Building a Training Agenda

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Building a Training Agenda

• Focus, Structure and Variety

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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/templa
tes/deli.html
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More Sandwich Building

• Develop - easier with identified outcomes
  (design).
• Implement (eat the sandwich - does it taste
  good?)
• Evaluate

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Understand the Problem
Get Organized
Implement
Listen
Get Creative
Design
Experiment
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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!

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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.
  
  
  
  

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Setting Training Goals

• 2-4, NO MORE! (Wellsometimes!)
• Realistic expectations how much can you
  achieve?
• Understand basics of online interaction
• Participate in online interaction
• Assist in leading
• Lead an online interaction
• ASK your target audience what they want!

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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

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Support Learner Identity

• Introduce yourself
• Have the participants introduce themselves.
• Use nametags
• Understand appropriate level of formality

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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?

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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?

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Session Description

• Give the big picture (global)
• Give the key details and sequence --gt
  Instructional outline.
• Stimulate recall of prior learning. How does
  this build on past learning?

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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

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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.

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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.

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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.

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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?

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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?

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What are you going to do?

• Pay attention to verbal and non verbal cues from
  participants and adjust as soon as possible.
  Dont 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.

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Additional Resources

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

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