Designing a training session A quick overview Designing

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Designing a training session A quick overview

Designing a training session A quick overview

Designing a training program is like planning a trip Who is going? When are

Designing a training program is like planning a trip Who is going? When are we going? Where – what is the outcome? Why have we chosen this destination? What do we want to see and do? How will we get there – How will I communicate the information?

The basic steps • • Conduct needs analysis Write instructional objectives Develop the plan

The basic steps • • Conduct needs analysis Write instructional objectives Develop the plan Select, design, develop active training methods • Deliver • Evaluate training

How long does it take? ? General rule 10 – 20 hours of development

How long does it take? ? General rule 10 – 20 hours of development per ONE HOUR of DELIVERY Estimates go from 40 – 100 hours as per ASTD

The needs assessment • First step in understanding the learner • Gather and analyze

The needs assessment • First step in understanding the learner • Gather and analyze data • Creates link between the training and what the participants stated they want

Writing instructional objectives • State what the learner will be able to do at

Writing instructional objectives • State what the learner will be able to do at the end of the training program • Describe the planned outcome rather than the training process • RESULTS rather than procedures

Writing instructional objectives Basis for design & development of the plan Written from participant’s

Writing instructional objectives Basis for design & development of the plan Written from participant’s point of view Standards to measure success A marketing tool

Types of Learning Objectives Knowledge Skills Attitude

Types of Learning Objectives Knowledge Skills Attitude

Knowledge Conveying concepts, ideas, facts Content – cognitive learning Ability to demonstrate acquired knowledge,

Knowledge Conveying concepts, ideas, facts Content – cognitive learning Ability to demonstrate acquired knowledge, comprehend information, analyze concepts Most common and easily measured

Skills Change in ability to do something Easier to identify and determine if met

Skills Change in ability to do something Easier to identify and determine if met Focus on being able to perform a task or procedure Requires practice and feedback Hard to measure impact

Attitudes Used to change feelings, beliefs, values To increase awareness of or sensitivity to

Attitudes Used to change feelings, beliefs, values To increase awareness of or sensitivity to certain issues or ideas Most difficult to assess Observed over time

ACTION! Adjust Analyze Assess Select Decide Evaluate Choose Criticize Compute Prove Develop Record Prepare

ACTION! Adjust Analyze Assess Select Decide Evaluate Choose Criticize Compute Prove Develop Record Prepare Design Demonstrate Solve Measure Construct Cite Compare Describe Explain Name List Differentiate Relate Identify Define Objectives always start with an action verb!

Are these objectives? ? 1. Understand theories of motivation 2. Know the role of

Are these objectives? ? 1. Understand theories of motivation 2. Know the role of the team leader in PD 3. Identify ways to conduct market research 4. Appreciate the advantages and disadvantages involved in group decision making

Characteristics • • • Measurable Results oriented Clearly worded Action oriented Written in terms

Characteristics • • • Measurable Results oriented Clearly worded Action oriented Written in terms of performances Specific about what participants will be able to do Specific about conditions under which participant will perform Indicate minimum level of performance acceptable

For example: By the end of the session, the participants will be able to

For example: By the end of the session, the participants will be able to list and describe at least 5 characteristics used when writing training objectives without the aid of notes. By the end of the training course, the participant will design a session, demonstrating the use of the experiential learning cycle with out the assistance of the instructor. Given the objectives of the training course, the participants will choose to design a session using the components of the experiential learning model.

Write your own objectives • ACTION – What will participants be able to do

Write your own objectives • ACTION – What will participants be able to do • Emphasis on the verb, what can be observed • CONDITION – What participants will be given • Tools, supplies, equipment, use of notes • CRITERIA – What standards apply • Time, degree of accuracy, level of performance

Choosing Instructional Activities The E in the ELC

Choosing Instructional Activities The E in the ELC

Visualized the session Duration Content/ Learning Points Methods/ Activities Materials/ Aids

Visualized the session Duration Content/ Learning Points Methods/ Activities Materials/ Aids

Choosing an Activity • Activities should be related to instructional objectives • Activities may

Choosing an Activity • Activities should be related to instructional objectives • Activities may have to be selected in relation to organizational or participant acceptance • Certain activities are of minimal effectiveness unless supported by other ones • Combine various activities to create an instructional strategy

Choosing an Activity Consider Environmental Constraints Budget Time Staff Class Size Trainer Philosophy/Comfort Physical

Choosing an Activity Consider Environmental Constraints Budget Time Staff Class Size Trainer Philosophy/Comfort Physical space and Equipment

Choosing an Activity • Doing – Active Learning • Matching with outcomes and objectives

Choosing an Activity • Doing – Active Learning • Matching with outcomes and objectives • Impact and Involvement • Multiple Learning • Trainer Comfort • Sequence Flow

What training activities are available? Activity Pros Cons Demonstration Opportunity to provide feedback Does

What training activities are available? Activity Pros Cons Demonstration Opportunity to provide feedback Does not involve everyone Role Play Good practice for participants and involvement May be dominated by a few participants Lecture Good for high content if presenter is good Passive and not stimulating Case Study Good focus and high involvement May be dominated by a few participants Panel Discussion High content and variety of perspectives Low learner involvement

Available Training Activities (continued) Activities Pros Cons Readings Provide high content Not very stimulating

Available Training Activities (continued) Activities Pros Cons Readings Provide high content Not very stimulating Field Trips Allow for sensory perception if well structured Mechanisms must be in place to ensure learning happens Small Group Tasks Highly participatory and task oriented May be dominated by a few participants Video or Film Good focus and predesigned Little participant interaction Large Group Discussion Highly energizing and high participation May be dominated by a few participants`

Choose your Activity!

Choose your Activity!

Objectives are set Activity chosen Now plan for Processing Generalizing Applying

Objectives are set Activity chosen Now plan for Processing Generalizing Applying

Questioning! • The next three steps rely heavily on group facilitation and questioning skills.

Questioning! • The next three steps rely heavily on group facilitation and questioning skills. • Questions to ask when facilitating a discussion must be prepared in advance. • Questions will need to lead participants to meeting the course objectives.

Processing Prepare questions that extract information about what happened during the activity. The purpose

Processing Prepare questions that extract information about what happened during the activity. The purpose is to collect the data that be analyzed to create learning points What did you do? What were the results? What did you feel? What did you learn? What ?

Generalization Prepare questions that analyze previous data and group into learning theories. Draw conclusions

Generalization Prepare questions that analyze previous data and group into learning theories. Draw conclusions and make generalizations about what was learned What are the main points? What conclusions can you draw? How is it related to …? So What ?

Application Prepare questions that lead participants to begin to see how they can USE

Application Prepare questions that lead participants to begin to see how they can USE these new theories. Participants need to visualize this new knowledge, skill or attitude being a part of their work. How does this relate to your work activities? How will you use this information? What will you do differently? What obstacles do you anticipate? What is the plan to overcome obstacles and implement? Now What ?

Closure • A brief planned activity that summarizes the main learning points of the

Closure • A brief planned activity that summarizes the main learning points of the session • A final check for understanding and assessment of meeting the objectives • A link between previous and future sessions

Writing it up! • You need to write a step by step plan with

Writing it up! • You need to write a step by step plan with all the pieces together. Check to ensure all steps of the experiential learning cycle are included. • Check timings, sequencing and if content allows participants to achieve the objectives.

TESTING and Starting again! • Try it out! • Conduct a self evaluation •

TESTING and Starting again! • Try it out! • Conduct a self evaluation • Revise your plan!

The steps again Determine the content Set training objectives Select training activities and methods

The steps again Determine the content Set training objectives Select training activities and methods Draft processing questions Draw conclusions Apply new learnings to real life Design a summary