T&D Unit 1

What are the four specific, practical aspects of the craft of instruction?

• Instruction is the correct solution to a problem  

• The objectives of the instruction are derived from demonstrated needs  

• The substance of the instruction is adjusted to what each student needs  

• Instructional practices contribute to, rather than take away from, student eagerness to learn more

What is the only justification for instruction?

The only justification for instruction is that one or more people cannot do something that they need to be able to or want to  

What is our primary goal as instructors?

Our primary goal of instruction is to make our students as successful as possible while at the same time imposing ourselves as little as possible on their lives. **We train only the need to know, not the nice to know 

What is included in the “bag of instructional technology”?

The techniques and procedures by which we influence what people can do  

When do we dip into the bag of instructional technology?

When there is a skill or knowledge deficiency to be eliminated  

What are each of the procedures (12) included in the instructional technology diagram?

Task analysis, objectives, goal analysis, advance organizers, practice/feedback, skill checks, demonstration, presentation, mnemonics, self-pacing, modeling, reinforcement 

What is the mission of instructional technology?

To change performance capability, or what people can do

When people know how to perform, but are not performing as desired…

When people know how to perform, but are not performing as desired, more instruction won’t help.  

Provide an example of when more instruction would not be appropriate (sales staff)

A sales staff is not properly documenting their sales even though they know it is expected of them. It is viewed as a tedious, meticulous task that is pointless. Training them on how to do it will not help; what needs to be changed instead is the motivating operations surrounding performing the task. For example, the introduction of a reinforcement system that reinforces logging sales as they occur.

What are the five reasons that people don’t do what they already know how to do?

• They do not know what they are expected to do 

• They do not have the tools to perform as desired  

• They are not given the authority to perform as desired  

• They are never told how well they are doing  

• They are punished for performing as desired  

What non-instructional remedies are appropriate when people don’t do what they know how to do?

• Information 

• Authority to perform as desired 

• Feedback of present performance  

• Tools, space, equipment 

• Performance management 

• Job aids  

• Task redesign (to simplify task performance) 

• Process improvement 

• Interface redesign  

What are the strategies (11) listed in the performance technology diagram?

Job analysis, performance analysis, information, workplace redesign, documentation, tools, instruction, performance management, job/performance aids, feedback, policies

What is the mission of performance technology?

To facilitate desired performance, or what people actually do

What does management involve?

Management involves the allocation and control of available resources toward the accomplishment of goals and objectives  

What are the resources (11) listed in the management diagram?

People, money, machines, materials, facilities, process improvement, accounting, marketing, advertising, sales, law

What is the mission of management?

Allocate and control resources to accomplish goals and objectives

People are one of the key resources available to a corporation to help with achievement of its goals. What is the relationship between Performance Technology and the People resource?

The function of performance technology is to help ensure people do things in a productive rather than an unproductive way  

How do instructional technology, performance technology, and management fit together?

Instructional Technology is part of Performance Technology, which is a part of Management 

What is training?

Training is the way we bridge the gap between what a performer can currently do and what they need to be able to do to perform the job successfully 

When is training appropriate and when is it NOT appropriate?

Training is only appropriate if the performer cannot currently do the performance. Training is not appropriate if the performer is able to do the performance, but currently is not.  

What is a critical component of training?

Performance analysis 

What two repertoires do all jobs require?

A knowledge and performance/skill repertoire  

What does knowledge building do?

Helps individuals develop a firm understanding of the concepts and principles required by the performance

What does skill building do?

Helps individuals become proficient in their work and best serve client needs  

Where do both knowledge building and skill building typically take place?

Knowledge building is typically done in classroom/academic settings, while skill building is typically done on the job 

What must be included in practice and testing for performance/skill building training?

Practice and testing for skill building training must include actually doing the performance/engaging in the skill. Or else, you are not properly training it.  

Regardless of which training model you use, what must be included in order to be considered performance-based training?

It must include guided observation, guided practice, and demonstration of mastery  

What kind of training model is ADDIE?

ADDIE is a training design process

What kind of training model is BST?

BST is training content to be delivered

How does BST (or any of the models described on Slide 26) fit into the ADDIE model?

BST fits within ADDIE under design, and to some degree, evaluate. BST is used within ADDIE to make sure the training is performance/skills based  

What is the A in ADDIE and what does it contain?

Analyze—needs, requirements, tasks, participant current capabilities  

What is the first D in ADDIE and what does it contain?

Design (BST)--learning objectives, delivery format, activities and exercises  

What is the second D in ADDIE and what does it contain?

Develop—create a prototype, develop course materials, review, pilot session 

What is the I in ADDIE and what does it contain?

Implement—training implementation, tools in place, observation 

What is the E in ADDIE and what does it contain?

Evaluate—awareness, knowledge, behavior, results  

It is important to note is that non-training solutions should be identified and implemented BEFORE training solutions. Why?

Many issues are don’t do problems, not can’t do problems, so training will not fix them, and training is one of the most expensive interventions available in the performance technology bag

What are the six types of analysis that make up the Analyze phase of the ADDIE process?

Job analysis (Job model), performance analysis, goal analysis, task analysis, KSA analysis, Task/KSA hierarchy 

Provide a definition and example of knowledge

Conceptual understanding required to perform a task. Being knowledgeable of deadlines to complete a school task 

Provide a definition and example of a skills

Competence to perform a task successfully to a pre-specified criteria. The student can complete 25 math problems for homework by tomorrow 

Provide a definition and example of an abilities

Physical/mental capacity required to perform a task. A student has adequate time open in their schedule to complete their work 

Provide a definition and example of a task

Collection of behaviors or a behavior chain. Completing English homework before math, then doing science, etc. 

Provide a definition and example of a performance

Series of tasks directed toward a value work accomplishment. Completing all assignments for all classes in a night

When is performance analysis the tool of choice?

When people are not doing what they should be doing 

When is performance analysis especially crucial, and why?

It is crucial for those who are expected to develop instruction at the request of others, as it can help them avoid design of instruction that is not only unnecessary, but that will also not fix the problem, costing time and money

In order to make sure that (a) instruction is used only when it will teach people what they don’t already know and (b) solutions are found that will actually fix the performance issue at hand, what must you begin by doing (what two things must you describe)?

Describe the performance discrepancy in terms of what the performer should be doing, are they doing it, and if not, what are they doing instead. 

In addition to allowing you to identify whether a performance discrepancy exists, what other two things does a performance analysis allow you to do?

Determine the cause of the discrepancy, determine the appropriate solution to eliminate the discrepancy 

Provide the components of the HPS and the factors that influence them

Input (Task Support), Performer (Individual capacity, knowledge/skill), Output (Performance specifications), Consequences, Feedback

What is goal analysis and when is it used?

Determines what it would take in terms of observable human performance to say when a goal has been accomplished. Used when expectations are stated as “fuzzies”, to operationalize a performance or task  

When should you NOT do a goal analysis?

For organizational goals

List and briefly describe the five steps of the goal analysis process.

1. Write down the goal in words that express the best intent 

2. List as many performances that you can think of that represent successful goal achievement 

3. Identify “fuzzies” in your list and repeat steps 1 and 2 for each of them 

4. Expand words/phrases in your list to complete sentences that tell when or how often the performance is expected to occur  

5. Test for completeness and repeat steps 1-4 as necessary 

What is the right way to conduct a goal analysis?

Go through the process yourself first, and then give to performers/requesters for approval and/or feedback 

What is the wrong way to conduct a goal analysis and why?

Operationalizing performance, because most people do not have expertise in this area

What do you do with the results of your goal analysis?

Put a checkmark next to all of the items that the performer can already do. If they can do it but do not, run a performance analysis. For each unchecked item, consider who will teach/train them, and complete a task analysis for these items. Write objectives and design training as needed