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Basics of Training Content Design

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This presentation explains the Basic Principles of Content Design

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Basics of Training Content Design

  1. 1. Basics of Training Content Design
  2. 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. 3. Learning and Retention are two different processes.
  4. 4. How can Teaching Methods be aligned to Students’ Retention Ability?
  5. 5. 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
  6. 6. 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
  7. 7. 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?
  8. 8. Do You See a Connection? VICTORIA MEMORIAL VIDHANSOUDHA SONIAGANDHI MAMATA BANERJEE MANI RATNAM KARIM MAHESH LUNCH HOME ANJAPPAR
  9. 9. Try Again. Watch the Coding. VICTORIA MEMORIAL VIDHANSOUDHA SONIAGANDHI MAMATA BANERJEE MANI RATNAM KARIM MAHESH LUNCH HOME ANJAPPAR
  10. 10. 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
  11. 11. 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.
  12. 12. 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
  13. 13. February 6, 2016 15 The A-R-C-S Connection HP Confidential
  14. 14. 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?
  15. 15. 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.

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