Sourcing Guidance for Instruction and Not Just Ideating It Into Being

Garbage In – Garbage Out

Quality practitioners back in the 1970s and earlier were practicing Quality Circles to engage the expertise of the workforce in solving performance/ quality problems.

So were Instructional Technologists (our name until MIS took IT away from us in the late 70s/early 80s).

We observed and interviewed workers and experts to find the secret sauce of their success so we could repackage it and grow our own experts – better, faster and cheaper.

Then came e authoring tools; making it so easy
that anyone could author Learning Content.

So our clients resisted, and our management acquiesced, and our painfully long with little value add Analysis practices were minimized or eliminated and experts were asked to create Instructional Content.

Analysis Paralysis killed itself, under its own weight.

External Consultants who know what they are doing (yes, many don’t) leverage their knowledge with the insights of the people who work there that also know what they are doing (yes, many don’t).

There are many successful methods and practices for Performance-Based Instruction and Performance Improvement Beyond Instruction, they’re just not widely embraced.

I’ve been trying to borrow from them since 1979. You should too.

You Need To Do Analysis But Without The Paralysis

My 2017 Blog Post on this – here.

The Barrier of Non-Conscious Knowledge

I learned about – Experts Operating on Non-Conscious Knowledge – after decades of approaching ISD Analysis and Design using teams of Master Performers, Other SMEs, Supervisors and sometimes Novice Performers.

I found out early in my use of my Facilitated Group Process that I’ve been using as an external ISD consultant since 1982, that those types of experts, when collaborating, would add/augment each others contribution in response to my questions used to elicit data about Performance & Gaps 1st, Enabling Knowledge & Skills 2nd.

Dick Clark uses a process called CTA – Cognitive Task Analysis – but beware – he told me back in 2012 that his team at USC had documented over 100 versions of CTA. Here is a PDF on his approach:

Here’s another source PDF:

Clark, R. E. (2011, July-August). The impact of non-conscious knowledge on educational technology research and design. Educational Technology.

Analysis Throughout the Instructional Development Effort

I address my approach in my Next Book. I’m now expecting to have it available very late in October, or early November 2020.

Stay tuned.


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