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A Quick Guide to Writing

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)_____.

Standards with Examples

Standards are measurable criteria:

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)

Conditions with Examples


o What is given?
o by checking a chart
o by looking at photo
o by referring to the manual
o or not given
o without reference to the manual
o with no supervision
o What are the variables?
o no matter how upset the customer becomes
o Combination
o when driving (what is given) in the city (variable)

References and Further Readings


Developing Learning Objectives
More On Performance and Learning Objectives

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.

Everyone designs who devises courses of action aimed at changing


existing situations into preferred ones. The intellectual activity that
produces material artifacts is no different fundamentally from the
one that prescribes remedies for a sick patient or the one that
devises a new sales plan for a company or a social welfare policy for
a state. - Herbert Simon (Nobel Prize Winner & Carnegie Mellon
professor)
The table below shows five popular design methodologies (Instructional System
Design, Design Thinking, Agile Design, System Thinking, and X Problem). It
includes definitions, visual models, primary focus and goals, values, main
steps, and further readings. I don't claim these are the absolute parts that make
up each design approach as the definitions, goals, primary focuses, and steps
may vary greatly from source to source. However, the tables notes the key
points that seem to separate them from each other.
Going from left to right, the models generally are designed for solving semistructured problems to increasingly ill-defined problems, however, the type of
problem and the skills of the designer will generally depict which model might
work best for a particular situation. In addition, choosing a primary methodology
does not mean you cannot borrow or change processes with another model as
you are in control of the design,rather than the methodology being in control
design is both art and science.
If you would like to discuss any of these design models, please leave a
comment on my blog post .

r ADDIE

Design Thinking

Agile Design

System Thinking

A method for breaking


tasks into small
increments with
minimal planning that
do not directly involve
long-term planning. The
iterations are short
time frames that
typically last from one
to four weeks.

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

Focuses on the wider


social space of systems
and society rather than
artifacts and aesthetics
by
expanding engagemen
t, impact, and sales.

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

While focus is primarily


on the problem and
product, the model
does use customer
feedback for solving illstructured problems.

The model relies


heavily on customers
being part of the team
so that changing
requirements can be
adapted to.

Best for complex


Us
problems that effect an
pr
entire system or
on
organization.

Applying critical and


creative thinking to
understand, visualize,
atic approach
and describe complex,
oping learning
ill-structured problems
.
and develop
approaches to solve
them.

usiness
rough

nce.

methodology
apidly
nto a robust
solving more
d problems.

This methodology relies


on customers who have
the insight to be major
This methodology
collaborators in the
relies on the designers design (think of a
odology
or experts for building complex process in
a viable
a best design (think of your company that
build the
the iPad that no one
relies on a number of
hink of a guru thought they needed
employees and needs
e best
until it was available): improvement):
to seek
m):
There are no models of There are no clear
the task or process so models of the task or
an
the designers, and
process so the
y Performer
perhaps with the help customers, designers
el of one that of experts, develop a
and sometimes experts
ou of how the new task or process.
collaborate to build a
ocess should Customer feedback is new model. The design
med.
normally used after the is built using small
initial model has been iterations so that the
designed.
customers can ensure
they are getting a
viable solution that fits
their needs.

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

2. Initiate the project by


obtaining stakeholder
2. Look for trends in
participation, funding, performance patterns
and build team.

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

4. Release End Game


(deliver the final
package).

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. Look for key causes


and consequences

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?

Agile Design: An Ethos


for Creating Learning
Platforms,
Getting Real About
Agile Design

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

o Best used for short lectures to large groups


o Communication tends to be one way
o Trainer cannot see the learners in the back

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

o There is more participation


o Allows the trainer to see all the learners
o Reduces space between trainer and learners as trainer can
move up aisle
o Best used for short lectures to large groups

Horseshoe
X
O
O
O
O O O O

O
O
O
O

o Non-verbally encourages participation by allowing eye contact


between the trainer and all the learners
o The trainer is able to move closer to each learner

o Works well when all learners must be able to see a


demonstration
o Works good when learners will be involved in large group
discussions

Modular
O
---O | | O
O | |
----

---| |O
O | |O
---0

O
---O | | O
| | O
----

X
---O | |O
O | |
---O

---O | | O
O | | O
----

o Learners can work in small groups on exercises and projects


o Communication between trainer and learners is more difficult
o Trainer must move between groups during lectures and
activities
o Good for courses that require a lot of group work

Circle
O

O
O

O
O

O
O

o Most democratic and unencumbered with no status symbol

o With no table each person is "totally revealed"


o Subtle nonverbal communications are possible
o Good for T-groups and sensitivity training
o There will be conversations, shorter inputs, and more members
will participate when they sit at a round table rather than at a
square table

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

o More formality than a circle


o Nobody can see all the faces of the other participants
o Depending where visual aids are placed, one side may become
the "head of the table"
o A solid table normally encourages more conversation
o Tables with a hole in the middle tends to make some people
less talkative, while encouraging others to speak for longer
periods of time

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

o May appear haphazard but good for experiential training


o Permits quick change of learner focus
o Produces tremendous investments of learner energy
o Works well with multiple role plays
o Learners can quickly form into large groups
o Bad for note taking

Next Step
Return to the

Media, Strategies, & Methods

page

Reference

Laird, Dugan (1985). Approaches To Training And Development .


Reading, MA: Addison-Wesley.

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