Make sure the client is the person who feels the pain of the performance problem. If necessary, find the true client.
1.1
Help the client understand why you won't design training without first examining the performance problem. Help them see how they benefit.
1.2
Help stakeholders shift their focus from transmitting knowledge to changing behavior.
1.3
Help stakeholders see the benefits of using research-informed methods rather than catering to learning styles or other myths. This includes questioning projects that teach pseudoscientific techniques for management, sales, etc.
1.4
Independently research the performance problem to see how it could be measured and how other organizations have solved it.
1.5
Identify a specific, measurable goal that shows how the project will improve the performance of the organization. -- Done with stakeholders
1.6
Identify the specific group of people who need to change what they do to meet the goal. -- Done with stakeholders
1.7
List in specific, concrete terms the tasks and decisions those people need to perform on the job to meet the goal. -- Done with stakeholders
1.8
Identify the major barriers to performance of the high-priority tasks, looking at each task individually. -- Done with stakeholders
1.9
Confirm through this analysis that the original target group for the project is the correct group. Change the audience and focus if necessary. -- Done with stakeholders
1.10
Brainstorm efficient non-training solutions to performance barriers, such as improving tools and processes, providing job aids, and helping people share information.
2.1
Help the client identify who should be responsible for creating the non-training solutions.
2.2
Design or oversee the design of job aids that provide just the needed information at the best time and in the best format.
2.3
Based on the above analysis, design only the necessary amount and type of training to support the required behaviors. This includes telling the client when training is not the solution.
3.1
When training is part of the solution, design activities that help people practice doing what they need to do on the job.
3.2
Choose the best type of activity for the nature of the task, such as decision-making scenarios for situations that require judgment and simpler activities for simpler tasks.
3.3
Design knowledge-memorization exercises only when your analysis shows that the knowledge is necessary for the task, performers currently don't have that knowledge, and the information can’t be looked up before or during the task.
3.4
Let learners’ needs and the nature of the tasks and content determine the format of the material (online, printed, etc.).
3.5
In decision-making activities, provide challenging options that represent the common mistakes being made on the job. Work closely with the SME to get the necessary insight.
3.6
When a learner chooses an option in a decision-making activity, show the realistic, specific consequence of that option. If instructive feedback is also necessary, provide it after the consequence.
3.7
If learners might need information to make a decision in an activity, let them pull what they need when they need it. Don't assume all learners are equally ignorant.
3.8
When knowledge memorization is required, design spaced retrieval practice that adapts to each learner's weaknesses and strengths.
3.9
Create an informal prototype of a typical activity and refine that with stakeholders and learners before designing more activities.
3.10
Avoid providing activities as a one-time event. Look for ways to embed them in the job, make them available on demand, and space them over time.
3.11
Use scaffolding to challenge learners without overwhelming or frustrating them.
3.12
Let people who have demonstrated mastery move on to material that will challenge them.
3.13
Let learners control the pace of the material as much as possible.
3.14
Write all text at a Flesch Reading Ease score of 60 or more or its equivalent.
3.15
In decision-making scenarios, write realistic, efficient dialog that moves the story forward.
3.16
When producing materials, choose only the media that will help the learner succeed. Resist pressure to add distracting media or effects.
3.17
Choose a rich story idea that accommodates many believable paths.
4.1
Create and approve the plot at a high level before writing details.
4.2
Connect paths so players can recognize and recover from mistakes.
4.3
Provide help at the moments that will create the deepest learning.
4.4
Provide debrief questions and discussion to help players consolidate their learning.
4.5
Design a live training event only when your analysis shows that a live event is the best format for the problem, activities, and learners.
5.1
Look for ways to space live events over time or otherwise provide spaced practice.
5.2
Emphasize realistic practice and discussion over information presentation.
5.3
In a webinar, use a platform that offers a public, open chat and encourage discussion throughout the session, not just at the end.
5.4
Early in the process, create a project charter that outlines the project at a high level, includes the prototype activity, and addresses other high-level decisions, such as non-training solutions and look and feel of activities. Get approval for this before designing more activities or solutions.
6.1
Use the most efficient format to write activities for review. This might be an informal text document rather than a multi-column script.
6.2
Design and review activities in batches so you can easily change direction and incorporate new ideas.
6.3
When the solutions are in place, collect information about people’s use of the materials, from engagement statistics to reports of its effectiveness on the job. Report that to the stakeholders as both data and individual user stories.
6.4
When the solutions have been in place long enough to possibly have an effect on the original goal, work with the client to look for changes in that measure.
6.5
Improve and adapt the solutions as necessary to improve results.
6.6
Periodically identify the tools currently being used in the organization for information sharing and consider ways to leverage them.
6.7
Periodically review products and methods used in marketing, user experience design, behavioral economics, communications, interactive fiction, and gaming. Look for tools and techniques that could improve results.