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How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
How to Develop Training Courses
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How to Develop Training Courses

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Follow along to overview the training course development process and learn about common mistakes that result in the development of ineffective training programs.

Follow along to overview the training course development process and learn about common mistakes that result in the development of ineffective training programs.

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  • 1. Are You Responsible for the Development of a Training Program?What project stakeholders, managers and developers need to know to avoid pitfalls and ensure project success. Follow along to: • Overview the training course development process • Learn about common mistakes that result in ineffective training courses, rework, project scope issues, budget overruns and schedule delays Offered by
  • 2. Have you everfound yourself inone of these Assigned as a. . .situations? • stakeholder • project manager • subject matter expert • or course developer of a training program developed for your organization?
  • 3. If you answeredyes, did you know If you are part of an organization that has an Organizational Developmentwhere or how to and Learning department, you mightstart? have resources that can guide you through the instructional design process, the process used to develop effective training programs. If this type of resource is not available, you are probably left to make a best guess at where and how to begin. This presentation will overview the basic instructional design and development process, highlight the common mistakes made, and provide you with a checklist you can use to keep your own projects on track.
  • 4. As a training projectstakeholder, project manager ordeveloper exactly what is at stake? Business results Employee performanceSuccess will mean…Adding value to the organization (improved employee performance andbusiness results) Developing effective training correctly, the first time, withminimal rework Avoiding wasted time, money and valuable resources
  • 5. There are fourinstructional designprocess phases Identify Program Phase 1critical to success. Requirements Design the Training Phase 2 Program Develop the Phase 3 Instructional Materials Implement and Phase 4 Evaluate the Training
  • 6. IdentifyPhase 1 Program Requirements The goal of Phase 1 is to identify the program requirements. Key questions are asked, risks are assessed and action items identified. Does the training What environmental How will you ensure program link to barriers to success long-term success business goals? exist? after the training?How will the training program Is your company culture How will training beenable business results? supportive of the training? reinforced on the job? • Consider the level of buy-What data supports the need in by How will results befor the training? leadership, managers and measured? employeesIs training the appropriatesolution? What actions should be taken to prepare your organization for the training?
  • 7. DANGER Identify ProgramAHEAD Requirements Consider the following… • Organizations cannot waste time and resources on non-value added training programs Fail to answer these critical questions • Even the most expensive training program will during Phase 1, and not change employee performance if the organization’s culture does not support the the odds of training and elevate its importance in both words developing a and actions program that • For results, training cannot stop after the event. achieves your Reinforcement on-the-job and integration into training and performance evaluations and business processes business goals are can help to ensure long-term success greatly diminished. Success requires that these key questions are asked, risks are assessed and action items identified.
  • 8. Design the TrainingPhase 2 Program The goal in Phase 2 is to explore, identify and document the instructional content requirements. Step 1 Step 2 Step 3Explore the content and Document topic Obtain agreement and create a Course outlines, learning approval Structure Diagram objectives, learning activities Stakeholders, project managers, subject matter experts and developers review, refine and agree on the content requirements before instructional materials are developed. Course Structure Diagram Design Document (Requirements Document)
  • 9. DANGER PROJECTMANAGEMENT Consider this…Issues Ahead! Skipping Phase 2 will negatively impact the effectiveness of your instructional materials and jeopardize your overall training goals. Identify Program Requirements Most novice training developers skip Phase 2. They either don’t realizeDesign the Training the step exists or they Program think it will take too much time. Skip this step and you set Develop the Instructional yourself up for: Materials • Rework They jump directly to • Scope creep Phase 3 and create • Schedule delays Implement and presentation slides, web • Budget overruns Evaluate Training screens and other • Missing your target project instructional materials. and business goals
  • 10. DANGER Phase 2 requires subject matter experts to conduct in-depth reflections on all course CONTENT topics, what they want to tell students, and howIssues Ahead! they will reinforce each topic. This in-depth thought exercise and reflection is critical. It helps to ensure Identify Program thorough identification of all Requirements course content required and reduces the chance for majorDesign the Training rework efforts later in the Program project. Skipping Phase 2 Content flow issues Develop can lead to these Instructional Materials content related Incorrect level of content issues and many more. Lack of instructional clarity Implement and Evaluate Training Content structure focused on information not application Passive rather than active instructional design approach
  • 11. DevelopPhase 3 theInstructional Materials Phase 3 is perhaps the most familiar to everyone. Presentation slides, web-based screens, facilitator and participant materials are produced. Step 1 Step 2 Step 3Document instructional Develop the Obtain agreement anddetails in a storyboard instructional materials approval document Stakeholders, project managers, subject matter experts and developers review, refine and agree on the content Storyboards Presentation Slides revisions. Facilitator Guide Participant Guide Job Aids
  • 12. Phase 3 is easy. Right? CAUTION Mistakes made in this phase can lead to many problems in the overall effectiveness of your training materials. What the student The goal is to transform What the does your content student What the requirements into sees student information that enables hears the transfer of learning.
  • 13. CAUTION Best practice guidelines exist and should be used to develop instructionalUse Best screens, written documents, job aides and reference materials.Practices TextText • Write text using format and styles• Select content that enables transfer of key appropriate to the audience and instructional message purpose of the document• Format text for easy comprehension• Write text for clarity of message Graphic Images • Select images that enhance theGraphic Images instruction• Select images that enhance the instruction • Select images considering a global• Consider a global audience when selecting audienceFormat Format• Place text and graphics on the screen to • Consider usability of the document enable comprehension during the training and after the training event
  • 14. Implement and In Phase 4, you deploy your trainingPhase 4 Evaluate the Program materials and evaluate the results. This presentation is focused on the importance of training material design and development. But, there are other factors that also impact training program success. Shown here are just some of those additional factors.
  • 15. Follow the instructionaldesign phases and you willhave a good start to Identifydeveloping a training course Phase 1 Programthat meets your training goals Requirementsand enables business results. Design the Training Phase 2 Program Develop the Phase 3 Instructional Materials Implement and Phase 4 Evaluate the Training
  • 16. Development Process Checklist Use this checklist to guide you through the four phases of the instructional design process outlined in this presentation. NotPhase 1 – Identify Program Requirements Yes No SureAt the beginning of a project, answer each of the following questions. Assign action items to anyquestions that could not be answered or other issues identified as a potential risk or barrier to success.• Do you know the goal of the training program?• Do you know how the training goal links to the current business needs?• Have you identified the target audience groups?• Has a needs assessment been completed? Is training the right solution to correct the performance issue or business need?• Is there data that supports the reason for the training?• Do you know how you will measure training success?• Is the company culture supportive of the training effort? Do you have leadership and stakeholder commitment to the training development AND deployment effort?• Do you have a plan to reinforce the training after the learning event?• Have you identified all potential barriers or risks to your training project success?Phase 2 – Design the Training Program (Identify content requirements)Before you develop any training materials do the following:• Develop a detailed content outline and determine the course structure.• Develop learning objectives for the course and for each topic area.• Identify application exercises and examples that reinforce the learning objectives.• Verify the instructional format that will be used (instructor-led, web-based, self-study, etc.)• Determine/verify the scope of the project, time estimates and budget.• Obtain design approval from stakeholders, project managers, and subject matter experts before developing instructional materials.
  • 17. Development Process Checklist, continued Use this checklist to guide you through the four phases of the instructional design process outlined in this presentation.Phase 3 – Develop the Training MaterialsFollow these guidelines as you develop and review your training materials:Content Organization and Flow • Incorporate transition elements that help keep the student “organized” as to where they are in the content (course structure overview diagram, topic dividers, and text transitions that link topic and concepts together.)Text • Write text using active voice and simple language • Select and format text to to enhance learning and comprehension of key instructional messagesGraphics • Select graphics that enhance, rather detract from the instructional messages • Select graphics, taking into consideration a global audience • Use color strategically and avoid too much color which can visually detract from the instructional contentMaterials Format • Place text and graphics on screens to help avoid visual information overload • For facilitator guides, develop facilitator note detail that will help to achieve greater consistency of message between facilitators • For participant guides, only include items that provide value to the student (consider use during the course and after the course) • Include items that increase usability such as a table of contents, index or glossary, as appropriate to the project
  • 18. Development Process Checklist, continued Use this checklist to guide you through the four phases of the instructional design process outlined in this presentation.Phase 4 – Implement and Evaluate Your TrainingSuccess also relies on other inputs to the training process. Consider the items in this list.• Facilitators • Facilitators should know how to engage the participants, be familiar with adult learning theory, and know how to apply facilitation techniques• Company Culture • The organization should support and put into practice the knowledge and skills taught in training programs • Leaders and managers must be supportive of the training program and recognize the value of the training • Leadership should be familiar with the course content so that they can help to support and reinforce the instruction after the learning event• Participants • Participants should be adequately prepared and notified about the training event and the importance of it • Are participants ready to learn? Are they distracted by other work priorities, stress, fatigue, personal issues, etc.?• Training Environment • The training environment should be comfortable and free of distraction
  • 19. TrainingAdmin@CDQLearning.com 480-759-2989 www.CDQLearning.comTraining Design and Development ServicesA provider of services for more than 10 yearsWe offer:• Course development services Email or call us today• Instructor-led and blended course development• Training course conversions to learn more.• Needs assessment• Learning solution strategies

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