Training Reinforcement

INDEX

• Acknowledgment, 161
• Actionable intelligence, 79–80, 91
• Active message elements
  • assignment/deadline combination, 162–163
  • bulleted lists in, 160–161
  • importance of, 160
  • listening techniques, 161–162
  • memory props, 163–164
• Activity, 119
• Adaptive reinforcement, 139–140
• Apply phase, 23, 46
  • DO-DID-GO approach, 56, 89
  • focus on, 46
  • goals in, 30
  • knowledge and skills in, 46, 79
  • learners in, 136, 138
  • mastering, 53–54
  • principles for, 45
  • for skills gap, 32
• Assessments
  • awareness phase, 62–63
  • challenges, 127–128
  • design, 196–199
  • friction and creation, 115–116, 200
  • measurable behavior change, 86–87
  • overview of, 202
  • performance, 194–195
  • performance gaps, 73–74
  • push and pull, 105–106
  • reinforcement flow, 127–128, 201–202
  • S.A.F.E model, 171–173, 205–206
• Assignments, 162–163
• Assumptions, 160
• Attention
  • levels of, 169
  • points, 177–179
  • spans, average, 168–169
  • types of, 170
• Awareness training
  • assessment of, 62–63
  • attention points in, 177–178
  • brains in, 22–23
  • characterization of, 22
  • role of, 45
  • why questions in, 54–55

• Ballast materials, 18–19
• Behavior change. See also Measurable behavior change
  • areas influencing, 67–71
  • environmental factors, 37–38
  • formula for, 50–51
  • foundation for, 14–15
  • goals and, 25–26
  • measurable, creation of, 46–47
  • message impact on, 180–181
  • multiple, 60
  • objectives and, 25–26
  • overcoming forgetting and, 21–22
  • preconditions for, 78
• Behavior change phases
  • apply, 23
  • awareness, 22–23
  • skipping, 89
• Blanchard, Ken, 18
• Brains, 85
  • active, 23
  • assumptions by, 160
  • challenges,