01
Define the behavior gap
Turn the course goal into a specific workplace behavior and name the current gap. Keep knowledge, attendance, and satisfaction measures separate from job performance.
Made for Corporate Trainers
Repair a Course With High Completion and Low Use
Also useful for: people in Education
180 min
Advanced
Education
Corporate Trainer
Build Professional Skills
Career outcome:
Improve Productivity
Diagnose the gap between course completion and workplace use, remove weak content, improve realistic practice, add transfer support, and run a small pilot before a full rebuild.
We'll use them to write your prompt.
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Make Your Play
Give us the situation. We’ll build the prompt.
High completion can hide a transfer problem.
Your answers save as you type.
What you'll do
This is the plan inside your prompt. Add your details first. Then follow these steps with ChatGPT or Claude.
02
Build the evidence table
Sort the available evidence before drawing conclusions. Separate direct workplace evidence from course data, opinions, and assumptions.
03
Compare completers with workplace use
Check whether the completion-use gap affects everyone or clusters around certain jobs, managers, locations, delivery formats, or time periods.
04
Map training to real work
Compare what learners see and do in the course with the decisions, tools, pressure, exceptions, and consequences found at work.
05
Rank the transfer barriers
Identify what blocks use after training. Distinguish a training problem from a workflow, tool, management, incentive, or opportunity problem.
06
Make keep-cut-change decisions
Review every major course component against the target behavior and the ranked barriers. Remove material that consumes time without improving the behavior.
07
Redesign the critical practice
Build practice around the hardest real decision, not a summary of course content. Match the tools and constraints learners face at work.
08
Add transfer support
Support use after the course with a small set of job aids, manager actions, reminders, or practice opportunities tied to the main barriers.
09
Plan the pilot
Test the smallest useful update before rebuilding the full course. Choose measures that show both learning and workplace use.
10
Prepare the revision brief
Combine the diagnosis and pilot into a brief that stakeholders can review without reading every source file.
Make Your Play
Repair a Course With High Completion and Low Use
Tell us what the prompt needs to know
Start with the questions below. Each answer personalizes the playbook and builds the prompt you’ll use at the end.
Your situation
Describe the course, intended audience, delivery format, length, required status, and business reason.
0/10000
Describe what learners should do differently at work after completing the course.
0/10000
List completion rates, assessment results, observations, quality data, workflow data, or other evidence showing the gap between completion and use.
0/10000
Summarize relevant learner comments, survey responses, questions, mistakes, and requests for help.
0/10000
Summarize what managers or stakeholders observe before and after training, including any conflicting views.
0/10000
List or upload the current modules, examples, practice activities, assessments, job aids, and follow-up messages.
0/10000
Describe how the target task happens at work, including tools, time pressure, handoffs, exceptions, and consequences.
0/10000
Describe the people, time, systems, approvals, and measurement limits for a small test.
0/10000
Select the current strength of your workplace-use evidence.
This playbook was updated. Review your inputs before copying.
What you'll do
Check a step when you finish it.
01
Define the behavior gap
Turn the course goal into a specific workplace behavior and name the current gap. Keep knowledge, attendance, and satisfaction measures separate from job performance.
02
Build the evidence table
Sort the available evidence before drawing conclusions. Separate direct workplace evidence from course data, opinions, and assumptions.
03
Compare completers with workplace use
Check whether the completion-use gap affects everyone or clusters around certain jobs, managers, locations, delivery formats, or time periods.
04
Map training to real work
Compare what learners see and do in the course with the decisions, tools, pressure, exceptions, and consequences found at work.
05
Rank the transfer barriers
Identify what blocks use after training. Distinguish a training problem from a workflow, tool, management, incentive, or opportunity problem.
06
Make keep-cut-change decisions
Review every major course component against the target behavior and the ranked barriers. Remove material that consumes time without improving the behavior.
07
Redesign the critical practice
Build practice around the hardest real decision, not a summary of course content. Match the tools and constraints learners face at work.
08
Add transfer support
Support use after the course with a small set of job aids, manager actions, reminders, or practice opportunities tied to the main barriers.
09
Plan the pilot
Test the smallest useful update before rebuilding the full course. Choose measures that show both learning and workplace use.
10
Prepare the revision brief
Combine the diagnosis and pilot into a brief that stakeholders can review without reading every source file.
Fill in the fields above to generate your prompt preview.
Assembled prompt
Beginner instructions
Start with one course and one target behavior. If your evidence is scattered, summarize what you know and mark anything uncertain. Remove names, employee IDs, customer information, and confidential business details before sharing files or text.
Advanced instructions
Segment the evidence by job group, manager, location, delivery format, or time since training when sample sizes support it. Test competing explanations instead of treating learner comments as proof. Keep the first pilot narrow enough to isolate the effect of the revised practice and support.
Use this when
Use this when completion rates look healthy but observation, performance data, manager feedback, or learner comments show that the target behavior isn't happening consistently on the job.
You'll need
- Course context
- Target behavior
- Performance evidence
- Learner feedback
- Manager feedback
- Course materials
- Work context
- Pilot scope
- Primary evidence strength
You'll get
- One observable target behavior, an evidence-backed list of transfer barriers, a course-to-work gap map, clear keep-cut-change decisions, revised practice, follow-up support, and a pilot plan with measures and decision rules
- You can explain why each proposed change should improve workplace use.
By the end of this playbook
You will have:
- One observable target behavior, an evidence-backed list of transfer barriers, a course-to-work gap map, clear keep-cut-change decisions, revised practice, follow-up support, and a pilot plan with measures and decision rules
- You can explain why each proposed change should improve workplace use.
Examples
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