Measure Intangibles – When You Don’t Have a Clue About Terminal Performance Objectives (L2 and L3)

I am getting real tired of some of the nonsense in a certain LinkedIn group’s round-and-round-and-round discussion about ROI for Learning. Some are suggesting ROE – which is where you have to go when you don’t have tangibles that you can measure – and all you can talk about are intangibles.

Lame. Like the title to this Post.

Some are focused on topics. Some are focused on generic Competencies. Some are focused on behaviors – which is something Tom Gilbert and Joe Harless and many others taught me and many others so many decades ago WAS WRONG. We don’t want behavior change – we want Performance change. Worthy performance change.

Performance. Performance Competence.

Yeah. That’s the ticket.

Which is why in my approach to analysis – a phrase not oft heard these days – I focus on Performance and then Enable that. I do so by facilitating a group of Master Performers to establish a Performance Model to anchor an analysis of the enabling Knowledge/Skills – and refine all of that during Design into a series of patterns of: Information – Demonstration – Applications – and then work with Master Performers and other Subject Matter Experts to define it to a grater detail in Development of Content – of many/any blends that are appropriate for the Target Audience.

Then that get’s “bench tested – call it alpha and beta” – before Pilot-Testing the whole thing before loading it into the LMS or LCMS or the metal file cabinets (client depending).

Areas of Performance create a work-breakdown like structure.

A Performance Model captures the performance Outputs and their Measures and the Task-set per Output – along with Roles/Responsibilities to clarify who does what if there is more than just the one performer.

Enabling K/S Matrices capture all of the enabling K/Ss using 17 categories of K/S to help tease it all out, systematically.

Event Maps (of Lessons) help sort the analysis data into Lessons.

Lessons Maps (of Instructional Activities) help further sort that analysis data.

Instructional Activity Specs are the final resting place for the analysis data – before it’s all turned over to the Developers to use with any dang tool-set that they’ve got.

My version of ADDIE…MCD – Modular Curriculum Design.

The first three phases can “sometimes” be completed on the client’s white board in the first meeting – scope and complexity depending. I’ve done it before. Or attempted. But when it didn’t work – it did work to help the client see where it would go and what data would be needed.

It was sometimes necessary to talk about their topics and turn them into tasks. Such as “how do see the APPO – which is PACT speak for Applications Exercises – which is where my head immediately goes when I hear topics versus tasks in those initial conversations. APPO – as in INFO – DEMO and APPO.

Here is what the late Geary A. Rummler wrote about these methods back in 1999…

“If you want to ground your fantasy of a ‘corporate university’ with the reality of a sound ‘engineering’ approach to instructional systems that will provide results, you should learn about the PACT Processes.

If you are a leader of, or a serious participant in, the design and implementation of a large-scale corporate curriculum, then this book is for you. This system could be the difference between achieving bottom-line results with your training or being just another ‘little red school house.’”

Geary A. Rummler, Ph.D. Performance Design Lab (1999)

Here is what Miki Lane wrote about my book (lean-ISD) back in 1999...

lean-ISD takes all of the theory, books, courses and pseudo job-aids that are currently on the market about Instructional Systems Design and blows them out of the water.

Previous “systems” approach books showed a lot of big boxes and diagrams which were to supposedly help the reader become proficient in the design process.  Here is a book that actually includes all of the information that fell through the cracks of other ISD training materials and shows you the way to actually get from one step to another.  Guy adds all of the caveats and tips he has learned in over twenty years of ISD practice and sprinkles them as job aids and stories throughout the book.

However, the most critical part of the book for me was that Guy included the project and people management elements of ISD in the book.  Too often ISD models and materials forget that we are working with real people in getting the work done.

This book helps explain and illustrate best practices in ensuring success in ISD projects.

Miki Lane   Senior Partner    MVM The Communications Group

Lean-ISD is now 4 books…

Got a project that needs a measurable performance impact result – and not just behavior changes or other intangibles?

Give me a call or email!

My contact info in the upper left-hand corner of this Blog!

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One comment on “Measure Intangibles – When You Don’t Have a Clue About Terminal Performance Objectives (L2 and L3)

  1. Pingback: Soft Skills or Hard Skills? – HPT Treasures – for Evidence Based Performance Improvement

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