Uploaded byJulie Dirksen
Strategies for Complex Skill Development
The document discusses strategies for supporting the development of complex skills, emphasizing the necessity of practice for proficiency. It categorizes problems into simple, complicated, complex, and chaotic, outlining different implications for learning associated with each type. The text further explores factors that influence skill acquisition, such as time to acquire, error tolerance, and access to support, while providing examples and potential learning structures.
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Strategies for Complex Skill Development
- 1. STRATEGIES FOR SUPPORTING COMPLEXSKILL DEVELOPMENT Learning Solutions 2018 Julie Dirksen, Usable Learning
- 2. MY DEFINITION FORâSKILLâ The main question: Is it reasonable to think that somebody can be proficient without practice?
- 3. LETâS PLAY SKILL /NOT A SKILL!
- 4. THE MOST OBVIOUSIMPLICATION FOR LEARNING? Skill: It is not reasonable to think that somebody can be proficient without practice
- 5. I CALL THISTHE⌠âŚsports and things-where-you-can-kill-people conundrum:
- 6. COMPLEX SKILLS Substance Abuse Therapist ProjectManagement Budgeting Six Sigma Statistical Process Control
- 7. SLEEPING, EATING ANDBONDING (CHRIS DEDE) Eating problemsâŚSleeping problems⌠Bonding Problems Dependence on Context
- 8.
- 9. SIMPLE/OBVIOUS PROBLEMS Have knownsolutions Well-defined problems Clear relationship between cause and effect ⢠Procedures ⢠Compliance ⢠Straightforward Tasks
- 10. SIMPLE/OBVIOUS PROBLEMS Updating a Medical Record Runninghotel breakfast service Daily plant operations
- 11. COMPLICATED PROBLEMS Have solutions,but often require expertise or analysis to identify. Expertise is gained through repeated exposure and practice. Cause and effect can be recognized through expert experience. ⢠Management ⢠Analysis ⢠Expert Performance
- 12. COMPLICATED PROBLEMS Playing ChessMedical Research Business Consulting
- 13. MOVING COMPLICATED TOSIMPLE
- 14. COMPLEX PROBLEMS No rightanswers Patterns emerge Cause and effect can only be deduced in retrospect Changing/unstable circumstances ⢠Innovation ⢠Unforeseen events ⢠Responding to volatility
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- 16. CHAOTIC PROBLEMS Cause andeffect are unclear Triage and act to establish order Try to pull things back to a more stable situation ⢠Disaster management ⢠Collapse of a business
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- 19. SIMPLE - IMPLICATIONSFOR LEARNING? Simple Tasks ⪠Well-suited to elearning self study ⪠Can be tested with recognition-based tasks ⪠Can be evaluated by computer Click a theme to select it.
- 20. COMPLICATED - IMPLICATIONSFOR LEARNING? Complicated Tasks ⪠Require multiple cases/scenarios ⪠Can be tested with performance tasks ⪠Can be evaluated by an expert reviewer ⪠Other possibilities include self- assessment or peer-assessment http://www.rehearsal.com/
- 21. SELF ASSESSMENT âELEARNING EXAMPLE
- 22. <user types theirresponse here> They just wonât leave me a alone. What should I do? What should you tell Alex? Submit Scenario: Teacher Response to Bullying
- 23. Did you (self-assess): Payattention Affirm that it was a good choice to come talk to you Something else Something else Revise my answer Continue What should you tell Alex? They just wonât leave me a alone. What should I do? I would tell him⌠Scenario: Teacher Response to Bullying
- 24. Click an expertteacher to see what theyâd say: What should you tell Alex? They just wonât leave me a alone. What should I do? I would first let him know that heâs safe, and then⌠So, I would say⌠Scenario: Teacher Response to Bullying
- 25. COMPLEX - IMPLICATIONSFOR LEARNING? Complex Tasks ⪠Learn a method of inquiry ⪠Requires real-world practice ⪠Online workshop format http://support.citrixonline.com
- 26. COMPLEX â SOCIAL Sociallearning for complex problems. https://jarche.com/2016/04/complexity-and-social-learning/
- 27. CHAOTIC â IMPLICATIONSFOR LEARNING? ⪠Practice around managing stress reactions which requires visceral experience ⪠Procedures to triage and bring back order
- 28. ANALYZING A SKILL 2 Tacit/Explicit 3 Variabilityof Performance 4 Variability of Outcomes 6 Frequency of Use 7 Immediacy of Use 8 Availability of Support 1 Time to Acquire 5 Error Tolerance
- 29. 1. TIME TOACQUIRE How long does it take?
- 30. EVER TAKEN THEGMAT?
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- 32. PACE LAYERING Stewart Brand,How Buildings Learn
- 33. PEOPLE â FASTAND SLOW
- 34. FAST OR SLOW? âŞHow to fill out your time sheet ⪠Managing a software development project ⪠Coaching employees ⪠Using Photoshop to crop a picture ⪠Using Photoshop to repair an old photo ⪠Querying a database ⪠Designing a database ⪠Playing chess
- 35. IMPLICATION FOR LEARNING? FastMedium Slow
- 36. 2. TACIT /EXPLICITHow do they learn it?
- 37. TACIT / EXPLICIT Explicit(Visible) Tacit (Pattern Recognition) ⢠Understanding cultural differences ⢠Preventing accidents in the workplace ⢠SOPs for immunization ⢠Getting to the actual Root Cause of a problem
- 38. CHICK SEXING How doyou know if itâs male or female?
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- 42. 3. VARIABILITY OFPERFORMANCE How big is the gap between okay and great?
- 43. HOW BIG ISTHE DIFFERENCE BETWEEN LEAST AND BEST? A new competent waitperson Your best waitperson 2x 5x 10x
- 44. WHICH DO YOUTHINK HAS BIGGER VARIABILITY OF PERFORMANCE? Assembly line work? Computer programming
- 45.
- 46. 4. VARIABILITY OFOUTCOMES How many right answers are there?
- 47. VARIABILITY OF PERFORMANCE Whichhas more variability (# of right answers) in correct performance? Checking blood pressure Designing a website
- 48. HOW MANY DIFFERENTRIGHT ANSWERS? Ways to talk to patients about managing blood pressure. Ways to motivate students.
- 49.
- 50. 5. ERROR TOLERANCEHow much error is acceptable?
- 51. ERROR TOLERANCE Which (usually)has a lower error tolerance? Checking blood pressureDesigning a website
- 52. HOW ABOUT HERE? Flightattendant drink service trainingFlight attendant safety training
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- 54. 6. FREQUENCY OFUSE How often will they use the skill? x xxx x xxx x xxx x x xx
- 55. VARIABLE 5 -HOW FREQUENTLY WILL YOU USE IT? What is the frequency of use? Tax information Making coffee CPR Sanitary food handling Identifying money-laundering
- 56. HOW MUCH DOPEOPLE REMEMBER?
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- 60. 7 & 8.IMMEDIACY OF ACCESS AND AVAILABILITY OF SUPPORT How quickly will they need to use the skill?
- 61. HOW IMMEDIATE ISACCESS? How immediate is access? Tax information Making coffee CPR Sanitary food handling Identifying money-laundering
- 62. HOW EASILY CANTHEY ACCESS PERFORMANCE SUPPORT? How immediate is access? Tax information Making coffee CPR Sanitary food handling Identifying money-laundering
- 63. TRAINING FOR FASTFOOD CLERKS: What is the ability to access performance support materials? While the store is being robbed? After the robbery is done?
- 64. IMPLICATIONS FOR LEARNING JobAid! Immediacy of Use Access of support materials
- 65. STRUCTURES FOR SKILLPRACTICE How can you structure skill practiced?
- 66. PROGRESSION Accuracy â completethe task with 100% accuracy Speed â practice until desired speed is reached Integration â integrate with real-world context
- 67. POSSIBLE STEPS INSKILL DEVELOPMENT Examples/Non- examples Critiquing an Example Generalizing Principles Generating Examples
- 68. EXAMPLES / NON-EXAMPLES Isthis an example of quid pro quo harassment? Yes No Offering to discuss a promotion opportunity Offering to discuss a promotion opportunityOffering to discuss a promotion opportunity Suggesting that âyou make it worth their whileâ to raise your pay Suggesting that âyou make it worth their whileâ to raise your pay Suggesting that âyou make it worth their whileâ to raise your pay Offering to buy someone a drink at an office happy hour
- 69. EXAMPLES/NON-EXAMPLES Which is abetter value statement for Jeanetteâs resume? I need a fulfilling position that allows me to grow, and provides good work/life balance. I can offer a dedication to detail, and a passionate desire to learn more and improve to my next organization.
- 70. CRITIQUING AN EXAMPLE Usethe checklist to evaluate the value statement for Jeanetteâs resume: I need a fulfilling position that allows me to grow, and provides good work/life balance. âTied to organizational goals âSpecific âJargon-free âDoesnât include non-relevant info âDistinguishes candidate from others Submit
- 71. GENERALIZING PRINCIPLES You identifiedthese areas as problems in Carlâs cover letter. In the forum below, suggest principles for writing a better cover letter:
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- 73. WE DEVELOP UNCONSCIOUSCOMPETENCE ⪠Familiarization ⪠Comprehension ⪠Conscious Effort ⪠Conscious Action ⪠Proficiency ⪠Unconscious Competence Gloria Gery, Electronic Performance Support Systems
- 74. WHAT HAPPENS WHENYOU ARE LEARNING SOMETHING NEW?
- 75. WHAT ABOUT WHENYOU ARE USING SOMETHING YOU ALREADY KNOW?
- 76. MOST LEARNING ISSTRUCTURED LIKE THIS:
- 77. BUT WHAT ABOUTTHIS STRUCTURE?
- 78. WHAT DOES YOURLEARNING LOOK LIKE?
- 79. HOW CAN THISWORK? Enough initial exposure to execute Initial practice on simple problems in a safe way Safe practice on harder problems Heavily coached real example Real world mentoring
- 80. THE FLOW CHANNEL Ability Challenge -Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
- 81. WOULD YOU EVERSTRUCTURE A BASKETBALL CAMP THIS WAY? Dribbling only Passing only Just free- throws Guarding Jumping all day long Day 1 Day 2 Day 3 Day 4 Day 5
- 82. SO WHY DOWE STRUCTURE SKILLS CURRICULUM LIKE THIS? Food Safety Customer Service Managing Employees Ordering and Inventory Accounting and Financials Day 1 Day 2 Day 3 Day 4 Day 5
- 83. SO WHY DOWE STRUCTURE SKILLS CURRICULUM LIKE THIS? Food Safety Customer Service Managing Employees Ordering and Inventory Accounting and Financials Day 1 Day 2 Day 3 Day 4 Day 5 Managing a Shift Managing a Week Managing a Quarter
- 84. GAME DESIGN CANHELP INFORM STRUCTURE Cycles of Expertise
- 85. SKILL EXAMPLE: PROJECTMANAGEMENT â CREATING A BUDGET Elearning How to use MS project to estimate time and create Gantt Charts Pre-work Classroom Case Studies. How to think about the process of creating budgets, practice creating budgets Class Webinar Series Experience project managers share budget case studies (war stories) â once a month After class Coaching A structured coaching plan that a manager can use. Coaching and Mentoring
- 86. QUESTIONS Julie@usablelearning.com Twitter: usablelearning Sign upto receive the job aid: http://usablelearning.com/devlearn-2017/ Facebook group: https://www.facebook.com/groups/designforhowpeoplelearn/
- 87. REFERENCES Chris Dede onEating, Sleeping, and Bonding from International Handbook of Information Technology in Primary and Secondary Education. Joke Voogt, Gerald Knezek, Springer Science & Business Media, Aug 26, 2008 A Leaderâs Framework for Decision Making. David J. Snowden & Mary E. Boone, November 2007 â Harvard Business Review https://hbr.org/2007/11/a-leaders-framework-for-decision-making Wikipedia entry on Cynefin https://en.wikipedia.org/wiki/Cynefin_framework Harold Jarche on Complexity and Social Learning https://jarche.com/2016/04/complexity-and-social-learning/ Stewart Brand, How Buildings Learn: What Happens After They're Built. Penguin Books; Reprint edition (October 1, 1995) About Chick Sexing: http://mozuku.edublogs.org/2012/03/23/what-is-it-with-chick-sexing/ (also in David Eaglemanâs Incognito: The Secret Lives of the Brain, Vintage; Reprint edition (May 15, 2012)) Facial Recognition for Autism Spectrum Disorder: https://medicalxpress.com/news/2017-03-children-autism-facial-difficult.html Anders Ericsson, Peak: Secrets from the New Science of Expertise. Eamon Dolan/Houghton Mifflin Harcourt; 1 edition (April 5, 2016) Ebbinghaus https://en.wikipedia.org/wiki/Hermann_Ebbinghaus Forgetting curve https://en.wikipedia.org/wiki/Forgetting_curve Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design 3rd Edition, Jeroen J. G. van MerriĂŤnboer and Paul A. Kirschner. Routledge; 3 edition (October 23, 2017) Gloria Gery, Electronic performance support systems: how and why to remake the workplace through the strategic application of technology (Paperback). Gery Performance Press; 1st edition (1995) Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience (Harper Perennial Modern Classics). HarperCollins e-books; 1 edition (August 18, 2008) James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy. Second Edition. St. Martin's Press; 2nd edition (December 2, 2014) Uncredited images: www.pixabay.com