Unit 5: Developing the Training Program ©SHRM Unit 5, Class 1: Developing a Training Program Learning Objectives By the end of this unit, students.

Transcript Unit 5: Developing the Training Program ©SHRM Unit 5, Class 1: Developing a Training Program Learning Objectives By the end of this unit, students.

Unit 5: Developing the Training Program © SHRM 2009 1

Unit 5, Class 1: Developing a Training Program Learning Objectives By the end of this unit, students will: > > > > > > Develop training content following instructional system design. Develop training content to attain the learning objectives.

Scope and sequence content according to the objectives.

Describe various logical sequencing techniques.

Develop a lesson plan.

Create appropriate visuals for presentation.

Program Design • Program design is the organization and coordination of the training program.

• For learning to occur, training programs require: > > > > Meaningful material.

Clear objectives.

Opportunities for practice.

Feedback.

Program Design • Effective program design includes: > > > > Course parameters.

• Entry skills and behaviors.

Course objectives.

• Program objective.

• Learning objectives.

• Assessment of learning objectives.

Detailed lesson plan.

• Structure and sequence of training.

Evaluation.

Content Derivation http://www.nwlink.com/~donclark/hrd/sat3.html

Evaluate Student Learning • Develop tests for student evaluation: > Link evaluation to learning objectives.

> > > Evaluation must simulate conditions of performance in the real world.

Evaluation provides student feedback.

Evaluation aids in learning.

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Evaluate Learning Domains • Criterion-referenced test: > Cognitive domain.

• Performance test: > Psychomotor domain.

• Attitude survey: > Affective domain.

Developing Content: Scope and Sequence

S C O P E

Objective 1 Objective 2 Objective 3 Objective 4

SEQUENCE

Topic 1 Topic 2 Topic 3 Topic 4 © SHRM 2009 8

Sequence • Job performance order.

• From simple to complex.

• Critical sequence.

• Known to unknown.

• Dependent relationship.

• Supportive relationship.

• Cause to effect.

Lesson Plan • Lesson plan overview.

• Detailed lesson plan: > > Course title.

Lesson title.

> > > > > > > > Lesson length.

Learning objectives.

Target audience.

Prerequisites.

Room arrangement.

Materials and equipment needed.

Evaluation and assignments.

Wrap-up.

Write a Lesson Plan for Your Project © SHRM 2009 11

Unit 5, Class 2: Visual Aids and Training Activities • Visual aids should: > Enhance the presentation.

> > Summarize main points.

Add variety.

> > Be simple and clear.

Have lasting effect.

> Illustrate and reinforce complex ideas or concepts.

Used poorly, visual aids can be a distraction to an ineffective presentation.

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Visual Aids Examples • PowerPoint slides.

• Overhead transparencies.

• Graphs and charts.

• Pictures.

• Films and video.

• Flip charts.

• Sketches.

Handouts • Handouts can be used for many purposes: > Summary of material.

> > > > To extend information beyond what is presented.

To allow participation during the seminar.

To involve participants.

Follow-up material.

PowerPoint Basics • Use a template.

• Use a set font and color scheme.

• Different styles are disconcerting to the audience.

Appropriate Composition • One major concept per slide.

• Heading for every slide.

• Simple and balanced slides.

Maximizing Visibility • Text must be large enough to be visible. (this is a 28 point Arial font). •

This is BOLD.

• For comparison, this is a 14 point Times New Roman font.

• Do not make transparencies directly from pages in books, reports or papers unless they can be enlarged.

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Use of Text (6x6 Rule) > Outline of talk only.

> Use 6X6 rule: ≈ 6 lines per slide and 6 words to line.

> Full sentences not necessary.

> Remove articles (the, a, an). > Illustrate concepts where possible.

Fonts • Choose a font that is easy to read.

• Roman and gothic typefaces are easier to read than Script or Old English.

• Do not use more than one or two font types.

• Avoid

getting

carried

with

fonts

colors,

and sizes.

away text

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Colors    Contrasting or complementary colors are those separated by another color.

Adjacent colors (next to each other) harmonize.

Backgrounds • White on dark background should not be used if the audience is more than 20 feet away.

• Having a dark background on a computer screen reduces glare.

Light text on dark background is very effective for computer reading.

Use of Images • Use one image per slide.

• Use two images to provide contrast, but make them big.

• Draw arrows if needed for emphasis.

• Do not enlarge small images – they blur.

• Do not distort the image.

• Credit the source.

Citation of References • Credit images on slide: > Include the name of the author, date and title of article and journal.

• Include references on last slide.

Use of Animation • Should enhance, not distract.

• Should not kill time.

• Should be subtle.

• Avoid animation schemes.

• Use same transition between slides.

Timing and the Number of Slides • 1 slide = 2 – 3 minutes.

• Image slides may take less time.

• Time yourself.

• Leave time for questions.

Illustrations • Use only when appropriate.

• Relate to the message.

• Use simple diagrams.