Clarify But Don’t Challenge a Request for L&D

Be an Order Taker and Then an Analyst

Sometimes the Requestor is an intermediary/messenger who doesn’t know. I always try to talk to all of the stakeholders, who always include some of the managers of the target audience.

Honor the client’s request – if certain criteria are met – and get into the Analysis – do that quickly but effectively – and let the Analysis Data inform the client’s decision-making process.

Either their request is for new hires, which is to be expected. Or it’s to address a performance problem, which is to be suspected.

In any event, Analysis Data will guide the continuation of the Instructional Development effort, a pivot to a non-Instructional effort, or do both. But it’s a client decision, not an L&D decision, IMO.

And I’d rather not get locked into a success metric shared by the Requestor until we’ve completed the Analysis and have much better insight into all of the Performance metrics, and their baseline data.

Demanding that the Requestor state the ultimate Success Factors – is premature, IMO. Ask for what they are hoping to improve – but be open to learning more – during Analysis.

Take the Order

Clarify the Request

I use an Intake Process and Document – that I fill out or let the Requestor Find Out.

Internal people should have a Process and Criteria to be met – but most often don’t. Fix that.

Interview Other Stakeholders for Planning Purposes.

Plan the Effort

Have a Plan template and back-out an Interview Guide to gather the data needed.

Kick-Off the Effort

Conduct the Analysis

Focus on the Performance Competence – even if the Request didn’t get flipped from Topics to Tasks.

If Appropriate – Enable the Performance Requirements Formally.

Be Prepared to Pivot to a Non-Instructional Development Effort If Needed

Your Planning Should Have Anticipated this Potential need to Pivot.

Learning via performance-based Instruction May Be Needed – and Maybe Not

Post Project Evaluation Should Focus First on Measuring Output Productivity Improvements

Most of the Time Performance Problems Are Not Due to Knowledge & Skill Deficits

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