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Tip #727: Kirkpatrick and Learning Design

On June 25, 2018, Posted by , In curriculum design, By , With Comments Off on Tip #727: Kirkpatrick and Learning Design

“Think about what your learners need to do with that information after the course is finished and design around that.” Matthew Guyan

 I just listened to a podcast with Clark Quinn, during which, among many other things,  he discussed his belief that Kirkpatrick’s model should be, and was actually partially intended to be, used in learning design. <https://blog.learnlets.com/?s=Kirkpatrick>

He said that we need to begin our design at Level 4: Results, to determine what is happening at the organizational level that is problematic.

Then we move to Level 3: Behavior, to determine what behavior needs to change to obtain the desired results at the organizational level.

Next, we move to Level 2: Learning, to determine what people need to … Read the rest

Tip #724:  The Science of Training: Part One

On June 4, 2018, Posted by , In curriculum design, By , , With Comments Off on Tip #724:  The Science of Training: Part One

“A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.” Antoine de Saint-Exupery

Mary Hoddy,  UW Academic Staff Emerita, Facilitator and Consultant, offered this information during a train the trainer program and I thought it was so perfect I should share it with you.

It is a table titled The Science of Training: A Summary. It shows what needs to happen before the training, during the training and after the training. It was published by Global Learning Partners and is a summary of research published by Eduardo Salas, Scott Tennenbaum, Kurt Kraiger and Kimberly Smith-Jentsch: The Science of Training and Development in Organizations: What Matters Read the rest

Tip #719: When Organizing Principles Confuse

On April 30, 2018, Posted by , In curriculum design, By ,, , With Comments Off on Tip #719: When Organizing Principles Confuse

“Confusion is a word we have invented for an order which is not understood.” Henry Miller

I had a true AHA! moment last week that an organizing principle can sometimes confuse learners. For years, when I have taught trainers how to create specific, observable and measurable learning objectives, I’ve shown them the final product first. As a matter of fact, I’ve shown them several final products. And invariably, the participants’ design process was less than stellar.

Let me provide some context.

I teach a three stage learning objective design process. First, based on a needs assessment and the resulting learning goals, we identify the key content for a lesson plan using a template I provide. Second, we determine the desired … Read the rest

Tip #709: How to Set Learners Up to Fail: Part One

On February 20, 2018, Posted by , In curriculum design, By ,,,, , With Comments Off on Tip #709: How to Set Learners Up to Fail: Part One

“Success does not consist in never making mistakes but in never making the same one a second time.” George Bernard Shaw

I just attended a three- day marketing seminar conducted by a self-proclaimed curriculum design expert. It was very disappointing to see once again what happens when a trainer ignores the basics and sets learners up to fail.

She made ten glaring mistakes. Here are the first five:

  1. Never say “no” when a participant asks a question or makes a comment. It immediately becomes a rejection of the person, who will not risk volunteering questions or comments again. Time and again in this class, the trainer would either respond “no” to a question or comment, with and sometimes without further
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Tip #697:  Where Training Design Goes Wrong

On November 14, 2017, Posted by , In curriculum design, By ,, , With Comments Off on Tip #697:  Where Training Design Goes Wrong

Boring and effective are mutually exclusive attributes in learning.” Michael Allen

I’m gearing up to teach an online course on How to Design Dynamic Learning curriculum. This has led me to consider the reasons why some training design results in ineffective training programs.

I came up with 35 reasons. In no particular order of importance, here they are:

  1. Wrong reason for the training;
  2. Wrong target group;
  3. Unclear goal;
  4. Wrong content;
  5. Wrong methods;
  6. Desired level of learning not identified;
  7. Learning activities cannot achieve the desired levels of learning;
  8. Heavy reliance on lecture and PowerPoint;
  9. Places all of the training content on PowerPoint slides;
  10. Lack of specific, observable and measurable learning objectives;
  11. Disconnect between objectives and learning activities;
  12. Over reliance on
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Tip #645: How to Receive and Incorporate Feedback

On October 31, 2016, Posted by , In curriculum design, By , , With Comments Off on Tip #645: How to Receive and Incorporate Feedback

“My greatest strength as a consultant is to be ignorant and ask a few questions.” Peter Drucker

There is a real difference between how an internal corporate curriculum designer and an external design consultant can receive and incorporate feedback from document reviewers.

An internal curriculum designer (ICD) can set deadlines for responses and reasonably expect the deadlines to be met. The ICD can specify and limit the type of feedback to corrections and suggestions. The ICD can use a corporate calendar to schedule a meeting to discuss any additional information or clarification that is needed.

It doesn’t work that way for an external design consultant (EDC). The EDC is contracted to create new curriculum and/or revise existing curriculum. In either … Read the rest