Part of a Series: Here’s Why I Love Content Types: And You Should, Too (Show How)—Practice, Practice, Practice—(Add Feedback) Psychomotor Skills. This is the physical stuff. Coordinated muscle movements. There are “fine” motor skills, like typing, suturing a wound, or filling a cavity and “gross” motor skills, like swinging a golf club, making gestures during… Continue Reading
Everyone says to design for your learners. And of course that’s essential. The Learners Are Ready, but Did We Think Enough About the Instructor? But sadly, the best-designed program in the world won’t work if the instructors-trainers-facilitators aren’t able to deliver it. Just because you could manage a complicated group activity, that doesn’t mean that the… Continue Reading
When I was at TRADOC (Army’s training HQ) recently, I had about a minute to explain that fixing the sexual harassment issue is (mostly) not a training problem. Prickly Pear Cactus, Coyote Creek Trail Meaning, you cannot fix a problem with sexual harassment and assault by making everybody take any amount of training. (This is true for… Continue Reading
Part of a Series: Here’s Why I Love Content Types: And You Should, Too Dusty Shows Her Attitude Attitudes. We can help our learners to form or change their approach toward something. We call this “affective learning.” We can usually infer that people have a particular attitude by certain choices that they make. For example, students show… Continue Reading
Once upon a time I joined a big, global company. My initial assignment was to create a world-wide conference for a whole range of people throughout multiple divisions. I hardly knew anyone, and the culture and the audience were new to me. Choose an Influential Person from Each Major Area So I did what seemed… Continue Reading
Part of a Series: Here’s Why I Love Content Types: And You Should, Too
Sometimes Napping Is the Best Learning Strategy Cognitive Strategies. With this content type, we help our learners to manage their own learning. For example, we teach study skills. We show students how to organize their thoughts, or good ways to memorize,… Continue Reading
So, let’s say you are designing a learning program, and you want to schedule some follow-up activities in advance (to make sure they’ll happen.) Why follow up? Short answer: so your learners will use their new skills. Also, to provide updates. Don’t Let Your Learners’ New Skills Go Dormant Here are a few ways to… Continue Reading
Very often, once a training program has been designed and delivered, everyone goes on to the next assignment. But the design for almost any learning program should include what to do afterward to make sure the learning sticks. Plan for the Final Stages Here are some reasons to make follow up part of your program:… Continue Reading
It’s too bad about that lack of transfer, because the learning opportunity or event you were offering really mattered. But wait… why aren’t the learners using what they learned? There are a host of possible reasons… Bridge to Using What We’ve Learned Why Your Training Doesn’t Transfer I learned it in class, but… Causes for Lack… Continue Reading
Part of a Series: Here’s Why I Love Content Types: And You Should, Too
Things Are Looking Up Problem Solving (or “Processes”). With this content type, the learner must select from multiple potentially-relevant principles and then apply them to make something better. Instructional design, performance technology, medical diagnoses, planning a complicated trip to Timbuktu, or creating… Continue Reading
