From the conference brochure:
Leaving WIIFM for WCIDWT: What Can I DO With That?
Learning professionals know perfectly well that realistic practice trumps “information dumps.” But the pressures of our own hectic workflows often lead us to shortchange helping learners transfer information into action back on the job. In this practice-heavy session, expand your repertoire of techniques for creating meaningful “rehearsal” opportunities in training.
Snap: 10 facts about the human brain to help you create a better websiteSnap
Understanding the human brain and your consumers' wants and needs could help you create and manage a more effective website.
Discover the mindsets of your consumers with these 10 facts.
MHA2018 - The Immunity to Change - How to discover individual or team resista...AgileDenver
Often we know what we need to change in our behaviors; however, for some reason we either don’t, won’t or can’t sustain the change. This session teaches a method, Immunity to Change, that can help get to the root of the resistance to those changes. This session introduces a method for discovering why we often know exactly what to do differently, but for whatever reason fail to do so. This is the face of really knowing, believing and wanting to change! In the session we explore the theoretical underpinnings of the Immunity to Change (ITC) method. And throughout the session each participant has the opportunity to build their own ITC map and perhaps discover meaning for a personal change in their lives.
Gadgets, Games and Google For Learning South FL PresentationKarl Kapp
This presentation to the South Florida ASTD chapter. The session answers questions like:
What is the best way to design instruction for today's technology tools and for the creation and delivery of e-learning?
What tools are most effective for delivering what types of training?
Attend this session and get insight of . . .
how organizations are leveraging Smartphones for performance support and mobile learning,
how game-based learning is being designed to teach everyone from firefighters to sales reps to call center employees, and
how quick searches and meta-data are changing the landscape of how employees learn and their information expectations.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
Snap: 10 facts about the human brain to help you create a better websiteSnap
Understanding the human brain and your consumers' wants and needs could help you create and manage a more effective website.
Discover the mindsets of your consumers with these 10 facts.
MHA2018 - The Immunity to Change - How to discover individual or team resista...AgileDenver
Often we know what we need to change in our behaviors; however, for some reason we either don’t, won’t or can’t sustain the change. This session teaches a method, Immunity to Change, that can help get to the root of the resistance to those changes. This session introduces a method for discovering why we often know exactly what to do differently, but for whatever reason fail to do so. This is the face of really knowing, believing and wanting to change! In the session we explore the theoretical underpinnings of the Immunity to Change (ITC) method. And throughout the session each participant has the opportunity to build their own ITC map and perhaps discover meaning for a personal change in their lives.
Gadgets, Games and Google For Learning South FL PresentationKarl Kapp
This presentation to the South Florida ASTD chapter. The session answers questions like:
What is the best way to design instruction for today's technology tools and for the creation and delivery of e-learning?
What tools are most effective for delivering what types of training?
Attend this session and get insight of . . .
how organizations are leveraging Smartphones for performance support and mobile learning,
how game-based learning is being designed to teach everyone from firefighters to sales reps to call center employees, and
how quick searches and meta-data are changing the landscape of how employees learn and their information expectations.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
This deck was created for a small group of Publishing executives who are each responsible for developing four sessions for this year\'s event in Chicago.
Michael Covington, Director of Digital Content for David C Cook led a discussion on how Christian publishers can and should expand their thinking on digital content monetization and distribution.
Four ‘Magic’ Questions that Help Resolve Most Problems - Introduction to The ...Fiona Campbell
Most problems in business are from Values, Beliefs (inside world problems) Strategy, Environment (outside world problems) This presentation give you an introduction and examples of how to use NLP Meta Model questions to quickly identify where a problem lives.
When you know this communication is clearer and problems get solved quicker.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Problem Behaviour".
COM 14561 Lesson 1 Organizational Behavior/TUTORIALOUTLET DOT COMalbert0003
Lesson 1
Organizational Behavior: Identifying
Challenges
AAA000 Course Title Course Home Lessons Print This PagePrint Introduction: Connecting Your Learning
From your vantage point as part of an organization, you only see a fraction of what is happening,
and you have limited knowledge of what should be happening. This lesson will help you identify
the interactions among individuals and groups within the larger context of the organization.
How People Work and how you can help them to give their bestRoderic Gray
Roderic Gray's book "How People Work and how you can help them to give their best" explains why people at work behave the way they do, and how managers, business students and consultants can get the best performance from their people and from themselves
This deck was created for a small group of Publishing executives who are each responsible for developing four sessions for this year\'s event in Chicago.
Michael Covington, Director of Digital Content for David C Cook led a discussion on how Christian publishers can and should expand their thinking on digital content monetization and distribution.
Four ‘Magic’ Questions that Help Resolve Most Problems - Introduction to The ...Fiona Campbell
Most problems in business are from Values, Beliefs (inside world problems) Strategy, Environment (outside world problems) This presentation give you an introduction and examples of how to use NLP Meta Model questions to quickly identify where a problem lives.
When you know this communication is clearer and problems get solved quicker.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Problem Behaviour".
COM 14561 Lesson 1 Organizational Behavior/TUTORIALOUTLET DOT COMalbert0003
Lesson 1
Organizational Behavior: Identifying
Challenges
AAA000 Course Title Course Home Lessons Print This PagePrint Introduction: Connecting Your Learning
From your vantage point as part of an organization, you only see a fraction of what is happening,
and you have limited knowledge of what should be happening. This lesson will help you identify
the interactions among individuals and groups within the larger context of the organization.
How People Work and how you can help them to give their bestRoderic Gray
Roderic Gray's book "How People Work and how you can help them to give their best" explains why people at work behave the way they do, and how managers, business students and consultants can get the best performance from their people and from themselves
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Breakout Session Slides from ASTD-TCC Regional Conference 2013
1. Leaving WIIFM for WCIDWT:
What Can I DO With That?
Terri Cheney
“We are not about sharing
information or even about providing
learning events. We are about
helping performance in the context
of how individuals carry out their
day-to-day work in the real world.”
Agree? Disagree? “Yeah, but…”? Discuss at your tables.
3. Discuss with a partner
What do you already know about providing
realistic practice in ILT or elearning?
What will be evidence that this breakout was
genuinely useful to YOU in YOUR work?
7. Refine your answer
Two weeks from now …
While you’re at
it, identify one
specific training
you’re involved
with to practice
on today
What will be
evidence that
this breakout was
genuinely useful
to YOU in YOUR
work?
14. Training is about behavior
If your house is
burning down, do
you want the fire
fighters to
15. Training is about behavior
If your house is
burning down, do
you want the fire
fighters to
a. describe the best
methods of dousing
a house fire
16. Training is about behavior
If your house is
burning down, do
you want the fire
fighters to
a. describe the best
methods of dousing
a house fire
b. put out the fire
58. Micro-scenarios rock!
“I’ll read you this list
of ways you can get
involved in the chapter.”
This is Larry, and these
are his circumstances.
Which opportunities
would you recommend
for him?
60. Give your action planning a
Help your learners identify triggers
in the right context
We may be able to double the
likelihood that our learners
actually apply what they've
learned simply by having our
learners link situations and actions
in their action planning.
61. Give your action planning a
Help your learners identify triggers
in the right context
Provide guiding questions like:
• What’s the very next situation in which you could use
what you learned here?
• What in that context will remind you to do so?
and
• Who else will be there?
• What tools/documents/equipment will you be using?
• What obstacle will you encounter first?
• What will you do about it?
63. For today’s participants only:
Power Half-Hour
Help creating rehearsal opportunities in training
you are currently working on
By phone or video conference (Skype, Google+)
Valid until January 31, 2014
Code: ASTD_Confr_2013
Mini-introductionsMe: only half joking when I say I’m an evangelist for an overdue trend in WLPAt your table: Take 60 seconds to make sure everyone at your table has been introducedNow that you’ve made a connection with everyone at your table, Quote & scopeTell me about the answers you got at your tables about the opening quote
This session is basically about improving learning transfer from learning events (training)For our purposes today we’re going to assume that training is the right intervention, and you are tasked with creating a training event that will either happen IN A CLASSROOM OR ON A SCREEN. The design principles are the same.Scope for today = downstream of the decision to do trainingWe all prefer to be involved as far upstream as possible, help identify the beset tools for the problem at handGun-to-the-head quote (= NOT a training issue)Assumes you are tasked with creating a training event that will either happen IN A CLASSROOM OR ON A SCREEN. The design principles are the same.Tactical focus (vs. strategic)
Take 2 minutes with a partner to discuss what you already know …Report back
Today’s session:1: Why think of training in terms of rehearsal for the real world2: How to do that; practice 2 layers of Action Mapping
Today’s session:1: Why think of training in terms of rehearsal for the real world2: How to do that; practice 2 layers of Action Mapping
Today’s session:1: Why think of training in terms of rehearsal for the real world2: How to do that; practice 2 layers of Action Mapping
Take about a minute to refine your post-session “evidence” AND identify a specific training that you can use for practice todayTake 30 seconds to share that with your partner
Why focus on rehearsal in learning events?Nothing new to you here; giving you language to use with all the other people you work with who are definitively NOT learning professionalsHighlighting 5 reasons this is mission-critical for effective training
First reason for treating precious training time as rehearsal is the nature of information.
It used to be scarce. Training was one of the relatively few channels for disseminating information your people needed on the job.
In the age of the interwebs information is now a commodity.
In fact, a lot of the time it feels more like this – like you’re being overwhelmed by a tidal wave of constant information.One result of this is that almost any information is available to anyone, anytime, who is resourceful enough to look for it. All they need is a device in their pocket, and all it takes is a few clicks or a couple of social-network queries, and they can get information any time they need it. That means information dumps are not the best use of precious face/screen time with learners. Our task becomes making sure they can access the right information at the right time – whether they are accessing from their memory or a job aid or on-the-spot research.
Training is about behavior.
The classic answers on most tests look like this, don’t they?
I don’t think I need to say anything more about this one.
Practice happens whether you allow time for it in training or not. If you don’t allow for structured practice time during training, they’ll just be practicing with your paying customers, or in the form of reworks, or trial and error. Or else they’ll just ignore it and go on doing things the old way.
If your kid has just passed his written driver’s-permit test, but he has never actually been behind the wheel of a car, are you ready to having him drive home in traffic? Or are you going to find an empty parking lot or country road to give him a chance to get the “feel” of driving – like how hard is too hard to hit the brakes, or how the car sounds and feels when it’s ready to shift into second gear.
Who remembers what IRACIS stands for?It’s a whole lot easier to demonstrate the business value of what you do when your starting point was behaviors that produce specific business results. Business goals don’t happen by themselves; they happen because specific people DO specific things at specific times. When you treat training as rehearsal of these behaviors, you start with built-in metrics for demonstrating the impact of training.
Training involves more than just you – although that’s already kind of a lot when you consider just how many hours you will put in designing and delivering and dealing with the aftermath of the training.
You’re probably reporting to someone who is directing your work.
Once the training is designed, someone has to put it in the elearning software or to book the room and order the supplies and so forth.
Then there are the actual supplies you use during the learning event.
But the really big expense that most of us forget about when we’re calculating the expenses in training is the time of all the people who will be participating in training instead of doing their regular jobs.Let’s say you develop a three-hour training on some new system in your company. And let’s say 30 people participate in it.Let’s say that their time costs the company an average of about $50 per hour. So that’s 30 people times 50 dollars times three hours. That’s $4,500 bucks shot right there. Plus all the development costs. Will your training produce the business more than five grand in results/value for the business?But technically there’s more. The business is paying for the time of these 30 people, but they are not engaged in the work they were hired to do. Remember IRACIS. In theory everything a business does should either make it money or save it money. Let’s say that when everything is averaged together, the work these people do brings in about $60/hr in revenue. $60 per hour times 30 people times 3 hours. That’s a lot of revenue to forego. Your training had better produce a payoff.
As learning professionals YOU know this. But an awful lot of the people you work with are NOT learning professionals.Different starting questions for SMEs/everyone else/even (sadly) learning professionals
As learning professionals YOU know this. But an awful lot of the people you work with are NOT learning professionals.Different starting questions for SMEs/everyone else/even (sadly) learning professionalsThink about a skeptical stakeholder in one of your current training projects. Take about a minute to figure out how you would help this person understand the value of spending training time on realistic practice. Share that with your partner.Report back
Think about a skeptical stakeholder in one of your current training projects. Take about a minute to figure out how you would help this person understand the value of spending training time on realistic practice. Share that with your partner.Report back
So we have established that it’s a good idea to provide realistic practice – rehearsal opportunities – in learning events. . You zero in on the specific behaviors that impact the business results, and you help people become proficient at those high-pay-off behaviors much more quickly than they would without the training. Now the question becomes, “Just how do you DO that?”
That’s why you build your training around creating rehearsal opportunities. You zero in on the specific behaviors that impact the business results, and you help people become proficient at those high-pay-off behaviors much more quickly than they would without the training.
Single most useful method I have encountered: Cathy Moore’s Action Mapping model
Then you identify the specific behaviors that produce that business goal.
These should be high-impact, high-priority behaviors that you can link explicitly to a specific business outcome.
The next step is to create activities that let learners practice the behaviors you want from them back on the job. In the sample activities I had you do earlier, you had a chance to make the kinds of choices and do the kinds of tasks we hope you will engage in as an active member.
Finally, FINALLY we get around to asking what do they need to KNOW? What is the minimum amount of information necessary for them to be successful with the practice activities?
You ONLY worry about the information they need for successful practice, and no more than that. If something is not necessary for the activity that lets them practice the behavior you want from them back in their natural habitat, you leave. It. Out. Put it in an appendix or reference material. DON’T spend precious face/screen time on stuff that doesn’t help learners perform successfully on the job.This is harder than it looks! You’ve got great information! It’s useful. It could be really important at some point! But if they can do the job without it, leave it out.Consider this: The more meaning and context you can attach to information, the more likely it is that learners will be able to fish it out of their memory later – at the right time, in the right place. The corollary is that if you FAIL to provide meaning and context for the information you share, they’re going to forget it anyway.
You ONLY worry about the information they need for successful practice, and no more than that. If something is not necessary for the activity that lets them practice the behavior you want from them back in their natural habitat, you leave. It. Out. Put it in an appendix or reference material. DON’T spend precious face/screen time on stuff that doesn’t help learners perform successfully on the job.This is harder than it looks! You’ve got great information! It’s useful. It could be really important at some point! But if they can do the job without it, leave it out.Consider this: The more meaning and context you can attach to information, the more likely it is that learners will be able to fish it out of their memory later – at the right time, in the right place. The corollary is that if you FAIL to provide meaning and context for the information you share, they’re going to forget it anyway.
You ONLY worry about the information they need for successful practice, and no more than that. If something is not necessary for the activity that lets them practice the behavior you want from them back in their natural habitat, you leave. It. Out. Put it in an appendix or reference material. DON’T spend precious face/screen time on stuff that doesn’t help learners perform successfully on the job.This is harder than it looks! You’ve got great information! It’s useful. It could be really important at some point! But if they can do the job without it, leave it out.Consider this: The more meaning and context you can attach to information, the more likely it is that learners will be able to fish it out of their memory later – at the right time, in the right place. The corollary is that if you FAIL to provide meaning and context for the information you share, they’re going to forget it anyway.
In practice I find that this is still fairly rare in our field.
Should start with the business goals, but usually doesn’t happen that way.
Most training still comes into being because someone with the authority to do so said, “Let there be training!”
In practice usually end up starting from behaviors“Let there be training!” Then figure out which business goals it might supportBrain dump of all the observable behaviors that would ideally be different after the training
Then they figure out which behaviors advance a business goal – the behaviors that have the biggest impact.
Identify & prioritize which ones have the biggest impact on the target business goalREMOVE any lower-priority behaviors you don’t have the capacity for with your particular constraints.Starting here takes longer than starting with an information dump of what you think your learners should know. It’s harder to do. But paradoxically, once you get clear on these key behaviors, everything else accelerates. You spend far less time agonizing about what information to include and what to leave out. You have less spotlight-on-the-trainer time to develop (or content-dump time on a screen) – because it’s the learners who will be doing the work during a big chuck of the training event.And using this method of design also has the lovely side effect of minimizing scope creep. Scope creep WILL happen, of course. But it is much easier to manage and much easier to make decisions about when you have clearly spelled out the behaviors you want and why. That extra 10 pages from your SME? If you can’t show me how it will affect what they DO in the day-to-day workflow on the job, then, no, we cannot add that content.
Zeroing in on what you want people to DO can be kind of tricky. It’s astonishingly easy to slide back into vague terms like “understand” and “appreciate.”So I’m going to share two “mind hacks” I have found to be effective in working with SMEs (Subject Matter Experts) to help them identify observable behaviors that should come from a training event.
The first is to pretend you are a fly on the wall a week after your training event. You are watching two people go about their work. One of them took the training, the other did not. FROM YOUR POSITION AS A FLY ON THE WALL, how do you figure out which is which? How is what the trained person doing different from what the untrained person is doing?Remember, a fly can’t read minds. A fly can’t ask questions. The only thing a fly can do is observe behavior. The fly can only tell if someone knows how to deliver good customer service by listening to them interact with a customer on the phone. It can only tell if someone knows the new procedure by watching them carry out that procedure.Do quick brain dump of what a fly would see after your training
The other “mind hack” is to prove it to a skeptical judge. Imagine you have unlimited access to sophisticated surveillance equipment, and you can summon up any imaginable business data you want, whether your company tracks it now or not. The only restriction is that your people can’t know they are bing observed. It’s two weeks or a month or a quarter after your learning event, and you have to prove to a skeptical judge that your training had its intended impact. What evidence are you going to bring the skeptical judge to prove that your training made a difference in actual performance of individuals? How will you show that your training affected the way the business met its goal?If you have secretly taped conversations among the stake holders, what did they say that reveals the impact of your training? What performance metrics are different? …
Do quick brain dump of judge-worthy evidence for your trainingReport back
So now that you have figured out exactly what behaviors you want when learners return to their natural habitat. But how do you provide meaningful practice (rehearsal)?
In the final analysis, rehearsal is anything that helps learners vividly imagine taking the right action in the right context.
Key is to mimic the real context in which they will be carrying out what you are asking of them.This NEVER happens in the real world. In the real world choices are always messier and more ambiguous than this. The specific circumstances of your particular customer at any given moment are more complicated than this.In training your people need a chance to practice making THESE kinds of messier, immensely more probable kinds of choices and decisions.
[Write on flip chart] So what comes to mind that might serve as effective rehearsal?role playscenarioscase study discussions q&a, panel interviews reflection certain forms of note taking (mind mapping, summarizing, predicting)Subconscious doesn’t differentiate real vs imagined; key is to help people vividly imagine application in contextetc.?
We’re going to take a closer look at three of theseCan almost always use these in a pinch, with virtually any content
Micro-scenarios Write one micro-scenario for your training; share w/ partnerReport back
Teach-backTrain the Trainer class proj-mgmt articles LoL: History of co-ops, structure of co-ops, etc – how is that relevant to secretary, forklift guy, VP of finance, etc.?Write down one “chnk” of content from your training that could lend itself well to a teach-back
Action learning with triggersMost of the activity in our brains is not at conscious level. As trainers we focus on conscious level. why not help them deploy their subconscious too?
Help learners figure out in advance what will remind them to act in the new way.Write down 2-3 triggers your learners might useWrite down 2-3 triggers for YOU for what you learned today
Now that we’ve looked at how to help others “get it” about providing meaningful practice, and we DID some rehearsal ourselves around identifying target behaviors and ways to practice them,What did my action map look like for this session (behavior + activity levels)Large-group reportYou got it! You are well on your way to being able to apply what you learned today back in YOUR natural habitat.Like any skill or habit, it takes time
Closing with best summary I’ve seen of what a learning professional does