From Twitter Just the Other Day

Fer Sure

What any ISD/LXD “designer” and then “developer” needs to have empathy about – IMO – is what is REQUIRED back on the job for their targeted “learners/users” of Learning Experiences/Performance Support, or as we called it back in the day, Training/Job Aids.

And by “What is REQUIRED back on the job,” I mean, the Performance Requirements.

And by “Performance Requirements,” I mean what Outputs are required of them and what are the Stakeholder Requirements for that Output?

And by “Outputs and Stakeholder Requirements,” I mean what are they employing Behavioral Tasks, Cognitive Tasks, situational Behaviors, and awareness, knowledge, and skills, to manipulate their environment … in order to produce something needed downstream in the next WorkFlow(s) … as Measured by what?

Focus on the Performance Requirements – and Enable Them

There are typically many variables in any Performance Context. And they may each vary from time to time, or every time. Performers need to know about that and how to recognize and deal with the Performance “situation at hand.”

And if the Performance Context does not demand a Memorized Performance Response – your Learning Experience (Training) should not attempt (or pretend) to get them to memorize the correct Cognitive and Behavioral Tasks for each situation. That’s where Performance Support (Job Aids) are more appropriate.

And if the Performance Task-set is required on-the-job often enough, the Performers will soon enough memorize the correct Performance Response to improve their Fluency, their Mastery, of what is required back on the job.

IMO – all other aspects of either Performance Support (Job Aids) or performance-based Learning Experiences (performance-based Training) are unimportant – UNLESS they enable or prohibit the development of Performance Competence – via a Reference Performance Response, or a Memorized IMO.

All other aspects of either Performance Support (Job Aids) or performance-based Learning Experiences (performance-based Training) are unimportant – UNLESS they enable or prohibit the development of Performance Competence – via a Reference Performance Response, or a Memorized IMO – all other aspects of either Performance Support (Job Aids) or performance-based Learning Experiences (performance-based Training) are unimportant – UNLESS they enable or prohibit the development of Performance Competence – via a Reference Performance Response (the first resort, IMO), or a Memorized Performance Response (the last resort, IMO).

If and When – Push comes to Shove – in deciding how to deal with all aspects of performance-based Instruction – the impact to the development of Performance Competence rules them all.

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