Learning Paths – As Rigorous As Required and As Flexible As Feasible

Narrow and Specific Paths

Regardless of a Learning Path’s or Developmental Roadmap’s “narrowness and specificity” – it should be based on a model of Performance  reflective of the current state gaps of non-Master Performers, and ReUse as much of the existing Content – Instructional and Informational – that would enable Performance. Delivered before and perhaps during the moment of need.

Example

Call Center Sales, Inbound Customers in 7 regions and at 11 locations dealing with a subset of 50 States’ regulations and product/service configurations. 8 Paths were produced for the 7 regions.

Wide and General Paths

Regardless of a Training Path’s or Developmental Blueprint’s “wideness and generality” – it should be based on a model of Performance  reflective of the current state gaps of non-Master Performers, and ReUse as much of the existing Content – Instructional and Informational – that would enable Performance. Delivered before and perhaps during the moment of need.

Example

For: Supervisors and Managers at a US Navy shipyard. 2 Paths were produced.

Do your Methods and Processes for Content Architecture lead to Learning/Curriculum/ Performance-Development Paths – and also Enable this kind of flexibility and/or rigidity?

How does it enable that?

Should it?

I am working on my 75th Curriculum Architecture effort – since 1982 – so I have seen the need for developing Performance Competence in many setting with many varied sets of requirements and constraints.

But in the end, the client, without exception, simply wanted the Target Audiences to achieve defined Performance Competence PDQ.

Pretty Dang Quick.

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