Instructional Design for Trainers

Gain a practical, proven-in-action method for creating innovative and successful training programs.This comprehensive method for powerful instructional design training takes you through the steps of task analysis to learning objectives and module design. At this applications-based workshop, you’ll prepare a training plan or module designed to meet your company’s every need.

Start building your instructional design expertise in only three days at this practical, applications-based seminar.

Also Available as:

• Onsite

How You Will Benefit

• Pinpoint training needs with a deft assessment of the training audience
• Define individual training goals through a breakdown of job responsibilities
• Design all of the training components necessary to see the job through
• Learn how to work around time, money and staffing constraints
• Make sure training really “takes” back on the job, not just in the classroom

What You Will Cover

• Adult learning principles
• The 4 Ds to follow for a successful module to complete your course: Define, Design, Develop, Decide
• Analyzing tasks and building learning objectives
• Designing a training module
• How to plan for evaluation
• Preparing an instructional design document
• Organizing for implementation and pilot
• Practicing the steps prior to building your own module design

Extended Seminar Outline

Print this page Extended Seminar Outline Seminar #8509

Learning Objectives

• Pinpoint Training Needs with a Deft Assessment of the Training Audience
• Define Individual Training Goals through a Breakdown of Job Responsibilities
• Design All of the Training Components Necessary to See the Job Through
• Learn How to Work around Time, Money and Staffing Constraints

Components of Successful Training

• Define Successful Training from the Viewpoint of Learner, Course Designer, Course Instructor, and Management
• Identify the Adult Learning Principles Used and Suggest Ways to Improve the Training According to the Guidelines of Adult Learning
• When Given Reactions to Training Situations and Lesson Content, Correctly Identify What Stage of the Training Design and Development Process Is Involved

Define Your Training

• Given Your Work Situation, Give Examples of Where Needs Analysis Has Been Done or Needs to Be Conducted Based on Definition and Types of Analysis
• Given a Performance Situation from Your Current Job and the Information Provided, Identify a Performance Problem and Analyze Possible Causes According to the Criteria on the Problem Analysis Profile Sheet
• Identify Your Training Audience and Complete an Audience Analysis Profile Sheet
• Complete a Job and Task Analysis for Your Designated Training Audience According to the Guidelines

Design Your Training

• Given Several Learning Objectives and Lesson Content, Identify the Three Parts of the Objective without Error
• Given Several Performance Statements and Lesson Guidelines for Writing Performance Statements, Identify Which Statements Adhere to the Guidelines and Rewrite Those That Do Not Adhere to the Guidelines
• Given Several Learning Objectives and Corresponding Test Items, Determine Whether the Test Item Accurately Measures the Objective and Rewrite the Test Item If Necessary
• Given an Ongoing Case Study and Lesson Content, Prepare Instructor/Learner Activities That Fit the Lesson Structure
• Discuss and Describe the Structure of the Modules, Based on the Guidelines for Course and Module Structure
• Examples of a Design Report

Develop Your Training

• Develop a Lesson and Match Lesson Content with the Appropriate Phase
• Develop and Identify the Benefits of Instructor Guides as Part of the Training Design and Development Process
• Given Your Own Training Environment and Lesson Content, Identify and Discuss Different Ways That Training Materials Have Been Validated within Your Current Training Environment

Decide If Training Works

• Develop a Pre-training Implementation Checklist
• Select Which Evaluation Materials or Techniques Are Appropriate Based on Audience, Purpose, and Guidelines

Who Should Attend

Trainers without formal training in instructional design as well as those who are new to the training function and have less than one year of experience in instructional design.

Special Feature