T&D: Does Your Micro-Learning Add Up?

Add Up To a System of Instruction?

Or is it a “Hot Mess” of Overlapped and Gapped Content?

Is it even Instructional – and yes – Performance Support is Instruction. Even if it doesn’t lead to Learning – a.k.a.: Memorization of knowledge and skills.

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Does it work smoothly for the Users/Learners/Performers?

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It’s all about Performance. Not Learning. Unless prior-Learning will be needed in the moment when the rubber hits the road back on-the-job.

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I dislike Instructional One-Offs.

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HPT Video Matinee with Dale Brethower

HPT Video Practitioner: Dale Brethower

This video was shot in 2014 – but not published until 2018. It is 10:30 minutes in length.

This Video Matinee Series will be published on Tuesdays and Thursdays for the duration of 2019.

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 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 operate at all of these levels, as this Video Series clearly demonstrates.

Although ISPI – the International Society for Performance Improvement is the 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.

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T&D: Leveraging Master Performers in ISD and/or PI Efforts

Almost Every Job Family Has Them

Master Performers that is. Or – Star Performers. It’s what Tom Gilbert called Exemplary Performers – or Exemplars. My internal clients at Motorola, manufacturing executives and managers, back in 1981, told me they didn’t like Exemplars, so I changed my label to appease them.

Whatever. Exemplars – Master Performers – same diff, as the saying went back in the day.

Master Performers – by definition – would be the ideal source for determining the overt and covert knowledge and skills underlying Performance Competence. Which takes understanding the Tasks to be Performed to Produce the Outputs that meet Stakeholder Requirements … and understanding exactly who those Stakeholders are and what they require. Much of which – is never found written down.

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The idea is to take what the Master Performers know – both the explicit and tacit knowledge – and use that to train others to ramp them up more quickly.

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Ramp Up is a manufacturing term. You might say “bring them up to speed” or something that connotes something similar. Use the language and imagery of you clients for their benefit – they don’t want to learn yours – at least at first.

I Use a Facilitated Group Process

To speed my efforts of extraction and organization – something we in the biz might call Analysis and Design – of those explicit and tacit knowledge items – I assemble a team of Master Performers – where many heads is better than one.

As we all – including Experts – operate using non-conscious knowledge – on auto-pilot, so to speak – asking Experts (or anyone) how they do something will result in approximately 30% of what a novice would need – meaning they/we all leave out a lot. Not deliberately. But assuredly. Research proves this out.

We can’t keep everything in our working memory – so we move most of what we know into the subconscious parts of our brains and use it when needed – non-consciously.

So I use Master Performers, in a team setting, who when listening to someone explain “how to do something” or “what you’ve got to know” will “help” each other out by filling in the gaps. I’ve been doing this “Facilitated Group Process” since 1979 – when I first formed a team to complete a video script. That story is here.

And I learned that if you get a room full of usually very competitive people – Master Performers are like that in my experience – together to complete a Task – such as conducting an Analysis effort or a Design effort – they will help each other correct errors of fact and errors of omission – to the point to where I learned to preface the start of such activities with “what Bob really means when he says, hey you dummy, you missed some steps – is really, hey, let me add to or clarify what John just provided.”

And then they laugh – but they know I’ve got their number. And their adds and corrections are usually not so blunt or brusk. usually. Sometimes however, I, the facilitator, need to remind everyone with “what Bob really means when he says, hey you dummy, you missed some steps – is really, hey, let me add to or clarify what John just provided.” And they laugh again, and get a little better in their clarifications and corrections commentary.

Way back in 1984 I co-authored two articles about this approach – using Master Performers in Analysis and Design. You will see the use of the term “Exemplars” borrowing from Tom Gilbert’s 1998 book: Human Competence.

Although both of my articles were co-authored in 1983, publishing cycle times being what they were back then, they weren’t published until almost a year later, and they came out in the reverse order for what we, the authors, had hoped.

September 1984

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CAD – Training Mag – 1984 – 6 page PDF – the first publication about Curriculum Architecture Design via a Facilitated Group Process – published in Training Magazine in September 1984. Original manuscript (30 pages) – How to Build a Training Structure That Won’t Keep Burning Down.

November 1984

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Models and Matrices- NSPI PIJ -1984 – 5 page PDF – the first publication of the performance and enabler analysis methods for ISD using a Facilitated Group Process, from NSPI’s (ISPI’s) Performance & Instruction Journal, November 1984.

Handbook of Human Performance Technology – 3rd Edition – 2006

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In 2005 I was asked to submit a chapter related to my practice of HPT – Human Performance Technology. So I wrote about Modeling Mastery Performance and Systematically Deriving the Enablers for Performance Improvement. Truth in titling sometimes creates a mouthful – so to speak.

That chapter came out in 2006.

Modeling Mastery Performance and Systematically Deriving the Enablers for Performance Improvement– by Guy W. Wallace, CPT – Chapter 11 of the Handbook of Human Performance Technology – 3rd Edition – 2006.  This methodology was first published in this 1984 article in ISPI’s (then NSPI’s) PIJ in November 1984.

Nothing Is Perfect

And using this methodology – or something akin to it – will not result in 100% complete and accurate and appropriate data – after the first go-round.

But who else would you ask?

And when you do not have time to conduct a lot of “observations” as clients are usually in a hurry – and observers don’t always understand what it is they they observe – the overt/behavioral stuff – let alone the covert/cognitive stuff that they cannot see – I’ve found this to be my Best Practice. I’ve used this to analyze job performance that took years to go through – auto development cycles – and nobody has the time and patience for that Analysis Paralysis.

Of course, my Instructional Systems Design (PACT) methods and my Performance Improvement (EPPI) methods account for this with what I like to claim is a self-healing process, where we revisit the data and add, clarify, modify it as we go along. I never want to slow myself down trying to get something perfect – that might end up on the cutting room floor anyway – so to speak – in the final product.

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Pilot-Testing

And – we always Pilot-Test – formally as a separate Phase – after Alpha and Beta Testing in the prior Phase.

In PACT… at the MCD level…

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In EPPI… at the EPPI II level…

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Who Is On the Team?

That depends. But in general…in PACT…

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The same is true for EPPI.

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T&D: Quotes From Future Shock – From Back In the Day – 1970

Current Shock

I read this book back in 1970 – when I was a senior in High School. I reread it again while I was in the US Navy 1972-1975.

It is worth looking back to some truisms from this book from back in the day – 1970 – and see how they look in the light of the day – today.

Learn-Unlearn-Relearn – and Repeat

This is of course still so very true – as we are now in the 21st Century – where change is the constant – it seems.

Technology is moving faster, more and more information is available to us (some of it is true) and most of us need to find a way to stay current with being swept away from the current of change.

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I think we all need to ask ourselves – how do I stay current – and how do I sort the wheat from the chaff?

There is Too Much Foo Foo

Or snake oil, or BS, etc.

How, again, do you sort the wheat from the chaff?

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I always had my professional home, NSPI/ISPI. I counted on them to be THE source of Evidence Based Practices and concepts, theories and methods.

But they too, lately, have often been guilt of not separating the wheat from the chaff – publishing on Learning Styles and Multi-Generational Differences. They have lost my trust.

And I’ve witnessed in just the last few weeks BS on Multi-Generational Differences in in the publications of some other Sources that should be respected for their expertise – and they have lost me too.

I recently talked with Jane Bozarth about this – and my hope that her organization – where she directs Research – the Elearning Guild – might become the champion of Evidence Based Practice in T&D/L&D and Performance Improvement.

Some group needs to step up IMO. And soon. Some group that can earn our trust and keep it.

Alignments

The big stuff and the small stuff are both important. It’s too easy to get caught up being busy without questioning – challenging – ourselves as to the criticality of each our daily tasks – our busy-ness – to make sure it they are leading to where we want and need to go.

But if you’ve got no goals, no plans – and you are just afloat in the seas of change – then you cannot make those alignment decisions – and cannot clear the decks of what is merely a distraction from your goals.

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Roll With the Punches of Life

Change is inevitable. How do you deal with it?

How are you planning on dealing with it?

Are you prepared well enough for it?

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Worth pondering, I do believe.

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