This presentation explains the Basic Principles of Content Design

1. Basics of Training Content
Design

2. Students forget 90% of what
they learn in class within 30
days. The majority of this
forgetting occurs within the
first few hours after the class !

3. Learning and Retention are
two different processes.

5. How can Teaching Methods be
aligned to Students’ Retention
Ability?

7. Training Process: The ADDIE WAY
Analyze
Needs
of Learners
Design
Curriculum
To address
needs
Develop
Curriculum
to address
needs
Implement
Curriculum
to address
needs
Evaluate
Effectiveness
of
Curriculum

8. February 6, 2016 8
The ADDIE Way
HP Confidential
Phase Sample Tasks Sample Outputs
Analysis
The process of defining what is
to be learned.
 Performance Gap Analysis
Audience Analysis
 Task Analysis
 Training need
 Tasks, sub-tasks, and
competencies
 Learner profile
Design
The process of specifying how it
is to be learned.
 Creating training outline
 Defining strategies for
effective content delivery
 Training blueprint
 Training design & delivery
strategy
Development
The process of authoring and
producing the material.
 Creating training content
 Developing test items
 Storyboard/Trainer Notes,
Classroom Material & Participant
Resources
Assessments & Scoring
Guidelines
Implementation
The process of installing the
project in the real world.
 Piloting Training  Classroom training
 Online/Blended training
Evaluation
The process of determining the
adequacy and impact of
instruction.
 Taking feedback from learner
 Assessing Learner
 Revised training

9. February 6, 2016 9
HP Confidential
Module Topic Objectives
SIGMA
SCORES
1 Parameters for Sigma Score Calculation
* List 3 parameters for Sigma
Score Calculation
2 Sigma Scores Overview
* State the meaning of Sigma
Score
3 Sample Size
* State the sample % of LHGL
Account Requests
4 Mini Tab
* Indicate the utility of Mini Tab as
a Quality Tool
* Given a list of numbers,
generate random numbers from
them using Mini Tab.
5 Opportunity
* Explain the meaning of an
"Opportunity" in the context of
Quality
* Give an example of
"opportunity" in case of LHGL
Accounts
6 Defect
* Explain the meaning of a
"Defect" in the context of Quality
* Give an example of a "Defect"
in case of LHGL Accounts
7
Calculation of Opportunities & Defects in case of
Escalations
* Explain the procedure of
Calculating the Opportunities &
Defects in case of Escalations in
about 3 sentences.
8 Calculation of Sigma Score
* Calculate the Sigma Score for a
given number of Opportunities &
Defects
Course Structure- Is this a good example?

10. Do You See a Connection?
VICTORIA MEMORIAL
VIDHANSOUDHA
SONIAGANDHI MAMATA BANERJEE
MANI RATNAM
KARIM
MAHESH LUNCH HOME
ANJAPPAR

11. Try Again. Watch the Coding.
VICTORIA MEMORIAL
VIDHANSOUDHA
SONIAGANDHI MAMATA BANERJEE
MANI RATNAM
KARIM
MAHESH LUNCH HOME
ANJAPPAR

12. The Structured View
TOURISTATTRACTIONS FAMOUSPEOPLE RESTAURANTS
RED FORT
VICTORIAL MEMORIAL
CHOWPATTY
MARINA BEACH
VIDHAN SOUDHA
SONIA GANDHI
MAMATA BANERJEE
BAL THAKERAY
MANIRATNAM
RAHUL DRAVID
KARIM
BHOJOHORI MANNA
MAHESH LUNCHHOME
ANJAPPAR
HALLIMANE

13. February 6, 2016 13
Course Structuring Guidelines
HP Confidential
While organizing modules/lessons or topics, ensure that you sequence
them on the following principles:
 General to Specific – The overall Course Structure should always follow the
General to Specific principle. Provide an overview, the bigger picture, and the
broad linkages between different parts/processes before teaching a single
part/process.
Chronological – All procedures or process flow content should be structured in
its chronological order, i.e., in the order that one would perform those
procedures/processes in real life.
Cause and Effect – All nonprocedural content or content that does not have a
chronological occurrence in real life (e.g., facts, concepts, and principles) should
be structured based on a cause and effect relationship.
Ideally, you should teach a concept and then elaborate on its effect or how it is
applied.
Non-example – Teaching how to navigate in SAP in the Overview module and using SAP to
perform a procedure in another module.
Effective Structuring – Teaching how to navigate in SAP while teaching the procedure on SAP.

14. February 6, 2016 14
ARCS Model
HP Confidential
Trainer’s Challenge: ‘How can I gain and
maintain learner attention on the subject?’
Solution: Introduce the learners to the
task/subject with:
* Interesting facts/anecdotes
* Analogies
* Specific examples/case studies
* Problem solving
Expected Learner Outcome
'I'm curious. You've got me thinking.'
Trainer’s Challenge: ‘How can I establish the
What’s-In-It-For-Me connection for the
learner?’/ ‘How can I tie the instruction to the
learners’ experiences?’
Solution: Encourage learners to draw the
relevance of the task/subject to their lives by:
* Posing questions that help learners recall
prior knowledge related to the task/subject
* Sharing Training Objectives with learners
Expected Learner Outcome
‘I can relate to the training subject. Tell me more.'
Trainer’s Challenge: ‘How can I facilitate learning through
discussion and presentation?’/ ‘How can I provide opportunities
to apply concepts learned to realistic scenarios?’
Solution: Help learners gain confidence on the subject/task by:
* Stating, Supporting, & Summarizing information
* Involving learners in activities that involve derivation of
concepts/procedures
* Conducting tests/quizzes/discussions and providing feedback
Expected Learner Outcome
'I can do this. Can't wait to see if it helps me on the job.'
Trainer’s Challenge: ‘How can I prepare the
learner to take the learning to the workplace?’ /
‘How can I satisfy the learner that knowledge
gained will lead to better performance at work?’
Solution: Give learners opportunity to derive
satisfaction by:
* Passing Final Assessment
* Creating Improvement plans based on Final
Assessment results
* Providing Performance Support Tools/ Job
Aids
Expected Learner Outcome
'I've done it!! I'm set up for success at work.'
Satisfaction
Attention
Relevance
Confidence

15. February 6, 2016 15
The A-R-C-S Connection
HP Confidential

16. Blooms Taxonomy
• Creating: can the student create new
product or point of view?
• Evaluating: can the student justify a
stand or decision?
• Analyzing: can the student distinguish
between the different parts?
• Applying: can the student use the
information in a new way?
• Understanding: can the student
explain ideas or concepts?
• Remembering: can the student recall
or remember the information?

17. Learning and Retention
Learning
• Involves brain, nervous system,
and environment.
• Can learn something for a few
minutes and then lose it
Retention
• Process by which long term
memory preserves a learning so
that it can locate, identify and
retrieve it in the future.