Instructional Design Plan:Trainer Development

Alison Chateauneuf

CUR 516

February 2, 2015

Kathryn Wyatt

Purpose

• To progress the career development of trainers within the organization with one year or more of tenure.• Move from role of Trainer to that of Senior

Trainer within 3-5 year expected development timeframe

Current State• Currently we have 8 trainers with over one

year tenure, some with as much as 10 years of tenure that have been unable to attain the senior trainer status which is the next progression goal within the training organization• NOTE: Expectations are that each progression within

the company be reached within 3-5 years in one role

Proposed Change

• Implement a developmental program that will set expectations of how to reach the next progression level once trainers have hit one year of tenure within their current role

Day 1• 7.5 Hours• Presentations by

Training Manager/Director

• Teambuilding Activities

• SWOT Analysis• Preface for Rest

of Session

Day 2• 7.5 Hours• Developmental

Material Review and Discussion

• Learning Material Review and Discussion

Day 3• 7.5 Hours• Development

Activities• Group Activities

Timeline of Training

Goals of Training

• To assist with career progression on the trainer role so that the status of senior trainer is more easily achievable

• To reinforce classroom management techniques• To develop and reinforce instructional design

and lesson planning best practices• To collaborate with peers in a face to face

environment and foster teamwork and relationships in the group.

ObjectivesGoal A To assist with career progression on the trainer role so that the status of senior

trainer is more easily achievable

Objective 1 Given a job progression framework, the participants will be able to fully complete a SWOT analysis that determines their area’s for development

Objective 2 Through a presentation given by the Director of Training, participants will be able to list the expectations of a candidate who is ready to be considered for promotion.

Objective 3 Through an individual meeting with the Manager of Training, participants will be able to communicate their current standings as it relates to attaining the next level of career progression.

Goal/Objective Project-Based, Collaborative,

or Critical Thinking

Explanation

Goal A/ Objective 1 Critical Thinking Requires reflection and analysis on participants own performance, strengths and opportunities

Goal A/ Objective 2 Critical Thinking Requires reflection on how participants can meet expectations of higher level management to achieve promotion

Goal A/ Objective 3 Collaborative Participants work with their direct manager to assess their performance and talk through opportunities to better themselves

ObjectivesGoal B To reinforce classroom management techniques

Objective 1 Given the book “Teaching at its Best”, participants will be able to identify five behaviors of successful classroom management.

Objective 2 Given the book “Teach like a champion”, participants will add three techniques to their teaching style in order to ensure knowledge transfer

Objective 3 Through a Role Play activity, participants will be able to manage disruptive students effectively 95% of the time.

Goal/Objective Project-Based, Collaborative,

or Critical Thinking

Explanation

Goal B/ Objective 1 Project Based After reading designated chapter in a book, they will complete a project

Goal B/ Objective 2 Project Based After reading designated chapter in a book, they will complete a project

Goal B/ Objective 3 Collaborative This requires participants to work with their peers to manage a classroom situation

ObjectivesGoal C To develop and reinforce instructional design and lesson planning best practicesObjective 1 Given the ATD Competency Chart, the participants will accurately complete a chart

that reflects how each competency is used in their job.Objective 2 Given a list of Bloom’s Taxonomy Verbs, participants will accurately create a chart

with 6 learning objectives that can be used for one of the courses they frequently teach.Objective 3 Through watching instructional videos on the ADDIE model, participants will be able

to accurately describe each step of ADDIE, and how it relates to their job using a worksheet.

Goal/Objective Project-Based, Collaborative,

or Critical Thinking

Explanation

Goal C/ Objective 1 Project Based Using classroom material, participants will complete an individual project

Goal C/ Objective 2 Project Based Using classroom material, participants will complete an individual project

Goal C/ Objective 3 Critical Thinking Participants will watch videos and then use critical thinking to translate them and relate them to their current roles

ObjectivesGoal D To collaborate with peers in a face to face environment and foster teamwork

and relationships in the group.Objective 1 Based on a teambuilding activity, participants will be able to answer five

questions about each of their peers using a questionnaireObjective 2 Using a specific curriculum module, participants will team up with their peers to

restructure a module that can replace the current training, using the knowledge they have gained.

Objective 3 After reading the designated chapters in the books listed under Goal B, participants will split into groups and create a presentation as a team regarding the information they have learned.

Goal/Objective Project-Based, Collaborative,

or Critical Thinking

Explanation

Goal D/ Objective 1 Collaborative Working with peers participants will complete an exercise

Goal D/ Objective 2 Collaborative Working with peers participants will complete a group project

Goal D/ Objective 3 Collaborative Working with peers participants will complete a presentation

Strategies and Tools

Instructional Strategies Instructional Technologies

Role Play Activities Screen Share through Microsoft Lync

Self- Study PowerPoint Presentation

Group Projects Computer, mouse, keyboard

Team-Building Activities Internet (video links)

Lecture  

Presentations  

Individual Projects  

Who Will Participate & When

Course Length:

3 Days at 7.5 hours each.

  Facilitators   Learners

Frequency: Annual   Director of Training, Leslie M.*

  Alison Chateauneuf

Rafe D.*

Session 1: 06/09/2015   Manager of Training, Rachel C.*

  Dawn D.*Coley M.*

Session 2: 06/10/2015   Administration   Brandi B.*

Session 3: 06/11/2015   Scheduling and Travel,

  Nicole B.*

Location: Orlando Training Facility

  Kim H.*   Joe C.*

Tim K.*

Resources and Materials• Development Packet: Job Capabilities and Characteristics of a Trainer & ATD Competency

Model • Development Packet: Leadership and Coaching as a Trainer & Classroom Management.  • Development Packet: Andragogy and Other Critical Learning Theories and Techniques used

by Trainers • Presentation created by Director of Training

• 1 hour in length

• Presentation created by Manager of Training• 1 hour in length

• Team Building Activity worksheet• Two current curriculum modules for team based project, based on teams of four• A copy of Teach Like A Champion (Lemov, 2010) for each Participant• A copy of Teaching At Its Best (Nilson, 2010) for every participant• A copy of Telling Ain’t Training (Stolovitch & Keep, 2011) for each participant• Email with video links to ADDIE materials (Gardner, 2011)• SWOT Analysis Sheet• Role Play Scenario’s

Formative Assessments

• Assist in helping us to develop and improve the content for this course

• Will include:• A questionnaire that will be completed post class • Actual vs. Planned time tracking to monitor content implementation • An exit ticket given at the end of each daily session to test

understanding and knowledge transfer.

Measuring Success

• Goal: • 50% of trainers taking this course will achieve their

senior trainer promotion status within a one year period. The other 50% should be trending in the right direction based upon the given performance of their participants.

Conclusion• If this program is successful then it will be

administered annually to any trainer that has over one year tenure with the Distribution Operations organization.

• We will also look at offering a higher level version of this course that will fill the gap at the next developmental level which is the advancement from senior trainer to senior training specialist.

ReferencesArneson, J., Rothwell, W. J., & Naughton, J. (2013, January). Training and development

competencies redefined to create competitive advantage. T & D Magazine. Retrieved from

http:/ / www.astd.org/ Publications/ Magazines/ TD/ TD- Archive/ 2013/ 01/ Training-

and-Development-Competencies-Redefined

Gardner. (2011). The ADDIE analysis phase. Edtech dojo. Retrieved from

https:/ / www.youtube.com/ watch?v=JZdv5lrJs4U

Gardner. (2011). The ADDIE design phase. Edtech dojo. Retrieved from

https:/ / www.youtube.com/ watch?v=BhLIiF9QyTo

Gardner. (2011). The ADDIE development phase. Edtech dojo. Retrieved from

https:/ / www.youtube.com/ watch?v=VzYDNWhQWYA

ReferencesKnowles, M. S., Holton III, E. F., & Swanson, R. A. (2012). The adult learner: The definitive classic in

adult education and human resource development (7th ed.). New York, New York: Routledge.

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. (1st ed).

Jossey-Bass.

Nilson, L. (2010). Teaching at its best: A research-based resource for college instructors. (3rd ed). Jossey-Bass.

Stolovitch, H.D., Keeps, E.J. (2011). Telling ain’t training: updated, expanded, enhanced. (2nd ed.). ASTD

Press.