CERTIFIED INSTRUCTIONAL
SYSTEMS DESIGNER
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.
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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.
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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.
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WORKSHOP CONTENT
Review workshop
content and objectives
Set personal
objectives for this session
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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.
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Unit 1: 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
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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.
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Unit 2: 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
Clarify your purpose
of testing
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
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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.
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Unit 3:
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
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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.
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Unit 4: 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
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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.
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Unit 5: 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
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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.
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Unit 6: 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
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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.
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Unit 7: 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
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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.
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Unit 8: 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 9: Resource Tool Kit
Design review
checklist
A Methodology Resource
Guide is provided as a template to design future training programs.
WORKSHOP OBJECTIVES
By the end of the five
day workshop, as a participant 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
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3.5 CEUs (35 Contact
Hours) |
