foLLowing one’s own advice

Last week, I had the absolute privilege of delivering an introduction to instructional design workshop. It was a workshop I created, designed from a need to take SME-based trainers to adult-learning-advocates.  Essentially, changing our conversations to be the strong voice for adult learning, its principles, and how to give people the right information at the right time in the right way.

I started the process the way you probably imagine I might.  Sifting through the blogs, my own books and knowledge, and other courses I’ve taken to create an outline that provides information while “in housing” it to suit our needs.  This took me on a bit of a deviation, becoming far too interested in process and steps than the actual conversation.  I was a bit lost in the weeds due to my own subject matter expertise, bias, and personal interest.

And then I re-read Cathy Moore’s post on action mapping and thought I should probably include it.  It’s a great tool and I’ve used it before, and I started playing with it on the paper beside my computer meant for doodling.  What was the intent, the business goal, the strategic purpose of the course, I asked myself?   And once I jotted some ideas down, and what behaviours would one exhibit if they were to do that?  More ideas on the page.  Why aren’t they doing that already?  More ideas.  More thoughts.  More directions.  What kind of practical things might we do in a workshop to get them there?  Ideas, thoughts, activities scribbled in corners.  So.. what bare minimum information would they need to do these activities?  Thoughts, scribbling, crossing out of former ideas.

And then I read *my* old post about using a matrix and thought I’d measure my thoughts on that, as well.  I listed out a bunch of tasks I think IDs do, and then charted them on the easy/difficult and often/seldom matrix and asked myself if what I was covering and providing was appropriate, based on my own advice.

And voila – what I came up with was a workshop based on practical examples and practice in four main areas:  asking questions, proposing solutions, creating and implementing, and evaluating success.  The four behaviours that indicate someone has moved from SME based trainer to Learning Specialist, with appropriate practical application and activities.

Funny how creating a workshop on ID/Learning Specialist behaviours had me re-assessing my own behaviour.