Architecture revisited

I'm going to take another look at the Learning Architect approach for my project, but this time from the perspective of staff offering support to examiner. Now this covers a wide variety of job roles, so I'll try to cover as many angles as I can, and think of how we might make best use of the different areas. This post will probably come across as a little scattered at the time of writing - it's primarily intended for some reflection after the event!

From the top down:

Experiential
Staff will naturally be taking part in performance appraisals so it will be worth considering how their involvement with the online marking will be judged - relating this to our cornerstone behaviours. Making sure that good ideas are credited will help to embed good behaviours.

On-demand
Producing performance support materials that relate to specific roles - these could be as simple as one-sheet reference guides or checklists for particular tasks that can be printed out. These will include the materials that are provided for examiners so that staff can advise examiners who are under pressure, and could also be expanded to include common problems that are encountered by the team leading the initiative.

Non-formal
Staff will have access to the same rapid e-learning as examiners via the LMS, although perhaps there may be a case for adding in some modules that relate to specific roles? This could also be covered in mini-workshops for staff - though possibly this is a continuous blur into on-job training. The main focus should be on discussing particular problems, with the knowledge transfer aspect left to e-learning to be looked at before the sessions.
Other possibilities are webinars to cover discussion of emergent issues, although this is probably more likely to be done on an individual basis and difficult to capture.

Formal
Classroom courses will undoubtedly be offered in some form - although these might actually be better described as mini-workshops. The opportunity for collaboration is limited, and the focus is likely to be on knowledge transfer, which is better left to the e-learning modules. Whether these are regarded as formal self-study or rapid is a debate for elsewhere!
Our main nod to formal learning should be to ensure that business goals are made explicit, and that staff know how their role relates to achieving them. Assessment will be based on accomplishing objectives, and nothing more!

From the bottom up:

Experiential
Encouraging personal reflection or reflection with others within or across work teams will help to ensure that lessons are learned well. This will be dependent on engaging effectively with line managers.

On-demand
The use of forums and wikis is one area where we might be able to advance the information sharing between colleagues, although there would probably need to be some moderation of comments and content to ensure accuracy, and many colleagues would probably prefer to stick to more formal channels that they are used to monitoring. The use of a wiki may be worth pursuing for future, but effective guidance would have to be in place, and this would have to take a back seat until other top-down measures are in place.

Non-formal
Nothing here for now

Formal

Nothing here for now

Overall, I believe the need for bottom-up learning is less immediate in this context - the tasks and goals are generally quite fixed, rather than fluid. Our key focus for bottom-up learning should centre around making tacit knowledge transfer more readily to explicit knowledge. This will stem primarily from the staff leading the project, but careful consideration of affected parties will help us know where best to direct our efforts.