SLIDE 1
small
BIG impact
Christina Grimsley, Ph.D.
Monitronics, International
team
business need? improve image courtesy of iStockphoto recurrent - - PowerPoint PPT Presentation
business need? improve image courtesy of iStockphoto recurrent - - PowerPoint PPT Presentation
team small BIG impact Christina Grimsley, Ph.D. Monitronics, International business need? improve image courtesy of iStockphoto recurrent image courtesy of Microsoft Clipart image courtesy of Microsoft Clipart image courtesy of
SLIDE 2
SLIDE 3
SLIDE 4
SLIDE 5
SLIDE 6
business need?
SLIDE 7
improve
SLIDE 8 image courtesy of iStockphoto
SLIDE 9
recurrent
SLIDE 10 image courtesy of Microsoft Clipart
SLIDE 11 image courtesy of Microsoft Clipart
SLIDE 12 image courtesy of iStockphoto
SLIDE 13 image courtesy of freeimages.com
SLIDE 14
SLIDE 15
SLIDE 16
SLIDE 17
SLIDE 18
SLIDE 19
SLIDE 20
- verhauled the curriculum design
1
SLIDE 21
- verhauled the curriculum design
1
rewrote all skills assessments
2
SLIDE 22
- verhauled the curriculum design
1
rewrote all skills assessments
2
performed Kirkpatrick evaluations
3
SLIDE 23
c u r r i c u l u m
SLIDE 24
SLIDE 25
SLIDE 26
Lesson Outline A is the LEAST effective lesson plan. Lesson Outline C is a more effective lesson plan for learners with relevant spreadsheet experience. Lesson Outline B is the MOST effective for all learners. All three lessons are effective because they all include the same content.
SLIDE 27
SLIDE 28
SLIDE 29
Lesson Outline A is the LEAST effective lesson plan. Lesson Outline C is a more effective lesson plan for learners with relevant spreadsheet experience. Lesson Outline B is the MOST effective for all learners. All three lessons are effective because they all include the same content.
SLIDE 30
SLIDE 31
SLIDE 32
SLIDE 33
SLIDE 34 Ruth Colvin Clark Evidence-Based Training Methods: A Guide for Training Professionals
SLIDE 35 Ruth Colvin Clark Evidence-Based Training Methods: A Guide for Training Professionals
te tell ll
SLIDE 36 Ruth Colvin Clark Evidence-Based Training Methods: A Guide for Training Professionals
te tell ll show show
SLIDE 37 Ruth Colvin Clark Evidence-Based Training Methods: A Guide for Training Professionals
te tell ll show show do do
SLIDE 38 Ruth Colvin Clark Evidence-Based Training Methods: A Guide for Training Professionals
te tell ll show show do do
fe feedba edback ck
SLIDE 39
Lesson Outline A is the LEAST effective lesson plan. Lesson Outline C is a more effective lesson plan for learners with relevant spreadsheet experience. Lesson Outline B is the MOST effective for all learners. All three lessons are effective because they all include the same content.
SLIDE 40
Lesson Outline A is the LEAST effective lesson plan. Lesson Outline C is a more effective lesson plan for learners with relevant spreadsheet experience. Lesson Outline B is the MOST effective for all learners. All three lessons are effective because they all include the same content.
SLIDE 41
SLIDE 42
SLIDE 43
experience
SLIDE 44
SLIDE 45
SLIDE 46
SLIDE 47
SLIDE 48
SLIDE 49
SLIDE 50
SLIDE 51
m u l t i p l e
SLIDE 52
avoid trick items
SLIDE 53
avoid trick items
emphasize important material
SLIDE 54
avoid trick items keep answer options
emphasize important material
similar lengths
SLIDE 55
avoid trick items keep answer options
emphasize important material avoid verbatim phrasing
similar lengths
SLIDE 56
avoid trick items keep answer options
emphasize important material avoid verbatim phrasing use common errors
similar lengths
SLIDE 57
avoid trick items keep answer options
emphasize important material avoid verbatim phrasing use common errors use plausible distractors
similar lengths
SLIDE 58
SLIDE 59
1 2 3 4
SLIDE 60
get out of the
level
lowest
SLIDE 61
creating evaluating analyzing applying understanding remembering
SLIDE 62
creating evaluating analyzing applying understanding remembering
SLIDE 63
hi high ghest leve est level mi midd ddle lev le level el lo lowe west lev st level el
Dawn M. Zimmaro Writing Good Multiple Choice Exams SLIDE 64
lo lowe west lev st level el
Dawn M. Zimmaro Writing Good Multiple Choice Exams SLIDE 65
Which of the following defines X?
SLIDE 66
Which of the following defines X? Which of the following is an
example of X?
SLIDE 67
Which of the following defines X? Which of the following is an
example of X?
What is the next step in X?
SLIDE 68
lo lowe west lev st level el
SLIDE 69
hi high ghest leve est level mi midd ddle lev le level el lo lowe west lev st level el
SLIDE 70
Here is a scenario/problem. Which of the following apply?
SLIDE 71
Here is a scenario/problem. Which of the following apply? Which of the following is an
example of X?
SLIDE 72
i n t e r p r e t
screenshots & scenarios
SLIDE 73
Which of the following best defines a Monitronics Lanvac customer? A. B. C. D.
SLIDE 74
- Mr. Hansen advises that he would like to
be billed less frequently because he doesn’t like receiving a bill every month. Which of the following actions best represents how to assist him?
SLIDE 75
multilogical
t h i n k i n g
SLIDE 76
SLIDE 77
Which of the following best defines a Monitronics Lanvac customer? A. B. C. D.
SLIDE 78
- Mr. Hansen advises that he would like to
be billed less frequently because he doesn’t like receiving a bill every month. Which of the following actions best represents how to assist him?
SLIDE 79
The billing address is located on which side of the customer banner in MASterMind? A. B. C. D.
SLIDE 80
- Mr. Hansen wants to change
the P.O. address we have on
- file. Which of the following
actions best represents how to assist him?
SLIDE 81
Which of the following services is not included in the lifetime service plan? A. B. C. D.
SLIDE 82
- Mr. Hansen states that after installing a
window unit air conditioner over the weekend that his system will not arm even though he has all of his doors and windows
- shut. Which of the following actions best
represents how to assist him?
SLIDE 83
SLIDE 84
m e a s u r e
SLIDE 85 image courtesy of Microsoft Clipart
SLIDE 86
Donald Kirkpatrick level 1 level 2 level 4 level 3 the levels
The Kirkpatrick Model
level 5
SLIDE 87
SLIDE 88
level 1
SLIDE 89
SLIDE 90
SLIDE 91
level 2
SLIDE 92
SLIDE 93
SLIDE 94
SLIDE 95
SLIDE 96
level 3
SLIDE 97
An ASTD Benchmarking Forum study found that while 94 percent
- f courses are examined for Level
1, only 34% are checked for participant knowledge. The two field-based levels, 3 and 4, fare far
- worse. Just 13% of courses are
examined on Level 3, and only 3% for Level 4.
Rossett, Allison. “Metrics Matters: Technology Changes the Face of Learning and Development. How Does it Change Analysis and Evaluation?” T&D. March 2010. p. 65.
“ ”
SLIDE 98 Robert O. Brinkerhoff
SLIDE 99
30 days
SLIDE 100
30 days
SLIDE 101
30 days
SLIDE 102
SLIDE 103
SLIDE 104
level 4
SLIDE 105
training hours
SLIDE 106
training hours
# of learners
SLIDE 107
training hours graduation rates
# of learners
SLIDE 108
training hours graduation rates
# of learners
- verall learner experience
SLIDE 109
training hours graduation rates
# of learners
- verall learner experience
- verall knowledge
check average
SLIDE 110 image courtesy of iStockphoto
SLIDE 111
SLIDE 112
SLIDE 113
SLIDE 114
SLIDE 115
the training was
H O W
will we know
successful?
SLIDE 116
- 1. Appropriately applied the show
and tell, stair-step, and immersive architectures to the curriculum design.
- 2. Revised all skills assessments to
involve higher orders of thinking, interpretation of scenarios and screenshots, and multilogical thinking.
- 3. Began incorporating Kirkpatrick
levels of evaluation to show
- ur value.
In Summary: