white background with black text is much easier on the eyes.

Considerations

When choosing a colour palette, you should first consider whether your client has any existing visual standards or branding guidelines. If they do, you will want to align your colour palette with these guidelines.

If you have free range to define the colour palette, you should keep the colour range between 3-5 colours. Too many colours may overwhelm your audience. If your client has provided visuals of any sort (logo, photos, graphics, etc.), you may want to begin with one of these visual elements and pull colours from the visual.

Use Your Resources!

There are heaps of colour resources out there, so don’t be intimidated if you’re not graphically inclined. These websites can help generate palette options and/or allow you to pull colours from images to create palettes. Here are some examples:

Colourlovers.com

Colourlovers.com allows you to sift through thousands of user-created colour palettes and retrieve the associated hex values – over the years, this has been one of my favourite colour resources.

Coolors.co

Coolors.co is a new-to-me resource, and is currently my favourite colour palette resource. It is a colour palette generator, and all you have to do is click the space bar to see a new palette – SO EASY! You can even adjust the colours if aren’t quite right, without losing the rest of the colours in the proposed palette.

Adobe Color CC

Adobe Color CC is neat because it allows you to upload an image and will then generate colour palettes from this image. You can choose the colour mood, which provides varying shades to the palette suggested, and you can also select a custom colour mood and customize to your liking.