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Many people are leery about the number 13, but not at Five Star. In fact, we are thrilled with it! March 31, 2010 marked Five Star’s 13th anniversary as an organization. A lot has happened over the last 13 years, and we would like to share our insights with you in this special anniversary edition of our newsletter.

Let’s take a walk down memory lane and see what has changed, and what has stood the test of time.

Over the years, Five Star has evolved from a development company where “training and technology meet” to a performance consultancy who designs solutions to create high-performance organizations. As we evolved, so did technology, learning solutions, and the way we work. Back in 1997, the Internet was just beginning to integrate into the workplace. Cell phones were used only to make phone calls, and corporate web sites and learning sites were just being launched. Windows 95 dominated our desktops.

Today, IM and text messaging are required to seal deals and stay on top of your work. Cell phones are “smart,” much smaller, and used not only to make calls, but also to take pictures and videos, listen to your favorite tunes, and download the latest app to provide moment-of-need learning. We’re upgrading our desktops, laptops, and netbooks to Windows 7, and we’re carrying iPods, Kindles, laptops, and iPads. In 1997, we believed that in the future, work could be done at any time, from any place, and today we are in fact doing it!

From a training and performance perspective, computer-based training (CBT) was one of the buzzwords for 1997 and the newest delivery method for learning was CD-ROMs. Everyone was converting content to CBTs. Learners could take these courses by plopping a CD-ROM into a disk drive and dedicating 8 hours to train on-the-job. Developing these courses could take up to a year, from creating paper-based storyboards to final implementation. Applications were not as sophisticated as they are today, and developers spent a lot of time figuring out the code to program specific features, like simple tracking and roll-overs.

We’ve come a long way since then.

Since then, we’ve migrated to elearning, mlearning, performance support tools, learning through social media, and blending all of these delivery methods with the tried and true method of instructor-led training. We’ve learned that there is more to learning than just converting to a new delivery method. Training courses have gone from 4-8 hours to a maximum of one hour. Today, content is chunked in smaller segments, allowing learners to train in 10-15 minute increments. Content is even being Tweeted.

Since 1997, we’ve reduced the development process cycle-time on projects from 1 year to 1-2 months. The advancement in technology is a key contributor. Technology has enabled designers to build course assets during the scripting phase, eliminating paper-based storyboards and additional developer time. Moreover, it has enabled instructional designers, graphic designers, and developers to cross over the various functional areas to create training and performance support materials faster than ever.

Just as there have been many changes over the last 13 years, we’ve also seen some constants that have stood the test of time.

1. Know your audience and don’t forget the fundamentals of good learning.
   One enduring truth we have discovered is that no matter what the delivery method is, or how long it takes to develop a program, a quality program must follow adult learning principles and a sound instructional design methodology; one that begins with a goal and terminal objectives, and content, interactions, and evaluations are built based on the goal and objectives. The key is identifying what you want the learner to be able to do as a result of the training and performance support, and design it to reach that outcome.
2. Use technology effectively.
   From the technology side, having a breadth of knowledge of the existing tools and the ability to continue expanding skills as new tools become available has proven to be a constant for developers. Like the developers of 1997, developers of 2010 need to be resourceful, and use technology effectively.

Remember to Make it REAL!

Through 13 years of technology and learning solutions, we’ve certainly experienced many changes in the industry and look forward to drive what’s in store for the future. As technology focuses on the ability to seamlessly connect with other systems, we’ll see applications interacting with other services more and more. What does that mean from a learning perspective? It means that learners will be able to access information to help them do their jobs more easily, when they need it, and how they need; whether it’s from the palm of their hand or even from a virtual 3-D mentor standing next to them at a work site. Designers, like developers, need to continue to be flexible and creative in how they use future delivery methods, yet remember the “real” basics to ensure that learning is achievable through the use of these new technologies.

• Readiness: Adults learn when they see a reason to do so.
• Experience: Adults have prior knowledge.
• Autonomy: Adults want to be in control of their learning.
• Linkage: Adults want opportunities to make connections to what they learn to what they do on the job.

As future technologies could enable virtual mentors and simulated experiences to become more and more real, we are committed to designing instruction in a REAL way, making it learner-focused and performance-based. In addition, we are committed to helping our clients do the same through resources like the Make it REAL- Instructional Design for Improved Performance Workshop.

Much has been written about the rapidly changing workforce. There are countless articles and resources outlining the inherently complex situation that all organizations are currently facing: a multi-generational workforce. Without belaboring this point any further, here is the bottom-line. For the first time in recent history, there are four generations working side-by-side in the workforce.

Although there are obvious differences between all four generational groups, there are also quite a few similarities. This article focuses on the desire of all four groups to receive content and learning opportunities tailored to meet their unique needs. The evolution of web-based technology has dramatically altered the expectations that your employees have for the type of content available, and how they will access and interact with it. Regardless of generation, there is a heightened expectation to receive fast, flexible, and engaging learning opportunities, tailored to meet one’s unique, personal needs.

To ensure you are providing your learners (employees) with the tailored content they need to be successful on their job, here are a few questions you can ask as you are designing the content and planning for its distribution:

1. Who needs this content and why will they need it?
2. How will learners discover that they need this content?
3. In what environment or context will they be learning and receiving the content?
4. How much time will they have to apply the content to their felt needs?
5. Do they need all of the content, or will only parts of it suffice?
6. What expectations will the learners have about the content and its delivery?
7. What technology is available to distribute the content, and does it support delivering learner-driven content?
8. How will learners search additional related content?
9. Will learners be able to collaborate and interact with others who also receive it?
10. What will the successful use of this content look like for learners?

These are just a few of the many questions you can ask as you plan for learner-driven content. The goal is to understand as much as possible about your target learners so that you can develop and distribute the content they need to be successful.

We welcome your thoughts on this topic. Feel free to add comments below.