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Four types of learners. Where do you land?
High Performance Learning ModelTM
The High Performance Learning Model™ (Mattiske, 2006) was developed
as a visual representation of the degrees of learning application by
defining four types of learners. For training professionals, participant’s
managers and key stakeholders involved in the training process
Mattiske’s High Performance Learning Model™ helps to determine the
levels of learning support required and to raise learning motivation to
reach the goals of learning programs.
The High Performance Learning Model™ (HPLM) is akin to a ‘landing
pad’ where participants ‘land’ after the training has been completed.
Each participant will ‘land’ in one of the four HPLM quadrants.
The High Performance Learning Model™
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
Origins of the High Performance Learning ModelIn his PhD study (2013) in organizational psychology, Dr Paul Lever proved the validity and
research of Mattiske’s High Performance Learning Model (HPLM) by focusing on intrinsic
and extrinsic factors resulting in the four types of learner outcomes via learner motivation
and learning support.
Reference: Lever, P.E., 2013, An exploration of factors influencing organisational learning
transfer using an activity system analytical framework.
The essence of High Performance
Mattiske’s High Performance Learning Model drives learner performance through
the external support by trainers, managers and key stakeholders combined with the
learner’s internal motivation to increase performance.
The High Performance Learning Model™
The High Performance Learning Model™ clearly places accountability
for the success of learning with the participant (employee), trainer,
participant’s manager and other key influencers by forming a shared
responsibility for the learning success with all of these roles throughout
the training process partnered for learning success.
High Performance Learning Model™ Aim
The aim of the High Performance Learning Model™ is designed to
help Managers and trainers increase the number of naturally occurring
High Performance Learners by providing high Learning Support and
encouraging high Learning Motivation.
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
Four Types of Learner OutcomeThe High Performance Learning Model™
describes four types of learners after they have
completed their learning and return to their
workplace to apply what they have learned:
The High Performance Learner
The Independent Learner
The Abandoned Learner
The Passive Learner
The four Learner Types are not designed to ‘box’
people into one type or another. One employee
may be simultaneously all four Learner Types, or
just one, two, or three depending on the course
he or she has attended.
The Abandoned Learner displays low levels of motivation, and has little to no external support. They require Trainer and Manager encouragement in order to become a High Performance Learner.
Abandoned Learners have not applied their learning on the job. In order to encourage an increase in their motivation to do so, first the Trainer and Manager should support Abandoned Learners.
The Passive Learner displays low levels of motivation despite having organizational and managerial support.
The Passive Learner has been given what is required by way of learning opportunity and support. Therefore, this issue is no longer a training issue, but a performance issue focused on their poor performance and lack of learning application.
The Manager may counsel the Passive Learner using a formal performance process provided by the organization or an informal first-step conversation to attempt to motivate them to change their behavior.
“The combination of
learning design, learning
alignment and learning
application was a formula for
effective learning transfer and
provided learning value for the
learner and the organization.”
Dr. Paul Lever, MBA, PhD Chair of the ID9® Advisory Panel
The Independent Learner displays high levels of motivation, however requires Manager Learning Support in order to become a High Performance Learner.
Independent Learners may have applied their learning on the job and are comfortable in their ability to do it well, however have probably not shared their learning with others.
The goal for Trainers and Managers is to engage Independent Learners by coaching them to share their learning, apply their learning in their current role, and be a part of the team to achieve higher levels of performance.
The High Performance Learner already displays high levels of motivation towards learning.
They have applied their learning on the job and are comfortable in their ability to do it well. High Performance Learners may have returned to their workplace and already be coaching others in the team formally or informally. Due to their high level of motivation, they may explore more in-depth knowledge of the subject autonomously.
The goal for Trainers and Managers is to extend High Performance Learners to achieve higher levels of performance.
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
Transient Performance Lens and the Action Arrow
Transient Performance LensOne person may transition from one Learner Type to
another depending on the learning that have encountered
or the learning they are participating in at the time.
The Transient Performance Lens represents these
differing outcomes.
They may even transition during a training program,
entering the training program as one Learner Type (for
example highly motivated and headed towards being
a High Performance Learner), and then changing
midstream (either positively or negatively) depending
on what’s happening during the training (for example
becoming demotivated during the training and becoming
a Passive Learner).
The reverse example can also happen where a participant
begins a training program being an Abandoned Learner,
thinking that they are undertaking the training as ‘tick in
the box’ (e.g. compliance training) but during the training
process realizes the support being provided for learning
application and in turn becoming highly motivated,
‘landing’ after training as a High Performance Learner’.
The Action ArrowThe Action Arrow, the arrow in the center of the model,
points to the High Performance Learner and provides
the ways for trainers and managers to assist their
employees to become High Performance Learners.
The focus of the model is to extend High Performance
Learners and for all other Learner Types, support them,
build their motivation and encourage them to transition to
becoming a High Performance Learner.
As discussed all participants will make the personal adult
choice to change their behavior as a result of training,
or not. The High Performance Learning Model™ helps
trainers and managers to diagnose who has and who has
not applied their learning, that is changed their behavior.
In the event that 100% of participants have not applied
their learning the High Performance Learning Model™
helps to prescribe activities to further support and
motivate those who haven’t to done so.
Extend
Enfor
ce
Enga
ge
MANAG
ER’S
ACTIO
N
Encourage
TRAN
SIEN
T PE
RFORMANCE LENS
TRANSIENT PERFORM
ANCE
LEN
S
High Performance Learning ModelTM (Mattiske, 2006)
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
Fed by the power of
ID9®Mattiske’s High Performance Learning Model is the driving force for the ID9® Framework and is powered by the ID9® toolkit of 50+ supporting tools and templates.
During the initial Internal Performance Consulting
Phase of the ID9® Framework, the spotlight is on
discovering the performance ‘gap’ by analyzing
the current behavior and establishing success
criteria. ID9® tools assist to establish the learning
‘gap’. This definition of a successful performance
outcome forms the overarching training goal and
learning objectives. Most importantly and well
before any training has taken place this Internal
Performance Consultant (IPC) work will later
enable post-course measurement by clearly
stating the behavior of a High Performance
Learner. Without this early step, training
measurement can never effectively
take place.
Mattiske’s High Performance Learning Model operationalized by the ID9® Framework and Toolkit
High Performance Learning ModelTM (Mattiske, 2006)
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
ID9®-driven Implementation
The Instructional Design Phase of the ID9® Framework intricately weaves content delivery, learning and review activities to
maximize learning retention and drive learner motivation to apply what they learn. The documented successful behavior of the future
High Performance Learner is center stage in every aspect of instructional design as the training program is written and materials
produced. Using ID9® tools, training structure, content delivery mechanisms and learning and review activities are written to maximize
participant engagement, interaction and motivation.
The Training Delivery Phase of the ID9® Framework puts the learner at the center of the learning experience. Using the ID9®
Foundation Principle “it’s not your course, it’s their course” the learner is supported by the trainer to emulate the future High
Performance Learner. ID9® trainers encourage, support and guide to build the participants’ motivation and maximize the success rate
to achieve learning application as a High Performance Learner. ID9® tools assist trainers to deliver content and target successful learning
uptake to magnify learning application opportunity.
Where did they land?
Having completed the training delivery, moving back around to the second Internal Performance Consulting Phase of the ID9® Framework
uses additional ID9® tools to complete the training cycle and measure the outcome of the training from a participant, manager and key
stakeholder perspective. Using the initial success criteria and documented training goal and learning objectives, the Internal Performance
Consultant (IPC) has a clear analytical infrastructure. The ultimate training outcome is that 100% of participants have applied their learning
and meet the standard of a High Performance Learner. By using the High Performance Learning Model, the IPC can assess where each
participant has ‘landed’ and drive remediation via line managers and key stakeholders through the Manager Action Arrow to support and
motivate learners and further drive underachievers to become High Performance Learners.
ID9®-powered High Performance
The ID9® Framework, process and tools enables any training professional to quickly create balanced training that motivates, supports
and inspires High Performance Learners.
A higher percentage of participants land as High Performance Learners, which reduces the need for remediation and produces high
performing teams and dynamic organizations that can readily facilitate innovation, change and improvement.
In ConclusionUsing the ID9® framework and process to design training, from classroom to virtual ILT, to eLearning or even self-study, maximizes the
opportunity to produce High Performance Learners who apply their learning.
The ID9® approach drives high learning motivation and incorporates robust support mechanisms before, during and after the learning
intervention, to help achieve the ultimate training outcome: 100% of participants apply their learning, 100% of the time.
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
Theoretical basis of ID9®ID9® ‘automatically’ incorporates many different adult learning principles. All you have to do is follow the process, check for balance and... hey-presto!
Overarching Influence for ID9®
ID9® is a constructivist approach to learning
design that encourages collaborative
experiential learning. The ID9® framework
and process was developed by Catherine
Mattiske in 1997.
ID9® is a process that builds on learning
through the use of learning activities and
confirms new knowledge through structured
review activities.
Various learning and psychological
theories have influenced the design and
development of instructional systems design
which create the foundations of ID9®.
The following list of authors demonstrates
the ‘learning theory pathway’ which has
informed our knowledge on the application
of learning and specifically, the importance
of aligning learning interventions to
individual and corporate objectives.
Major Influential ID9® Theorists:
The ID9® framework and process (Mattiske
1997) was influenced by Benjamin Bloom
(1913 – 1999), John Dewey (1859 – 1952),
Jerome Seymore Bruner (Born 1915), Robert
Mills Gagne (1916 – 2002), Howard Earl
Gardner (Born 1943), Hermann Ebbinghaus
(1850 – 1909) and Marton and Saljo
(Published 1976). The theories and models
presented by these authors are major
influences that form the foundations of the
ID9® framework and process.
• Benjamin Bloom: Bloom’s Taxonomy
– the use of verbs to describe learning
objectives, content and outcomes
• John Dewey: Experiential learning
• Jerome Seymore Bruner:
Constructivism and the role of structure
in learning
• Robert Mills Gagne: The building block
for ID9®’s step 5 ‘Topic Rotation’
• Howard Earl Gardner: The use of
Multiple Intelligences in course design
• Hermann Ebbinghaus: Primacy and
Recency - overarching influence over
ID9® process
• Marton and Saljo: Deep Learning
principles for ID9®
Supportive ID9® Theorists:
Further theories and models which are
supportive influences to the ID9® framework
and process are John Biggs (Born 1934),
David Kolb (Born 1939), Jean Piaget
(1896 – 1980), Burrhus Frederic Skinner
(1904 – 1990), David A. (Anthony) Sousa,
Roger Sperry (1913 – 1994), and Edward
Thorndike (1874 – 1949).
• John Biggs: Constructive alignment of
learning, surface and deep learning and
the SOLO Taxonomy
• David Kolb: Experiential learning
• Jean Piaget: Constructivism,
progressively building and constructing
upon learning and the importance of
learning activities
• Burrhus Frederic Skinner: Learning
feedback, learning reinforcement and
self-paced learning
• David A. (Anthony) Sousa: Importance
of emotions, feedback, past experiences
and meaning in adult learning.
• Roger Sperry: Left-Right brain and
adult learning engagement methods
and styles
• Edward Thorndike: Adult learning theory
Other ID9® Theoretical Influences:
The work of the following authors have also
influenced or link to the ID9® framework
and process (listed in order of approximate
birth date): Socrates, Plato, Aristotle,
Thomas Hobbs, Rene Descartes, John
Locke, George Berkley, Thomas Reid,
David Hume, Jean-Jacques Rousseau,
Immanuel Kant, Franz-Joseph Gall, James
Mill (father of John Stuart Mill), John Stuart
Mill, Charles Robert Darwin, William James,
Ivan Petrivich Pavlov, Mary Calkins, Edward
Bradford Titchener, James Rowland Angell,
Montessori, Carl Jung, John Broadus
Watson, Kurt Lewin, Lev Vygotsky, Carl
Rogers, Malcolm Shepherd Knowles,
Donald Kirkpatrick, David Ausubel, George
Miller, Albert Bandura, Allen Paivio, Eric
Kandel, Edward de Bono, John Favell,
Bernice McCarthy, Jay Cross, Robin Fogarty,
Atkinson-Shiffrin Memory Model, Black &
Wiliam, Honey & Mumford and Jean Lave.
Further Information
For further information on the theoretical research basis for ID9® please refer to Training Activities That Work, by Mattiske et al. Appendix A: Theoretical Research Reference.
© 2016, TPC - The Performance Company Pty Limited. All rights reserved
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