training design - logismed · • brainstorm with those involved in the design & development...
TRANSCRIPT
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Training Design
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Evaluate
Implement
Design
Analysis
The ADDIE Model of Instructional Design
Development
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Is one of the best
known
instructional
design models.
A
D
I
E
D
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• Identification of skills, knowledge and abilities to be developed
• Performance gap
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Training Needs AnalysisA
Who Needs What?
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• It must be set to attain a particular goal.
• Who needs what?
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Design PhaseD
At which level?
• Identify the Outcomes of the instruction.
• Develop the instruction.
Input Process Output
Training
Needs
Organizational
Constraints
Learning
Theory
Develop
Learning
Outcomes
Determine factors that facilitate
learning & transfer
Identify alternative
method of
instruction
Evaluation
objectives
Design PhaseD
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Before designing a training session, ask…
Why is training needed? What K & S are to be learnt?
Who will be trained & How many?
How long is the training duration? How much is the training cost?
Do the participants have the needed prerequisites?
What are the learners’ learning styles & preferences?
Distance learning or classroom?
What resources are available? (equipment, facilities, trainers..)
What incentives will trainees have, to pay more attention?
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How to Choose your Material?
Materials you rely
upon should be current
Materials you rely
upon should be applicable
Verify resources that you assemble from the Internet
Copyrightlaws:
make sure that you
have written
permission
from the copyrightholder
Make your material
readable & interesting -
pictures, stories,
AVs, games
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Sources of your Material Content
• Brainstorm with those involved in the design & development
• The internet
• Books
• Researches (State your references)
• Other trainings (Ask permissions)
Course Development Team
Writers, graphic designers, e-learning programmers, experts…,
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Three Methods to Gather the Content of a Training Session
1. Use materials that already exist: books, videos, exercises…, can be free of charge or at a reduced price
2. Design your own training material if the material availabledoes not fit in with your industry or needs. Do this when youneed to create a course around your unique goals.
3. Use a mix: use what is there when you can and when it fits,and create your own when the existing materials are notenough.
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Preparing for Emergencies
• Do not panic if things wentwrong or you ran out ofmaterial. Participants willpick up on your emotions.
• An ideal solution: preparesome activities thatreinforce the trainingobjectives.
• Do not stop on why thingswent wrong. Re-focus.
Nice to know
Should know
Must know
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Chapter 5 12
Some Organizational Constraints and Ways of Dealing with Them
Constraints Suggestion for How to Handle
Need high level of stimulation1
because:
Task critical to the job (police
firing gun)
Mistakes costly (airline pilot)
Incorporate a longer lead time to prepare simulations/role plays.
Purchase Simulators.
Trainees vary in amounts of
experience
Consider modularization.
Trainees have large differences
in ability levels
Use programmed instruction. Have
high level of trainer/trainee
interaction.
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Chapter 5 13
Some Organizational Constraints and Ways of Dealing with Them
Constraints Suggestion for How to Handle
Long lag between end of training
and use of the skill on the
job
Distribute practice through the lag.
Provide refresher material and/or
models for employees to follow.
Consider different training programs;
may be negative transfer for
employees but not for new hires.
Mix of employees and new hires
trained on a new procedure
Bias against a type of training
(role play, etc.)
Develop proof of effectiveness into
the training package.
Use another method.
What participants will be able to demonstrate in terms of
knowledge, skills, and attitudes after successful completion of
the course.
• Where to go? (Objective)
• How to go there? (Method)“Begin with
the end in
mind”
Learning Outcomes
“Stephen R. Covey”
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Learning Outcomes
• At the end of this session, the learner will be able to independently write clear learning outcomes.
• By the end of this course, students will be able to design a training program.
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Uses of Learning Outcomes1. Inform trainees what they will be expected to know or do
when the course is completed.
2. Help the designer to focus on the content.
3. Describes in a short, succinct way, what the course will teach. This is important for the trainees, but also for their managers.
4. Objectives can help you organize your course.
5. Are the basis for trainee evaluation within a course.
6. Set the criteria for how the course itself will be evaluated..
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Learning Outcomes
At the end of a particular learning activity, the learner will be able to action verb in a particular
setting to a particular degree.
Elements:
Time frame - At the end of a particular learning activity
Audience - the learner
Task / Action (verb) - action verb
Degree (measure) - to a particular degree
Conditions - in a particular setting17
Learning Outcomes have to be SMART
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Learning Outcomes
• By the end of this course, students will be able to design a training program.
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Bloom’s Taxonomy of Educational Objectives
• Created by Benjamin Bloom in 1956 to classify thinking behaviors to assist in the design and assessment of educational learning.
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• Consists in a hierarchical structure that identifies skills from lower order to higher order, with the assumption that who posses the high order skills must have already mastered the lower level skills bellow them.
• Is a useful framework for educators to keep in mind while they are designing learning environments, both online and traditional classroom.
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Bloom’s Taxonomy of Educational Objectives
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Bloom’s Taxonomy of Educational Objectives
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Bloom’s Taxonomy of Educational Objectives
How do we Learning Outcomes?
Group Activity: participants work in groups
Set Learning Outcomes
By the end of this course, participants will be able to:
1-……………………………………………….…………..
2- …………………..……………….………………………
3- ……………………………………………………….….
4- ……………………………………………………………
5- ……………………………………………………………
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Training Development
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• The development phase addresses the tools used to create instructional material needed to meet the goals and objectives.
• A detailed plan that lists step-by-step procedures, time schedules, deadlines.
• The phase where the designed material is converted into a structured training course material – an actual creation.
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Development PhaseD
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• The delivery method should be chosen.
• In order to help the students learn the task, a list of activities should be produced.
• It is important to review previous material so that information is not repeated.
• Lastly, develop the instructional coursework.
• Prepare Learners’ and trainer’s materials (print & non-print)
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Development PhaseD
• A training program is
usually divided into
modules of comparable
length, structure and value.
The Training Program Road Map
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The Training Program Road Map• Each module has its own sub objectives.
• Sub-Objectives are then broken down into sessions
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Training Course
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Day 1 Day 2 Day 3
Training in : Communication
Learning Objectives:
By the end of this course, participants would be able to:
1. identify the cycle of the communication process
2. define and distinguish between different types of communication
3. analyze communication barriers
4. design a clear, concise and integrated communication strategy to
communicate with greater confidence and authority.
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Module 1:
Identify the cycle of communication process
• Sending/Receiving
• Distortion/Noise
• Communication Channels
Module 2:
Define and distinguish between different types of communication
• Verbal & Non-Verbal
• Vocabulary
• Voice
• Body language31
Training in : Communication
Module 3:
Analyze communication barriers
• Culture
• Perception
• Language
• Interpretation
Module 4:Design a clear, concise and integrated communication strategy to communicate with greater confidence and authority.
• Active Listening
• Empathy
Strategies for Sequence of Topics
• Organize content from general to detailed ideas in gradual progression.
• Organize content in logical sequence.
• Instruction should be organized from simple to complex.
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Choose the Suitable Training Method
• What training methods/activities suit these learning objectives?
• Intellectual/Cognitive skills
• Interpersonal Skills
• Attitudes & Behaviors
• Motor skills
• Verbal communication…
• What are the constraints of using that method? (cost, time shortage, number of trainees, place/venue...)
• Consider the effectiveness & relatedness of the training method to the course content and its learning objectives whether KSA
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Training Methods/Activities
• Lectures/Open discussion: Conveys knowledge &
generates participation
• Business Games: imitate real-business scenarios
(business, decision making, problem solving)
• In-Basket : similar to a job’s work duties. Contains
memos, reports… (problem solving, decision making,
prioritizing & time management)
• Role Play: provides practice through simulation. Develops
interpersonal skills, interviews… It affects attitudes.
• Case Studies: analytical & critical skills, problem solving
• Coaching & OJT
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Demonstration:
Show how to do
something, teaches
K & S
Equipment Simulators: how to
work with equipment safely.
Teaches skills
- Actual equipment is expensive or
dangerous.
Training Methods/Activities
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Training Methods/Activities
Behavior Modelling: develop
skills & behaviors, provide
practice & feedback
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Help Transfer of Training Back to the Job
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Average Retention Rate of the Newly Learnt Information in Adults
How to Design your Own Training Material?
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Sequence your material logically
What KSA do learners need?
Highlight the important points
Give your presentation a trial run
Use breaks and energizers
Use role plays, case studies, stories…
Consider the element of time and time for questions
Have a back up plan
Be prepared, Be Prepared, Be Prepared!
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• Course Title
• Target Audience
• Course Description
• Learning Outcomes/Objectives: clear statements of the KSAs traineesare expected to have acquired by the end of the course (e.g., "By theend of this course, trainees should be able to....)
• Course Outline/Content: the topics that will be covered.
• Instructional methods/activities: the instructional approaches usedduring the course (e.g., group projects, case studies, presentations..).
• Instructional materials: books, additional materials or recommendedreadings.
• Assessments/Evaluation of learning outcomes: how learning will beevaluated.
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A Training Plan or a Course Outline Includes…
Develop a Training Plan/Course Outline
1. Choose your course & develop its learning outcomes/objectives
2. Write your course outline/content
3. Divide your course objectives into comparable modules.
4. Create your course subtitles and divide them among the
modules, according to the no. of training days & no. of sessions.
5. Describe the instructional methods/activities used: (lecture, case
study, role play..)
6. Decide how you will assess/evaluate your learning outcomes40
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Any Questions?