1. Building a Training Agenda Focus, Structure and Variety

2. 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/templates/deli.html

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

4. Listen Get Organized Design Experiment Get Creative Implement Understand the Problem

5. 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!

6. 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.

7. Setting Training Goals 2-4, NO MORE! (Well…sometimes!) Realistic expectations – how much can you achieve? 1.Understand basics of online interaction 2.Participate in online interaction 3.Assist in leading 4.Lead an online interaction ASK your target audience what they want!

8. 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

9. Support Learner Identity Introduce yourself Have the participants introduce themselves. Use nametags Understand appropriate level of formality

10. 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?”

11. 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?

12. Session Description Give the “big picture” (global) Give the key details and sequence --> Instructional outline. Stimulate recall of prior learning. How does this build on past learning?

13. 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

14. 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.

15. 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.

16. 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.

17. 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?

18. 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?

19. What are you going to do? Pay attention to verbal and non verbal cues from participants and adjust as soon as possible. Don’t 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.

20. Additional Resources Instructional Design Methodologies - http://www.rsu.edu/faculty/mhaulmark/IDD S/ http://www.rsu.edu/faculty/mhaulmark/IDD S/