<ul><li>How often is satisfaction evaluation data used as the sole source of program effectiveness? </li><li>How often do complex problems get solved by creating new processes or procedures — in essence creating more complexity? </li><li>How often are members of the learning function engaged in discussions of values, vision, mission and goal clarity?</li><li>How often are programs cut out of reaction to feedback?</li><li>How often are programs cut due to a realignment of values, vision, mission or goals and more appropriate programs implemented?</li><li>How often are instructional designers considering how their design is both interactive and flexible?</li><li>How often are those who deliver programs considering how their presentation is interactive and flexible?</li></ul><p> </p><p>Review your answers. For those questions that you answered with rarely, is that accurate, or should the answer be always, or vice versa? Balancing simplicity and complexity can be the difference between a learning function that ensures learning is transformed into action and one that doesn’t.</p>
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