Many systematic approaches to designing training programs have been criticized as being too complicated and time consuming. In the fast paced, pressurized, "we need this course yesterday" world of training, there is little opportunity to employ an overly-complex instructional design model. Further, even when these models are used, the results are frequently deemed ineffective.
In response to these concerns, Practical Management Inc. has developed a lean and efficient approach to course design which will result in the most effective training possible.
This program is designed for:
New instructional designers.
Experienced designers wishing to learn a more efficient and effective design process.
Subject-matter experts, trainers, managers, supervisors, team-leaders, and coaches with course design responsibilities.
Effective instructional design is based upon 3 criteria:
It should be performance-driven rather than content-driven. That is, there should be a relentless focus on building a capacity to perform, not simply acquiring a body of knowledge.
It should be learner-centered rather than instructor or content-centered. There should at all times be a focus on what the students are doing mentally or physically, overtly or covertly, to learn and retain "need to learn" content.
It should result in high levels of job transfer. What the students are learning and practicing in training should be immediately applicable to their jobs.
Day One
Introduction to 3 critical design considerations: how to create learner-centered, performance-based, job transferable training.
Overview of a 9 step design model, and the two parts of design: content and instruction.
The fundamentals of writing objectives and some common abuses; how to write a learning objective which passes the "test of reality."
Preparing student performance "tests:" how to create benchmark activities which verify learning.
Day Two
How to design for audiences with varied levels of knowledge and skill.
How to select subject matter which is necessary or essential for job performance.
Tools for analyzing and organizing content: outlines, flowcharts, and a detailed look at decision tables.
How to interview a subject-matter expert.
Content validation: assuring the "right" content.
Creative sequencing options: considering the best "learning sequence" versus "job sequence."
Day Three
Delivery method selection: strategies for choosing the best delivery method for your content and audience; which variables to consider.
Instructional techniques: how to apply proven principles of adult learning to each delivery method; options for maintaining attention and interest; causing and verifying learning; assuring retention.
Creating a lesson plan or instructor guide; putting your course into teachable form.
Validation: how to pilot your training program; how to know that it all works.
By the end of this course you will be able to:
Identify the 3 essential components of good course design
Distinguish between a content-driven and performance-driven design process
Explain how poor course design can contribute to "instructor-centered" training
Define the "performance gap" and identify 2 ways to narrow it
Describe the importance of involving line managers and supervisors in the design process, and pinpoint where in the design process this can be accomplished
Describe the role of a course designer in each of the two phases of instructional design
Explain the importance of determining "what" to teach before deciding "how" to teach it
List the various purposes of learning objectives and identify the primary purpose from a course design perspective
Explain the 3 ways that objectives are commonly "abused" by course designers
Use the "test of reality" when writing an objective
Analyze a training request and extract the necessary components of a good performance-based objective
Write a performance-based learning objective for both "hard" and "soft" skills
Develop an interpersonal skill checklist, if necessary
Create a final student performance, based upon job performance
List the advantages of identifying the "least" to be learned, as opposed to the "most"
Orchestrate a performance analysis
Describe the importance of "chunking", where possible, the segments of a training program into larger units
Orchestrate the unit identification step of course design
List the 4 common types of unit performance exercises
Match a unit performance exercise with the type of skill for which it is best suited
Create the most appropriate unit performance exercise for each unit in your own training program
Interview a subject-matter expert with a focus on the "least" needed to learn
Organize content using one of several content organization options
Compare and contrast the use of outlines, flowcharts and decision tables
Perform a content analysis for your own training program
List at least 6 sequencing options and select the most appropriate for the units in your training program, as well as for the topics within each individual unit of instruction
Distinguish between delivery methods and instructional techniques
Describe 9 of the most common delivery methods
Select the most appropriate delivery method for multiple topics of instruction based upon the type of content and the characteristics of the target audience
Explain the purpose of instructional techniques before, during, and after the delivery of any topic
List specific instructional technique(s) for each topic within your own training program
Distinguish between "content validation" and "process validation"
Describe the importance of piloting a newly designed training program before implementation
Explain the logistics of orchestrating a successful pilot
Apply a 9-step instructional design
process to create an effective training program
Attend this session and you will receive:
Free edit and consultation of your design materials
Learning Objectives ... and Beyond, an instructional publication
Program Summary notes for fast reference
Design Sequence job aid