You may have heard it from your high school math teacher: You can't use a calculator on the test. You think you'll have a calculator in your pocket at your job? If only my cell phone could fly back in time and have a chat about that!

There's so much staff needs to know but as technology has advanced, we're more able to ask, "Do they need to know that information, or do they need to know where to find it and how to use it?” We're often asked to ensure that our learners "know" something, but what we usually mean is "they need to know X so that they can do Y." How do we design for each the right way?

In this interactive session, you'll shift the way you think about training by adopting a knowledge versus skill framework. You'll practice teasing apart the know from the do. Together we'll explore the undercover performance support that has been provided for the knows in your everyday life (like the instructions on the back of the cake box), and ways you can adapt this method of design to reduce the cognitive load demands of your learners. You'll use a template to create a strategy for moving information to the right place for your teams, without violating any of the five information mismanagement no-nos. You'll leave empowered to design for improved learner experiences AND reduced workplace errors.

In this session, you will learn:

• How to analyze an objective for its location on a Gery's familiarization and Bloom's sophistication level graph
• Ways to sort objectives based on these levels, assess them for their appropriate Kirkpatrick level, and build the right assessments for your business objectives
• Strategies for comparing information-heavy designs from the workplace against real-life counterparts, and redesigning them to reduce cognitive load and reduce workplace errors
• What the five information mismanagement no-nos are, as well as their repercussions