Is L&D/LXD Still Shooting in the Dark?

I think they/we are all too often.

Knowledge, Skills, or Competencies, sans Worthy Outputs, are still L&D’s equivalency of Shooting in the Dark.

That’s been true since BEFORE I entered in the field waaaaaaaaaay back in August of 1979. For I was given a copy of Tom Gilbert’s 1978 book: Human Competence – and he thought so way back then.

I think I understand why a Topic-Focus is more prevalent than a Task & Output-Focus.

Topics – theoretically – cast a wider net in terms of appeal to a broader audience.

Question

And who doesn’t want a broader, bigger audience for each Product?

Answer

Those who are striving for a positive Impact back on the Job as the ultimate measure of worth, value, ROI, etc.

Yep. It’s that simple.

Those who value measures of ACTIVITIES over measures of RESULTS like the idea of broad, wide, appeal.

But that’s a False God IMO. And part of field’s, profession’s woes – going way back. And one of the reasons why we’re so often FIRST ON THE CHOPPING BLOCK when businesses need to cut back on expenses.

And that won’t end until our focus shifts to RESULTS from ACTIVITIES in what we do and how we do it … and how we Keep Score.

10 Videos from My Set-of-Video-Series from 2020

1- T&D: Use Performance Analysis to see where Job Aids for Performance Guidance & Support would be sufficient in enabling Performance Competence back on the job, avoiding unnecessary development, deployment, administration & maintenance costs. With a focus on Topics it’s always a guess.

2- T&D: A focus on Tasks vs Topics would better enable the development of performance-based Learning Objectives, that reflect the authentic Performance Requirements back-on-the-job and better guide Instructional Developers in their tasks. With a focus on Topics it’s always a guess.

3- T&D: A focus on Tasks vs Topics would make it much easier to create authentic practice exercises with feedback for honing the performance competence skills that are required back-on-the-job. With a focus on Topics – it’s always a guess.

4- T&D: A focus on Tasks vs Topics would make it much easier to create demonstrations to help clarify the information presented prior to authentic practice applications with feedback to build skills and confidence prior to transferring the new knowledge & skills back on the job. With a focus on Topics – it’s always a guess.

5- T&D: A focus on Tasks vs Topics would make it much easier to eliminate seductive details, that contribute to cognitive overload, and are detrimental to mastering the terminal authentic performance requirements needed back on the job. With a focus on Topics – it’s always a guess.

6- T&D: A focus on Tasks vs Topics would make it much easier to create advanced organizers to help prepare participants in Instruction for learning and mastering the Instructional Intent. With a focus on Topics – it’s always a guess.

7- T&D: A focus on Tasks vs Topics would make it much easier to create appropriate business measures of the impact of Instruction on authentic performance back on the job. With a focus on Topics – it’s always a guess.

8- T&D: A focus on Tasks vs Topics would make it much easier to get participant’s management engaged in pre and post Instructional Activities, to set up and then provide the reinforcing and/or corrective feedback on-the-job, as needed. With a focus on Topics – it’s always a guess.

9- T&D: A focus on Tasks vs Topics would make it much easier to create truthful marketing to inform prospective audiences and their management of the targeted impact of your Instruction on authentic performance back on the job. With a focus on Topics – it’s always a guess.

10- T&D: A focus on Tasks vs Topics would make it much easier to avoid the Cult of Behaviors & address the authentic Performance Competence Requirements for Outputs that meet Stakeholder Requirements that the right behaviors lead to. With a focus on Topics – it’s always a guess.

Most of My Articles, Posts and Books Since the mid-1980s Have Centered on Performance-Based ISD

And central to that is my use of Performance Models and Enabling K/S Matrices.

Conducting performance-based Instructional Analysis

Including in my latest, my 15th book:

I believe and practice – conducting the analysis efforts throughout the Instructional Development Process.

The Reviewer Quotes from the initial reactions of my 25 Reviewers to an early draft – that led to improvements in that first draft.

pb-ISD: Conduct Instructional Analysis and avoid Analysis Paralysis. Focus on the Performance Competence Requirements.

The book is available as both a Kindle and a Paperback.

For more information – please go – here.

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