Building a Training Agenda

Focus, Structure and Variety

Instructional System Development Like a Sandwich

• Analysis - what kind of sandwich are you making?

• Design (the sandwich)– Objectives (top layer of bread)– Tests (bottom layer of bread)– Performance Steps

(meat, cheese, condiments)

Source: http://www.nwlink.com/~donclark/hrd/templates/deli.html

More Sandwich Building

• Develop - easier with identified outcomes (design).

• Implement (eat the sandwich - does it taste good?)

• Evaluate

Listen

GetOrganized

Design

Experiment

Get Creative

Implement

Understand the

Problem

Develop Your Training Goals & Specific Learner Outcomes

• Top layer of sandwich

• Use your training assessment data

• Check for measurability

• Check for consistency with PH goals

• Keep them simple

• Not too many!

Learner Outcomes

• Learner Outcome: describe the expected observable performance or behavior

• Condition: describe the conditions under which the task or behavior will occur.

• Standard: State the level of acceptable performance -- quantity, quality, time limitations, etc.

Setting Training Goals

• 2-4, NO MORE! (Well…sometimes!)

• Realistic expectations – how much can you achieve?

1. Understand basics of online interaction

2. Participate in online interaction

3. Assist in leading

4. Lead an online interaction

• ASK your target audience what they want!

How Long? Agenda Time Allocation

• Introduction: 5 - 30 minutes

• Objectives: 4-9 minutes

• Requirements: 2-5 minutes

• Description: 5-10 minutes– big picture/global

– outline/linear

• Learning Points: 15-30 minutes each

• Practice & Feedback: 30 - 60 minutes

• Review: 10 minutes for each hour of instruction

• Evaluation: 20 minutes

Support Learner Identity

• Introduce yourself

• Have the participants introduce themselves.

• Use nametags

• Understand appropriate level of formality

Communicate the Training Objective(s)

• Help the learners visualize a clear goal such as – “What will this learning help me achieve? – What will I be able to do as a result of this

training? – Why am I spending my time

in this session?”

Communicate Requirements/Expectations

• What must I do to complete this training?

• How will I know if I am performing the task correctly?

• What are the feedback/measurement mechanisms?

Session Description

• Give the “big picture” (global)

• Give the key details and sequence --> Instructional outline.

• Stimulate recall of prior learning. How does this build on past learning?

The Learning Points• Each point lasts 15-30 minutes

• Use teaching aids for long term memory: mnemonics, visualizations, mind maps, activities

• Invoke positive emotions: excitement, wonder, challenge

• Ask about concerns. Relate to past and future achievements and goals.

• Use all sensory channels

Practice & Feedback

• Avid Beginners: enthusiastic, somewhat apprehensive about change, appreciate clear instruction and lots of feedback and support.

• Disillusioned Beginners: as support lessons, they experiment with different learning styles. Emotional support helps overcome past failures and build confidence.

Practice & Feedback

• Reluctant Learners: may already be capable, think they are capable. Work with minimal guidance and allowed to experiment. Emotional support builds confidence.

• Task Performers: need little direction or support. Take ownership and responsibility.

Review

• Every 1-2 hours depending on material, complexity, experience

• Reflection: pairs, group, individual

• Can be an activity: I.e. toss a ball around and the receiver explains major idea or concept.

Evaluation

• Know what behaviors are to be looked for and how they are rated.

• Behaviors MUST support learner outcomes

• Consider retention and transfer. How will the training be applied?

Backup: Plan B

• What if your audience already knows what you intended to teach?

• What if they lack the base knowledge you thought they already had?

• What if an activity takes longer and you fall behind in your agenda?

• What if everyone is unhappy?

What are you going to do?

• Pay attention to verbal and non verbal cues from participants and adjust as soon as possible. Don’t wait too long.

• Stop and ask for feedback.

• Stop and adjust the agenda and explain why.

• Alter your communication and presentation style to see if it is style or substance.

Additional Resources

• Instructional Design Methodologies - http://www.rsu.edu/faculty/mhaulmark/IDDS/