EBP – Evidence Based Practice

From the www – where else?

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EBP – Evidence Based Practice

From Wikipedia:

EBP – Evidence-based practice (EBP) is an interdisciplinary approach gaining ground after 1992. It started in medicine as evidence-based medicine (EBM) and spread to other fields such as nursing, psychology, education, library and information science and other fields. Its basic principles are that all practical decisions made should 1) be based on research studies and 2) that these research studies are selected and interpreted according to some specific norms characteristic for EBP.

Here is the 1st Video (10:09 minutes) of Pfeffer and Sutton about their 2006 book: Hard Facts – Dangerous Half-Truths & Total Nonsense:

Here is a 2nd Video on Evidence-Based Management with Dr. Gary Latham (6:36 minutes):

http://www.youtube.com/watch?v=JECb83XIX1M&feature=related

And a 3rd Video – Using Evidence Based Management in your day job (2:43 minutes):

Continued from Wikipedia – EBP in Education

The notion of evidence based practice has also had an influence in the field of education. Here, some commentators have suggested that the putative lack of any conspicuous progress is attributable to practice resting in the unconnected and noncumulative experience of thousands of individual teachers, each re-inventing the wheel and failing to learn from hard scientific evidence about ‘what works’. Opponents of this view argue that hard scientific evidence is a misnomer in education; knowing that a drug works (in medicine) is entirely different from knowing that a teaching method works, for the latter will depend on a host of factors, not least those to do with the style, personality and beliefs of the teacher and the needs of the particular children. Thus, opponents of EBP in education suggest that all teachers do indeed need to develop their own personal practice, dependent on personal knowledge garnered through their own experience.

Your Thoughts?

And better yet – your data?

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Maybe this would make a better Reality TV Show – The hunt for the truth in Training/ Learning and Performance Improvement.

As the late Geary Rummler so famously said:

“Put a Good Performer in a Bad System – and the System Wins Every Time.”

Ah, but instead it (above) is simply an article about a recent hunt for the truth. A chasing down of Facts and Fiction, Realities and Myths.

Click on the graphic above to go to the article at eLearn Magazine.

Please note:

Training is a Small Subset of Improvement

If you thought that Formal Training and it’s newer hipper twin Informal Learning addressed the awareness, knowledge and skill needed to perform in an Enterprise Context – versus an Educational or Personal Learning Context – Degree in Radio/TV/Film or Fly Fishing – then this view below – provided by the late Professor Ishikawa in the 1950′s in Japan – might put that Human Learning stuff within a Context.

It’s all about the Process.

And then there is this – kind of a combo of Ishikawa and Gilbert.

This is from my EPPI Methodologies and Processes for Analysis. There are many enablers for a Process and sets of Processes.

Which leads to this view of Performance and its Enablers – again, for which Training and Learning have so little to do with the Problems/Opportunity “Cause” so very often – but where Training & Learning & Knowledge Management may much more to do with the implementation of the ultimate Solution-set.

Huh?

Training and Learning have so little to do with the Problems/Opportunity “Cause” – but much more to do with the Solution.

Yep.

Check out what Fred Nichols said – in the article – here is the link:

Chasing Down the Elusive Credits for Facts and Fictions in Learning and Improvement

If you are writing about, presenting about, or talking about PERFORMANCE – please keep in mind that that’s not just about performance-oriented Instruction.

There is so much more to Performance than what the human brings to the performance party.

Much more.

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Whether you refer to “it” as a Curriculum Architecture or a Learning Architecture, or a Training Architecture or an Instructional Architecture or a Modular Curriculum, or a Learning Continuum – producing Learning Paths, Training Paths, Development Road Maps, Planning Guides, Curriculum Blueprints, Course and Module Matrices, Content Inventories – are your Methods and Processes…

Innovative or Old School?

12:35 Minute Video

Old School uses old approaches – traditional interviews and observations and document reviews.

1. Interviews with people who cannot – even if/when they want to – give you what you need to produce complete and accurate content to guide/teach performance.  They are performing on auto-pilot – where most of what they know is sub-conscious. Research tells us this.
2. Observations of mixed behavior and cognitive processes – where the cognitive process that you think you can see or ask about  (where their hand isn’t quicker than the eye) aren’t really observable. And when you ask them what they are thinking – well, see #1 above. At best you can observe their behavior – but there is more to it than that!
3. Document Reviews of details and nuances – when you wouldn’t know a nuanced issue and maybe even the “most obvious issues” if it/they were a rattle snake – noisily rattling – and about to bite you. Are you really in position of having enough prior knowledge yourself to understand what you are reading? And your clients really believe’s your “take-aways?”

But Wait – There’s More

Old School has Instructional Designers making business decisions that they shouldn’t be asked/allowed to make.

They are left/asked to decide what the high, medium and low (and zero) priorities are – or – if when Push Comes to Shove and not everything can/should be addressed – what stays – and what gets left behind.

Yikes!

Yikes, yikes, and yikes!!!

Is there a better way? A more Innovative Way?

Yes, there is. And there has been.

But it all depends on whether you think/believe that Instruction (Training, Learning, Knowledge Management content) should be more of an artistic product from an artistic process – or an engineered product from an engineered (architected) process.

My business partners and I used the term architecture in our 1984 article in the September issue of TRAINING Magazine – here. We could have used Engineered. Same-Same. From the Resource Tab…

CAD – Training Mag – 1984 - 6 page PDF – the first publication about Curriculum Architecture Design via a Group Process – published in Training Magazine in September 1984. Original manuscript (30 pages) – How to Build a Training Structure That Won’t Keep Burning Down.

My inspiration for the analysis methods of this approach came from one of my key mentors, the late Geary Rummler, who also re-designed the cover of my draft for the 1999 book – “lean-ISD” – after reviewing the book and sitting with me in his Tucson offices in 1999 – to grill me about it all.

Then he wrote his review…

Testimonial 1 – from the late Geary Rummler

Testimonial 2 – from Miki Lane

More Video

And here is a link to the 93 minute video from several weeks ago – and please give yourself 6 minutes at the end for some Reflection about its applicability to your situation:

More Video: Lean-ISD Via The PACT Processes for T&D

And here is a 12 minute sub-set from that longer video – focused on Content ReUse - and how that is accomplished via The PACT Processes:

More Video: The Holy Grail of ReUse

The only way to approach ReUse of Instructional Content – is NOT with the typical Learning Object Concept – but with the PACT Processes’ Content Architecture models and structure –  for authentic, performance improving Content – of any blend. Otherwise you’ll share generic content that won’t really teach/instruct – and improve performance.

You’ll only Share Content – and that’s NOT the point, goal, objective, metric, etc.

For more info – please send me an email or give me a call!

Email me at: guy.wallace@ eppic.biz  (remove space)

Or call: 704- 746- 5126 (mobile)

Resources Available

The first 4 resources in the next graphic are available for free in the Resources Tab

For more about these methods – and moving from Training/Learning to Performance-based Training/Learning and then to Performance Improvement Consulting:

The Latest Book Series – A 6-Pack

For more info about these 6 books – updates and reconfigurations from earlier writings – published in 2011 – please go here.

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24:52

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HPT – Human Performance Technology – where “technology” is the application of science.

PDF: HPT Videos Feb 2012 by Guy W Wallace

Site Page: here.

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Video 2:35 minutes

 

Besides being an ISPI Practitioner of HPT in the Learning Space – as a portfolio manager – Ruhe is also a Six Sigma Black Belt. That means she is all about “Measured Results” – and data.

Ruhe and I had lunch yesterday in Atlanta after I left TRAINING 2012. Great to catch up!

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23:22 minutes

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I’m doing session 607 at 8:30 this morning – so you’ve missed it – as I posted this automatically at 10 am – which brings me to this – a Video from my TRAINING 1998 session on lean-ISD – made last week from the audio cassette of the session and the slides that I had archived:

And if that isn’t enough for you – try this 93 minutes (please save/add 6 minutes for reflection at the end of the video for a total of 99 minutes) of a video I put together last week – inspired by the 1998 version – and it was something that I had started earlier that I just needed to finish:

Today’s Session Slides

PB CAD – for TRAINING 2012 – Session Feb 15 2012 – PDF of All Slides

Training 2012 in Atlanta

Here is the TRAINING 2012 Program for this year…

And the Program cover for this year…

My Experience with CAD Efforts

Going back to 1982…

Abbott Laboratories

• Market, Product and Sales Management
• 1993

Alcoa Labs

• Scientists, Engineers, Technicians, and Administrative
• 1984

Ameritech

• Network Services Management
• 1989

Ameritech

• Distribution Services Second-level Management
• 1989

Amoco

• ISD Staff Coaching and Support
• 1996

Amoco

• Project BEST
• 1996

Amoco

• Team Training
• 1993

ARCO Alaska

• AMPS
• 1990

AT&T

• AETM
• 1984

AT&T

• Switching Technician
• 1984

AT&T Microelectronics

• Product Management
• 1988

AT&T Network Systems

• Global Contract Management
• 1994

AT&T Network Systems

• Product and Market Management 
• 1993

AT&T Network Systems

• Marketing Personnel
• 1991

AT&T Network Systems

• Network Systems Sales
• 1989

AT&T Network Systems

• Switching Business Unit Sales
• 1988

AT&T Network Systems

• Product Manager
• 1986

Bandag, Inc.

• Franchise Dealership Management
• 1996

BankAmerica Corporation

• Financial Relationship Managers
• 1998

BankAmerica Corporation

• Retail Branch Personnel and Management
• 1997

Bellcore Tech

• Web Masters
• 1996

British Petroleum—America

• Front-line Retail Personnel
• 1991

Burroughs

• Information Specialists
• 1984

Channel Gas Industries/Tenneco

• Fixed-rate Personnel
• 1983

Commerce Clearing House (CCH)

• Sales Representative & Sales Management
• 1993

Data General

• Sales
• 1993

Detroit Ball Bearing

• Field Sales Managers
• 1992

Digital Equipment Corporation

• Program Management
• 1991

Dow Chemical

• Safety Training
• 1987

Dow Chemical

• Secretarial/Administrative
• 1986

Dow Chemical

• Top Operator
• 1986

Eli Lilly and Company

• Clinical Trials Process participants
• 2004

Eli Lilly and Company

• District Sales Managers
• 1999

Eli Lilly and Company

• Leadership and Management
• 1997

Exxon Exploration USA

• Geologists/Geophysicists
• 1982

Ford Design Institute

• Engineering
• 1992

Ford Motor Company

• Engineering
• 1994

General Dynamics

• Electrical/Electronics Assembly
• 1991

General Dynamics

• CATIA System Designers
• 1991

General Dynamics

• MRP II – Manufacturing Personnel
• 1991

General Dynamics

• Software Engineering
• 1991

General Dynamics

• Composites Bonding & Fabrication
• 1990

General Dynamics

• Quality
• 1989

General Motors

• Tool & Die Supervisors
• 1997

General Motors

• Product Engineers
• 1996

General Motors University

• Brand Management—Europe
• 1999

General Motors University

• Brand Management—North America
• 1999

General Motors University

• Internal Controls
• 1998

General Motors University

• MFD Area Managers
• 1998

General Motors University

• Global Dealer Auditors
• 1998

GTE Service Corporation/Verizon

• Wholesale Billing Call Center Personnel
• 2000

Hewlett Packard

• Order Fulfillment (Order Processing)
• 1993

Hewlett Packard

• Information Technologists
• 1991

Hewlett Packard

• Information Technologists
• 1989

Illinois Bell

• Second-level Manager
• 1986

Illinois Bell

• Data Technician
• 1986

Imperial Bondware/Federal Paperboard

• Sales Training
• 1993

MCC Powers

• Fire and Security
• 1985

MCC Powers

• ATC Branch Personnel
• 1983

Motorola

• Design & Manufacturing Engineering
• 1983

Multigraphics

• In-Branch Sales Orientation
• 1986

NASA

• Middle Manager
• 1987

NCR

• Supply Line Management
• 1990

Norfolk Naval Shipyard

• Production Supervisors & Zone Managers
• 2003

Northern Trust Bank (Chicago)

• Trust and Financial Services
• 1988

Novacor, Corunna Site

• Operations Management and Self-regulated Teams
• 1994

Occidental Petroleum Labs

• Laboratory Personnel
• 1991

Siemens Building Technologies, Inc.

• Sales Engineering
• 1998

Spartan Stores/ISSC

• Companywide
• 1993

Sphinx Pharmaceuticals

• Combinatorial Chemists
• 1996

Square D

• Quality Training
• 1990

Valuemetrics, Inc.

• Associate and Senior Associate
• 1995

Verizon

• Consumer Sales Call Centers
• 2001

Westinghouse Defense Electronics

• Technical Operators (WICAM/IAG)
• 1983

And I worked on many other CAD efforts, guiding my own staff back in the day, and the staff of my clients, in CAD projects used for their development – and sometimes their certification – of Performance Competence in the PACT Processes for Analysis, or CAD Design, or MCD Design, or Lead Developer, or Project Planner/Manager – the 5 key Roles/Responsibilities of PACT Practitioners.

Cheers!

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29:05 minutes

 

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