Performance Competence and the 4Ws
I wanted my ISD models that drove my ISD methods to fit within a broader umbrella of Performance Improvement.
And the time to entertain issues and solutions other than T&D/Instruction was after the Analysis Phase – which meant that both the Analysis Phase and the preceding phase of Project Planning & Kick-Off – in my project planning & management framework – would need to anticipate and enable uncovering issues/opportunities “other than Instructional Solutions.”
If the Analysis efforts identified the ideal Performance Competence at any of the 4 Ws levels – and the gaps from that/those ideas – then there are business decisions to be made about what to do next.
My key Analysis frame – influenced by the Ishikawa Diagram from the late Kaoru Ishikawa and the 1950s Quality Movement in Japan – which I learned about in 1981 – and the BEM – Behavior Engineering Model of the late Tom Gilbert from his 1978 book Human Competence – is this EPPI Fishbone Diagram.
I learned from the late Geary A. Rummler to first focus on the Process/Processes.
Then – as I was also taught from the late W. Edwards Deming and many, many others at NSPI in the 1980s – I focus on the Environmental Assets’ attributes – that enable or not.
Finally I look to the Human Assets’ attributes – especially if I’m on a T&D/Instructional gig – and 90% of my consulting work starts there.
Whether I start on an ISD effort or a Performance Improvement effort – it’s been my belief that one should first uncover the issues at the root of the gaps – and then manage the 20% of the potential solution sets that will give you 80% of the improvements – in a Pareto sense.
And that’s what I present in my book – intended to help Training leaders and practitioners – move from Training – to Performance-based Training – to Performance Improvement consulting.
And I am mindful that most, if not all, Training/Instructional practitioners will not have the knowledge and skill sets necessary to make the “fixes” in Stage 2 and will need to know how to collaborate with others who do have the knowledge/skills that would be needed to address the design and development of the Improvement Interventions targeted in Stage 1.’
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