There’s a lot of advice for teachers who wish to transition to ISD/LXD – and I thought I’d add my 2 cents into the fray. I was asked to chat with Emily Hesse who is in transition – about that transition – and I asked her to record our session on video so that I might edit it and share it with others. Here it is:
John asked me for a Zoom chat and as I’m doing nowadays, I’m having it be recorded so that I might further share my philosophies, perspectives, and practices on performance-based Instruction – including Performance Support & Learning Experiences.
And as always:
This video is 34:47 minutes in length.
The General Motors Video I referenced is here:
Thanks, John, for teeing up your questions and comments!
Back in 2010, I wrote a post about “The 4 Ps of Marketing Applied to T&D/ Learning/ Knowledge Management” – here.
Even way back then I saw too many posts on SM about L&D’s need to embrace Marketing. But it was the one of the little Ms of Marketing – the need to do better Promotions – that most were talking about – because their BIG M – Product – wasn’t attractive or effective enough – and there was a need to pull that wool over the marketplace’s eyes – to SELL SELL SELL.
Still today – when I see posts/etc. on L&D’s need to embrace Marketing – it’s because they got the first P wrong – and maybe the next two – and now they need to focus on how to recover via the 4th P.
In L&D we need to determine what the Performance-Based requirements are and then architect and build/buy Content that will help people perform back on the job.
We need to place our content in the workflow when the Performance Context (process/workstream/workflow) allows for a Referenced Performance Response.
And we need to place our content before the workflow when the Performance Context (process/workstream/workflow) demands a Memorized Performance Response.
This overlaps of course, with Product.
Price is more than money. It includes the time investment required. That would be a function of the effectiveness and efficiency of the whole 9-yards of Learning – the Pre-Event, the Main-Event, and the Post-Event necessary to make it happen – learn how to apply and perform with competence and confidence.
This is about making the right people aware of your product (or service) offering, what it will address, and how and how long – so that people – learners and/or their management – can make an informed decision whether to partake of your offerings – or not.
Of course, your reputation proceeds you – so you have some damage control issues in that Promotional Path to try to undo real or imagined issues with your past offerings.
A 52-minute audio podcast of an interview with Guy W. Wallace by Phil McCreight and Russell Driz Tripp – about the time and place when being Reasonable, conforming to standards, and adapting to the world around you are the right things to do – even for an Unreasonable Gardener. Created on 2012-09-25
This past Monday I was interviewed by William Cronje, an Instructional Designer & Program Manager at Eduflow Academy, in Cape Town, South Africa, and he shared the video with me so that I might share it with you.
Back in 1981, I watched an early SPIN Selling training session, and then participated as an observer in a WIN-WIN Negotiations training session from Huthwaite, working with both Neil Rackham and John Carlisle (and others) while I was an employee at Motorola. They were eye-opening experiences for me.
I subsequently Adopted what I could and Adapted the rest – as I like to say – in many of my Instructional Design projects as an external consultant soon thereafter (1982-today).
Whenever I had an opportunity to mix the so-called Hard Skills with the Soft Skills – such as planning and running Product Team Meetings chock full of communications needs and issues – I used what I had learned from Neil and John.
A pattern arose in my designs regarding standard Roles in Role Plays where Interpersonal Skills were involved. I started with these Roles and Adapted from there to better reflect the Performance situation and dynamics I was preparing Learners to deal with back on the job.
And as I believed that one Practice with Feedback session was necessary but almost never sufficient I began thinking of “easing” the Participants into the Simulations Exercises to start, and then “upping the ante” as they say, to ever-increasing difficulties and complexities.
My professional practices would not have been so successful without my focus on Performance in my Analysis efforts and the use of Simulations in my Design efforts.
See this book – available as a Kindle, Paperback, and Hardback – here.