Learning Isn’t “An Event” – But Instruction Might Be a Chain of Events

Instructional Events

The words Event & Events have been part of my Instructional Design Language since I quit doing modular Curriculum Architecture Designs of Modules – and saw – based on my clients needs to share Shareable Content “As Is” or “After Modifications” across multiple audiences.

I started doing modular Curriculum Architecture Designs of modular Events.

And yes, I’m quite familiar with the refrain that “Learning isn’t an Event”. Of course it is not. It is a Process. And that Process is either totally Informal (happenstance) – or Formal (by design) – or, most commonly – a blend of the two.

And by the by – I see Social Learning on that same continuum – Formal as in Structured OJT – and Informal as in Un-Structured OJT – and have been designing and conducing projects using a Coached Mode – which sits in between Group-Paced and Self-Paced Modes in my methods.

From my latest book (#15) on ISD and PI – Instructional Systems Design and Performance Improvement – I write about a Chain of Events.

Chain of Events

A Chain of Events can be simple or complex – and usually includes 3 parts:

1- A Pre-Event
2- A Main Event
3- A Post-Event

The Pre-Event … sets the Learner/Performer up prior to participating in the Main Event. There may be pre-readings or pre-viewings (videos) or pre-listenings (audio podcasts), pre-activities (such as interviewing the supervisor and/or peers) and/or data gathering preparations and/or observations – all unique to the goals and design of the Main Event.

In a “flipped classroom” approach – this is what gets flipped out in front of the main event – so to speak.

The Main Event … conducts the Instruction by design. This is core. And bookended.

The Post-Event … provides for follow-up to help ensure Transfer, and providing “spaced learning” for reinforcing knowledge and skills to combat the Forgetting Curve should the job itself not adequate provide reinforcements and corrective & reinforcing feedback (which is sometimes the case), and Applications guidance back-on-the-job, plus perhaps additional readings/viewings/listenings, Self-Testing/Assessments, Practice Application Exercises, etc., etc.

Whatever it takes given the Performance Context to help ensure the Entire Investment isn’t a Total Waste (which is sometimes the case).

I Dislike Instructional One-Offs

As I’ve written before (here in 2009, and in 2011, and in 2017) I dislike Instructional One-Offs – which are more reflective of Learning as an Event than my use of the words Event & Events – IMO.

My ISD methodology-set of CAD – Curriculum Architecture Design – which I created back in 1981 when I was at Motorola and have used and evolved as a consultant since 1982 on 76 client projects – would position an Instructional “Chain of Events” in a series of “Chains of Events” – simple or complex – as portrayed in the next graphic.

The Curriculum Path or Map or Blueprint might look like this real one from 2003…

Or this real one from 1989 (the 3rd update from one originating in 1986)…

Yep. That’s what the designs look like (kinda) when you peek at the pages under the artistic rendering, so to speak.

I usually don’t include the following “Bookends” on a CAD’s T&D Path – although I might have talked about it every time I got together with my clients for Formal Gate Review Meetings after each Phase of a CAD Project and when kicking-off an MCD effort.

CAD

MCD

Additional Books & Resources

Conducting performance-based Instructional Analysis: Analysis Should Occur in Every Phase of an Instructional Systems Design & Development Effort Targeted at High Stakes Performance – published Nov 2020.

See it at Amazon: https://amzn.to/36swZ8f

And these are the books of my 2011 Six-Pack.

See all of my books here at Amazon on my Author’s Page: https://www.amazon.com/-/e/B08JQC4C4V

And search for videos, audio podcasts, articles and blog posts on this website – using the search function – or after dropping down into the rabbit-hole under the Resource Tab!

###

Monday’s Short Videos on pb-ISD and PIBI

pb-ISD refers to performance-based Instruction – and – PIBI refers to Performance Improvement Beyond Instruction.

Some Short Videos

FGP – Tip 5

FGP – 12 Tips

Architecture in ISD

EPPI

###

Sunday HPT Video Matinee

***** ***** ***** ***** *****

In 2017 I started using Skype to enable me to broaden my reach beyond F2F recordings. Then in 2020 I started using Zoom.

Again, I have posted each of these videos on YouTube. They, unfortunately, are on multiple YouTube sites. Please use this link to the Index – here.

Guy’s HPT Video Series

The HPT Video Series … formerly known as the HPT Practitioner and HPT Legacy Video Series … was started by Guy W. Wallace in 2008 as a means of sharing the diversity of HPT Practitioners, and the diversity of HPT Practices in the workplace and in academia.

The full set of videos – over 125 – may be found and linked to – here.

HPT – Human Performance Technology – is the application of science – the “technology” part – for Performance Improvement.

As the late Don Tosti noted, “All performance is a human endeavor.”

Whether your label for HPT is that, or Performance Improvement, or Human Performance Improvement, it is all about Evidence Based Practices for Performance Improvement at the Individual level, the Team level, the Process level, the Department level, the Functional level, the Enterprise level, and at the level of Society/World.

HPT Practitioners might operate at any of these levels, as this Video Series clearly demonstrates.

Although ISPI – the International Society for Performance Improvement is the professional home of many HPT Practitioners – the concepts, models, methods, tools and techniques are not limited to any one professional affinity group or professional label.

ISPI just happens to be where I learned about HPT – and has been my professional home since 1979.

This Series Has Evolved Since 2008

These videos were first posted on Google Video, then they were moved to Blink, and now they may all be found on YouTube. And my name for them has changed as well…

HPT Practitioner Video Podcasts and HPT Legacy Video Podcasts

– Practitioner Series – short 2-10 minutes, following a script. Intended to show the diversity of HPT and HPT Practitioners. (2008-2018)

– Legacy Series – longer 15-40+ minutes, also scripted, with added stories of other NSPI/ ISPI’ers from the earlier days of the Society or others who were of great influence. Intended to capture the stories of the people who influenced us. (2008-2018)

– HPT Video Series (2019+) – is a continuation of the first two types of videos in this series, but with less focus on capturing NSPI/ISPI members – and expanding out to any and all who use Evidence Based Practices in Performance Improvement regardless of any affiliation with ISPI or not.

# # #

Saturday HPT Video Matinee

***** ***** ***** ***** *****

In 2017 I started using Skype to enable me to broaden my reach beyond F2F recordings. Then in 2020 I started using Zoom.

Again, I have posted each of these videos on YouTube. They, unfortunately, are on multiple YouTube sites. Please use this link to the Index – here.

Guy’s HPT Video Series

The HPT Video Series … formerly known as the HPT Practitioner and HPT Legacy Video Series … was started by Guy W. Wallace in 2008 as a means of sharing the diversity of HPT Practitioners, and the diversity of HPT Practices in the workplace and in academia.

The full set of videos – over 125 – may be found and linked to – here.

HPT – Human Performance Technology – is the application of science – the “technology” part – for Performance Improvement.

As the late Don Tosti noted, “All performance is a human endeavor.”

Whether your label for HPT is that, or Performance Improvement, or Human Performance Improvement, it is all about Evidence Based Practices for Performance Improvement at the Individual level, the Team level, the Process level, the Department level, the Functional level, the Enterprise level, and at the level of Society/World.

HPT Practitioners might operate at any of these levels, as this Video Series clearly demonstrates.

Although ISPI – the International Society for Performance Improvement is the professional home of many HPT Practitioners – the concepts, models, methods, tools and techniques are not limited to any one professional affinity group or professional label.

ISPI just happens to be where I learned about HPT – and has been my professional home since 1979.

This Series Has Evolved Since 2008

These videos were first posted on Google Video, then they were moved to Blink, and now they may all be found on YouTube. And my name for them has changed as well…

HPT Practitioner Video Podcasts and HPT Legacy Video Podcasts

– Practitioner Series – short 2-10 minutes, following a script. Intended to show the diversity of HPT and HPT Practitioners. (2008-2018)

– Legacy Series – longer 15-40+ minutes, also scripted, with added stories of other NSPI/ ISPI’ers from the earlier days of the Society or others who were of great influence. Intended to capture the stories of the people who influenced us. (2008-2018)

– HPT Video Series (2019+) – is a continuation of the first two types of videos in this series, but with less focus on capturing NSPI/ISPI members – and expanding out to any and all who use Evidence Based Practices in Performance Improvement regardless of any affiliation with ISPI or not.

# # #

Measuring Instructional Impact Against Requirements

Instruction isn’t just about Knowledge– it’s about the Knowledge & Skills Required to Perform Back-on-the-Job.

This video is 5:22 minutes in length.

And while most Processes are Informal and are not Formally named, measured, or managed, Master Performers have figured out both How they are Measured and How to Guarantee their own Success.

Analysts determine all of that during Instructional Analysis. They determine the baselines for the key measures of outputs and process’ tasks and measure them afterward, post-Instruction.

It’s not about some people’s ROE – Return on Expectations – it’s all about the CFO’s ROE – Return on Equity – the Shareholder’s Equity – that shouldn’t be squandered due to a lack of focus on the Performance Requirements when targeting investments in Instruction.

###

Bookending the Instructional Bookends for Impact Back-on-the-Job

To help ensure Transfer & Impact I recommend that almost every set of Instruction be augmented with “Book Ends” for the Supervisor.

Prepare a simple “Job Aid” for supervisors to help prepare the Learner beforehand, and afterward to help ensure transfer.

Short Video

This video is 2:19 minutes in length.

The Supervisor’s Bookend On the Front End

The Supervisor’s Bookend On the Back End

###