Pushed and Pulled Performance-based Information and Instruction for Developing Performance Competence

Now there’s a blend.

Performance Competence
Performance Competence is the ability to perform tasks to produce outputs to stakeholder requirements. Stopping with Task Analysis and not understanding the products produced and their key measures – requirements by the various stakeholders including but not limited to the customer, is stopping way too short.

Stopping with just the customers’ needs is stopping way too short.

Performance-based whether Formal or Informal
In an Enterprise Learning Context – as opposed to an Educational Learning or Personal Learning context – the terminal performance objectives are discoverable/ definable. We look to the workflow, to the process, and derive the needs for information and/or instruction from that truly authentic source: on-the-job performance competence requirements. We can make/buy whatever makes sense for directive Formal and non-directed Informal Learning/Skill needs for our particular situation and the context of our current and future learners/Performers.

The Customer is King – Not!
Stakeholders are many and varied and their needs need to be known, and balanced in case of conflicts. They sometimes care about the process and not the product (child labor laws) and sometimes they care about the product and not the process (sausage) and sometimes they care about both.

Information Pushed and Pulled
Information should be pushed – where the learner/Performer is first exposed to and then caused to react with that information – in job-relevant ways – and the performance competence with that information is then measured – at the appropriate point of knowledge/skill accumulation – not after every module!

And Information should be made accessible for pulling where an ongoing need exists, or where new needs emerge for a learner/Performer.

Information makes one aware and perhaps knowledgeable. If combined with other prior knowledge/skills, the exposure to new information might be all that is necessary to develop a new skill! But not always.

Instruction isn’t always needed. As always, it depends.

Instruction Pushed and Pulled
Instruction should be pushed where warranted and completions tracked and performance competence measured – at the appropriate point of knowledge/skill accumulation – again, not after every module!

And Instruction should be accessible for pulling where a new need emerges for a learner/Performer.

Modular instruction participation – in one module – may not lead to a particular performance competence, but may be one of several or many enablers that all add up to a particular performance competence. Measuring at this stage (L1-L4/5) is premature.

I’d only measure at this stage of the learning progression if I wasn’t getting terminal performance competence at the point where, by design, that would have occured on the Learning Path.

Before the Need in the Process Workflow
Sometimes there are tasks that are very critical that one really does need to master before the need in the workflow because the consequences for less-than-performance-competence perfection would be disastrous.

We might need to both train upfront with information and instruction before the need.

During the Need in the Process Workflow
Sometimes there are tasks that one really doesn’t need to master before the need because they are relatively easy to do and/or the consequences for less-than-performance-competence perfection would not be disastrous.

We might not need to both train with information and instruction before the need – but only provide access to informational and instructional content to guide the learner/Performer in their performance during the need.

Before and During the Need in the Process Workflow
Sometimes there are very critical tasks that one really needs to master and either because they happen infrequently or the consequences for less-than-performance-competence would truly be disastrous.

We might need to both train with information and instruction before the need – and have access to informational and instructional content to guide the learner/Performer in the very critical performance steps during the moment of need.

Blend It
Blend your proactive response to the needs of learners/Performers to master their jobs, to achieve Performance Competence. To their needs before and/or during their moment of need. How to determine? Ask a group of Master Performers in a group form (F2F and/or Online). Blend Formal and Informal. Blend deployment media and mechanisms. Blend in applications with feedback immediately prior to the next attempt. Blend in time for reflection at critical points – both self-reflection and group discussions to reflect as a group. Blend in spaced applications over time.

Determine what of all of that – those needs – for all critical performance situations/contexts, and then enable them “with before and during development and resources” using whatever delivery channels make sense from a shareholder ROI perspective. Traditional drill-and-practice training. Online Social Network community of others in the same, similar, and related jobs. Online access to specific data/information repositories – and to the WWW – wikis created by this community for this community – etc., etc.

ROI
Don’t forget about the Returns for the Investments, the Rewards achieved and the Risks mitigated/avoided. That’s what you get when you focus on performance, and insure that your enabling Knowledge/Skills content (Information and/or Instruction) really do enable performance, regardless of how deployed and/or how accessed.

If you are always working collaboratively with your Customers and other Stakeholders, they will know the R’s for the I’s as you take this journey together. You will collectively self-correct if you keep a watchful eye on where those investments are targeted, and the results that you are contributing to.

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