APTD cheat sheet

ADDIE phases in order: Analysis, Design, Development, Implementation, Evaluation; evaluation feeds back into analysis.

Bloom's revised taxonomy (low to high): Remember, Understand, Apply, Analyze, Evaluate, Create.

Mager's three-part objective: performance (what learner does), condition (given what), criterion (how well).

Gagne's nine events: gain attention, state objectives, recall prior knowledge, present content, guide learning, elicit performance, provide feedback, assess, enhance retention/transfer.

Kirkpatrick Level 1 is reaction, Level 2 is learning; design assessments to match the level being measured.

Cognitive load theory: working memory is limited; reduce extraneous load, manage intrinsic load, build schemas for germane load.

Chunking rule of thumb: 5-9 (7±2) discrete items per segment for novices; smaller chunks for complex or novel content.

Formative evaluation occurs during design/development; summative evaluation occurs after implementation.

Task analysis decomposes a job into tasks, subtasks, and prerequisite knowledge, skills, and attitudes (KSAs).

70-20-10 model: roughly 70% experiential, 20% social/coaching, 10% formal instruction.

Adult learning (Knowles): adults need relevance, autonomy, problem-centered framing, and immediate application.

Retention rises with active practice: telling/lecture is low retention; practice-by-doing and teaching others are high.

Four-step job instruction (TWI): prepare, present, try out, follow up.

Feedback should be specific, timely, behavioral, and focused on the task, not the person.

Training room setup: U-shape supports discussion; classroom rows support lecture; pods support group work.

Questioning wait time of 3-5 seconds increases response quality and participation breadth.

Kolb's cycle: concrete experience, reflective observation, abstract conceptualization, active experimentation.

SCORM packages communicate via an API/run-time environment; xAPI (Tin Can) records statements as actor-verb-object with optional result, context, timestamp.

A Learning Record Store (LRS) stores xAPI statements; an LMS may contain or connect to an LRS.

Blended learning mixes modalities (e.g., e-learning plus live); flipped classroom moves first exposure to pre-work and class time to application.

Synchronous = same time; asynchronous = self-paced. Match modality to need for immediacy vs. flexibility.

WCAG principles: Perceivable, Operable, Understandable, Robust (POUR); Level AA is the common accessibility target.

Mobile learning design should be micro (short segments), chunked, and usable on small screens with offline tolerance.

Authoring tools output HTML5 for cross-device delivery; legacy Flash is unsupported.

LMS vs. LCMS: an LMS manages learners and delivery; an LCMS manages content creation and reuse.

Kirkpatrick four levels: 1 Reaction, 2 Learning, 3 Behavior, 4 Results.

Phillips ROI = (net program benefits ÷ program costs) × 100; net benefits = benefits minus costs.

Benefit-cost ratio = total benefits ÷ total costs (expressed as a ratio, e.g., 2.5:1).

Level 3 requires on-the-job observation or 360/multi-rater data collected after a delay, not at course end.

Level 4 results are business metrics (productivity, quality, sales, retention) and require isolation of training's effect.

Control group and trend-line analysis are methods to isolate the effect of learning from other factors.

Evaluation planning should begin during design, with measures and data sources defined before delivery.

Reaction data are weak evidence of learning; do not equate satisfaction with impact.

Needs assessment precedes program design; sources include organizational goals, performance gaps, and stakeholder input.

A learning strategy must align to business strategy; derive learning priorities from organizational objectives.

Budget categories: development, delivery, technology, personnel, evaluation; track cost per learner and cost per learning hour.

Project management constraints: scope, time, cost (triple constraint); changes to one affect the others.

Stakeholder analysis maps influence vs. interest to plan communication and engagement.

Vendor selection criteria: fit to requirements, cost, references, scalability, support, and contract terms.

A learning management plan includes governance, roles, schedule, resources, risk, and evaluation.

Compliance training requires documented completion, version control, and audit trails.

Talent management integrates workforce planning, recruiting, onboarding, performance, learning, succession, and retention.

9-box grid plots performance (x) against potential (y) to guide development and succession decisions.

Succession planning identifies critical roles and builds ready-now and ready-later candidate pools.

Competency models define the KSAs required for roles; learning maps to competency gaps.

Performance management cycle: goal setting, ongoing feedback/coaching, review, development planning.

Learning should be linked to career paths and individual development plans (IDPs) to drive retention.

Workforce planning compares current supply of skills against forecast demand to identify gaps.

Onboarding time-to-productivity is a key metric; structured onboarding improves retention.

GROW model: Goal, Reality, Options, Will (way forward).

Coaching is non-directive and builds the coachee's own solutions; mentoring is more directive and experience-based.

Powerful questions are open-ended, curious, and free of advice or leading content.

Active listening includes paraphrasing, reflecting feelings, summarizing, and withholding judgment.

Feedback model: situation-behavior-impact (SBI) keeps feedback specific and behavioral.

Coaching agreement sets goals, confidentiality, cadence, roles, and success measures.

The coach's role is to raise awareness and responsibility, not to solve the problem for the coachee.

Coaching should be distinguished from counseling and from performance correction, which may require a directive manager role.

SECI model: Socialization, Externalization, Combination, Internalization (tacit-to-explicit knowledge conversion).

Tacit knowledge is personal and hard to articulate; explicit knowledge is codified and documented.

Knowledge management systems should support capture, storage, retrieval, sharing, and reuse.

Communities of practice connect practitioners around a shared domain to share and create knowledge.

Knowledge decay and version control require ownership, review cycles, and retirement of obsolete content.

Searchability and metadata (tags, taxonomy) determine whether stored knowledge is actually reused.

Lessons learned processes capture, validate, and apply knowledge after projects or events.

After-action review questions: what was supposed to happen, what happened, why the difference, what to change.