Insights Thought Leadership and Public Events
What's Missing From ADDIE?
by Beth Hughes
Most of us in Learning and Development use some variation of the ADDIE model – it’s the gold standard for our industry. But…did you ever notice that something is missing? Any guesses what it that might be? It’s results! This might surprise you, knowing that the “E” in ADDIE stands for evaluation, so let’s take a closer look.
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Flipping Your Training from Boring to BINGE-worthy
by Beth Hughes
Wouldn’t it be great if you latest training effort was the trending conversation in your organization? What if you could turn, "Ugh, have you made it through that training yet?" into, "Do you know when the next course will be released? I can’t wait to see what happens next!" What if you could change the conversation in your organization about online learning?
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Chain of Evidence: Proving that your learning solutions contribute to business results.
Chain of Evidence: Prove that your learning solutions contribute to business results. This article originally appeared in the September 2016 issue of CTDO magazine.
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Strategic Partnering: Business Requirement for Instructional Designers
Last week Handshaw sponsored a forum with the Instructional Systems Technology (IST) master’s program at the University of North Carolina at Charlotte for HR and learning leaders in the local business community.
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Developing Consulting Skills Virtually – Is It Possible?
“We want to develop the performance consulting skills of our learning consultants. We have no travel budget for this year. How can you help us?”
That is the situation my partner, Dick Handshaw, and I encountered about six months ago. Over the past 3 decades I have developed consulting skills in thousands of people…always in an on-site, face to face manner. With this client we would be working with approximately 20 people, in as many locations, throughout the US. The technology platform supported by the client organization would provide screen access and audio; we would not, however, be able to view each other.
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How Are Your Reframing Skills?
How many times do you receive a request from a manager similar to the following: "We are experiencing an increase in preventable accidents and incidents. Safety is a primary goal for our manufacturing facilities. What kind of safety training can we offer operators and supervisors?" Or maybe, "I have two teams who are in continual conflict. I would like some type of team building experience for them. What do you suggest?"
It is possible that the already-determined solution will be insufficient to achieve results – and may even be unnecessary. The goal in these scenarios is to engage the client in a reframing discussion.
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Conducting a Task Analysis without SMEs
by Beth Hughes
Task analysis is a critical component to a successful instructional design process. The data for a task analysis generally comes from or is approved by a subject matter expert (SME). In the perfect world, you'd have a fully-committed SME for every project. Beth Hughes provides some tips in this video on how to build a successful task analysis without this key resource.
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To Include or Not to Include?
by Beth Hughes
On the sliding scale of too much versus not enough content, many training developers and subject matter experts err on the side of too much. Omitting unnecessary training objectives benefits our clients and their learners: our clients do not have to pay for extraneous training to be developed and save lost productivity costs for the extra time their employees spend in training. So how do you know what to include and what to leave out?
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