Rapid Skill Acquisition and Instant Evaluation – The Evaluation of Interfaced Learning

Ask yourself this, if we think about just in time learning, utilising YouTube or videos to impart skills to staff, or even just staff reading a policy or procedure through an online portal, what result do we want this?  How can we tell if this skill acquisition through some form of interfaced learning has been successful?  How can we evaluate skills or knowledge, which as I have discussed in another post  may be disacquired as rapidly as we have acquired them.  The more I think about evaluation the more I feel that our traditional models aren’t designed to cope with a world in which just in time, rapid skill acquisition is becoming more prevalent.

If I think about the example I have used previously of me acquiring the skill to use a mitre box to cut ceiling trim and install it, I think this provides where my think sits on this.  So the question is how to evaluate whether or not the ‘learning’ was successful?  Well what was my (or to be truthful my wife’s) success criteria,  it was quite simply install ceiling trim.  So if that was the success criteria, then it would seem that I was successful.  I know I was successful because my wife was happy with the result.  The real question here for me is how long did that evaluation process take, well in reality it was almost instantaneous.  I completed the task and then got my wife to come in and evaluate it as soon as I was finished.

Now you might say that is a very simply example and that evaluating the  success or failure of a learning program at an organisational level is much more complex than that and while I think that is at leas to some extend correct I think there are also a range of learning interventions where trying to do something other than what I have outlined above simply overcomplicates the matter.

Certainly there are tasks, skills and knowledge that we want our staff to have learnt and integrated so that they can perform them independently, and without additional learning when they need to.  However there are a range of tasks within any organisation where what we want from the learning process is that when the person needs to undertake the task, they simply access the relevant information, perform the task and then move on.  It is the Interfaced Learning process that I have described elsewhere, where we don’t actually expect that the staff member will retain skills or knowledge for any longer than it is necessary for them to complete the task (Acquire, Utilise, Disacquire).  In these cases I would suggest that the best time and in really the only time we should be evaluating the effectiveness of the learning should be at the time, that is directly after they have completed the task in question.

Sure we can accumulate all of this data, from all of the Interfaced Learning activities across the organisation and then begin to analyse what worked better, what was successful and what wasn’t, but the success of the actual instances themselves is something that should be determined as soon as possible after the completion of the task in question.

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About pauldrasmussen
Paul is the winner of the 2013 Leadership in VET Quality Award and the 2013 LearnX Learning Manager of the year award. A Thought Leader and Speaker on Organisational Learning, Professional Development, Motivation, Leadership, Management and Professional Ethics, he speaks widely and has published work on the areas of Learning and Development, Learning ROI, Business, Management, Leadership and Ethics. With Qualifications in Ethics and Bioethics, Organisational Learning and Development, Training, and Business Management and Leadership, Paul has worked in and with a wide range of public, private, government and not for profit organisations. He is currently the National Training Manager for Spectrum Training and the principal consultant with Rasmussen Learning. Specialties: • Organisational Learning and Development • Ethics (Business, Professional and Theoretical) • Learning Management and ROI • Professional Speaking • RTO Management • E-Learning • Management • Leadership • Learning Management Systems

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