Process isn’t King.
It too serves a higher purpose: higher level Organizational Metrics and Goals.
But it – PROCESS – is my “primary focus” when I take on new work. Client’s often like that – my initial focus and continued focus on Process – as we delve into the needs for Instructional and/or Informational content design and development. Or other performance improvement interventions.
Learning – instructional and informational content used before and/or at the moment of need – is secondary to the process.
I use my 4 standard analysis data-sets – in my head or more visibly to the participants in a group-process approach to the analysis. They lead me and the group to selection of “things to do to address the problems and or opportunities” about The Process – or The Processes.
Sometimes the learning can occur all at once when you show me what to do, and sometimes it happens over time when you show me something new.
Neither Instructional nor Informational “content” need apply.
It – learning – is happening more informally than not. It may be guided – as in the manager’s or co-worker’s job aid checklist of what to cover with the new guy or gal. That guidance may be tightly or loosely structured – hopefully as appropriate to the situation.
But the ability to formalize informal learning, to provide some level of guidance – requires some level of analysis to occur.
Most of my instructional consulting work has been targeted at critical job titles involved in critical enterprise processes – where the decision made before discussing anything with me was to address this “leverage point” – because it had some upside worthy of the investments of time and money.
My 5-part model in the graphic (click for larger version) is meant to suggest that Project Planning and Management guide all of this – and that Analysis feeds 3 levels of Design.
Design of both the Instruction and Information needed by the people working in the Enterprise’s Processes – either at an entire Curriculum level, or an Event level, or at a component level. Such as a T&D Path for a Product Manager, or a Learning Event (some assemblage of content for planning and tracking purposes), or at a component level such as developing all of the Performance Tests after the CAD effort, but before any MCD efforts. Or developing the Performance Tests before designing a Curriculum Architecture?
The 4 standard analysis data-sets – for use in my head as I listen and observe, or more visibly evident when I facilitate a group – is the following:
1- Target Audience – just who is/are the Primary audience or audiences? Who is Secondary? And who is Tertiary?
2- Process Performance – what outputs do they produce by taking what inputs and then doing what with them? How is that, or can that be measured? If there are many then we need to organize that view, of that totality, using Areas of Performance as the chunking mechanism. And then, what tasks are associated with each output for each Area of Performance? And who’s Role involves that task and what is their and others’ Responsibilities regarding that Task? What gaps exist from this ideal state in the current state? And what are the probable causes?
If training cannot solve this – can it prepare the Learner for how to best avoid it or how to best deal with it should it be unavoidable?
3- Enabling K/S – Once we understand the Task needs of the “authentic performance context” we can systematically derive the enablers: knowledge/skills, physical, psychological and intellectual – as well as the non-human envirom=nmental enablers. This would seem to be tedious work – but not to most Master Performers who rally “dig” capturing their collective wisdom about their world of work.
4- Existing Training Assessments – I do this from the beginning, although I ask my clients to hold off formally showing me “what they got” until I and we have a better picture of “what we need.”
More detail on these 4 types of PACT Analysis are covered in my book: lean-ISD – available as a free 410 page PDF here. But if the costs for printing a copy out need to be compared to buying a copy…
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