Significant or Not

Significant or Not?

Multiple Choice

“This is a good idea for assessing whether people know what to do.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“I have to agree. Having a SME or experienced designer look at the work is of tremendous help. It is so easy to assume things, and leave out steps here and there. It is certainly not as easy as it looks, and I can see where this process makes for a much better learning experience for the participants.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“As far as having used behavioral objectives, I've used them to advertise the training and again at the beginning of training in order to explain to employees what they're going to learn. For instance, an example of a behavioral objective in training for managers would be: "At the end of the class, participants will be able to define the steps in the disciplinary process." In describing the behavior, I agree that using action verbs such as define, rather than a verb like understand lets the employee know that he/she will actually be able to do something at the end of the training.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“I believe that learning is more ef ective if we allow learners to create their own behavioral

objectives. Like Driscoll, I believe that "Learners are not empty vessels waiting to be filled, but rather

active organisms seeking meaning." Bearing in mind that we are all products of our own experiences; be

it socioeconomic, gender specific, cultural and/or family related, I firmly believe that the learning needs

of learners should always be the force which guides the instructional development process and the

crafting of meaningful behavioral objectives. Therefore, dif erentiated instruction is of paramount

importance if we are to provide meaningful learning environments, which emulate challenge, variety,

creativity and innovation. Consequently, a synergistic blend between Bloom's Taxonomy and Gardner’s

Theory of Multiple Intelligences must be found if learning is to be truly ef ective.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“Perhaps the next important thing to consider is: Does the measurement we make (or invent) have meaning? Can it be applied in a useful manner or is it just more information? Can this measurement be used to produce or improve results?”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“I agree with the statement "learning is generally less ef ective when only the learners create the objectives", However, I would not wish to lump ALL learners into this category, whether they are intellectually gifted or not. I believe that in much instruction the student is an integral part of defining the objective, especially in skills training, or ef iciency of operations. If a company has been producing X product in the same manner for an extended time, it is reasonable to believe that new employees have been trained in that "tried and proven" method of production. However, as times and markets change, production techniques must also change. The student (employee) who is being taught the same "old" method would invariably attempt to modify the technique to increase ef iciency of the production. If the student is stifled by being held only to the objectives stated in the training, no improvement will be made and the company will ultimately suf er.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“As an example, I work with someone who is an instructional designer, yet he’s one of the slowest in adapting new elements and methods to our work. My point is that although his background is in the training field, he just couldn’t seem to transition and apply that to Web-based training. Perhaps his individual capacity just isn’t tailored to developing this type of training application.”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“I disagree with your definition of soft technology. Can you please tell me how you came to that conclusion?”

• Not Significant

• Moderately Significant

• Significant

Multiple Choice

“I’m a Thomas Gilbert fan and I saw a parallel here with Gilbert’s Behavioral Engineering Model and what Rossett is calling barriers. Barriers, of course, could include anything, including supervisor resistance (data and incentives), lack of alignment between training and actual work (knowledge), lack of tools (information), lack of information (data).”

• Not Significant

• Moderately Significant

• Significant