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L&D > Make it Stick > Flashcards

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.

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2
Q

What should you do before the second meeting with stakeholders?

A

Write a business goal.

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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.
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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?
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5
Q

What should a goal identify?

A

How the problem is being measured and how you’ll know it’s solved.

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6
Q

What are two-tiered goals used for?

A

When the first goal is too big and hairy.

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7
Q

What are smaller intermittency goals used for?

A

When the goal is over a long period.

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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?
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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?

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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.

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11
Q

What are actions in this context?

A

Observable and specific behaviors or tasks.

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12
Q

Why should you focus on observable actions?

A

To avoid actions that happen in the mind (e.g., confident).

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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.

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14
Q

What should a good action refer to?

A

A model or guide (e.g., respond using the 4-step model).

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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?’

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16
Q

What should you look at when figuring out why actions aren’t being performed?

A
  • Environment
  • Skills
  • Knowledge
  • Motivation
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17
Q

What is the purpose of creating a persona?

A

To represent a typical performer and future learner.

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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?
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19
Q

What should you identify if you can’t affect an environmental problem?

A

How high performers are working around it.

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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?

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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?

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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?
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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.

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24
Q

What aspect of the environment acts as a ‘life-support machine’ for new desired behavior?

A

The environment itself.

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25
Q

What should you identify if you can’t affect an environmental problem?

A

Identify how high performers are working around it and help others use those techniques.

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26
Q

What is a skill?

A

The ability to carry out a task. It gets better with practice.

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27
Q

What questions should you ask to determine if people are lacking skills?

A
  • 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?
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28
Q

What should you check if people fail to apply their knowledge?

A

Why they fail to apply their knowledge.

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29
Q

What can reduce the need for training?

A

Job aids.

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30
Q

When should a task be memorized rather than using a job aid?

A

If the task is done too slow and has consequences or is done daily and has no consequences.

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31
Q

What are the biggest causes of motivation?

A

The environment.

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32
Q

What can help if lack of motivation is caused by the environment?

A
  • Incentives
  • Types of measures
  • Messages from marketing
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33
Q

What should you look for in the workplace to understand task standards?

A
  • Acceptable and unacceptable standards
  • Feedback about performance
  • The next step for the work product
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34
Q

What documents can provide additional sources of information about performance issues?

A
  • Customer complaints
  • Staff evaluations
  • Audits
  • Reports from the help desk
  • Collections of ‘lessons learned’ or after-action reviews
  • Examples of current work
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35
Q

What should be reviewed at the end of a meeting?

A

The map.

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36
Q

What should be the first point of action after reviewing the map?

A

Point out the quick wins that don’t need training.

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37
Q

What should be the second point of action after reviewing the map?

A

Point out the changes that are more challenging and reduce the need for training.

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38
Q

What should be the third point of action after reviewing the map?

A

Clarify the role training will have.

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39
Q

What should training focus on?

A
  • Practice activities
  • Skill problems
  • Knowledge problems and how to apply it (consider job aid first)
  • Environmental fixes
40
Q

How should you summarize a meeting?

A

Summarize the meeting in an email.

41
Q

What is a simulated job task?

A

Activity where the person has enough time to refer to an aid

42
Q

How does a simulated conversation typically use branching?

A

To show the consequence of a decision

43
Q

What is the purpose of a test question?

A

To ask people to recall information

44
Q

What are the characteristics of a practice activity?

A
  • Decision
  • Context
  • Realism
  • Consequences
45
Q

What is the main difference between a test question and a practice activity?

A

A test question asks for information recall, while a practice activity asks for decision-making

46
Q

What is a branching scenario?

A

A type of practice activity designed as a multiple-choice question where players make realistic decisions and face consequences

47
Q

What are the characteristics of a mini-scenario?

A
  • Short
  • One question
  • Realistic challenge
  • Immediate or future consequences
48
Q

When is branching used in scenarios?

A

When decisions made at one point affect future decisions or when multiple grey areas exist

49
Q

What is the key factor in determining if an activity is a branching scenario?

A

If a decision made earlier affects what can be done later in the story

50
Q

What are examples of practice activities?

A
  • Simulated job task
  • Simulated conversation
  • Simulated job decisions
51
Q

How can roleplay be used in workshops?

A

To practice clearly specified skills and identify better choices

52
Q

What are options for providing realistic on-the-job training?

A
  • New job aid
  • Shadowing experienced workers
  • Real task in the classroom
53
Q

What is one option for providing on-the-job training?

A

Using a job aid

This involves people using the aid while performing the task, learning as they work.

54
Q

How can a new person be trained by observing an experienced worker without affecting productivity?

A

Having the new person shadow or work next to the experienced worker

This method requires only one person to be taken away from productive work during training.

55
Q

What is an example of a real task in a classroom setting?

A

Attempting to complete a task with participants’ coaching

This approach involves the instructor performing the task with guidance from participants.

56
Q

What was a method used by a technical trainer in the early 1980s to demonstrate tasks to participants?

A

Using a projector to display the screen of an IBM PC

The trainer would describe tasks and ask for input from participants.

57
Q

What does problem-based learning involve?

A

Giving adults relevant problems that call on their pre-existing knowledge while providing optional help and escalating difficulty.

58
Q

What is the importance of scaffolding and productive failure in problem-based learning?

A

Scaffolding involves help and a slow escalation of difficulty, while productive failure encourages individuals to try and learn from their mistakes.

59
Q

Why are scenarios useful in learning?

A

Scenarios are beneficial when mistakes have dire consequences, but many tasks can be learned on the job without causing disasters.

60
Q

What does research say about accommodating different learning styles?

A

Research debunks the claim that we have to tailor materials to specific ‘learning styles’ as a more effective use of limited resources.

61
Q

How does matching instructional style with content benefit learners?

A

When the instructional style aligns with the content, all learners learn better, regardless of their preferences.

62
Q

What design decision affects learners’ control in learning activities?

A

The choice between live and self-paced activities significantly impacts learners’ control over how they learn.

63
Q

What is the benefit of live activities in learning?

A

Live activities offer less control for learners but provide opportunities for discussions about grey areas and clarifying points.

64
Q

What resources are available for self-paced learning?

A
  • Job aids
  • Videos
  • Asking coworkers
  • Searching the web
  • Building references
  • Trying and seeing what happens
65
Q

Why is chunking information in learning activities important?

A

Chunking can help learners understand how all the information relates to each other.

66
Q

When should activities be delivered to learners?

A

Activities should be delivered shortly before completing tasks, with reminders on the job, and spaced out for effective learning.

67
Q

What should be considered when determining the delivery of learning activities over time?

A
  • 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
Q

What is the solution when knowledge is lacking?

A

Sharing knowledge is the solution only if a lack of knowledge is the problem.

69
Q

What type of activity is the best for storing information about common mistakes and their consequences?

A

Multiple choice

70
Q

What is the purpose of a multiple-choice question designed for decision-making on the job?

A

Simulate realistic decision-making

71
Q

What should be the starting point when creating a multiple-choice question for decision-making?

A

One decision point only, no branching

72
Q

Why is a multiple-choice question designed for decision-making a good default activity?

A

Stores information about decisions and consequences

73
Q

What is the benefit of writing options and feedback for a multiple-choice question?

A

Develop a deeper understanding of the performance problem

74
Q

What should be ensured when developing an online activity for eLearning?

A

Provide different feedback for each option

75
Q

What type of meeting should be scheduled to discuss the prototype of the activity?

A

Meeting with SME

76
Q

What are three ways to provide information to learners?

A
  • Tell then test
  • Test then tell
  • Stream of activities
77
Q

What is the purpose of a job aid?

A

A reference or reminder to apply concepts related to the job to make a decision

78
Q

What is scaffolding in learning activities?

A

When activities become harder as the learner develops skills (increasing difficulty or taking away help)

79
Q

When should information be presented to learners?

A
  • Optional during the activity
  • Confirming or correcting information in feedback or debrief
  • Principles and summary concepts during debrief
80
Q

What is the purpose of a debrief after a series of activities?

A

Helps people see higher-level concepts and identify common errors

81
Q

What should be memorized?

A

Principles

Principles should and could be memorized

82
Q

What is the focus of training?

A

Principles that are harder to apply and have more grey area

Which principle is harder to apply and has more grey area? That should be the focus on training

83
Q

What is included in a debrief?

A

A short summary or list

Included a debrief after series of activities to help people see higher level concepts

84
Q

What is a suggested format for discussions after activities?

A

Carefully led discussions

Carefully led discussions is the best format

85
Q

What is a way to deepen discussion during training?

A

Have people defend bad options

Have people defend bad options as a way to deepens discussion

86
Q

What tool can be used for prototyping?

A

Balsamiq tool

Balsamiq tool can be used for prototyping

87
Q

What is important to consider when testing a prototype?

A

Decide on whether to test with one or more activities

Decide on whether to test with one or more activities - if short then you can test more

88
Q

What should be decided on first when creating a scenario?

A

Decide on the endings first

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
Q

What is the purpose of the Project Charter?

A

High level description of what will be done, who will do it and when it will be done

90
Q

How should materials be designed and produced according to the text?

A

In short cycles, writing in small batches of three

91
Q

What should be included in the design of activities?

A

Use tools for branching scenarios but a word document for anything else

92
Q

How should learners be allowed to control aspects of the learning process?

A
  • Control the pace
  • Control the info they see
  • Choose the path to take
93
Q

What is recommended for the communication style in learning materials?

A

Talk like a marketer and make the comms all about them

94
Q

What should be included in the assessment design?

A

Use the same format as the activities but with no added info or try again options or info that needs to be memorized

95
Q

How should face-to-face training assessments be conducted?

A

Hand out a printed test with a realistic activity

96
Q

What is a recommended method for evaluating success?

A
  • Assessment
  • Feedback forms
  • Feedback from managers
  • Learner choices in online activities
  • Site analytics of practice activities
97
Q

How can lower-level indicators of success be evaluated?

A

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

L&D (3 decks)

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