HI Analyze Human Interactions

Given common situations in which two or more people interact, be able to predict whether the consequences(s) following a specified behavior will be likely to lead to future continuation, or discontinuation, of the behavior. Where the desired result is not achieved, describe how the interaction might be improved.

GA Goal Analysis

Having identified a goal you feel is worthy of achievement, be able to complete a goal analysis (i.e., write the performances that represent achievement of the goal). Criteria: Only performances are included in the completed analysis, all performances are measurable, and they are stated in complete sentences.

PA Performance Analysis

Given a Performance Analysis Worksheet and a performance discrepancy in an area of your competence, be able to carry out the analysis. Criteria: the solution(s) derived from the analysis (a) account for each of the problems revealed during the analysis and (b) cost less than the problem itself.

DH Draft Skill Hierarchies

Given a terminal objective and a list of skills, be able to draft a hierarchy to depict the subordinate relationships between the skills. Criteria: The hierarchy (a) shows dependency relationships only where they truly exist and (b) lists only skills.

TP Describe Target Population

Be able to write a description of the target population expected to enter your course. The description should include information about interests, need gratifiers, anticipated attitudes, physical characteristics, cultural characteristics, and previous formal or informal training.

TA Task Analysis

For an assigned task, be able to carry out a task analysis. Criteria: the analysis (a) shows all the major steps (actions and decisions) of the task and the sequence relationships between them, (b) describes the event(s) triggering performance of the task, and (c) describes how the performers will know when they have completed the task.

LE Describe Learning Environment

Be able to describe the learning environment in which your course will be delivered and the implications for that course. Criteria: The description includes at least the following information:

1. Location and physical facility,
2. Instructional equipment currently available,
3. Student density, and
4. Probable distractions/obstacles.

EO Edit Objectives

Given a collection of poorly stated objectives, be able to reword them so that they are well stated. Criteria: The objectives describe a performance, the conditions that affect the performance, and the criteria by which acceptable performance will be judged.

DO Derive Objectives

For a task in your area of competence, be able to write the terminal objective and the subordinate objectives that would have to be learned before the terminal could be practiced, and draft as many hierarchies as are needed to show prerequisite relationships between the objectives.

Criteria:

1. all skills needed in the performance of the task are listed,
2. The objectives are well-stated, and
3. The hierarchy depicts skills and their prerequisite relationships, rather than subject matter.

PG Draft Procedural Guides

Given a completed task analysis flowchart, or other form of task detailing, be able to transform the flowchart into a procedural guide. Criteria: the guide will:

1. Use the language of the intended target population,
2. Use as few words and graphics as possible to convey the instructions,
3. Include all instructions needed to cue performance of the task for the target population selected, in the correct sequence, and
4. Be written at the level of detail appropriate to the intended user.

DI Discriminate Criterion Items

Given a collection of well-stated performance objectives and purported criterion items, decide (indicate by marking) whether each item is acceptable or unacceptable for testing accomplishment of the objective it is intended to measure. Criterion: Performance and conditions must match in both objective and test item for each item marked as a match.

SC Draft Skill Checks

For any well-stated objective developed for your own course, be able to prepare a criterion test. Criteria:

1. Each item matches its objective in performance and conditions.
2. There are as many items as needed to sample the range of conditions.
3. The test will stand by itself (i.e., includes all necessary instructions to the trainee).

LP Apply Learning Principles

Given course materials or situations, and a list of learning principles, be able to identify (describe) ways in which learning principles are or are not properly applied.

DA Discriminate Assumptions

For an assigned target population and using the printed materials provided, be able to identify (underline and/or list) all assumptions about a reader's entering skills that are implicit or stated in the materials.

CE Plan Course Evaluation

Given: (a) Course objectives and (b) Course design documents

Performance: Design a course evaluation plan.

Criteria: The plan includes:

1. the evaluation questions to be answered,
2. the information to be collected to answer each question and type(s) of instrument(s) to be used, and
3. the time(s) at which information will be collected.

EM Evaluate Existing Materials

Given your own:

1. Well-stated objectives
2. Skill checks
3. Target population description
4. Text or other material purporting to be relevant to your course

Performance: Be able to identify large or small sections that would facilitate accomplishment of one or more objectives, and describe any changes needed in the selected material to accomplish the purpose for which you selected it.

Criteria: The selected pieces are relevant to promoting accomplishment of the objective for which you target it, and your description of needed improvements is consistent with good instructional practice.

CP Draft Course Procedures

Given: A list of ideal course characteristics, learning environment description, skill hierarchies, objectives, skill checks, and the course procedures for this course.

Performance: Be able to draft a list of procedures by which your course will operate.

Criteria:

1. The procedures are as consistent with ideal characteristics as constraints will allow.
2. The list at the very least includes procedures describing how students are to proceed in regard to (1) course attendance and working hours, (2) module completion, (3) location and use of resources, (4) skill checks, and (5) module sign-off.
3. The procedures are written to be understood by your target population.

CM Prepare Course Map

Given objectives, hierarchies, course scenario, and course procedures for your course, be able to draft a course map.

Criteria: The map:

1. Reflects all relationships shown on your hierarchies.
2. Includes no sequencing restrictions where none are required.
3. Depicts your recommended sequencing of unrelated modules.

RS Draft Reaction Sheet

Given your own course objectives, learning environment description, evaluation plan, and a sample reaction sheet, be able to create a reaction sheet for your own course.

Criteria: There are as many items as are needed to invite student response to:

1. Course procedures/characteristics.
2. Judgments of self-efficacy for each skill learned.
3. Obstacles encountered.
4. Suggestions for improvement.

CS Draft Course Scenario

Given course design documents, including objectives, skill hierarchies, course map, course procedures, target population description, and course evaluation plan, be able to draft scenario describing the intended flow of events.

Criteria:

1. The scenario will describe the plan for at least the following events:
   - Selecting and getting students to the course
   - Course set-up
   - Student arrival and orientation
   - Completion of modules
   - Course completion procedures
2. The scenario will list additional items and procedures needed to cause the desired events to occur.

CI Plan Course Improvement

Given:

1. Access to an ongoing course and its materials
2. A course Improvement Checklist,

be able to identify discrepancies between ideal and actual characteristics and to rank them in priority for implementation.

RM Rebut Misconceptions

Given: Common misconceptions about CRI.

Performance: Be able to write at least one statement to correct each misconception.

Criteria: Each statement must be (a) accurate, (b) directly responsive to the misconception, and (c) offered in a way that does not demean or insult the listener.

DC Describe CRI Methodology

In a meeting with your colleagues and/or upper management or outside vendors, and with only your "talk" outline, be able to present an overview of CRI and answer questions relating to criterion-referenced instruction.

Criteria: The overview will:

1. Specify the group to which the talk is directed.
2. Describe at least five characteristics in which CRI differs from subject-matter based, norm-referenced, instruction.
3. Provide suitable rebuttal (correction, explanation) of at least three misconceptions about CRI that your target population likely holds.
4. Describe at least two benefits that might accrue to your audience from the use of CRI.
5. Be completed within ten minutes.
6. Jargon is defined when it is first introduced.

In answering the questions:

1. All information is pertinent to the questions.
2. Questioners are treated courteously (not insulted or demeaned).
3. Jargon is defined when it is first introduced.

AP Action Planning

For projects selected from your own work environment, using any analyses and checklist or other aids available, describe the actions you plan to take:

1. Within 10 days of your return from this workshop,
2. Within the next six weeks or so, and
3. At the first opportunity.

Actions should include one or more items in each of the following categories:

1. Inclusion of CRI characteristics in existing instruction.
2. Installing or assisting others in the use of systematic procedures for development of solutions to performance problems.
3. Communicating/building bridges with your line management, with others responsible for performance improvement, and with clients/customers.