Professional Documents
Culture Documents
PROGRAM DESIGN
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OBJECTIVES (1)
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OBJECTIVES (2)
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THE IMPORTANCE OF TRAINING DESIGN
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THE PROGRAM DESIGN PROCESS
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THE TRAINING SITE
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THE TRAINING ROOM
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FAN-TYPE SEATING
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CLASSROOM-TYPE SEATING
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CONFERENCE-TYPE SEATING
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HORSESHOE-TYPE SEATING
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CHOOSING TRAINERS
Given that trainers are central to learning experience, great care should
be taken when selecting outside vendors
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PREPARATION OF MATERIALS
Use mental and physical rehearsal to build your confidence and assess
your strengths and areas for improvement
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HOW SHOULD YOU ADAPT TRAINING FOR DIFFERENT
GENERATIONAL COHORTS?
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MYERS-BRIGGS TYPE INDICATOR
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CONSIDER LANGUAGE AND CULTURAL DIFFERENCES
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PRE-TRAINING MOTIVATION
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PROVIDE AN OVERVIEW
Give the big picture, including objectives, timeline, and activities, and
assignments
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EXAMPLE CONCEPT MAP
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HELP TRAINEES RETAIN AND RECALL CONTENT
Utilize microlearning
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CHARACTERISTICS OF EFFECTIVE MICROLEARNING
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CLASSROOM MANAGEMENT
Monitor the room for extra chairs, overflowing trash cans, and
materials left from previous sessions
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INTERACTING WITH TRAINEES
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GETTING TRAINEES INVOLVED
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DISCUSSIONS
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DISRUPTIVE TRAINEES
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MANAGING GROUP DYNAMICS
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CURRICULUM, COURSE, AND LESSON DESIGN
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CURRICULUM ROAD MAP (1)
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CURRICULUM ROAD MAP (2)
Design document
• outlines scope of project, delivery methods, and objectives
• used to guide development and explain training to stakeholders
Lesson plan
• translates content and activities into a guide to help deliver training
• includes the sequence of activities that will be conducted
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SELECTING AN OUTSIDE VENDOR OR CONSULTANT
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NEAR OR FAR TRANSFER?
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PROMOTING NEAR TRANSFER
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PROMOTING FAR TRANSFER
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SELF-MANAGEMENT TRAINING
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LEVELS OF MANAGEMENT SUPPORT
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PEER SUPPORT
Peers can share successful experiences, discuss how they coped with
challenges, and provide encouragement and feedback
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OPPORTUNITIES TO USE
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KNOWLEDGE MANAGEMENT
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KNOWLEDGE MANAGEMENT STRATEGIES (1)
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KNOWLEDGE MANAGEMENT STRATEGIES (2)
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KEYS TO KNOWLEDGE MANAGEMENT SUCCESS
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Appendix of Image Long Descriptions
THE PROGRAM DESIGN PROCESS Long Description
Program Design Process
This slide presents the three phases of the training program design process with boxes and arrows (from left to right):
Phase 1—Pre-Training
Involves preparing, motivating, energizing trainees to attend the learning event and ensuring that the work environment
is supportive of learning and transfer
Phase 3—Post-Training
Refers to transfer of training, getting learners to apply what they have learned to their work
The first oval contains a question that reads why conduct performance reviews? There are four lines that arise from the
right side of this structure. There is content against each of these lines. From the top to the bottom, these lines read pay,
development, promotion, and training.
A downward-pointing arrow arises from the bottom of the first oval and points at the second oval that is labeled
preparing for a performance review. There are four lines that arise from the right side of this structure. There is content
against each of these lines. From the top to the bottom, these lines read anticipated reactions and response, list of
questions, suggestions for improvement, and documented examples of good and poor performance. There are five lines
that arise from the left side of this structure. There is content against each of these lines. From the top to the bottom,
these lines read company goals, job decrepitation, evaluate form, previous appraisal, and current goals.
A downward-pointing arrow arises from the bottom of the second oval and points at the third oval that is labeled
conduct the problem solving performance review. There are two lines that arise from the left side of this structure. They
read summarizing and closing and targeting objectives. A line arises from the bottom of the oval structure and the
content beneath this line reads using the feedback sandwich. There are two lines that arise from the right side of the oval
structure. The content against these lines read upbeat opening and active listening.