If all you ever did was automate workflow documentation…something that already has to happen…you could look at that as a first phase EPS implementation. And say, ”Look Ma, no technology! And by the way, I just whacked documentation costs by over 60%!
Category: Continuous Learning
When a Performer confronts a “Do I cut the red wire or the blue wire” moment of need; logging into the LMS and searching for the reference knowledge buried in the “How to Disarm a Chorizo Sausage” eLearning course is not an option…especially when the fully-armed chorizo sausage they’re facing has a ticking timer attached. They simply need to know which wire to cut…NOW! That ain’t training!
Categories
Intentional Design Vs ADDIE
The “intentional” aspect of this design model is focused on impacting performance at the point of work first. This methodology is at the core of a Learning & Performance paradigm, which, by the way, is inclusive of training…but only if and when it is necessary. Our objective is shrinking time-to-impact, not time-to-training.
At the recent Learning Solutions 2014 conference in Orlando, the Guild added another concurrent conference to the venue – Ecosystems 2014. Amazingly, at an additional cost there were over 200 participants attend the extra breakout sessions. While there were most questions surfaced than answers, it was clear that the concept of address the Learning & Performance environment as an ecosystem was a hit…and more questions than answers.
Question: If flawed performance was a jet airliner with a broken engine how far would it fly?
Answer: All the way to the scene of the crash.
And the scene of the crash is precisely where Training should show up to investigate the potential for building learning and performance solutions…after they find the black box.
In a previous life, I worked for a large medical equipment manufacturer and was tasked to lead a team to improve leader development. We developed a Leadership Academy that had a replicable 10-point Organizational Change Management [OCM] model as part of the curricula. I’ve found the OCM model instrumental in positioning new innovative, and even disruptive…or should I say especially disruptive…enterprise initiatives. Embedded Performer Support [EPS] is as innovative and disruptive as they come.
We know everyone leaving our class on “Digging the Perfect Hole” knows which end of a shovel to hold and the finer conceptual points of digging a very fine hole. With confidence we can say they have the potential to actually dig one. Heck, we have proof; they loved the course per our smile sheets, and they passed the test with flying colors. Houston, we have the promise of potential! We also have a high degree of false competency.
Embedded Performer Support [EPS] is the discipline we so desperately need to integrate into our Training efforts. Notice that I did NOT say we should walk away from or stop Training. We still have a need to train our people, and always will, but when training only serves as the primer, we have to consider there are still coats of paint that must be applied after the primer has dried.
Building competency is a journey. It is a journey that extends well beyond the formal learning event [Training] and into the post-training work context where there is no longer any safety net. Mistakes at this level cost money. Mistakes are part of learning. How much learning can one afford at the hands of mistakes?
We are faced with supporting Performers in the context of their work. Training was never intended to accomplish that kind of support. More specifically, we are in need of understanding what are the role-specific, task-centric actions a Performer is going to be expected to execute flawlessly to generate business value…and if they do it flawlessly, what’s it worth to the business? And if they screw it up, what does it cost the business? To me, answers to those questions point to an essential aspect of any “agile” methodology.