Entelechy’s Designing Training Based

on Five Content Types

Effective and Practical Training Design

Version 20021022

Entelechy, Inc.
P.O. Box 878 Merrimack, NH 03054 -0878
1.800.376.8368
www.unlockit.com
 Copyright  October 2002, by Entelechy®, Inc.
All rights reserved. Printed in the United States of America. Except as permitted under the
United States Copyright Act of 1976, no portion of this manual may be reproduced in any form
or by any means without the written permission of Entelechy, Inc.
Entelechy’s Designing Training Based on Five Content Types Table of Contents

Table of Contents
Five Content Types ........................................................................................................................1

Introduction................................................................................................................................. 3
Overview of Content Types .................................................................................................... 3
For More Information ............................................................................................................. 4
Procedures ................................................................................................................................... 5
Definition of Procedures ......................................................................................................... 5
Examples of Procedures.......................................................................................................... 5
Non-examples of Procedures .................................................................................................. 5
How to Teach Procedures ....................................................................................................... 6
How to Assess Learning ......................................................................................................... 6
Concepts...................................................................................................................................... 8
Definition of Concepts............................................................................................................ 8
Examples of Concepts............................................................................................................. 8
Non-examples of Concepts ..................................................................................................... 8
How to Teach Concepts .......................................................................................................... 9
How to Assess Learning ....................................................................................................... 10
Principles................................................................................................................................... 11
Definition of Principles ......................................................................................................... 11
Examples of Principles.......................................................................................................... 11
How to Teach Principles....................................................................................................... 12
How to Assess Learning ....................................................................................................... 12
Processes ................................................................................................................................... 14
Definition of Processes ......................................................................................................... 14
Examples of Processes.......................................................................................................... 14
Non-Examples of Process ..................................................................................................... 14
How to Teach Processes ....................................................................................................... 15
How to Assess Learning ....................................................................................................... 16
Facts .......................................................................................................................................... 17
Definition of Facts ................................................................................................................ 17
Examples of Facts ................................................................................................................. 17
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Entelechy’s Designing Training Based on Five Content Types Table of Contents

How to Teach Facts............................................................................................................... 18

How to Assess Learning ....................................................................................................... 18
Wrap Up .................................................................................................................................... 19
More from Entelechy… ........................................................................................................ 19
More!! ................................................................................................................................... 21
Here’s to GREAT Design! .................................................................................................... 21

Appendix A: Five Content Types Job Aid.................................................................................23

Instructional Strategies for Five Content Types (1 of 2) .......................................................... 25

Instructional Strategies for Five Content Types (2 of 2) .......................................................... 26

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Five Content Types
Entelechy’s Designing Training Based on Five Content Types Overview

Introduction

Overview of Content Types

As longtime readers know, I am a true believer in relevant, practical, bottom- line impacting
training. Our philosophy at Entelechy is to start at the end and work backwards; training should
simulate and support on-the-job performance as much as possible.
At the same time, it is important that we as training designers create training that is both efficient
and effective. Our goal is to simplify information and skills enabling learners to shorten their
learning curve and increase their overall capabilities.
Several years ago I ran across a useful model that I’ve used since that helps me determine the
most effective and efficient way to teach material. The model, developed by Dr. M. David
Merrill at the University of Utah, is based on content type and it is equally effective for
instructor- led training as it is for web-based or self-paced training. In this instructional design
model, there are five primary content types:
• Facts: Facts are basic information. Facts are inefficient to store in memory and are prone
to recall errors. Job aids are preferred to memorization of most facts.
• Concepts: A class of items that is known by a common name, includes multiple specific
examples, shares common features, and varies on irrelevant features. There are two types
of concepts: concrete and abstract.
• Processes: Descriptions of how things work rather than how to do things. There are two
types of processes: business (describing work flows in organizations) and technical
(describing how things work in equipment or nature).
• Procedures: A series of clearly defined steps that results in the achievement of a job task.
There are two types of procedures: linear and branched.
• Principles: Guidelines or rules that govern. Princip les are far-transfer training and are
useful when actual scenarios in which principles are used vary significantly and
constantly.

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Entelechy’s Designing Training Based on Five Content Types Overview

According to the model, each of these content types can be taught at two levels: at the Remember
level and at the Apply Le vel (except for Facts which only can be taught at the Remember Level).
For example, you can LIST the steps to log on to a computer (Remember Level) or you can
actually log on to a computer (Apply Level).

Apply

Remember

Facts Concepts Processes Procedures Principles

In the pages that follow we’ll step through each of the content types and explore definitions, best
uses, related objectives, best ways to assess, suggested learning activities, and recommended
learning/teaching sequences.

For More Information

This information comes from High Impact Training, a
module in Entelechy’s High Performance Training
program. Much of the general information is provided free
of charge at http://unlockit.com/improve.htm. If you want
more detailed information on this skill and others from our
High Performance Training program, please visit our
website at www.unlockit.com or contact me directly at
ttraut@unlockit.com. Entelechy, Inc.
P.O. Box 878 Merrimack, NH 03054-0878
1.800.376.8368
www.unlockit.com

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Entelechy’s Designing Training Based on Five Content Types Overview

Procedures

Definition of Procedures
A procedure is a series of clearly defined steps that result in the achievement of a job task.
There are two types of procedures:
• Linear procedures consist of a single stream of steps.
• Branched procedures consist of two or more alternative linear procedures that are
selected by making a decision at a certain point.
Think of procedures as a series of specific and discrete steps. Leave out a step and you most
likely cannot continue.

Examples of Procedures
The following are procedures (clearly defined steps that result in the achievement of a job task):
• Logging into a database application.
• Inserting a table into Microsoft Word.
• Installing a washing machine motor.

Non-examples of Procedures
The following are NOT examples of procedures:
Selling a washing machine. (This is a PROCESS, a content type that we will discuss in a future
installment; when selling, there are GENERAL phases or steps but not specific, discrete steps.)
Using Microsoft Word to write an effective letter. (Certainly there are procedur es embedded in
this activity such as setting up the page, but the focus of this training is most likely on the
PRINCIPLES of effective letter writing.)

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How to Teach Procedures How

Howto
toBrush
BrushYour
Introduction
YourTeeth
Teeth
Now
Introduction Nowthat
thatyou
yourecognize
recognizethe theequipment
equipmentyouyouwill
willneed
need
and
andwe
wehave
havediscussed
discussedwhenwhenyou
youwill
willneed
needtotobrush
brush
your
yourteeth,
teeth,let’s
let’ssee
seehow
howyouyoubrush.
While procedures can be learned at the Remember Level by Action
brush.
ActionTable
Table Here
Hereare
arethe
thesteps
stepstotofollow
followtotobrush
brushyour
yourteeth.
teeth.
memorizing the steps, this is not recommended. Procedures Step Action
should be learned at the Application Level by doing them. 1 Wet toothbrush with water from tap.
Apply about 1/2” of toothpaste on
Learning objectives should begin with the application-oriented 2 bristles.

verbs such as: assemble, configure, demonstrate, log in, insert, 3

Hold handle of brush and move bristles
up and down against teeth.
perform, and process. Avoid remember-oriented verbs such as: 4 Open mouth and brush back teeth.

define, list, recite, and repeat. 5 Use glass of water to rinse out mouth.
Wash off toothbrush and return
6
Information for teaching procedures should be displayed in equipment.

flow charts or action and decision tables. A flowchart visually Demonstration

Demonstration Follow
Followalong
steps.
alongasasyour
yourinstructor
instructordemonstrates
demonstratesthe
the
steps.
illustrates the steps and may differentiate actions from When
Whento
toBrush
BrushYour
YourTeeth
Teeth
decisions. An action table consists of two columns; the first Guidelines
Guidelines The
Thefollowing
followingtable
should
tabledescribes
describessituations
situationswhen
whenyou
you
shouldbrush
brushyour
yourteeth.
teeth.
column lists the action to take and the second column describes IF... AND... THEN...
the expected result. A decision table expands an action table by Your brush and Brush your
allowing for alternate actions or results; common decision You have
paste are handy teeth
just eaten Your brush and Rinse out
tables have columns with headings such as “If …” and paste are NOT mouth and
handy brush later
“Then….” You have NOT
Brush your
brushed for four
You are teeth
hours
The suggested learning/teaching sequence is as follows: going to
You have
bed Wait until
brushed in the
morning
1. List the procedure (document it and provide it as a last four hours

handout).
2. Demonstrate the procedure highlighting decision points and troublesome areas.
3. Optional: Ask one student to perform the procedure while the rest of the class observes;
provide feedback.
4. Ask students to perform the procedure.
5. Provide feedback.
As you can see, classroom practice should move students to the Application Level quickly by
providing follow-along demonstrations and exercises that require the employee to perform the
procedure. Labs are most effective for practicing procedures.
Instead of having participants memorize procedures, create a user guide or set of job aids for
post-training reference. If it IS important for learners to memorize procedures (for speed or
accuracy), consider using a game to help memorize: participants stand in a circle; a participant
recites the first step and throws a soft ball to another in the circle who recites the second step,
etc.

How to Assess Learning

Evaluation of learning should be based on performance assessments. Participants should be
assigned a procedure and be evaluated on the successful completion of the procedure (including
speed and accuracy if that is required for job performance).

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Refer to your learning objectives; if you used application-oriented verbs such as assemble,
configure, demonstrate, log in, insert, perform, and process, use labs where learners can
assemble, configure, demonstrate, log in, insert, perform, and process.
Most of the time, only the final result of the procedure is important (i.e., if a person is
successfully logged onto the application, we can assume that the learner followed the steps
successfully.). However, sometimes it is important to follow the progress of participants as they
go through the procedure. In this case, use a checklist of critical steps to record progress as the
participant completes the lab.
Sometimes a simulation is useful in replicating “the real world” where the appropriate procedure
must be selected and used using real data. Simulations can test a learner’s ability to use
procedures within a larger context.

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Concepts

Definition of Concepts
Our everyday language includes many concepts such as chair, woman, and house. A concept is a
mental representation or prototype of objects or ideas for which multiple specific examples exist.
The ability to classify many things under a common heading is very efficient and is desirable in
training and in work.
Concepts share critical features and vary on irrelevant
features. For example, consider the concept “house.” All
houses share at least three critical features. All houses
serve as living places for humans. (A barn is not a house.)
All houses are permanent fixtures. (Recreational vehicles
are not houses; trailer houses are questionable!) All houses
are living places for one or a few families. (Apartment
buildings are not houses.) An irrelevant feature might be
the number of sides on a house (some have four, some have
more, some are round).
A concept is a class of items that share common features
and are known by a common name. All concept groups include multiple specific examples.
Most technical training involves many concepts associated with procedures that employees need
to know in order to perform.
Concepts are made up of critical features that all specific examples in that concept class share
and irrelevant features on which specific examples vary.
Concepts with parts and boundaries are concrete concepts. Less tangible concepts that cannot be
illustrated with a diagram are abstract concepts.

Examples of Concepts
The following are concepts (classes of items that share common features and are known by a
common name):
• Fish
• Router
• Qualified customer

Non-examples of Concepts
The following are NOT examples of concepts:

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Logging into the database application. (This is a PROCEDURE, a content type that we
discussed in the previous section; logging in consists of a series of defined steps — or a defined
procedure.)
The speed of throughput for a particular router. (This is a FACT, a content type that we will
discuss in a section that follows; facts can be used to define concepts.)

How to Teach Concepts

While concepts can be learned at the Remember Level by memorizing the definition, this is not
recommended since the purpose of learning a concept is to use it to classify objects, analyze,
make judgments, discriminate, etc.
Information for teaching concepts should be displayed as definitions, examples, non-examples,
and analogies.
The Definition: A definition is a statement of the critical features associated with a concept.
Use definitions to help students better understand the critical features. For example, the
definition of a fish would be: “Any of three classes (jawless, cartilaginous, and bony fishes) of
cold-blooded vertebrate animals living in water and having fins, permanent gills for breathing,
and, usually, scales.”
The Example : An example is a real instance of the concept. Make the concept definition real by
illustrating with examples. In the fish example, show big fishes, little fishes, and odd-shaped
fishes. If the concept is complex, you may wish to provide several examples, each of which
contains all of the critical features and in which irrelevant features are systematically varied one
at a time.
The Non-Example: A non-example can illustrate the critical features of a concept. For the
concept of fish, a non-example could be a dolphin since it contains many of the critical features
of the concept — and could be easily confused as an example — but varies on at least one
critical feature.
Examples and non-examples for What
Whatis
isaaToothbrush?
Toothbrush?
concrete concepts take the form of Definition
Definition AAtoothbrush
toothbrushisisaasmall
smallbrush
brushwith
withaalong
longhandle,
handle,
pictures or diagrams while examples for usually
usuallymade
madeofofplastic,
plastic,used
usedexclusively
exclusivelyfor
forbrushing
brushing
teeth.
teeth.
abstract concepts need to be presented
verbally. Initial examples should reflect
Example
typical instances that systematically Example
vary one feature at a time while later
examples call on less common
instances. Non-example
Non-example

The Analogy: An analogy is a AAhair

hairbrush
brush(shown)
(shown)isismuch
muchlarger
largerand
andititwould
wouldnot
not
fit
fitinto
intoyour
yourmouth.
mouth.
representation that corresponds with a
concept in function or form but is
otherwise dissimilar. Using the human brain to explain how the central processing unit of a
computer works might be a useful analogy. Analogies are efficient instructional techniques
because they allow the learner to build on what they already know.

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Learning objectives should begin with the application-oriented verbs such as: select, analyze,
contrast, distinguish, and validate. Avoid remember-oriented verbs such as: define, describe, and
identify.
Learning activities should include discussion, diagrams, cla ssifying games, and verbal
explanations.
The suggested learning/teaching sequence is as follows:
1. Define the concept.
2. Provide examples to illustrate common characteristics.
3. Provide non-examples to further identify characteristics.
4. Use diagrams for concrete concepts; use verbal explanations for abstract concepts.
5. Ask students to classify objects into their category.
6. Provide feedback.
Practice should include asking students to correctly identify the new concepts from a group of
valid and non-valid examples.

How to Assess Learning

To evaluate concept learning, measure the participant’s ability to classify unknown items.
Format assessment questions like the practice exercises but with new examples. Have students
choose from examples.
Especially for complex concepts, post-evaluation discussion yields valuable learning.
Discussing why some of the choices are examples of the concept and others are not further
cements the concept in participants’ minds.
Sometimes a simulation is useful in replicating “the real world” where the concept must be
applied (e.g., qualified customer, eligible for a refund, “gold customer”). Simulations can test a
learner’s ability to apply concepts within a larger context.

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Principles

Definition of Principles
Principles are guidelines or criteria that can direct you in similar situations. Principles help us
communicate effectively, solve problems efficiently, relate to customers, sell, and perform
effectively in many other activities.
Unlike procedures, there are no automatic or mandatory steps to follow in the situation. Each
situation varies from other situations in some fashion. In fact, trying to follow a lock-step,
mechanical procedure may get you into trouble with situations that require you to apply
principles.
To be sure, there are some situations that have a more defined set of phases to run through in
order to be effective. Skills such as problem solving a customer’s billing issue on the phone are
fairly well defined, are fairly easy to train, and are called near-transfer principles. Skills such as
general problem solving may be less defined, more difficult to train, and are called far-transfer
principles. Both involve problem-solving principles, but one is job — and even task — specific
(near-transfer) while the other is broader in scope and more encompassing (far-transfer).
While near-transfer tasks are easier to train, with greater probability of success, the employee is
limited to performing the tasks as taught. Far-transfer tasks are more difficult to train and the
probability of success is lower. But once the guidelines are acquired, the employee is able to
apply the skills to a variety of job-related contexts.
Identifying the principles that best support optimal job performance is a key challenge. See
Entelechy’s Approach to Performance Consulting eGuide (http://unlockit.com/eguide-HPT-PC-
EG.htm) for over 50 pages of information, tips, and techniques that will help you.

Examples of Principles
The following are examples of principles:
• Probing/Questioning (Sales): Uses open/closed ended questions to identify/clarify
customer’s business goals/problems/needs. Uses questioning techniques to direct the
call, demonstrate attention, and gain information and insight.
• Handling Objections (Sales): Maintains presence and demonstrated empathy.
Acknowledges the concern and uses questions to clarify the concern. Addresses
objection appropriately. Uses checkback questions to check for agreement.
• Professional Team Presence (Sales Presentation): Supportive to other team members.
Defers questions to other team members appropriately. Uses discretion in offering help
to fellow team members. Well prepared and obviously rehearsed.
• Effective Feedback (Employee Development/Coaching): Provide feedback that is
balanced, objective, specific, and supportive (BOSS).

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How to Teach Principles

Principles should be trained at the application level of performance. This means that trainees
must practice successful implementation of guidelines in a variety of job-related situations often
presented as case studies.
To teach principles, you need to provide the relevant guidelines. Varied context examples
illustrate successful application of the principles to diverse situations. Non-examples can be
used to illustrate the differences between successful and unsuccessful application of the
principles.
Analogies are especially powerful in training of principles. To work, the analogy must be
familiar to the students and its critical elements must link meaningfully to the principle.
“Handling an angry customer is like handling an egg.” is more familiar to more people that
“Handling an angry customer is like tuning a performance automobile.”
Far-transfer training that involves application of social skills, such as supervisory or sales
training, is best taught in a classroom setting where video scenarios and role-playing can provide
realistic examples and practice with feedback.
Learning objectives should begin with the application-oriented verbs such as: demonstrate,
assess, criticize, evaluate, judge, position, demonstrate. Avoid remember-oriented verbs such as:
explain, describe, and identify.
Learning activities should include demonstrations with feedback, role plays, simulations,
analogies, and plays.
The suggested learning/teaching sequence is as follows:
1. State the principle. Provide a statement describing the principle and any guidelines that
flow from the principle.
2. Provide varied context examples to illustrate the principle being applied. Illustrate the
application of the principle in typical work-related situations.
3. Provide examples where the principle wasn’t applied and the resulting consequences.
4. Provide analogies to build off of prior knowledge.
5. Demonstrate the principle in a scenario.
6. Provide practice exercises/role plays. Design practice exercises that will require students
to apply the principles, not just recall them. Use at least two practice sessions: the first
one encourages the learner to evaluate sample performance; the second session requires
the learner to apply the principles taught.
7. Provide feedback.

How to Assess Learning

To evaluate principle learning, measure the participant’s proficiency in meeting the skills criteria
in context. Use role plays and a skills performance assessment sheet to determine proficiency.
This evaluation is best done by skilled raters/evaluators using behavioral criteria. It is important
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to use behavioral checklists (checklists that list behaviors that illustrate the principle in action)
and that the raters/evaluators are well trained in recognizing these behaviors in action.

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Processes

Definition of Processes
Processes are descriptions of how things work. There are two basic types of processes: business
(describing work flows in organizations) and technical (describing how things work in
equipment or nature).
Learning about processes results in knowing how things like manufacturing operations, corporate
functions, chemical reactions, or computer programs work, rather than how to do things.
Processes may be included in your training as “nice-to-know” information or as essential to
performing the job. Processes are especially appropriate for new hire training, trouble shooting,
customer service, and sales — the “big picture stuff.”
Processes and procedures are similar in that they both outline a flow or sequence. They are quite
different, however. While procedures are DIRECTIVE in nature, processes are DESCRIPTIVE.
Procedures tell employees how to go about doing a task. Processes describe to employees how
something works.
We teach processes for three primary reasons:
• To provide a context for learning. Knowing “the big picture” provides a context for more
detailed procedures and concepts. This improves the training and retention.
• To help employees troubleshoot and problem-solve. For example, teaching newly hired
auditors the flow of claims from beginning to end may help them determine why certain
claims are being processed incorrectly.
• To help motivate employees. Most people like to know how what they do fits into the
bigger scheme of things.

Examples of Processes
The following are examples of processes:
• The sales process.
• The manufacturing process.
• The claims adjustment processes.

Non-Examples of Process
The following are NOT examples of processes (with explanations of why they are not):

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• The log- in process (more than likely, logging in is a series of discrete steps — a
procedure)
• Techniques for handling angry customers (while there may be a procedure — a series of
steps — for handling angry customers, the techniques/guidelines for handling the angry
customer — listening/paraphrasing, displaying empathy, using open probes, etc. — are
principles, not processes.)

How to Teach Processes

At the Remember Level, students can recall the major stages of the process. At the Apply Level,
students can solve a problem or make an inference based on their knowledge of how the process
works.
If the process is essential, make sure to write an objective for the process and teach the process at
the application level. For example, rather than having students “describe the network routing
process” you may want to have students “diagnose common problems in the network routing
process”. This moves learning from the Remember Level to the Apply Level — a level that is
more relevant to the student’s job.
Learning objectives should begin with the application-oriented verbs such as: create, generate,
develop, formulate, and propose. Move quickly from remember-oriented verbs such as: explain,
describe, and identify.
Learning activities should include case
studies, simulations, and work VEGA Application process flow
problems. Goal
Perfor-
Use informational displays for mance

processes such as process tables and

Actuals % $
flow diagrams. Flow diagrams are Feeds Compensation
preferred as they are more memorable plan
and more efficient. (A flow diagram Assignment Credit plan
consists of a series of boxes or bubbles • Customers • Metric (NIA, Certs ,Qty)
or titles depicting primary functions or • Post Code ... • Products...
elements in the process.)
To practice/apply process knowledge at the Apply Level, ask students to solve a problem or
make an inference based on the process. Use case studies, simulations, or work problems to
apply process knowledge.
The suggested learning/teaching sequence is as follows:
1. Outline the process.
2. Explain why it is important to know this process.
3. Give a common example to illustrate how the process works.
4. Give a problem and ask the class to solve the problem.
5. Ask students to solve a problem or make an inference based on the process.

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6. Provide feedback.

How to Assess Learning

To evaluate process learning, measure the student’s ability to solve a problem using the process.
Especially useful for evaluation are simulations and problem-solving scenarios. Use role-plays
to combine process learning with principle learning.

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Facts

Definition of Facts
Facts are, … well, facts. They’re the building blocks of other content types. However, facts by
themselves aren’t very useful. That’s why we try to teach facts when we teach processes,
concepts, procedures, or principles and NOT by themselves.
Facts can be processed at the Remember Level only. (When you “apply” a fact, you are actually
doing something else, such as performing a step in a procedure.)
Throughout high school and into college, much of our learning included memorization and recall
of factual information. (What are the names of the colors in the color spectrum? What are the
names of the five Great Lakes? How many electrons in a hydrogen atom?) Some of the facts
you remember, most you don’t simply because you don’t use them often.

Components
Componentsin
inReleasing
Releasingthe
theFloppy
FloppyDock
Dock
Examples of Facts Diagram
Diagram This
Thisisisaadiagram
diagramofof
the
theunderside
undersideofofSSI SSI A
Notebook
NotebookComputer
Computer B
We often see facts displayed in statements, displaying
displayingthe the
displays, lists, and charts. Open a user guide to a components
components
needed
neededtoto
computer or appliance or tool and you are likely release
release
to encounter a graphic of the item with arrows the
the C
floppy
floppy
pointing to different parts of the item. At the end dock
D
dockandandinstall
installthe
the
of each arrow is the name of that component — a memory
memoryupgrade.
upgrade.
fact. Or you may see a list of specifications — Part # Name of Part
Purpose/
Description
more facts. Module Release Releases the
A
Latch Floppy Dock
For the most part, these facts are important for a
Locking Locks the Floppy
fleeting moment while you accomplish a specific B
Thumbwheel Dock in place
task — setting up your computer, for example. Memory Module Covers the
C
While the facts must be clearly and accurately Door Memory Module
presented, memorizing facts is usually NOT Communications
Links the Floppy
D Dock to the
necessary. Socket
Notebook

Facts SHOULD be memorized in only two cases:

• For speed. If speed is critical and dependent upon the recall of facts, facts should be
memorized. For example, knowing the shortcut keys in Microsoft Word may be
important in jobs where word processing is a primary activity.
• For accuracy. If accuracy is critical and dependent upon the recall of facts, facts should
be memorized. Knowing the qualification criteria of financial aid applicants may be
critical to client services agents.
Howeve r, in each of the cases above, it is likely that the facts will be used in some type of work
context and are best taught within that context.

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How to Teach Facts

Avoid writing objectives and assessment questions that ask students to recall factual information.
Instead, have them recall factual information as part of another application objective.
Objectives that begin with: state, recall, list, define, match, describe, and other similar objectives
are possible fact-recall objectives. They’re easy to write and even easier to test (and because
we’ve experienced at least 12 years of factual recall testing, we’re GOOD at writing these tests!).
Teach facts when you teach another content type — process, procedure, principle, or concept. If
you must spend time teaching facts, organize the facts. Try:
• Mnemonics – If you correctly answered the question, “What are the names of the colors
in the color spectrum?” then chances are that you’re either an artist OR you know the
mnemonic: Roy G. Biv. Each letter in Roy’s name stands for a color in the spectrum:
Red, Orange, Yellow, Green, Blue, Indigo, Violet. HOMES is a mnemonic for the five
Great Lakes. Mnemonics aid recall.
• Provide charts – Organize functions or features on charts or graphic displays. Bring the
facts to life. Make them relevant and useful.
• Provide lists and tables – organize facts into easy-to-use lists or tables. For example,
instead of teaching the acronyms that seem to tag along with every business, create an
acronym glossary and show learners how to use the glossary.

How to Assess Learning

Because some facts ARE important and because testing facts is a teaching strategy (i.e., use a
test to teach important facts in a fun way), consider using the following testing techniques to
test/teach facts: multiple choice, short answer, matching. For facts that require definitions,
consider using a crossword puzzle format (crossword puzzle makers are easily sourced on the
Internet).

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Entelechy’s Designing Training Based on Five Content Types Overview

Wrap Up
That’s it!!! We’ve now covered all five content types; we have looked at how to best teach each
content type and evaluate the learner’s grasp of the material. Use this information to increase the
effectiveness and efficiency of YOUR training, whether it is classroom-based, web-based,
distance, or self-paced training.

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Entelechy’s Designing Training Based on Five Content Types Overview

shortcut keys (e.g., CTRL+C = copy or SHIFT+CTRL+V = paste the format). Use
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• Instructional Strategies for Five Content Types
• Training Lesson Checklist
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Entelechy’s Designing Training Based on Five Content Types Overview

More!!
Check out our other useful eGuides at http://unlockit.com/eguides.htm:
• Entelechy’s Approach to Performance
• Entelechy’s Famous Icebreakers, Energizers, and Activity Ideas
• Entelechy’s Famous Meeting and Facilitation Tips

Here’s to GREAT Design!

Send this document to your friends and colleagues who may be involved in training and the
performance of others and could benefit from Entelechy's services.

Enjoy!
Terence Traut, President of Entelechy “unlocking potential”
mailto:ttraut@unlockit.com
phone: 603-424-1237
fax: 603-424-6361
http://www.unlockit.com/

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 Appendix A:
Five Content Types Job Aid
 Entelechy’s Designing Training Based on Five Content Types Job Aid

Instructional Strategies for Five Content

Types (1 of 2)
Facts Concepts Processes Procedures Principles
Facts are basic A class of items that is Descriptions of how A series of clearly Guidelines or rules which
information. Facts are known by a common things work rather than defined steps which govern. Principles are
inefficient to store in name, include multiple how to do things. Two result in the achievement far-transfer training and
memory and are prone to specific examples, share types: business of a job task. Two types: are useful when actual
Definition recall errors. Job aids common features, and (describing work flows in linear and branched. scenarios in which
are preferred to vary on irrelevant organizations) and principles are used vary
memorization of most features. Two types: technical (describing how significantly and
facts. concrete and abstract. things work in equipment constantly.
or nature).

Not applicable at the Technical training (along New hire training Data entry Sales
Application Level. with procedures) Trouble shooting Trouble shooting Customer service
Best Used New hire training Customer service Programming Management
For Skills training Sales Safety procedures Life skills
Application Level

(Big picture stuff) Some software Change management

Not applicable at the Select Create Assemble Assess
Application Level. Analyze Generate Configure Criticize
Objectives Contrast Develop Demonstrate Evaluate
Distinguish Formulate Perform Judge
Validate Propose Process Position
Not applicable at the Measure ability to Measure ability to solve a Measure speed and/or Measure proficiency in
Application Level. classify unknown items. problem using the accuracy in completing meeting skills criteria.
Format assessment process. the procedure. Best done by skilled
questions like the Simulations Labs and simple raters/evaluators using
Assessments practice exercises but Problem-solving simulations behavioral criteria.
with new examples. scenarios Have students Use behavioral
Have students choose demonstrate the checklists.
from examples. procedure. Train rater/evaluators.

Not applicable at the Discussion Case studies Activity tables Role plays
Suggested Application Level. Diagrams Simulations Decision tables Simulations
Learning Classifying games Work problems Flow charts Analogies
Verbal explanations Labs Plays
Activities
Not applicable at the 1. Define the concept. 1. Outline the process. 1. List the procedure 1. State the principle.
Application Level. 2. Provide examples to 2. Explain why it is (document it and 2. Provide varied
illustrate common important to know this provide it as a examples to illustrate
characteristics. process. handout). the principle being
3. Provide non-examples 3. Give a common 2. Demonstrate the applied.
to further identify example to illustrate procedure highlighting 3. Provide examples
characteristics. how the process decision points and where the principle
Suggested 4. Use diagrams for works. troublesome areas. wasn’t applied and the
concrete concepts; 4. Give a problem and 3. OPTIONAL: Ask one resulting
Learning use verbal ask the class to solve student to perform the consequences.
explanations for the problem. procedure while the 4. Provide analogies to
Sequence abstract concepts. 5. Ask students to solve rest of the class build off of prior
5. Ask students to a problem or make an observes; provide knowledge.
classify objects into inference based on feedback. 5. Demonstrate the
their category. the process. 4. Ask students to principle in a scenario.
perform the
6. Provide feedback. 6. Provide feedback. 6. Provide practice
procedure. exercises/role plays.
5. Provide feedback. 7. Provide feedback.

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 Entelechy’s Designing Training Based on Five Content Types Job Aid

Instructional Strategies for Five Content

Types (2 of 2)

Facts Concepts Processes Procedures Principles

Facts are basic A class of items that is Descriptions of how A series of clearly Guidelines or rules which
information. Facts are known by a common things work rather than defined steps which govern. Principles are
inefficient to store in name, include multiple how to do things. Two result in the achievement far-transfer training and
memory and are prone to specific examples, share types: business of a job task. Two types: are useful when actual
Definition recall errors. Job aids common features, and (describing work flows in linear and branched. scenarios in which
are preferred to vary on irrelevant organizations) and principles are used vary
memorization of most features. Two types: technical (describing how significantly and
facts. concrete and abstract. things work in equipment constantly.
or nature).

Information that must be Definitions that must be Processes that must be Procedures where Simple rules from which
memorized for memorized. memorized due to memorization is required specific application can
Best Used productivity or complexity of problems to due to safety or be derived.
For importance. be solved. productivity reasons.
Remember Level

*not preferred *not preferred *not preferred *not preferred *not preferred

Identify Label Name Describe Label

State Match Identify Order List
Objectives Label Name Recall List Identify
List Recognize Define Explain Quote
Recite Select Illustrate Arrange Generalize
Multiple choice Matching assessments Verbal response List the steps List the rules and
Short answer Multiple choice Long answer/essay Recite the steps guidelines
Assessments Matching Describe the scenario

*not preferred *not preferred *not preferred *not preferred

Recall facts as part of Memorization Process tables and flow Roundrobin Rule lists
Suggested another learning activity. Flash cards diagrams. Flow Each-one-teach-one Multiple scenarios
Learning Provide mnemonics, lists, diagrams are preferred Reorder the mixed up Discussions and
charts, and descriptive as they are more steps brainstorming
Activities tables. memorable and more
efficient.

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