In an Enterprise Learning Context
Which is different IMO from an Educational Context or a Personal Learning Context – which I have written about before:
Addressing a Performance Orientation in your offerings – IMO – comes before offering ways for the individual to Individualize it – based on their job assignment specifics – and their incoming knowledge/skills from their prior education and experiences.
Both are important. The former is just more important than the latter – IMO. In an Enterprise Learning Context.
Instructional Means Options & Considerations
I’ve been on this kick about starting with Job Aids – as an Instructional Solution – since 1979 when I entered the field and I was given a 1970 Praxis Report about Guidance – another/early label for Job Aids. Praxis was the firm of the late Geary A. Rummler and the late Thomas F. Gilbert.
I wrote about that before – here – and shared the Praxis Report dated September-October 1970. I only recently “framed” my thinking/approach using the wording of these 3 options.
Instructional Modes Options & Considerations
I’ve been on this kick about starting with the deployment mode option of Self-Paced – since 1981 when our leader, Bill Wiggenhorn, at Motorola’s Training & Education Center (MTEC), who returning from one of his constant “field trips” to his customer’s leadership, challenged all 13 of the Training Project Supervisors at MTEC to move as much content from Group-Paced to Self-Paced – and break that trend of everything being in classroom training/ILT.
That was what the customer’s leadership wanted. More flexibility RIGHT NOW.
I found that being “declarative” about things like that helped register my intent with them all – and I seldom got any pushback.
Of course I would also explain why I might need to push content into Coached or Group-Paced modes – and that enabled me to start a discussion about Coaches modes and what that might take and then ask if that was desirable, feasible, etc.
So I always look to those 3 options in that order – and since becoming a consultant in 1982 have been “declaring” to my project’s PSTs – Project Steering Teams – that if they didn’t stop me I was going to put as much of the content as possible into Self-Paced modes – when I was doing Curriculum Architecture Design projects or MCD (my version of ADDIE) Modular Curriculum Development/Acquisition projects.
Instructional Analysis Methods & Considerations
In the Kick-Off Meetings with the PST I always explaining the what, why and how – and how long – the options were for conducting my standard 4 types of Instructional Analysis – and how they were used downstream in the post-Analysis Phase of the effort.
It’s All About Performance
If you are unsure about the Tasks and Outputs and Stakeholder Requirements for Both – stop and back-up. You’ve gotten ahead of yourself.
If your Content is simply a series of Topics with Face Validity – and/or has no authentic Practice with Feedback – back-up and conduct a proper analysis of the Performance Competence Requirements of your Target Audience(s).
Download this GIF if you think you’d like it as a reminder.
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