Basics of Training Content Design

Students forget 90% of what they learn in class within 30

days. The majority of this forgetting occurs within the

first few hours after the class !

Learning and Retention are two different processes.

How can Teaching Methods be aligned to Students’ Retention

Ability?

Training Process: The ADDIE WAY

AnalyzeNeeds

of Learners

DesignCurriculumTo address

needs

DevelopCurriculumto address

needs

ImplementCurriculumto address

needs

EvaluateEffectiveness

of Curriculum

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The ADDIE Way

HP Confidential

Phase Sample Tasks Sample OutputsAnalysisThe process of defining what is to be learned.

Performance Gap AnalysisAudience Analysis Task Analysis

Training need Tasks, sub-tasks, and competencies Learner profile

DesignThe process of specifying how it is to be learned.

Creating training outline Defining strategies for effective content delivery

Training blueprint Training design & delivery strategy

DevelopmentThe process of authoring and producing the material.

Creating training content Developing test items

Storyboard/Trainer Notes, Classroom Material & Participant ResourcesAssessments & Scoring Guidelines

ImplementationThe process of installing the project in the real world.

Piloting Training Classroom training Online/Blended training

EvaluationThe process of determining the adequacy and impact of instruction.

Taking feedback from learner Assessing Learner

Revised training

May 2, 2023 9HP Confidential

Module Topic Objectives

SIGMA SCORES

1 Parameters for Sigma Score Calculation* List 3 parameters for Sigma Score Calculation

2 Sigma Scores Overview

* State the meaning of Sigma Score

3 Sample Size

* State the sample % of LHGL Account Requests

4 Mini Tab

* Indicate the utility of Mini Tab as a Quality Tool* Given a list of numbers, generate random numbers from them using Mini Tab.

5 Opportunity

* Explain the meaning of an "Opportunity" in the context of Quality * Give an example of "opportunity" in case of LHGL Accounts

6 Defect

* Explain the meaning of a "Defect" in the context of Quality* Give an example of a "Defect" in case of LHGL Accounts

7Calculation of Opportunities & Defects in case of Escalations

* Explain the procedure of Calculating the Opportunities & Defects in case of Escalations in about 3 sentences.

8 Calculation of Sigma Score

* Calculate the Sigma Score for a given number of Opportunities & Defects

Course Structure- Is this a good example?

Do You See a Connection?

RED FORT

VICTORIA MEMORIAL

CHOWPATTY

MARINA BEACH

VIDHAN SOUDHA

SONIA GANDHI MAMATA BANERJEE

BAL THAKERAY

MANI RATNAM

RAHUL DRAVID

KARIM

BHOJOHORI

MANNA

MAHESH LUNCH HOME

ANJAPPAR

HALLIMANE

Try Again. Watch the Coding.

RED FORT

VICTORIA MEMORIAL

CHOWPATTY

MARINA BEACH

VIDHAN SOUDHA

SONIA GANDHI MAMATA BANERJEE

BAL THAKERAY

MANI RATNAM

RAHUL DRAVID

KARIM

BHOJOHORI

MANNA

MAHESH LUNCH HOME

ANJAPPAR

HALLIMANE

The Structured ViewTOURIST

ATTRACTIONS FAMOUS PEOPLE RESTAURANTS

RED FORT

VICTORIAL MEMORIAL

CHOWPATTY

MARINA BEACH

VIDHAN SOUDHA

SONIA GANDHI

MAMATA BANERJEE

BAL THAKERAY

MANI RATNAM

RAHUL DRAVID

KARIM

BHOJOHORI MANNA

MAHESH LUNCH HOME

ANJAPPAR

HALLIMANE

May 2, 2023 13

Course Structuring Guidelines

HP Confidential

While organizing modules/lessons or topics, ensure that you sequence them on the following principles:

General to Specific – The overall Course Structure should always follow the General to Specific principle. Provide an overview, the bigger picture, and the broad linkages between different parts/processes before teaching a single part/process.

Chronological – All procedures or process flow content should be structured in its chronological order, i.e., in the order that one would perform those procedures/processes in real life.

Cause and Effect – All nonprocedural content or content that does not have a chronological occurrence in real life (e.g., facts, concepts, and principles) should be structured based on a cause and effect relationship. Ideally, you should teach a concept and then elaborate on its effect or how it is applied.

Non-example – Teaching how to navigate in SAP in the Overview module and using SAP to perform a procedure in another module. Effective Structuring – Teaching how to navigate in SAP while teaching the procedure on SAP.

May 2, 2023 14

ARCS Model

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Trainer’s Challenge: ‘How can I gain and maintain learner attention on the subject?’Solution: Introduce the learners to the task/subject with: * Interesting facts/anecdotes * Analogies * Specific examples/case studies * Problem solving

Expected Learner Outcome 'I'm curious. You've got me thinking.'

Trainer’s Challenge: ‘How can I establish the What’s-In-It-For-Me connection for the learner?’/ ‘How can I tie the instruction to the learners’ experiences?’Solution: Encourage learners to draw the relevance of the task/subject to their lives by: * Posing questions that help learners recall prior knowledge related to the task/subject * Sharing Training Objectives with learners Expected Learner Outcome

‘I can relate to the training subject. Tell me more.'

Trainer’s Challenge: ‘How can I facilitate learning through discussion and presentation?’/ ‘How can I provide opportunities to apply concepts learned to realistic scenarios?’Solution: Help learners gain confidence on the subject/task by: * Stating, Supporting, & Summarizing information* Involving learners in activities that involve derivation of concepts/procedures* Conducting tests/quizzes/discussions and providing feedbackExpected Learner Outcome

'I can do this. Can't wait to see if it helps me on the job.'

Trainer’s Challenge: ‘How can I prepare the learner to take the learning to the workplace?’ / ‘How can I satisfy the learner that knowledge gained will lead to better performance at work?’Solution: Give learners opportunity to derive satisfaction by:* Passing Final Assessment * Creating Improvement plans based on Final Assessment results * Providing Performance Support Tools/ Job Aids Expected Learner Outcome'I've done it!! I'm set up for success at work.'

Satisfaction Attention

Relevance

Confidence

May 2, 2023 15

The A-R-C-S Connection

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Blooms Taxonomy

• Creating: can the student create new product or point of view?

• Evaluating: can the student justify a stand or decision?

• Analyzing: can the student distinguish between the different parts?

• Applying: can the student use the information in a new way?

• Understanding: can the student explain ideas or concepts?

• Remembering: can the student recall or remember the information?

Learning and Retention

Learning• Involves brain, nervous system,

and environment.• Can learn something for a few

minutes and then lose it

Retention• Process by which long term

memory preserves a learning so that it can locate, identify and retrieve it in the future.