Thanks to Matthew Day’s early-early review – they weren’t due back to me until January 15th – I’m feeling pretty good about the Reviewer’s Draft.

I met Matthew Day via the 2020 LDC – the 6-week long L&D Conference put on by the LDA – the L&D Accelerator. Full disclosure: I’m on their Executive Advisory Board. Check them out – here.

Matthew attended my session back in 2020 and I took a liking to his performance perspective and orientation. Not everybody “gets it” as you might already know.

So I asked him to review my 2020 book, “Conducting Performance-based Instructional Analysis” (2020), and then “The 3 Ds of Thought Flow Analysis” (2021), and then “Performance-based Lesson Mapping and Instructional Development” (2021), and then this latest.

He is relatively new to the field, and expressed an interest in Performance-Based Instruction – so I am very interested in what someone like him thinks about my writings – and if they make any sense and are actionable. Because if they are not – woe is me. Right?

Here is what he sent me the other day about book 18…

The Earliest of Reviews

Wallace, G. 2021. Structured Social Learning for Enterprise Performance Impact: Setting up and developing a structured social learning system to improve performance competence [Early Reviewers Copy 2021-12-06]

This book provides a complete guide for establishing systems of social ‘coached’ learning that enable an organisation to cultivate learning and expertise transfer for targeted performance competence. The text starts with a detailed introduction to ‘Structured Social Learning’. The reader is provided with a detailed breakdown of key categories for interpreting necessary performance variables, an outline of the system, its constituting roles, features, and functions, and how to identify and define desired outputs. This thorough introduction is supported by a rich and personal case-example from Wallace’s experiences developing and applying such systems of social learning.

The main body of the text builds on this introduction to sequentially guide the reader through processes of analysis, design, development, and implementation for developing social learning systems. This includes a sophisticated application of Wallace’s ‘modular curriculum development’ to construct ‘the building blocks of structured social learning guides’ along with a detailed range of modes and media for learning/instructional designs and tests for performance competence. These guides and tests are generated by, maintained, and organised through a phased process of clearly defined leadership, core, and support structures that enable transparent and credible governance and assurance models for concise communications, administration, monitoring, reporting, and change management. Wallace’s approach makes accountability clear throughout and ensures that the production of social learning is cohesive, economic, and measurable: ultimately targeting efforts to where rewards and risks are high for an optimal output from time and resources.

In addition to providing a detailed method to design ‘structured social learning’ through a systems approach, the book offers equal attention to the operation of such systems, the management of pertinent data, and the balance between legitimate continuity and continuous improvement. This book, like the other current texts in Wallace’s 2020s books series, requires no previous introduction to Wallace’s approach. However, I felt at substantial advantage having read Conducting Performance-based Instructional Analysis (2020), The 3 Ds of Thought Flow Analysis (2021), and Performance-based Lesson Mapping and Instructional Development (2021). Structured Social Learning for Enterprise Performance Impact is an excellent addition to the series. Wallace presents an authentic and pragmatic approach for developing structured social learning, particularly ideal for those leading, designing, or reviewing organisational learning and development strategy. This book provides proactive and tangible methods that are responsive to the popularising epistemological interest in ‘cultures of learning’, the increasing value placed on local situated leadership, and the importance of transferring expertise within the workplace.

Matthew C. Day
Anthropology PhD Research Student
UK National Health Service

So – so far so good. I have 5 others who are also doing reviews – and I’m hoping that their specific or general feedback to help me improve this Reviewer’s Draft.

Wish me well!!!

And, thanks, Matthew!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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See all 17 of my books on my Amazon Authors Page: https://www.amazon.com/-/e/B08JQC4C4V

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