With the new year upon us—and all its emails highlighting trends and anticipated innovations in the months to come—I’m skeptical. Because over the past few decades in our field, I’ve found...

Measuring the success of our training efforts is critical to be seen as a value-added function in our organizations. With a series of proven successes on measures that matter to senior...

What’s the solution for handling a pent-up demand for training?

In observing coaches, I’ve noticed an interesting trend—coaches are doing much of a client’s work for them. They are asking a lot of questions so they can provide solutions. They are...

In this two-part series, we will explore best practices for writing at every stage in the instructional design process. Throughout the learning design process, we must ask if our materials...

In this two-part series, we will explore best practices for writing at every stage in the instructional design process. Every stage of the instructional design process involves writing.

What do these two scenarios have in common? Cody is a participant in a leadership development program that includes a 360-degree feedback component. Cody has not submitted a self-assessment...

Meeting learners where they are is an industry best practice. Often, that means meeting them at their skill or knowledge levels. In today’s world, it also means meeting them where they are...

For decades, instructional designers have effectively used the ADDIE model for instructional design and training. ADDIE is named after its five phases: analysis, design, development,...

在实时或异步培训中使用问题有助于学习者理解学习内容，因为它符合人们学习的几个关键原则。例如，当学员回答关于内容的问题或编制自己想要提出的问题时，他们就会利用自己先前的知识。编制自己的问题是个人根据自身经验和所在环境来构建意义的一种方法，这也与建构主义学习理论相符。在问题的使用过程中，会用到个人的多种先天智力，包括人际（反思）、人际内心（社交）、逻辑、语言能力。