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™

© 2018, 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.

© 2018, 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.

© 2018, 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)

© 2018, 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)

© 2018, 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.

© 2018, 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.

© 2018, TPC - The Performance Company Pty Limited. All rights reserved

REALIZE YOUR POTENTIALJoin the ID9® Pathway

Become a Certified ID9® Professional.

Explore ID9® Custom DesignContact us for a FREE business consultation on

your latest training project.

Try out an ID9® blended learning experience

ID9® FOCUS Courses and bite-sized Learning Short-takes - fast, effective professional development training all

powered by ID9®.

LEVEL 1 SILVER

LEVEL 2 GOLD

LEVEL 3 PLATINUM

INTERNAL PERFORMANCE

CONSULTING

(Level 1 Needs Analysis)

ID9® FACILITATION

SKILLS

ID9® FOR ELEARNING

ID9® FOR VIRTUAL

LEARNING

BYINVITATIONONLY

Powered by

R

Powered by

R

INTERNAL PERFORMANCE

CONSULTING

(Level 2 Integration & Measurement)

ID9® CURRICULUM MAPPED

TO ID9® FRAMEWORK

ID9® ASSOCIATE PROGRAM

© 2018, TPC - The Performance Company Pty Limited. All rights reserved