From Learning to Performance

Let’s Be Clear

It isn’t all about Learning.

In an Enterprise Learning Context.

It is all about Performance.

I built my ISD methodology-set, PACT, to address this as a systems engineer might. As a human performance systems engineer might.

Your views may vary.

My Curriculum Architecture Design process, methods, tools and techniques, as I like to call them, are a performance-oriented/ performance-based driven approach to spec’ing out the design of a performance development path for the performer.

Slide1 (3)

You might have called that Path a Learning Path, but that suggests it’s all about Learning.

CAD Path Supervisors

And that’s just not true.

It isn’t all about Learning.

But when you do Learning/Training/Knowledge Management/ Performance Support – it better focus on real-world tasks and outputs and expectations and constraints.

But done with reflection.

TMC - MCD P3 - Event Map

After all, it is learning.

Which requires skills development through more and more applications practice.

Not just lectures, one way passive activities, delivered via classrooms, OJT, Coaches, YouYube, Podcasts or a MOOC.



And no phoney-baloney practice exercises about something other than something pretty darn close to the attendee’s performance context – otherwise it won’t transfer for 85-95% of them. So why bother?

Why invest in a negative ROI? Why?

Get it real enough to enable it to transfer.

Or why bother?

And create your content in such a way to better both be totally spot on permanence-wise and therefore effective, plus help make it more efficient, but using architecture of content of both share-able and unique content.

It can be done.


I have done it.

I believe that for Learning/Training professionals, your first organizing principle, is to be all about Permanence.

The Performance Model is the Heart of My Analysis

Organize a process flow view of the work. Look for more than one cycle.Hourly, daily, weekly, monthly, quarterly, and annually, for the routine tasks.

And then what about the non-routine tasks and situations?


Understand the AoPs – Areas of Performance, or whatever you like to call them.

The chunks, segment of process performance.

Use them to identify both ideal performance and the gaps from that ideal.


Also understand the enablers required for that performance. Such as the knowledge required.

KS Matrices

But it’s more than Learning that a Learning Analyst should be all about.

Performance Competence graphic

If all you focus on is the Learning needs, the content to address that, when that alone might only represent 15-25 of any performance requirements and problems/opportunities issues.

That’s what too many in the Learning Biz have done. IMO.


You’d be better off, it it weren’t illegal, to just burn your Learning Solutions development dollars in the parking lot.

So that no one could attend it – and waste even more dollars, marks or yen.

There are just too many other variables.


What’s in your model for diagnoses of the whole, as both a system and as an element of that system?

How do you eat that elephant?

EPPI Fishbone v2012

One bite at a time.

Much as Joe Harless has taught us.

Much as Geary Rummler, Bob Mager and many, many others have taught us to do. For those in the Learning business, it’s often not Learning at the center of your opportunity/problem. It’s something else.


That’s from Bob Mager’s Six Pack, available – here.

But you probably already have that. You certainly should.

And so then there is my Six Pack, available – here.

For those that already do.


May the Performance be with you.

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One comment on “From Learning to Performance

  1. Pingback: Another Chance to Review My 5 Least Viewed Blog Posts Posted Since 2007 | EPPIC - Pursuing Performance

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