Dr. Frank Nguyen has led learning strategy and transformation initiatives for Fortune companies including American Express, Intel and MicroAge. He has served as faculty at San Diego State and Arizona State University. Frank has published extensively on the intersection of eLearning, instructional design and performance support. His research on performance support was recognized by ISPI with the 2008 Distinguished Dissertation Award. He has served on a variety of learning industry committees for Adobe, ASTD, BJET, eLearning Guild, and ISPI
While training is useful and pragmatic, there are more efficient and effective methods to enable employee performance. One of these is combining training and performance support. In this article, we outline a standard methodology for designing performance support, based on the experience of a Fortune 100 organization.
The challenge for many learning organizations today is how to change the paradigm from training to performance. This transition includes not just the traditional training organization but also senior business leaders, stakeholders, and even the average employee. Today’s article provides a case study that illustrates the first four of five steps to make this change.
Twenty-Five Years Later: Performance Support Adoption August 12, 2013
Timing is important. Even a brilliant idea, if launched at the wrong time, can take years to gain adoption and bear fruit. So it was with performance support. But now research is showing that the time is right, and here is a preview of some findings that the author will present at Performance Support Symposium 2013 (September 9 – 10 in Boston).
Performance support is undergoing a renaissance. Empirical research and case studies have made us smarter about implementing performance support. Web 2.0 technologies have made it easier and less costly to adopt. Here is a method that will help identify areas to improve your strategy, and advance the sophistication of your performance support organization.
Efficiency in e-Learning: Proven Instructional Methods for Faster, Better, Online Learning November 7, 2005
Instructional designers face the constant challenge of balancing many considerations affecting learning. Of all the guidelines from research offering advice on these matters, few are more challenging than those dealing with cognitive load. How much is too much? Is cognitive load always bad? In this article, two authors who have focused on these questions give you the answers and a systematic view.