Learning Strategies and
Human Performance
Technology
Harry O’Neil
University of Southern California/CRESST
ONR/NETC Planning Meeting
July 17, 2003
UCLA/CRESST
Los Angeles, CA
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Opportunity: Learning
Strategies
• Create a DL learning strategies
course for Naval A-School training
enlisted personnel
• Meeting at ONR/NSF conference
(Feb. 6-7, 2003) to initiate the idea
• Briefing at NETC May 7, 2003
– ONR and CRESST
• Follow-up emails (e.g., May 17, 2003)
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Learning Strategies Course
• Based on Guidelines
• Goal is to improve cognitive and
affective skills of Naval enlisted
personnel
• Rationale
– Effective training is a product of quality of
instruction and trainees with effective learning
strategies
– Many trainees lack learning strategies
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Learning Strategies Course
(cont.)
• Approach
– Implement version 1 as workshop
• Focus on learning strategies for traditional courses
(e.g., lecture, discussion)
• Needs assessment/design activities
– Implement version 2 as DL-supported intervention
• A distance learning implementation for learning
strategies in traditional courses
– Implement version 3 as DL-supported
implementation
• Use DL system as delivery system to teach learning
strategies useful in DL courses
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Learning Strategies Course (con’t.)
• Courseware Design
– Explicit information regarding the techniques
– Worked examples provided
– Extensive use of (video) models for effective and
ineffective use of skills
– Techniques for self-regulation (e.g., self-monitoring)
– Practice in techniques
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Learning Strategies Course (con’t.)
• Courseware Lessons
Lesson 1 – Establishing Learning Goals
Lesson 2 – Managing Time and Dealing with Procrastination
Lesson 3 – Learning from Lectures
Lesson 4 – Maintaining Attention
Lesson 5 – Learning from Texts
Lesson 6 – Preparing for Exams
Lesson 7 – Taking Exams
Lesson 8 – Reducing Anxiety and Maintaining Attention
Lesson 9 – Learning in DL Environments
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Learning Strategies Course (con’t.)
• Initial Evaluation Criteria
– Does curriculum meet its objectives
• Cognitive and affective posttests, user acceptance, time
savings
• Final Evaluation Criteria
– Naval trainees with exposure to learning strategies learn
more or quicker in subsequent courses
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Learning Strategies Resources
• NETC Role
– Funds Design, Development, and
Evaluation of curriculum
– Appoints POC
– Provides DL system access
• USC prime (does analysis, Design,
Development); UCLA/CRESST sub (does
formative and summative evaluation)
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Learning Strategies Resources
(con’t)
• Schedule
– September 1, 2003 to August 31, 2005 (25
month project)
– Workshop version completed one year after
Date of Award of contract
– DL version completed 2 years after Date of
Award of contract
– DL version for DL learning strategies
completed 2 years after date and award of
contract
• Contract Budget
– 4.3 million total (25 months)
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Opportunity: Human
Performance Technology
• Create a DL course for Human
Performance Technology personnel
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Human Performance Technology Career Path
EdD
MS
Certified
Performance
Technologist/ISPI
5-Vector Model
Knowledge, Skills, Attributes/Competencies
ISPI:
MS:
EdD:
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International Society for Performance Improvement
Master of Science in Human Performance Technology
Doctor of Education—a professional degree in Human Performance
Technology focusing on improvement of human performance at work
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Possible Skill Sets for Human
Performance Consultant/ISPI
Basic Skill Group
Specific Skill
Analysis & Observation
Determine projects appropriate for HPI.
Analysis
Conduct needs assessments/front-end analysis.
Analysis & Observation
Assess performer characteristics.
Analysis
Analyze the structural characteristics of jobs, tasks and
content.
Analysis &
Communication
Write statements of performance intervention.
Analysis & Observation
Analyze the characteristics of a setting (learning/working
environment).
Design &
Communication
Specify and sequence performance intervention
outcomes.
Design
Specify performance improvement strategies by selecting
strategies appropriate for the setting, the characteristics
of the performers, the resources and constraints, the
desired outcomes and other relevant factors.
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Possible Skill Sets for Human
Performance Consultant/ISPI (con’t.)
Basic Skill Group
Specific Skill
Design &
Communication
Specify and sequence performance intervention outcomes.
Design, Evaluation, &
Management
Determine the resources (media, technologies, equipment,
money, people) appropriate for the performance
improvement activities and create all components.
Evaluation &
Management
Evaluate HPI interventions.
Design and Evaluation
Create a HPI intervention implementation plan.
Management
Plan, manage, and monitor HPI projects.
Communication
Communicate effectively in visual, oral, and written form.
Communication/
Interpersonal
Demonstrate appropriate interpersonal, group-process and
consulting behaviors.
Communication
Promote HPI as a major approach to achieving desired HP
results in organizations.
Source: Stolovitch, H. D., Keeps, E. K., & Rodrigue, D. (1999). Skill sets, characteristics and values for the human performance technologist.
In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology: Improving individual and organizational performance
worldwide. San Francisco, CA: Jossey-Bass Pheiffer.
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HPT Resources
• NETC Role
– Funds Design, Development, and Evaluation of
curriculum
– Appoints POC
– Provides DL system access
• USC prime (does analysis, Design); California
State University, San Bernardino sub (does
development); ISPI sub (does certification);
UCLA/CRESST sub (does formative and
summative evaluation)
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HPT Resources (con’t.)
• Schedule
• Gap analysis completed one year after Date of Award
of contract
• Knowledge management system aspect completed
18 months after Date of Award of contract
• DL version of certification and EdD program
completed 2 years after Date of Award of contract
• Contract Budget
• 5-6 million total/2 years
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Opportunity: Games for
Training
• Motivation Impact of games is clear
• Training impact of games is less clear
• Options:
– Use existing games in training environments
– Create design principles to create learning
games
– Instrument existing games
• Problem solving environments/USC
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Opportunity: Games for
Training (cont.)
• Players
– DARWARS: Ralph Chatham
– OSD/ADL: Bob Wisher
– PEO Stricom: Mike Macedonia
– ICT/USC
• Pandemic/Quicksilver
– Marines: PM Training Systems: Paul Nichols
• Does the NETC wish to play?
– CRESST/USC/Booz Allen Hamilton
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Back-up
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Human Performance Technology (HPT) Model
(prepared by Steve Hull)
Intervention
Performance Analysis
Cause Analysis
Selection and
Intervention
Implementation
and Change
Design
Operational
Analysis
(Vision, Mission,
Values, Goals and
Strategies)
Environment Analysis
 Organizational
Environmental
(Stakeholders &
Competition)
 Work
Environment
(Resources, Tools,
Human Resources,
Policies)
 Work
(Work Flow,
Procedures,
Responsibilities, &
Ergonomics)
 Worker
(Knowledge, Skill,
Motivation,
Expectations, &
Capacity
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Desired Workforce
Performance
Lack of Environmental Support
 Data, Information and
Feedback
 Environmental, Support,
Resources, and Tools
 Consequences, Incentives,
and Rewards
Gap
Lack of Repertory of Behavior
 Skills and Knowledge
 Individual Capacity
 Motivation and
Expectations
Performance Support (Instructional and
Non-Instructional)
Change
Management
Job Analysis/Work Design
Process
Consulting
Personal Development
Human Resources Development
Employee
Development
Organizational Communications
Communication,
Organizational Design and Development
Networking, and
Alliance Building
Financial Systems
Evaluation
Actual State of
Workforce
Performance
Formative
Formative
 Performance
PerformanceAnalysis
Analysis
 Cause
CauseAnalysis
Analysis
 Selection/Design
Selection/Designof
of
Interventions
Interventions
Summative
Summative
 Immediate
Immediatereaction
reaction
I
Immediate
 ImmediateCompetence
Competence
Confirmative
Confirmative
 Continuing
ContinuingCompetence
Competence
(Job
(JobTransfer)
Transfer)
 Continuing
ContinuingEffectiveness
Effectiveness
(Organizational
(OrganizationalImpact)
Impact)
Return
Return
Investment
on on
Investment
Meta Evaluation/Validation
Formative, Summative, and
Confirmative Processes
Formative, Summative and Confirmative
Products
Lessons Learned
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Core Competencies Associated
With HPI Work/ASTD
•
•
Competencies are internal capabilities that people bring to their jobs. They
are identified by examining exemplary performers, not buy studying work
duties or responsibilities.
Core competencies. There are 15 competencies essential to all roles and
across all steps in the human improvement process
– Industry awareness
– Knowledge of interventions
– Leadership skills
– Business understanding
– Interpersonal relationship skills
– Organization understanding
– Technological awareness and
understanding
– Negotiating/contracting skills
– Problem-solving skills
– Coping skills
– Systems thinking and understanding
– Ability to see “big picture”
– Performance understanding
– Consulting skills
– Buy-in/advocacy skills
Source: Rothwell, W. J. (1996). ASTD models for human performance improvement. Alexandria, VA: American
Society for Training and Development. [p. 18]
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