Portray a Responsiveness From the Git-Go
Clients like that. Especially if they are in a hurry.
I usually hear them out after teeing up what I’d like to start if not conclude in this first meeting. Then I go through the 4 Analysis sets of data and attempt to start the Design – as appropriate. I do Active Listening – mentioning what they’ve already told me – as I move through the 4 types of Analysis that are central to my methods.
If we won’t have enough data to immediately jump into Development after this meeting – I’d like the clients to see that immediately. Just as I conclude that too.
It’s all about being together on the journey – or on the quick trip together. Remember they are in a hurry (most of the time). It’s also important not to rush if they are not in a hurry – in that initial meeting.
Once – if – they too see that there is not enough to “get going” right now – then we can talk about the need for additional – but quick – Analysis and Design – and how to conduct that quickly – and who to involve in generating and then reviewing that – before Development. Quickly.
Who Are the Target Audiences?
Who is “in the box” – on the edge – and outside the box?
What Performance Capabilities Do They Need?
What new or different outputs will they produce? And/or new or different Tasks? Or Role shifts? And new or historical gaps that can be/should be anticipated?
How Outputs and Tasks are measured, and what the standards are, requires understanding all of the Stakeholders. They set the bar – so to speak.
Determine: “who cares – about what?”
What Do They Need To Know In Order To Be Able To Do?
What are the obvious enabling Knowledge/Skills needed in order to perform?
The non-obvious can be identified during Development – don’t boil the ocean for a cup of tea now – in the first meeting with the client.
Defer some of your Analysis and Design into Development. Otherwise you end up in Analysis or Design Paralysis.
What Already Exists That Can Be Leveraged?
Any and all content – existing Learning Content and Job Aids, SOPs, Vendor Materials, etc., etc., might be appropriate to use – ReUse – going forward. Identify that ASAP – as there is no good reason to reinvent any wheels/
How Does All of THAT Affect the Design?
The Performance data feeds #1, #2, and #3. Rough this Lesson Map out in front of the client on a white board, flip chart, or blank piece of paper – or on your tablet.
Discuss the least expensive Deployment modes and media as you see it – and ask for their concurrence.
The enabling K/Ss feeds #4.
Estimating the length of all the chucks – Instructional Activities – enables one to better estimate #5. Tell them, “Every Number is Wrong. But we hope to be within 10-15% in the aggregate.” (Or 25% if it still feels fuzzy.)
Use a “Truth in Titling” approach for #6. No “cute” titles.
Resources for Free
I started this book in 1983 and finally finished it in 1999.
Now available as a free PDF and as a Kindle and Paperback.
Resources for For a Fee
I updated lean-ISD and several other books to create this more modular approach to performance-based ISD – and the transition from Training to Performance Improvement Consulting.
I’ve been developing staff and clients since 1983.
Contact me to discuss your needs and timetable.
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