LiML – Lessons in Making Lemonade

Lessons in Making Lemonade

A cartoon strip I did online for several years.


Here is the Last Strip. Number 1151:

Don’t be afraid to read the entire series backwards – as presented online – starting here.


Again – start the series at the end – here.


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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?


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


What Performance?

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

Do you know them?

Ruler 2

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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.”


#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?


#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.


#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?

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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.


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.


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




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


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:


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.

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