TRANSITION TOWARD A PERFORMANCE-BASED TRAINING ORGANIZATION

a. All obvious performance gaps revealed by the checklist are described
b. At least one strategy for closing the gaps has been described

Given an Estimating ROI Worksheet, a Fully-Loaded Cost Summary Worksheet, and a Cost Categories & Metrics job aid, estimate the potential return on investment (ROI) for a proposed solution to a performance problem, and determine what data you will need in order to calculate actual ROI after you have implemented your solution.

Criteria:

a. All items on the Fully-Loaded Cost Summary Worksheet are estimated.
b. Business metrics (such as increased productivity, reduced turnover, and greater customer satisfaction) impacted by the solution implemented are identified.
c. Business impacts are converted to dollar values.
d. Potential ROI is estimated using the ROI formula.
e. The data to be collected to determine actual ROI are identified.

COMPLETE PERFORMANCE ANALYSIS

Given a Performance Analysis Worksheet and a performance discrepancy in an area of your competence, be able to carry out the analysis. Your solutions should account for the clues shown by the analysis, be applicable in the environment in which the discrepancy exists, and cost less than the problem itself.

REVIEW DEVELOPMENT PROGRESS

Given a good instructional development plan and information about the training and experience of the development staff, specify the minimum management review points that will:

1. minimize errors and rework, and
2. best insure a maximum rate of progress in the project.

Criteria: The review points specified should reflect the experience of the staff and assure that the project will proceed as planned with minimal management-caused delay.

ACTION PLANNING

Given a list of the training and non-training services you intend to provide your clients, be able to list the actions you intend to take on return from this workshop.

Criteria:

1. Each item is marked according to priority:
   "1" for actions to be taken within the next ten days
   "2" for actions to be initiated within the next month
   "3" for actions to be scheduled as conditions allow.
   
   
2. The plan includes at least the following items:
   At least one immediate action intended to improve your existing instruction,
   Actions intended to communicate your list of intended services to various client audiences,
   Actions to stimulate requests for these services,
   Actions leading to fuller implementation of the performance-based (criterion-referenced) approach to instruction, should you decide on that direction, and
   Plans for making your staff fully competent to provide the performance services you plan to offer.
   

EVALUATE PROPOSALS

Given a training proposal that recommends and describes development or adoption of instruction, or a proposal to adapt existing instruction, be able to assess the rationality and completeness of the plan; i.e., be able to determine if the plan:

1. documents (verifies) the need for training;
2. describes the derivation of, or provides well-stated objectives;
3. proposes or provides adequate practice;
4. proposes or provides a practical delivery system appropriate for the target audience, and
5. describes or provides a method for evaluating the success of the instruction.
   

EVALUATE COURSE

Given the following:

1. access to an on-going course and its materials,
2. a Course Improvement Checklist,
3. a Presentation Evaluation Checklist and a Coaching Evaluation Checklist, and
4. a Module Checklist,

be able to identify (list) opportunities for improvement (discrepancies between ideal and actual characteristics), and name the opportunity of highest priority.

Criteria:

1. All discrepancies between actual and ideal are identified.
2. The highest priority opportunity for improvement named is the one that will provide the most improvement for the least effort.
   

INSPECT MODULES

Given any module and a Module Checklist, be able to identify:

1. which key components are absent,
2. unnecessary content, and
3. the appropriateness of the selected delivery system.

EVALUATE INSTRUCTOR PERFORMANCE

Given a Presentation Evaluation Checklist and a Coaching Evaluation Checklist, an instructor presentation and a course manager-student interaction, be able to recognize instructor (a) compliance with and (b) deviation from the desired practices described on the appropriate checklist.

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COMPLETE TASK ANALYSIS

Be able to complete a task analysis for a task in your area of competence. The analysis should show all the major steps and decisions of the task and the sequence relationships between them. The analysis should also describe when the task should be performed and how a performer will know that he or she has completed the task successfully.

COMPLETE GOAL ANALYSIS

Having identified a goal you feel worthy of accomplishment, be able to complete a goal analysis (i.e., write the performances that represent achievement of the goal).

Given a collection of poorly stated objectives, be able to reword them so that they include a performance, conditions under which the performance will occur, and a criterion of acceptable performance.

DRAFT SKILL HIERARCHIES

Given a list of skills, be able to draft as many hierarchies as are needed to depict the prerequisite relationships between those skills.

Criteria: The hierarchy

1. shows dependency relationships only where they exist, and
2. depicts only skills (rather than knowledge or the sequence of steps in which a task may be performed
   

DERIVE OBJECTIVES

For a task in your area of competence, be able to derive and write the objectives and subordinate objectives describing skills that anyone would need before being able to practice the task, and draft a hierarchy showing the prerequisite relationships between the skills.

DISCRIMINATE CRITERION ITEMS

Given a well-stated objective and a purported criterion item, be able to decide whether the item is acceptable for assessing accomplishment of the objective.

VERIFY MEDIA CHOICES

Given a well-stated objective, a relevant practice description, a target population description, and a delivery system description, be able to say whether the selected media

1. match the relevant practice, target population, and learning environment descriptions; and
2. are convenient for the student to use.
   

VERIFY OBJECTIVES DERIVATION

Given task and goal analyses, skills derived from the analyses, objectives, and a hierarchy, be able to modify (edit) it so that the objectives have been correctly derived, that the hierarchy includes only skills, and that the relationships depicted by the hierarchy are correct.