L&D: Happy New Year! Now … Focus on Performance.

Not on learning. Not on tasks and behaviors. Not on technology and tools.

On the Requirements for performance of the processes of the enterprise.

Unless Learning is being done for the sake of learning. And then … why bother?

slide1

Measure it. Improve it. And then reinforce it and monitor it.

Performance

What Performance?

The Performance related to Critical Business Issues. Your stakeholders will know.

Do you know them?

Ruler 2

# # #

Reflections on L&D – 12-31-2016

Nine Areas of Quick Reflection on the Field of L&D

I have reduced my blog postings and activity in SM this past few months as my semi-retirement becomes less semi. But I do read and try to keep up with where L&D seems to be going based on what’s being published – and granted that can be two extremes of a continuum.

My #1 Issue with the field of L&D remains the same: A lack of focus on “terminal application/ Performance/ back on the job” – and then how that is best measured “on the job” and in associated “Learning/Training/Qualification systems.”

Slide2

#2- There is still too much of a focus on delivery technology and media rather than a grounding on getting real about the performance requirements needs to be met, the performance context, and the learning contexts that are possible.

#3- And then what needs to be learned/mastered ASAP versus what can be deferred and what should the timing be about that.

#4- And then what can and should be more bite sized versus full course offerings … including advanced organizers, content of INFOs, DEMOs, and APPOs, and then timed and random reinforcement and performance testing?

#5- Too often the focus does seems to be on trying to meet real business needs with Awareness and Knowledge only – without Skills development and then the more important on-the-job Performance Competence development and support and reinforcement.

#6- Targeting is too often the low hanging fruit for the masses, versus targeted leverage of critical performance for the few. If politically you need to do both, don’t measure them both the same – and be clear about the tag for each for every effort. Call the one Communications and the other Training, and both lead to Learning. The key ? is, Is That Enough?

Slide3

#7- Hit the right level of need for the segments of the target audience: You might be able to only Communicate that every customer gets 10% off, and gold card members get 25% off … and THAT would be sufficient. But to Communicate how to design and estimate costs and labor for multi million construction projects may not be sufficient … and you might need Training.

#8- Build for the critical target audiences only and then reuse those designs and content to extract the unique to the critical job out, and deliver the remaining sharable content and use as is or after modification but only if that meets some critical business issue itself. Otherwise – simply focus on the critical performance requirements of the business and the target audiences associated with each. IMO.

Slide4

#9- This continuous writing and sharing and selling online of “Learning” as if all jobs are equal … only makes business sense to sellers. Not to buyers.

Your thoughts?

# # #

L&D: Leveraging Enterprise Process Performance via Learning

Learning via Training and Informal Learning

Sometimes Formal Learning is appropriate. Sometimes not. Sometimes managed Informal Learning is needed – with more or less structure. As always – it depends.

Slide1

Of course there is more to Enterprise Process Performance than people and what they have learned. It’s a system and enough of the right pieces need to be in play for Performance.

Even more for superior Performance.

EPPI Fishbone 14 Variables - Process

My Big Picture View. Many details follow. But not in this post.

Slide1

Side Two of My Big Picture. Doesn’t every picture have two sides?

Slide2

Truly…

Slide4

Tasks are one level – of worthy outputs. Focus first on the outputs and what the stakeholders require. Then on the tasks.

Slide1

My first publication on the methods for analysis of Performance within an ISD analysis effort:

NSPI PIJ November 1984 Analysis Article

Models and Matrices- NSPI PIJ -1984 – 5 page PDF – the first publication of the performance and enabler analysis methods for ISD, from NSPI’s (ISPI’s) Performance & Instruction Journal, November 1984.

A 2006 publication on the methods for analysis of Performance within an ISD analysis effort:

Slide28

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

A 2011 Book Series

PACT 6 Pack

Please click here for more info on these and other books.

# # #

ISD is a Subset of Performance Improvement

It’s All About Performance

In an Enterprise Context.

ISD – Instructional Systems Design … is a Subset of … PI – Performance Improvement.

And so my PACT Processes for ISD – is a subset of EPPI, my methodology set for PI.

EPPI – Enterprise Process Performance Improvement.

pact-eppi

Both are squarely focused on Performance – and differ mostly in the scope of the analysis of the enablers of Performance.

EPPI Starts in Stage I

Determine the improvement priorities in Stage I.

Fixes come – as appropriate – to the ROI potential – in Stage II.

EPPI Stage 1

Stage I looks at the Big Picture.

This big picture.

Slide1

Another view of Process and it’s enablers.

EPPI Fishbone 14 Variables - Process

My Starter Framework for Analysis of a Department

Or Function. Or Organization.

Analyze non-overlapping Performance. You have to have some way to cover it all with minimum overlaps and gaps.

Slide3

My Performance & Gap Analysis Job Aid

Perf Analysis Job Aid

And this resource … Chapter 11 … from the 2006 book:

Handbook of Human Performance Technology:

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

Slide28 (2)

Then Stage I … Leads to Stage II

Learning might be a key part – or merely a supporting part – of the solution set.

EPPI Stage 1 and 2

The fixes involve addressing gaps from and/or in the source organizations – next graphic – my framework for adapting to the client’s organization structure.

Slide7

It’s all about performance. 

Slide1

Focus on the Performance Requirements …

Slide2

… and Enable them.

# # #