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12 making instruction work
Instruction Is a Last Resort
In the past, we’ve been accustomed to using instruction as
the remedy of choice for almost any problem involving human
performance. They’re not doing what they’re supposed to be
doing? Well, teach ’em. They don’t have the right attitude, or
aren’t motivated? Teach ’em some more. Instruction was our
magic bullet, probably because instructing was our goal. But
no longer. Now performance is the target! The focus has
changed from instruction (a process) to performance (the
desired outcomes of a process). Within the instructional
process itself, the focus has changed from presentations by the
instructor to practice by the students.
Once the focus shifted to performance, it became clear that
we already had a number of tools available to make that perfor-
mance happen, and that instruction was only one of them. We
also came to realize that almost every one of the non-training
tools was faster and cheaper to implement than instruction.
That’s why we think of instruction, like surgery, as a last resort.
When it’s the remedy of choice, it’s important that it be done—
and done right the first time. But when it isn’t needed, it
shouldn’t be done at all.
As you work through the chapters to come, therefore,
remind yourself that in real life there will be many, many
instances in which you won’t have to complete all the steps
involved in the design and development of instruction; in fact,
sometimes you won’t have to complete any at all. Why?
Because by the time you’ve concluded the analysis steps, you’ll
have discovered how to get the performance you want or
need—without the need for instruction.
To Learn More: See Resources #12 and #19. (The “Useful
Resources” list can be found at the back of this book.)