Cover image for The training design manual : the complete practical guide to creating effective and successful training programmes
Title:
The training design manual : the complete practical guide to creating effective and successful training programmes
Personal Author:
Publication Information:
London : Kogan Page, 2006
Physical Description:
1v + 1 CD-ROM
ISBN:
9780749445706
General Note:
Accompanied by compact disc : CP 10341

Available:*

Library
Item Barcode
Call Number
Material Type
Status
Searching...
30000010141716 HF5549.5.T7 B725 2006 Open Access Book
Searching...

On Order

Summary

Summary

No matter how training is delivered, at some stage someone will have had to sit down and plan what will be done, the order it's to be done in and exactly how it's to be delivered. This workbook and CD-Rom provides a one-stop reference manual to designing and delivering a successful training course.

Written in a practical and user-friendly style, The Training Design Manual provides both theory and practical exercises and guides the reader through the total design process from start to finish. Activity sections are included requiring readers to complete specific tasks which build towards a complete course design. Examples of materials and course peripherals are also included. Theory and concepts are followed by practical application and a blend of text and graphics appeals to a wide range of learning styles. A CD-Rom includes templates, activities and course materials.


Author Notes

Tony Bray runs Aquarius International, a training consultancy, having previously had a management career with British Telecom. He is the author of several training books including Trade Secrets of Using E-Learning in Training (Thoroughgood) and 13 trainer packs including Top Teambuilding and Training that Stick s (Fenman).


Excerpts

Excerpts

1 Introduction Welcome ; Structure of the book ; What is 'learning'... and 'training'? ; The benefits of good design ; Focus on designing a real course 2 The training design project Identify your stakeholders ; Project dashboard ; The initial planning meeting 3 Designing for global diversity The DESIGN process ; DESIGNing for global corporate diversity ; Why diversity is important ; Accessibility for trainer-led courses ; Accessibility for web-based materials ; The employer's 'two tick' commitment 4 Formal learning needs analysis The importance of learning needs analysis ; Who will you consult? ; Learning needs checklist ; Data collection techniques ; Practical examples ; Now focus on your course 5 Team-based needs analysis Introduction ; Functional competences ; Core competences ; Critical work processes 6 What do you propose? Training may not be the solution ; Define the overall course 'envelope' ; Internal or external designers? ; Write your proposal ; Sunflower analysis 7 The impact of learning styles How people learn ; Climb the learning ladder ; The impact of learning styles ; Fight the filters ; So what does this mean for me? 8 Go with the flow Process map the flow ; Learning methodologies ; Four ways to communicate ; Timing the course outline ; 'Sign off' by the project sponsor 9 The STAR design model Follow the STAR ; 'S' is for stimulate interest ; 'T' is for transfer ideas or concepts ; Techniques for transferring ideas or concepts ; 'A' is for apply the learning ; Techniques for applying the learning ; 'R' is for review what's changed 10 Designing more complex activities Designing workshop sessions ; Reversed workshop sessions ; Team-based projects ; Role play or skill practices ; Using actors 11 Designing each session in detail Comply with company standards or policies ; The session plan ; Timings ; Session title ; Objectives ; Learning methods ; Administration and logistics ; A real example ; 'Diet' session plan ; Sponsor 'sign off' 12 Designing course materials What might you need? ; Harmonize with company standards ; Sources for course content ; Displaying text effectively ; Delegate name cards or badges ; Workbooks for trainer-led courses ; Delegate handouts ; Exercise briefing notes ; Feedback sheets ; Course peripherals 13 Using audio Why use audio? ; Some examples ; Slightly different uses ; Equipment needs 14 Designing visual aids Why use visual aids? ; What visual aids can we use? ; Basic design principles ; Flipcharts ; Overhead transparencies ; Computer graphics ; Potential pitfalls ; Plan your visuals 15 Designing e-learning Why e-learning? ; Managing the project ; The electronic learning system ; Using quizzes ; The course flow chart ; Building individual screens ; Creating the storyboards ; The trainer-led course ; The delegate workbook 16 Train the trainers Write a Trainer's Guide ; Train the trainers ; Trainer-led courses for blended learning 17 Select and manage the venue Draft the venue specification ; Manage the venue 18 Pilot the course Plan the pilot ; Pilots for blended learning ; Deliver the pilot ; Evaluate the pilot ; Sponsor 'sign off' 19 Go live Confirm ownership ; Identify resources and materials ; Market the programme ; Deliver the programme ; Follow up ; What could go wrong? 20 Review and relaunch Review what's changed ; Sources of feedback ; Measuring wider business impact ; Time for decision ; The end of the journey Excerpted from The Training Design Manual: The Complete Practical Guide to Creating Effective and Successful Training Programmes by Tony Bray All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Table of Contents

1 Introduction
Welcome
Structure of the book
What is 'learning'... and 'training'?
The benefits of good design
Focus on designing a real course
2 The training design project
Identify your stakeholders
Project dashboard
The initial planning meeting
3 Designing for global diversity
The DESIGN process
DESIGNing for global corporate diversity
Why diversity is important
Accessibility for trainer-led courses
Accessibility for web-based materials
The employer's 'two tick' commitment
4 Formal learning needs analysis
The importance of learning needs analysis
Who will you consult?
Learning needs checklist
Data collection techniques
Practical examples
Now focus on your course
5 Team-based needs analysis
Introduction
Functional competences
Core competences
Critical work processes
6 What do you propose?
Training may not be the solution
Define the overall course 'envelope'
Internal or external designers?
Write your proposal
Sunflower analysis
7 The impact of learning styles
How people learn
Climb the learning ladder
The impact of learning styles
Fight the filters
So what does this mean for me?
8 Go with the flow
Process map the flow
Learning methodologies
Four ways to communicate
Timing the course outline
'Sign off' by the project sponsor
9 The STAR design model
Follow the STAR
'S' is for stimulate interest
'T' is for transfer ideas or concepts
Techniques for transferring ideas or concepts
'A' is for apply the learning
Techniques for applying the learning
'R' is for review what's changed
10 Designing more complex activities
Designing workshop sessions
Reversed workshop sessions
Team-based projects
Role play or skill practices
Using actors
11 Designing each session in detail
Comply with company standards or policies
The session plan
Timings
Session title
Objectives
Learning methods
Administration and logistics
A real example
'Diet' session plan
Sponsor 'sign off'
13 Designing course materials
What might you need?
Harmonize with company standards
Sources for course content
Displaying text effectively
Delegate name cards or badges
Workbooks for trainer-led courses
Delegate handouts
Exercise briefing notes
Feedback sheets
Course peripherals
13 Using audio
Why use audio?
Some examples
Slightly different uses
Equipment needs
14 Designing visual aids
Why use visual aids?
What visual aids can we use?
Basic design principles
Flipcharts
Overhead transparencies
Computer graphics
Potential pitfalls
Plan your visuals
15 Designing e-learning
Why e-learning?
Managing the project
The electronic learning system
Using quizzes
The course flow chart
Building individual screens
Creating the storyboards
The trainer-led course
The delegate workbook
16 Train the trainers
Write a Trainer's Guide
Train the trainers
Trainer-led courses for blended learning
17 Select and manage the venue
Draft the venue specification
Manage the venue
18 Pilot the course
Plan the pilot
Pilots for blended learning
Deliver the pilot
Evaluate the pilot
Sponsor 'sign off'
19 Go live