Note: This is only ONE example of how to format your final design project. This should, in no way, be seen as the ONLY WAY to construct an instructional design document. As the course progresses, you will be getting information on formatting, etc. Also, please be aware, that this project does not include the feedback given to the student. It is, however, a good example of the progress you can make in this course and should be used as a relative standard. Some of your design projects may be more extensive than this. Your format and length will ultimately be determined by your instructional goals and objectives. So with that in mind, please use this project as you see fit. John Castellani (Instructor)

Introduction

The Stevenson, Inc. is a large organization specializing in international development. To help the Stevenson, Inc. improve its business practices, a new computer program called the Performance Management System (PMS) has been developed. The top managers of STEVENSON, INC.Corp. have determined that PMS installation will begin February 1998. A large majority of DGB’s 2,000 employees will use the PMS to create and track budgets, track projects, and generate reports. Since the PMS is a new computer application, STEVENSON, INC.management has projected that 1,800 employees will need training on how to use PMS. Currently, STEVENSON, INC.Corp. has an outside contracting firm, Debron Associates, conducting commercial off-the-shelf software training. However, to cut costs, STEVENSON, INC.management has decided that they would like to have a skilled set of in-house trainers deliver the PMS training. STEVENSON, INC.management has requested Debron Associates to develop a Training the Trainer workshop for a group of STEVENSON, INC.employees.

Needs Analysis

A Debron Associates Instructional Designer has been assigned to develop the Training the Trainer workshop for STEVENSON, INC.Corp. First the Instructional Designer met with top management. In the meeting the Instructional Designer learned that:

1. Currently, STEVENSON, INC.does not have any staff members employed as Trainers.
2. The Training the Trainer workshop needs to be delivered in January 1998.
3. PMS course materials are under development and are being created by Documentation Specialists.
4. Once the Training the Trainer workshop has been delivered, STEVENSON, INC.Corp. will have a skilled group of trainers on staff to deliver PMS training.
5. After a majority of STEVENSON, INC.employees receive PMS training, the in-house trainers will return to their normal work activities and will be on call for other training needs.
6. The initial focus for the Training the Trainer workshop learner is improving presentation skills. After participating in the workshop, the learners will then focus on learning the PMS software.
7. PMS course development will be handled by another training consulting organization.
8. There are rumors that employees are apprehensive about having to learn another computer application.

Following the meeting with STEVENSON, INC.Corp. managers, the Vice President of Operations directed the Instructional Designer to the Director of Human Resources to discuss the potential trainers. The Vice President of Operations also informed the Instructional Designer that the Director of Human Resources will serve as the STEVENSON, INC.content expert.

After meeting with the Director of Human of Resources the Instructional Designer learned that eleven STEVENSON, INC.employees were nominated by their first-line supervisors to attend the Training the Trainer workshop. These employees were nominated due to their background in teaching or their ability to learn software quickly. Many of these eleven employees were in DGB’s PC users group where every month two members present a topic on a software application. To determine the level of training knowledge each potential workshop participant has acquired, the Instructional Designer will develop a questionnaire to collect information about training skills and observe training delivery skills in the next PC users group meeting.

The questionnaire was given to the eleven nominated employees. The questionnaire consisted of fifteen questions that requested information about the nominees training experience and computer skills. The most important question asked in the questionnaire were: 1) Do you have formal teaching experience? 2) Have you had formal training in delivering classroom instruction? 3) Have you delivered computer training in a classroom environment? 4) Do you have experience conducting classroom training, one-on-one training, or developing computer-based training? 5) Are you comfortable speaking in front of a group? 6) On a scale from 1-5, 1 being not knowledgeable and 5 being very knowledgeable, how would rate your computer skills. From the questionnaire, eight of the eleven employees have not trained in a classroom environment. Two of the eleven employees taught High School subjects and one employee taught at a Jr. College. Most employees teach computer applications to their co-workers in one-on-one coaching sessions. Other findings from the questionnaire include, two employees having formal training in delivering classroom instruction. Additionally, most employees feel comfortable speaking in a front of a group and rate themselves as knowledgeable to very knowledgeable about computers.

After observing two employees deliver a topic at the PC users group meeting it was determined that the employees delivered training from only one learning style. Also, neither employee used visuals or solicited questions from their audience. One of the employees delivered his topic quickly and spoke too fast. The other employee used many technical terms when delivering her topic. Observations from the audience included many appearing to be bored or confused.

Instructional Goal

Through data gathered in the needs analysis, training is needed for STEVENSON, INC.employees on delivering instructor-led computer training in a classroom environment. Eventually, the Training the Trainer workshop participants will effectively train other STEVENSON, INC.employees on the PMS and STEVENSON, INC.Corp. will have a skilled group of trainers on-site.

Actuals

Currently, the trainer/trainees have some training skills that are useful for computer classroom training. These skills have been identified as: 1) some trainer/trainees have classroom training experience, 2) most trainer/trainees have done one-on-one training, 3) most trainer/trainees are computer literate and are comfortable using computers and technology, 4) most feel comfortable speaking in front of a group, and 5) many trainer/trainees do the computer trouble-shooting for their office.

Optimals

Information gathered from the needs analysis also indicated some skills that need to be acquired and addressed in the Training the Trainer workshop. The skills needed by the trainer/trainees include: 1) communication and listening skills, 2) Adult Learning Theory, 3) questioning techniques, 4) developing visual support, and 5) classroom management.

Learner Analysis

As discovered in the needs analysis the trainer/trainees conduct ad hoc one-on-one training sessions with their co-workers. These training sessions are done at the work site. Usually the trainer/trainees help their co-workers with off-the-shelf software use and troubleshooting. Often times when a co-worker is having a computer problem, they first go to the trainer/trainee before going to DGB’s Information Technology Division. Additionally, three trainer/trainees have conducted teaching in a classroom environment. Out of the three trainer/trainees who have experience with classroom teaching, two individuals have taught for one to three years, and one individual has taught computer applications part-time for one year.

The trainer/trainees who will attend the workshop come from various positions within STEVENSON, INC.Corp. Six of the eleven trainer/trainees are in support positions at STEVENSON, INC.Corp. Three trainer/trainees are Project Specialists and two trainer/trainees come from the Information Technology Division. The trainer/trainees come from varied educational backgrounds. Four of the trainer/trainees educational background consists of solely a high school diploma, two trainers/trainees have completed some college, four trainers/trainees have received a bachelor degree, and one trainer/trainee is taking courses to complete a masters degree.

All trainer/trainees are interested in computers and technology and a majority of them stated that working with computers is one of their hobbies. Eight of the eleven trainer/trainees also stated that they enjoy assisting their co-workers with computer usage.

On the comments section of the questionnaire distributed to the trainer/trainees three employees stated that they did not need training. These employees felt they were all ready skilled at delivering computer training or that their previous teaching experience would suffice.

Task Analysis

Goal Statement

Upon completion of the Training the Trainer workshop, learners will demonstrate effective presentation skills by incorporating training techniques into a thirty-minute training presentation of the PMS software application.

Types of Learning Outcomes

The instructional goal for the Training the Trainer workshop requires the learner to directly apply effective training delivery techniques to real life training situations. Therefore, the learner is expected to use the training methods demonstrated and discussed in the workshop to the PMS training courses they are anticipated to deliver. Additionally, once learners complete the workshop and deliver training, they will need to determine when it is the most appropriate time to use a training technique covered in the workshop.

The two types of learning outcomes that learners will utilize in the workshop include intellectual and cognitive skills. Intellectual skills are needed for learners to apply training techniques learned in the workshop to actual training situations that will occur outside of the workshop environment. Additionally, learners will also need to use cognitive strategies in the workshop. Learners will learn skills by relating the training techniques discussed in the workshop to their prior teaching, one-on-one, or training participant experiences. It is anticipated that each workshop participant will acquire his or her own training delivery style.

Information Processing Analysis

To gather precise information for the Information Processing Analysis for the Training the Trainer workshop, the Instructional Designer gathered information by interviewing the top rated trainers at Debron Associates. Additionally, the Instructional Designer gathered information from observing five training courses delivered by five different Debron Associates trainers. In the interviews with trainers, the Instructional Designer asked what are the steps the trainers perform when conducting a training session. The Instructional Designer then documented the responses received by the trainers. Next, the Instructional Designer observed five training sessions. During the observations, the Instructional Designer took notes on the steps each trainer performed in their training session. The notes taken from the trainer interviews and observations were complied, and a master list of training steps was constructed. The master list of training steps is based on common steps the trainers performed in order to have a successful training session. After compiling the master list of training steps, the Instructional Designer held a meeting with the Debron Associates trainers to receive feedback from them. Revisions were made to the list of training steps based on the feedback received from the trainers in the meeting. A final list of training steps was created for constructing the Information Process Analysis. Listed below is the final list of steps in which an experienced trainer would take to ensure a successful training experience:

Checks the training room to ensure computers, equipment, and software are functioning properly.

 

Introduces themselves to the learners, informs them of his or her background, and establishes creditability with their learners.

 

States the objectives of the course and discusses how the objectives are related to the learners job tasks.

 

Has learners introduce themselves and asks them what are their objectives are for taking the course.

 

Previews what will be covered in the training session.

 

Introduces the topic for discussion.

 

Communicates learning task in an effective, clear, and concise manner.

 

Demonstrates and walks through the steps necessary to complete the task.

 

Illustrates topics with effective visuals such as transparencies, flipcharts, or projectors.

 

Observes the learners’ non-verbal queues to detect understanding or confusion of the topic or to determine if the pace of instruction needs to change.

 

Asks questions to the learner to determine if the learner understands the concepts introduced.

 

Gives learners a learning exercise to reinforce learning, provides directions on how to complete the exercise, and assists participants with the exercise.

 

Reviews the concepts that were introduced.

Prerequisite Analysis

In order to effectively deliver the Training the Trainer workshop, a prerequisite analysis was conducted to determine the skills the learner must have prior to attending the workshop. By determining the prerequisites for the workshop, all workshop participants will begin the workshop with a standard knowledge base related to workshop topics. Listed below are the steps a trainer performs to effectively deliver instruction (numbered 1-13). Under each numbered step are bullets which indicate the prerequisite for the step. The prerequisites for the Training the Trainer workshop include:

1. Checks the training room to ensure computers, equipment, and software is functioning.
   • Learner can recognize when a computer is on or is not functioning properly.
   • Learner can recognize when audio-visual equipment is or is not functioning properly.
   • Learner can identify when computer software is or is not functioning properly.
2. Introduces themselves to the learners, informs them of his or her background establishes creditability.
   • Learner can recognize how their skills relate to the training field and the topics to be delivered.
3. States the objectives of the course and discusses how the objectives related to the learners job tasks.
   • Learner can define the concept of course objectives.
4. Has participants introduce themselves and asks what their objectives are.
   • Learner can define the term introduction.
   • Learner can list items that can be included in an introduction.
5. Communicates information in an effective, clear, and concise manner.
   • Learner is comfortable speaking in front of a group.
6. Previews what will be covered in the training session.
   • Learner can define the term preview.
7. Introduces the topic of discussion.
   • Learner can define the term topic.
8. Demonstrates and walks through the steps necessary to complete the tasks.
   • Learner can define the term demonstration.
9. Illustrates topics with effective visuals such as transparencies, flipcharts, or projectors.
   • Learner can define the term audio-visual.
   • Learner can recognize a transparency, flipchart paper, flipchart stand, and a form of a projection unit.
10. Asks questions to the learner to determine if the learner understands the concepts introduced.
    • Learner can define the term question.
    • Learner can express the difference between a question and a statement.
11. Gives learners a learning exercise to reinforce learning provides directions on the exercise and assists participants with the exercise.
    • Learner can identify the difference between one-on-one training and group training.
    • Learner has the ability to work one-on-one with a co-worker.
12. Observes the learners’ non-verbal queues to detect understanding or confusion or if you’re going to fast or too slow.
    • Learner can define the term non-verbal communication.
    • Learner can recognize some forms of non-verbal communication
13. Reviews the concepts that were introduced.
    • Learner can define the term review.

Performance Objectives

Listed below are the performance objectives for the Training the Trainer workshop.

1. Given an overview and description of the characteristics of adult learners, the learner will correctly identify all adult learner characteristics from a list revealing adult learner characteristics and child learner characteristics.
2. Given a graphic describing the characteristics of delivering a training topic to include covering the whys, whats, hows, and what ifs of a topic, the learner will group a list of characteristics of each under the correct heading.
3. Given descriptions of the competencies of an adult educator, the learner will identify four competencies used in a written training scenario.
4. Given a list of what to avoid when delivering training courses, the learner will list the unfavorable training techniques used when watching a video of a poor trainer.
5. Given examples of a trainer effectively and ineffectively introducing themselves to their participants, the learner will identify which introductions are effective and which introductions are ineffective.
6. Given examples of effective ways to introduce a training topic, the learner will present an effective introduction of a training topic to the class and discuss the objectives.
7. Given the six components of a successful training experience, the learner will list each component of a successful training experience into the correct sequential order.
8. Given the components of a successful training experience, the learner will present a ten-minute presentation using each component.
9. Given the types of questions a trainers asks which include, open-ended, close-ended, fact finding, opinion, and probing questions, the learner will match ten sample questions to the correct question type.
10. Given a list of five steps to improve listening skills, the learner will identify the techniques they used when trying to improve listening skills when hearing a one-minute presentation.
11. Given the definition of body language, the learner will list which body actions are considered non-verbal actions.
12. Given a list describing negative and positive actions, mannerisms, gestures, and postures, the learner will list the non-verbal message a training participant is conveying.
13. Given descriptions of effective non-verbal communications a trainer should use, the learner will list the positive gestures the trainer has displayed in the workshop so far.
14. Given a list of effective verbal communication techniques, the learner will demonstrate effective verbal communication by presenting a five-minute presentation on a topic in which the learner is familiar.
15. Given a description of the importance of using audio-visuals when delivering training, the learner will correctly list five reasons for using audio-visuals.
16. Given the steps to run a PowerPoint slideshow, the learner will perform the steps necessary to present a PowerPoint slide show.
17. Given the steps to set up a proxima projector, the learner will perform the steps necessary to set up a proxima projector.
18. Given a description of a low-energy group, a hot tempered participant and other conflicting training situations, the learner will list what actions a trainer should take to avoid conflict in a training room.

Assessment

On the following page is a table listing the subskill task and assessment item for each performance objective.

Sub-Skill Task	Performance Objective	Assessment
Identify adult learning characteristics	Given an overview and description of the characteristics of adult learners, the learner will correctly identify all adult learner characteristics from a list revealing adult learner characteristics and child learner characteristics.	Each learner will form into a group consisting of two learners. From a list of adult and child learning characteristics, each group member will circle all adult learning characteristics from the list. Each group will present their finding to the Instructor.
Identify the characteristics of the learning style which includes covering the whys, whats, hows, and what ifs of a topic.	Given a graphic describing the characteristics of delivering a training topic to include covering the whys, whats, hows, and what ifs of a topic, the learner will group a list of characteristics under the correct heading.	Learners will form into four groups. Each group will categorize a list of twenty learning characteristics under the correct heading (the whys, whats, hows, and what ifs). Each group will report the characteristics they selected for a single category to the Instructor and explain why they selected these characteristics.

Sub-Skill Task	Performance Objective	Assessment
Describe the characteristics of an competent adult educator	Given descriptions of the competencies of an adult educator, the learner will identify four competencies used in a written training scenario.	From a written training scenario located in the Training the Trainer learners guide, each learner will write on flipchart paper four adult educator competencies the trainer used in a the scenario. The instructor will observe the statements written.
Recognize what a trainer should avoid when training.	Given a list of what to avoid when delivering training courses, the learner will list the unfavorable training techniques used when watching a video of a poor trainer.	After watching a video of a poor trainer, each learner will list five unfavorable training techniques used by the trainer. Next, each learner will discuss with the instructor and other learners the five unfavorable techniques they identified.

Sub-Skill Task	Performance Objective	Assessment
Effectively introducing yourself to training participants	Given examples of a trainer effectively and ineffectively introducing themselves to their participants, the learner will identify which introductions are effective and which introductions are ineffective.	After the instructor demonstrates two effective introductions and two ineffective demonstrations, learners will write down which introductions were effective and which introductions were not effective. Next, learners will explain to the instructor why they choose an introduction as effective or ineffective.
Introduce a training topic.	Given examples of effective ways to introduce a training topic, the learner will present an effective introduction of a training topic to the class and discuss the objectives.	Learners will effectively present an introduction of a training topic to class participants. The instructor will observe the learner’s introductions, and use a prepared checklist to determine the effective techniques used.

Sub-Skill Task	Performance Objective	Assessment
Identify and arrange the six components of a successful training experience according to the Sagamore Design Model.	Given the six components of a successful training experience, the learner will place each component in the correct order.	Learners must correctly identify six components of a successful training experience from a list of nine items. Learners will write the six components in the correct sequential order on a written training exercise located in the Training the Trainer learners guide. The instructor will meet with each learner to observe and discuss the statements written.
Deliver a presentation using the six components of a successful training experience.	Given the component of a successful training experience, the learner will present a ten-minute presentation using each component.	Learners will deliver a ten-minute lecture using the six components of a successful training experience. The instructor will observe the learners lecture and use a prepared checklist to determine if each component is delivered in the correct order.

Sub-Skill Task	Performance Objective	Assessment
Identify five types of questions.	Given the types of questions a trainer asks (which include, open-ended, close-ended, fact finding, opinion, and probing questions) the learner will match ten sample questions to the correct question type.	Learners will match ten sample questions to the correct question type. Each learner will report his or her answers to the instructor and workshop participants.
Use effective listening techniques.	Given a list of five steps to improve listening skills, the learner will identify the techniques they used when trying to improve listening skills when hearing to a one-minute presentation.	Learners will get into groups consisting of two people. Each group member will discuss a topic for one minute. During the discussion topic, the learner will use listening techniques introduced and report back to the class the techniques they used to improve listening skills.
Identify non-verbal actions	Given the definition of body language, the learner will list which body actions are considered non-verbal actions.	Learners will list five non-verbal body actions on flipchart paper. Learners will then demonstrate the body actions they listed.

Sub-Skill Task	Performance Objective		Assessment
Identify negative and positive actions, mannerisms, gestures, and postures.		Given a list describing negative and positive actions, mannerisms, gestures, and postures, the learner will list the non-verbal message a training participant is conveying.		Learners will correctly check negative action or positive action from a written list of actions, mannerisms, gestures, and postures located in the Training the Trainer learners guide. Learners will report their selections to the instructor and other training participants.
Identify effective non-verbal communication.		Given descriptions of effective non-verbal communication a trainer should use, the learner will list the positive gestures the trainer has displayed throughout the workshop.		Learners will write down the effective non-verbal communication techniques the instructor has used throughout the workshop. Learners will report out on the effective non-verbal communications they identified.

Sub-Skill Task	Performance Objective	Assessment
Demonstrate effective verbal communication.	Given a list of effective verbal communication techniques, the learner will demonstrate effective verbal communication techniques by presenting a five-minute presentation on a topic in which the learner is familiar.	Learners will present a five-minute presentation using effective communication techniques. The instructor will observe the learners’ presentation and use a prepared checklist to determine which effective communication techniques each learner utilized.
Identify the importance of using audio-visuals in training.	Given a description of the importance of using audio-visuals when delivering training, the learner will correctly list five reasons for using audio-visuals.	Learners will list five reasons why a trainer should use audio-visuals. Learners will write their reasons on flipchart paper for the instructor to observe.

Sub-Skill Task	Performance Objective	Assessment
Perform the steps to present a PowerPoint slideshow.	Given the steps to run a PowerPoint slideshow, the learner will perform the correct steps necessary to present a PowerPoint slide show.	The instructor will observe each learner as they perform the steps necessary to present a PowerPoint slideshow.
Perform the steps to set up a proxima projector.	Given the steps to set up a proxima projector, the learner will perform the correct steps necessary to set up a proxima projector.	The instructor will observe each learner as they perform the steps necessary to set up a proxima projector.
Identify the actions a trainer should take to avoid conflict in a training course.	Given a description of a low-energy group, a hot tempered participant and other conflicting training situations, the learner will list what actions a trainer should take to avoid conflict in a training room.	Learners will get into four groups. Each group will be given three conflicting training scenarios. Each group will determine what the trainer should do to avoid conflict in the classroom. Each group will present their responses to the conflicting training situations to the instructor.

Instructional Strategy

The instructional strategy developed for the Training the Trainer workshop will follow Gagne’s Nine Events of Instruction. In this design paper, the Instructional Designer has described the instructional strategy for the opening of the course and performance objective #1 which states: given an overview and description of the characteristics of adult learners, the learner will correctly identify all adult learner characteristics from a list revealing adult learner characteristics and child learner characteristics.

Introduction, Arouse Interest and Motivation

The workshop will begin with the instructor describing a training scenario. The scenario will tell the following story:

A training participant is sitting in a training room. The training session is about to begin and the participant glances around the room. There is nothing on the walls and the announcement of the bulletin board is a least a year old. Five minutes after the session is scheduled to start, the trainer comes hurrying through the door with a stack of papers. The instructor then turns to the first person in sight and asks them to pass out the training materials. The training participants glance at each other with a look of despair and think, "Oh, no! Here we go again, another one of these

dreaded training courses.

 

Once the instructor has described the training scenario, the instructor will lead a discussion with the learners on what their thoughts and perceptions are about the trainer described in the scenario. The responses received from the learners should be unfavorable towards the instructor described. Based on the responses received from the learners, the instructor will stress the importance of a trainer acquiring the necessary skills and techniques to effectively deliver instruction. Next, the instructor will inform learners that in the Training the Trainer workshop they will learn the skills and techniques that will help them to become effective trainers for the PMS courses they are expected to deliver as well as other training delivery opportunities which may arise throughout their careers.

Establish Purpose and Preview a Lesson

Next, the instructor will inform learners of the topics that will be discussed in the course and review the course objectives. The topics/objectives to be conveyed to learners include: 1) Explain the basic concepts of adult learning, 2) Identify competencies of effective computer trainers, 3) Articulate components of a successful computer training experience 4) Develop and practice computer training techniques, and 5) Use audio-visuals to support computer training. After informing learners on the course objectives, the instructor will inform learners that they will deliver three video-taped presentations throughout the workshop. The video tape will allow learners to view their training delivery skills and provoke thought on how they can improve their skills. The intention is also that with each taping the learner can view how their delivery skills have improved after receiving instruction in the workshop.

Recall Relevant Prior Knowledge

After the introduction and preview, the instructor will lead a discussion on the observations the learners have noticed in their experiences as a training participant. The instructor will ask participants which skills and techniques they thought were effective and ineffective when they observed a trainer. The instructor will remind learners to keep these thoughts in mind when learning about each topic in the workshop. The learners should follow the example of trainers who demonstrated favorable training techniques and avoid demonstrating examples of unfavorable trainers.

Process Information, Focus Attention, and Employ Learning Strategies

The instructor will begin by defining andragogy and the adult learner. Next, the instructor will direct learners to the page in their handout listing the characteristics of the adult learner. The instructor will discuss how the adult learner is motivated to learn because they are problem centered. An example will be used of an employer who has migrated from WordPerfect to Microsoft Word, and the employee must learn Word to continue performing their job. The next discussion will be that the adult learner needs to be treated like an adult and will test the validity of new information and take in new information after judging its accuracy and usefulness. The instructor will ask learners to reflect back to when they were in elementary school. In elementary school, learners listened to the teacher and teachers had "all the knowledge". Next, the instructor will discuss that adult learners have valid experiences and have the choice whether or not to come to training. The instructor will continue to go down the list of the characteristics of the adult learner and give practical examples of each characteristic. After the discussion of adult learning characteristics, the instructor will reveal a prepared flipchart listing the adult learning characteristics in one column. In a second column, the instructor will describe pedagogy or child learning characteristics. By listing adult learning characteristics in one column and child learning characteristics in another column learners are able to view the contrast between the two types of learners.

Practice and Evaluate Feedback

Learners will reinforce their learning of adult learning characteristics through an in class exercise. In the exercise, each learner will form into a group consisting of two people. Each group will be given both adult and child learning characteristics mixed together in the form of a handout. The learning groups will circle all adult learning characteristics listed on the handout. After circling the adult learning characteristics, each group will present their findings to other learners and to the instructor. When each group reports their responses to the class, the instructor will inform learners if they chose the correct adult learning characteristics. For all correct responses the instructor will review the concept of the characteristic selected by the learner and give an example supporting the characteristic. For all incorrect responses the instructor will inform learners of the incorrect response and remind learners of the adult versus child learning characteristics.

Summarize and Review, Transfer Knowledge, and Remotivate and Close

At the end of the exercise, the instructor will review adult and child learning characteristics concepts introduced at the beginning of the lesson. The instructor will then inform learners to keep the adult learner characteristics in mind when delivering the PMS courses. The instructor will stress the importance of understanding how adults learn to effectively build successful learning experiences. The instructors will then state that trainers who recognize adult learning characteristics can better deliver instruction so that it is fun, effective, and contributes to productivity.

Assessing Performance and Enhance Retention and Transfer

In the Training the Trainer workshop, the final exercise at the end of instruction is for learners is to present a thirty minute presentation. In the presentation, learners should demonstrate training techniques that incorporate the characteristics of the adult learner.

Sample Production

Rationale for Media Choice

After reviewing several mediums such as videotape, video conferencing, and people to deliver the Training the Trainer workshop, the Instructional Designer determined that the use of an in-person instructor would be the most effective. The decision to use and in person instructor is based on the demonstrations and activities learners will participate in throughout the workshop. These demonstrations and activities include group exercises, reporting findings, and conducting presentations. For each of the above-mentioned activities an instructor needs to be present for facilitating exercises and discussions as they occur. In addition, learners will need an instructor present to assess their learning and provide immediate tailored feedback necessary for improving training delivery skills.

The instructor for the Training the Trainer workshop will have at least five years of experience delivering computer and soft-skill training courses. The instructor will already be knowledgeable about the training skills and techniques covered in the workshop and has implemented these strategies into their instruction.

Sample Print Material

A sample of the Training the Trainer learners guide is located in Appendix A

Formative and Summative Evaluation

Description of Expert Review

Once the course agenda, learners guide, and instructors guide are all developed, two of the Basin Associates trainers involved in the information processing analysis meeting will serve as content experts to review all training materials developed. The Debron Associates content experts will review the materials to ensure that the information is useful, accurate, relevant, and geared towards those new to the training profession as well as those wanting to improve their current training skills. After the Debron Associates content experts review the materials, DGB’s Director of Human Resources will then review the materials. The Director of Human Resources will review the content of the materials to ensure the examples and exercises used in the learner’s guide are practical and reflect real-life situations that occur at Stevenson, Inc..

In addition to the training materials developed, the three content experts will review the goal statement, learner analysis, task analysis, and assessment instruments. The goal statement, learner analysis, task analysis, and assessment instruments are all considered instructional design items. As each instructional design item is developed the three content experts will review the items and provide feedback to the Instructional Designer. Next, the Instructional Designer will revise the instructional design items based on the content expert’s feedback.

Description of Learner Validation

Once the content experts review the training materials and the instructional design items, the Training the Trainer Learner’s guide will be given to three workshop participants for review. First, the participants will review the workbook on their own. Each participant will be requested to make written comments on improving the Training the Trainer Learner’s guide structure, language, exercises, and examples. After each participant reviews the learner’s guide and makes comments, the Instructional Designer will meet with each participant individually to receive detailed information on their suggested improvements to the learner’s guide. Next, the instructional designer will make additional revisions to the course materials based on the participants’ feedback.

The trainer/trainees involved in the STEVENSON, INC.Training the Trainer workshop are the only employees identified to deliver the PMS courses. After the workshop is delivered, the Instructional Designer will conduct a focus group with the trainer/trainees to discuss how the course and training materials can be improved. The focus group will be held in the event STEVENSON, INC.requests additional Training the Trainer workshops for their staff.

Plan for Summative Evaluation

After the trainer/trainees deliver at least two PMS courses, a summative evaluation will be conducted. DGB’s Human Resources department will develop and distribute a questionnaire to each of trainer/trainees to determine the workshops worth and effectiveness.

By the end of this course, participants should be able to:

• Explain the basic concepts of adult learning

• Identify competencies of effective computer trainers

• Articulate components of a successful computer training experience

• Develop and practice computer training techniques

• Use audio visual equipment to support computer training

• Is self-directed, not dependent.

• Is problem centered; adults are motivated to learn by their life situations and bring their experiences to the learning situation.

• Brings their won experience to the learning event and is often an expert in their field.

• Is usually learning voluntarily

• Learns best by interactiveness with the delivery method – prefer to be active, not passive learners.

• Prefers variety.

• Needs positive feedback – adults prefer to know their efforts measure up when compared with the objectives of the training program.

• Are adults who have choices to learn or not to learn.

• Has professional and personal pressures and responsibilities therefore training have to be flexible, direct and clear.

• Wants practical, useful information and skills to do their job better

• Want training topics to be relevant.

• Is usually highly motivated.

• Prefers to learn gradually through familiarization and repeated use.

• Learns differently.

Reflective Thinkers relate new information to their won experience and continually ask themselves how they feel about what they are learning. They ask themselves the question, "Why?" Reflective Thinkers are inclined to:   Relate new information to previous experience.   Participate actively in large and small group discussions   Have as many comments as questions.   Initiates after class discussions with the instructor.   Joins user groups in large numbers.   Not use generic documentation, like computer tutorials, and prefer examples that are specific to their organization.

Practical thinkers want just the facts. They want to know the quickest and easiest way to use the computer. They ask the question, "How?" Practical thinkers are inclined to:   Keep trainers honest, holding them Accountable for the ability to transfer learning back to the job.   Prefer guided practice to any other training delivery, especially theoretical lecture.   Take sparse, edited down notes.   Prefer to put their fingers on the keyboard and do the procedures rather than reading a heavily text-based software tutorial.

Conceptual thinkers are looking for the big picture. They want to know what is going on behind the computer screen. They ask the question, "What?" Conceptual Thinkers are inclined to:   Ask questions that force an instructor to cover a topic in more detail than is really of value to users.   Prefer sequential, logically organized, and interesting lectures.   Take prolific and meticulously organized notes.

Creative thinkers enjoy change and challenge, and test the limits of the software. They ask the question, "What if?" Creative Thinkers are inclined to:   Succeed on plenty of validated practice time.   Require some one-to-one time with the instructor. Prefer unguided practice to any other instructional activity.   Have a hard time learning from a structured computer tutorial.

Grabowski (1976), after substantial review of the competencies in several studies, distilled ten competencies that are common to most studies. The competent educator:

• Understands and takes into account the motivation and participation patterns of adult learners

• Understands and provides for the needs of adult learners

• Is versed in the theory and practice of adult learners

• Know the community and its needs

• Knows how to use various methods and techniques of instruction

• Possesses communication and listening skills

• Knows how to locate and use educational materials

• Has an open mind and allows adults to pursue their own interests

• Continues his or her own education

• Is able to evaluate and appraise a program

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