CERTIFIED INSTRUCTIONAL
SYSTEMS DESIGNER
(a five-day
certification program)
This five-day certificate workshop is for the subject matter expert or instructor who develops training. The content and methods are appropriate for large group instruction as well as on‑the‑job training.
When we come on site, we customize our workshops in two ways.
First, we customize the workshop content to meet your instructional objectives. Second, we customize the examples in the exercises to make them specific to the services you provide.
There is no charge for this level of customization.
Pre-workshop assignment: Identify what course is going to be designed by each person attending the workshop. If they exist, bring a description, outline and objectives of this course along with the business need being met through this training.
WHAT YOU'LL LEARN:
At the end of the five-days of training, you will be able to:
- Apply systematic method to easily design a training program
- Design a training program to meet the learners' needs
- Describe how Performance Analysis can mean the difference between success and failure
- Improve productivity by knowing when and where training can contribute
- Help learners discover and develop skills through appropriate activities and exercises
- Build learner retention
- Easily write realistic learning objectives
- Smoothly organize your ideas to develop training materials and sequence content
- Practice editing and writing training materials
- Use a technique to overcome writer's block
- Improve materials readability
- Craft effective training materials, exercises and tests
- Use checklists for lesson plan, handout and test development
- Use a unique inventory to select three types of lesson plans correctly
- Easily write lesson plans others can use
- Use 4 effective evaluation methods and exactly how each works
- Select appropriate audio-visual support
WORKSHOP CONTENT
Unit 1: Overview
- Review workshop content and objectives
- Set personal objectives for this session
Course Methods:
After completing an opening activity, participants identify personal objectives and share them in the large group. Expectations are clarified and set for the workshop.
Unit 2: The Design Process
- Sort training and non-training issues: Is training the answer?
- Partner with management
- Compare approaches to training design
- Apply adult learning principles and steps to guide design
- Review the three phases of design
Course Methods:
Participants use a performance analysis tool to identify when training is the answer to an operational issue. A case study illustrates when to implement a training solution. Approaches to developing a partnership with managers and learners are explored as a support to the design process. Four classic approaches to training design are identified to provide clarity for the purpose of designing a course to meet a business need. Adult learning concepts that drive the design process are distilled from a 60-minute simulation in which participants teach a partner a five-minute lesson. A brief overview lecture is given on the three phases of the design process: Planning, Development, and Evaluation. Each of these three phases are expanded upon in later units.
Unit 3: Plan for Training
- Define what training can accomplish
- Assess training needs
- Evaluate guidelines for developing needs assessment instruments: do's and don'ts
- Analyze special assessment issues
- Sort needs vs. wants using management development analysis
- Decide what you need to know about learners to be effective
- Break down a task into teachable parts
- Write realistic instructional objectives
- Build a skills inventory
- Determine if prerequisites are necessary
- Decide if you need to test
- Select the best test method
- Review test development steps
- Write questions to test knowledge
- Consider issues about writing reliable and valid tests
- Create skill performance tests
- Conduct post training performance analysis
Course Methods:
Five assessment issues are addressed in a lecture. Guidelines for developing needs assessments are reviewed, one is practiced with a case study. Participants analyze data from a needs versus wants analysis and recommend appropriate training programs and a rationale for their recommendations. Participants complete a goal analysis for a simulated situation.
Participants write a target population statement for a course they are currently developing. They break down a task into teachable parts and receive coaching from the instructor. Participants write learning objectives that meet four criteria for a future training session. Participants use objectives and the task analysis to build a skills hierarchy and determine if course prerequisites are appropriate.
Tools for identifying the purpose of testing and if testing is needed are reviewed with examples. A process for developing both knowledge and skill tests is reviewed and practiced.
A tool for analyzing performance issues after training is introduced and practiced with a case study.
Unit 4: Organize and Plan Materials Development
- Examine the anatomy of a module
- Select appropriate methods based on the learning objective
- Identify effective technical training methods for recall and application
- Sequence methods appropriately
- Provide sufficient practice to change behavior
- Pace methods to avoid boredom
- Organize your ideas
- Practice "mapping" strategies to create ideas
- Consider options for sequencing content
- Test your copy's readability
- Obtain copyright permission when needed
Course Methods:
After a large group discussion of the components of a module, five design tools are introduced, three are followed by a case study or exercise to demonstrate and practice their use. The tools include use of appropriate methods, working with experienced learners, how to identify how much practice is needed to learn a skill and how to pace training to avoid boredom. The fifth tool suggests appropriate methods to train employees on technical procedures, processes and concepts.
A process for organizing ideas when crafting a design is shared. Participants practice using mind mapping as an organizational tool. Selecting sequencing options is practiced in an exercise. Issues of readability and copyright permission are reviewed in the large group.
Unit 5: Develop Learner Activities and Exercises
- Build retention with 5 types of interactions
- Create "discovery learning" in your activities
- Compare types of reading and writing in a learning environment
- Examine tips for writing demonstrations with skill practice and case studies, information searches, interviews, games, role plays, self-assessments
- Use a comprehensive guide to develop activities and exercises
Course Methods:
Participants are given a process for developing training activities and tips for crafting various types of learning experiences. Learners work with examples of activities and write appropriate process questions for the examples.
Unit 6: Learner Handout Materials and Lesson Plans
- Identify types of handout materials
- Determine how to develop programmed notes
- Use a 15-point checklist to develop complete handouts
- Craft effective job aids and checklists
- Create action plans to keep everyone on track
- Determine when to develop three types of lesson plans
- Write lesson plans for others to use easily
- Use a 15-point lesson plan checklist
- Ensure consistency across sessions
Course Methods:
Suggestions for creating effective handouts, job aids and programmed notes are shared and expanded upon by the group. Examples of action plans are reviewed and critiqued. An inventory is provided to decide which of three types of lesson plans are appropriate and a brief activity is completed to identify how to expand a lesson plan.
Unit 7: Evaluate the Results of Training
- Assess learner reaction
- Determine if new skills are used back on the job
- Use benefits to show bottom-line results
Course Methods:
Kirkpatrick's four levels of evaluation model is used to develop the remaining three types of evaluations (level two was developed in an earlier unit). Participants see and use a trend analysis to demonstrate use of level one analysis. A method for measuring transfer of learning is demonstrated through a case study. A model of cost-benefit analysis is shown and participants complete a brief exercise to identify appropriate performance indicators.
Unit 8: Develop Audio-Visual Support
- Select appropriate audio-visual media
- Compare advantages and disadvantages of various media
- Identify to write a script treatment
- Review scripting do's and don'ts
- Discuss techniques to convert classroom materials for distance learning
Course Methods:
Large group discussion/lecture on resources for AV is followed by demonstration of different types of graphs, charts, pictures, etc., for the appropriate visuals. Helpful hints are given to prepare electronic presentations and teaching aids. This section includes a recap of how the instructor used various media throughout the workshop.
Unit 9: Participant Practice
- On day five, participants present a design review of the lesson they have worked on, receiving feedback from peers and the instructor. Practice is in small groups of no more than 12 participants, each working with a Training Clinic Instructor. Detailed coaching and feedback from the instructor ensures appropriate application of concepts and skills and expands the learning. Practice sessions may be recorded for later review.
Unit 10: Resource Tool Kit
- Design review checklist
- A Methodology Resource Guide is provided as a template to design future training programs.
INSTRUCTIONAL SYSTEMS DESIGNER
CERTIFICATION PROJECT
Each participant who wants to earn "instructional Systems
Designer Certification" is required to complete a project during the
five-day workshop.
CEUs:
This workshop qualifies for 3.0 of continuing education units.
