My ADDIE-like Framework Since the 1980s

When I became an ISD consultant back on November 1, 1982, I was put in charge of our firm’s ISD Practice Area. I hired staff and developed standard (but flexible) methods and tools/templates that we would all use in our projects.

That’s when I would explain to others – staff, clients, and prospects that while my approach looks intimidating and over-engineered – it actually allowed us to go quicker with confidence and quality.

A decade later, in 1992, we decided to share our PACT approach with readers of our paper quarterly newsletter. Those readers on our mailing list (around 300) were our clients and prospects and anyone else who asked to be added to that mailing list.

I don’t have each and every copy of those old newsletters – but those that I did have I digitized as PDFs and they are all archived on my website – here.

These graphics are from the Spring 1993 newsletter article on the PACT Process’ Analysis Phase – here.

Note, when I went solo with EPPIC in 2002 after 20 years in my 2 prior consulting firms (SWI and CADDI), I updated my graphic for PACT.

Customer/Stakeholder-Driven

And while the C in PACT could have stood for Collaboration – I wished to convey that my customers and their stakeholders were in charge – and that they owned the Business Decisions inherent in all ID/ISD/LXD efforts.

And there were always plenty of those – including the decisions at The L&D Pivot Point – the title of a future book (currently with the editor).

The Pivot Point is where the initial intent to build/buy L&D Content is revisited & reviewed – and based on the Analysis Data produced – a decision is made to kill the project, pivot to non-instructional improvement efforts, or continue with both instructional and non-instructional improvement efforts.

Because that decision especially isn’t an L&D Decision – it’s always been a Business Decision in my approach.

###

Wednesday’s Short Videos – 3 Videos

Here are three short videos on pb-ISD/LXD – PI-BBII – performance-based Instructional Systems Design/Learning Experience Design – Performance Improvement-Beyond But Including Instruction

One

Two

Three

###

Are Your Stories in Enterprise L&D Engaging or Disengaging or Even Needed In the 1st Place?

Why do you even need a story in the first place if your Content is clearly authentic and what someone needs to learn in order to be successful or more successful back on the job?

I came to the realization a long time ago that stories used in an Enterprise Learning Context were too often an entertaining distraction intended to Pull the Learner in when the Content alone wouldn’t.

As someone schooled way back in 1979 in the Analysis-Design-Development of Performance-Based Instruction – including both Job Aids & Training – that are now becoming more popularly known as Performance Support & Learning Experiences – it never occurred to me that I needed to “pull the Learner in” using a story.

The title itself should do that for all but the most totally clueless Novice – who knows so little about the Job that they need to Learn How To Perform Competently – as I subscribe to a Truth-In-Titling Convention that I formalized back in the early 1990s – that could have been addressed with a proper Job Overview from Tier’s 1 and 2 in my 5 Tier ECA Inventory Framework.

The Greenest Novice wouldn’t necessarily appreciate any nuance from a story – and unless you are warning them about how they can drive the process into the ditch and/or hurt themselves or others – I would worry about our need to engage their affective domain – because that gets tiring/draining after a while – and then less effective.

Give it to me straight. No sugar coating. No entertainment. And get me into authentic Practice with Feedback ASAP.

If the title isn’t descriptive and engaging all by itself – you’re probably not producing Performance-Based Content or your Titling isn’t descriptive enough or both.

Or you are operating in an Educational Learning Context where it isn’t clear why THIS CONTENT needs to be learned as the ultimate application of said content is unclear or varies across the Target Audiences – and then there is a need to Pull the Learners in somehow and get them to take learning this content seriously.

###

Video Podcast From Friday July 1, 2022

This past Friday I was interviewed for a podcast by Katerina Kuznetsova – who is a Product Manager for 

which is a Software company in Gomel, Belarus.

The Video

Here is my version of our video – which is 55:39 minutes in length.

Thanks, Katerina!

Grok it!

###

Go For Performance Short Video: Facilities & Grounds Required

Does your Instructional Analysis uncover the Facilities & Grounds required to meet the needs of the standard and the anticipatable, non-standard Process Performance?

Of course, if you’re just shoveling Content to them on Topics, then it doesn’t really matter anyway, does it?

###

HPT Video 2022 – Julie Dirksen

I’ve been a fan of Julie for a number of years, following her on Twitter and LinkedIn, and a reader of her book: Design for How People Learn (Voices That Matter) 2nd Edition – available at Amazon – here.

From Julie’s Website at – Usable Learning

I’ve always said I became an instructional designer because I’m happiest whenever I get to learn something new, and it doesn’t really matter much what that is (“Fuel injection systems? Sure! Let’s learn about fuel injection!”)

I’m an independent consultant and instructional designer with more than 15 years of experience creating highly interactive e-learning experiences for clients from Fortune 500 companies and technology startups to grant-funded research initiatives.

I have a degree in Instructional Systems Technology, and a whole lot of background in things like UX design, game-based learning, and behavior change.

I’ve been an adjunct faculty member in the Visualization Department at the Minneapolis College of Art and Design, where I created and taught courses in project management, instructional design, and cognitive psychology.

I like learning.

– Julie Dirksen

P.S. My favorite thing is talking shop, so feel free to contact me about anything learning related, and I’ll happily dive into the conversation.

The Video

This video is 61:26 minutes in length.

Connect with Julie

Julie’s Profile: linkedin.com/in/juliedirksen
Website: usablelearning.wordpress.com (Blog)
Email: jdirksen@gmail.com
Twitter: usablelearning

Guy’s HPT Video Series

The HPT Video Series … formerly known as the HPT Practitioner and HPT Legacy Video Series … was started by Guy W. Wallace in 2008 as a means of sharing the diversity of HPT Practitioners, and the diversity of HPT Practices in the workplace and in academia.

The full set of videos – over 150 – may be found and linked to – here.

HPT – Human Performance Technology – is the application of science – the “technology” part – for Performance Improvement.

As the late Don Tosti noted, “All performance is a human endeavor.”

Whether your label for HPT is that, or Performance Improvement, or Human Performance Improvement, it is all about Evidence-Based Practices for Performance Improvement at the Individual level, the Team level, the Process level, the Department level, the Functional level, the Enterprise level, and at the level of Society/World.

HPT Practitioners might operate at any of these levels, as this Video Series clearly demonstrates.

Although ISPI – the International Society for Performance Improvement is the professional home of many HPT Practitioners – the concepts, models, methods, tools and techniques are not limited to any one professional affinity group or professional label.

ISPI just happens to be where I learned about HPT – and has been my professional home since 1979.

This Series Has Evolved Since 2008

These videos were first posted on Google Video, then they were moved to Blink, and now they may all be found on YouTube. And my name for them has changed as well…

HPT Practitioner Video Podcasts and HPT Legacy Video Podcasts

– Practitioner Series – short 2-10 minutes, following a script. Intended to show the diversity of HPT and HPT Practitioners. (2008-2018)

– Legacy Series – longer 15-40+ minutes, also scripted, with added stories of other NSPI/ ISPI’ers from the earlier days of the Society or others who were of great influence. Intended to capture the stories of the people who influenced us. (2008-2018)

– HPT Video Series (2019+) – is a continuation of the first two types of videos in this series, but with less focus on capturing NSPI/ISPI members – and expanding out to any and all who use Evidence-Based Practices in Performance Improvement regardless of any affiliation with ISPI or not.

###