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Building a Training Agenda

Building a Training Agenda. Focus, Structure and Variety. Instructional System Development Like a Sandwich. Analysis - what kind of sandwich are you making? Design (the sandwich) Objectives (top layer of bread) Tests (bottom layer of bread) Performance Steps (meat, cheese, condiments).

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Building a Training Agenda

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  1. Building a Training Agenda Focus, Structure and Variety

  2. Instructional System Development Like a Sandwich • Analysis - what kind of sandwich are you making? • Design (the sandwich) • Objectives (top layer of bread) • Tests (bottom layer of bread) • Performance Steps (meat, cheese, condiments) Source: http://www.nwlink.com/~donclark/hrd/templates/deli.html

  3. More Sandwich Building • Develop - easier with identified outcomes (design). • Implement (eat the sandwich - does it taste good?) • Evaluate

  4. Understand the Problem Implement Get Organized Listen Get Creative Design Experiment

  5. Develop Your Training Goals & Specific Learner Outcomes • Top layer of sandwich • Use your training assessment data • Check for measurability • Check for consistency with PH goals • Keep them simple • Not too many!

  6. Learner Outcomes • Learner Outcome: describe the expected observable performance or behavior • Condition: describe the conditions under which the task or behavior will occur. • Standard: State the level of acceptable performance -- quantity, quality, time limitations, etc.

  7. Setting Training Goals • 2-4, NO MORE! (Well…sometimes!) • Realistic expectations – how much can you achieve? • Understand basics of online interaction • Participate in online interaction • Assist in leading • Lead an online interaction • ASK your target audience what they want!

  8. Introduction: 5 - 30 minutes Objectives: 4-9 minutes Requirements: 2-5 minutes Description: 5-10 minutes big picture/global outline/linear Learning Points: 15-30 minutes each Practice & Feedback: 30 - 60 minutes Review: 10 minutes for each hour of instruction Evaluation: 20 minutes How Long? Agenda Time Allocation

  9. Support Learner Identity • Introduce yourself • Have the participants introduce themselves. • Use nametags • Understand appropriate level of formality

  10. Communicate the Training Objective(s) • Help the learners visualize a clear goal such as • “What will this learning help me achieve? • What will I be able to do as a result of this training? • Why am I spending my time in this session?”

  11. Communicate Requirements/Expectations • What must I do to complete this training? • How will I know if I am performing the task correctly? • What are the feedback/measurement mechanisms?

  12. Session Description • Give the “big picture” (global) • Give the key details and sequence --> Instructional outline. • Stimulate recall of prior learning. How does this build on past learning?

  13. The Learning Points • Each point lasts 15-30 minutes • Use teaching aids for long term memory: mnemonics, visualizations, mind maps, activities • Invoke positive emotions: excitement, wonder, challenge • Ask about concerns. Relate to past and future achievements and goals. • Use all sensory channels

  14. Practice & Feedback • Avid Beginners: enthusiastic, somewhat apprehensive about change, appreciate clear instruction and lots of feedback and support. • Disillusioned Beginners: as support lessons, they experiment with different learning styles. Emotional support helps overcome past failures and build confidence.

  15. Practice & Feedback • Reluctant Learners: may already be capable, think they are capable. Work with minimal guidance and allowed to experiment. Emotional support builds confidence. • Task Performers: need little direction or support. Take ownership and responsibility.

  16. Review • Every 1-2 hours depending on material, complexity, experience • Reflection: pairs, group, individual • Can be an activity: I.e. toss a ball around and the receiver explains major idea or concept.

  17. Evaluation • Know what behaviors are to be looked for and how they are rated. • Behaviors MUST support learner outcomes • Consider retention and transfer. How will the training be applied?

  18. Backup: Plan B • What if your audience already knows what you intended to teach? • What if they lack the base knowledge you thought they already had? • What if an activity takes longer and you fall behind in your agenda? • What if everyone is unhappy?

  19. What are you going to do? • Pay attention to verbal and non verbal cues from participants and adjust as soon as possible. Don’t wait too long. • Stop and ask for feedback. • Stop and adjust the agenda and explain why. • Alter your communication and presentation style to see if it is style or substance.

  20. Additional Resources • Instructional Design Methodologies - http://www.rsu.edu/faculty/mhaulmark/IDDS/

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