Promotion Planning: Training FOR Information Processing Notes

CNX00L07A
CNX00L07A
Promotion Planning
Promotion Planning
TRAINING FOR
INFORMATION PROCESSING
NOTES
OKINAWA INTERNATIONAL CENTRE

JAPAN INTERNATIONAL COOPERATION AGENCY
Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION
All products, names and services used in this book may be trademarks or registered
trademarks of their respective owners.
No part of this text book may be copied or reproduced in any way and by any means
without the permission of the copyright holder .
Contents
Promotion Planning ........................................................................................... 1
Objectives ........................................................................................................... 2
Contents ............................................................................................................... 3
Chapter 1 Outline of Enlightening Promotion Activity .............................. 1-1
1.1 Enlightening Promotion Activity and its purpose 1-2
1.2 Concrete examples of the enlightening promotion activity 1-7
1.3 Styles of Training 1-15
Chapter 2 Procedure of Training Implementation ................................... 2-1
2.1 Procedure of Training Implementation 2-2
2.2 Phases of Instructional Design 2-4
Chapter 3 Instruction Technique .............................................................. 3-1
3.1 Effective Instruction Techniques 3-2
3.2 Points for instruction for each subejct 3-14

Promotion Planning
Promotion Planning 1

Objectives
Upon completion of this class, your are expected to:
1. Explain the efficient promotional activities to spread new

technology and techniques.
2. Explain procedures and points to consider when planning the

training course.
3. Understand the instruction technique for training to spread new

technology and techniques.

Contents
Chapter 1. Outline of Enlightening Promotion Activity
Chapter 2. Procedure of Training Implementation
Chapter 3. Instruction Technique

1. Outline of Enlightening Promotion Activity
1.1 Enlightening Promotion Activity and its

purpose
1.2 Concrete examples

of the enlightening promotion activity
1.3 Styles of enlightening promotion activity
1. Outline of Enlightening Promotion Activity 1-1
In this chapter, outline of “Enlightening Promotion Activity” will be discussed.
1-1

1.1 Enlightening Promotion Activity and its purpose
1.1.1 Enlightening promotion activity
1.1.2 Purpose of Enlightening promotion activity
1.1.3 Keys to successful enlightening promotion

activity
1.1.4 Enlightening promotion activity for ICT
1.1 Enlightening Promotion Activity and its purpose 1-2
Section 1 discusses the meaning and purpose of ICT dissemination.
1-2

1.1.1 Enlightening promotion activity
"Enlightening promotion" means disseminating new
knowledge and technology widely among many people.
"Enlightening promotion activity" refers to an activity for this
enlightening promotion.
1.1.1 Enlightening promotion activity 1-3
“Enlightening promotion” means disseminating new knowledge and technology widely among
many people. “Enlightening promotion activity” refers to an activity for this enlightening
promotion. The term “Enlightenment” refers to an idea held by many writers and scientists in the
eighteenth century, who believed that science and knowledge could improve people's lives.
1-3

1.1.2 Purpose of enlightening promotion activity
For improvement of people's lives
Activities for improving people’s lives:

• Health promotion
• Productivity improvement
• Economic growth
• Encouragement to participate in society
• Building cultural and diversified society
1.1.2 Purpose of enlightening promotion activity 1-4
The purpose of enlightening activity is to improve people’s lives. Improving people’s lives
means constructing a better life using new technology and knowledge. Activities for improving
people’s lives include, for example, health promotion, productivity improvement, economic
growth and encouragement to participate in society. "Enlightening promotion activity" means
disseminating new technology and knowledge among people so as to further these activities. In
the enlightening promotion activity, people should be able to learn new technology and
knowledge easily. Thus, the method of the technology and knowledge dissemination to people is
extremely important.
1-4

1.1.3 Keys to successful enlightening promotion activity
1.Definition of the vision

2.Creation of the environment
3.Establishment of the educational
system
1.1.3 Keys to successful enlightening promotion activity 1-5
The three keys to a successful enlightening promotion activity are as follows:
1) Definition of the vision

First, the vision should be created. Neither new technology nor knowledge would be
disseminated only by creating the environment for that purpose. Neither technology nor
knowledge would become sustainable merely by conducting the education of people. The vision
include a definition, benefit, and strategy in the form of a policy.
2) Creation of the environment

Second, the environment for the enlightening promotion activity should be created.
Infrastructure, hardware and other environmental elements should be provided.
3) Establishment of the educational system

Finally, the educational system should be reinforced. The challenge is how to cause people to
learn the target technology and knowledge of the enlightening promotion. Training is one of the
tools of the enlightening promotion activity. The planning procedure for training will be
described in Chapter 2 in detail.
1-5

1.1.4 Enlightening promotion activity for ICT
1) Important points of ICT dissemination

• Formulate the ICT policy
• Build information infrastructure
• Develop ICT-related human resources
2) By-product of ICT dissemination

• ICT dissemination can be used as a tool for
other enlightening promotion activities
1.1.4Enlightening promotion activity for ICT 1-6
There are many fields of enlightening promotion, such as public health, rural development and environmental
issues. However, this text covers enlightening activities for ICT.
The important points of ICT dissemination are to formulate the ICT policy, to build information infrastructure
and to develop ICT-related human resources.
• Formulate the ICT policy

As described on the previous page, the vision is defined as the first step. Then, as the strategy for ICT
dissemination, the policy for developing related industries is formulated. An important part of the ICT
policy is the policy for security and user protection concerning personal information.
Examples in Japan include the enactment of the IT Basic Law and the formulation of the e-Japan
strategies.
• Build information infrastructure
The second step is to build telecommunications networks, ISPs (Internet service providers) and the like,
which are the bases of ICT dissemination. Information infrastructure building is an example of the
creation of the environment described on the previous page.
•Develop ICT-related human resources
While it is important to disseminate ICT widely among many people, it is also an important point in ICT
dissemination to develop the ICT-related human resources and engineers who have the ability at and
above a given level.
ICT dissemination will bring the following a by-products:

• ICT dissemination can be used as a tool of the enlightening promotion activity.
The use of ICT will facilitate the joint ownership of information. For example, the introduction of the
Internet into a rural area can help correct the digital divide between the rural area and the urban area. All
kinds of information can be shared by ICT. Thus ICT can be used as a tool of the enlightening
promotion activity not only in ICT but also in other fields like public health and the environment.
1-6

1.2 Concrete examples of the enlightening promotion activity
Indirect approach
1.2.1 Introduction of laws and guidelines
1.2.2 Easing some regulations
1.2.3 Business-academia collaboration
Direct approach = Education, Training
1.2.4 Job training program
1.2.5 Assignment of technical instructors
1.2.6 Short courses for general public
Reference: Publicity strategy
1.2 Concrete examples of the enlightening promotion activity 1-7
Section 1 has described the important points of ICT dissemination. Section 2 discusses the
concrete examples of the enlightening promotion activity.
Items 1 to 3 are indirect approach to disseminate some system, knowledge and skills. Items 4 to
6 are direct approach to disseminate those.
Items 1 (Introduction of laws and guidelines) and 2 (Easing some regulations) are the concrete
examples of policy formulation.
Item 3 (Business-academia collaboration) is an example applicable to the acquisition of funds for

activities and to human resource development.
Items 4 (Job training program), 5 (Assignment of technical instructors) and 6 (Short courses for
general public) are the concrete examples of human resource development.
1-7

1.2.1 Introduction of laws and guidelines
Laws and guidelines are the most powerful
means to disseminate a certain system.
1) EA Guideline
• The U.S. obligates EA introduction by laws.
• Japan establishes the target as a national policy.
2) ISO 9000
• Meets the globalization and borderless age needs.
• Secures transparency and reliability by the system of audit
and registration by the third party.
1.2.1 Introduction of laws and guidelines 1-8
Laws are enacted when legal force is required for the dissemination and/or when a public organization is
the entity for implementation and needs a basis for its activities. Also, guidelines set by some organizations
are disseminated when the system is inappropriate for regulation by law such as the quality service standard
provided by private enterprises or the system used by some company customarily.
•EA guideline introduction

USA
-The U.S. enacted a law obligating federal government agencies to introduce EA (Information Technology
Management Reform Act of 1999 (also known as the Clinger-Cohen Act).
-In 1998, the Chief Information Officer Council formulated the Federal Enterprise Architecture
Framework.
Japan
-In 2003, the Japanese government published the "Electronic Government Building Plan." The objective of
this plan is that all of government agencies will formulate a plan to optimize its business and systems by
March 2006. The IT Associate Council, which was created by the Ministry of Economy, Trade and
Industry, formulated the EA Guideline.
•ISO 9000 introduction

ISO 9000 is the international quality management standard published in 1987 by the International
Organization for Standardization (ISO), a private organization based in Switzerland. ISO 9001 (quality
management system standard) became the certification and registration system. Although the ISO did not
work in positive manner on the enlightening promotion of ISO 9000, this standard has become widespread
as an international standard because of the following reasons:
i. The first international standard for quality management guarantee by the supplier. As a
systematic quality management system for keeping and improving not only the standard of
products but also their quality, ISO 9000 attaches great importance to "documentation,"
"traceability" and "audit."
ii. ISO 9000 meets the needs of the age of globalization of enterprises and borderless free trade.
iii. ISO 9000 secures transparency and reliability by the audit and registration system in which the
third party is responsible for the examination and publishes the result.
1-8

1.2.2 Easing regulations regionally
Some relaxation of regulation disseminate
new system.
Special deregulation zone
By easing some regulation only in some area, more
specialist can grow.
Examples of the IT special deregulation zone

• Deregulation of communication infrastructure and support
to infrastructure building
• Tax breaks for ICT investment and ICT business
• Various deregulation measures for Internet trade
• Establishment operation of organizations for local industry
development
1.2.4 IT special deregulation zone 1-9
Old fashioned regulation prohibits us from economic growing, but sudden deregulation may
cause social confusion. Therefore easing regulation regionally on trial basis is practical
solution. In those specific area, industries are developed and created professional people.
Examples of special deregulation zones for the ICT industry include the following:
•Deregulation of communication infrastructure and support to infrastructure building
•Tax breaks for ICT investment and IT business
•Various deregulation measures for Internet trade
•Establishment operation of organizations for local industry development
In Japan, local governments are requested to offer proposals for special deregulation zones for
structural reform, and have created a variety of special deregulation zones.
1-9

1.2.3 Business-academia collaboration
Human exchange accelerates knowledge
creation and dissemination.
- Create original services and products
Enterprises - Research and development in the new field
Propose and ask consultation
about technical problems and
other needs Partnership
Offer study results, patents, etc.
Universities, - Create new knowledge

Research - Contribute to society by utilization of
institutes knowledge
1.2.3 Business-academia collaboration 1-10
"Business-academia collaboration“ generally refers to extensive exchange activities between

universities/research institutes and the industry mainly with regard to human resources and
research activities.
More specifically, these exchange activities are
(1) joint contract studies,
(2) human resource development and exchange (e.g. internship, fellowship) and
(3) licensing of techniques (e.g. TLO=Technology Licensing Organization, research on
campus).
Enterprises have to apply their in-house resources to their existing business as a result of
globalization and intensified competition in recent years. Because of this, more and more
enterprises are trying to adopt business-academia collaboration for new researches and
developments regarding mid- and long-term R&D.
1-10

1.2.4 Job training program
Systematized governmental programs

maintain and standardize human resource
level and facilitate skill promotion.
Concrete example
• In the U.S., each state formulates a job
training policy under the Workforce
Investment Act (WIA).
1.2.4 job training program 1-11
Job training programs provide people with occupational ability, productivity, moral discipline,
working attitude and professional ethics and improve ability to a professional level.
The systematic provision of training programs leads to the standardization and dissemination
of the human resource development level.
Concrete example:
• In the U.S., each state formulates its own job training policy and carries out a job training
program under the Workforce Investment Act established by the Federal Government.
1-11

1.2.5 Assignment of technical instructors
Assigning instructors to workplaces is one of

effective ways to disseminate knowledge and skill.
Concrete examples
• Forestry instructors
• Agricultural instructors
• Fishery instructors
1.2.5 Assignment of technical instructors 1-12
One of the methods for enlightening promotion activity is to efficiently assign human resources
having a high level of techniques with qualification to the workplace to disseminate and give
guidance on techniques and knowledge to employees of various job types.
This is an effective method for small or medium enterprises that have no sufficient human
resources having a high level of techniques.
Concrete examples include:

• Technical instructors in forestry, agriculture and fishery
1-12

1.2.6 Short courses for general public
Short courses for general public are effective

way to share simple techniques and know-how
with many general people.
Concrete examples
• PC operation classes organized by the local
government or individual instructors
• Guidance on Internet skills on the web
1.2.6 Short courses for general public 1-13
This is an effective method when there are needs for relatively simple skills by many people.
The local government may operate courses itself, or may provide support to the individuals or
enterprises that run class.
Concrete examples:
• PC operation classes organized by the local government or individuals or enterprises
• Guidance on Internet skills on the web
1-13

Reference: Publicity Strategy
When disseminating information, it is important to publicize information
effectively and efficiently. This design is called "publicity strategy."
The AIDMA law is effective in drafting a publicity strategy:

You have to thing how
- to make people acquire the information? (Attention)
- to arouse people's interest in the information? (Interest)
- to make people want to use the information? (Desire)
- to make people think of the value of the information? (Memory)
- to cause people to use the information? (Action)
(Concrete example )
Project for disseminating "eCitizen," an e-governmental service, in
Singapore
Publicity Strategy 1-14
It is very important to examine a publicity strategy for dissemination. The AIDMA law says
there are five steps when people buy something.
• Attention
• Interest
• Desire
• Memory
• Action
The same process is followed when a certain technique or system is disseminated. Thus, to
encourage people to use the target technique or system there is a need to concretely consider
how to execute each process.
Concrete example
The Singaporean government offers its citizens administrative services on the portal site
named "eCitizen" on a one stop basis. It takes the following measures for enlightening
promotion purposes:
• Promotion activity on the street (free gift of balloons)

• Provide the low-income group with secondhand PCs free of charge.
• Hold short courses on Internet use.
• Establish a help desk for repairing PCs and teaching how to use "eCitizen."
• Introduce an incentive (discount of the application fee when the portal site is used).
1-14

1.3 Styles of Training
1.3.1 Classroom type

1.3.2 Workplace type
1.3.3 Correspondence course type
1.3.4 e-Learning type
1.3.5 Media use type
Reference: Range of application
1.3 Styles of Training 1-15
There are main styles of the enlightening promotion activity as shown above. It will lead to an
effective dissemination activity to select the best style according to the purpose of the activity
and the target individuals. The following pages explain the style of implementation as well as the
advantages and disadvantages for each type of enlightening promotion activities.
1-15

1.3.1 Classroom type
Classroom type: the style in which the instructor gives
direct instruction to the learners at a particular place.
Advantages:
- The instructor can adjust the lecture contents and thus
achieve desired results.
- The learners can ask the instructor questions positively.
- The learners can exchange their opinions with each other.
Disadvantages:
- This style is unsuitable for large-scale education.
- It is difficult to secure training time.
- Transfer costs are needed.
- It is difficult to secure the place for instruction.
1.3.1 Classroom type 1-16
"Classroom type" is the learning style in which several trainees are given explanations of the
knowledge and guidance on the technique directly from the instructor at a particular place. One
or more instructors give guidance to a relatively small number of trainees.
In this style, the instructors can adapt their explanations to the level of the learners, attracting
their interest or concern and increasing their understanding. Thus the learners' satisfaction with
this style is high. The instructors can explain not only the knowledge and technique but can also
give guidance on practical training, making this style suitable for guidance on an introductory to
advanced level. The learners can ask questions then and there and can understand the contents
steadily. During the lecture, practice and discussion, the learners can exchange their opinions
with each other and gain the secondary effects that they could not have in individual learning.
While the classroom type is now adopted and achieves good effects for many activities, it is
not almighty. Some learners may be discontent with this style because of, for example, the
instructor's quality, difference in the trainees' level and impractical teaching materials and
workshops. This type has problems about time and costs, too. When you want to provide
education to many people, the classroom type requires too much time and too high costs.
Because the learners have classes on a given date and time and at one place, they find difficulty
securing time enough to attend and, if they live far from the place for instruction, need costs for
traveling to the place. The organizer also has difficulty securing the place and instructors and
faces the problem of developing high-quality instructors.
1-16

1.3.2 Workplace type
Workplace type: the style in which the employees' necessary
ability is improved systematically while they are performing
their daily operation.
Advantages:
- Guidance can be given during the daily operation.
- Careful one-to-one guidance can be given.
- Flexible guidance can be given according to the needs.
- Guidance is not very costly.
Disadvantages:
- Priority tends to be given to the daily operation, resulting in the
postponement of training.
- Systematic and theoretical aspects are apt to be neglected.
- The results differ depending on the instructor's motivation and ability.
1.3.2 Workplace type 1-17
"Workplace type" is the style aiming to improve the knowledge, skills, techniques and attitude
that employees need for their work while they are performing their daily duties. It is also known
as on the job training (OJT) or learning by doing. In most cases, the seniors or bosses serve as
instructors and give guidance to new employees and beginners. This type of guidance is usually
given on a one-to-one basis but is given on a one-to-group basis in some cases through the
division of roles among the instructors.
An effective way to improve the employees' ability to perform their duties is to encourage
them to accumulate experiences for the duties in the workplace. In the workplace type, the target
of human resource development is clearly defined, the development plan is drafted and
instruction is given step by step, starting from simple things and then proceeding to more
difficult ones. An everyday and realistic target is established for human resource development
after the duties of employees have been analyzed. Because the boss experienced in the duties
gives instruction to their subordinates on a one-to-one basis, they can provide them with
practical and careful guidance. The instructor can adapt the contents and level of guidance to the
individual skill level and to the situation concerned, and the trainees can take their time to learn
what they cannot understand well. Because this training style is carried out during daily
operation, it does not entail extremely high costs. However, there are some cases where too high
priority is given to daily operation and it becomes as much as you can to perform your duties,
resulting in the loss of the systematic aspects of training. There are also the cases where too
much emphasis is given to practical guidance and theoretical aspects are dismissed. The results
of development may differ according to the instructor's motivation and ability. It is important to
carry it out according to the plan to avoid these problems. It is advisable to conduct interviews
with the trainees and to review the plan regularly or whenever the target is changed midway.
1-17

1.3.3 Correspondence course type
Correspondence course: the training style in which training is given by
the correspondence between the instructor and the trainee.
Advantages:
- There are only a few time constraints (time advantage).
- The trainees do not have to travel to a particular place (geographical advantage).
- Education can be given to a large number of trainees.
- All that is needed is communication infrastructure, such as the mail service and home
delivery service.
Disadvantages:
- No direct guidance can be given.
- No direct questions can be asked.
- Training depends on the quality of the teaching materials (contents).
- There are some cases where the trainees learn knowledge only and can have no
practical training.
1.3.3 Correspondence course type 1-18
"Correspondence course" is the training style in which training is given by the correspondence
between the instructor and the trainee. The instructor provides the trainee with teaching materials
and makes corrections on the answers by mail. The trainee uses the teaching materials mailed to
them and has training indirectly at home by self-learning. This training style needs no advanced
information communication structure like the e-learning type; it only needs the communication
infrastructure of the mail service. The trainee can learn at their own pace with no restrictions as
to place and time as far as they have the teaching materials. The organizer does not have to
secure instructors and a training place. Thus this style is suitable for large-scale training as well.
However, the trainee can ask no direct questions and has to wait for a certain amount of time
before receiving answers by mail or other means of communication. The learner’s understanding
is considerably affected by the quality of the teaching materials. Depending on the quality of the
teaching materials, the training gives the trainee knowledge only and no practical guidance.
While this style requires no direct instructor, it needs the development of teaching materials and
their update based on the latest information so as to increase the understanding of the trainee.
1-18

1.3.4 e-Learning type
e-Learning type: the training style using PCs, digital media and networks.
Computer-based training (CBT): the learning style using the software or CD-ROMs installed
in the PC.
Web-based training (WBT): the style in which the trainees receive education through
the network using the Web browser.
Learning management system (LMS): the training system having the function for managing the
progress and result of learning in addition to the WBT
function.
Advantages: Disadvantages:
-There are only a few time constraints. -This training style requires the provision of
information communication infrastructure (PCs,
-Trainees do not have to travel to a
networks).
particular place.
-Human relations are apt to become less close.
-It is easy to update and distribute the
teaching materials. -No direct guidance can be given.
-This training style can be used for large- -No direct questions can be asked.
scale training.
-Training depends on the quality of the teaching
materials (contents).
1.3.4e-Learning type 1-19
“e-learning type” is the style in which the trainees learn by using CD-ROMs or DVDs via the computer or
by accessing contents via the Internet or intranet.
Compared with the classroom type, this style has less time constraints and so the learner can learn at their
own pace. The organizer can also save costs because they can use digital contents and so it is easier to
update and distribute the teaching materials; they also do not have to secure instructors and the place for
training. Therefore, this training style is used as a means to train a large number of learners, too, and can
provide guidance effectively in a short time.
Main types of e-learning include the following:
Computer-based training (CBT): This is the training style in which the learner does self-learning using a
computer by installing the teaching materials in a PC or by operating the CD-ROM or DVD distributed on
a PC. The learner can study and review the materials at their own pace without having any constraints of
time and place. In this training style, information is given via a computer on a one-way basis.
Web-based training (WBT): This is the learning style in which the learner receives the teaching materials
on an on-line basis from the server via the Internet or intranet using the Web browser. All that the trainee
needs is to have the environment for using a PC and the network. The organizer can always provide the
latest information by updating the contents on the server. Recently, there are interactive systems, too, by
which the trainee can learn while exchanging communications with the instructor or other trainees.
Learning management system (LMS): This training system has the function for managing the progress,
result and history of learning in addition to the WBT function. The trainee receives the teaching materials
by the LMS, learns the materials and takes tests. The progress of learning, the history of the classes
attended and test results are all recorded on the LMS server. The organizer can check when the trainees
receive learning, who does learning, what teaching materials they use and to what extent they learn. It can
also analyze the strong and weak fields of the trainee and their ability from the results of tests and
exercises. This is an interactive learning system by which the organizer can give the trainee effective
guidance by providing them with this information.
The e-learning type described above needs ICT infrastructure, such as PCs and servers as well as
networks for linking them together. Care should be taken even when this environment is available
because there may be the need for higher-performance PCs and speedier networks.
No direct guidance is provided in the e-learning type. Therefore, the learner may be unable to ask
questions or to dissolve doubts because it is too complicated to ask questions using an e-mail or other
means. The e-learning type has less secondary effects (e.g. the trainee can listen to the opinions of other
trainees) than the classroom type. Thus some steps should be taken to avoid inappropriate self-solution
and complacence. Because the quality of the teaching materials directly affects the learner's
understanding, it is advisable to take some measures to reflect their opinions and needs on the materials,
such as questionnaires to them.
1-19

1.3.5 Media use type
The training style using television, radio, newspapers, the Internet and
other means and targeted at a wide range of people.
Advantages:
- It is possible to give training to a large number of learners at a time.
- The latest information can be provided.
Disadvantages:
- Information is provided to the learner only on a one-way basis.
- It is difficult to check the effects of learning.
- This style is unsuitable for practical and advanced-level training.
1.3.5 Media use type 1-20
“Media use type” is the training style in which training is provided to a wide range of people by
distributing video clips, voices and pictures to them via television, radio, newspapers, the
Internet and other means. These media have a high communication efficiency, and this training
type thus aims at raising a question before or offering knowledge or information to the general
public. This training style is characterized by promptness, too. On the other hand, however,
information is provided to the trainee only on a one-way basis in most cases and it is difficult to
establish knowledge in the learner or to keep their motivation for activities. There is no definite
means to quantitatively measure the effects of the training provided. Because it can define the
scope of trainees only roughly, this training style is suited for the teaching of general and basic
knowledge and techniques more than for that of specialized ones.
1-20

Reference: Range of application (1/2)
Advanced Classroom Type
Applied e-Learning Type
Knowledge/tech Correspondence course Type

nique level
basic
Workplace type
Media use type
introductory
Small Medium Large
Size
Range of application 1-21
The above is the chart drawn up by plotting the styles of enlightening promotion activity on the
graph showing the size and level of trainees.
The classroom type is suitable when good results should be achieved steadily for a small
number of trainees. It can meet the needs of different levels of trainees, ranging from the level of
introductory training for new employees to the advanced level of technical or practical contents.
Because the instructor can adjust the contents of their lecture during the class hours, they can
flexibly change the guidance to the same level of trainees into the most needed one at the time.
The workplace type is basically one-to-one training and thus is targeted at a small number of
trainees. Its objective is to improve the ability of employees on an introductory level to the level
on which they can perform their duties themselves.
In the e-learning type and the correspondence course type, individuals can select the place and
time for learning. Therefore, these training types can provide training both to a small number of
trainees and to a large number of trainees. The e-learning type can teach technical or practical
contents using the teaching materials containing animations and sounds and can thus provide
training to the learners on an applied level, too.
In the media use type, information is distributed to the general public. This training type needs
general and simple contents because it is targeted at a large number of people. Thus it is suited
for the introductory and basic level of trainees.
1-21

Range of application (2/2)
Interactive communication
Workplace type
Classroom Type
Particular time e-Learning Type No time

should be fixed constraints
Correspondence course Type
Media use type
One way
Range of application 1-22
The above is the chart drawn up by plotting the styles of enlightening promotion activity on the
graph showing the type of communication and the need to fix a particular time.
The classroom type is an interactive training style in which training is given at the predetermined
date and time and the instructor and the trainees meet face to face.
The workplace type training is more interactive than the classroom type one because it is
provided during the daily operation and on a one-to-one basis.
The typical examples of the e-learning type are CBT, WBT and LMS. CBT is mostly
individual learning and tends to be one-way communication. WBT has some interactive
elements because it includes the recently introduced system by which the trainees and the
instructor are linked together online. LMS can be regarded as an interactive system because it
can follow up the post-training situation of individual trainees by managing the progress of their
learning.
The correspondence course type is based on the correspondence between the instructor and
the trainee but is mostly composed of individual learning of the teaching materials mailed to the
trainee. Therefore, this training type has much the nature of one-way communication.
The media use type training may have to depend on the time slot for the training course
concerned. It is a one-way training type because it is based on the distribution of information to
the trainee.
These training styles do not always need to be used separately. Synergy may be achieved by
combining them. For example, it is possible to strengthen the practical skills of new employees
by the workplace type and to teach them the theoretical aspects, which are apt to be neglected in
the workplace type training, by the e-learning type training at the same time. It is important to
select and apply the styles most suited for the business organization.
1-22

2. Procedure of Training Implementation
2.1 Procedure of Training Implementation
2.2 Phases of Instructional Design
2. Procedure of Training Implementation 2-1
In this chapter training implementation procedure which is one means of enlightening promotion
activity will be explained. When you offer a training, you have to plan logically and execute
according to the plan. This textbook explains “Instructional Design” which is one of training
implementation methods.
2-1
2.1 Procedure of Training Implementation(1/2)
Instructional Design (ID)
“A method
for planning and executing training
efficiently and effectively
in a short term”
Instructional Design (ID) is a training design method adopting a systematic approach. In ID,
things are logically systematized, the programs to be implemented in each phase are
standardized and checked, and the output is documented.
Also known as SATE (systems approach to education) or ISD (instructional systems
development), this method has its origin in the training at the US Army in the late 1950s and was
improved into Computer Aided Instruction (CAI) and other methods in the 1960s, which have
since been used up to now.
If you promote enlightening promotion activity using ID, training will be effective and
efficient.
Next, you learn each phase of ID.
2-2
2.1 Procedure of Training Implementation(2/2)
ID process
Course
Plan Design Develop Implement Evaluate
/Analyze
Specify Prepare the

Decide The Check
“what” is the course
“what” training whether
desirable materials
should be contents course
goal “who” and
taught, are objectives
should evaluation
“how” provided. are achieved.
achieve. format.
ID consists of five phases which are Course Plan/Analyze, Design, Develop, Implement and
Evaluate.
1) Course Plan/Analyze
In the course planning/analysis phase, the issues/challenges are checked and the human resource
development needs and training objectives (course objectives) are defined. In other words, this
phase specifies the target trainees (“who”) and the objective (“What is the desirable goal that the
trainees achieve?”).
2)Design
Based on the Course Plan/Analyze result, in the design phase, it is designed that the training
contents for helping the trainees attain the training objective. It decides what should be taught,
and how they should be taught.
3)Develop
This phase prepares the course materials designed in the design phase and makes a format for
evaluation.
4)Implement
In this phase, the training contents are provided to the trainees in a simple and proper way for
them to learn the training contents.
5)Evaluate
This phase checks whether or not the training given has achieved the course objectives.
Next, each phase of ID process will be explained in detail.
2-3
2.2 Phases of Instructional Design
2.2.1 Course Plan/Analyze
2.2.2 Design
2.2.3 Develop
2.2.4 Implement
2.2.5 Evaluate
2.2 Phases of Instructional Design 2-4
In this section, Task item, Output and Review points of each phase will be explained.
2-4
2.2.1 Course Plan/Analyze (1/3)
Course
/Analyze
•Task •output •Review points

-Identify personnel needs -Statement of personnel needs - Is the training an appropriate
solution to the issues and
-Define the image of human challenges?
resources
- Can each objective be
-Build educational steps - Chart of the course system evaluated?
-Specify the training - Outline of the course - Can the training be

objectives and analyze implemented for each
knowledge, skills and - Professional qualities of post- designed skill item?
attributes needed training human resources
- Establish the knowledge

level of the trainee before
and after the training
2.2.1 Course Plan/Analyze 2-5
When you promote “Enlightening promotion activity”, you will face various “issues and
challenges”. Training is one of solutions to “issues and challenges”. In this phase, you will
clarify issues and challenges human development needs which should be solved by training and
make a training strategy as a first step. In the second step, you will specify "whom" you want to
"become what type of human resources" and "what you should teach them" to make the training
one that meets the "human resource needs."
1) Task
i) Identify personnel needs
•For this item, you will identify the issues/challenges to be solved and will specify personnel
needs to be satisfied by the training. You will prepare documents of them as an output.
ii) Build educational steps

•For this item, you will make the training steps which meet personnel needs and will prepare
the chart of the course system and an outline of the course.
iii) Specifying the training objectives and analyzing knowledge, skills and attributes as needed
•First, you will list the specific objectives to be attained by the training. Next, you will identify
objectives attained and the current situation.
•Second, you will clarify the knowledge, skills and attributes needed to attain the objectives.
iv) Establishing the level of the trainees before and after the training
•To analyze professional qualities of trainees who have attained the objectives, you will
establish the level of trainees before and after the training.
2-5
2.2.1 Course Plan/Analyze(2/3)
(Continued)
2)Output
The key documents you will prepare in this phase are as follows:
i) Personnel needs
•This document should describe the current situation, technology trends, issues/challenges,
selected trainees, number of trainees, training term and the methods for settling non-training
issues.
ii) Chart of the course system and the outline of the course
•This document should state the course name, level of instruction, objectives, features,
qualifications of selected trainees, training types and training days.
iii) Professional qualities of post-training human resources

•You will state capabilities of human resources after the objectives are achieved. For example,
you will describe the range of the job, responsibility, and what the trainee can produce as an
output.
iv) Course objectives, subject objectives

•To measure the capabilities of the trainees who have attained the objectives, you will establish
the level of the trainees before and after the training.
2-6
2.2.1 Course Plan/Analyze(3/3)
(Continued)
3)Review points
Review points in this phase are stated below.
i) Is the training an appropriate solution to the issues/challenges?
•Are the issues/challenges behind the personnel needs critical issues?
•Is specialized training indispensable for a solution to issues/challenges?
•Is there any other method than training for resolving issues/challenges?
•Is it possible to combine training with other methods?
ii) Can each objective be evaluated?

•Can you make a checklist to evaluate if the learner achieve the objectives?
iii) Can training be implemented for each desired skill item?

•Can you make a training program for desired knowledge, skills and attributes.
2-7
2.2.2 Design(1/4)
Course
/Analyze
•Task •Output •Review points

-Make a module accompanied -Lesson plan -Can the course objectives be attained
with objectives by achieving the module objectives?
-Check if the objectives are -Are contents and instruction media

consistent with the course proper to achieve the objectives?
objectives.
- Can the evaluation exactly measure
-Plan the training subjects and the degree of comprehension and the
make a teaching schedule. degree of attainment of the objectives?
-Decide how to evaluate. -Evaluation method
-Determine how to prepare -Policy for material preparation

course material.
2.2.2 Design 2-8
In this phase, you will design "what" should be taught and "how" they should be taught, as well
as "how the effect is measured" on the basis of the result of the Course Plan/Analyze .
1) Task
i) You make a module accompanied with objectives and check if the objectives are consistent
with the course objectives.
•Enumerate the learning items based on the knowledge, skills and attributes, which are the
output of the previous phase.
•Divide the learning items into several groups.
•Name the module (ex.---subject name, chapter name) and module objectives (ex.---subject
objectives).
•Check the module objectives and course objectives consistency.
•Determine the learning order of each module and make a teaching schedule.
•Determine the instruction method of the training contents.
ii) You plan the training subjects and make a teaching schedule. Design a lesson plan.
•Make a "lesson plan" based on the design results of the training contents, learning order,
teaching method and estimated class hours.
2-8
2.2.2 Design(2/4)
Levels of Evaluation
Level Name Contents How
learner If the learners are satisfied
Level1 questionnaire
reactions or not.
test
learning If the learners understand
Level2 exercise
achievement program contents.
workshop
transfer of If the learners use new
Level3 questionnaire
learning knowledge or skill on the job.
organizational If there is a improvement in Business
Level4
results organization performance. performance
2.2.2 Design 2-9
(Continued)
iii) You design how to evaluate.
You evaluate effects of the implemented training. It is important for you to make an overall
judgment by rating the results of the training from several viewpoints. The evaluation is made
on the following four levels. On each level, you design "When," "What" and "How."
•Level1
Evaluation by trainee if he/she is satisfied or not.
•Level2
Evaluation by understanding of program contents. The methods for evaluating the
learning degree include evaluation of knowledge understanding by tests, and that of the
skill-learned degree by the result of exercises and workshops.
•Level3
Evaluation based on the action level of the trainee (e.g. Has the trainee been able to
apply to his/her job what he/she learned?). The evaluation on Level 3 is usually made
three to six months after the training.
•Level4(reflection on business results)
Was the trainee able to contribute to the business results by applying to his/her job what
he/she learned? For example, because a person takes “Project Management Basics“
class, so he/she proceed the project smoothly and made high quality system.
In general, no Level 4 evaluation is made as to the training whose objective is improving the
skill level or the knowledge level.
2-9
2.2.2 Design(3/4)
Sample items for Lesson Plan
subject name
subject objectives
purpose
background knowledge
training type
days of training
teaching equipment
time allocation
evaluation method
Evaluation points
instruction policy and so on.
2.2.2 Design 2-10
(Continued)
iv) Determine how to prepare course material.
You determine course materials type and course material preparation policy considering what
kind of materials will be effective for the trainees in attaining the objectives. You determine the
policy for the following three points:
•Policy for making textbooks for each subject.
•Type (e.g. PowerPoint files or Video etc.) of the audio-visual course materials for each object.
•How to prepare materials.
2)Output
i) Lesson plan
The contents of the lesson plan include the subject objectives, purpose, background
knowledge, training type (classroom training, e-learning, workshops, exercises), days of training,
teaching equipment, time allocation, evaluation points and instruction policy and so on.
ii) Evaluation method

You describe “how” to collect “what” and “when” for evaluation.
iii) Policy for material preparation

You make Textbook development policy for each subject. You decide kinds of audio-visual
materials and making policy. How to get course materials (e.g. using purchased materials,
preparing original texts, revising outsourced materials, making new texts). Also you describe
reference information for material development.
2-10
2.2.2 Design(4/4)
2.2.2 Design 2-11
(Continued)
3)Review points
i) Can the course objectives be attained by achieving the module objectives?
To check the validity of the designed lesson plan, you evaluate if the concrete objectives of the
entire training can be attained by achieving all of the module objectives. More specifically, you
prepare and check a matrix table of the course objectives and module objectives.
ii) Can contents and communication method achieve the objectives?

•Can objectives be attained by implementing learning items?
•Are trainees allowed sufficient time to learn training contents?
iii) Can evaluation exactly measure the degree of comprehension and the degree of attainment
of the objectives?
•Has the implementation method for Level 1, Level 2 and Level 3 for evaluation been
designed?
•Can the list check the trainees’ satisfaction and the degree of learning and application to the
job of the knowledge, skills and attributes taught in the training?
•Can the developer prepare evaluation materials on the basis of this result?
2-11
2.2.3 Develop(1/3)
Course
/Analyze
•Task •Output • Review points

-Prepare course materials -Textbook - Have the course materials been
prepared based on the lesson plan?
- Make evaluation material -Audio-visual materials
- Are the contents of exercises and
-Evaluation material workshops consistent with the
Examples ) evaluation points?
Subject test
Questionnaire - Is time allocation proper?
- Check the prepared course - Is the expression valid?

materials (=Review)
- Is there any mistake?
2.2.3 Develop 2-12
In this phase, you prepare course materials based on the result of the design phase. These course
materials are used to fully communicate the training contents to the trainees and to firmly plant
knowledge and skills in them.
1)Task
i) You prepare the textbook and audio-visual materials.
To prepare textbook, you first work on “format design”.
•In the format design stage, you determine "basic page format" and "style”.
•In the manuscript making stage, you determine a structure of textbook (arrangement of
chapters) and contents of each chapter.
Audio-visual materials should be consistent with textbook. You can prepare these
materials efficiently by using the figures and tables in textbook.
ii) You make evaluation material.
You make evaluation material based on the evaluation method devised in the design
phase.
Since Level 1 is the evaluation by the trainee, you use a questionnaire. You can collect
trainee responses using mark sensing cards, the Web or the LMS.
On Level 2, you check the trainee's understanding. You prepare a subject test and use it
to check the degree of understanding. You also check the skill level based on the
achievement indicators of the exercises and workshops.
On Levels 3 and 4, too, you basically use a questionnaire and collect responses to it.
iii) You review the prepared materials.
You review materials to guarantee the quality. You check "if course materials
are consistent with the design," "if contents have any mistake" and "if the contents help the
trainees’ understanding."
2-12
2.2.3 Develop(2/3)
2.2.3 Develop 2-13
(Continued)
The review should be done not only by the writer but also by all the other stakeholders as
well. The reviewer, writer and secretary should be assigned to the review work. This review
is an important item for guaranteeing the quality of the course materials.
2)Output
i) Textbook and audio-visual materials.
ii) Evaluation material
Examples )
Subject test
Questionnaire
2-13
2.2.3 Develop(3/3)
2.2.3 Develop 2-14
(Continued)
3)Review points
You check the validity of course materials from the following perspectives:
•Have course materials been prepared based on the lesson plan?
•Are course materials easily comprehensible ?
•Are there any literal error in materials?
•Are course materials respecting intellectual property rights?
•Are there any mistakes in the contents? It is especially important to check if any functional
mistake is contained (if command and other functions are valid) using the equipment
actually used.
2-14
2.2.4 Implement(1/2)
Course
/Analyze
•Task •Output •Review points

- Make preparation for - No point
instruction (You make evaluation in the next
phase “evaluate" but not in this
- Implement training phase.)
- Evaluate by each subject -Result of the Level 1 evaluation by

•Level1 each subject
•Level 2 (subject tests, •Questionnaire to the trainees (course
evaluation by exercises and materials, lecture quality)
workshops)
- Result of the Level 2 evaluation by
each subject
-Make training report - Training report
2.2.4 Implement 2-15
In this phase, you instruct training contents to trainee in a simple way so that they can learn
contents effectively. This section describes the implementation method of lectures in classroom
training.
1)Task
i) Preparation
Instructors make these preparations for lectures.
•Check and confirm the subject of the course.
•Examine the contents of subject.
•Make easy-to-understand stories of the lecture.
•Hold a rehearsal of the lecture.
•Be aware of the trainees’ situation.
•Check the course materials and tools necessary for the lecture.
ii) Implementation of training

Implementation of training has the following three items:
•Course opening: At the opening of the course, you explain the training objectives and
other related matters to the trainees, thus motivating them to learn.
•Lecture implementation
You communicate the contents to the trainees in a simple way using the instruction
technique so that they can understand the contents fully. The instruction technique will be
described in detail in Chapter 3.
•Course closing: At the closing of the course, you encourage trainees to review the
contents they have learned and to consider what ability they have acquired. It is also
important to motivate them to apply what they have learned to the actual situation.
2-15
2.2.4 Implement(2/2)
2.2.4 Implement 2-16
iii) Implementation of the evaluation

After implementing the training, you make its evaluation. You use questionnaires for Level 1
evaluation and subject tests and rating by exercises and workshops for Level 2 evaluation.
iv) Making of training report

You prepare the training document that records the training implementation dates, hours by
learning module, Q&As during the lecture, the instructor's comments and evaluation results.
You use the training document in the evaluation phase.
2)Output
i) Implementation result of Level1 evaluation
ii) Implementation result of Level2 evaluation
iii ) Training record (report)
3)Review points
You make evaluation in the next phase “Evaluate" but not in this phase.
2-16
2.2.5 Evaluate1/2)
Course
/Analyze
•Task •Output • Review points

- Implement of evaluation - Totalized result of evaluation - Is evaluation made to improve the
training quality?
- Evaluate and analyze course - Evaluation report
result, learner’s achievement
- Implement necessary actions - Action plan and implement result
2.2.5 Evaluate 2-17
In this phase, you check if the training you have provided would attain the course objectives.
You evaluate the training contents, and if no objectives have been achieved, you should analyze
the cause and take corrective measures.
1)Task
i) Implement of evaluation
You make Level 1 and 2 evaluations basically on completion of each subject. If a
course has two or more subjects, you also evaluate Level 1 and 2 of whole course.
ii) Evaluate and analyze course result, learner’s achievement

You usually make evaluation based only on the result of Level 1 and 2 evaluations first.
After you obtain the result of Level 3 and 4 evaluations, you do overall evaluation
afresh.
The overall evaluation is made by the person in charge of the course, course planner,
course designer, instructor and people who analyze the result.
There are quantitative analysis and qualitative analysis. It is important to use both
analysis results effectively. Do not lean too much on quantitative analysis.
2-17
2.2.5 Evaluate(2/2)
2.2.5 Evaluate 2-18
iii) You implement necessary actions.

Based on the evaluation and analysis results of the implementation, you check the points to be
improved and decide how to deal with these problems, including by what time and by whom
the problems should be solved.
2)Output
i) Totalized result of evaluation
ii) Evaluation report
iii) Action plan and implement result
3)Review points
•Is evaluation made to improve the training quality?
•Have all the totalized/analyzed results of the evaluation made been obtained?
•Can the proper action be provided to improve the training on the basis of the result at each
review meeting?
2-18
3. Instruction Technique
3.1 Effective Instruction Techniques
3.2 Points for instruction for each subject
3. Instruction Technique 3-1
3-1
3.1 Effective Instruction Techniques
- Instruction
- Effective instruction
- Preparation
- Instruction techniques
- Closing
3-2
Instruction
Instruction means to communicate techniques and ideas
to the learner, who will then practice them.
Communication
Presentation
Instruction
Instruction is a type of communication.
Communication means a process to convey your thoughts and feelings to, and making yourself
understood by, other people.
Presentation is part of communication and means to present information to the particular learner
within a given time frame, which includes causing the learner to act in some way.
Instruction is a process to convey techniques and ideas to the learners through presentations,
causing them to use such techniques and ideas.
3-3
Effective instruction
When you give effective instruction to the learners,

“they will listen to,
have an interest in,
agree on your instruction,
then they will go into action.”
3.1 Effective Instruction 3-4
The learners spare time for, and have much interest in, your instruction. Effective instruction
further arouses their interest, causing them to agree and go into action.
3-4
Reference: Learner’s response
Degree of agreement seen from the learner's response
-Nodding -Quickly taking notes

-Turning their eyes of the lecture
Eager to listen
upon the instructor -Smiling
-Reacting to the -Asking a question
instructor's jokes
-Lack of expression
-Folding their arms -Reading the teaching
-No reaction materials instead of
-Not reacting to the listening to the instructor
instructor's jokes -Yawning/sighing
-Turning their eyes away
from the instructor
-Turning their eyes to the -Look of discontent
wristwatch or the outside -Doing a second job
Refuse to listen -Sleeping
-Whispering/idle talk
Whether or not the learner agrees on the contents of the instruction and puts what they have
learned into practice can be known generally by their responses. In this sense, it is very
important for you to watch the learner's responses while you give instruction to them.
When the learner's responses are poor, you should take some measure during the instruction (e.g.
taking a break, changing the subject).
3-5
Preparation
Preparation accounts for 70-80% of the factors affecting a
successful instruction.
Example of preparation
• Know the learner’s characteristics
• Prepare necessary equipment, samples, handouts, etc.
• Pick up most important points
• Decide how to conduct exercises
• Decide classroom layout
• Prepare for trouble
It is no exaggeration to say that a key to a successful instruction is preparation.

It is important to check what is needed for the instruction. Needless to say, you should prepare
the training contents carefully.
The important points are as follows:

<Know the learner's characteristics>
You should check the learners’ characteristics, including general information (e.g. the number of
learners, gender ratios) and their knowledge level of the training contents. To build a close
relationship with the learners, you should remember as many of their names as possible.
<Prepare necessary equipment, samples, handouts, etc.>
You should prepare necessary equipment and samples shown to the learners and handouts in a
format easy to understand for them. You should also check that these can be used as intended.
It will also be advisable to prepare references and name tags.
<Pick up most important points>
It is impossible to have the learner learn all the instruction contents. Thus you should make a list
of the minimum points you want the learner to understand and clarify the contents to be
emphasized.
<Decide how to conduct exercises>
You should rehearse the method for exercises. You also prepare the articles for the group work
(e.g. sticky notes, Magic Markers, newspapers, tapes, computers).
<Decide Classroom layout>
You examine the layout of the classroom for your instruction. You decide the layout,
arrangement and the seating order that would create a good learning atmosphere.
<Prepare for trouble>
You should suppose possible problems and examine countermeasures against them in advance
(e.g. "the learner who had been expected to attend class was absent," "the projector's filament
burned out").
3-6
Instruction techniques(1/6)
a. How to start instruction

b. How to give instruction
c. Group work
d. How to ask questions
3-7
a. How to start instruction

1. Greeting
2. Breaking the ice
3. Easing the learner’s anxiety
4. Telling instruction’s purpose, meaning and objectives
5. Telling rough schedule of lectures and exercises
6. Inviting questions about an instruction format and
contents
7. Explaining the rules
Instruction is started as follows:
1. Greeting
"Good morning!"
You introduce yourself to the learner, telling them your name, career and other matters, and
introduce the cooperators, too. You show them your enthusiasm.
2. Breaking the ice
To relax the learner and give them a sense of unity, you talk about what you feel in your daily
life, the latest trend of the instruction contents and the like. You obtain the learners’ agreement.
3. Easing the learner's anxiety
You tell the learner that you will adjust the level of your instruction to their ability.
4. Telling instruction’s purpose, meaning and objectives
You tell the learner your instruction's purpose, meaning and objectives to motivate them to learn.
5. Telling rough schedule of lectures and exercises
You explain a rough schedule to the learners to prepare them for the instruction.
6. Inviting questions about an instruction format and contents
You have explained a whole picture of the instruction to the learner in the process of 1 to 5
above. At this point, you give them the opportunity to ask questions about the instruction.
7. Explaining the rules
You explain the rules to the learners (what they are expected to observe); you emphasize the
need for cooperation from all the learners and request their cooperation.
3-8
b. How to give lectures
• Clearly show which part you are explaining.
• Observe learners and give acknowledgement.
• When there you do not have an answer, you study
and answer later.
• Make clear statement during class.
• Review the instruction on the previous day.
• Make material distribution plan.
• Be prepared for trouble.
When you give instruction, you should pay attention to several matters.
<Clearly show the part of the materials you are explaining>
When the contents you explain reach the lower part of the hierarchy, learners often cannot see where the
subject explained is situated and cannot understand the contents as a result. To avoid this; for example,
you can write the item numbers concerned (e.g. "1, 1-1, 1-2," "1, (1), A") on the blackboard.
<Observe learners and give acknowledgement>
You should not only give lecture but also motivate learners. Therefore carefully observe learners
expression or atmosphere of class and give feedback especially acknowledgement.
< When there you do not have an answer, you study and answer later. >
The learner understands tacitly that there are some problems that even the instructor does not know. You
should always try to answer the question from the learner.
< Make clear statement during class. >
Because a vague way of talking causes confusion among the learner, you should state everything clearly.
It is also advisable to ask the learner to talk about the problem.
< Review the instruction on the previous day. >
You can return the learner to the state at the closing of the previous instruction by reviewing the first day's
instruction.
<Make material distribution plan.>
You consider the timing when you distribute the teaching materials and show samples, photos and so on
to the learner, thereby preventing their concentration from being broken off.
<You show the learners as many samples, disassembled articles and photos as possible>
You can give the learner a clearer image of something by showing as many samples to the learner as
possible, rather than through explanations using imagination or verbal explanation.
< Be prepared for troubles. >
If you suppose troubles (e.g. "the learner who had been expected to attend class was absent," "the
projector's filament burned out") and decide how to cope with them in advance.
3-9
c. Group work(1/2)
People learn best when they are actively involved in the
process and retain it longer.
Group work is a good way to involve learner into process.
Example of Discussion tools

Brainstorming
KJ method (Affinity Diagram)
Fishbone
5W2H etc.
When you carry out group work, you can clarify its theme, contents and tools by defining its
objectives.
Examples of discussion tools

<Brainstorming>
This is the method by which several people meet and develop ideas together. You should
observe the four rules below:
Never criticize others: You should never criticize others' opinions and ideas.
Free and wild: You welcome even wild ideas and let the group members speak freely.
Quantity before quality: You pursue more quantity than quality and collect as many opinions as
possible.
Take advantage of others' opinions: You can take advantage of others' opinions and supplement
your opinion with these opinions.
<KJ method (also known as affinity diagram)>

The KJ Method is the method by which you note each of the ideas or opinions proposed by
brainstorming, etc. or various types of information collected from various investigations on a
small card. The cards are then grouped into small, medium and large groups of 2 to 3 cards each
with similar ideas and illustrated systematically. This method tries to create hints and
inspirations helpful for solving the issue.
<Fishbone (cause-and-effect diagram)>

This is a fishbone-like diagram systematically drawing the relations between the characteristic in
question and the factors that probably affect the characteristic.
<5W2H>
You discuss Why (purpose - objective), What (problem), Where (target scope), How (means to
realize), When (time for realization), Who (system for realization) and How much (necessary
costs).
3-10
c. Group work(2/2)
Procedures for group work
1. Individual work
2. Group work --- Discuss and Summarize---
3. Prepare presentation materials.
4. Report the contents of discussion and the
conclusion.
5. Evaluate the report and give a feedback.
The procedures for group work are as shown above. Because some of the procedures can be
omitted according to the purpose, you should examine in advance which procedure you plan to
adopt.
There are a variety of tools for group discussion. If you use these tools in group discussion,
you can create, arrange and evaluate many ideas efficiently.
3-11
d. How to ask questions
• Questions that can be answered by

Easy “Yes” or “No”
“Have you ever been to Japan?”
• Questions that can be answered briefly

“When did you go to Japan?"
• Questions about which you have to think

Difficult hard how to answer
“Why did you go to Japan?"
There are some techniques for asking questions.
• In an atmosphere where participants would not speak readily, you begin with an easy question.
• You avoid concentrating questions on a particular participant. If you randomly select a person
to ask a question, you can keep a feeling of tension among the participants.
• You call the name of the participant when you ask him or her a question.
• You should not interpret the answer to the question; you repeat the answer or write it on the
blackboard. If you interpret the answer as you understand it, you may distort what the
questioner intends to say.
3-12
Closing
1. Review of the instruction

2. Advice on how to study continuously
3. Appreciation for and expectations
on the learner
At the end of the instruction, you do the closing procedure.

Important points of closing are as follows:
1. Review of the instruction

You review important concepts and keywords and summarize what has been done to learn what.
The instructor states these matters and asks the learner questions to perform this process.
2. Advice on how to study continuously

You consider how to study continuously by putting yourself in the learners’ shoes and give them
advice on references and learning methods.
3. Appreciation for and expectations on the learner

You thank the learners for their participation in the instruction and mention your hope that they
will use what they have learned in their job.
3-13
3.2 Points for instruction for each subject
Choose appropriate instruction methods by contents.
Contents Instruction Method Subjects

Knowledge Lecture All subjects
Demonstration
Discussion
Attitude Discussion Leadership
Role-playing Human skill subjects
Case study
Skill Exercise IT related subjects
Role-playing
Case study
3.2 Points for instruction for each subject 3-14
In training, you should select appropriate instruction methods. In almost every subject,
instructor communicate knowledge first. Next, instructor have to think if it is necessary for
trainee being able to utilize those knowledge as skill or attitude. If trainee have to use those
skill, instructor have to prepare exercise to display those skill, or prepare role-playing for
transferring those knowledge into attitude and/or behavior.
3-14

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CNX00L07A

OKINAWA INTERNATIONAL CENTRE

Promotion Planning ........................................................................................... 1

Chapter 1 Outline of Enlightening Promotion Activity .............................. 1-1

1.1 Enlightening Promotion Activity and its purpose 1-2

1.2 Concrete examples of the enlightening promotion activity 1-7

1.3 Styles of Training 1-15

Chapter 2 Procedure of Training Implementation ................................... 2-1

2.1 Procedure of Training Implementation 2-2

2.2 Phases of Instructional Design 2-4

Chapter 3 Instruction Technique .............................................................. 3-1

3.1 Effective Instruction Techniques 3-2

3.2 Points for instruction for each subejct 3-14

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1. Explain the efficient promotional activities to spread new

2. Explain procedures and points to consider when planning the

3. Understand the instruction technique for training to spread new

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

Chapter 1. Outline of Enlightening Promotion Activity

Chapter 2. Procedure of Training Implementation

Chapter 3. Instruction Technique

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.1 Enlightening Promotion Activity and its

1.2 Concrete examples

1.3 Styles of enlightening promotion activity

1. Outline of Enlightening Promotion Activity 1-1

In this chapter, outline of “Enlightening Promotion Activity” will be discussed.

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.1.1 Enlightening promotion activity

1.1.2 Purpose of Enlightening promotion activity

1.1.3 Keys to successful enlightening promotion

1.1.4 Enlightening promotion activity for ICT

1.1 Enlightening Promotion Activity and its purpose 1-2

Section 1 discusses the meaning and purpose of ICT dissemination.

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.1.1 Enlightening promotion activity 1-3

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

Activities for improving people’s lives:

1.1.2 Purpose of enlightening promotion activity 1-4

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.Definition of the vision

1.1.3 Keys to successful enlightening promotion activity 1-5

The three keys to a successful enlightening promotion activity are as follows:

1) Definition of the vision

2) Creation of the environment

3) Establishment of the educational system

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1) Important points of ICT dissemination

2) By-product of ICT dissemination

1.1.4Enlightening promotion activity for ICT 1-6

• Formulate the ICT policy

ICT dissemination will bring the following a by-products:

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.2 Concrete examples of the enlightening promotion activity 1-7

Item 3 (Business-academia collaboration) is an example applicable to the acquisition of funds for

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

1.2.1 Introduction of laws and guidelines 1-8

•EA guideline introduction

•ISO 9000 introduction

Copyright 2007 NIPPON TELEGRAPH AND TELEPHONE EAST CORPORATION

Examples of the IT special deregulation zone

1.2.4 IT special deregulation zone 1-9