BCSP CIT cheat sheet

Training gap = desired performance − current performance; training is indicated only when the gap is attributable to a KSA deficit rather than to environment, incentives, tools, or unclear expectations.

Needs assessment levels: organizational (where training fits and constraints), task/operational (what the job requires), and person (who needs what).

Triangulate data from interviews, focus groups, surveys, observation, work samples, records, and SMEs before concluding a training need.

Task analysis produces task statements with frequency, criticality, difficulty, conditions of performance, and required standards.

Learner analysis covers prior knowledge, reading level, language, experience, motivation, accessibility needs, and available time.

Use 5 Whys or a fishbone diagram to separate root causes; if the cause is not a KSA gap, select a non-training intervention.

Competency models map knowledge, skills, abilities, and behaviors to roles and provide criteria for gap analysis.

Decision rule: prefer non-training solutions when performers know what to do but lack feedback, resources, incentives, or authority.

ADDIE: Analysis, Design, Development, Implementation, Evaluation; evaluation informs revision in each phase.

A complete objective names the audience, observable behavior, condition, and criterion (ABCD).

Bloom's revised taxonomy orders cognitive processes: remember, understand, apply, analyze, evaluate, create.

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

Merrill's first principles: problem-centered, activation, demonstration, application, integration.

Cognitive load theory separates intrinsic, extraneous, and germane load; reduce extraneous load by segmenting, signaling, and removing redundancy.

Constructive alignment requires objectives, learning activities, and assessments to target the same KSA and performance level.

Sequence instruction from simple to complex, known to unknown, or part-task to whole-task based on task complexity and learner expertise.

The design document records objectives, audience, content outline, methods, media, assessment plan, and constraints.

Select media by matching fidelity, interactivity, cost, access, and learning objective; higher media richness is not automatically better.

Job aids are preferred when the task is infrequent, complex, or high-consequence and recall is unreliable.

Materials should match learner reading level; readability formulas estimate difficulty from sentence length and word complexity.

SME review checks technical accuracy and currency; pilot testing checks clarity, timing, usability, and learner comprehension.

Storyboards sequence content, interactions, graphics, and narration before e-learning production.

Accessibility: provide captions, alt text, transcripts, keyboard navigation, and sufficient contrast; WCAG is a common standard.

Multiple-choice items need one defensible correct answer and plausible distractors based on common errors, not trick wording.

Version control records author, date, approval, and change history to prevent use of outdated materials.

Copyright: use permission, license, or public domain; fair use is a limited exception, not a default.

Facilitation uses questioning, discussion, practice, and reflection; lecture is appropriate mainly for efficient delivery of new information.

Open questions invite elaboration; closed questions check facts; wait time of 3–5 seconds improves response quality.

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

Feedback is most effective when specific, timely, behavior-focused, and paired with an actionable next step.

Psychological safety supports questions, admitted gaps, and practice without embarrassment or punishment.

Ground rules set expectations for participation, respect, confidentiality, timing, and device use.

Chunk content and change interaction mode every 10–15 minutes to manage attention and participation.

Virtual delivery requires explicit norms, frequent interaction, clear audio, and backup plans for technology failure.

Experiential learning ratio: aim for substantial practice and application, not passive listening alone.

Kirkpatrick levels: reaction (satisfaction), learning (KSA gain), behavior (on-the-job application), results (organizational outcomes).

Phillips ROI adds level 5: ROI % = (net program benefits ÷ program costs) × 100.

Formative evaluation occurs during design/delivery to improve; summative evaluation occurs after to judge effectiveness.

Validity means the assessment measures the intended KSA; reliability means it produces consistent results.

Strong evaluation designs use pre/post measures, comparison groups, random assignment when feasible, and multiple data sources.

Behavior and results evaluation require follow-up after training and measurement of transfer conditions.

Transfer is supported by supervisor support, opportunity to apply, accountability, and a supportive work climate.

Cost-benefit compares monetary benefits with costs; include design, delivery, learner time, travel, and materials.

PDCA: Plan, Do, Check, Act; use evaluation data to revise content, delivery, and assessment.