ILT Activities Playbook

ILT Activities Playbook Table of Contents

Table of Contents

Introduction...........................................................................................................6
Introduction.......................................................................................................... 6
Lesson One: Gaining Attention..........................................................................10
Introduction........................................................................................................10
Match Clues to Movies as Mixer........................................................................10
‘Dream Jobs’ Expose Ambitions.........................................................................11
Use ‘Differentiator’ as a Way to Set Up Question-And-Answer Opener.............12
Open Feedback.................................................................................................13
Thinking ‘Outside the Box’.................................................................................14
Be a Reporter....................................................................................................15
Video................................................................................................................. 15
Module Two – Presenting Objectives and Stimulating Recall of Prior
Learning............................................................................................................... 17
Introduction........................................................................................................17
Presenting Objectives........................................................................................17
Stimulating Recall of Prior Learning...................................................................18
Lesson Three – Present the Content.................................................................22
Facts.................................................................................................................. 22
Take a Guess.....................................................................................................22
Quiz................................................................................................................... 23
Crossword Game...............................................................................................24
Concepts........................................................................................................... 26
Guidelines for Teaching Concepts.....................................................................26
Activities............................................................................................................ 27
Procedure.......................................................................................................... 29
Activities............................................................................................................ 29
Process.............................................................................................................. 31
Presenting Processes........................................................................................32
Activities............................................................................................................ 34
Principles........................................................................................................... 37
Activities............................................................................................................ 38
Module Four – Providing Learning Guidance and Eliciting Performance......42
Introduction........................................................................................................42
Activities for Providing Learning Guidance........................................................42
Activities for Eliciting and Assessing Performance.............................................43
Activities for Enhancing Retention and Transfer to the Job................................45
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ILT Activities Playbook Table of Contents

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ILT Activities Playbook Introduction

Introduction

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 Introduction

Introduction

This document highlights some of the activities that

you may use for different content types in ILTs. The
activities are categorized on the basis of the Merrill’s
content type they map to and Gagne’s events of
instruction.
Gagne’s events help us identify pre-requisites to be
completed to facilitate learning. These pre-requisites
appear in a hierarchy that provides a basis for
sequencing training. BI can provide input on the client
culture and related ways to incorporate Gagne events
in a PLB to enable good course design by the CDC.
The CDC team is then responsible for the detailed
design incorporating principles of both Merrill and
Gagne.
ILT Activities Playbook Introduction

The table below lists Gagne events of instruction.

Step Description
1. Gain attention Start the course with an attention-grabbing
introduction.
2. Inform learners of Set the learners’ expectations of what is
objectives about to be covered, including: key points,
requirements, evaluation criteria and
materials.
3. Stimulate recall of Remind the learners of previous knowledge
prior learning related to the new material, supporting the
big picture and helping to make connections.
4. Present the Explain the content to the learners in an
content organized and chunked manner, varying the
means (text, graphics, animation, etc).
Encourage interaction and questions.
5. Provide learning Help the learners store the information in
guidance ways that it can be retrieved, using
examples, experts and interactions.
6. Elicit performanceAsk the learners to practice what they have
learned and to demonstrate understanding of
the content.
7. Provide feedback Advise the learners on correct and incorrect
understanding of the content.
8. Assess Determine if the learners can consistently
performance perform the intended objectives, sometimes
results in a certification once a specified
score is achieved.
9. Enhance retention Provide the learners with strategies and
and transfer to the practice of the newly learned skills to ensure
job they are retained and can be used in many
appropriate situations and applications.

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ILT Activities Playbook Introduction

You can relate your content definition to Gagne events

and Merrill's content types. For example, learning
many facts can be uninteresting for participants. You
can use Merrill's definition of content types to identify
facts in a course and formulate strategies to gain the
learner's attention (Gagne first principle). As you
create your content definition, you can use Merrill’s
framework and Gagne nine events. Gagne events
assist you in the overall layout of your course, while
Merrill’s framework assists you in focusing on how to
present the content. The diagram below highlights this
relation:

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ILT Activities Playbook Introduction

Below is a summary of the five Merrill’s content types:

 Facts – Unique or static information. One-of-a-kind

associations between concepts.
 Concepts – Class of items that share common
features and is known by a common name.
 Procedures – Series of clearly defined steps that
result in achievement of a job task.
 Processes – Description of how things work.
 Principles – Cause-and-effect relationships
resulting in predictable outcomes. Can suggest
guidelines for application in new situations.

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Lesson One
Gaining Attention
Lesson One: Gaining Attention

Introduction

The start of any session sets the tone for the training
and determines the level of interaction and interest
that participants demonstrate during the training. This
module outlines some attention-grabbing ice breakers
and after-break energizers.

Match Clues to Movies as Mixer

Here’s an opener that should appeal to the movie buffs

in the audience, says Karin Sledge. Print the names of
some current or recently released movies on small
pieces of paper and on other pieces print clues that
refer to that movie. For example, on one piece you
might write “The Lion King” and on another “Music by
Elton John.”

Sledge hands out the slips with movie titles to half the
group, and slips with clues to the other half, then has
everyone circulate until all movies are matched to
clues.

You may modify the above activity to suit your training

needs. For example, if your course is on Information
Security Awareness, you may print movies and clues
for movies that relate to theft, such as Ocean’s Eleven,
Entrapment, Net, and The Great Train Robbery. Once
the participants find the matches, you can highlight
how personal information, such as account numbers
and social security numbers played pivotal role in theft.
(Source: The Best of Creative Training Techniques by Dave Zielinski)
ILT Activities Playbook Lesson One – Gaining Attention

‘Dream Jobs’ Expose Ambitions

Even when participants know one another well, they

learn something about their peers from the “dream
business” opener.

You may ask participants to introduce themselves by

stating their names and what business they would start
on their own if resources were no issue. People often
reveal a side of themselves even close co-workers
were not aware of.

When a session is about change, total quality

management, or workplace improvement topics of any
kind, you may introduce a discussion by asking
participants to think about and discuss how they would
make decisions and spend money differently than they
do in their present workplace. The message: Operate
today as if your work is your own and it might seem
more ideal than it presently does.

(Source: The Best of Creative Training Techniques by Dave Zielinski)

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Use ‘Differentiator’ as a Way to Set Up
Question-And-Answer Opener

This ice breaker, suggested uses a set of

“differentiators” and a series of accompanying
questions to help attendees get to know each other
beyond name, company, and title.

This helps attendees mingle and meet three to four

other people based on the “differentiator.” They must
then ask peers the accompanying question. You may
allow each pair two minutes to get familiar with each
other.

Differentiator Ask/Answer
Find a person with a What’s the riskiest thing
similar favorite food. you’ve ever done?
Find a person Who has greatly influenced
wearing similar your life?
colors.
Find someone who Which factors influence your
listens to similar motivation at work?
music.
Find someone who What is something you’ve
likes the same type done that has made a big
of movies. difference in your life and
you’re proud of it?
Find another person What is something you hope
who has similar other people say about you?
shoes.

(Source: The Best of Creative Training Techniques by Dave Zielinski)

ILT Activities Playbook Lesson One – Gaining Attention

Open Feedback

This activity/ice breaker can be particularly used for

workshops meant for team building activities.
It requires the following:
 Sticker/Labels
 Pin-up/White board
 Pins (if blank stickers are not available)
The trainer may pass a prepared sheet of labels with
the name of one participant on each label, telling
participants they can take any label except the one
with their name on it. Alternatively, the trainer may
stick labels with each participant’s name on a pin-
up/white board.
The trainer then asks each participant to write
“Something I admire about…” or “Something I learned
from…” on a blank label about one person from the
group.
Once all participants complete writing about a peer,
the trainer tells participants to stick the labels next to
the appropriate person’s name on the board.

(Source: The Best of Creative Training Techniques by Dave Zielinski)

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Thinking ‘Outside the Box’

To help attendees begin thinking about creative

solutions to problems, you may pose the following
brainteaser at the outset of the class:
 Write the equation 5+6+4=550 on a flip chart.
 Ask participants to copy the equation and to add
one straight line to make it a correct statement.
 Note: Participants may add a line through the equal
sign to come up with 5+5+5≠550. However, this is
good thinking, but not the right answer.
 The correct answer is 546+4=550. Note that a line
joining the top of the plus sign to the left corner
makes changes it to four (4).
 You may provide participants with five minutes to
give the answer.

(Source: The Best of Creative Training Techniques by Dave Zielinski)

ILT Activities Playbook Lesson One – Gaining Attention

Be a Reporter

Here’s another quick way to get people acquainted

and to learn something about them in the beginning of
a program. Provide them with or have them generate
five to ten questions. Each person then moves around
the room and uses the questions to conduct interviews
just as a reporter might. At the end of 10 to 15
minutes, during which each participant interviews at
least three people, each person shares the most
interesting answers with the group. Here are some of
the interview questions some seminar participants
have created:

This activity can be used as an ice breaker and also to

discuss/recap import topics. If you are designing a
multi-day workshop, you may ask participants to play
the role of a reporter and interview others to recap the
discussed topics in previous sessions. In addition, you
may divide the class into groups of four to five. In each
group, ask one person to be a reporter and other
individuals to enact respondents who will answer the
reporter’s questions.

Video

Show a video based on the theme of the course. For

example, in process improvement training, show
videos highlighting how certain companies or
departments in your company have benefitted from
continuous process improvements and innovative
thinking.

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Module Two
Informing Learners of Objectives
Module Two – Presenting Objectives and Stimulating Recall of Prior Learning ILT Activities
Playbook

Module Two – Presenting Objectives

and Stimulating Recall of Prior
Learning

Introduction

Well-written and measurable objectives assist learners

to identify what they will know or perform when the
training is complete. Robust performance objectives
assist in:
 Determining the type of activities to include in
the course
 Outlining the scope of the course
 Setting course expectations
 Identifying relevant content
 Determining whether necessary content is
available
 Verifying how performance should be assessed
and setting criteria for training outcome
evaluation
Adult learners prefer to share their experiences and
knowledge about a given topic.

Presenting Objectives

 Ask participants what they expect from the session.

 Write responses on a flip chart.
 Present the objectives and map their expectations
to the objectives.

You may also use ‘What is in it for me’ before

presenting objectives.

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Module Two – Presenting Objectives and Stimulating Recall of Prior Learning ILT Activities
Playbook

Stimulating Recall of Prior Learning

At this stage, you should encourage participants to

share their prior experiences related to the topic of the
course. Given below are some questions that you may
ask participants to start discussion:

Type of training Questions for Discussion

Sales Skills o Which has been your best
experience, when purchasing,
with another sales person?
Which behaviors did that sales
person exhibit?
o Which has been your best
sale to date? How did you
approach that sale?
Communications o How do you approach
Skills communication with
customers/clients?
o How much significance do
you associate with listening in
communication?
Team Building o What behaviors do you
display to ensure good working
atmosphere at work?
o How is feedback provided
in your organization?
o Which processes in your
organization
encourage/discourage good
team work?

The above table outlines some questions for three

types of training. You may outline similar discussion
questions specific to your training needs.

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ILT Activities Playbook Lesson One – Gaining Attention

Given below are some techniques that you may

incorporate in your training to adhere with this stage of
the Gagne’s process
 Scenario Questions: Before diving into content,
ask learners what they have done in a previous
situation. Then present the approved method.
 Pre-test: Test learners on relevant knowledge
before a course. This is similar to a Level 2 product
offering. In an instructor-led course, this can help
instructors tailor their instruction to the appropriate
knowledge level. (Click here to see example.)
 Prerequisite Course Recap: Present a review of a
previous course or prerequisite to activate the
learners’ knowledge on the subject.
 Personal Experience: Provide prompts or
questions that encourage the learners to consider
actual experiences he or she may have had in the
past.

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Lesson Three
Presenting the Content
Lesson Three – Present the Content

Facts

Presenting facts as they are could be boring, but here

are a few activities that may help you to make the
training interesting. Select the activity most appropriate
for the target audience.

Take a Guess

This can be a rapid-fire quiz wherein the trainer asks

the participants some factual questions, such as:

Take a guess:

 The number of employees our company has…

 The number of clients we serve from our local
centre…
 Our ranking in the U.S. financial market…
ILT Activities Playbook Lesson Five –Teaching Principles

Quiz

When presenting factual data, you may ask the

questions orally with the aid of presentation. That is,
conduct the quiz without the aid of the quiz handouts.
To add spice to the quiz, you can use the Who wants
to be a millionaire format. Given below is a sample
image of a presentation that uses the Who wants to be
a millionaire game:

NOTE: You may need to raise a media request to

create a blank image. In addition, in case you have a
large group, divide the participants into smaller groups
of appropriate size.

Important
You should try to incorporate quizzes and Q&A
sessions at relevant points throughout your training
irrespective of the type of content you are explaining. A
little time spent on Question and Answers (Q&A) helps
the trainer to involve the learners and gauge their level
of understanding.

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Lesson One – Gaining Attention ILT Activities Playbook

Crossword Game

You may use a crossword game to teach facts (also

applies to other content types). Given below is an
example.

2 3

Across

2. The _____ team creates media.

5. A tool commonly used by designers.
6. Used by designers and developers.
7. To revise.

Down

1. How text and pictures are displayed.

3. Draw up plans.
4. A tool used by painters.
5. A color scheme.

The trainer may conduct the crossword game for

individual or group participation using handouts or ppt
deck.

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ILT Activities Playbook Lesson Five –Teaching Principles

When using a handout, the trainer:

 Distributes the crossword handout to the

participants.
 Allocates a fixed time to complete the crossword.
 Declares a reward for the person (group) that
answers the crossword first (optional).

When using the ppt deck, the trainer:

 Presents the crossword game using the ppt deck

with the answers hidden.
 Divides the participants into groups if the game is
being conducted on a group participation basis.
 Asks the groups to answer the questions in a pre-
fixed order.
 Reveals the answers as the participants give
correct responses.

True or False Game

The facilitator could divide the classroom into groups

and have them perform a “sort” activity. They could
sort or segregate descriptive statements written/typed
on cards/paper chits that are appropriate examples as
true or false statements.

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Lesson One – Gaining Attention ILT Activities Playbook

Concepts

A concept is the name of a class of things that share

certain characteristics. For example, “bird” is a concept
that has certain characteristics (feathers, warm-
blooded, wings, or lays eggs). When someone learns
a concept, it typically means that they can:

 Recognize an example (or non-example) when

they see one.
 Sort examples along one or more key
characteristics (birds by habitat, diet, or size).
 Generate their own examples and non-examples.

Guidelines for Teaching Concepts

The key to teaching concepts is using examples and

non-examples to illustrate the key discriminating
characteristics of the class.

Remember that concepts are usually learned in

preparation or as part of a larger learning goal, such
as how to apply a principle or how a process works.
Try to use this larger context to determine which
characteristics you want to emphasize in the concept.

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ILT Activities Playbook Lesson Five –Teaching Principles

Activities

Group activities, such as:

 Discussions.
 Differentiating/Categorizing various items.
 Drawing concept charts.

Discussions and Differentiations

During discussions or Q&A sessions for concepts, you

may present questions, such as:

 What is the definition of __?

 What are good examples, bad examples
 Are all ___ the same? What makes one __ different
from another?
 What do all ____ have in common?
 What component parts make up a ___?

Note that some of the questions listed above

encourage the participants to compare various items
from different concepts and identify their differences.

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Lesson One – Gaining Attention ILT Activities Playbook


Concept Charts

An example of a concept chart is given below in which

the concept “Animal Kingdom” is mapped to various
items.

Animal Kingdom

Invertebrates Vertebrates

Birds Mammals

Reptiles Amphibians

Fish

Sorting Activity

The facilitator could divide the classroom into groups

and have them perform a “sort” activity. They could
sort or segregate descriptive statements written/typed
on cards/paper chits that are appropriate examples of
a concept (from those that are not).

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ILT Activities Playbook Lesson Five –Teaching Principles

Procedure

A procedure is a task that someone performs. A

procedure has a series of steps and results in an
outcome. For example, “Creating a new Yahoo
account” is a procedure that a person performs. Here,
we teach the “how to.” When someone learns a
procedure, it typically means that they can:

 Perform/demonstrate the procedure.

 List and describe the steps in the procedure.

Activities

Some of the activities that can be included for

explaining procedures are:

 Demonstrations/Show me.
 Practice/Try me.
 Predict the outcome (Q&A).
 Find the missing step (Q&A).

Demonstration/Show me

The trainer demonstrates the required procedure

either, with the aid of a simulation or on real system.

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Lesson One – Gaining Attention ILT Activities Playbook

Practice/Try me

The participants either practice on a real system or do

a try me simulation.

Predict the outcome (Q&A)

This can be a Q&A session wherein the trainer

presents a particular procedure and asks the
participants to predict the outcome. Include this activity
when explaining lessons with multiple procedures.

Alternatively, divide the participants into groups and

ask them to list the procedure to perform a particular
task.

Find the missing step(s) (Q&A)

The trainer presents a procedure with one or several

steps missing. The participants, individually or in
group, identify the missing step(s).

Important
The keys to teaching procedures are a clear
demonstration and actual practice performing the
procedure.

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ILT Activities Playbook Lesson Five –Teaching Principles

Process

We often get confused between processes and

procedures.

Processes are descriptions of how things work.

Teaching a procedure focuses on “how to” perform the
steps. Teaching a process focuses on “how it works.”
Therefore, when someone learns a process, it typically
means that they can:

 List the steps, inputs, and outputs of a process.

This is “remember” level learning and simply
means a learner has memorized the information.
 Predict what will happen with a process given
some description of the situation. The situation will
usually involve different inputs or variables within
the process. This is “apply” level learning.
 Given an outcome of a process, explain or
troubleshoot the conditions that led to that
outcome.
 Identify any deficiencies in the process.

There are two types of processes:

 Business Processes (workflows, often across

different functions in an organization)
 Technical processes (how things work in a piece of
equipment or natural system).

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Lesson One – Gaining Attention ILT Activities Playbook

Presenting Processes

Flowcharts are extensively used to explain processes.

Given below are two different types of flowcharts, one
is a standard type of flowchart that we use and the
other is a variation known as Swim Lane diagram.

Shown above is a standard flowchart.

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ILT Activities Playbook Lesson Five –Teaching Principles

Shown above is a Swim Lane diagram/flowchart

wherein each stage of a process is mapped with an
individual who performs that step.

You may experiment with even newer forms of

flowcharts to present processes more clearly. In
addition, you may also use flowcharts to present
procedures.

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Lesson One – Gaining Attention ILT Activities Playbook

Activities

Activities that you may include to explain processes

are:

 Identify your role.

 Role-plays.
 What happens if…
 Videos and Audio.
 Identify the missing step.
 Q&A.

Identify your role

The trainer asks the participants to identify the stages

of a process in which they contribute. This trainer may
prefer to divide the participants into groups for this
activity.

Role-play

This has been traditionally one of the most popular

methods for teaching processes. Learners take on the
role profiles of specific characters as per a scenario
provided to them during training. Role-plays should be
designed to build first person experience in a safe and
supportive environment. Role-play is widely
acknowledged as a powerful teaching technique as the
participants get to apply their skills during the training
and get immediate feedback on their performance.
This helps the learners to identify their strengths and
focus areas.

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ILT Activities Playbook Lesson Five –Teaching Principles

What happens if…

The trainer presents a real-life scenario. Based on the

process/processes discussed, the trainer may ask the
participants to discuss some of the following points:

 Possible outcomes if the condition in the scenario

requires them to make an exception to the process.
 Check the decision points in the process.
 Whether the process provides a feasible solution to
the problem in the scenario.
 What should they do as per the process?
 How they would react in the scenario. After getting
the participants’ response on this, the trainer may
discuss whether their reactions are in accordance
with the process.

The trainer may conduct this activity with individual or

group participation.

Videos and Audio

Including videos and audios is a good strategy when

teaching business processes. A video or an audio
message explaining/praising the business processes
from a senior authority in a company helps gain
participants’ attention.

You may ask the SME to provide you such video/audio

if they exist in their company.

Identify the missing step

As with teaching procedures, the trainer may ask the

participants to identify one or more missing steps in a
process.

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Lesson One – Gaining Attention ILT Activities Playbook

Q&A

Some of the questions that the trainer may ask when

teaching processes are:

 What are inputs? What are steps/transformations?

What are outputs? What are key measurements of
output?
 Could you walk us through an example of process
implementation?
 What happens if you change things – inputs, how
steps are performed?
 Troubleshooting: what problems do you often see?
Ask “what caused this?” (The trainer may ask this
question based on the amount of experience the
participants have with the process.)

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ILT Activities Playbook Lesson Five –Teaching Principles

Principles

A principle is a cause-effect relationship that results in

a predictable outcome. For training purposes, a
principle is something that a person applies to a range
of situations. When someone learns a principle, it
typically means that they can:

 Give a definition of the principle, and one or two

examples of the principle being used. This is
“remember” level learning.
 Given a situation, apply the principle to determine
an appropriate action or decision.
 Given an outcome of a situation, suggest how the
principle could have been applied to achieve a
different outcome.

The key to teaching a principle is providing plenty of

examples and practice in a variety of contexts. The
examples should illustrate the benefit of each of the
guidelines and criteria for using them. Practice should
focus on common mistakes and misconceptions
people have when applying the principle and its
guidelines.

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Lesson One – Gaining Attention ILT Activities Playbook

Activities

Below are some of the activities that you may use for
teaching principles.

Discussions based on scenarios

1. The trainer may:

 Divide the participants into groups.

 Present a scenario to all the groups or a
separate scenario for each group.
 Ask the groups to discuss how they would react
to the situation given in the scenario.

2. When concluding a lesson/course that has several

principles, the trainer may:

 Divide the participants into groups.

 Assign a principle to all the groups.
 Ask the groups to mention the situations in
which they might need to apply the assigned
principle.
 Share their outcome/situations with the entire
group.

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ILT Activities Playbook Lesson Five –Teaching Principles

Q&A

In addition to the above discussions, the trainer may

pose the following questions:

 Ask for lots of stories; why is a story a good

application of the principle?
 When do you NOT apply the principle? What
circumstances trigger applying/not applying?
 Do you always apply it the same way? What
different results do you get?
 What problems have you seen with people trying to
apply this principle?

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Lesson Four
Providing Learning Guidance and
Eliciting Performance
Module Four – Providing Learning
Guidance and Eliciting Performance

Introduction

Provide learning guidance stage aims to help learners

store (i.e., encode) information in ways that it can be
easily retrieved by using examples, experts and
interactions.
Eliciting performance stage encourages trainer to ask
the learners to practice what they have learned and to
demonstrate understanding of the content.

Activities for Providing Learning Guidance

Discussions
Drive questions to the conceptual level in an instructor-
led course. Ask participants, “What is your opinion?”
Doing so, adds context from the learners’ point-of-
view. Make sure the questions require synthesis of
information and not just remembering facts.

Scenario-based Discussion
Provide participants with scenarios and ask them to
discuss how they would behave in the situation given
in the scenario. Alternatively, you may introduce a
character in the scenario and ask participants to
suggest how the character should behave in the given
scenario.
It is recommended that you divide participants into
groups and ask each group to discuss the given
scenario within their group and then with the entire
class.
ILT Activities Playbook Lesson Five –Teaching Principles

Scenario-based Role Play

 Create a realistic situation and assign roles to

participants.
 Intentionally have some situations good and some
bad and have the participants identify which is
which and explain why.
 Follow the role play with a group discussion on
what went well and what did not go well.
 Allow two opportunities for the role play, so the
learners can switch roles. Provide a clear scenario
for the learners to use in their role play (may need
to include prompts to keep the role play moving.)
Sometimes it is effective to have a third person
observe the role play and provide feedback.

Activities for Eliciting and Assessing

Performance

ILTs may have an online quiz/assessment to allow

participants to practice and demonstrate their
understanding of the content.
Some techniques for eliciting performance are listed
below:

 Multiple Choice Questions

 Fill in the Blank
 Drag and Drop
 Smart Grid
 Tab Activity
 Try Me
 Performance Scenario
 Solve and Score
 Millionaire
 Crossword Puzzle
 Word Search
 Story-based Assessment

For Training Purposes Only

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ILT Activities Playbook Module Four – Providing Learning Guidance and Eliciting Performance

Important
Ask the trainer to provide appropriate feedback to
participants based on their performance during the
eliciting performance stage.

Measuring Performance

We need to consider how we are going to measure

those performance outcomes for the business. Is the
performance going to be measured by a test or
demonstration of knowledge on the job? Does the
person need to achieve a certification?
The Kirkpatrick's Evaluation Levels provide a
framework for performance evaluation, as shown
below. Level 1 and Level 2 evaluations are the most
common methods, typically, as they are the cheapest
methods to obtain feedback. However, the question
remains, are they really measuring what is important to
the business? More complex evaluation methods,
such as Level 3 and 4 evaluations, tie the performance
directly to job tasks and business impact. In recent
years, a fifth level has been added to tie to the return
on investment to the business.

For Training Purposes Only

Page 46 of 47
ILT Activities Playbook Lesson Five –Teaching Principles

Kirkpatrick’s Mode of Did the

Four Levels of measurement audience…
Evaluation
Level 1: Reaction Immediate Like it?
reaction during
the training
Level 2: Learning At the training, Learn it?
Assessment
performance
Level 3: Behavior On the job Use it?
behavior or
performance
Level 4: Results Business impact Value it?

Activities for Enhancing Retention and

Transfer to the Job

You may provide learners with job aids and best

practices pin-ups that they can regularly refer to at
work.

In addition, you may conduct debrief discussions to:

 Encourage participants to share what they have
gained from the training
 Recap the course content
 Share how they plan to apply their learning at work

For Training Purposes Only

Page 47 of 47