The Training Design Manual: The Complete Practical Guide to Creating Effective and Successful Training Programmes - Softcover

Bray, Tony

Softcover

ISBN 10: 074944570X ISBN 13: 9780749445706

Publisher: Kogan Page, 2006

Synopsis

<p>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.<br><br>Written in a practical and user-friendly style, <i>The Training Design Manual</i> 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.</p>

About this title

About the Author

<b>Tony Bray </b>has established a reputation for designing a wide range of training courses and workshops and runs training consultancy Aquarius International. He is the author of a number of training publications.

Excerpt. © Reprinted by permission. All rights reserved.

<p><b>1 Introduction</b><br><br> Welcome ; Structure of the book ; What is 'learning'... and 'training'? ; The benefits of good design ; Focus on designing a real course<br><br> <b>2 The training design project </b><br><br> Identify your stakeholders ; Project dashboard ; The initial planning meeting<br><br> <b>3 Designing for global diversity </b><br><br> 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<br><br> <b>4 Formal learning needs analysis </b><br><br> The importance of learning needs analysis ; Who will you consult? ; Learning needs checklist ; Data collection techniques ; Practical examples ; Now focus on your course<br><br> <b>5 Team-based needs analysis </b><br><br> Introduction ; Functional competences ; Core competences ; Critical work processes<br><br> <b>6 What do you propose? </b><br><br> Training may not be the solution ; Define the overall course 'envelope' ;<br><br> Internal or external designers? ; Write your proposal ; Sunflower analysis<br><br> <b>7 The impact of learning styles </b><br><br> How people learn ; Climb the learning ladder ; The impact of learning styles ;<br><br> Fight the filters ; So what does this mean for me?<br><br> <b>8 Go with the flow </b><br><br> Process map the flow ; Learning methodologies ; Four ways to communicate ;<br><br> Timing the course outline ; 'Sign off' by the project sponsor<br><br> <b>9 The STAR design model </b><br><br> 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<br><br> <b>10 Designing more complex activities</b><br><br> Designing workshop sessions ; Reversed workshop sessions ; Team-based projects ; Role play or skill practices ; Using actors<br><br> <b>11 Designing each session in detail</b><br><br> Comply with company standards or policies ; The session plan ; Timings ; Session title ; Objectives ; Learning methods ; Administration and logistics ;<br><br> A real example ; 'Diet' session plan ; Sponsor 'sign off'<br><br><br><br> <b>12 Designing course materials </b><br><br> 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<br><br> <b>13 Using audio </b><br><br> Why use audio? ; Some examples ; Slightly different uses ; Equipment needs<br><br> <b>14 Designing visual aids </b><br><br> Why use visual aids? ; What visual aids can we use? ; Basic design principles ;<br><br> Flipcharts ; Overhead transparencies ; Computer graphics ; Potential pitfalls ; Plan your visuals<br><br> <b>15 Designing e-learning </b><br><br> 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<br><br> <b>16 Train the trainers </b><br><br> Write a Trainer's Guide ; Train the trainers ; Trainer-led courses for blended learning<br><br> <b>17 Select and manage the venue </b><br><br> Draft the venue specification ; Manage the venue<br><br> <b>18 Pilot the course </b><br><br> Plan the pilot ; Pilots for blended learning ; Deliver the pilot ; Evaluate the pilot ; Sponsor 'sign off'<br><br> <b>19 Go live </b><br><br> Confirm ownership ; Identify resources and materials ; Market the programme ; Deliver the programme ; Follow up ; What could go wrong?<br><br> <b>20 Review and relaunch</b><br><br> Review what's changed ; Sources of feedback ; Measuring wider business impact ; Time for decision ; The end of the journey</p>

Edition details

• Publisher: Kogan Page
• Publication date: 2006
• Language: English
• ISBN 10: 074944570X
• ISBN 13: 9780749445706
• Binding: Paperback
• Edition number: 1
• Number of pages: 320