1. HOW TO DESIGN EFFECTIVE TRAINING PROGRAM
MANSOUR WAHBY
Master Trainer

2. CONTENTS Approaches to Curriculum Design Plan For Design
Develop Training Materials
Lesson Plan Development
Evaluate Training Program
Mansour Wahby

3. Approaches to Training
School
Approach
Approaches to Training
Design
Systems
Approach
Contingency
Approach
Andragogical
Approach
Mansour Wahby

4. Sequence of activities in curriculum design
School
Approach
Systems
Approach
Andragogical
Approach
Contingency
Approach
Spokes-
Chief
person
Ralph Tyler
Robert F. Mager
Malcolm Knowles
Leonard Nadler
Effective training must be prescribed
Effective training results from techniques
Effective training results from learner participation
Effective training must be preceded by learning for the organization
Expert in the subject matter of training
Expert in designing training
Expert in adult learning and facilitation
Change agent
Conduct needs assessment
Decide on what will be taught
Decide how to teach it
Evaluate
Identify needs, goals, learners, objectives
Decide how to teach subject
Evaluate during instruction
Evaluate following instruction
Allow learners to identify needs, goals, objectives
Allow learners to select methods
Help learners meet their needs
Evaluate results of learning objectives
Identify organizational learning needs and facilitate their achievement
Design feeling and fact training
Use andragogical approach for individual needs
Assumptions
Trainer /
Designer
Sequence of activities in curriculum design

5. Sequence of activities in curriculum design
School Approach
Spokes-
Chief
person
Ralph Tyler
Effective training must be prescribed
Assumptions
Expert in the subject matter of training
Trainer /
Designer
Conduct needs assessment
Decide on what will be taught
Decide how to teach it
Evaluate
Sequence of activities in curriculum design

6. Sequence of activities in curriculum design
Systems Approach
Spokes-
Chief
person
Robert F. Mager
Effective training results from techniques
Assumptions
Expert in designing training
Trainer /
Designer
Identify needs, goals, learners, objectives
Decide how to teach subject
Evaluate during instruction
Evaluate following instruction
Sequence of activities in curriculum design

7. Andragogical Approach
Spokes-
Chief
person
Malcolm Knowles
Effective training results from learner participation
Assumptions
Expert in adult learning and facilitation
Trainer /
Designer
Allow learners to identify needs, goals, objectives
Allow learners to select methods
Help learners meet their needs
Evaluate results of learning objectives
Sequence of activities in curriculum design

8. Sequence of activities in curriculum design
Contingency Approach
Spokes-
Chief
person
Leonard Nadler
Effective training must be preceded by learning for the organization
Assumptions
Change agent
Trainer /
Designer
Identify organizational learning needs and facilitate their achievement
Design feeling and fact training
Use andragogical approach for individual needs
Sequence of activities in curriculum design

9. Plan For Design Need vs. Want Target population analysis Task analysis
Instructional objectives
Levels of learning
Skill hierarchy
Broad content outline
Mansour Wahby

10. Why would trainees want to attend this training program?
Need vs. Want
Answer the following questions first.
What is the business need you are trying to meet this training program?
- What are the job performance standards established for those who will use the knowledge, skills or attitudes addressed in this training program?
Why would trainees want to attend this training program?
Mansour Wahby

11. Now give detailed description of the target population

12. Target population analysis
Collect information selected from the six categories below:
Use at least three categories.
Information is best collected from interviews and observation.
1- Interests
2- Prior training
3- Personal benefit to learning
4- Attitudes and biases
5- Physical characteristics
5- Cultural characteristics

13. Depending on population analysis START the task analysis

14. For each task to be taught in the training;
Task analysis
Identify the level of proficiency required.
Break down the task into the chronological steps required.
For each task to be taught in the training;
List the skills needed to complete each step.
Identify the difficulty of completing each step in the task.

15. Task analysis
S T E P S
S K I L L S
DIFFICULTY
1= easy
5= hard

16. Knowing the detailed STEPS of the TASK help you creating SPECIFIC Instructional Objectives

17. Instructional objectives
They describe what the learner will be able to do at the end of the training.
are written from the learner’s point of view.
Be sure the objectives:
describe the behavior using specific verbs.
State a condition or circumstances under which the behavior is done.
identify a minimum level of achievement.

18. Now YOU HAVE TO CHACK EACH OBJECTIVE FOR THE APPROPRIATE LEVEL OF LEARNING

19. The 6 Levels of the Cognitive Domain
Levels of learning
SYNTHESIS
ANALYSIS
APPLICATION
EVALUATION
KNOWLEDGE UNDERSTANDING
COMPREHENSION
The 6 Levels of the Cognitive Domain
BLOOM’S TAXONOMY

20. Understanding knowledge
Able to recognize, remember and recall
Comprehension
Able to explain, paraphrase, interpret, translate, give examples
Application
Able to use knowledge by applying it

21. Analysis Synthesis Evaluation
Able to break material down into its parts, detect relationships of the parts and the way they are organized
Synthesis
Able to put together parts to form a new whole; create a product, a plan or a proposed set of operations
Evaluation
Able to select, develop, and apply criteria for evaluating work and make judgments on the value of materials

22. What have you done till now?
SKILL HIERARCHY
What have you done till now?
Task Analysis
STEPS SKILLS
OBJECTIVES
GOT
Level of learning
checked

23. Create a skill hierarchy for each objective
What WILL you do now?
Skill hierarchy
Create a skill hierarchy for each objective
skills &
OBJECTIVES Go
back
Level of learning

24. SKILL HIERARCHY Identify any skills that are PREREQUISIT
and will not be a part of the training program.
Create a final list from the hierarchy to identify the sequence of skills for the training.

25. BROAD CONTENT OUTLINE Review The course objectives
The target population description
The skill hierarchy
The prerequisites

26. BROAD CONTENT OUTLINE NOW
Create a broad outline of the content required to meet your instructional objectives.
NOW
Organize objectives into logical sections, modules or “teach piece”.

27. Develop Training Materials Methods tools
Select methods: best learning experiences matrix
Sequence methods: situational training methods
How much training: DIF model
Pace methods: methods variety scale
Create handout material/exercieses
Case study development
Mansour Wahby

28. Methods tools
Select the most effective method based on your objective using the BEST LEARNING EXPERIENCE MATRIX 1
Sequence the methods selected using
the SITUATIONAL TRAINING METHODS CHART . 2
Determine how much practice is needed to perform the task at the level required on the job using the DIF MODEL. 3
Use the METHOD VARIETY SCALE to check the level of learner involvement for variety and intensity. 4

29. Lesson Plan Development
Select type of lesson plan
Develop lesson plan
Mansour Wahby

30. SELECT TYPE OF LESSON PLAN SCRIPTED OUTLINE OVERVIEW
Provides a written narrative to the instructor to use
Has complete lectures and answers to activities, etc…
SCRIPTED
Provides learning objectives, description of activities and special notes for content outside awareness of the instructor.
OUTLINE
Lists learning objectives and activities with time frames and material required.
OVERVIEW

31. 6 Factors SELECT TYPE OF LESSON PLAN 1 2 3 4 5 6
1 = significant 2 = above average 3 = average 4 = awareness 5 = minimal or none 1 2 3 4 5 6
The subject matter expertise of the instructor.
The instructor’s knowledge of the adult learning process.
The instructor’s comfort with facilitating groups.
The instructor’s experience in customizing examples, and/or answering questions about how to apply workshop info back on the job.
The need to have the content of the workshop delivered consistently at each presentation.
The choice for the participant to enroll in the workshop was made by:
The supervisor of the participants. (5 points)
Joint decision of supervisor and participants.(3 points)
The participants. (1 point)

32. 6 Factors 1 2 3 SELECT TYPE OF LESSON PLAN
The subject matter expertise of the instructor. 2
The instructor’s knowledge of the adult learning process. 3
The instructor’s comfort with facilitating groups.

33. 6 Factors SELECT TYPE OF LESSON PLAN 4 5 6
The instructor’s experience in customizing examples, and/or answering questions about how to apply workshop info back on the job. 5
The need to have the content of the workshop delivered consistently at each presentation. 6
The choice for the participant to enroll in the workshop was made by:
The supervisor of the participants. (5 points)
Joint decision of supervisor and participants.(3 points)
The participants. (1 point)

34. 6 Factors SELECT TYPE OF LESSON PLAN 1 2 3 4 5 6
The subject matter expertise of the instructor.
The instructor’s knowledge of the adult learning process.
The instructor’s comfort with facilitating groups.
The instructor’s experience in customizing examples, and/or answering questions about how to apply workshop info back on the job.
The need to have the content of the workshop delivered consistently at each presentation.
The choice for the participant to enroll in the workshop was made by:
The supervisor of the participants. (5 points)
Joint decision of supervisor and participants.(3 points)
The participants. (1 point) 1 2 3 4 5 6
19 – 24 = SCRIPTED lesson plan
9 – 18 = OUTLINE lesson plan
0 – = OVERVIEW lesson plan
Recommendation for lesson plan construction

35. DEVELOP LESSON PLAN CHECKLIST 15 Components
Background info on why and how this course was developed 2
Summary of the target audience for whom this course is intended. 3
Select type lesson plan to be developed 4
Overview of course content. 5
Any special info about course strategy.

36. DEVELOP LESSON PLAN CHECKLIST 15 Components Behavioral objectives. 67
Specific limited content to complete objectives. 8
Alternative activities, prioritized for individualizing instruction or dealing with time constraints. 9
Selection of learning activities that are appropriate for the objective. 10
Description of learning activities.

37. DEVELOP LESSON PLAN CHECKLIST 15 Components11
Enough practice to develop knowledge, skills or attitudes. 12
A means to evaluate learning is included. 13
Recommended time frames for each activity, including breaks. (15-minute pacing) 14
Transitions for each activity. 15
Summary of learning points.

38. Evaluate training program
Learner reactions
Select methods to evaluate learning
Write test questions
Create a skill performance checklist
Plan transfer of training
Measure results
Analysis uses summary
Mansour Wahby