Page 62 - Making Instruction Work

chap 5 3/11/97 4:49 PM Page 50

50 making instruction work

• Causes for the complaints have actually been reme-
died.

• There is less than one percent return (cars returned
because the repair was not properly completed).
“If these things happened,” I then asked,“would you
be willing to say that you were providing quality
service?”

“Well . . .,” was the cautious reply,“I guess so. But we
want to provide the quality service without the
mechanics using up more parts than they need.”

“I can understand that. But does the number of
spares used have anything to do with how you
would recognize quality service?”

“I guess not directly. But it’s important.”

“Tell you what. Let’s focus on quality service until
we’re sure we can recognize it when we see it, and
then we’ll move on to the spares issue.”

Which we did.
Example #3: Believe it or not, the following flowchart was
developed as a result of a goal analysis. An instructor was asked
to develop instruction that would teach students to use “good
judgment” when deciding which criterion level to assign to
each (military) task to be taught. She saw immediately that it
would be impossible to decide what, if anything, to teach until
she knew what “good judgment” meant in terms of human
performance. After her goal analysis was completed, she saw
that it would be easy to convert the results into the following
flowchart. In effect, the flowchart says that performers will be
using good judgment when they follow its steps.