Make it Stick Flashcards
1
Q
Map It
What is the main goal of the first meeting with stakeholders as L&D?
A
Get the gist of the performance problem and set up a future meeting.
2
Q
What should you do before the second meeting with stakeholders?
A
Write a business goal.
3
Q
What information should you research if you’re interviewing someone?
A
- Their main responsibility
- Their boss and what the boss probably wants from them
- Who else they might need to please or impress
- How long they have been in their position or department
- If they’re new, where they worked before
- How their previous work might affect their view of the problem.
4
Q
What type of research should you conduct into the company?
A
- Has it been in the news lately?
- Are they in legal trouble?
- Did they win something major?
5
Q
What should a goal identify?
A
How the problem is being measured and how you’ll know it’s solved.
6
Q
What are two-tiered goals used for?
A
When the first goal is too big and hairy.
7
Q
What are smaller intermittency goals used for?
A
When the goal is over a long period.
8
Q
List three questions to help set the goal.
A
- What are you measuring already that will improve when the problem is solved?
- What are you hoping to achieve with this project?
- Do you have a target in mind? How much improvement do you need?
9
Q
When setting the goal, what should you ask about the date?
A
Is there a date by which you’d want to reach this goal?
10
Q
What is the result of answering what people need to do to reach the goal?
A
A possibly long list of on-the-job tasks that people in your target audience need to perform, with the most important tasks highlighted.
11
Q
What are actions in this context?
A
Observable and specific behaviors or tasks.
12
Q
Why should you focus on observable actions?
A
To avoid actions that happen in the mind (e.g., confident).
13
Q
What should you do if people seem to run out of ideas during the initial brain-dump of actions?
A
Focus on the actions that seem too broad and ask for more specific statements.
14
Q
What should a good action refer to?
A
A model or guide (e.g., respond using the 4-step model).
15
Q
What should you do once you have listed all actions?
A
Choose the most important ones and ask for each one, ‘Why aren’t they doing this?’
16
Q
What should you look at when figuring out why actions aren’t being performed?
A
- Environment
- Skills
- Knowledge
- Motivation
17
Q
What is the purpose of creating a persona?
A
To represent a typical performer and future learner.
18
Q
List three questions to ask when creating a persona.
A
- How experienced are they with the job behaviors that need improvement?
- How do they feel about this aspect of their job, and why?
- How did they respond to previous attempts to fix the problem?
19
Q
What should you identify if you can’t affect an environmental problem?
A
How high performers are working around it.
20
Q
What should you consider about job behaviors that need improvement?
A
How do they feel about this aspect of their job, and why?
21
Q
What should you review to understand an employee’s response to previous attempts to fix a problem?
A
How did they respond to previous attempts to fix the problem?
22
Q
What environmental factors should you consider that might keep people from performing a task well?
A
- Do people have the right tools to perform the task?
- Do they have enough time to do it well?
- Is the information they need easy to find and use?
- What happens when someone does the task well or poorly?
- Are there physical challenges or distractions in the context?
- What’s the emotional context of the task?
- Does the organization have a ‘just get it done’ culture?
- Does the culture reward lone experts or information sharing?
- Can we fix or work around environmental factors?
23
Q
What should you do if an environmental factor is the major reason an action isn’t being taken correctly?
A
Fix the factor or help people work around it.
24
Q
What aspect of the environment acts as a ‘life-support machine’ for new desired behavior?
A
The environment itself.
25
What should you identify if you can't affect an environmental problem?
Identify how high performers are working around it and help others use those techniques.
26
What is a skill?
The ability to carry out a task. It gets better with practice.
27
What questions should you ask to determine if people are lacking skills?
* Do people lack the mental or physical abilities?
* Does the task make them feel clumsy?
* Can they do it but not quickly enough?
* Are there difficult situations where they freeze?
* Would they get better with practice?
* Could they build the skill on the job?
28
What should you check if people fail to apply their knowledge?
Why they fail to apply their knowledge.
29
What can reduce the need for training?
Job aids.
30
When should a task be memorized rather than using a job aid?
If the task is done too slow and has consequences or is done daily and has no consequences.
31
What are the biggest causes of motivation?
The environment.
32
What can help if lack of motivation is caused by the environment?
* Incentives
* Types of measures
* Messages from marketing
33
What should you look for in the workplace to understand task standards?
* Acceptable and unacceptable standards
* Feedback about performance
* The next step for the work product
34
What documents can provide additional sources of information about performance issues?
* Customer complaints
* Staff evaluations
* Audits
* Reports from the help desk
* Collections of 'lessons learned' or after-action reviews
* Examples of current work
35
What should be reviewed at the end of a meeting?
The map.
36
What should be the first point of action after reviewing the map?
Point out the quick wins that don’t need training.
37
What should be the second point of action after reviewing the map?
Point out the changes that are more challenging and reduce the need for training.
38
What should be the third point of action after reviewing the map?
Clarify the role training will have.
39
What should training focus on?
* Practice activities
* Skill problems
* Knowledge problems and how to apply it (consider job aid first)
* Environmental fixes
40
How should you summarize a meeting?
Summarize the meeting in an email.
41
What is a simulated job task?
Activity where the person has enough time to refer to an aid
42
How does a simulated conversation typically use branching?
To show the consequence of a decision
43
What is the purpose of a test question?
To ask people to recall information
44
What are the characteristics of a practice activity?
* Decision
* Context
* Realism
* Consequences
45
What is the main difference between a test question and a practice activity?
A test question asks for information recall, while a practice activity asks for decision-making
46
What is a branching scenario?
A type of practice activity designed as a multiple-choice question where players make realistic decisions and face consequences
47
What are the characteristics of a mini-scenario?
* Short
* One question
* Realistic challenge
* Immediate or future consequences
48
When is branching used in scenarios?
When decisions made at one point affect future decisions or when multiple grey areas exist
49
What is the key factor in determining if an activity is a branching scenario?
If a decision made earlier affects what can be done later in the story
50
What are examples of practice activities?
* Simulated job task
* Simulated conversation
* Simulated job decisions
51
How can roleplay be used in workshops?
To practice clearly specified skills and identify better choices
52
What are options for providing realistic on-the-job training?
* New job aid
* Shadowing experienced workers
* Real task in the classroom
53
What is one option for providing on-the-job training?
Using a job aid
## Footnote
This involves people using the aid while performing the task, learning as they work.
54
How can a new person be trained by observing an experienced worker without affecting productivity?
Having the new person shadow or work next to the experienced worker
## Footnote
This method requires only one person to be taken away from productive work during training.
55
What is an example of a real task in a classroom setting?
Attempting to complete a task with participants' coaching
## Footnote
This approach involves the instructor performing the task with guidance from participants.
56
What was a method used by a technical trainer in the early 1980s to demonstrate tasks to participants?
Using a projector to display the screen of an IBM PC
## Footnote
The trainer would describe tasks and ask for input from participants.
57
What does problem-based learning involve?
Giving adults relevant problems that call on their pre-existing knowledge while providing optional help and escalating difficulty.
58
What is the importance of scaffolding and productive failure in problem-based learning?
Scaffolding involves help and a slow escalation of difficulty, while productive failure encourages individuals to try and learn from their mistakes.
59
Why are scenarios useful in learning?
Scenarios are beneficial when mistakes have dire consequences, but many tasks can be learned on the job without causing disasters.
60
What does research say about accommodating different learning styles?
Research debunks the claim that we have to tailor materials to specific 'learning styles' as a more effective use of limited resources.
61
How does matching instructional style with content benefit learners?
When the instructional style aligns with the content, all learners learn better, regardless of their preferences.
62
What design decision affects learners' control in learning activities?
The choice between live and self-paced activities significantly impacts learners' control over how they learn.
63
What is the benefit of live activities in learning?
Live activities offer less control for learners but provide opportunities for discussions about grey areas and clarifying points.
64
What resources are available for self-paced learning?
* Job aids
* Videos
* Asking coworkers
* Searching the web
* Building references
* Trying and seeing what happens
65
Why is chunking information in learning activities important?
Chunking can help learners understand how all the information relates to each other.
66
When should activities be delivered to learners?
Activities should be delivered shortly before completing tasks, with reminders on the job, and spaced out for effective learning.
67
What should be considered when determining the delivery of learning activities over time?
* Activities that fit best in the learners' workflow
* Activities that require an event or live session
* Activities that should be spaced out for optimal retention
68
What is the solution when knowledge is lacking?
Sharing knowledge is the solution only if a lack of knowledge is the problem.
69
What type of activity is the best for storing information about common mistakes and their consequences?
Multiple choice
70
What is the purpose of a multiple-choice question designed for decision-making on the job?
Simulate realistic decision-making
71
What should be the starting point when creating a multiple-choice question for decision-making?
One decision point only, no branching
72
Why is a multiple-choice question designed for decision-making a good default activity?
Stores information about decisions and consequences
73
What is the benefit of writing options and feedback for a multiple-choice question?
Develop a deeper understanding of the performance problem
74
What should be ensured when developing an online activity for eLearning?
Provide different feedback for each option
75
What type of meeting should be scheduled to discuss the prototype of the activity?
Meeting with SME
76
What are three ways to provide information to learners?
* Tell then test
* Test then tell
* Stream of activities
77
What is the purpose of a job aid?
A reference or reminder to apply concepts related to the job to make a decision
78
What is scaffolding in learning activities?
When activities become harder as the learner develops skills (increasing difficulty or taking away help)
79
When should information be presented to learners?
* Optional during the activity
* Confirming or correcting information in feedback or debrief
* Principles and summary concepts during debrief
80
What is the purpose of a debrief after a series of activities?
Helps people see higher-level concepts and identify common errors
81
What should be memorized?
Principles
## Footnote
Principles should and could be memorized
82
What is the focus of training?
Principles that are harder to apply and have more grey area
## Footnote
Which principle is harder to apply and has more grey area? That should be the focus on training
83
What is included in a debrief?
A short summary or list
## Footnote
Included a debrief after series of activities to help people see higher level concepts
84
What is a suggested format for discussions after activities?
Carefully led discussions
## Footnote
Carefully led discussions is the best format
85
What is a way to deepen discussion during training?
Have people defend bad options
## Footnote
Have people defend bad options as a way to deepens discussion
86
What tool can be used for prototyping?
Balsamiq tool
## Footnote
Balsamiq tool can be used for prototyping
87
What is important to consider when testing a prototype?
Decide on whether to test with one or more activities
## Footnote
Decide on whether to test with one or more activities - if short then you can test more
88
What should be decided on first when creating a scenario?
Decide on the endings first
## Footnote
Decide on the endings first (best, fair, poor and quick failures) and if someone is on the poor path, give them a chance to get to fair
89
What is the purpose of the Project Charter?
High level description of what will be done, who will do it and when it will be done
90
How should materials be designed and produced according to the text?
In short cycles, writing in small batches of three
91
What should be included in the design of activities?
Use tools for branching scenarios but a word document for anything else
92
How should learners be allowed to control aspects of the learning process?
* Control the pace
* Control the info they see
* Choose the path to take
93
What is recommended for the communication style in learning materials?
Talk like a marketer and make the comms all about them
94
What should be included in the assessment design?
Use the same format as the activities but with no added info or try again options or info that needs to be memorized
95
How should face-to-face training assessments be conducted?
Hand out a printed test with a realistic activity
96
What is a recommended method for evaluating success?
* Assessment
* Feedback forms
* Feedback from managers
* Learner choices in online activities
* Site analytics of practice activities
97
How can lower-level indicators of success be evaluated?
Success case method (book) - quick survey to see who learned and who didn't and then interview both groups to see how you could improve
