Process

The process is based on a systematic approach that is widely used in industry, government and the military to develop instruction. The process starts by defining the goals of the instruction — in other words what you want the learner to be able to do when they have completed the instruction.

If an assessment of training needs is desired, we can help with that. We can also conduct written and hands-on assessments of the competence level of job incumbents to determine training needs or for pre-employment qualification.

After the goal is identified, we determine step-by-step what people are doing when they perform that goal. Each step is broken down into sub-steps. Next we determine what skills and knowledge are required of learners at each step and sub-step. Finally, the knowledge and skills (prerequisites) required to begin instruction are determined.

Next we analyze the learners and the context in which they will learn the material and in which they will use the material. The learner’s current skills, preferences and attitudes are determined along with the characteristics of the instructional setting and the setting in which the skills will eventually be used.

After goal analysis and learner and context analysis, we have enough information to write Performance Objectives for each goal. Performance objectives state the specific skills to be learned, the conditions under which the skills must be performed and the criteria for successful performance. These performance objectives are used to develop test questions, evaluation checklists, projects and other tools to use in demonstrating proficiency.

The instructional strategy and materials are designed based on the tests and checklists developed. In other words, teach to the test. Because we know the successful completion of the test indicates proficiency, by teaching to the test, we know we’re providing the material that is needed for proficiency.

Deliverables

There are at least nine possible deliverables for the training design project:

• Training Needs Analysis
• Written / Hands-on skill testing
• Instructional Goals Analysis
• Performance Objectives
• Performance Checklists
• Training Testing Guidelines
• Performance Project Guidelines
• Proficiency Tests Question Database
  
• Lesson Plans
• Draft procedures and work instructions
  
• Instruction Delivery

The Goals Analysis documents the steps required to perform a particular job. The Performance Objectives articulate what exactly the trainee should know and be able to do to successfully perform the job, along with the conditions under which they should do it and the performance criteria for successful completion. They show the relation of each objective to each step in the goal along with specifying precisely what must be taught in the course of instruction.

The Performance Checklists are used to manage and document on-the-job training. The Training Testing Guidelines are used when arranging formal and classroom instruction. They form the basis for writing proficiency tests. The Project Guidelines describe projects the learners should complete to demonstrate proficiency. If desired, a Proficiency Test Question Database can be developed for use in intermediate and final exams.

The above checklists, guidelines and questions are used to design the actual instruction. Lesson plans for each module can be developed if needed. And delivery of the course of instruction can be arranged.

The procedures and work instructions may be used for formal establishment of the program. They can be formatted to match ISO or other standards if desired.