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Let’s See…
Have You
Learned
Anything?
RECOMMENDATIONS for Training
Program Design and Development
 User-friendly
 Audience-focused
 Flow-based
 Simplistic
 Validated
 Adult-oriented
The major characteristics
required to ensure the training
will be results-oriented and
effective:
The
Education
Perspective…
User-friendly
Does the training program align with your
audience’s knowledge and skill level?
 KNOWLEDGE – What do they need to know?
 COMPREHENSION – Will they understand?
 APPLICATION – Can they perform the task?
 ASSESSMENT – Will the knowledge and skill
gaps close as required?
1. Determine the skills needed.
2. Establish overall purpose of the
course.
3. Write the learning objectives.
4. Match the content to the learning
objectives.
What are the key steps to ensure all the
required needs are met?
The Course Development Process
Level 1: Feedback / Reactions
Level 2: Learning (Assessments)
Level 3: Application / Behaviours
Level 4: Business Results (e.g. increased productivity,
reduced waste, higher quality ratings, reduced retention, et al.)
Level 5: Return on Investment (ROI)
Measure the Training Outcome
What was the effectiveness and
impact of the training?
1. Describe the desired outcome.
2. Stimulate a recall of relevant prerequisites.
3. Identify the steps.
4. Personalize the demonstration.
5. Devise opportunities for practice.
6. Make transfer of learning possible
with real-life application.
7. Appraise performance.
8. Ensure retention.
Adult-oriented
How do you ensure the learners develop the (hands-
on) skills required? …Teaching by Demonstration
Tell Me, I listen…
Show Me, I see…
Involve Me, I
understand……
1. Converger
2. Diverger
3. Assimilator
4. Accommodator
Adult-oriented
What helps to identify a learner’s preference for
certain learning behaviour?…include all learning styles
Adult-oriented
Converger
A learner who develops theories, makes
generalizations, and/or draws conclusions.
Diverger
A learner that prefers to participate in an
experience.
Assimilator
A learner that makes sense of the experience
(i.e. reflective observation).
Accommodator
A learner that implements new action /
experiments with new ways.
Adult-oriented
Include (facilitated) learning activities which
are group-based:
o Discussions
o Role-play
o Debate
o Question-and-Answer Period
o Brainstorm Session/s
o Case Studies
o Simulations
Adult-oriented
How do you regulate the flow of all
participants? …encourage participation
THANK YOU for viewing!
By Michelle Buckland, 2016

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INSTRUCTIONAL DESIGN and DEVELOPMENT TIPS

  • 2. RECOMMENDATIONS for Training Program Design and Development  User-friendly  Audience-focused  Flow-based  Simplistic  Validated  Adult-oriented The major characteristics required to ensure the training will be results-oriented and effective: The Education Perspective…
  • 3. User-friendly Does the training program align with your audience’s knowledge and skill level?  KNOWLEDGE – What do they need to know?  COMPREHENSION – Will they understand?  APPLICATION – Can they perform the task?  ASSESSMENT – Will the knowledge and skill gaps close as required?
  • 4. 1. Determine the skills needed. 2. Establish overall purpose of the course. 3. Write the learning objectives. 4. Match the content to the learning objectives. What are the key steps to ensure all the required needs are met? The Course Development Process
  • 5. Level 1: Feedback / Reactions Level 2: Learning (Assessments) Level 3: Application / Behaviours Level 4: Business Results (e.g. increased productivity, reduced waste, higher quality ratings, reduced retention, et al.) Level 5: Return on Investment (ROI) Measure the Training Outcome What was the effectiveness and impact of the training?
  • 6. 1. Describe the desired outcome. 2. Stimulate a recall of relevant prerequisites. 3. Identify the steps. 4. Personalize the demonstration. 5. Devise opportunities for practice. 6. Make transfer of learning possible with real-life application. 7. Appraise performance. 8. Ensure retention. Adult-oriented How do you ensure the learners develop the (hands- on) skills required? …Teaching by Demonstration Tell Me, I listen… Show Me, I see… Involve Me, I understand……
  • 7. 1. Converger 2. Diverger 3. Assimilator 4. Accommodator Adult-oriented What helps to identify a learner’s preference for certain learning behaviour?…include all learning styles
  • 8. Adult-oriented Converger A learner who develops theories, makes generalizations, and/or draws conclusions. Diverger A learner that prefers to participate in an experience.
  • 9. Assimilator A learner that makes sense of the experience (i.e. reflective observation). Accommodator A learner that implements new action / experiments with new ways. Adult-oriented
  • 10. Include (facilitated) learning activities which are group-based: o Discussions o Role-play o Debate o Question-and-Answer Period o Brainstorm Session/s o Case Studies o Simulations Adult-oriented How do you regulate the flow of all participants? …encourage participation
  • 11. THANK YOU for viewing! By Michelle Buckland, 2016

Editor's Notes

  1. Course Development Process Determine skills needed. Establish overall purpose of the course (based on the skills needed). Write the learning objectives (Specific – Measurable – Attainable – Results-oriented - Timebound). Match the content to the learning objectives.
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  4. Course Development Process Determine skills needed. Establish overall purpose of the course (based on the skills needed). Write the learning objectives (Specific – Measurable – Attainable – Results-oriented - Timebound). Match the content to the learning objectives.
  5. Course Development Process Determine skills needed. Establish overall purpose of the course (based on the skills needed). Write the learning objectives (Specific – Measurable – Attainable – Results-oriented - Timebound). Match the content to the learning objectives.
  6. Assimilator – A learner that makes sense of the experience (i.e. reflective observation). Consider it important for the theory to be logically sound Excel in the creation of the theoretical models Accommodator – A learner that implements new action / experiments with new ways Strength lies in doing things and getting fully involved in new experiences Excels in situations calling for theory application to specific circumstances Problems are approached in an intuitive, trial-and-error manner