Review: Treehouse Training and Badges

Having finished all the available badges on the Treamtreehouse.com website, I thought I would provide an evaluation of what I thought of the website, the learning method, and the delivery.

Website

The website is very well put together, even though there is a feeling of "start-up" on the site. The feeling comes from the three badges (as of this writing) that are incomplete (JavaScript Foundations, Photoshop Foundations, and Ruby Foundations). Also, there is generally a delay in getting to certain pages (like the Profile and Dashboard). When you take the quizzes to get your badge, occasionally some will blank out for no obvious reason, meaning you need to go through the questions again.

But the organization is very well done. It's easy to navigate through the course materials, from one badge to another, and the Dashboard makes it easy to follow up on what your next badges would be. Over all, I really like the website.

Learning Method

The badges are organized by topic, which build upon each other to show which skills you have accomplished. You know you have accomplished the skills, because most badges have challenges and final challenges that require you to show your knowledge by accomplishing a task. It's well built, and equates to a classroom Topic then Quiz learning method to establish skills. I've mentioned the incredible motivating factor that comes from earning a badge.

Straight video lectures with demos are not for everyone. They are great for those who learn in a visual and/or auditory, but those who are tactile in their learning (needing to get hands-on) will find the speed of the videos a little frustrating. Another frustration I experienced was the number of videos or length of videos that will precede a quiz. It requires the student to retain a lot of information. Without more practice for each video, quizzes can get frustrating. In particular I'm thinking about the Introduction to Programming badge and the iOS 4 badge.  Both badges had videos that lasted 11+ minutes, and had several in succession, making it harder to retain information for the quiz.  And I find that it's the test that helps you learn more than just the lecture.

Overall, I think this is a great way to learn. Video lectures can work well when quizzes are appropriately spaced, and most of these badges do really well.

Delivery

I found the most effective learning experiences with Treehouse were those that had videos lasting no more than 7 minutes, badges (modules) that had no more than 4 or 5 videos, and challenges that preceded a small selection of modules. From there the retention was optimal, while also giving me plenty of content on which to work.

Conclusion

Overall, I would definitely recommend using Treehouse, or any similar badge-based learning method. The motivation you get from earning badges that build into more badges is intense, the ability to show your knowledge in such a clear cut form is refreshing, and the knowledge that you know what you know is even better. Overall, badges are looking like a very viable new way to qualify learning at an incremental level.

Hyperbaric Chamber Treatments and Autism: A Real, Clinical Study

Not too long ago I read a story about a doctor that was giving alternative medicine treatments to autistic children by putting them in a hyperbaric chamber and increasing the pressure and oxygen into their bodies.  Parents and the doctor all claimed that the treatment worked, and significant improvement was seen in all areas of autistic behavior.  Naturally, I was skeptical.  I thought it was another one of those "Autism Cash Cows", meaning a method of milking money from desperate  families that have autistic children.  

But today my opinion has changed.  BMC Pediatrics is reporting this study, which was a registered, clinical, double-blind trial of hyperbaric chamber treatments over 4 weeks, 10 sessions (each an hour long, plus pressurization and depressurization time) a week.  They showed significant improvements for those with autistic children, with the highest improvements of those over the age of 5.  It blew me away, because it actually worked, and was proven to work. 

Now, the real problem is no one knows why it works, or what it does to help autistic children be more social.  That still needs to be determined.  Also, many doctors are still cautioning parents to wait for more studies to support these findings.  I would also agree.  Not only because of the potential dangers of placing your child in a high pressured environment (nausea, seizures, sinus problems, etc.), but also because of the cost of the treatments.  Each treatment runs on average between $140 to $150 a session.  Also, the overall lasting effects was not addressed by the report.  Do the children live now and forever with the knowledge that they need to be in a hyperbaric chamber for at least 2 hours a day?  That's a concern. 

And finally, the reason I would wait for now is the cost of a hyperbaric chamber for your home.  The going rate of a "portable" chamber is between $12,000 and $16,000, and it is not covered by insurance.  But, perhaps, if this treatment ends up becoming the norm, insurance companies will take the cost of a one-time purchase of a chamber over other potential costs.  Time will tell.

Thoughts on Independence

Today we spent the morning at the Utah Scottish Festival, celebrating my Scottish heritage by listening to bagpipes, watching people by various weapons, wearing a kilt, and eating haggis.  It was a great day, one which I really enjoyed.  

At noon they had the Gathering of the Clans, when the Clan representatives march in a parade, proudly hefting their banners and showing their unity in Scottish culture.  It's a grand sight, makes one's Celtic blood heat up in pride.  

But it got me thinking:  Scotland was rarely that unified in it's focus.  In fact, they were often fragmented against each other regarding alliances to England, cattle lands, etc.  They fought more against each other than against England.  So where did this idea of "Scotland" come from?

First, it came from the idea of Independence.  Not independence from England, though that was a major concern for centuries, but rather independent in their lifestyle.  They loved being responsible for themselves, and would always rebel against any perceived slight to that independence.  

So what is independence?  It's being able to be completely self-determinate.  You don't depend on another entity to run your life, or augment your life.  Sadly, this concept is often overlooked when we go about our daily lives.  Are you really independent?  Are you able to take care of your needs, or do you need to rely on external support?

For instance, financial independence is one that we all strive for.  Living without credit cards, bank loans, etc. is perhaps the greatest "American Dream", though I'm sure all people everywhere would like this same independence.  The quest for financial independence is often troubled by the need for conveniences.  Traveling quickly and freely, being connected through communication in various forms, and bringing in external amusement and entertainment often make us dependent on one service or another.  

Consumptive dependence has become rampant since the creation of the Super Market.  We rely on specialized growers that produce one product, package it, process it, and ship it to us from all over the world.  We don't see the origins of the product, we don't know the grower.  We just know that the product is ready for consumption.  

But if something goes wrong, what recourse do we have?  For instance, the nation is currently experiencing a tomato shortage because of a salmonella outbreak.  It's been weeks, and the FDA only knows that it should be from the crops on the East coast, not the West.  That's how dependent and disconnected we are from our food production. 

Of course, there is also National Independence, or rather a lack of dependence of the Nation on other nations.  The original Independence Day, July 4th, marks our political independence from England.  We could then decide what was best for our nation without another nation showing influence.  Since then we have become dependent on a global economy, particularly in energy, and as such that dependence highly influences our internal politics.  All I hear now regarding the 3rd District Congressional race here in Utah is focus on "Foreign Oil Dependency", high gas prices, and illegal immigration.  

Now, I'm not arguing any specific political position.  Lots of people have strong feelings on both sides of any of these issues.  But rather I was focusing on the concept of independence.  At what level can you call yourself independent, whether at a personal, familial, communal, or national level?  What does it mean to be independent, to you?  

It's a weekend thought, but one by which I have been troubled.  You tell me:  What do you consider independence?  How would you define an Independent nation?  Perhaps it's something we should think about as we approach the Independence Day holiday on July 4th.  

Quality Visits vs. Quantity

This post is my 200th post, so I thought I would focus on traffic for my blog.  Since I moved my blog to my own server using WordPress, I've noticed that I don't have nearly as much traffic as I did with Blogger.  At first I thought that it may be a simple case of people not following my link to the new site, or people just not interested in my posts.  Both is quite likely.  

So, I thought I would check out my Google Analytics for both sites and compare the data, just to see what I may be doing wrong in regards to my WordPress site vs. the original Blogger site.  The numbers are really interesting: 

 

	WordPress Results	Blogger Results
Visits	208	2,050
Page Views	306	2,313
Pages Per Visit	1.47	1.13
Bounce Rate	72.60%	91.02%
Average Time On Site	00:03:08	00:00:28
New Visits	52.40%	94.39%

 
As you can see, the numbers are quite different, equaling out in weight.  While the Blogger site still gets more hits over the period of a year, the WordPress site keeps visitors longer, provides a higher likelihood of additional page views, and has a lower bounce rate.  

For me, while I may have lost a lot of visitors, I have gained readership.  How?  By keeping more people on the site and reading my posts.  For me, that is far more valuable and flattering than thousands of people visiting over a month, but no one reading anything I post.  It's actually pretty exciting!  Now I wonder how the readership will evolve over time.  Will I gain more readers while keeping the bounce rate the same?  Perhaps I will increase the average time on the site with more interesting content.  

I'm glad I moved from Blogger, if for nothing else than having a control specimen to compare my new site against.  Now I can more objectively determine how well my blog is doing, and in what areas.  

The Task Analysis Revisited

It's been a long time since I have posted anything on instructional development. But yesterday the power was out in my office for the entire day, giving me a chance to work from home. There I started to focus on the course development process again.

Learning To Cook: A Quick Task Analysis
Let's take a deceptively simple topic like learning to cook. There are a lot of self-help books out there, recipes, and even websites that give you some general information, and basically throw you into the deep end. Can it really be that simple to learn how to cook? I thought I would run a quick task analysis on the process to see what I could come up with.

I began by tearing down the process of cooking to several jobs. You have the basic understanding of the tools involved, the need for clean environments and fresh food, and the processing techniques to prepare the food. I then looked at the various methods of cooking, depending on the desired outcome. I then ordered them approximately based on the jobs that need to be understood in order to successfully complete the next job. This follows the Constructivist method of instruction, allowing for layered modules that build upon each other.

I ended up with the following breakdown:

1. Equipment
2. Measurements
3. Cleanliness
4. Preparing Food
5. Seasoning Food
6. Heating Food

As actual consumption of the food is not technically part of the cooking process, I left it out of the list. The idea being that once you are done, you can move on to the next job: eating food. ^_^

From these basic jobs expected from a cook, I can then break them down into individual tasks. For example Equipment could be broken down into these sections:
1.1 Cleaning Tools
1.2 Hand Tools
1.3 Preparation Tools
1.4 Cooking Surfaces
1.5 Measurement Tools

These tasks can be broken down even further into sub-tasks, which can be broken down still further into your skills and knowledge. From the eventual breakdown, you get a complete outline of your course, all from the analysis. At this point your instructor can fill in the actual lecture material themselves, either on the fly while teaching or (if in an online environment) with carefully structured lectures.

I could have been quoted as saying that a subject matter expert (SME) isn't necessarily a good teacher. That's because (among other things) a SME doesn't have a concept of task analysis. The second concept that a lot of SME's have trouble with is Cognitive Load, which will be a topic for another post.

If you are looking to teach anything, it's a good idea that you focus a lot of your time in analysis. Task Analysis can take a long time to complete, but in the end it makes the rest of the process a lot easier. You can also target specific portions of your analysis after you have evaluated course success.

The Quest for Standardized Certificates

The computer industry is truly a wonder. No other industry has so much innovation, grows so quickly, or comes up with such a diverse method of doing things. As such, the industry seems to lack specifics regarding how to best learn about the technology. Most people within the industry then learn by experimenting, after given some basic information from the developing company.

But what if the skills desired are not necessarily applicable to a single company, but range through an entire industry and has diverse applications? This becomes problematic, as the development of any training material or reference material can become outdated quickly, and yet the need for such material is overwhelming.

On such example is Search Engine Optimization. Currently, there are several programs out there that claim to offer certifications based on their own issuance, but there is no guarantee that the certificate is recognized as an industry standard. Because of this, Search Engine Optimization is treated like an art form, rather than a set of skills that can be applied in a given situation.

The Lack of Standardization

Standardization only comes from an overwhelming acceptance from the industry at large. This can either be done unilaterally (i.e., Microsoft Certification, Sun Certification, Red Hat Certification), through a cooperative that organizes themselves from the industry's base to form a set of skill standards (i.e., Linux Professional Institute), or from a set of recognized experts that determine the standard within their fields (i.e., standard college educational standards).

In the world of industrial training, the needs assessment is based on the skills required to do the job. Most companies conduct their own internal needs assessment, which will result in a job description. Some may even look at what other companies assign, and try to duplicate those requirements without truly understanding what the requirements mean. Either way, the needs assessment is completed based off of an individual company's needs.

How to Build Solidarity
Solidarity within an industry comes from an industry-wide recognition of the requirements for a specific position or skill. Once solidarity has been reached (i.e., network administrator tasks are identified), they can be customized based on the company's unique requirements and are more easily met by those looking to participate within that industry.

In order to gain that industry-wide recognition, it would be necessary to focus on building ties between the industry leaders, find the similarities, and focus on the skills that can bring about success as defined within the industry. This means conducting a massive task analysis across multiple companies in order to identify the standard skills that will benefit all.

The Daunting Task Simplified
While this may seem like an impossible dream, it can be achieved if identified in these generic terms:

1. What is the expected result?

2. What skills are necessary to achieve that result?

3. Which results and skills are unique to the company, and which are universal?

4. Which should be unique, and which should be universal?

5. How can the skills be best presented, so that those learning can apply them?

Once these questions are answered, a consensus has been reached to the point that training can be given, and that training has recognized industry approval. At that point, any certificate that comes with it can be seen as an industry standard. That is, provided that there is an evaluation system that can certify the skills can be practiced.

The Evaluation
All standard certificates come with some sort of standardized evaluation system. Whether it is the old reliable multiple choice test, or a more hands-on evaluation process, the results are the same. That person is now recognized by the industry to have the skills required to perform the job he was trained to do. Whether that be SEO Specialist, Linux System Administrator, or Underwater Basket Weaver, the evaluation system is necessary to identify what is being absorbed.

But that's not all! It's also an excellent way to evaluate how effective the training material is, or the reference material can be. It all comes down to the Bell Curve, that hated curve what was always incorrectly applied in High School. The Bell Curve is actually the shape of a graph showing the normal distribution where the mean, median and mode are all identical.

If the materials achieve a success rate that at least meets that normal distribution, then the material can be called a success. If it weights heavily below the acceptable level then there is something wrong with the materials or the evaluation method, and therefore needs review and revision. This is very much unlike the High School bell curve grading system, where the bell curve was applied after grading to assign grades. If that method were applied in professional training, it would do injustice to the skills required, as it does not accurately reflect learning.

Web Analysis: Looking at International Query Results

As most, if not all, of you probably know, I am an analysis at heart. I can sit and review material for hours, looking for patterns and trends that make sense to me. Today I checked the query statistics from Google's Webmaster Tools, to see how queries getting to my site pan out, based on location. Lately I seem to be getting a lot of international interest in my website (Welcome!), and I was curious as to why the international attention. I have such a wide variety of topics I cover, and would be interested in the results based on the Google international searches.

I'm posting this information, not to provide a scope of what my blog has covered, but to give you an idea of how analysis can help you with your Search Engine Optimization goals. Even with this little information, you can see where the International community has been looking, and succeeding in locating my blog. The same techniques can be used for your own websites, provided you know your Query statistics.

**please note that these are for Google search results only, which contributes to 68% of my total traffic.**

Google Belgium Results
Looking at the Google Belgium results, it appears the main interest is Macintosh related. Specifically, they were looking for information on NetBoot imaging for Mac Minis for a diskless deployment. It's a very interesting subject, one that I hope will soon be answered by this blog. I want to try a "diskless" NetBoot image setup for our lab for a generic Mac utility. This can be accomplished by having a NetBoot server and a Home Folder server on different machines. Yay! A topic to look forward to!

Google Canada Results
Our friends in the Great White North have a different focus. Sure, they seem to be interested in the release of Mac OS X v.10.5 (Leopard), but that isn't the primary search term. It seems that they are more interested in Hydroponics, and my Cob Greenhouse project.

This doesn't surprise me completely, as Vancouver is one of the central locations for Cob construction within the North American continent, along with Washington State. I hope there is something here that relates to your project. I'll be working on my foundation this weekend (if all goes well), and will probably post some pictures. In fact, my cob brick is doing wonderfully, having survived two drops to a cement floor with only minor cracking. ^_^

Google France Results
Google France brought up a primary search for training information. It seems my posts on the ADDIE system was helpful, or at least of interest. If you have any more questions, I will be providing periodic postings on ADDIE, but also feel free to check out Laura's Blog, to which I currently link. She just finished her Master's degree, and is beginning her PhD in Educational Psychology here at the U. She will have plenty of information for you. ^_^

Google India Results
India didn't surprise me at all. The few hits I received were specifically on mail servers. With India's reputation for technology professionals, I would expect nothing less. Unfortunately, that's one topic I will probably not cover. I'm not particularly interested in going the rounds with Mail servers for a while, but should I ever do so it will be a result of an Open Directory implementation in my home office. This means probably about 2 years out, or so.

Google Italy Results
Ahh, Italy. Beautiful country that captured my imagination through Roman history. It seems that Italian interests have focused primarily on getting an integrated contact/calendar system working on Mac OS X Tiger. Well, I hope to have more information on that subject, as I am running into the same problems.

Hopefully the review of Calgoo (which I am still using) has helped. It looks like it is working out well for the moment. Once they have integrated additional updating tools to various other Calendar servers (provided you have the rights, of course), and allows for direct integration of the new iCal server (or Darwin's Calendar Server), and perhaps integrates with Wiki tools and a shared Address Book server, then I think they have a decent Entourage Killer on their hands. ^_^

Google Mauritius results
I have to be honest, I had to look up Mauritius to find out where it is, which is off the East coast of Madagascar. What interested them about my blog was the comparison of Linux certifications that are out there, or more specifically CompTIA's Linux+ to the Linux Professional Institute (LPI) certifications. I hope that their answers were reached, as the LPI is more comprehensive, and preparation for the LPI almost gives you the Linux+ certification right off the bat.

Google Mexico Results
I have to admit, I'm rather confused with their search terms, as it was quoted as being "back on the train again". It looks like it was related to a post I made in December, so what ever it was, hopefully there was something that was useful. Most of my posts at that time were related to training, so perhaps that was it.

Google South Africa Results
My website has drawn a lot of interest in South Africa because of the Cob posts. It seems that using Cob has become more popular around the world, because of all the earthen building materials it seems to be more earthquake resistant. This is because of it's monolithic structure, and the use of straw or other fibrous plant material as the tensile component. Like steel reinforced concrete, the plant material holds the cob together.

Google Sri Lanka Results
Sri Lanka seems to have liked my ADDIE course design steps. I have to admit, I still think that it was one of the best series that I have posted on my blog. The ADDIE method is quite universal though, and I am currently using it to write a work of fiction. I quite enjoy the organized approach that allows me to tackle most any problem with a logical process. That, and a lot of time is spent in analysis. ^_^

Google UK Results
These results seem to have surprised me the most. I have posted quite a review on British Comedies that I enjoy, and I had thought that the posting would have provided some interest across the Pond. But it seems they were more interested on my postings regarding the Macintosh, farming, and gardening. Well, the English are famous for their gardens, so perhaps I shouldn't have been too surprised.

Well, that is pretty much how I viewed my Google results. Overall, the three main topics that I have been focusing on have been the most popular. Perhaps I should begin posting more about course development, as I have neglected that section for a while. Also look for a new post soon on NetBoot imaging, as I have been working extensively on that project for quite some time. ^_^

Analysis Day 3: The Objectives

Now that the main body of the work has been accomplished, we need to identify the objectives. This outlines specific goals for the training session. What do we need to specifically accomplish? Well, let's find out.

The Learning Objective
The learning objective outlines the problem, the results, the environment and conditions for success, and the resources available for success. What's more, this is all in one sentence, so the use of commas are encouraged. It's through these objectives that your overall success can be measured by, and therefore how to determine if the training was worthwhile. This doesn't include evaluation methods, though they are closely related to this process. We will cover that in a later section.

So it is important that we identify what exactly identifies success. This is defined by the Input (problem) and the Output (results). The Input presents the issues that the training module is going to address, and is generally linked to the inability to perform the task at hand.

The Output outlines the ability to perform the task within the set measureable guidelines required by the training. These can be satisfaction, performance, productivity, or safety guidelines. Just anything that measures success for the learner.

Following that, the Aids (resources) and Conditions need to be recognized. Aids identify the experience or needs that the learner requires to perform the task. For example, an aid would be a diagram showing how to insert the key into the ignition. In other words, it can be reference material, access to support staff, and anything else that can assist with the performance of the task.

The Conditions outline the limiting factors within the performance of the job. If an Internet connection is required, and may not be 100% reliable, that needs to be taken into account. If access to the key locker is necessary, that needs to be taken into account. Basically, all factors not related to knowledge and skill are outlined here in order to set a reasonable expectation. If someone doesn't have the correct tools, you can expect them to perform the task.

Once the sections have been outlined (I do this in the Task analysis document, directly above the inserted table), the objective can be created. So let's outline the sections!

The Input and Output
First we need to define what the problem is for this task going into training, and what we expect to get out of it. For instance, if we start the training with the idea that our taxi driver doesn't know how to start the car, we would assume that after the end of this module the driver can now start the car while meeting all performance guildelines. That is an example of input and output. Here is how you can write it:

INPUT: The driver is unable to use the key to start the ignition.
OUTPUT: The driver is now able to start the ignition using the automobile's key to the extent that customer satisfaction and proper use guidelines have been met.

So what do we have here? We have the beginning and the end of the learning objective! That's right, we can actually copy and paste this into the learning objective, which saves a lot of typing. Finally! A short cut!

Aids and Conditions
I format my aids and conditions in a similar manner. While continuing with the example:

AIDS: Access to automobile manual, keys to the vehicle, and support staff.
CONDITIONS: Assuming the vehicle is in good maintenance, the driver is already licensed, and is familiar with the vehicle in question.

Here we have the center portion of the learning objective. Again, we can copy and paste this directly into the objective, which will save us a lot of heartache (and sore hand joints) in the long run. But how does it all go together?

Putting It All Together
It's time to look at the whole application of this work. Here is how it should look in your Task analysis document:

Task A: Starting The Vehicle
INPUT: The driver is unable to use the key to start the ignition.
OUTPUT: The driver is now able to start the ignition using the automobile's key to the extent that customer satisfaction and proper use guidelines have been met.
AIDS: Access to automobile manual, keys to the vehicle, and support staff.
CONDITIONS: Assuming the vehicle is in good maintenance, the driver is already licensed, and is familiar with the vehicle in question.

So we have our task, we have the problem stated, the expectations, the resources, and the conditions that are outlined. So let's put it togeter into the Learning Objective!

The learning objective would be formatted this way:

Given [input] and [conditions] with [aids], the learner will be able to [output].

For our example, it would look like this:
Given the driver is unable to use the key to start the ignition and assuming the vehicle is in good maintenance, the driver is already licensed, and is familiar with the vehicle in question with access to automobile manual, keys to the vehicle, and support staff, the learner will be able to start the ignition using the automobile's key to the extent that customer satisfaction and proper use guidelines have been met.

Yes, it's one long sentence and it's probably not formatted correct grammatically, but it outlines each of the important steps in the training process. We finally have an objective that is specific enough to keep us on topic while developing and designing the material. But before we can get that done, we have one final step: The Assessment Methods.

Assessment or Testing
Yes, you need to test your learners in some manner to be sure they are learning what you are trying to teach them. No matter how well you think you are doing, chances are you have lost someone that is too afraid to speak up. And if you have lost one person, you probably have a few others that are just barely keeping up. Assessments are necessary in determining their success, and whether or not you are teaching properly. If you lose a lot of students, it's time to rethink your approach.

In order to evaluate someone's abilities in the most efficient manner, the best thing is to create an environment as close to the actual performing environment as possible. No matter what other instructors (or even professors) may think, Multiple Choice doesn't do this. The real evaluation method is in practice.

That being said, if it's not possible, or economically feasible, to do so then alternative assessment methods can be used. After all, all certification classes (with a few exceptions) are multiple choice tests. This posting isn't meant to be a discussion on the virtues of each evaluation method, so you need to decide what is best for you.

When it comes to your Assessment methods, I would have at least three options selected: one for Tactile learners (hands on), one for Auditory learners (written exams), and one for Visual learners (presentations). This gives you a general pool to pull from while designing the course, and will give you a lot of flexibility on future implementations. For instance, when I created training curriculum for a certain company I worked for previously, I outlined assessment methods for both online and in class training. I envisioned a number of alternatives the instructor could implement, and therefore created possibliities for future development.

Putting it All Together
The Learning Objectives and testing methods I place on the same document, being separated from the Task analysis. This document is then used in conjunction with the task analysis to create the learning materials, and design methods for each training module. As a quick tip, if you notice that a lot of your material is the same for each task, use your copy and paste option. It's an ideal solution for sore fingers.

Finally, we have finished Analysis! The next session in the ADDIE series will be Development. Fortunately, it's not nearly as long as the analysis section, and a lot more fun!

Analysis Day 2: The Skill Assessment

Well, we got over the initial examination, and found a need for training. But what needs to be taught? We may know what the problem is, but that's only a quarter of the battle. Now we need to know what to do about it.

Identify the Skills
The first thing to do is to identify the skills. This starts with understanding what the duties of the employee is, and how the deficiency relates to those duties. Then you need to break that duty down into specific tasks that outline what the employee needs to do in order to fulfill the duty. Then, you break those tasks down even further, identifying each sub task that accomplishes the task. Finally, you can outline the skills and knowledge needed in order to accomplish the sub task. Does this sound like overkill? You bet! It also represents a one-time deal. Once this is done, you never have to do it again (unless the skills change).

The good news is that the outline, or list of duties, should be defined by your Human Resources department in the job description, and maybe some of the tasks. This means the work has been started, and it gets you that much closer to the end. Check with HR to see if those documents are available. If they are not, they should be, and the work you are doing is something that HR can use. Do I hear a potential funding from another department's cost code? Whatever gets the job done, go for it!

The Duty
Duties are general descriptions of what is expected for the learner to get done. In previous postitions I would count a duty as a program that is being used (Open Office, Management Software, etc.), and then build the task list from there. But it can also be a specific realm of performance (Employee Career Development) that represents specific tasks. Keep in mind that every job has a number of duties, and duties are generally not associated with active verbs.

A Quick Word on Documentation
Once you identify the duty, start your document. What?!? Document?!? Yes, you need to document this process, or you are going to get lost in the details, run screaming out of your office/cubicle, and bludgeon a poor defenseless door to death with your Cup of Noodles. Keep yourself on task by documenting everything.

Now documentation is best if it's intuitive to you, and another version of documentation may not work. But here is what has worked for me. I start with a single document that represents the Job. Then I outline the duties within that job, and occasionally some tasks. Throwing that into a folder with the Job title, I then start a new document with the name of the Duty, and number the document. The Duty would be, for instance, I. I then create a task (numbered A), and create a two columned table below it. In the left column, I outline my subtask in the first cell (1), and then in the second cell I outline all the skills and knowledge that is required (i). Once that is complete, I start with the next sub task (ii), and so on.

The Task
Every duty has a list of tasks that need to be completed. These tasks are action words, which upon completion will satisfy the duty. This is where analysis can get hairy, because you need to distinguish between the task and sub-task. How do you do it? Well, keep in mind the hierarchy: sub tasks fulfill an action for Task, and the task fulfills the duty.

Ultimately it's your decision what gets put where. There isn't an Inquisition that will rate your material. Just be sure it's logical to you, and you are fine. The key to this process is modularization of the training, with each task being a module that can be taught as a separate section. This makes it easy when putting things in sequence, and it makes it easy to provide refresher training on sections without going through the whole duty again. This is the strength of the skill assessment, when done to this degree of detail.

The Sub Task
Sub tasks are action verbs that accomplish another action verb. For instance, in order to "Drive a Car", you need to "Use the Ignition". Using the ignition is just one part of driving a car, as is watching the road, using the pedals, etc. What's interesting is that this task doesn't represent a particular skill, like putting the key into the ignition, putting the car into park/neutral, etc, but rather it focuses on the action, which completes the task (driving the car), which satisfies the duty (Delivery). Keep this breakdown, and you should be fine.

The Skill
The skill represents individual expectations that can otherwise not be broken down into smaller skills. For instance, typing on a QWERTY keyboard would be a skill, as opposed to texting from a phone. Putting a key into the ignition as opposed to putting a key into a door lock. These examples represent skills that are needed to complete a task (or in our case, a sub task).

For your breakdown of skills, focus on the needs of the learner, specifically someone that has not done the job before. What would they need to know? For instance, in teaching a class that introduces Mac OS X, you need to start with skills that people may not have, particularly if they have never used a computer before. What does that mean? That means moving the mouse, turning the computer on, changing the background. All these skills are expected when using a Macintosh computer, as with a PC with Windows, or *Nix installed. Focus on the lowest common denominator. Remember that the instructor can always avoid that material if not needed, but may not be able to cover it if it's not included in their curriculum.

Why But Up With the Monotony?!?
This is a really long, time consuming, and flat out boring job. That goes even for anyone that lives for analysis, too. There is only so much the human mind can take before it cracks. Don't take it too seriously. Take some time to multitask by focusing on another aspect of your job, such as organizing your pencils, taking inventory of books, juggling stress balls, whatever you need to do to keep sane. If your boss doesn't think you are working hard enough, show them what you have been doing. Generally they will understand (while being very impressed), and suggest something for you to do that isn't so thought-intensive and analytical.

Just remember that you are doing this for a reason: modular training that can be put on the shelf, prepped by anyone with reasonable understanding of the subject, and then taught within a relative short amount of time. That makes all this work worth it. Also, you can make your HR department very happy if they don't already have this information, which can score you a lot of points come leave time. And finally, the impression this makes overall within the department is huge. Respect will be given, recommendations for raises can come, as well as eventual promotions.

I'm Finally Done! Now What?
Unfortunately, completing this section doesn't complete the analysis portion, at least not yet. There is one more section to cover before we get on to the fun part, Development. Stay Tuned as we talk about Analysis Day 3: The Objectives.

Analysis Day 1: Determining Your Need

I am, by nature, an analyst. I love to analyze everything from complex learning strategies to the movie I'm sitting through. Yes, I can safely say that analysis is a big part of my life (to the chagrin of my wife). And as such, you would think that instructional analysis would be right up my street. Well, you would be right, but only when I take it in short bursts.

Instructional analysis comprises a strong 75% of my overall design process, because of the need to get every detail worked out. The details are often so minute that they can sometimes be missed through initial surveys. So I developed my own system that adopts many other systems I have been exposed to, but works best for me. That being said, please don't think this is the one size fits all scenario. The process itself may not work specifically for your situation, but the basic elements should apply everywhere.

What is the Problem?
The first step in any analysis process is to determine the problem. A problem would basically mean a need is not being met. In the corporate world, this generally means that a job is not being performed to the standard that is expected.

This doesn't mean that a job isn't being done in the way that is expected, but that the outcome of the job produces results that are not as expected. I want to be very clear on that point, as innovation can be throttled if a single process is the only process allowed.

Is "throttled" too strong of a word? Good! I want to impress in this posting that the job of training is not to produce conformity, but to instill a level of competence that allows the learner to not only do what is required, but find ways to do it more efficently. This, utlimately, is what makes a good employee: Someone that is able to innovate within their realm. It also makes for really good resume fodder.

Also important to note, I have found that many managers feel that training is the answer to everything. It's not. As I've mentioned before, you can't expect more knowledge to improve on poor management decisions. At best it insults the employees, and at worst it exposes the poor management style for what it is, ruin morale, and shorten the employment span of the employees.

Where Does the Problem Exist?
So, having established what it is the trainer is looking for, it's necessary for the trainer to focus on causes of the problem within the context that it happens. Often this means going right to the source: sit with the employees that are expected to benefit from this training. Does everyone experience the same problem? What do they know? What don't they know? What are they allowed to do? What are they not allowed to do? These are all really good questions to get you started.

The next step is to check with those that do not experience the problem, which generally are more senior members within the group. What makes them different? This is the key that will answer the problem riddle, and determine whether or not training is necessary. Are the senior employees more empowered? Do they have access to resources that others do not? Do they have more knowledge than those that continually run into the problem? Do they have any insight into what could be the problem? These questions should clarify where a problem can exist, or at what point the process fails. If it doesn't, continue up the chain until someone gives an idea of the expectation and you have enough information to identify the problem.

Houston, We Have the Problem. Now What?
Once you have identified the problem, it's time to identify the solution. What is the only problem that applies to training? "There is a lack of knowledge or skill that needs to be addressed." That's it. Not having the tools to work with doesn't get resolved through training, it gets resolved through new tools. Poor management decisions doesn't get resolved through employee training, it requires a better manager. Unclear expectations do not get more clear with training, they need to be clearly communicated by management to the employees.

While working for a previous internet company, I found a major problem. Employees didn't know what critical updates had been rolled to the site, and therefore couldn't support the users that had trouble with these new updates. What did management try to do? Give them more training. Did the employees need it? No! They knew how to resolve the issues, but they didn't know what changes were made, and hence could not prepare properly. This was a classic example of a communication failure within the company. Training cannot resolve this issue.

Also, with the same company, I found a new project that was being rolled to the site. This project was complex, and required a complete rethink of the entire process to utilize on the site. Does this require more communication from the developers? No, because I already had all the information, it just needed to be distributed to the rest of the company to teach the employees the new skill. This is an excellent example of what training is all about.

So determining the need itself can be a long and comprehensive process, but this is a necessary step in order to determine if training can actually resolve the issue. If not, you don't have to invest any more time into developing for training, and more time and resources into resolving the problem on another level.

Stay tuned for tomorrow's entry: Analysis Day 2: The Skill Assessment. Same Bat-time, same Bat-channel!

ADDIE in Corporate World Training

In the corporate world, Training can be viewed with a lot of doubt, particularly when those who are less experienced with training and more with the subject matter are delivering it. As a manager of mine had once said, "Subject Matter Expert's are not Trainers". Why would that be so? SME's are often more knowledgeable than a trainer is, and therefore can provide greater insight into an issue than a trainer can. So what makes a trainer so special, and in some cases higher paid, than the SME? One tool a Trainer has over an SME is the ADDIE system.

The ADDIE System
The ADDIE system of curriculum development is what separates a SME from a trainer. That is, the Analysis, Development, Design, Implementation, and Evaluation of the content (ADDIE) can be applied to any subject, any situation, and build deliverables that are directly targeted to the skills that are required. By using this process the trainer can build a framework for the instructor (not always the trainer) to follow while offering their training course. So let's look at this development concept more closely.

Analysis
This is by far the most time consuming process in training development. Analysis is not just an analysis of what needs to be taught, but whether or not training as a whole is the answer. Just because there is a deficiency in one area doesn't mean that better or more training will fill the void.

Training only helps people that do not know what they don't know (unconsciously incompetent). Training allows people to know what they don't know (consciously incompetent), and help them identify the tools that will add the skills to what they know (consciously competent).

Other potential problems that Training cannot resolve are management issues, unrealistic expectations, undefined requirements, poorly developed tools, etc. These are issues that need to be addressed in other areas, and training can't influence. Poor management (i.e., "The Boss" from Dilbert) can completely undercut real performance and development from the consciously competent level to the unconsciously competent level (where we all strive to be). Unrealistic expectations and undefined requirements leave the employees in a sort of limbo, which impacts performance heavily. Also, if the tools are inferior, there is only so much the employee's abilities can do to overcome it.

Training is specifically geared to understanding and comprehension. If the problem you have is related to this area only, then a training course can be the answer to your needs. But what needs to be trained?

Analyzing the job is definitely necessary. Every Duty, task, sub task, and skill needs to be identified. By identifying the work process in this manner, training can be developed from the ground up. But be warned, this is a time-consuming process best suited to those personalities that can take that much analysis. As such it can tack on hours of preparation to the actual training process. The good news is that any properly run Human Resources department should have done this for you. If not, get ready to break down the task as best you can. And once it's done, be sure to archive it so you never have to do it all again (just update it as it changes).

Development
Once you have waded through the Analysis portion, it's now time to start developing the course. Development means creating an outline, getting the learning objectives stated, and identifying the assessment points that assess the learner's acquired knowledge.

The outline is basically the final analysis document, but organized in the learning pattern everything will be presented. Generally, the course topics will build upon each other, as well as allow the learner to build upon what they already know. This is known as the Constructivist theory of learning, and is the most common method of teaching being used today.

The learning objectives outline what is expected to be learned after the section is complete. This is directly related to the assessment points, as each point needs to be satisfied in order to complete the learning objective.

Design
Training is, ultimately, a form of entertainment. It doesn't matter how well someone knows their stuff, if they can't keep the attention of the learner then it was all for naught. The design portion is a way to outline the course, much like blocking out a scene on the stage. Design includes how the content is deployed, and therefore which learning style is focused on. It can be a hands on trial (for tactile learners), written content (for auditory learners), or visual presentations that catch the eye in an appealing way (for visual learners). A good trainer will utilize at least two if not all of these design segments in order to appeal to all the potential learners out there.

Here I spend time creating participant guides, instructor guides, gathering multimedia presentations that apply to the course, etc. There is a lot that can be done in the Design phase, and luckily it's generally the most fun.

Implementation
Finally, after all that work, the instructor can finally implement the course. If the course was designed correctly, anyone with the appropriate skills and knowledge can take the materials and teach the class, as long as they have some basic delivery skills. As I had said before, training (or teaching for that matter) is all about the performance. Read your learner audience. Are they responding? Do you get blank stares? Do you perhaps need to crack a joke to see if they are breathing? There are a lot of techniques that each trainer likes to use, depending on the subject or audience. Find what works for you, but be willing to be flexible in your delivery.

It's also important to let the learner know when you don't know an answer. Don't blow it off, make up an answer, or through the question back at the learner for asking something you don't know. What you do is tell them you will find out. I can't tell you how many times a learner has been given bad information by a so-called "trainer", and have it adversely impact their job. And once the bad information or skill is learned, it takes a lot more work to correct the learner and get them on the right path.

Evaluation
Evaluation should, honestly, be conducted throughout the course creation process. At every stage the content can be evaluated for quality and effectiveness. But, ultimately, the best evaluations are conducted after the training is over. Here is where you get to find out how well the course was taught, and whether or not the training accomplished what it was set out to do: fix the deficiency.

That, in a nutshell, is the ADDIE program. There can be a lot of detail added into each section, but overall this is how it works. Course development can take months of planning, analysis, development, etc. All so that a skill is learned, which increases the success of the learner, and therefore increases the success of the employer of the learner.

Does this mean SME's can't do it? Of course not! SME's can learn to use the ADDIE process, but once they do they become Trainers. At least to me, they do. And if a "trainer" doesn't use this process, they are just a glorified SME, and perhaps not even a SME at that.