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.
It’s really all about 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.
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…
An Example Path
Addressing Both OnBoarding & OnGoing Needs
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.
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.
ReUse – Via the PACT Processes
This is the Path to ReUse – while keeping the content specific/authentic enough – to enable Transfer (L3).
Tracking Content Derivatives
An example of quick ReUse…
Build Performance Capability Via Instructional Design
Ensuring that it – Learning Content – is all “authentic.”
And that it logically leads to Development – and Reinforcement – as needed.
To build Performance Competence.
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