Session # ND Annual. Creative Training Techniques Conference. Instructional DesigN Fast Becky Pike Pluth

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1 22 ND Annual Creative Training Techniques Conference Session #217 Instructional DesigN Fast Becky Pike Pluth PRE-CONFERENCE SEPT 27 29, 2015 CONFERENCE SEPT 30 OCT 2, 2015 MINNEAPOLIS, MN

2 Objectives Explore a quick design method that helps you hone in on Need to Know information Discover how to align classroom activities to desired behaviors

3 22 ND ANNUAL 21 st Annual Creative Training Techniques Conference CREATIVE TRAINING TECHNIQUES CONFERENCE Training Project Copyright 2015, 2014, The Bob Pike Group. All rights reserved. 1

4 NOTES NOTES NOTES 2

5 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Roles of Instructional Designer Creative Thinker Developer Critic 3

6 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Participant-Centered Design Process (after organizational and audience needs assessments have been conducted) Training Project: 1. Purpose What is the purpose for this training? Which strategic objective or business goal does this training align with? 2. List High Level Desired Behaviors & Attitudes What are the general behaviors that you want your audience to exhibit? What behaviors are critical to their job performance? What attitudes may need to shift? 3. Sub-categories of Behaviors List out specifics under each behavior. (E.g. if Communication with Employees was the general behavior, specific behaviors might include setting expectations, showing appreciation, listening, confronting poor behavior, etc.) 4. Determine High Level Flow Choose logical flow or process. Decide what they would need to know before something else. Determine what order they do the tasks on-the-job. 4

7 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Participant-Centered Design Process 5. Determine Level of Knowledge Desired For each of the sub-category behaviors to be taught, determine at what level of knowledge you will teach to awareness, familiarity, or competence. Awareness: They have heard about it and are aware that it exists (can recognize it). Familiarity: They know something about the topic and can share information with others (can talk about it). Competence: They can perform the new skill, not just talk about it (can use it). 6. Write Knowledge, Skill, & Attitude Design Objectives Use the A, B, C, D s Audience, Behavior, Condition, Degree of Mastery These are the objectives that participants should achieve in the class. Example of a Design Objective: Given an expense report, participants will complete the report without errors. (The objective listed out for the participants would simply say: Complete an expense report.) 7. Brainstorm Possible Activities Brainstorm activities that will help participants achieve the design objectives. 8. Choose Activities Run through time and budget filters. Choose activities that reinforce the desired behaviors. Choose activities to help participants experience the attitude you d like to shift. 5

8 22ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Participant-Centered Design Process 9. Create Detailed Flow Include estimated times. Follow 90/20/8 Rule & include C.O.R.E. 6

9 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Participant-Centered Design Process 10. Create Draft Participant Guide Pages Determine Need to Know and Nice to Know information. Pencil out how you want the pages to look and to fit activities. 11. Write Leader Guide & Participant Guide Write the guide for the experience level of the trainer (new trainers need more specific scripting). 12. Test Flow & Timings Test for accuracy of estimated times. Adjust detailed flow as necessary. 13. Create all materials: Leader Guide Participant Guide Materials for activities PPT Slides Posters 7

10 NOTES NOTES NOTES 8

11 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE Participant-Centered Design Fast Process (after organizational and audience needs assessments have been conducted) Training Project: 1. Purpose What is the purpose of the training? Which strategic objective or business goal does this training align with? 2. List High Level Desired Behaviors & Attitudes What are the general behaviors that you want your audience to exhibit? What behaviors are critical to their job performance? 5. Determine Level of Knowledge Desired For each behavior to be taught, determine at what level of knowledge you will teach to awareness, familiarity, or competence. Awareness: They have heard about it and are aware that it exists (can recognize it). Familiarity: They know something about the topic and can share information with others (can talk about it). Competence: They can perform the new skill, not just talk about it (can use it). 8. Choose Activities Choose activities that reinforce the desired behaviors. Choose activities to help participants experience the attitude you d like to shift. Run through time and budget filters. 10. Create Draft Participant Guide Pages Determine Need to Know and Nice to Know information and physically separate in the guide. Pencil out how you want the pages to look and to fit activities. 11. Write Leader Guide & Participant Guide Write the guide for the experience level of the trainer (new trainers need more specific scripting). 9

12 22 ND ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE My training project: Purpose: 1 Behavior: Level of Knowledge: 1 Possible Activity: Need to Know to do activity: 10

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14 CTTC 2016: A Journey Beyond Borders 23RD ANNUAL CREATIVE TRAINING TECHNIQUES CONFERENCE #CTTC2016 Chart your course toward new horizons HILTON Minneapolis/St. Paul Airport Mall of America 866.BOB.PIKE ( ) or visit BobPikeGroup.com/CTTC2016 Pre-conference Sept 25 27, 2016 Conference Sept 28 30, 2016