Learning Measurement Should Be of Performance Competence Back OTJ

Enterprise Learning

My models include 3 “types” of Learning Contexts:

  • Enterprise Learning
  • Educational Learning
  • Personal Learning

As these 3 contexts are somewhat different – I wish to focus this post on Enterprise Learning.

I posted on this back in 2008 – here.

Learning Measurement = Performance Competence OTJ – IMO

Note: OTJ = On-the-Job.

Bottom Line – is the current metric system’s numbers.

Unless your Learning is for some other purpose than on-the-job Performance Competence – the current business metrics ought to be the place to start – not some new set of Learning Metrics (which are necessary only if the Business Metrics goals are not being met – IMO.

Ruler 2

It’s really all about Performance Competence.

Performance Competence

At any level – Performance Competence is the same thing – just scale-able…


Understanding the Stakeholders’ Requirements for both the final Products (outputs) of the Process – and their requirements for the Process itself. Once you understand THAT – you can assess the appropriateness and adequacy of the current state’s Products and Processes.

Deriving Performance & Competence Requirements

Performance – AoPs

1st – get the larger Context of Performance established. It may be that some “other” part of the job is interfering with the targeted part of the job – and if you look too narrowly you’ll miss that.

The chunks of Performance – with minimum if not zero overlaps and gaps – at the Performance level – not at the enabler levels.

AoPs Sales Rep


Performance itself can be captured and reported out on the Performance Model chart format that I’ve been evolving and using since 1979.


Enablers – And the Enabling A/K/S

Awareness-Knowledge-Skills – within the context of all of the other enablers.

It’s important IMO to understand that context – as a Instructional Designer.


What to do with all of this kind of data?

Designing a Performance Competence Development Path

Or if you insist …  a Learning Path…

CAD DTM 7 Steps

An Example Path

NAVSEA CAD Zone Manager Path

Addressing Both OnBoarding & OnGoing Needs

TD Path Example of segments

Example Path segments – something I developed early in my 75 CAD (Path) project experiences – since starting in 1982.

Path Content Modularity Below the Lesson Level

Deriving Path Content during Design – from the Analysis data.

007- ECA sources for 5 tiers

Lesson Modularity in the PACT Processes

A Path contains Events – that have Modules/Lessons – comprised of Instructional Activity (emphasis on Activity).


It Takes a Logic

A Data Logic – IMO.

PACT Data Logic

ReUse – Via the PACT Processes

This is the Path to ReUse – while keeping the content specific/authentic enough – to enable Transfer (L3).

ReUse Event Map and 5-Tier Inventory

Tracking Content Derivatives

An example of quick ReUse…


Build Performance Capability Via Instructional Design

Ensuring that it – Learning Content – is all “authentic.”

Building Blocks of Performance Competence

And that it logically leads to Development – and Reinforcement – as needed.

To build Performance Competence.

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