Social and Anti-Social Practices Within Processes – By Design

Where to Tune Up Social Capabilities & Capacities at the Right Time in the Right Place for the Right End-Purposes

An existing graphic I am using here to establish a visual framework for the 8 Steps (or Phases, or Tasks, etc.) for what follows.

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What follows is my attempt to list key activities where Social Capabilities and Capacity might be a key leverage point. And might be in need of examination and improvement.

EPPI Stage II - Complex Workstreams

Exploring 8 Typical Steps

This is an example project with 3 major workstreams – each having to come together at key points to insure final success.

  1. Macro Project Planning
  2. Analysis
  3. Design
  4. Design Integration & Test
  5. Development
  6. Development Integration & Test
  7. Pilot Test
  8. Revision & Release

My purpose here is to simply list the generic Activities within such as Step –  in one of two categories:

  • Social Activity
  • Non-Social Activity

What is Social?

In my view:

Social : is simply human interaction.

For a deliberate purpose – or – “no purpose at all” … or so said Chuck Berry in song as he cruised in his automobile.

Most of our concerns are with better processes and practices and tools to assist us in being more Social – in terms of our effectiveness and efficiency in achieving the deliberate purpose.

Socialis means to some end or ends. Social is a Practice – at various levels – within Processes.

How Do We Do Social? 

Sometimes actual face-to-face. And sometimes virtual face-to-face … or voice-to-voice … or email-to-email … or text-to-text – or some variation of those on some unique platform or set of platforms.

Some social means are better than other social means – to get to the ends – as situationally determined.

And sometimes we do these Social Interactions Synchronously and sometimes Asynchronously.

Sometimes – maybe even most times – we wish we could be more synchronous – as we tried to be more quick about our planning-doing-reviewing and transitioning cycles and subcycles – or whatever you call that pattern.

These are our bottlenecks – our inability to do everything with everyone needed … in real time/synchronously … and so we settle for asynchronous practices.

We want better – faster – cheaper. Like everyone else. All at once. When that is often not feasible.

How and where in our project efforts – and non-project efforts – should we deliberately work to improve our Social Capabilities and Capacity?

Use the general list and framework below to think about your own specifics.

Your might be workstream C.

EPPI Stage II - Complex Workstreams

Step-By-Step

  1. Macro Project Planning

    • Typical Social Activities
      • Getting Inputs for Plan Development activities individually and/or in groups; synchronously and asynchronously
      • Draft Plan Development activities individually and/or in groups; synchronously and asynchronously
      • Draft Plan reviews/commentary activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Plan Development activities and schedule (the detailed level perhaps) alone and without additional inputs
  2. Analysis

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of analysis activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Analysis activities
  3. Design

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Design activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Design activities
  4. Design Integration & Test

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Design Integration & Testing activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Design Integration & Testing activities
  5. Development

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Development activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Development activities
  6. Development Integration & Test

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Development Integration & Testing  activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Development Integration & Testing activities
  7. Pilot Test

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Pilot Testing activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      • Preparing, Coordinating and Conducting some types of Pilot Testing activities
  8. Revision & Release

    • Typical Social Activities
      • Preparation activities individually and/or in groups; synchronously and asynchronously
      • Coordinating Logistics activities individually and/or in groups; synchronously and asynchronously
      • Conducting some types of Revision & Release activities individually and/or in groups; synchronously and asynchronously
    • Typical Non-Social Activities
      •  Preparing, Coordinating and Conducting some types of the Revision & Release activities – by design

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What’s shared across all of this is a need for better synchronous and asynchronous tools PRACTICEs within our PROCESSEs that are enabled by shared TOOLs. for doing any upfront preparation and logistics coordination and the actual work and the reviews/updates to that work.

There Are Tools Aplenty

Lots of Tools exist that enable Social Practices.

That’s a bit of an issue at times – but only in making the down-selection choice. Once the Processes – to be enabled by better more Social Practices – are understood.

Processes Aren’t Planned/Designed for Social

But Processes may not reflect good Social Practices in getting the real work done. Or they may be planned for, but incorrectly/unrealistically/poorly planned.

Planners may need to change that. And their clients then need to buy that.

Practices

Social Practices.

These are either expected … and modeled from the top-down … and reinforced in big and small ways – or they are not. It’s all about the Culture & Consequence System after declaring the goals and means and enabling it all with the infrastructure required.

And that includes making some old non-Social Processes and Practices more Social … and some others all Social.

Reflecting Back

Reflecting back to my joining Motorola in 1981 – they were on a campaign to radically change their culture – from the typical top-down culture – to a Participative Management culture.

Which meant opening up communications channels – social communication practices – to speed processes up and getting things done right – or more right – the first time. Which required a change of Practices, Tools and then the Process Planning and Conduct.

Accomplished by getting inputs and feedback and requirements from the front lines and all the support organizations and processes – better – faster – cheaper.

Social Is Simply a Practice Means to “Better – Faster – Cheaper” Processes and Products for Improved ROI

Or why bother?

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L&D: An Organizing Scheme for Performance Support Items

A.K.A.: Knowledge Management

That is, if you believe that a Knowledge Management System should contain Performance Support items – which IMO – includes Job Aids and all Self-Paced Formal Instruction/ Learning Content. Or – the links to them.

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Using My L-C-S Model of Departmental Processes

Process in that model are organized by

  • Leadership Processes
  • Core Processes
  • Support Processes

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Those are further broken down into:

  • Leadership Processes
    • Stakeholder Relationship Management/ System Governance
    • Strategic Planning & Management
    • Operations Planning & Management
    • Results Measurement Planning & Management
    • Process Improvement Planning & Management
    • Communications Planning & Management
  • Core Processes
    • Planning Work*
    • Assigning Work*
    • Monitoring Work*
    • Troubleshooting Work*
  • Support Processes
    • Process Design/ReDesign
    • Human Assets Management
    • Environmental Assets Management
    • Special Assignments

*What Work? The unique work Processes of the Department:

Sales does Sales. Finance does Finance. Engineering does Engineering. Etc.

Performance Analysis & Systematically Deriving the Enablers

… is my methodology-set for this.

Then I organize the content into these 5 buckets…

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Free Resource:

Modeling Mastery Performance and Systematically Deriving the Enablers for Performance Improvement – by Guy W. Wallace, CPT – Chapter 11 of the Handbook of Human Performance Technology – 3rd Edition – 2006.  25 page PDF.

Note: This methodology was first published in this 1984 article in ISPI’s (then NSPI’s) PIJ in November 1984.

Books For Sale:

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For more information about these and some of my other books – please go – here.

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L&D: My Learning Style Preference: Osmosis Learning

My Learning Style “Preference” Is Osmosis Learning

Elusive since the days of Grade School. Waiting on Science… Waiting… Waiting…

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I’m also looking forward to the George Jetson flying car. Come on Science!

Come on Man! Come on Woman!

A Decade’s Worth of Related Past Posts on LS

This Week’s L&D Buzz… Bogus Learning Styles in L&D

Learning Styles & the Importance of Critical Self-Reflection

Besides Learning Styles – Other ‘Zombie’ Theories That Should Rest In Peace

Five Grand – If You Can Meet the Learning Styles Challenge

Uppin’ the Ante: The Learning Styles Challenge for $5,000

Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?

Noooooooooooooooooo! Not More Drivel on Learning Styles!!!

Voodoo and Foo Foo in L&D and PI About Learning Styles

New eLearn Magazine Article By Me On That “Learning Styles Myth”

Learning Styles: Wisdom of the Crowd – Not

Foo Foo About: Designing Instruction for Learning Styles Differences

It’s “Learning Styles” Deja Vu – All Over Again

Comment About 2007 Post About 2001 Newsletter Article on: Debunking Learning Styles

Learning Styles Don’t Exist – Intuitive or Not

Designers BEWARE: More Learning Styles “Crapola” on About.com

Truth or Not: Learning Styles and Brain-Based Education???

Learning Styles – A Bridge to Nowhere?

E-Learning “Learning Styles” Challenge for $1000.00

What is the “gap” in Generational Learning Styles?

Debunking the Myth – There Is No Such Thing As “Learning Styles”

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L&D: Focus on Tasks Not Topics

Topics Are Indeed a Means to an End

And at times a Topic/Topics may be a valid End in and of itself/themselves.

For example: a Policy change – for people already proficient in the Performance probably don’t need Task Training. They need Policy Learning.

Newbies might need Task Training/Learning – if they don’t have the prior knowledge.

As Always – It Depends.

It depends on the prior knowledge/skill of the Target Audience.

I’ve often been involved in ISD efforts where the new stuff needed 2 responses – one for the incumbents … with a short shelf life – used until all the incumbents have been caught up to the change — and one for new hires with a longer shelf life – so to speak. Whether the Response is a job aid or a self-paced set of content – or a some group-paced set of content – or some coached content.

As Always – It Depends.

If You Are Given Topics vs Tasks To Address

Try to determine how they apply to authentic Tasks and Outputs – and the Measures for each – or provide guidance on how the Learner can figure that out for themselves and then what/how to Practice – and from whom to get feedback from during and/or afterward that Practice.

slide13 (2)

Focus on the Performance – and Enable That.

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L&D: Does Your Micro Learning Add Up?

Micro Learning Is Good

But so is Macro LearningIF that’s what it takes to get the learning job done.

Slide1

What can be bad about Micro Learning is artificially breaking up/chunking it to be short/small … in order for it to be short/small – necessitating starting up over and over again for the Learner – or just jumping right in … and potentially losing many…

What’s This About Again?

I’ve conducted Existing T&D Assessments (ETA) in 75 CAD – Curriculum Architecture Design projects since 1982 – and what I’ve found over and over again is that the gaps and overlaps are the norm. Due to a history of One-Off efforts.

A Bottoms-Up approach – versus a Top-Down approach.

Slide2

Gaps are One Thing – and may be appropriate – as not every need warrants a investment in Content Building and/or Buying. Due to the ROI forecast and/or perception.

Some potential Content items are more appropriately left to Informal Learning – what I’ve termed since 1982 as Un-Structured OJT.

But it is the Overlaps that can be the real issue – where differing language and models and methods potentially confuse the learners.

Using different terms and phrases that could have been uniform. And using the same terms and phrases to mean different things.

That’s not helpful to the new learners/Performers as they initially climb their particular Learning Curves.

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Presenting learners/Performers and their management a suggested sequence of Learning Content so that they can down-select to meet their specific, local needs, is helpful.

That’s what the combo of a Performance Competency Development Path and Planning Guide can do. Note: Performance Competency Development Paths are also known as T&D Paths, Learning Paths, Learning Roadmaps, Development Roadmaps, etc., etc.

navsea-cad-supervisor-path

I’ve seen and used many terms for this Path concept since 1982 and used whatever the client preferred. You call it tomato and they call it tomatto.

Same diff – as we used to say back in the day.

Top-Down design of a Path – or Menu or Path of Menus – enables creating and placing Spaced Learning for reinforcement where the job itself doesn’t do that naturally. It allows for a better blend of Modes and Media.

slide26

In my models there are 3 primary Modes – for both 10-20-70 (Note: I’ve reversed the numbers):

  • Group-Paced: ILT or Webinars
  • Self-Paced: Webinars (recorded), readings (books, articles – on paper or e), Videos and Audios, etc.
  • Coached: Structured OJT and Un-Structured OJT by either a designated or certified coach or just any ol’ coach (boss, peer, customer, supplier, etc.)

Slide4

In any event, both Micro and Macro Learning – 2 web pages or 2 week long courses – are best and appropriate if they are focused on Performance Competence.

Otherwise – why bother?

Slide5

Resources

See my Reference Tab for over 400 free resources – micro and macro – on various aspects of my approach – The PACT Processes for T&D/ Learning/ Knowledge Management.

And my book 6 Pack which covers all of those methods.

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L&D: Thinking About Design Thinking

Thinking Beyond the User Experience

From Wikipedia

Design thinking is also an approach that can be used to consider issues, with a means to help resolve these issues, more broadly than within professional design practice and has been applied in business as well as social issues.

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As the graphic above means to suggest – Customer Requirements lead the definition of needs – but can be off-set/negated by the Requirements of other Stakeholders.

The Customer Is King – Not

You wouldn’t deliberately go broke – to meet the Customer’s Requirements – would you? You’d send them to your Competitor – just kidding.

You wouldn’t deliberately break the laws – to meet the Customer’s Requirements – would you?

You wouldn’t deliberately destroy your marketplace reputation – to meet the Customer’s Requirements – would you?

Most wouldn’t – anyway.

The trick is to meet the Customer’s Requirements – and meet both your and their Other Stakeholders’ Requirements. Where somethings may have to give.

How to decide how to resolve conflicts in Stakeholder Requirements?

Look at them in a hierarchical manner was my approach. See some of my writings on this from the mid-1990s – and adapt them to meet your Situational Reality.

Additional Readings

The Customer Is King – Not! – 15 page PDF – the original version of the article published in the Journal for Quality and Participation in March 1995 – address Balancing Conflicting Stakeholder Requirements, and suggests that the Customer is Not the King of Stakeholders (despite the unfortunate slogans from the Quality movement despite Deming’s admonitions about slogans).

Published version: Balancing Conflicting Stakeholder Requirements – Wallace – March 1995 AQP

And the version in ISPI’s November 2011 Performance Express:  performancexpress.org-Stakeholders Beyond the Customers The Customer Is King Not

Adopt-Adapt

We all wish life in an Enterprise could be simpler. It’s just not.

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