How to use the cards

Discussing the questions on the card can take a variety of formats and lead to intentionally inclusive training designs. One card could be shared with several smaller groups who each facilitate their own discussion and then share takeaways with the larger group. Several cards could be divided among groups who come up with specific action plans to address the questions before the larger group convenes to collectively create a master training plan on the whiteboard.

Tasking involves determining what steps need to be completed and what resources are required throughout the training cycle. Cards can be placed around the room with a piece of poster paper next to each one. Draw a line down the middle of the paper to create a t-chart. At the top of the first column write the heading TASKS. At the top of the second column write the heading RESOURCES. Individuals can then rotate from one card to the other for a period of time, writing down the tasks that need to be completed and what resources are needed to accomplish each task. Resources could be further divided or categorized into internal or external, financial, time, materials, or even by indicating the individuals who could accomplish the task. 

Prioritizing provides an opportunity for individuals to express the values and understanding associated with the questions on each card. Give each group a card and ask individual to first rank the five questions on the card privately. Then have each individual share their rankings and rationale. The group must then come to a consensus through discussion of the priorities for training program design.  

Mapping is an approach for using ten cards in any one step of the ADDIE model (analyze, design, develop, implement, evaluate) to better understand how the components of one stage of the training cycle relate to the learning objectives. Write the title of each of the ten cards randomly on a whiteboard, with plenty of space in between. Ask the group how one card relates to the others. Start to develop a mind map, drawing connecting lines and adding other training elements to craft a holistic and interconnected macro view of the design process. After mapping, individuals can determine if the original learning objectives are still a reflection of the proposed training or if new learning objectives need to be crafted. 

Mapping is an approach for using ten cards in any one step of the ADDIE model (analyze, design, develop, implement, evaluate) to better understand how the components of one stage of the training cycle relate to the learning objectives. Write the title of each of the ten cards randomly on a whiteboard, with plenty of space in between. Ask the group how one card relates to the others. Start to develop a mind map, drawing connecting lines and adding other training elements to craft a holistic and interconnected macro view of the design process. After mapping, individuals can determine if the original learning objectives are still a reflection of the proposed training or if new learning objectives need to be crafted. 

Forecasting or thinking about the experiences of participants and facilitators in a training is a thought process that can help individuals identify tasks. Give each individual a single card and ask them to complete the following statement. "When ____, I want to ____, so I can ____." For example if focusing on the facilitation card a response could be - "When a participant asks a question, I want to feel confident that I can answer it, so I can build trust with the group." Then the individual needs to determine what actions and resources need to be considered so facilitators are prepared. 

Improving on existing training gives individuals the space to rethink the status quo or reimagine the training design process. Start by distributing a card to the group and asking each individual to think about the topic and the questions on the card. Give individuals some time to determine what they think is being done to address these questions and what could be done to improve the training design process to achieve more favorable outcomes. The following group conversation can spur innovative approaches, reframe an organizational mindset around training design, and bring self-awareness and intentionality to training design by expanding the terrains of possibility. 

Transforming a training by placing the participant at the center of the design process through the formulation of a participant journey creates an intentionally resilient training. Create a participant persona or portrait helps individuals understand the needs, skills, motivations, and behaviors of training participants and focus design efforts. Storyboarding, or a graphic representation of how a participant might progress through a training, is an exercise that allows individuals to systematically think through the steps of the training cycle, identify assumptions, and focus efforts. 

Puzzling allows individuals to become content experts in one aspect of the training design process and share that knowledge with others through an engaged small group discussion. Choose five cards to focus on and create five groups with five individuals in each. Give each group a card and task them with having a conversation around the questions on the card. Then create new groups, with one person from each group, so that the newly formed groups have an individual from each of the previous groups to share their expertise and ideas to determine best practices for training design. 

Reflecting on previous training experiences, either as a participant or facilitator, can foster a discussion about what worked and why, guiding future design efforts. Groups can choose a card and focus the conversation on memorable trainings. Questions on the cards can be rephrased to facilitate that conversation. For example, "Who in the organization feels included and

valued or excluded and undervalued?" can be rephrased to "Was there a time during a training when you felt excluded or undervalued?" Individuals can share those experiences and thoughts about ways the facilitator or organization could have mitigated those feelings. 

Planning for failure can lead to a more resilient training program. Before starting the training design process, look ahead to the end of the training and imagine it has failed. Start by asking the group how they would define success or a successful outcome for the training. Then ask the group to define failure and what that would look like as a training outcome. Prepare a training premortem by going through the cards and highlighting what failure would look like if certain criteria were not met. Envisioning the worst outcome and then reversing it, intentionally fosters resilient trainings.

Connecting the actions taken in one stage of the ADDIE model (analyze, design, develop, implement, evaluate) impacts the efforts taken in another. Take cards from two of the ADDIE training design stages and put them on the table. Ask individuals to select one card from each stage. Give individuals several minutes to think about three specific actions that taken during one stage could foster success in the other. Then have individuals share their ideas with a partner, deciding on two connections to share with the larger group. The evolving conversation demonstrates the circular and connected nature of the ADDIE training cycle and how to foster resiliency.

Interviewing participants in advance of a training can uncover assumptions and lead to deeper insights and analysis of participants. The card questions can be used to develop an interview protocol that when implemented as part of the training analysis can generate an empathy map that breaks down what participant influences, such as behaviors, thoughts, feelings, and motivations, should be considered in the training design. 

Unpacking the topics at the top of each card is a helpful exercise to foster a nuanced understanding of words and their meanings to guide the training design throughout the ADDIE cycle (analyze, design, develop, implement, evaluate) to create resilient trainings. For example, what does the word "risk" or the word "engagement" mean in general and in the training context? Not only will these conversations guide the design process, but create a motto that helps focus design efforts. Cultural misunderstandings don't only happen in training programs, but among those working in diverse team creating and designing training programs as well.