Instructional Design

Abstract

Most training programs are not designed they are put together. In order for a training program to produce the best learning results as well as reduce the gap between the classroom and on-the-job performance, the program must be designed with precision. In this workshop, we present a 9-step method for designing training programs, which provides precision, economy, mastery of performance-related learning points and on-the-job results.

Participants will learn and apply what many design courses promise, but do not deliver — a learner-oriented, performance-driven design process. They will discover that they can produce effective and efficient designs through expertise in content analysis and instructional design without having to be a subject matter expert. They will be able to make the strategic decisions necessary to make any type of content analysis.

This is a true “hands-on” workshop with active student participation throughout. As each step in the design process is discussed, it is applied by the student to a sample program. The entire process is then applied to a project pre-selected by the student. The workshop itself provides a model of the design process and contains nearly all of the instructional methods and techniques being presented.

LEARNING OBJECTIVES

Participants will gain the ability to be able to:

  • Prepare learning objectives that are truly performance-based and provide the greatest opportunity for closing the gap between the classroom and the job
  • Write learner performance “tests” and carry out the process necessary to identify the appropriate content for each “test”
  • Use task analysis and decision tables to identify and organize learning content
  • Organize content according to the best learning sequence rather than traditional or topical sequence
  • Produce a complete lesson plan for one or more segments of a practice program and of a project pre-selected by you

 

WHO SHOULD ATTEND

This workshop is for anyone who is charged with design and delivery of any type of training program.

PREREQUISITE

This course has no prerequisite.

MATERIALS

You will receive a course binder containing a copy of the presentation slides.

WHAT YOU WILL LEARN

Day One

  • An overview; introducing a performance-driven, learner-centered model of course design
  • The 9 steps in instructional design
  • The 2 parts of design: content and instruction
  • Preparing performance/learning objectives which pass the “test of reality”
  • Preparing student performance “tests”; how to create benchmark activities which verify learning

 

Day Two
  • Content Analysis
  • How to select subject matter which is necessary and essential for job performance
  • Tools for analyzing and organizing content: outlines, flowcharts and a detailed look at decision tables
  • Content validation: assuring the “right” content
  • Creative sequencing options; considering the best “learning sequence” vs. “ job sequence”

 

Day Three
  • Delivery method selection; strategies for choosing the best delivery method for your content and audience; which variables to consider
  • Instructional techniques; how to apply proven principles of adult learning to each delivery method; options for creating and maintaining attention and interest, causing and verifying learning and assuring retention
  • Creating a lesson plan; putting your course into teachable form
  • Validation; piloting your training program; how to know that it all works

 

BA Courses