Title: HPI/Performance Support for a Hybrid Workforce
Author Name: Whitney Bailey
1. Introduction
What are Performance Supports and what is a hybrid workforce?
Before we can discuss performance support in a hybrid workforce, we must define both performance support and hybrid workforce.
What are performance supports?
Performance support described a type of on-the job support provided to employees in the moment of need. The goals of performance support include making work easier and more efficient, while also being cost-effective, simple to scale, and easy to update (Rosenburg, Marc J. (2018). Performance Support). Another goal of performance supports is to help prevent retraining, which can be highly costly, not to mention time-consuming. According to AG5 Skills and Intelligence Software, there are also several benefits to performance support, including accepting that humans cannot retain all the information provided at any given time, providing just-in-time learning opportunities, practical learning, and up-to-date knowledge. By understanding and respecting that our memories are not “like a computer’s hard disk with unlimited capacity” (Van Echtelt, Rick-AG5 Skills Intelligence Software. (2019, May).) we can better support a staff with the information they need at the moment it is needed.
Common Performance Supports:
We are surrounded in our daily lives both personally and professionally. Some common performance supports can be found in the chart and resources below.
| Observation of more experience coworkers |
| Job aides |
| Pop-up technology embedded into technology platforms |
| Step-by-step guides |
| User manuals |
| Flowcharts and infographics |
| Help icons within learning tool or technology platform |
Tips: Performance support from Converting Face-to-Face Training into Digital Learning by Daniel Brigham
What is a hybrid workforce?
So what is a hybrid workforce? While there are conflicting definitions of what “hybrid workforce” means. For our further discussion, we will define “hybrid workforce” as a workforce where on any given day certain members of a staff are working remotely, while others are working onsite at an office. In many instances this is highlighted by employees working part of their week in the office and part of their week at home or anywhere offsite (Running Remote. (2021, March)).
Why are we looking at performance supports for a hybrid workforce now?
In March of 2020 the COVID-19 pandemic forced many organizations to move to a remote work environment in what was seemingly overnight. Many organizations were thrust into transitioning learning, training, onboarding, and supporting staff into a new world filled with video conferences and screen-sharing. Materials that had once been laminated and placed on cubicle walls were left behind in abandoned offices and workspaces and binders filled with printed user guides left on bookshelves as employees left assuming a quick return. When this quick return did not occur for many, organizations began to look at providing these resources for a remote workforce. With the increasing availability of vaccines and companies looking for a way to bring back better spontaneous collaboration and team culture, many organizations have begun to bring employees back into the office, but employees have desired a change and companies have listened. The resource below provides pros and cons that hybrid workforces have found and are seeing with a hybrid workforce.
How should performance support be updated to best reflect a hybrid workforce?
In the video 6 Must-Have Workplace Learning Strategies for the Hybrid Workplace, Asha Pandey of elearningindustry.com states that in order for performance supports to be effective in a hybrid environment, we must “integrate learning into the flow of work” (Pandey, Asha- EI Designs. (2020, September). 3 Microlearning Strategies to Promote Learning in the Flow of Work). Bob Mosher, Association of Talent Development states that a “Resource should take no more than 2 mouse clicks or 10 seconds to find” (Brigham, Daniel. (2020, May). Tips: Performance Support). The takeaway from both is that in a hybrid workforce (or if we’re being honest, in a remote workforce as well), performance supports should be aligned an optimized for ease of use AND ease of access. The table below uses the previously mentioned common supports chart and reimagines this to show former common traditional in-person supports and, where applicable, these can be reimagined to a more effective hybrid workforce use.
| Performance Support | Traditional In-Person Delivery | Example Hybrid Work Delivery |
| Observation of more experience coworkers | Observing coworker in person while task is completed | Coworker/SME created video content walking through steps, followed by video chat for feedback and debrief |
| Job aides | Hard copy paper provided at the time of training and/or posted on the walls of office or cubicle | Converted to Interactive PDFs and placed in repository of content on collaboration tool such as MS SharePoint or Teams. Focus on searchability, ease of access, and simplification. |
| Pop-up technology embedded into technology platforms | Already optimized for remote/hybrid work without in-person elements | N/A |
| Step-by-step guides | Hard copy paper provided at the time of training and often filed away in resource binders | Converted to micro-videos/how-to videos and placed in repository of content on collaboration tool such as MS SharePoint or Teams. Focus on searchability, ease of access, and simplification. |
| User manuals | Hard copy paper provided at the time of training, typically lengthy with a large amount of detail | Content separated and broken down into more concise documentation with interactive content. Consider following a “How do I…” naming convention to allow ease in searching support content. |
| Flowcharts and infographics | Hard copy paper provided at the time of training and/or posted on the walls of office or cubicle | Interactive, cloud-based flowcharts and embedded infographics to systems while being used. |
| Help icons within learning tool or technology platform | Already optimized for remote/hybrid work without in-person elements | N/A |
What’s on the horizon?
As we’ve seen from the above one of the main characteristics of effective performance support lies in its ability to provide “just-in-time” support without disruption the workflow. It should be no surprise then that the next big thing in performance support comes in the form of utilizing digital tools to embed performance supports directly into the work being done (Giveback UK. (2015, April) Performance Support). This method allows the learner to gain the needed information to complete a task without having to navigate away from the platform or tool in which they are completing the task. A world of solutions and support at their fingertips.
2. Overview of the Cases
Case Overview:
Two cases were examined where performance support was transitioned from an in-person setting to a virtual and/or hybrid model. Both cases took place at Emory University over 2020 and 2021, but in different divisions within the organization. In both instances the divisions were impacted by the change to a virtual and/or hybrid workforce at the beginning and throughout the COVID-19 pandemic. In both scenarios trainings and performance support moved from a fully in-person workforce/learner group to a virtual environment, followed by an additional transition to a hybrid workforce model. The trainers and designers were required to transition learning content, and performance support documentation, to a means that was accessible from anywhere their learners may need the information.
Case 1- Emory University- IT Platform Training for Advancement and Alumni Engagement (AAE) Staff (internal- staff facing). In this area, various trainings are provided to internal staff on the use of the AAE records database and various technology tools associated with helping staff perform their jobs, such as MS Teams, SharePoint, and internal business processes aligned with the tools to be used. Most training courses take place in a single session.
Case 2- Emory University- Learning and Organizational Development (LO&D)- Staff development trainings (internal- staff facing). Within this division, courses are designed for professional development around leadership skills, conflict resolution, and many other areas to improve and enhance staff skills. Many of these courses last for several sessions and over a period of weeks.
Below I will separate Case 1 and Case 2 to show the difference of the solutions implemented, the outcomes, and implications of each of these cases.
3. Solutions Implemented
Case 1- Within the AAE division, various transitions were made as the staff moved virtually and remained important for a hybrid staff. Regardless of whether a staff is remote or hybrid, information needs to be easily available in cloud-based solutions for quick access. Prior to this initial transition, training materials, mainly large and hefty user guides, had been delivered in hard-copy printed format during in-person training sessions. As these trainings moved virtual, this was no longer an option. Training materials were moved to a central repository of documentation on MS SharePoint used by the division. As the division contended with the challenges of a virtual workforce, additional user guides were added to address technology challenges for the use of new platforms such as MS Teams and Zoom. In an effort to provide just in time support and a shared community knowledge, user groups were also created on MS Teams where users of platforms could reach out to other users, including power users, with the opportunity for up-to-the-minute replies. Lastly, some information was moved to video content to cut down on 1:1 training for new tools. These implementations align with the concepts above to transition materials to cloud based solutions that are more accessible to users from anywhere.
Case 2- The trainings conducted within LO & D contained a large amount of vendor-created content. As the team transitioned to remote learning, they reached out to these vendors to determine whether content was already created for a virtual transition and in many instances, this was the case. The division was faced with a challenge, however, as many of these vendors required a separate contract, and some instances separate fee, for their virtual content of the same course. For the vendor supplied courses, many provided the organization with tool kits for learners that could be easily distributed at the start of a course with the materials necessary for courses to transition to a virtual (or hybrid) workforce. For the courses that were not vendor supplied, the team looked through the current participant guides to analyze what type of performance support would be the most effective. They asked themselves whether participants would benefit most from a “one-pager”, the slide presentation, interactive participants guides or some combination of the options they had. Typically, they landed on a one-pager for shorter courses (1-2 hours) and a shortened (from the in-person version) interactive participant guide for the longer classes (2-6 hours). The participant guides for longer classes were also adapted to be more interactive providing learners a space to participate in virtual activities, type in responses along the way, and/or take their own notes directly into the document. This aligns with the importance of breaking down content for performance support into smaller pieces more relevant to an immediate need, a “just-in-time” support for the learner as they apply their new knowledge and making it more accessible in that time of need.
4. Outcomes
Case 1- The moving of training user guides to MS SharePoint improved accessibility to the workforce regardless of location. In addition, the documents were more easily updateable allowing users more reliable access to the most up-to-date version of the content. Users were now able to locate the most recent version of the user guides without needing to go back through a training class. The transition also gave a needed push for the team to create a more robust repository of data and information for users in reference to other platforms. While the original transition was made to accommodate a virtual workforce, it became evident this would also benefit a hybrid workforce as well through cloud-based storage, the materials could now be wherever the staff were working. While these changes allowed for an ease of access of materials, the team is still facing an area of opportunity. While the movie Field of Dreams, starring Kevin Costner, told us all “If you build it, they will come…” this was unfortunately not the case for the AAE team. While materials were placed in a central location and additional resources were presented, it has been observed that learners/users are still reaching out via email or the ticketing help system to solve problems and ask questions that are available in the performance support materials. The team continues to work on solutions to this in the way of advertising available materials, breaking apart large user guides, and working to create video content for small how-to segments of information.
Case 2- As the team debriefed after each training session/course, it became clear that many of their updated and shortened performance supports were providing the same level of support as the long manuals of the past had. In some instances, the class guides were dropped from over 30 pages down to 10, or from 10 pages to a single page with the most key concepts. Learners showed the same level of retention and understanding down the line with the shortened supports. As learners returned to a hybrid work environment, decisions were made to keep the new shortened performance support items that were created for the remote environment and discussion was held regarding courses and trainings delivery methods for each course.
5. Implications
Case 1– Many of the changes that were made to adapt to a remote workforce were the same elements that benefit a hybrid workforce. When accommodating a hybrid workforce, it is important that the materials are accessible when a user or learner needs them as a reference. Moving these items to a cloud-based storage solution became imperative. It was learned quickly, however, that having materials available isn’t enough on its own. The team has now moved into a phase of further adoption of their content and making it more approachable while also looking to new ideas to make the materials even more readily available to users (more in accordance with the 2 clicks and 10 seconds recommendation made by Bob Mosher from the Association of Talent Development). The team is considering changes such as breaking down large user guides into “How do I…” documents that are more easily searchable within MS SharePoint, creating video how-to content for items that are not probe to regular changes, and looking into the possibility of further embedding this documentation directly into the IT platforms which are being utilized on the job by the workforce.
Case 2– Within LO& D most of their takeaways were around the delivery of training rather than specifically their performance support elements. The team has been pleased overall with the changes to their performance supports and has decided based on the success of virtual training that most courses will continue to be offered in a virtual realm, with few returning to an in-person space in the near future. Regardless of the delivery format, the team has decided the newly updated performance supports are here to stay… at least until the next time they decide they are ready for a face lift.
6. References
Associate for Talent Development. (2015, March). Performance Support: An Infographic. Retrieved from https://www.td.org/insights/performance-support-an-infographic
Brigham, Daniel. (2020, May). Converting Face-to-Face Training into Digital Learning. Retrieved from https://www.linkedin.com/learning-login/share?account=76216298&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fconverting-face-to-face-training-into-digital-learning%3Ftrk%3Dshare_ent_url%26shareId%3DFq0wl2%252FXTY%252BXFqD0p8OLbw%253D%253D
Brigham, Daniel. (2020, May). Performance Support Solutions. Retrieved from https://www.linkedin.com/learning-login/share?account=76216298&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fconverting-face-to-face-training-into-digital-learning%3Ftrk%3Dshare_ent_url%26shareId%3DfRbA6qzUThGUl5iJ7mla%252FQ%253D%253D
Brigham, Daniel. (2020, May). Tips: Performance Support. Retrieved from https://www.linkedin.com/learning-login/share?account=76216298&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fconverting-face-to-face-training-into-digital-learning%2Ftips-performance-support%3Ftrk%3Dshare_video_url%26shareId%3DFq0wl2%252FXTY%252BXFqD0p8OLbw%253D%253D
EI Design. (2018, August). 9 Formats of Performance Support Tools. Retrieved from https://www.youtube.com/watch?v=5D8tcCbG3Hk
Elearning Industry. (2021, July). 6 Must-Have Workplace Learning Strategies For The Hybrid Workplace. Retrieved from https://elearningindustry.com/6-must-have-workplace-learning-strategies-for-the-hybrid-workplace
Giveback UK. (2015, April) Performance Support. Retrieved from https://www.youtube.com/watch?v=dQ6okpFgus0
GP Strategies EMEA. (2021, January). Learning Performance & Support. Retrieved from https://www.youtube.com/watch?v=xfjl6N3TKts
HR Party of One. (2021, August). What is a Hybrid Work Model?. Retrieved from https://www.youtube.com/watch?v=ut-TBdHQAiw
McGovern, Michele: HR Morning. (2021, May). 6 effective ways to train a hybrid workforce. Retrieved from https://www.hrmorning.com/articles/train-a-hybrid-workforce/
Pandey, Asha- EI Designs. (2020, September). 3 Microlearning Strategies to Promote Learning in the Flow of Work. Retrieved from https://www.eidesign.net/microlearning-strategies-to-promote-learning-in-the-flow-of-work/
Pavlou, Christina- TalentLMS. (2021, October). Re-designing your L&D strategy for the hybrid workplace. Retrieved from https://www.talentlms.com/blog/hybrid-workplace-training/
Rosenburg, Marc J. (2018). Performance Support. In Reiser, Robert A., Dempsey, John V., Trends and Issues in Instructional Design and Technology 4/e (pp. 132-143). New York: Pearson Education.
Running Remote. (2021, March). Defining Hybrid Work: Is this what the Future of work Flexibility looks like?. Retrieved from https://www.youtube.com/watch?v=mkZJNBy0PtU
University of Ontario Institute of Technology AEDT 312OU. (2018 August). 9.1 Performance Oriented Workplace Learning. Retrieved from https://www.youtube.com/watch?v=3qrt8GpFgJ0
Van Echtelt, Rick-AG5 Skills Intelligence Software. (2019, May). What is performance support? Explanations, benefits, tips, examples, and much, much more!. Retrieved from https://www.ag5.com/what-is-performance-support/
Workshop Wednesdays. (2021, March). Is Hybrid Work the future of the workplace?. Retrieved from https://www.youtube.com/watch?v=XhjgCG6yvRo