This document discusses instructional strategies for training new hire engineers at ABC Corporation on occupational safety and health administration (OSHA) regulations. It proposes using a learner analysis to understand the target audience which includes their demographics, entry skills, and learning styles. The training would be delivered online through ABC's learning management system. Various instructional strategies are suggested, including a pre-assessment to evaluate learners' existing knowledge, an interactive activity where the trainer models improper PPE usage, and dividing learners into groups to reinforce concepts through peer discussion after completing online video lessons and assessments. The goal is to safely train engineers on OSHA regulations in an engaging and cost-effective manner.
5 Killer Examples : How to Use Microlearning Based Training Effectively - EI ...EI Design
Microlearning is more than a buzz today. It is being increasingly used by many organizations for both formal and informal learning. It appeals to the learners as it consumes less time and is available to them exactly at the time of the learning need (just-in-time). Furthermore, its rich media formats ensure better retention of the learning. Organizations are embracing microlearning as it is cheaper to build, quicker to deploy, and can be updated fairly easily. You can use microlearning nuggets flexibly as stand-alone assets or as multiple micro-courses. Here are 5 great examples of using microlearning-based training effectively.
Using Collaborative Filtering For Effective Training ProgramsDeepak Manjarekar
This white paper was a finalist and runner up in the Tecxpedition 2007 at KPIT Cummins. It talks about how a trainee may benefit from the training if his supervisor uses some statistical intelligence for selection of appropriate training module that the person may enjoy and value.
Want to know how to develop safety training programs that can save your organization from paying hefty fines and compensations to regulatory authorities and employees? Then this presentation is a must watch for you.
How to Create a Sticky Learning Experience in Compliance Training - EI DesignEI Design
Create a sticky learning experience with three innovative approaches using partial gamification, formative assessment strategy to visually highlight the impact of learners’ choices and story-based learning that can be used in compliance training.
For More resource on eLearning, mLearning, Blended learning solutions please visit - http://bit.ly/learning-blogs-EID
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
Gamification of Compliance Training Through a Serious Game Concept - EI Design EI Design
As a Learning Strategist, I have been involved in the creation of several compliance training courses in the last 12 years. In all these years, we have built compliance training courses for some of the leading global organizations in Financial services, Insurance, Healthcare and several others in varied manufacturing sectors.
Almost always, the brief from the Compliance team is to lay the content “as is”, have forced navigation and get it done quickly with hardly any room for creative strategies. I always felt that the mandate was focused on meeting the “certificate of completion” rather than ensuring a “sticky learning”. However, now I do have a case study of a Compliance team that gave us the mandate to create an immersive learning experience using Gamification.
5 Killer Examples : How to Use Microlearning Based Training Effectively - EI ...EI Design
Microlearning is more than a buzz today. It is being increasingly used by many organizations for both formal and informal learning. It appeals to the learners as it consumes less time and is available to them exactly at the time of the learning need (just-in-time). Furthermore, its rich media formats ensure better retention of the learning. Organizations are embracing microlearning as it is cheaper to build, quicker to deploy, and can be updated fairly easily. You can use microlearning nuggets flexibly as stand-alone assets or as multiple micro-courses. Here are 5 great examples of using microlearning-based training effectively.
Using Collaborative Filtering For Effective Training ProgramsDeepak Manjarekar
This white paper was a finalist and runner up in the Tecxpedition 2007 at KPIT Cummins. It talks about how a trainee may benefit from the training if his supervisor uses some statistical intelligence for selection of appropriate training module that the person may enjoy and value.
Want to know how to develop safety training programs that can save your organization from paying hefty fines and compensations to regulatory authorities and employees? Then this presentation is a must watch for you.
How to Create a Sticky Learning Experience in Compliance Training - EI DesignEI Design
Create a sticky learning experience with three innovative approaches using partial gamification, formative assessment strategy to visually highlight the impact of learners’ choices and story-based learning that can be used in compliance training.
For More resource on eLearning, mLearning, Blended learning solutions please visit - http://bit.ly/learning-blogs-EID
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
Gamification of Compliance Training Through a Serious Game Concept - EI Design EI Design
As a Learning Strategist, I have been involved in the creation of several compliance training courses in the last 12 years. In all these years, we have built compliance training courses for some of the leading global organizations in Financial services, Insurance, Healthcare and several others in varied manufacturing sectors.
Almost always, the brief from the Compliance team is to lay the content “as is”, have forced navigation and get it done quickly with hardly any room for creative strategies. I always felt that the mandate was focused on meeting the “certificate of completion” rather than ensuring a “sticky learning”. However, now I do have a case study of a Compliance team that gave us the mandate to create an immersive learning experience using Gamification.
Is Outsourcing eLearning Content Development Right For You - EI Design EI Design
If you are reading this article, you are probably evaluating outsourcing of eLearning content development or are looking at alternatives for your existing outsourcing approach. There are several compelling business reasons to outsource and there are certainly plenty of possible partners you can engage with. However, the evaluation and selection of the right partner is a tough job. Tougher still is to make the partnership work effectively and consistently once you sign up. So, how do you determine if outsourcing eLearning content development is right for you?
How Gamification Will Impact Corporate Learning - EI Design EI Design
Slowly but surely, Gamification is being acknowledged as an innovative strategy for serious learning. In this article, learn about 4 drivers that are pushing usage of Gamification for serious learning by corporates.
This article outlines what is Gamification, its advantages, how does it impact learning and gains (for business and learners).
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
6 Killer Examples Of Gamification In eLearning - EI DesignEI Design
While you are convinced about adopting Gamification to create high impact learning experiences, you may have questions on where would it find the right fit. In this article, you can learn how you can see how you can use it for potentially most of your training needs. The 5 examples featured here include usage of Gamification for induction and onboarding, compliance and professional skills, soft skills and well as behavioural change programs.
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
Compliance is key in business, and in most part it’s mandatory. So if it has to be completed, it might as well be done to the best of the organisation's ability. We’ve put together a list of key factors to think about when implementing training within your organisation.
What Is Bespoke eLearning? Featuring 6 Killer Examples - EI DesignEI Design
The edge that a bespoke or custom developed course has over off-the-shelf course is well established. This article illustrate the power of bespoke eLearning to create sticky learning through 6 examples. Chosen examples address varied training needs like compliance, application simulation, and professional skills.
For more resource on eLearning, mLearning, and Gamification Please Visit - http://bit.ly/learning-blogs-EID
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
How you can Use Mobile Learning Apps for Microlearning Based Training - EI De...EI Design
This presentation will outline what mobile learning apps are and the benefits they offer. Using a case study featuring Gamified Assessments in the Mobile App format, presentation will showcase the impact they can create.
This instructional plan allowed me to fully understand the proper steps to set up a course. It gave me the outline necessary to create an effective plan to train others. It gave me the opportunity to create and to foresee any problems that come.
This is a talk I gave at the Indian Tech Congress on 11 Aug 2017. I explore accelerated learning and development in today's world of information explosion, growing audiences and reduced attention span. I introduce the Learning 4.0- Loop as a way to address this learning challenge.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Is Outsourcing eLearning Content Development Right For You - EI Design EI Design
If you are reading this article, you are probably evaluating outsourcing of eLearning content development or are looking at alternatives for your existing outsourcing approach. There are several compelling business reasons to outsource and there are certainly plenty of possible partners you can engage with. However, the evaluation and selection of the right partner is a tough job. Tougher still is to make the partnership work effectively and consistently once you sign up. So, how do you determine if outsourcing eLearning content development is right for you?
How Gamification Will Impact Corporate Learning - EI Design EI Design
Slowly but surely, Gamification is being acknowledged as an innovative strategy for serious learning. In this article, learn about 4 drivers that are pushing usage of Gamification for serious learning by corporates.
This article outlines what is Gamification, its advantages, how does it impact learning and gains (for business and learners).
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
6 Killer Examples Of Gamification In eLearning - EI DesignEI Design
While you are convinced about adopting Gamification to create high impact learning experiences, you may have questions on where would it find the right fit. In this article, you can learn how you can see how you can use it for potentially most of your training needs. The 5 examples featured here include usage of Gamification for induction and onboarding, compliance and professional skills, soft skills and well as behavioural change programs.
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
Compliance is key in business, and in most part it’s mandatory. So if it has to be completed, it might as well be done to the best of the organisation's ability. We’ve put together a list of key factors to think about when implementing training within your organisation.
What Is Bespoke eLearning? Featuring 6 Killer Examples - EI DesignEI Design
The edge that a bespoke or custom developed course has over off-the-shelf course is well established. This article illustrate the power of bespoke eLearning to create sticky learning through 6 examples. Chosen examples address varied training needs like compliance, application simulation, and professional skills.
For more resource on eLearning, mLearning, and Gamification Please Visit - http://bit.ly/learning-blogs-EID
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
How you can Use Mobile Learning Apps for Microlearning Based Training - EI De...EI Design
This presentation will outline what mobile learning apps are and the benefits they offer. Using a case study featuring Gamified Assessments in the Mobile App format, presentation will showcase the impact they can create.
This instructional plan allowed me to fully understand the proper steps to set up a course. It gave me the outline necessary to create an effective plan to train others. It gave me the opportunity to create and to foresee any problems that come.
This is a talk I gave at the Indian Tech Congress on 11 Aug 2017. I explore accelerated learning and development in today's world of information explosion, growing audiences and reduced attention span. I introduce the Learning 4.0- Loop as a way to address this learning challenge.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
The Buyer’s Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
SummaryTable 5-15 provides a tool to use in reviewing design.docxdeanmtaylor1545
Summary
Table 5-15 provides a tool to use in reviewing design phase activities and whether the design is
ready to be moved into the development phase. In the design of training, several constraints need to
be considered, such as how much time will be given to prepare and present training, how much of a
priority it is, and how much money can be spent. These will all place constraints on the type of
training offered. Once these questions are answered, it is necessary to determine the type of trainees,
their current level of KSAs, their motivation to learn, and the degree of homogeneity for the group.
Answers to these questions will provide you with a framework that will be used to develop the
objectives for training.
Table 5-15 Design Matrix
Design
Component
Activities and Issues Ready to Move to
Development?
Organizational
Constraints
Review analysis data, and then identify any
additional constraints that might relate to the
“who, what, when, where and how” of the
training program.
All constraints are
identified, and
accommodation
strategies developed.
Training
Objectives
Trainee reaction, learning, transfer, and
organizational results objectives need to be
developed. These must have a clear description
of the desired outcome, the conditions under
which that outcome will occur, and the standards
that will signal that the outcome has been
achieved.
All objectives have
been reviewed and
approved by the
appropriate parties.
The evaluation
instruments are
developed, and
decisions about when
and where to evaluate
have been made.
Learning
Theory
Focus on
the trainee Individual differences (KSAs, learning
style, etc.) must be addressed.
Trainee motivation issues must be
addressed.
The issues to the left
have been completed
and documented. This
document will drive
the development and
implementation of the
training.
Focus on Review Social Learning theory, the Nine Events
12/22/19, 4:14 AM
Page 1 of 6
training
design
of Learning model, Elaboration theory, and other
learning theories to arrive at the rules, policies,
and procedures that will guide the development
of the training and facilitate learning.
Focus on
Transfer Appropriate use of whole/part practice,
maximized similarity, varied situations,
and general principles to maximize
transferability from the classroom.
Using data from the analysis phase,
develop strategies for addressing
organizational impediments to transfer.
Alternative
training
methods
With the learning objectives in mind, identify the
methods most suited to achieving those
objectives and which fit within the constraints
that have been identified are selected to be used
for the training
Learning objectives provide clear, unambiguous goals for the training. An effective objective
contains three parts: (1) desired behaviors, or what the trainee is expected to be able to do; (2)
conditions, or what help/environment trainees will have when performing the expected behavior;
and (3) standards, or what will be .
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Five Training DesignLearningObjectivesAfterreading.docxclydes2
Five Training Design
LearningObjectives
Afterreadingthischapter,youshouldbeableto:
Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each.
Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives.
List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator.
Use expectancy theory to explain how to motivate a trainee to attend training.
Describe social learning theory and how it helps in the design of training.
Identify what to include in training to facilitate transfer of training to the workplace.
Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training.
Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory.
Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session.
Describe the advantages a small business has to facilitate the transfer of training.
5.1Case:TheRealWorldofTraining...WhatIsWrongHere?
Case1
Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split
between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would
have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training
was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the
symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would
appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The
training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was
disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems.
Case2
You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each
section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the
trainees take a test to measure what they have learned. You’ve just .
Employee Training Methods for Workplace Training - By PrepAIKavika Roy
Enterprises can no longer rely on a single training method. Hence, we have enlisted some popular employee training methods for you to try out
To Read the Full Article: https://www.prepai.in/blog/employee-training-methods/
2. Instructional Strategies 2
Instructional Strategies: New Hire Engineer
ABC Corporation falls under the requirements of OSHA (Occupational Safety and Health
Administration) governing laws and regulations. This means that for ABC to be compliant all
employees of each department must be kept updated on the latest requirements and regulations
for using PPE’s relative to his and/or specific job.
OSHA is a federally regulated organization. After a needs assessment, I would do the
related research that would include OSHA requirements that are relative to ABC Corporation’s
engineering department. As a project manager I would delegate this to other team members.
Under the OSH Act, employers are responsible for providing a safe and healthful
workplace. I cannot assume that the client is up-to-date on the current regulations
concerning PPE for engineers in their workplace. Any found related updates will
be included in the deliverables (United States Department Of Labor, (2013, para.
2).
As the instructional designer I will be completing a learner analysis. I would choose the
Smaldino, Lowther, and Russell approach (2009, as cited in Brown & Green, 2011). The
Smaldino, Lowther, and Russell approach (2009, as cited in Brown & Green, 2011) states, “They
suggest that the learner analysis should focus on three aspects of the target audience: general
characteristics, specific entry competencies, and learning styles,” (p. 78).
3. Instructional Strategies 3
The target learner group is relatively close in age range. The average student is twenty
five to thirty years of age. In this given place of employment the learners are male dominant.
Their academic degree is a Bachelor’s in mechanical engineering which entails CAD (computer
aided drafting) training, knowledge assessments, and having no real world hands on experience
in the engineering field. The target training problem is that none of the adult learners have any
OSHA (Occupational Safety and Health Administration) knowledge relative to his and/or her
new job. The learners are a “captive” audience because they are new employees and have to
complete the training to keep and maintain his and/or her employment for the duration of his
and/or her employment with ABC Corporation. He and/or she are “extrinsically” motivated as a
requirement to maintain his and/or her job security. One incentive that ABC Corporation offers
to all employees is an annual reward for zero injuries on the job per their department. This
learner group is already knowledgeable of computer skills which make them ideal for an online
learning environment.
ABC Corporation likes this idea because it is cost effective and can be easily added into
their LMS (Learning Management System) that is used at every work site nationally. Each
employee just needs brief instructions to access the new training application within the LMS
because ABC Corporation requires all employees to have specific knowledge of their system
upon hiring. As the instructional designer, we know that the target audience knows their way
around this computer system because they had to have a degree that included the use of ABC
Corporation’s CAD program to graduate. We also already have knowledge that foreman assign
knowledgeable peers to instruct new hires. Simple instructions to the foreman and established
peers will be added to their update training so that new hire engineers can access the appropriate
training modules.
4. Instructional Strategies 4
After we have identified that there is learning and/or training problem that can be solved
with an instructional design strategy and have defined the learner group we move on to the
planning phase. In summary of Cennamo and Kalk (2005) there are five phases of an
instructional design project which include learners, outcomes, activities, assessment, and
evaluation. At all times during the planning and design phase we, as instructional designers, must
keep the target audience at the center of our end product goal. In this scenario the project
manager will be assigning tasks to all the groups involved in the design project which includes
an instructional designer.
The first element is to define the learner outcomes. In short, learner outcomes are what
we expect the target audience to be able to do upon the completion of his and/or her training. Our
target audience, new hire engineers, will be able to demonstrate that he and/or she can
strategically choose which PPE is best to use in what situation. In this scenario, engineers have
their own department but, will be required to wear appropriate PPE’s in other departments to
interact with other departmental employees. The learner will be able to identify damaged PPE’s
that could create harm to him and/or her and/or others. The learner will know how to properly
dispose of the damaged PPE’s, and how to get new ones. The learner will be knowledgeable of
which PPE’s are to be replaced on a daily basis. The learner will be able to access information,
play simulation games, take refresher courses, and be informed of updates after the entry-level
training has been successfully completed. Each of these learner outcomes will ensure that each
new-hire engineer will be safe on-the-job which meets OSHA and ABC Corporation laws,
regulations, and rules.
The target learner group is in a directed learning environment however, they will be
taking this specifically designed course on ABC Corporations LMS system. With this in mind,
5. Instructional Strategies 5
this will still be considered an online learning experience. There will be a trainer in the room to
supervise and interact with learners however; each learner will be working on his or her own
assigned computer terminal and working at his and/or her own pace.
The very first learner strategy will be a pre-assessment or pre-test. This will accomplish
several things. First, the trainer will be able to evaluate the class as a whole to determine what is
already known and what skill sets need the most work. This activity will also give the trainer a
feel for the gap between the stronger and lesser knowledgeable students and what are the
weaknesses of the individual learners. On an instructional design perspective, the trial(s) roll-
outs will provide direct information from the learners as to where the project needs
improvement. Using a pre-test continually gives ABC Corporation detailed information for
future updates after the project is closed. After the initial roll-out(s) the instructional designer
and web-developer, if not the same person, can tweak the end product for alternative lessons for
the trainer to choose based on the pre-test assessment of the class as a whole. In this situation it
would be easy to create a simple alternative course to suit the learner group from basic,
intermediate, to a more challenging course option. An alternative that could be utilized, since this
is also a directed learner environment, the trainer could choose to give an interactive lecture and
group demonstration assessment to make sure that all of the students are starting at the same
level of knowledge and skill sets.
If ABC Corporation chooses plan B; using the trainer as the guidance to ensure learners
are starting at the same level of knowledge and ability, then the instructional designer may
choose an interactive strategy. A good interactive strategy to start the course off with something
fun. This encourages learners to put away any pre-determined ideas of the course and creates
curiosity. As an instructional designer, I could use a, not too lengthy, presentation lecture of all
6. Instructional Strategies 6
of the PPE’s relative to engineers. The trainer directions from the instructional designer may
include for him and/or her to dress with the PPE’s inappropriately after a brief explanation of
each one. There may be some giggling, jokes, pointing fingers, etc. at the trainer’s expense but,
after all of the PPE’s have been presented and are on the trainer he and/or she may ask a
fundamental question of the class. For example, what’s wrong with this picture? The trainer
could then cue each learner to pick a PPE and explain why it doesn’t go where the trainer has
placed it, what is the importance of proper PPE’s, and explain why safety on-the-job matters to
them.
After the learner group has had some fun it would then be appropriate to use a challenge
strategy. We know our learners are intelligent, don’t want their time wasted, and are anxious to
get to work in their new careers. The intent of the next activity to keep the learner group’s
attention, not bore them, and teaches them what they need to know quickly but, thoroughly. This
would be a good time to direct the learners to the online learning application within the LMS
system.
An instructional designer may choose instead of the boring read and test assessment
method is a video, video related video test, and a physical demonstration assessment. The
learners could be divided into groups by the trainer after the pre-test assessment without telling
the leaners. Each learner would log into the system with his and/or her employee ID number
which would trigger which video the individual learner is able to view. After each learner has
completed viewing the video and doing an online timed fill-in-the-blank test, then the trainer
would engage each learner by asking them to hold up his and/or her hand when a video title is
called. The learners would break themselves into their groups as instructed by the trainer. There
would be three to four tables; dependent on the size of the class, with PPE’s related to the video
7. Instructional Strategies 7
they viewed. Keep in mind that each group has been pre-determined by the trainer to be balanced
groups with some learners more knowledgeable than others which create a peer-learning
strategy. Together the group would discuss the PPE’s and determine which ones that would be
used according to the video. The excess or non-relevant PPE’s would be disposed by a chosen
group member in an appropriated container. Each group would then dress, present, and explain
to the trainer and class the PPE’s that the learners are wearing and why. Intrinsic feedback for
each group would be given by the trainer for the entire class to gain knowledge and skill sets
from. In this strategy the group is assessed for its ability to recall information, make appropriate
choices, and synthesize the lesson presented in the video. As the course progresses, over three
eight hour days, each learners knowledge and skill sets would be continually assessed on a group
and an individual basis. On the final day, the learner group will complete a post-assessment or
post-test, be able to pass demonstration and verbal assessments, and complete an end of class
survey of the course.
In conclusion, this training problem can successfully train new-hire engineers to use
appropriate PPE’s, identify and discard damaged PPE’s appropriately, demonstrate the ability to
discern appropriate PPE’s for each situation, etc. so that each learner can be a safe team
employee that could later be chosen to be temporary trainers for the next group of new-hire
engineers. It is important to remember that information, laws, regulations, and corporate rules are
always changing. With this project, making improvements, changes, and updates to out-dated
material is important to ABC Corporation. Instructional methods to modify this project after its
close should be written out, simple, and clear as should be the instructions for the trainer that
accompany the end product.
8. Instructional Strategies 8
References
Brown, A., & Green, T. (2011). The essentials of instructional designer: Connecting
fundamental principles with process and practice. Boston, MA: Pearson.
Cennamo, K. & Kalk, D. (2005). Real world instructional design. Florence, KY: Thomas
Wadsworth Publishers.
United States Department of Labor. (2013). Occupational Safety & Health Administration.
Retrieved from https://www.osha.gov/law-regs.html.