Beruflich Dokumente
Kultur Dokumente
Learning Objectives
o Select a verb for performing the task.
o Determine if the verb you have chosen best describes the type of
behavior that the learners need to display after training (see Bloom's
Taxonomy or the People, Data, and Things Checklist).
o Under what conditions must the task be performed?
o Determine to what standards the task must be performed.
o Sample outlines for writing a learning objective:
Template 1
After the training period the learner will be able to perform ________(task)_________. The task must be performed
under the following conditions: ____(condition 1)______, _____(condition 2)_____, and ____(condition 3)______.
The following standards must be met: ____(standard 1)_____, _____(standard 2)____, and ____(standard 3)_____.
Template 2
Perform _________(task)__________ when given _____(condition 1)_____ and ___(condition 2)_______. The
learners must be trained to ____________(standards)______________.
Template 3
Given a ____(condition 1)_____, ____(condition 2)____, and ____(condition 3)_____, perform
_______________(task)_________________. The task must be performed as
____________(standards)_____________.
Template 4
_________(task)_____________ with
____(condition 1)_____, ____(condition 2)_____, and ____(condition 3)_____, by ____(standard 1)_____,
____(standard 2)_____, and ____(standard 3)_____.
o How often?
o at least once per hour
o at the start of every cycle
o Before starting the task or after
o How well?
o exactly 7%
o no more than 1 error
o accurate to three decimal points
o within 15 minutes (never use a time standard unless it is
required by the job)
o How many?
o identify at least 16 items
o produce 4 items
o How much?
o 100 meters long
o 1/2 block before turning
o How will we know it is OK?
o until the left hand is touching
o by speaking only after the customer has spoken
o Combination
o produce at least 15 per hour (how many and how often)
o until the ditch is 300 feet long with tapering slopes (how much
and we know it is OK)
Design Methodologies
Instructional, Thinking, Agile, System, or X Problem?
Design brings forth what does not come naturally. While science is concerned
with how things are, design is concerned with how things ought to be.
r ADDIE
Design Thinking
Agile Design
System Thinking
Problem solving by
viewing "problems" as
parts of an overall
system, rather than
reacting to a specific
part, outcome or event
and potentially
contributing to further
development of
unintended
consequences.
Us
co
21
th
pl
Builds a vibrant
learning environment
through
communication,
collaboration, and small
but rapid iterations in
order to sustain agility
that adapts to a
changing environment.
Uses a holistic
approach to goal
seeking rather than
focusing on
independent elements
in order to build a
systemic interaction
that results in a goal or
final state.
Us
ap
w
pr
de
no
w
pr
usiness
rough
nce.
methodology
apidly
nto a robust
solving more
d problems.
Th
us
w
This methodology relies
of
on gaining an
br
understanding of the
pr
organization as a whole
su
(think of a complex
tr
process in your
pe
company that spans
pr
several departments or
borders and needs
Th
improvement):
so
be
Similar to Design
cu
Thinking in that there
ex
are no models of the
of
task or process so the
al
designers and/or
em
experts develop a new
pu
task or process.
in
However, it is realized
in
that the solution may
t
have a detrimental
is
affect on a large part of
is
the organization, thus
D
the solution must be
pr
fine-tuned to span the
un
entire organization.
so
th
de
s:
nding and
ribing the
s needed to
erformance
es (identify
1. Apply critical
thinking to gain
understanding of the
problem
1.
1. Tell stories that focus
yo
1. Select the project
on a narrative that will
to
and develop the vision. aid in discovering the
in
issue.
em
: a process to
2. Observe to
he goals in
understand the
orrect the
operational
nce
environment
es
pment:
he initial
es into a
3. Solve the right
hat will assist
problem by defining it
ers to
xpert
s
3. Deliver small
working iterations that
meet the changing
needs of the
stakeholders. Normally
usesRelease
Iterations - although
the release may not be
fully completed or
functional, the
designers believe that
it is good enough to be
of use to the learners or
users.
mentation:
e learning
4. Ideate: imagine or
conceive solutions to
solve the problem
2.
to
as
so
in
3.
ne
Ag
3. When a trend
m
becomes visible,
Ite
develop a focus
m
question that describes It
the context of what you ite
are seeking
te
fe
po
to
4.
ni
en
ne
fa
yo
tion: ensure
ng and
nce platform
ng the
sults
meline,
th
gu
di
5. Look deeper into the
problem. Are beliefs
and values causing the
situation to persist?
5. Adapt to dynamic
conditions by
prototyping
5. Production
operate, maintain and
support the system
6. Achieve the
designated goals
6. Plan an intervention
by basing it on your
6. Retirement
understanding of the
remove when no longer
structure. What
needed
approaches and actions
are needed?
7. Assess the results
and fine-tune.
Wikipedia entry,
Design Thinking...
What is That?
Wikipedia entry,
Overview of Systems
Thinking
Ex
G
Fr
Tr a i n i n g R o o m D e s i g n
Seating Arrangements
Even if the activities of the learning session do not require changing the
seating rearrangements, there are several reasons to do so:
o Learners are given a new perspective on the activity by sitting
in a different part of the room.
o They get better acquainted with their peers.
o Learners are not consistently punished by being at greater
distances from the screen or speakers.
o Small cliques do not arisethere is nothing wrong with cliques
but in some cases they can become a problem by forcing their
norms or agendas upon the entire group.
The following seating designs list some of the pros and cons of different
learning rooms (Laird, 1985).
Note: In the following seating arrangements, 0 = the learners, x =
the trainer, and -- equals a table.
Tr a d i t i o n a l S e a t i n g
x
O O O O O O O
O O O O O O O
O O O O O O O
O O O O O O O
O O O O O O O
M o d i fi e d Tr a d i t i o n a l
O O O O
O O O O
O O O O
O O O O
O O O O
O O O O
O O O O
O O O O
O O O O
O O O O
Horseshoe
X
O
O
O
O O O O
O
O
O
O
Modular
O
---O | | O
O | |
----
---| |O
O | |O
---0
O
---O | | O
| | O
----
X
---O | |O
O | |
---O
---O | | O
O | | O
----
Circle
O
O
O
O
O
O
O
Square
Solid
O
O
O
O
O O O O
---------|
|
|
|
|
|
|
|
---------O O O O
Hole in middle
O
O
O
X
O
O
O
O
O X O O
---------| ------ |
| |
| |
| |
| |
| ------ |
---------O O O O
O
O
O
O
Rectangle
O O O O O
---------------O |
| O
O |
| O
---------------O O x O O
o The seats at the short dimensions of the table are often seen
as leadership positions
o If used, the learners should be forced to take distinctly different
positions every now and then (i.e. randomly shift the name
cards)
o Fewer people can communicate face-to-face
Scatter-Shot
O O
O
x
O
O O
O O
O
O O
O
O O
O
O O
Next Step
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Reference