I'd create situations where they need to use the decision tree and do the analysis.
Create a demo situation and walk through the process.
Then create situations for them to go through the process.
The bigger challenge is how to proctor what they do. You could have them go through a situation and use text variables to collect their decisions and then have them compare what they did, to what an expert would tell them to do. That doesn't require any grading.
Adding to what Tom said, coming up with a scenario (ideally one that connects to a common situation your learners would use these approaches in real life) and then having the course essentially work out loud how someone would use the The Culpability Decision Tree and TWIN Analysis would do a lot to ground this information in the learners' real work and make it click for them.
A scenario approach for introducing the content could also do a lot to help learners see why these tools will make a real impact in their work. Having that What's In It For Me angle is a solid way to grab learner attention right away, especially with complex content like this. Not only that, the storytelling aspect of a scenario can itself be a good way to keep people's attention if you can come up with a story the audience finds interesting and useful.
Is the current training not working? If not, what is the cause - corporate culture, attitudes, management issues, etc ? ...i.e. are you attempting to address an attitudinal learning gap or is the intention to simply make the lesson more appealing? If it's the former, then using scenarios that illustrate the consequences of error for the learner may be required. If it's the latter (and I'll assume that a program evaluation has been done), then the other people on this thread have provided the answer. More scenarios are always helpful. Cheers.
3 Replies
I'd create situations where they need to use the decision tree and do the analysis.
The bigger challenge is how to proctor what they do. You could have them go through a situation and use text variables to collect their decisions and then have them compare what they did, to what an expert would tell them to do. That doesn't require any grading.
Hi Sherry,
Adding to what Tom said, coming up with a scenario (ideally one that connects to a common situation your learners would use these approaches in real life) and then having the course essentially work out loud how someone would use the The Culpability Decision Tree and TWIN Analysis would do a lot to ground this information in the learners' real work and make it click for them.
A scenario approach for introducing the content could also do a lot to help learners see why these tools will make a real impact in their work. Having that What's In It For Me angle is a solid way to grab learner attention right away, especially with complex content like this. Not only that, the storytelling aspect of a scenario can itself be a good way to keep people's attention if you can come up with a story the audience finds interesting and useful.
Hello Sherry,
Is the current training not working? If not, what is the cause - corporate culture, attitudes, management issues, etc ? ...i.e. are you attempting to address an attitudinal learning gap or is the intention to simply make the lesson more appealing? If it's the former, then using scenarios that illustrate the consequences of error for the learner may be required. If it's the latter (and I'll assume that a program evaluation has been done), then the other people on this thread have provided the answer. More scenarios are always helpful. Cheers.