Notes for Training Design

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Program / Course Design

Introduction

(SourceEffective Training Sytems, Strategies and Practices, Blanchard P., Thacker J. Ram V,

Pearson Education Copyright 2012 Dorling Kindersley (India) Pvt. Ltd. )

The design phase of the process of training and development is the phase of identifying the set of

specifications that will be used in the development phase for creating the training modules. The

training needs identification, organizational constraints and learning theories all act as inputs to

the design of training. These serve to start the process of course design with the training

objectives or learning objectives. These objectives will then determine the remaining session

design.

The following is a discussion of the various design tasks that need to be performed at each phase

of the course design process.

i. Pre-design analysis


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Before actually designing the course, you need to first have a clear idea of your target students,

the resources available, and the general curricular requirements of the course. This pre-design

analysis falls into the following categories:

Target students number of students demographic information student status (undergraduate/graduate) major in cohort group or not goals

educational career personal

Facilities size of classroom lab availability available technology

Resources library online databases software community members and institutions faculty

Curricular context course level (introductory/advanced) prerequisites

required/elective number of credit hours

ii. Determining course goals and scopeWhen you have a clear idea of your students and the context of your course, you are ready to

proceed with defining the following aspects of the course:

Content scope of course (depth/breadth of content) prerequisite knowledge important concepts

Course goals overall purpose of the course

knowledge and skills the course is to provide Instructional objectives

higher order thinking skills basic academic success skills discipline-specific knowledge and skills academic enculturation career preparation personal development


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Learning objectives observable performance expected of students conditions under which student are expected to perform level of acceptable performance

Expectations for student performance

grading criteria and policies rubrics self-assessment tools samples of assignments

iii. Designing course structure and contentOnce the scope and goals of the course are determined, you are ready to proceed with defining

the following aspects of the course:

Course structure sequencing of readings and activities content organizational scheme

linear

cumulative modular

Learning activities types of activities types of interactions expected outcomes alternative/backup activities

Course materials texts software online resources

Procedures/Course management turning in work late submission policy incomplete policy revision policy office hours contact information method and timing of feedback

iv. Determining evaluation methodsThe final phase of the course design process is to determine both the student assessment methods

and the course evaluation methods:

Student Assessment Format

Tests and Quizzes Criterion-referenced Norm-referenced

Portfolios Presentations and Demonstrations Observations


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Types Instructor Peer Self

Course Evaluation

Formative Summative

(Source - http://www.indiana.edu/~icy/course_process.html#outline)

Characteristics of an Effective Course

Addresses the training problem Defines the result to be achieved Uses methodical approaches Is interactive Caters to all types of learners Uses appropriate strategies Is measurable Evaluates the effectiveness of the course

Issues / Questions to consider

The following points / questions can help while designing a course

What is your purpose of this course? What would be the specific outcomes from the course? How would the course benefit the participants? What are the pre requisites of the course? Who are your learners? What are the characteristics of the learners? What are the expectations and needs of the learners?


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What is the main topic and how are the sub-topics interrelated? What teaching methods are going to be used? How will you evaluate the participants? How will you know whether they have

understood or not?

How will you gather feedback from the participants? What course material such as notes, handouts, videos etc are you going to share with the

participants?

Developing Training Objectives

Training objectives are the objectives or guiding principles for the training program. There are

generally four types of objectives as discussed below

Creating Objectives

The TNA is a critical part of determining the training objectives. With TNA, you determine skill

gaps, performance gaps and which of these gaps can be addressed through training. From the

performance gaps, the learning or training objectives can be set and so can the transfer of

Describes the attitudinal and subjective evaluation of trainingby the traineeTrainee Reaction

Describes the type of behavior that will demonstrate thelearning, conditions under which the behavior must occur,and the criteria tht will signify that a sufficient learning hasoccurred

LearningObjectives

Describes the job behaviors that will be affected by training,the conditions under which those behaviors must occur, andthe criteria that will signify that a sufficient transfer oflearning from training to the job has occurred

Transfer ofTraining

Describes the organizational outcomes that will be affectedby the transfer of learning to the job and the criteria that willsignify that organizational outcome objectives wereachieved.

OrganizationalOutcome


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training and organizational objectives. Trainee reaction objectives can be linked to the person

analysis.

Objectives are statements about what is expected to be accomplished. A good objective has the

following three components

(i) Desired outcomewhat should be expected to occur?(ii) Conditionsunder what conditions is the outcome expected to occur?(iii) Standardswhat criteria signify that the outcome is acceptable?

Writing a good objective

Even if the stubject you are covering seems very vague or intuitive, you'll still want to have a

concrete way to measure what participants learn. For example, you might be giving a seminar on

"Diversity in the Workplace," with an overall goal of making employees more sensitive to cultural issues.

That's a broad goal, so your aim should be to come up with a way to measure it specifically. When you

are developing your objectives, remember that they should be:

Specific -- Objectives should be clear-cut and to the point, without leaving a lot of roomfor ambiguity.

Good: "Participants should leave today's session with an understanding that much of what we

consider everyday language is actually offensive to members of many different ethnic groups."

Not so good: "Participants should think about what they are saying."

Measurable -- This can be more difficult, but it can be very helpful to develop objectivesthat you can measure in some way. This accomplishes two different things: first of all,

achieving these objectives help both trainers and trainees leaves the session with a better

feeling of accomplishment. Second, it's also a good way to be able to use your training

results in future grant applications or on other documents where your organization needs

to be able to quantify what you have done.

Good: "By the end of today's session, participants will be able to list ten common terms or

phrases and explain why they are offensive to members of different ethnic groups."

Not so good: "Participants will know that a lot of everyday phrases may be offensive to others."

Attainable -- World peace won't happen overnight. Try to think in terms of what canrealistically be accomplished in the time you have. Particularly if this is the first training

session your organization has developed, you might try to obtain some relatively simple

objectives. Unrealistic objectives will leave everyone involved frustrated. It's important

to set yourself up for success.


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Good: "Participants will try to be more thoughtful in their actions and speech towards members

of other ethnic groups."

Not so good: "Members of the session who are now active leaders of the KKK will see the error

in their ways and join the NAACP."

(Source http://ctb.ku.edu/en/tablecontents/sub_section_main_1111.aspx)

You can read more about objectives on

http://ctb.ku.edu/en/tablecontents/sub_section_main_1087.aspx

Why use training objectives?

Training objectives can be considered a wasteful exercise by many L & D practitioners. Many

find that they are a waste of time that can be spent in designing the course instead, they inhibit

flexibility, they are unrealistic for management and other soft skills training and are not practical

in todays workplace.

A wide majority of HRD practitioners have said that training objectives are important from the

following stakeholders perspectives

Reduce anxiety related to unknown; focusattention; st expectations; know what is not tobe covered; higher chances of successTrainee

training needs are translated into objectives;content can be checed against objectives to seegaps; provides a clear unambiguous goal for thedesigner

Designer ofTraining

can facilitte learning process more effectively;determine how trainees are proceeding; helpkeep training on right trackTrainer

an effective way to assess if training hasaccomplished the set goalsEvaluator of

Training
http://ctb.ku.edu/en/tablecontents/sub_section_main_1087.aspxhttp://ctb.ku.edu/en/tablecontents/sub_section_main_1087.aspxhttp://ctb.ku.edu/en/tablecontents/sub_section_main_1087.aspx


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Course Design Framework

Instructional Design

The process by which instruction is improved through the analysis of learning needs and

systematic development of learning materials. Instructional designers often use technology andmultimedia as tools to enhance instruction.

Instructional Design is defined as a systematic process that is employed to develop education

and training programs in a consistent and reliable fashion (Reiser & Dempsey, 2007). In

addition, Instructional Design models or theories may be thought of as frameworks for

developing modules or lessons that 1) increase and/or enhance the possibility of learning and 2)

encourage the engagement of learners so that they learn faster and gain deeper levels of

understanding.

Instructional Systems Design

Instructional System Design (ISD) models differ from Instructional Design (ID) models in that

ISD models have a broad scope and typically divide the instruction design process into five

phases (van Merrinboer, 1997, pp 2-3):

1. Analysis2. Design3. Development4. Implementation or Delivery5. Evaluation

In addition, ISD models use formative evaluations in all the phases and a summative

evaluation at the end of the process. On the other hand, Instructional Design (ID) normally only

focus on the design and somewhat on the analysis parts, thus they are able to fill in the specific

aspects of the design process.


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ADDIE MODEL

Analysis phase

The analysis phase clarifies the instructional problems and objectives, and identifies the learning

environment and learner's existing knowledge and skills. Questions the analysis phase addresses

include:

Who are the learners and what are their characteristics? What is the desired new behavior? What types of learning constraints exist? What are the delivery options? What are the pedagogical considerations? What adult learning theory considerations apply? What is the timeline for project completion?

Design phase

The design phase deals with learning objectives, assessment instruments, exercises, content,

subject matter analysis, lesson planning, and media selection. The design phase should be

systematic and specific. Systematic means a logical, orderly method of identifying, developing


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and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means

each element of the instructional design plan must be executed with attention to details.

In the design phase, developers:

Document the instructional, visual, and technical design strategy

Apply instructional strategies according to intended behavioral outcomes by domain(cognitive, affective, and psychomotor)

Design the user interface and user experience Create a prototype Apply visual design (graphic design)

Development phase

In the development phase, instructional designers and developers create and assemble content

assets blueprinted in the design phase. In this phase, the designers create storyboards and

graphics. If e-learning is involved, programmers develop or integrate technologies.

Testers debug materials and procedures. The project is reviewed and revised according to

feedback.

Implementation phase

The implementation phase develops procedures for training facilitators and learners. Training

facilitators cover the course curriculum, learning outcomes, method of delivery, and testing

procedures. Preparation for learners includes training them on new tools (software or hardware)

and student registration. Implementation includes evaluation of the design.

This is also the phase where the project manager ensures that books, hands-on equipment, tools,

CD-ROMs, and software are in place, and that the learning application or website functions.

Evaluation phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is

present in each stage of the ADDIE process.

(Source -http://en.wikipedia.org/wiki/ADDIE_Model )
http://en.wikipedia.org/wiki/ADDIE_Modelhttp://en.wikipedia.org/wiki/ADDIE_Modelhttp://en.wikipedia.org/wiki/ADDIE_Modelhttp://en.wikipedia.org/wiki/ADDIE_Model

Notes for Training Design

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