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Vol. 2, No. 14      August 22, 2006    

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Top Ten Tips

Really Fast Storyboarding for E-Learning Projects
Useful Instructional Methods
Authentic Activities to Enhance Transfer of Skills, Part 2
The Job Aid: A Reliable, CHEAPER Alternative
Criterion-Referenced Checklists: The Workhorse of Evaluation
Interview Analysis: Faster, Easier, More Accurate
Writing Worthwhile Objectives
Authentic Activities to Enhance Transfer of Skills, Part 1
Objective-Based Tests: Better and Faster!
Coaching With DSA Tips
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Complete Tips Archive

Save Time Working With Subject Matter Experts
Subject Matter Expert or High Performer?
Save Time With a Detailed Audience Analysis
Objective-Based Tests: Better and Faster!
How to Come Up With the Condition Statement Within a Learning Objective: What Condition is Your Condition In?
Interview Analysis: Faster, Easier, More Accurate
Are You Doing Everything You Can to Get Full Attendance in Your Programs?
Faster, Easier, BETTER Script Writing by “Writing To The Question”
Really Fast Storyboarding for E-Learning Projects
Content Analysis: Better and Faster—With POST-ITS
Design Strategies for Rapid Development
Authentic Activities to Enhance Transfer of Skills, Part 1
Authentic Activities to Enhance Transfer of Skills, Part 2
Writing Worthwhile Objectives
You Want It When?
Evaluating Learner Performance
Criterion-Referenced Checklists: The Workhorse of Evaluation
Too Many Ideas?
The Job Aid: A Reliable, CHEAPER Alternative
Create a Better Message
ROI Before or After?
ROI Before or After: Part 2 "The Process"
Doing Things Right
Take Two - Doing Things Right
Who is the True Client?
Overcoming Barriers
Useful Instructional Methods
Video and E-Learning: New Opportunities for Instructional Developers
Presenting Authentic Objectives
Roleplays Can be Your Best Choice (Part 1)
Roleplays Can be Your Best Choice (Part 2)
When Do Objectives Help The Most?
The Project's Over -- What Happened? Part 1
The Project's Over -- What Happened? Part 2
What Makes A Great Online Learner? Two Keys to Online Success
Testing and Evaluation: The Top Ten List
Introducing -- Introductions
When Content Exists Use Resource Management Modules
To Blend -- Or Not To Blend
More Needs Analysis = Less Training
Measuring Transfer for Results and Glory
They Learn It On Their Own with "Stumper"
Instructor/Facilitator Guides, Part 1: How Detailed Should The Guide Be Written?
Instructor/Facilitator Guides, Part 2: Tips and the Value of Creating a Detailed Guide
A Robust Procedure For Lesson Design
Criterion-Referenced Checklists: The Workhorse of Evaluation
Vendor Selection
Concurrent Development: Ways to Handle the Documentation Gap
Tap Into Your Team’s Talent
Business Needs: Your Guiding Light For Creating Results Oriented Learning Experiences
Coaching With DSA Tips
How Do You Feel?
Measuring Attitudes
What's The Meaning Of That Idea? Analyzing and Teaching Concepts
Teaching Concepts: Combining Science and Creativity

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Contact DSA
Darryl L. Sink & Associates, Inc.
One Cielo Vista Place
Monterey, CA 93940
Phone: 831.649.8384

Voicemail: 800.650.SINK (7465)
Fax: 831.649.3914
Workshops: Jane Sink, Vice President of Marketing

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Today's Tip
The Project’s Over — What Happened? Part 1

Who hasn’t heard this before?

We should capture our lessons learned on this project

I have found that we should plan for project evaluation and gather the data during the project. You're likely to get a pretty weak result if you just list things the team can remember after the project is over.

So, here is an evaluation process we have used to increase both the quantity and the quality of the data we collect on a project.

First, we define evaluation of a project as the act of tracking and measuring results, work processes, and resources.

It involves collecting and comparing data on what was planned and what actually happened. The results of the evaluation activity help the team to identify continuous improvement ideas and to recognize outstanding achievements.

In more illustrative terms, here it is in a project evaluation matrix format:

Evaluation Matrix
  Actual Planned
Results
(Outputs/Outcomes)
Processes
(Work Procedures)
Resources
(Inputs)

To look at some questions to use to fill in the cells and directions on how to use the Evaluation Matrix, click here.

Please give this a try with your team even if the project is over. I think you will find it will increase the quantity and quality of your data and help you see the interrelated affects of one aspect of the project on another.

In part 2 of The Projects Over – What Happened? we will make suggestions on how to identify and recognize outstanding achievements on an individual and team basis using the evaluation matrix.

Until next time,

Darryl

Article © 2006 Darryl Sink & Associates, Inc


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Copyright 2006, Darryl L. Sink & Associates, Inc.
Monterey, California

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