Transcript Designing Powerful Training The Sequential – Iterative Model Prepared by: Amizan Bin Saidon Milano, M.

Designing Powerful
Training
The Sequential – Iterative Model
Prepared by:
Amizan Bin Saidon
Milano, M. & Ullius, D. (1998). Designing Powerful Training: The Sequential-Iterative Model.
San Francisco: Jossey-Bass/Pfeiffer.
The Three E’s
Effective
2. Efficient
3. Engaging
1.
Date
(pp. 3-4)
22
Design Guidelines
Date (p. 5)
33
The Stages of the SIM
(p. 16)
44
General Characteristics of Adult
Learners
(p. 25)
55
Learning Styles
1.
2.
3.
4.
5.
Kolb’s Learning Styles
Silver and Hanson Learning Styles
Inventory (LSI)
Seven Intelligences
Brain Dominance
The VAK Model
(pp. 35-39)
66
The Designer’s Balancing Act
(p. 45)
77
Balancing Roles
(p. 53)
88
The Training Process
(p. 63)
99
Six Databases
1.
2.
3.
4.
5.
6.
Training needs and desired performance
Participant analysis
Context for learning
Designer’s subject-matter expertise and
resource
Expertise of trainers
Logistical requirement
(p. 65)
10
10
Participant Analysis
1.
2.
3.
4.
5.
6.
7.
Number of participants
Expertise related to topic
Position/titles/reporting relationships
Diversity
Politics
Anticipated response
Other issues
(p. 67)
11
11
Context for Learning
1.
2.
3.
People
Structures
Culture
(p. 69)
12
12
Goals and Objective
1.
2.
3.
4.
Objective and Design
Objective and Delivery
Objective and Communication with
Client and Participants
Objective and Marketing
(pp. 85-86)
13
13
Essential Criteria
1.
2.
3.
4.
Behavioral
Attainable
Goal-oriented
Measurable
(p. 88)
14
14
Three Domains of Objective
(p. 91)
15
15
Three Level of Objective
(p. 94)
16
16
The Eight Step in Goal and
Objectives
(p. 98)
17
17
The Eight Step in Key Topics
(p. 129)
18
18
Macrodesign versus Microdesign
(p. 158)
19
19
Criteria For Selecting Learning
Activities
(p. 159)
20
20
Nine Step in Training Flow
(p. 166)
21
21
Challenges in Microdesign
1.
2.
3.
4.
Finding your best way
Defining the universe of acceptable
responses
The possibilities
Making the determination
(pp. 205-208 )
22
22
Trainer’s Materials
(p. 244)
23
23
Participant Materials
(p. 246)
24
24
Learning Aids
(p. 247)
25
25
The Seven Steps in Developing
Training Materials
(p. 249)
26
26
Evaluation Levels
1.
2.
3.
4.
Level 1
Level 2
Level 3
Level 4
(pp. 282-283 )
27
27
Steps in Evaluation
(p. 286 )
28
28
Evaluation Tools
(p. 289 )
29
29
Introductory Activities
(p. 315 )
30
30
Transitions
(p. 319 )
31
31