Training Design Document – 300 points/30% (due at the end of week 10)
Purpose
The Training Design Document provides the framework for your training and development course (this can be any type of training and development course, solution, program, workshop, etc.) including the learning objectives, pre-requisites and/or pre-work, content outline, learning methods, and time requirements.
A “design matrix” can be used to organize all this information in 5-6 pages (landscape orientation in MS Word).
Learning Objectives:
While correctly diagnosing a need (as in your previous assignment) to provide training or development is important, organizations also want to be sure that their employees are learning and then utilizing the right content. This involves taking the information collected as part of the needs analysis to create learning objectives. Learning objectives represent the specific instructional goals that address the more general content areas identified during the needs analysis.
Learning objectives are important from a design perspective because they define the performance that is expected by the end of the training program or course. The learning objectives “drive” the design and development (not the other way around).
Learning objectives should be clearly stated and should define or describe the action that participants will achieve or accomplish as a result of the training. Learning objectives begin with a verb. Examples of active and passive verbs are shown below. Verbs that are passive involve participants understanding or knowing something. Verbs that are active involve evidence that the participant has gained a level of mastery. Generally, training design for skill building involves the use of active verbs to ensure that participants can demonstrate or apply the new skill or behavior upon completion of the training.
Active Verbs
Passive Verbs
Explain
Demonstrate
Apply
Understand
Know
Learn about
Objectives should also include the performance expectations and the conditions in which the learner will demonstrate the new knowledge, skill, or behavior. Refer to Bloom’s Taxonomy of Measurable Verbs in BB Learn for more information on writing effective course objectives.
Training Pre-requisites and/or Pre-work
A list of prerequisite courses and/or knowledge and skills that are required before taking the course should be identified along with any desired pre-work that participants must complete in advance of the course.
Content Outline
The content should be organized into a logical hierarchy of topics or modules. This hierarchy can then be organized in the form of an outline and included in a design matrix (see next page).
Learning Methods
A learning method is the process used to deliver the training and development content and to enable learners to discuss, practice, and/or apply the learning. Learning methods include mini-lectures, large and small group discussions, partner exercises, demonstrations, role plays, triad activities, self-study, and other methods (see Chapter 7).
Time Requirements
The timing and duration of each module in the course should be defined to determine the overall length of the course and estimates of when to take breaks and lunch.
Delivery Mode
Delivery mode is how you plan to implement or deliver the training course (F2F classroom-based or workshop, e-learning, virtual learning, LMS platforms, MOOCs, synchronous video conference, mobile instruction, gamification, hybrid/blended approach). Refer to Chapters 8 and 9.
Design Matrix
The module titles, descriptions, objectives, learning methodology, timing requirements, and delivery mode can be organized in a matrix such as the following.
Module #
Module
Learning Methodology
Timing Requirements
Delivery Mode
Title
Description
Objectives
1
2
3
4
5