T&D: Collections of Content Won’t Get Anyone Very Far

Architect Learning/T&D Paths

Based on the Performance Requirements. Not based on what you have in Inventory.


Make sure it’s Authentic Content with plenty of Authentic Practice.


If Transfer and Impact are of any concern.

And they should be.

The targeted Learning Experience needs to be derived from the Performance Experience back on-the-job.

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L&D: Tuesday L&D Processes Audit 47: &D Methodology and Technology Pilot-Testing Process

T&D Process 11.3: T&D Methodology and Technology Pilot-Testing Process

Note: In my 2001 book I continued my decades old name for the profession as T&D – Training & Development.

Convert for your use as necessary. I will use both T&D and L&D in this weekly series for 2018.


Not all loose processes need to be tightened up.

You should only do that Investment if the Returns warrant.


Learning By Design vs Learning By Chance

When the Cost of Non-Conformance of poor Process/people Performance warrants the Investment in T&D/ Learning/Knowledge Management Content – then make those investments.

And – just because an L&D profession can determine a valid Learning Need and gap in Content – does not in and of itself warrant meeting that need – in any manner.

It’s a Business Decision. 


The L-C-S Framework View

I use both views…


Overview of the Big Picture


T&D Process 11.3: T&D Methodology and Technology Pilot-Testing Process

Process Purpose

The T&D Methodology and Technology Pilot-Testing Processes bring in the newfangled stuff found in the other two research and development processes of the T&D system to deliberately play with it and test it.


Process Description

The T&D Methodology and Technology Pilot-Testing Processes use structured, rational approaches for the formal “trying out” and testing methods, technologies, equipment, and tools.

Pilot tests are conducted in a precise, controlled manner to evaluate the process or product with the technology and/or methodology being tested for many “abilities” such as

  • Manufacture-ability
  • Use-ability
  • Maintain-ability
  • Storage-ability

The T&D Methodology and Technology Pilot-Testing Processes help avoid potentially costly implementations for things that will not really work on the larger scale needed or will have other issues requiring more of an investment, throwing off the original return on investment and economic value add forecasts.

T&D methods and technologies implemented too quickly often bring disasters. Haste makes waste is learned all over again. If it’s worth doing, it’s worth doing right.

Yes, today life is operating at Internet speed, but going too fast does not always get you to exactly where you need to be. It just gets you someplace faster.

For More About This Process In the T&D Systems View

See my 2001 book: T&D Systems View.


Click on image to link to the download page.

T&D Systems View is also available as a $15 Paperback book – and $7.50 as a Kindle – for more information and/or to order – please go – here.

This 2018 Weekly Series Continues Next Tuesday

For Past Series Posts search this site using: “Tuesday L&D Processes Audit”

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EPPIC w Gopher Logo

T&D: Video – Analysis Data Drives Lesson Mapping

I’ve Been Lesson Mapping – Since 1990

An overview of the Analysis Data that Drives the completion of a Lesson Map. Part of my performance-based PACT Processes for T&D – MCD: Modular Curriculum Development.

Video is 12:26 in length.

The Questions I Ask of Clients to Jump Start the Effort

24-Analysis Data Drives Lesson Mapping 2018-11-17.png

This Methodology is Covered In Detail 

In 2 of my books: lean-ISD (1999) – and Modular Curriculum Development (2011).

Both are available as Kindles and paperbacks – and lean-ISD is also available as a FREE PDF.

26-Analysis Data Drives Lesson Mapping 2018-11-17.png

The SWI Fall 1993 Newsletter

Mentioned in the video – is available – here.

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T&D: Feedback on Feedback

Questions Came Up On LinkedIn About This Graphic

From Richard E. Clark’s Keynote at ISPI 2012.

www.nmispi.org_08_file_cabinet_Presentations_ISPI Keynote Clark April 2012NMISPI


This looks interesting and I agree with most but I’m curious about the feedback one. What research is saying it doesn’t work?

My Post at LinkedIn is here.

So I said I would reach out to Dick Clark. He responded almost immediately.

From Dick Clark

Note: I’ve bolded some of his response…


I’ve attached a review of the feedback research by Kluger and DiNisi – they claim that 2/3 of the feedback strategies commonly in use either have no impact or are negative.  They searched studies in different work settings in different countries and cultures to see if there were differences and found none that were important.
The negative impact comes when corrective feedback is focused on the employee not on their task performance.  Apparently if people feel that corrective feedback is a comment on themselves as workers (rather than on how they handled a specific task goal) they tend to resist and motivation is negatively impacted.
The best feedback is focused on specific task performance and is accompanied by a clear description of the work goal being addressed.  They found that many people are simply confused about their work goals and/or have substituted their own goals when an organization fails to communicate clear expectations.
I am also attaching the best, current review of formative feedback research by Val Shute  (though it focuses on schools, the data is useful for elaborating on what works everywhere).
All the best

That Research

A review of the feedback research by Kluger and DiNisi:


A current review of formative feedback research by Val Shute:

Formative Feedback – Shute – Review of Educ Res – v78Kluger&amp

Thanks Dr. Clark!!!

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T&D/PI: Performance Appraisals Too Often Don’t Measure Against the Performance Requirements

Most Expectations & Standards Are Too Much Like Windsocks

The focus is too often on Behaviors, versus Results.


Changing conditions may dictate a change in behaviors, while the terminal results won’t change.


Stabilize your Performance Measures with a focus on Outcomes and Outputs, and not on Tasks.

Outcomes – are the measures of Outputs to Stakeholder Requirements in my methods.


I usually determine the Requirements for a Job Family by facilitating a team of Master Performers and Other SMEs.

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