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.