Checklist for making programs


Using this checklist you can make sure if your program is ready to launch.

on the bottom of this page you can download the document in English or Dutch.

Pay attention! The check-boxes won't be saved. When you leave this page, your progress is lost


  In general
No spelling mistakes.
  consistent in using terminology (no spelling differences).
  consistent punctuation
  lists are proper and consistent (also look at periods and comma's).
Texts have a coherent build-up and are comprehensible.
  Titles of Role plays are consistent. This implies that you don't use a technical aspect (such as 'listening to the customer') one time and a subject ('your first rental car') the next time.
  Build-up of the program
  The weekly build-up of the program is realistic (on average 4-8 roleplays per week).
  The content fits with reality
  Doing a training program is being rewarded (it is included in the appraisal).
  Promo and Introduction
  The promo articulates what is expected of the trainee, and why he/she should participate in the program.
  It formulates what the trainee will learn, and for how long the program wil last (if necessary, include data).


  The preperation treats All competences that will be tested.
  All competences are explicitly explained. it isn't showing what shouldn't be done, but it shows how it should look like. Example-video's can be helpful.
  For every multiple choice question, one answer is assigned as 'correct'.
  Practice – situation & assignment
  The situation fits perfectly together with the assignment video (example: if the video is recorded by a woman, the assingment shouldn't say 'he')
  There is no (hidden) assignment in the situation, in any way. These should be strictly seperated.
  The assigment is not too complicated (the trainee doesn't have to keep too many things in mind).
  The assignment is neither too easy nor to difficult
   Autocue (optional)
Check in the preview whether the autocue text is displayed in the right way.
The checkmark [Allow trainee to modify this text] is set correctly.
In case 'enable autocue' is checked, there has to be text in the text-window. This can also be [autocue script].
  Exisercise - video
The exercise video doesn't take too much time (When trainees want to retry a roleplay, this can be very frustrating).
  Appraisal questions
The appraisal questions have been clearly introduced (in the preperation and/or the exercise).
All relevant appraisal questions are inserted and linked to the right competence.
The appraisal questions are written in first person, in the present simple tense, and are formulated as a statement. Look at this article for drafting good appraisal questions.
  Exercise - settings
For audio-only: Only the microphone is selected.
The clip ends at the right time (check the exercise video).
The actor is located in the centre of the video (If important information is outside the centre, check the 'Don't crop the video for mobile' box.).  
The maximum recording time for the trainee is set to the right number of seconds.
It is clear for the trainee whether there will be coaching (It is deliberately chosen to give or not to give notice of this, at a roleplay).
It is clear who will be the coach.
  Peer feedback
Trainees are encouraged to ask and give feedback.
  Tests - content
Tests are being introduced in the preperation.
It is clear that there are only two attempts and that the second attempt is automatically the definitive try.
It is clear who will give feedback to the test. This can be a team manager or a Traintool-coach (if it's unknown: 'your coach').
  Tests - settings
For a baseline-test, the week shows 'baseline-test' (and not 'practice')
For a final test, the week shows 'Final test' (and not 'practice').