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Contents

A Context for Performance (Results) Based Training

1. Embracing evaluation
2. Information is not Instruction!
3. Blended Learning vs. Blundered Training
4. web site: The Encyclopedia of Educational Technology

Learner-Centered Delivery Skills and Systems

1. Practice Makes Performance
2. Certified Performance Technologist
3. Know thy learner: The importance of context in e-learning design
4. web site: Big Dog's Bowl of Biscuits

Delivery Skills that Facilitate Performance

1. E-Learning 101: Tips to make e-learning stick
2. Applying Cognitive Strategies to Instructional Design
3. web site: William Horton Consulting
4. web site: The MASIE Center

The Importance of Feedback, Reinforcement, and Motivational Incentives

1. The Ten Ironies of Motivation
2. Instructional Design: Does it really matter?
3. web site: Thiagi.com
4. web site: The Bob Pike Group

Using Media-Based Delivery Systems

1. Designing web-based telemedicine training for military health care providers
2. Evaluating WBT: Seven lessons from the field
3. web site: United States Distance Learning Association
4. web site: ElementK

Selecting Methods That Compliment Delivery Systems

1. When Choosing Training, the Medium Depends on the Message
2. Re-Visioning Instructional Design
3. web site: The Training Oasis
4. web site: The eLearning Guild

Evaluation Related to Training Delivery Systems

1. Challenges inherent in designing any evaluation
2. Selecting and implementing computer-based training
3. Does the delivery method matter?
4. Training for the long run

Emerging Trends in Instructional Delivery Systems

1. Online distance education - "anytime, anywhere" but not for everyone
2. The brave new world of eLearning
3. web site: IACET.com
4. web site: FastCompany.com

References

 

 

A Context for Performance (Results) Based Training

Embracing evaluation

While most trainers fear having their training evaluated, Dean Spitzer reminds us that trainers should view evaluations as to prove the business impact of training instead of looking at it as a threat.

Spitzer lists six principles for trainers to follow that will assist them in recognizing the value of evaluation.

The six principles are:

1. Evaluation begins at the beginning
   Effective evaluation doesn't begin when the class ends. For evaluation to have impact, performance-based training objectives need to be established at the beginning of the training process.
2. Evaluate based on what your organization values.
   Don't evaluated something your organization doesn't value. The process will be unappreciated and wasted.
3. "Impact" is not just a synonym for financial ROI.
   How do you put a dollar value on customer satisfaction or good-will.
4. You need evidence, not proof.
   Showing an impact on business results doesn't require the evidence to be 100% irrefutable, but more a "preponderance of the evidence"
5. Use "causal chains" to trace training's impact.
   Rarely will you find a direct, one-to-one correlation between training and the business bottom line. It is much easier to show training linked to a team, linked to a product, linked to the bottom line.
6. Partner up.
   Don't work alone. Use others in the department and company to help you support your efforts. Often they might be able to identify causal chains you aren't aware exist.

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Spitzer, D., (June, 1999). Embracing evaluation.[Electronic version]. Training. 36, 42-47.

 

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