T&D: Influencing the Instructional Designer By Committee

A Committee/ Team of Master Performers

I’ve been using a team to influence Design since 1979.

That way I enable those who really know how to empathize with future Learners – as they’ve been there and done that.

And they know what the terminal objectives are in their real world – the Performance Competence objectives.

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In my 1999 book, lean-ISD, I wrote this…

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Applied to Design – September 1984 Article

Training Magazine published an article by me and 3 of my associates in September 1984 on how to do this for a Curriculum Architecture Design – of T&D Paths.

CAD – Training Mag – 1984 – 6 page PDF – the first publication about Curriculum Architecture Design via a Group Process – published in Training Magazine in September 1984. Original manuscript (30 pages) – How to Build a Training Structure That Won’t Keep Burning Down.

Applied to Analysis Too – November 1984 Article

Models and Matrices- NSPI PIJ -1984 – 5 page PDF – the first publication of the performance and enabler analysis methods for ISD, from NSPI’s (ISPI’s) Performance & Instruction Journal, November 1984.

My 1979 Experience

Teaming for T&D GWW 1999 – 5 page PDF – on my story of inadvertently creating a team – out of frustration with too many revision cycles for a video script I was writing –  for training development back in 1979 – and liking the approach for using a Group Process to shorten cycle times and improve the quality of the output.

2006 Version of the Facilitated Group Process for Analysis

Modeling Mastery Performance and Systematically Deriving the Enablers for Performance Improvement– by Guy W. Wallace, CPT – Chapter 11 of the Handbook of Human Performance Technology – 3rd Edition – 2006.  This methodology was first published in this 1984 article in ISPI’s (then NSPI’s) PIJ in November 1984.

Master Performers Know

They know what needs instruction, what can be accomplished via Performance Support, what needs both, and what can be left to chance – to Un-Structured OJT – to Informal Learning.

They know.

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