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Instructor Led Training (ILT) Design Document

Revision Log
Version Date A/D/C (Add, Delete, Change) Revised By Description

Table of Contents
Revision Log .................................................................................................................................................. 2 Table of Contents .......................................................................................................................................... 3 General Overview ......................................................................................................................................... 5 Reference Documents .......................................................................................................................... 5 Course structure ........................................................................................................................................... 6 Content Delivery ................................................................................................................................... 7 Participant Guide ............................................................................................................................. 7 Instructor Guide ............................................................................................................................... 7 Self-Paced Exercise Workbook......................................................................................................... 7 Instructional Strategies ......................................................................................................................... 8 Overview .......................................................................................................................................... 8 Guided Walkthrough........................................................................................................................ 8 Demonstration ................................................................................................................................. 8 Review and Discussion ..................................................................................................................... 9 Group Activity .................................................................................................................................. 9 Independent Practice ....................................................................................................................... 9 Self-paced Exercise .......................................................................................................................... 9 Job Aid .............................................................................................................................................. 9 Evaluations .................................................................................................................................................. 11 Level 1 Evaluation ............................................................................................................................... 11 Level 2 Evaluation ............................................................................................................................... 11 Level 3 Evaluation ............................................................................................................................... 11 Training Environment ................................................................................................................................. 12 Appendix A: Page Templates ...................................................................................................................... 13 Participant Guide Templates .............................................................................................................. 13 Presentation overview template ................................................................................................... 13 Guided Walkthrough template ...................................................................................................... 14 Review and Discussion template ................................................................................................... 16 Job Aid template ............................................................................................................................ 17

Self-paced exercise template ......................................................................................................... 18 Day 2 Planning Sheet template ...................................................................................................... 20 Level 1 Evaluation template........................................................................................................... 21 Appendix B: Display Hidden Text ................................................................................................................ 23 Appendix C: General ILT Workflow ............................................................................................................. 24 Appendix D: Knowledge Share .................................................................................................................... 25 Generate PDF documents ................................................................................................................... 25 Hidden Text for instructor notes ........................................................................................................ 25 Prepare PowerPoint slides for participant guide ................................................................................ 26 Inserting PowerPoint slides into the participant guide ...................................................................... 28

General Overview
This document identifies the strategies and guidelines to provide effective Instructor-led training content (ILT) to users of the [Project]. It outlines the content and structure for the ILT as well as the instructional strategies employed. The purpose of this design document will ensure that our training products will meet project requirements while upholding standards and practices across online help, web-based training (WBT), ILT, user guides, and deliverable documents.

Reference Documents
Error! Reference source not found.Table 1 listed below refers to specific deliverable expectation documents (DED) and relevant work products used in the development of this design document. Documents and Training Materials Comprehensive Training Plan Training Environment End User Training Materials DED, Appendix A (ILT Curricula ) Task Analysis Use Information on user training Overview of the training environment Description of classroom content Scope of system tasks

Table 1: Reference Documents

Course structure
ILT content utilizes an approach that affirms and strengthens business process training to support workers successful transition to [Project]. [Project] instructors will first present a series of overview modules to show the breadth of the application and its benefits. Each overview module begins with a short lecture that describes and explains the functionality in a specific area of [Project]. Next, instructors provide hands-on, guided walkthroughs to help users gain confidence regarding their ability to navigate and perform common tasks within the given functional area. At the end of each module, review questions check their knowledge retention. Finally, users will engage in a series of step-by-step selfpaced exercises to reinforce their basic knowledge of [Project]. Figure 1 illustrates the general ILT course structure. Conceptual Guided walkthroughs Reviews Self-paced exercises Figure 1: Course structure

Content Delivery
Three major documents support the delivery of ILT content: a participant guide, an instructor guide and a self-paced exercises workbook.

Participant Guide
Students take the participant guide with them at the conclusion of the training session. Instructors use the instructor guide to ensure consistent delivery of content.

Instructor Guide
We use Microsoft Words Hidden Text feature described within Appendix B to embed the instructor notes within the participant guide. Utilizing this feature limits the amount of maintenance required as only one file is used. Youll print one copy without the hidden text visible for the participant and print another copy with the hidden text enabled for the instructor.

Self-Paced Exercise Workbook


The self-paced exercise workbook is for use within the classroom only. A job aid titled Day 2 Planning Sheet provides a matrix of common user groups along with the recommended self-paced exercises and WBT modules that each user group should complete to obtain proficiency within [Project]. Notes or Sidebars Throughout the participant guide and the self-paced exercise workbook, learners are directed to sidebars that direct their attention to additional information on a topic. The sidebar may be related to a specific WBT module or lesson, an additional note to reinforce a specific objective, or a reference to a specific topic within online help.

WBT
For more information on navigating within [Project], open the WBT Navigating in [Project] module and view the Basic Navigation and Data Entry Controls lesson Web-Based Training sidebar example

Note
Legal actions may be linked together to show the progression of activity throughout the court case. Student Note sidebar example

Online Help
For more information on case management, open the online help topic About Case Management. Online Help sidebar example

Instructional Strategies
Learning is an act of transformation. As with all experiences, learning and transformation bring rewards and challenges. For ILT training, our goal is to create an experience that enhances the rewards of learning proficiency, mastery, and empowerment while aiming to reduce some of the inherent challenges. We consider it our responsibility to create learning tools that: Support a wide range of diverse learning needs and styles. Support users as they learn incrementally and become increasingly proficient over time. Encourage self-directed learning as an integral part of the learning and discovery process.

In order to accomplish this goal we use the following methodologies: Overview Demonstration Guided Walkthrough Group Activity Independent Practice Self-paced Exercise Review and Discussion Job Aid

ILT content blends activities that promote the three learning domains: cognitive, affective, and behavioral understanding. Delivery methods are used that appeal to visual, auditory, and kinesthetic learners.

Overview
Overview modules present conceptual and procedural information through text and graphics. Graphics may present information, reinforce a single term or concept in memory, or influence the learners affective response to the topic. Learning objectives are derived from the approved curriculum outline; verbatim text must be included in each modules overview, however, in the associated PowerPoint slides the wording can be slightly updated to enhance readability without changing the objectives intent.

Guided Walkthrough
The primary objective of guided walkthroughs is to gain confidence in the [Project] system quickly and efficiently. During a guided walkthrough, the instructor guides the learner through a basic function, feature, or area within [Project]. The use of guided walkthroughs allows the self-paced exercises to focus more on tasks instead of navigation within [Project].

Demonstration
Demonstrations are most effective when the instructional designer (ID) determines that learners are concerned more with the results of a feature or function than the specific sequence of tasks. Demonstrations are ideal when the feature, such as navigation to a specific menu item, is intuitive to the learner or additional instructional content, such as WBT or online help is available. It is important that the instructor know the content well and is able to answer questions as they arise during the demonstration.

Review and Discussion


Ensuring retention of key concepts and tasks is the primary objective of the review and discussion of specific points between the instructor and learner. The opportunity to review and discuss, with the instructor, key concepts, features, or functions within [Project] allows learners to gauge their comprehension of the learning objectives and prepare to pass the Level 2 evaluation. At least one review question must exist per established learning objective.

Group Activity
Actively engaging students through structured activities brings additional energy to the classroom, and helps identify the extent to which learners may be struggling with the material.

Independent Practice
Adult learners want their learning outcomes to have some immediacy of application. An opportunity to practice a new skill increases self-confidence and establishes a learning oriented environment.

Self-paced Exercise
Learners complete self-paced exercises to ease the transfer from the learning environment to the work environment.

Job Aid
Transition to a new system is stressful. A job aid specifies what is to be done, how to do it, the order in which it is to be done, and the standards to be met in doing it.

Activity Overview

Learner type Visual

Learning Method Cognitive learning

Description An instructor led PowerPoint lecture on a conceptual overview topic. An instructor led demonstration of a task, feature, or function. An instructor led activity where both instructor and student simultaneously complete a task within the application. An instructional activity for students designed to provide an opportunity to use a new skill. An independent activity for students designed to provide an opportunity to use their new learning immediately in a safe environment. A series of relevant job specific tasks for students to complete independently designed to organize new skills and knowledge with their prior experience. An instructor or student-led discussion based on learning objectives. A reference document for students designed to provide additional documentation on a specific topic.

Demonstration

Visual

Cognitive and behavioral learning Behavioral learning

Guided Walkthrough

Kinesthetic

Group Activity

Kinesthetic

Cognitive and affective learning

Independent Practice

Kinesthetic

Behavioral and cognitive learning

Self-paced Exercise

Kinesthetic

Behavioral and cognitive learning

Review and Discussion

Auditory

Cognitive learning

Job aid

Kinesthetic

Behavioral and cognitive learning

Table 2: Instructional Strategies

Evaluations
Learners complete two types of evaluations at the conclusion of the training to provide feedback and measure the success of classroom training delivery. Participants are required to complete bothevaluations to obtain credit for in-service hours.

Determine who should be selected to complete a third type of evaluation three to six months after training is completed to assess the effectiveness of the [Project] training at the end user level from their perspective.

Refer to the ILT Evaluation Design Document for specific details.

Level 1 Evaluation
The format will follow a simple Likert scale with additional questions that solicit narrative comments.

Level 2 Evaluation
Level 2 evaluations will contain a series of multiple-choice and true/false questions based on performance objectives as defined in 11.4 End User Training Materials DED, Appendix A (ILT Curricula).

Level 3 Evaluation
Level 3 evaluations will contain a series of questions using a Likert scale.

Training Environment
The training environment will give learners the ability to learn [Project] in a near-real-world environment, allowing them to practice job tasks, make mistakes, and explore without affecting real client data. DDI instructors, Client instructors, and DHS local office experts (includes help desk staff) will access the training environment both during and after training sessions to practice and verify system procedures as they support end users in learning the new system.

The Training Environment DED contains information on the technical details regarding data replication and delivery to the classroom training environments.

Specific tasks to be completed by the ILT development team include: Develop a work plan for development activities, including metrics Verify narrative documentation within [Project] training materials is realistic Create viable self-paced exercise scenarios with the assistance of Subject Matter Experts Establish quality assessment (QA) activities to validate self-paced exercises Ensure necessary predecessor steps are completed within the Golden Database for self-paced exercises Validate guided walkthroughs within [Project] training environment

Appendix A: Page Templates


This section illustrates the frequently used page templates used in the [Project] ILT. Each template standardizes a layout that fulfills a specific function.

Participant Guide Templates


PowerPoint is the delivery method for the lecture slides. The participant guide, produced in Word, will include a snapshot of the slides and a place for the learner to take notes. The instructor guide contains the hidden text.

Presentation overview template

PRESENTATION
Overview Notes

Students Version

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Overview

Notes
Highlight that learning began with Change Management Initiatives and web-based training When they return to work, the Quick Reference Guide will help get you started and the User Manual will provide key concepts and procedures. Finally, in addition to over-the-shoulder support at implementation, online help provides a complete library about the [Project] system.

Instructors Version

Guided Walkthrough template


Guided walkthroughs include an introduction to the task or feature and a procedural task list. A notes section allows students to note additional information. Where appropriate, sidebars reinforce online help, web-based training, or additional information that may be of interest.

GUIDED WALKTHROUGH
Find a person
As you recall, all case participants, providers, other involved persons, and agency staff are persons in [Project]. As such, they all have person profiles. Lets take a minute to find the person profile for Fred Stone within [Project] in order to view the cases and intakes in which he is a participant.

Notes

Search for a person


1. Click the search header link. The Search screen appears. 2. Enter Stone## in the Last Name field.

Note
If you select the Sounds Like check box next to the last name and street name, the system displays names that sound similar to the one you entered. This is a useful feature if you are not sure about the spelling of a name or street. If you are sure of the spelling, clear the Sounds Like checkbox for a more efficient search.

3. Click Search. Notice that [Project] lists the people with this last name in the Search Results table, along with key information. 4. Click the edit link next to Fred Stone. Freds person profile appears. 5. Click the [Project] History link. This displays the cases and intakes in which Fred is a participant. 6. Click Close. You return to the Person Search tab.

Online Help
For more information on this topic, open the online help topic About search screens.

NOTES
Point out that if a search returns more than 50 records, MiSACWIS prompts you to narrow your search criteria. Page 15 of 28

Review and Discussion template


Instructors facilitate the review activity listed at the end of each module. The instructors version contains the answer to the question and any additional notes or comments using Words Hidden Text feature described in Appendix B.

REVIEW AND DISCUSSION


[Project] Overview
Your instructor will lead you through the following review and discussion questions using the information you just learned. 1. Can you name at least three out of the five functional areas within [Project]? 2. What are some of the benefits regarding [Project]?

Notes
This is the student view. This area is blank and allows the student to take notes.

[Project] Overview
Your instructor will lead you through the following review and discussion questions using the information you just learned. 1. Can you name at least three out of the five functional areas within [Project]? [Intake, Case, Provider, Financial, Administration.] 2. What are some of the benefits regarding [Project]? [Lead a brief discussion. If necessary, prompt the class with benefits such as quick access to current information, reduction in paperwork, better workload management, a reduction in repetitive typing, historical and predictive trend analysis, and compliance with federal and State reporting requirements. Let students know they can refer to Chapter 1: Introduction of the User Guide to review MiSACWIS benefits and for the main functional areas of MiSACWIS at any time.]

Notes
This is the instructor view; Words Hidden Text feature described in Appendix B provides the instructor with the answer, applicable resources, and points for discussion.

Job Aid template


A job aid will focus on a specific task or feature identified to be critical to the success of the [Project] transition, such adding a person.

Add a person (Job aid sample)


Overview
[Project] gives you the flexibility to add a new person to the system from various locations. Following are the navigation paths enabling you to add a person from different [Project] program areas.

Functional area System Administration

Navigation to add a person Administration>Maintain Staff>Add Employee

Comments

In addition, you may display the Person Overview screen using this method: 1. From the Home screen, click the search link at the top of the screen. 2. Enter the Last and First Name of the client. 3. Click Search. 4. Click the select link for the client. The Person Overview screen appears.

*You must have the appropriate security to add a person or edit details in the Person Overview.

END OF SAMPLE

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Self-paced exercise template


The Self-Paced Exercise Workbook, produced in Word, includes modules that cover specific functions within [Project]. Each module contains multiple exercises. Each exercise, such as Record a Person consists of a brief introduction, a scenario describing a realistic work situation, the list of tasks to complete, and the step-by-step instructions for completing each task.

Where applicable, tables direct learners to enter specific information such as address details or narrative.

Record a Person Profile

(self-paced exercise sample)

Every individual in [Project] has a person profile, including victims, reporters, and DHS workers. Before you add a new person profile, you always perform a person search to prevent entering duplicate records.

Note
Include critical or key information.

Scenario
In this exercise, you will ..

Note
Since training classes will take place on different dates, italicized date descriptions indicate the date you should enter. For example, if you are attending class on 02/05/2010, a date description of Yesterdays date means you should enter 02/04/2010.

Tasks
1. 2. 3. 4. 5. Search for a persons name. Record a persons name and other details. Record the persons demographic information. Record a persons address and contact information. Record any additional information.

Task 1: Search for a persons name (Sample)

You are able to modify an existing person record after you have found the person within [Project]. 1. From the Home screen, click the add link. 2. Click OK on the message Are you sure you want to leave this page? Any unsaved changes will be lost. Click OK to continue or Cancel to stay on the current page. The Person Search screen appears. 3. Enter the data below. Field
Last Name

Enter Newton###

Notes Remember to replace ### with your training number.

4. Click Search. Silvias name appears in the Person Search Results list. You should still be on the Person Search Criteria screen. 5. Click the Select link next to Silvias name. The Person Overview screen appears. END OF SAMPLE

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Day 2 Planning Sheet template


Learners complete only those self-paced exercises that will be of most benefit to their user group. Establishing which exercises to complete requires the learner to identify their user group (Table 2) and the recommended exercises (Table 3). Learners can keep track of their progress using a student checklist (Table 4).

Refer to End User Training Materials DED, Appendix A (ILT Curricula) for specific objectives for selfpaced exercises.

User Group Finance worker Manager Provider

Goal for training: Successfully illustrate the ability to Complete a service authorization/payment and determine adoption subsidy eligibility Assign and transfer a work item and approve and route a pending work item Complete major components within provider management including finance of service authorizations Table 2: User Group Roles

User Group

Module

Self-paced Exercises Table 3: Recommended Exercises

WBT Modules

Student Office Completed Exercise Task

Class Date

Person Management Learners will work with a variety of information, and family structures to create and modify person records. 1. Record a Person Staff Management (1.5 hours)

Perform Person Search Record a Person Profile

Can successfully illustrate the ability to perform their job duties within [Project] to complete . 1. 2. Table 4: Student Checklist

Level 1 Evaluation template

[Project] EVALUATION
Location of Training: Dates of Trainin g: Instructor(s ): The quality of your experience is important to us and this evaluation will measure your satisfaction with this training, as well as provide us information to improve our trainings. Please use the following scale:
5 = strongly agree, 4 = agree, 3 = neither agree nor disagree, 2 = disagree, 1 = strongly disagree

CLASSROOM The quality of the classroom environment was appropriate. There were no technical problems in the classroom (hardware/software).

High 5 5 4 4 3 3

Low 2 2 1 1

In the comments below, please be specific about the type of problems you encountered.

Comments: CONTENT The training content was organized and easy to follow. The overview modules helped me understand the basic concepts and system functions. The self-paced exercises were helpful in reinforcing the knowledge/skills learned in the overview modules. Overall, the training provided enough information where I feel I am able adequately use [Project] in my job. Comments: INSTRUCTOR(S) The instructor was consistently organized and prepared. High 5 4 3 Low 2 1 High 5 5 5 5 4 4 4 4 3 3 3 3 Low 2 1 2 1 2 1 2 1

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The instructor interacted with the group and encouraged participation.

In the comments below, please be specific about which instructor (s) you are providing feedback.

Comments : YOU AS A PARTICIPANT The training provided me the confidence to do the following: Perform my basic job tasks using [Project] Be an independent learner using both online help and web-based training Comments : What recommendations do you have for improving this training? Additional Comments and Suggestions: 5 5 4 4 3 3 2 2 1 1 High Low

Thank you for your time! The following information is optional: Name Email

Appendix B: Display Hidden Text


To review the Instructor Notes in the Participants Guide, change your settings in Word to display hidden text. If you will be printing this document to review, you must also select the option to print hidden text.

1) Click the File ribbon 2) Select the Options tab 3) Click Display from the left hand side and select the Hidden Text checkbox.

4) If you will be printing this document to review, select the Print Hidden Text checkbox. 5) Click the OK button.

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Appendix C: General ILT Workflow


While each SACWIS project has its own unique challenges, development of ILT content follows a general workflow. The ID is responsible to develop tools and documentation that will enable the Client to maintain ILT content.

Deliverable ILT content structure

ILT technical specifications Training environment

Specific components Instructor Guide Participant Guide Manager Guide Local Office Guide Self-paced Workbook Job Aid PowerPoint Templates Style Guide Naming conventions for file File locations Sample data [Project] practice logins

Goal Approval of the PowerPoint and Word templates used for ILT content and cover art for each guide and workbook in Adobe Acrobat (PDF)

Milestones Draft of graphics and templates by graphic designer Creation of style guide Feedback by ID Approval by Client

Provide consistent file names and location of files Document the process to ensure knowledge transfer: Manually enter and update golden data Replicate the golden data set Capture the intended data set image Refresh the training database when needed

Delivery of files to the Client

Evaluations

Level 1 and Level 2 evaluations Level 2 pre and post tests Level 3 evaluation

Prepare content for delivery into client survey tool or to print, if necessary.

Draft by ID Feedback from Client

Appendix D: Knowledge Share


Created in Microsoft Office 2010, ILT content uses Word and PowerPoint. Maintenance of the documents requires a basic knowledge of the following features and functions:

Creating a new document Saving a document as a template Formatting documents Editing Text including the cut, copy and paste functions Print options Inserting and editing tables and graphics

Within this appendix are other features used to create the final ILT content. These features are simple to learn but we have included directions to ensure a common set of skills, knowledge, and abilities. They include:

Generate a PDF version of a document Creating hidden text Converting PowerPoint slides into images for use in the participant guide Inserting images into the participant guide

Generate PDF documents


After you have saved a document as a PDF file, you cannot convert it back to a Microsoft Office file format without specialized software or a third-party add-in.

1) 2) 3) 4) 5) 6) 7) 8) 9)

Click the File tab. Click Save As. In the File Name box, enter a name for the file, if you have not already. In the Save as type list, click PDF (*.pdf). If you want the file to open in the selected format after saving, select the Open file after publishing check box. If the document requires high print quality, click Standard (publishing online and printing). If the file size is more important than print quality, click Minimum size (publishing online). Click Options to set the page to be printed, to choose whether markups are printed, and to select output options. Click OK when finished. Click Save.

Hidden Text for instructor notes


To hide the text in the document, select the text you need to hide and press Ctrl+D on keyboard. This will bring up Font dialog, under Effects, enable Hidden option, and click OK.

This will hid the selected text, to reveal it back, select the whole document content by pressing Ctrl+A on keyboard and then press Ctrl+D to bring up Font dialog again. Uncheck Hidden option to reveal all the hidden content. Page 25 of 28

Prepare PowerPoint slides for participant guide


Your first step in preparing the participant guide to include a snapshot of the relevant presentation slides is to save, from PowerPoint, the images as a graphic type. [Project] uses the Portable Network Graphic type, or PNG, to reduce the overall size of the participant guide file.

1. To save slides as images, open the File tab. 2. Select the Save and Send tab. 3. Select the Change File Type option under File Types. On the right side, you can see all the file types supported. 4. Select PNG as the format for your slides listed under Image File Types. Once you have selected the file type, click Save As

5. Once you select the location, PowerPoint will ask whether you want to save only the current slide or all the slides in the presentation as images.

6. You will now get a confirmation that each slide has been saved as an image.

7. PowerPoint will create a new folder with the name as your presentation file and save all the images there. Take note of the file location. You will need this in order to insert the slides into the participant guide.

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Inserting PowerPoint slides into the participant guide


Your next step in preparing the participant guide is to replace the images from the template with the relevant PNG files created.

1. 2. 3. 4.

Click the picture that you want to replace. The contextual Format ribbon appears. Click the Format tab. Within the Adjust group, click Change Picture. The window dialog box appears. Locate the new picture, and then double-click it. The new picture appears.