Computers Applied to Solve Problems
Computers Applied to Solve Problems (CASP) evolved from the mid-1990s training which enabled online access to the workers’ pay slips in the payroll system.
Since unionised workers have no interaction with computers on their shifts, they were trained to access their pay slip online using dedicated workstations. During implementation the workers had the option to acquire desktops to consult payroll information from home.
Months later, many workers wanted to learn more about computers thus Information Technology launched a course covering the basic Microsoft Office software the company used world-wide. Introduction to Computers is now the pre-requisite to attend the CASP course. Nonetheless in accordance with the workers’ union, newly-hired workers that fulfilled the pre-requisite should sign an exemption letter.
Components
The approach of a design challenge shall provide structure and openness to allow for learning enrichment as researched by Crichton & Carter (2017), including five components (p. 24):
Overview. CASP is a knowledge-application oriented course hence the sessions contain problem based learning (PBL) experiences. The participants shall apply their computer literacy to build feasible solutions of problems that have occurred in their workplaces. The problems could be pre-selected by the coaches, or described by the participants at the beginning of the session.
Design rationale. Although PBL can be an individual exercise, collaboration is key according to Uden (2008). He refers to interpersonal skills being highly valued for future business needs, therefore making the program teamwork-based benefits the company and the participants (p. 14).
Problem scenario. The kind of topic shall specify if the participants would work on a pre-defined scenario handed out by the coaches, or if each team shall select a problem that happened in the plant.
Success determinants. The kind of solution would suggest the outcome the participants shall attain using Word, Excel, or PowerPoint, or a combination of those. The kind of solution also scaffolds the participants’ assessment on how well their product might have helped solve the problem. The outcomes of the sessions might become valuable initiatives for the company.
Parameters. Constraints for the sessions shall be negotiated collectively.
Mechanics
Each session shall begin with a discussion of the kind of topics the participants would work on, and the kind of solution they think they should achieve. Next, the coaches shall explain the TAPPA process (Moore, 2016, p. 429), which will guide the sessions by asking the participants to respond in the following order:
- Target
- What will you do with the outcome of this training?
- Accomplishment
- What do you expect to achieve?
- How would you know if you have achieved the target?
- Past
- Have you done this before?
- What did you learn then?
- Prototype
- Can you create an example of the expected product?
- Artefact
- What have you created?
- What is it?
- How would you implement it to fulfil the learning?
A closing thought
Empathy (Vann, 2017, p. 235) is the soil where learning grows… have fun!
____________________________________________