Learning and Performance Framework

by Learning Orientation

Note: Relate this framework to the person’s specific values, work tasks, and business case

Organization Community (Strong Social Connection)

Environment Simple, Safe

Presentation Linear

Relationships Guiding / Peer Interaction

Outcomes Maintain

Competency Group 1: Learner Competency in Technology (Competency Group describes the group of competencies pertinent to the job performance and product use.

Descriptors: Descriptors are the key elements of this competency task. They help to break down the task into manageable pieces.

Demonstrators: Demonstrators are the measures and indicators that enable you to test how the solutions are working within this competency group.

Issues: To match the conforming learning orientation, consider processes and principles, benefits, and practical application. To improve, provide holistic, critical thinking, and reflective activities.

Kolb’s (et al) 4 Step Learning Cycle

1 Concrete Experience (Sensing)

2 Reflective Observation (Conceptualizing & Connecting)

3 Abstract Hypothesis (Integrating & Synergizing)

4 Active Testing (Creating & Evaluating)

1 Connecting

2 Conceptualizing

3 Synergizing

4 Creating

Conforming Learning Orientation

Preferred learning method Provide safe, simple adventure to gain attention and make connections to what is already known and valued Engage Emotions

Preferred learning method Provide opportunity to see relationships, ask essential sequential questions, make connections, and get feedback to conceptualize, reflect, and elicit explicit knowledge Engage Emotions

Preferred learning method Provide explicit guidelines and feedback for simplified problem-solving and integration with new and old knowledge. Eliminate risk, guide, and encourage application. Engage Emotions

Preferred learning method Provide simple opportunities to demonstrate how to achieve and use new meaning and images and & highlight successes. Engage Emotions

Learner Goal

Design Strategies

Learner Goal

Design Strategies

Learner Goal

Design Strategies

Learner Goal

Design Strategies

enjoy a safe, structured atmosphere where creative & collaborative events are stimulating, relevant, & connections with existing valued knowledge and abilities are possible.

provide opportunit-ies to understand contrasts, compari-sons, & key relation-ships. use regular questioning emails & simple reflective.

enjoy simple exercises to ensure appropriate meanings and connections. enjoy the process of selecting relevant facts to conceptualize & interpret with assistance.

provide scaffolded help & knowledge resources, using simple, linear, structured text, audio, & visuals designs so that questions, stories, metaphors will arise. provide iterative practice & feedback. show and connect key relationships,

develop creativity & trust in more complex, decision making, learning abilities to connect, integrate, and create new meaning, images, and patterns for practical contexts.

provide simple facts and resources and scaffold support of semi- complex thinking for simple problem solving, decision making, & authentic application of real-life examples.

improve creativity, trust in learning, & semi-complex thinking, problem-solving, decision- making, and self-assessment, abilities. develop trust and acceptance of change & risk. learn how to monitor progress, and self-assess accomplish-ments.

provide scaffolded opportunities to connect and build new knowledge, perform new activities automatically. use structured & reflective questions to ensure retention, evaluation, and appropriate knowledge of key practical relationships.

Competency Group 2: Learner Competency in Tasks (Competency Group describes a group of competencies pertinent to the personas job performance & product use.

Descriptors: Descriptors are the key elements of this competency task. They help to break down the task into manageable pieces.

Demonstrators: Demonstrators are the measures & indicators that enable you to test how the solutions are working within this competency group. Consider: Scheduled Events, Online Content, Collaboration, Artifacts, Assessment and Reference Materials

Copyright @ 2010 Margaret Martinez. Request written permission to use: mmartinez@trainingplace.com. For additional information contact The Training Place, Inc. (www.trainingplace.com).