6 - designing a training session

8/12/2019 6 - Designing a Training Session

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Designing a training sessionA quick overview


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Design ing a train ing program is l ike

plann ing a tr ip

Who is going?

When are we going?

Wherewhat is the outcome?

Why have we chosen this destination?

What do we want to see and do?

How will we get thereHow will I communicate the information?


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The basic steps

Conduct needs analysis

Write instructional objectives

Develop the plan

Select, design, develop active training methods

Deliver

Evaluate training


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How long does it take????

General rule

1020 hours of development

per

ONE HOUR of DELIVERY

Estimates go from 40 100 hours as per ASTD


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The needs assessment

First step in understanding the learner

Gather and analyze data

Creates link between the training and what

the participants stated they want


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instructionalobjectives

State what the learner will be able to do at the end of the training program

Describe the planned outcome rather than the training process

RESULTS rather than procedures


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instructionalobjectives

Basis for design & development of the plan

Written from participants point of view

Standards to measure success

A marketing tool


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Types of LearningObjectives

KnowledgeSkillsttitude


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Knowledge

Conveying concepts, ideas, facts

Content cognitive learning

Ability to demonstrate acquired knowledge, comprehend information,analyze concepts

Most common and easily measured


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Skills

Change in ability to do something

Easier to identify and determine if met

Focus on being able to perform a task or procedure

Requires practice and feedback

Hard to measure impact


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Attitudes

Used to change feelings, beliefs, values

To increase awareness of or sensitivity to certain issues or ideas

Most difficult to assess

Observed over time


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ACTION!

Adjust Decide

Analyze Evaluate

Assess Choose

Select Criticize

Compute Prepare

Prove Design

Develop Demonstrate

Record Solve

Measure Construct

Cite Compare

Describe List

Explain Differentiate

Name Relate

Identify Define

Objectives alwaysstart with an action

verb!


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Are these objectives?

1. Understand the theories of motivation

2. Know the role of the team leader in PD

3. Identify ways to conduct market research

4. Appreciate the advantages anddisadvantages involved in group

decision making


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Characterist ics

Measurable

Results oriented

Clearly worded

Action oriented

Written in terms of performances

Specific about what

participants will be able todo

Specific about conditionsunder which participant

will perform

Indicate minimum level of

performance acceptable


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By the end of the session, the participants will be able to

list and describe at least 5 characteristics used when writingtraining objectives

without the aid of notes.

By the end of the training course, the participant willdesign a session, demonstrating the use of the experiential

learning cycle

with out the assistance of the instructor.

Given the objectives of the training course, the participants will

chooseto design a session using the components of the

experiential learning model.

For example:


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Write your own objectives

ACTION

What will participants be able to do Emphasis on the verb, what can be observed

CONDITION

What participants will be given

Tools, supplies, equipment, use of notes

CRITERIA

What standards apply

Time, degree of accuracy, level of performance


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Visualized the session

Duration Content/

Learning

Points

Methods/

Activities

Materials/

Aids


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Choosing an Act iv i ty

Activities should be related to instructionalobjectives

Activities may have to be selected in relation

to organizational or participant acceptance

Certain activities are of minimal effectivenessunless supported by other ones

Combine various activities to create aninstructional strategy


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Consider Environmental Constraints

Budget

Time

Staff

Class Size

Trainer Philosophy/Comfort

Physical space and Equipment


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Doing Active Learning

Matching with outcomes and objectives

Impact and Involvement

Multiple Learning

Trainer Comfort

Sequence Flow


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What training activities are available?

Activity Pros Cons

DemonstrationOpportunity to

provide feedback

Does not involve

everyone

Role Play

Good practice for

participants and

involvement

May be dominated by

a few participants

Lecture

Good for high

content if presenter

is good

Passive and not

stimulating

Case Study

Good focus and high

involvement

May be dominated by

a few participants

Panel Discussion

High content and

variety of

perspectives

Low learner

involvement


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Available Training Activities (continued)

Activities Pros Cons

Readings Provide high content Not very stimulating

Field Trips

Allow for sensory

perception if well

structured

Mechanisms must be

in place to ensure

learning happens

Small Group TasksHighly participatory

and task oriented

May be dominated by

a few participants

Video or Film

Good focus and pre-

designed

Little participant

interaction

Large Group

Discussion

Highly energizing

and high

participation

May be dominated by

a few participants`


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Chooseyour

Activity!


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Objectivesare set

Activity chosen

Now plan for

ProcessingGeneralizing

Applying


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The next three steps rely heavily on group facilitation and questioning skills.

Questions to ask when facilitating a discussion must be prepared in advance.

Questions will need to lead participants to meeting the course objectives.

Quest ioning!


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Processing

Prepare questions that extract information about what happened during theactivity.

The purpose is to collect the data that be analyzed to create learning points

What did you do? What were the resul ts? What did you feel? What didyou learn?

What ?


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General ization

Prepare questions that analyze previous data and group into learning theories.

Draw conclusions and make generalizations about what was learned

So What ?

What are the main po ints? What conc lus ionscan you draw? How is it related to ?


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Appl icat ion

Prepare questions that lead participants to begin tosee how they can USE these new theories.

Participants need to visualize this new knowledge,skill or attitude being a part of their work.

How does this relate to your work act iv i t ies?How wi l l you use th is informat ion? What wi l lyou do di fferent ly? What obs tac les do you

ant ic ipate? What is the plan to overcomeobs tac les and implement?

Now What ?


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A brief planned activity that summarizes the main learning points of the

session

A final check for understanding and assessment of meeting the objectives

A link between previous and future sessions

Closure


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You need to write a step by step plan with all the pieces together.

Check to ensure all steps of the experiential learning cycle are included.

Check timings, sequencing and if content allows participants to achieve the

objectives.

Writing i t up!


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Try it out!

Conduct a self evaluation

Revise your plan!

TESTING and Start ing again !


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Determine the content

Set training objectives

Select training activities and methods

Draft processing questions

Draw conclusions

Apply new learnings to real life

Design a summary

The steps again

6 - designing a training session

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