The Learning and Performance Conference
Monterey, CA — a delightul experience full of surprises!

Promises are easy — We promised to provide an intimate setting, accessibility to the presenters, engaging hands on sessions from top notch experts with tips and techniques you would use immediately back home, in a beautiful location.

The weather cooperated. The participants were eager and friendly. The opening reception was fun. We all went home with solid plans to apply to our work.

Did we deliver on our promises? 48 people said YES!

“This conference continues to be chocked full of valuable information . . . it doesn't talk down to the participants but expects them to keep up and come up with basic understanding in our profession. Thank you for treating us like valuable professionals. Great opportunity to learn latest thinking and reflect on application to current work! ”
S. Case
Wachovia Dealer Services
Returning L&P Conference Attendee

More Attendees Speak Out!

". . . a wonderful conference, all of the presenters were incredibly gifted and knowledgeable in the fields but they were also very approachable and willing to offer their and expertise when asked."
G. Watkins
The College Network
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". . . great ideas, great conference. The Memory Stick (containing all session handouts and extra related articles) was a great idea—Great conference."
R. Landon
Idaho National Lab
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"I had a great time . . . I will be able use at least one concept from each of the sessions I attended. The topics for the sessions were very pertinent to  my needs. Thanks for outdoing yourselves yet again."
S. Admire
Wachovia Dealer Services
Returning L&P Conference Attendee
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". . . a huge knowledge gain rather than the same rehashing of content that I have encountered previously. Today has been a new kind of experience because I felt just as engaged as on day one.   The reflection session was very helpful to review and organize my thoughts immediately after the session discussions... In addition to sharing the information with my team, I can offer this to my peers to share with their groups as well."
J Stewart
Lowe’s Companies, Inc.
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"I really appreciated how hands on the presenters are . . . they were also approachable at the conference,  and even willing to be contacted afterwards. They don't hold themselves apart as unapproachable experts, awesome. The dine around was a great kick off. It worked out that nearly every break out that I was able to avoid duplicated information from Darryl’s three-day instructional developer work shop, Hands on activities and breakouts really keep the conference feel dynamic and kept everyone fresh. This was a wonderful experience!"
A. Gentry
The College Network
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"Most Useful: Many of the tools and tips. Templates, theories and practices. Really enjoyed the variety of presenters and attendees. Picked up tidbits from everyone. Thank you!"
J. Hrncir
KCI
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". . . Everything was very beneficial, I have captured several ideas and plan to implement many of these. First, Transfer!! For sure. Handouts and memory stick was great. They days just flew by. Keep up the good work, hope to see you next year."
B Jeffers
Pacific Capital Bancorp
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Save the dates for next year:
June 17-18-19, 2008
Monterey, CA

Now what are Darryl and Jane cooking up for 2008? Stay tuned!

Upcoming Events

More Dates and Cities are Coming Soon!

Top Ten Tips

Today's Tip
Criterion-Referenced Checklists: The Workhorse of Evaluation

Look below at the portion of the checklist for creating good multiple-choice test items.

The obvious and most likely use of this checklist is to evaluate whether or not learners have developed multiple choice test items that meet the quality standards specified in the checklist. However, having a checklist allows you to accomplish many other aspects of the ID process. In the example above if you consider that “creating multiple choice test items” is the final or terminal objective, here are some ways you can adapt the checklist:

• The skills stated in the checklist can be used to develop a needs assessment survey since the listed skills are prerequisites to the final objective.
• The elements in a checklist become the enabling skills for the final/terminal skill so in essence you have begun to develop a task analysis. From these, you can write learning objectives too.
• The checklist can also be used to guide the instructional process. Each skill listed must be taught in order for the learner to become proficient. Use the checklist to make sure nothing is left out during instruction.
• The learner can use the checklist as a self-check or even as a job aid during instruction.
• When the learner is back on-the-job, the checklist can be used as a prompt for doing the job correctly, it can be used to evaluate transfer of training when used by a supervisor or manager, and it can be used to determine what, if any, skills need to be included in remediation training.

There are basically two categories of skills that require checklists. These skills always have multiple components.

• Skills that require the learner to produce a tangible object or project with multiple parts require a product checklist. Examples of objects or products that you might ask learners to produce include a blueprint, a workplace action plan, an instructional unit or test, or a device or gadget.
• Skills that require the learner to demonstrate actions require a performance checklists. Examples of actions include making a telephone sales call, performing CPR, making chocolate chip cookies, and teaching a class.

In order to design a checklist the instructional designer must make a list of all the components of a task, put the items in a logical order, and include an evaluation scale to measure the adequacy of the learner’s response. One of the easiest ways to make a checklist is to start with a product or performance that you have already evaluated as excellent or acceptable and work from it.

There you have the checklist – an ID workhorse – and one of the most versatile tools in the instructional designer’s repertoire! Once you start using them you’ll wonder how you ever got along without it. You will find other uses for checklists too. Plus learners appreciate the organization and structure that a checklist brings. Try writing one for your next instructional unit, then sit back and revel in the benefits.

Until next time,

Darryl

P.S. Dr. Barbara Martin is an active DSA associate and teaches The Instructional Developer Workshop, The Course Developer Workshop, and The Criterion Referenced Testing Workshop. She has written many articles and an award winning book on the designing instruction for affective behaviors.

Article © 2007 Darryl L. Sink & Associates, Inc.