This instructional design course will:
- Provide participants with a solid foundation in instructional design and training program creation.
- Introduce a range of proven instructional design models.
- Suggest several methods for quickly mapping a program’s objectives and activities.
- Offer ideas around the use of assessments and existing content.
While skilled facilitators can “fix” almost any training program, it’s easier to meet a course’s learning objectives when the curriculum is well designed. This interactive workshop is ideal for anyone responsible for creating training. During the course, we will discuss the employee-development ecosystem, the importance of needs analysis, popular instructional-design models, program mapping, content development, experiential activity design, learner and facilitator materials, and program evaluation. Throughout this course, participants will work with a program they are developing or one they wish to revamp.
At this program’s conclusion, participants should be able to:
- Explain various instructional design models.
- Determine whether training is the best solution for transferring knowledge, affecting behavioral change, or achieving some other organizational objective.
- Select an appropriate design framework for their projects.
- Craft training objectives.
- Design activities that are in alignment with best practices in adult learning.
- Create a range of experiential learning activities.
- Build a program map.
- Develop appropriate training support materials.
- Incorporate assessments into their work.
- Evaluate pilot programs and make appropriate adjustments based on that feedback.
The following outline highlights some of the course’s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).
Why Are We Making This?: Determining If Training Is the Correct Solution
Sometimes employee training is used to “fix” an employee performance problem that is better corrected through other means. This program segment looks at training as a workplace solution and when it makes sense. In this course component, we will also discuss several alternatives to training and conditions that should exist if training is ultimately selected as a solution.
Following a Pattern: The Training Model
Like patterns, models can help instructional designers build something that fits its intended audience and is structurally sound. This course component explores popular instructional design methodologies. During this program segment, participants will create their own model based on what they know about instructional design (either intuitively or from experience). Next, we will compare those models with such well-known approaches as ADDIE, SAM, Action Mapping, Merrill’s Principles of Instruction, Gagne’s Nine Events of Instructions, Bloom’s Taxonomy, and other design methodologies.
Finding Inspiration: Researching and Developing Content
Great training doesn’t exist in a vacuum. It’s part of a greater talent-development ecosystem. This seminar segment looks at the process of aligning course content with business goals. During this part of the program, we will explore the needs analysis process: confirming training as a solution, identifying performance or knowledge gaps, seeking evidence of need, and documenting findings.
Different Shapes and Sizes: Understanding Objectives and Adult Learners
This course component looks at adult learning principles and the importance of defining what needs to be learned and generating buy-in from participants. In this segment, we will discuss techniques for introducing objectives, acknowledging what adults already know, and designing activities to engage them immediately in a learning experience. Working in teams, participants will begin building a training program. During this module, they will explain how they would assess needs, identify learning objectives, and design opening activities to generate buy-in and acknowledge their learners’ existing understanding.
Choosing the Fabric: Putting a Program’s Bones in Place
Once participants have their learning objectives and “hooks” in place, they will begin laying out the remainder of their programs. In this workshop module, we’ll talk about creating participant-focused courses and designing engaging and memorable learning activities that develop specific competencies. We will talk about different ways to outline a training plan and methods for reducing design time.
Working with Buttons, Zippers, and Ribbons: Choosing Activities
Experiential activities are where training fundamentals meet magic. This part of the program explores the importance of knowing several ways to achieve learning objectives. Using a derivative of Bloom’s Taxonomy wheel as a guide, participants will identify a range of activities they could use in their designs. Following that exercise, we will talk about solutions to the common challenges against which instructional designers often find themselves: short design time, short instruction time, limited budgets, and other obstacles.
Tailoring Tools: Using Training Instruments and Assessments
This workshop segment explores off-the-shelf assessments and custom-designed evaluation tools. During this part of the course, we’ll look at how designers can use assessments in the workshop-development process and in training programs. Once they are comfortable with the options available to them, participants will determine whether to include an assessment in the programs they are creating in class.
Choosing Accessories: Creating Supporting Materials
Handouts, workbooks, leader guides, slides, and job aids are some of the training tools available to instructional designers. This course component explores the support materials from which designers can choose and the pluses and minuses of each. After understanding each vehicle’s purpose, participants will select those that will best fit the programs they are designing in class.
Managing Reviews: Evaluating Pilots
Some programs look great on paper and in the classroom. Others appear as if they should work and then fall apart when put to the test. This final seminar segment looks at pilot program evaluation and techniques for eliciting frank and honest feedback.
At this program’s conclusion, participants should understand when training is a good solution for answering a business need, and they should be able to craft a dynamic and participant-focused workshop.