Michael Johnson

IST 626 Assignment – Midterm Exam

1. For each item in column 1 (Disciplines) below, select a corresponding item in column 2
(Descriptions) by placing the letter of the item before the item in column 1. Use items only
once.
Column 1: Disciplines Column 2: Descriptions

___________ 1. D1: Define a. Clearly convey relevance of training,

provide sufficient time for practice
with feedback.
___________ 2. D2: Design b. Ensure the active and effective
engagement of mangers and create
systems of accountability to improve
___________ 3. D3: Deliver learning transfer.

c. Determine business objectives,

___________ 4. D4: Drive describe what participants will do
differently, and agree on measurable
on-the-job results.
___________ 5. D5: Deploy
d. Prepare learning transfer process,
bridge the gap between learning and
___________ 6. D6: Document doing, and develop methods and
tools to optimize outcomes.

e. Provide performance support to

employees and managers during and
after the program.

f. Evaluate performance and results

based on business outcomes to
inform decisions and spur continuous
improvement.

Answers: c, d, a, b, e, f
Resource: Six Disciplines of Breakthrough Learning, pages 22 – 37, particularly Figure I.16 (p.
34) and Exhibit I.2 (p. 36).
2. Billy Business has been asked to provide a training program for a client. What would be the
best first step during the design process for Billy to consider to ensure that his client gains the
most value from the training program? Circle the letter next to the correct answer.

a. Consider the work environment of the learner.

b. Determine how to validate whether or not the training program will produce the
desired outcome.

c. Explore the specific business-relevant outcome behind the training request.

d. Identify the crucial behaviors or actions needed to achieve the desired results.

e. Reach agreement with the client on the conditions of satisfaction that define success
for the training program.

Answer: c, Billy needs to explore and understand the underlying business-relevant outcome(s)
behind the request to make sure that training is appropriate and to link a learning initiative to
specific business needs.
Resource: Six Disciplines of Breakthrough Learning, pages 58 - 63

3. According to The Six Disciplines of Breakthrough Learning, the process of turning learning
into results has four phases. List the four phases, in order, below. Beside each phase briefly
describe in one to two sentences one step you could take to integrate that phase into your
own instructional interventions.

a. Phase I:

b. Phase II:

c. Phase III:

d. Phase IV:

Answer:

a. Phase I: Preparing the learner, plan, and environment

 Example Answer - Benefits and advantages that learners will gain in the course will
be explained in the course description to prime the learners with the right attitudes
and expectations.
 The answers must refer to aspects of priming and preparing, including one or more of
the following: establishing a common base of knowledge, priming learners with the
right attitude, describing the program in terms of benefits and advantages to learners
(WIIFM), resetting learner expectations to focus on improved performance, or
preparing an environment that is conducive to training.
 b. Phase II: Guided learning
 Example Answer - Learners will have multiple opportunities to practice assembling
drip irrigation system valve manifolds with guidance that will decrease with each
successive attempt.
 Answers must contain reference to aligning the learning experience with outcomes,
applying appropriate instructional approaches for the required behaviors and skills,
ensuring that learners can apply what they have learned to their work, or convincing
learners of the benefits of applying what they have learned.
c. Phase III: Transferring and applying
 Example Answer – Learners will use a job aid when needed to support ongoing
practice of programming irrigation controllers on the job.
 Answers must refer to performance support to ensure learners have help when
needed, guidance for ongoing manager involvement, processes for learner progress
accountability, or processes for monitoring, managing, and supporting learning
transfer after the learning initiative.
d. Phase IV: Achieving improvements
 Example Answer – Learners can provide acknowledgement of their own achievement
“on the job” (hands-on term project) when they have applied what they learned. For
instance, learners can report their efforts and accomplishments to me in their term
project report.
 Answers must address an on-the-job application or assessment plan, efforts to help
learners have a sense of making progress, or recognition of outstanding effort and
accomplishment.

Resource: The Six Disciplines of Breakthrough Learning, pages 83 - 102

4. Circle the letter beside the best answer. The phrase Deliver for Application, as used in The
Six Disciplines of Breakthrough Learning, is defined as

a. Explaining the benefits of the learning program to secure buy-in and garner support.
b. Preparing learners to apply their prior experiences to ensure that a learning experience
is relevant and useful.
c. Selecting methods of instruction that align with the performance required and making
sure there is adequate time for practice.
d. Establishing a common base of knowledge to ensure that learners can make sense of
the instruction to improve effectiveness and efficiency of the program.

Answer: c, Delivering for Application involves aligning instruction with performance outcomes
and providing ample time for practice. Transfer and application of skills are frequently
overlooked aspects of many training programs.
Resource: The Six Disciplines of Breakthrough Learning, pages 109 – 111

5. List three (3) reasons why performance support is important and necessary for improving
learner performance.

Answers:
  Timely and useful support improves people’s ability to use what they learned while
improving their satisfaction with the learning experience.
 Performance support reduces reliance on fallible human memory.
 Performance can be negatively affected by less than ideal environmental factors
 Some tasks have high-stakes consequences and performance support can help ensure that
mistakes are avoided
 Working memory has a finite capacity
 Performance support can increase the probability that learners will have early success
when trying to apply new knowledge and skills

Resource: The Six Disciplines of Breakthrough Learning, pages 192 – 197