Considerations In designing a training program, the designer considers a variety of factors that will impact the training, including the current knowledge level of the audience, availability of various technologies, time frames, available resources and how the training may complement or conflict with existing programs. D. Benefits The benefit of good design is effective training that engages learners with various methods, flows logically for better learning, uses resources wisely and meets learning objectives. E.
Mode EDDIE, a common model used by training professionals, includes the design step. Steps in the model are analysis, design, development, Implementation and evaluation. In Dalton to being guided by a thorough understanding of the problems, design also guided by certain general principles: The principles that constitute the field of human performance improvement, which help to ensure that people achieve the best possible results on the job The principle that underpin adult learning. Steps .
Define purpose of the training and target audience Determine participants’ needs steps. Define training goals and objectives steps. Steps. Outline training content Develop instructional activities steps. Prepare the written training design steps. Prepare participant evaluation form(s) steps. Determine follow-up activities for the event Define Purpose of the Training and Target Audience Become clear about stem. What your training needs to accomplish. Purpose and audience will Ben clear? may need to sort through and prioritize ah spectrum of training needs before determining a training focus. Once you have a clear sense of the trainings purpose and target audience, write it down! Then use this description to promote your program to prospective participants. Steps. Determine Participants’ Needs Several says to find out about the needs A brief, written survey as part of their registration packet all participants to collect general information from all participants. Pre- training assessment form Survey a random sample of registrants by phone. This will allow you to collect detailed information from a few participants.
Review evaluation and feedback forms from past-related training events. Steps. Define Training Goals and Objectives Clarifying expected outcomes Outlining trainings content Planning specific training activities 0 Selecting/developing materials Designing evaluation procedures Communicating program intent to the training participants and others (such as program administrators and supervisors) Ensuring that thee training is realistic and appropriate for the purpose intended Samples of goals and objectives Sample goal: to increase knowledge of HIVE/AIDS among the health educators unappealing.
Sample objective: by the end of the training participants will be able to identify three ways that HIVE is transmitted. Sample objective: by the end of the training participants will be able to list five ways to decrease the risk of becoming infected with HIVE. STEPS. Outline training content Introduction: establishes a positive learning environment 0 Learning components: participants engage in activities designed to accomplish the training objectives. Wrap up and evaluation component: should help bridge the gap between training and implementation and promote a positive feeling of closure.
Rules of thumb Fill in known elements-such as meals and breaks Start with simple concepts and proceed to more complex Proceeds from lesson threatening to more sensitive topics Schedule activities which require the greatest concentration when people will be focused and energetic Give yourself- and participants- a breaks Build in time for fleeting, discussion and Q&A Introduce the days events in the beginning Schedule 8-10 minutes at the end of each day for feedback Review your plan with a critical eye Be flexible!
Although your design is a detailed road map, you may encounter detours along the way STEPS. Develop Instructional Activities An effective training design incorporates a variety of training strategies, taking into account; Participants learning styles Principles off adult learning Group sizes Prior experience and lore education level of participants Type of skill or information to be resented Trainer’s style When deciding which activities to use, consider theses questions: Towed know that this activity us effective? Have wee used it before? Are we comfortable with this technique? 0 Do we have the expertise to use it effectively? Does the activity require priori knowledge or skill on the part of participants? Will we have thee time, space and resources needed to accomplish the activity? 0 Will the activity encourage learning without confusing participants? STEPS. Prepare the Written Training Design Create ah written document that provides a detailed plan of the training session, including your goals and objectives.
Consider the ski expertise, training style and identifying specifics trainer who will take the lead in fleshing out different sections of the training and creating the necessary supporting materials. Uses your written training design to stay in track during the training events, make mid course corrections and document training details. STEPS. Prepare Participant Evaluation Forms Some issues to address through the evaluation forms Did the participants acquire thee knowledge and skill that the trainer was supposed to provide? STEPS. Determine Follow-up Activities for the Event
Some follow up strategies include: 0 Newsletters and web site posting Per observation and coaching, ion which individuals observe one another performing a newly acquired skill, Mentoring, in which individuals receives on site, personage support and technical assistance from someone with experience in the method being learned, Study groups, in which individuals meet regularly to support one another during the implementation of new idea or practice, Booster session, in which training participants area brought together two to three months after the training event to reinforce the knowledge and skills acquired during the training and
Ongoing communication between participants and trainers via phone ROR electronic mail FIVE STEPS OF THE DESIGN TRAINING PROCESS The EDDIE method of instructional design consists of five phases that trainers and instructional designers may use to plan and implement training. The steps in the process are Analyze, Design, Develop, Implement and Evaluate. The steps work in conjunction with one another, which saves companies time and money by allowing revisions to be made throughout the process rather than after the training is launched.
Analyze In the analysis phase, the training team works with the business owners to analyze ND assess the goals and objectives for the training being developed. One question addressed in this phase is what type of training delivery method will be used. Will it be web-based or instructor led? Additional questions such as who the audience is and what are their learning patterns may also be discussed during the analysis phase.
Deadlines and a project plan may be determined at this time as well Design After questions are assessed and answered during the analysis phase, the training designer begins to layout the training content and to develop the design document. This document, while not containing actual content, will contain the outline of content, any groupings of content that may be necessary and media notes. Quizzes or assessments will also be included in the design document as will any types of training exercises the participants will be required to do.
Development The development phase is when storyboards for the training are developed, and graphic designs are created or chosen. The graphics will be implemented into the training and will enhance the training by giving the learning visuals to complement the content. The actual course content is written during the development phase. For be-based training, a small version of the course maybe put together at this time. This allows the web team to upload and test the content online and to make necessary adjustments.
After the training content is developed, it is then sent to the business owners and the subject matter experts(SEEM) for review and approval. After the course content is finalized and approved by the business owners, the training is ready to be launched. This occurs during the implementation phase. Facilitators must review and understand the curriculum as well as the testing process. Books, manuals and copies of software should be obtained if necessary to e distributed during the training. Course scheduling and student enrollment are completed during this time.
Any necessary travel arrangements are made for facilitators or participants during the implementation phase. Evaluation During the evaluation phase, feedback is generated by the participants of the course. This can be done by surveys, either paper based or electronic. Receiving participants feedback is important for the development of future courses. Thee valuation process will allow the instructional designers to find out if learning objectives are being met and how well the course is being received. Long-term evaluations may be necessary to determine whether material was retained or if workers behavior changed in the workplace.