Instructional Design for Action Learning

321 Pages·2010·3.744 MB·English

by  Geri McArdle

Instructional
Design for
Action
Learning
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Instructional
Design for
Action
Learning
G E R I M ARDLE
C
American Management Association
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Library of Congress Cataloging-in-Publication Data
McArdle, Geri E. H.
Instructional design for action learning / Geri McArdle.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-8144-1566-5
ISBN-10: 0-8144-1566-0
1. Instructional systems—Design. 2. Educational technology. I. Title.
LB1028.38.M33 2011
371.3—dc22
2010004417
© 2010 Geri McArdle.
All rights reserved.
Printed in the United States of America.
Table 1-15 © 1995 Geri McArdle, TSI.
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Printing number
10 9 8 7 6 5 4 3 2 1
Contents
PREFACE VII
CHAPTER 1: DEFINE THE TRAINING NEED 1
CHAPTER 2: DESIGN THE LEARNING TO FIT THE NEED 55
CHAPTER 3: PREPARE TO CONDUCT THE TRAINING 127
CHAPTER 4: SET THE SCENE FOR LEARNING 184
CHAPTER 5: IMPLEMENT THE TRAINING 207
CHAPTER 6: MEASURE THE EFFECTIVENESS 235
APPENDIX 277
ADDITIONAL READING 285
INDEX 293
v
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Preface
T
his book presents numerous thought-stimulating examples of active-
oriented learning techniques that you can apply to your training design
and delivery. If you apply these techniques and strategies to your train-
ing design and presentation, that training will stick! Specific strategies
will show you how to do the following:
?
Create trainings that are fun and memorable.
?
Write learner-based trainings that guarantee success for each learner
performance.
?
Develop learning activities that match the need, learning style, and
level of understanding of the participants.
?
Use learning strategies that encourage learners to build on their
experiences.
?
Plan ongoing training activities that evaluate learner mastery during
the entire learning event.
?
Design blended and accelerated learning strategies that strengthen
learning transfer back on the job.
?
Identify methods that accurately measure training results.
vii
+ Preface
What Are the Six Components of
Creating Training?
Once you determine that a training need exists, there are six compo-
nents, as shown in Figure P-1, that are considered the tools of the train-
ing trade, to guide you through the steps to create the training. These
are the basis for the chapters in this book.
Chapter 1. Define the Training Need
Identify the skills and competencies that will improve job performance.
Training needs information can be gathered from surveys, interviews,
Figure P-1. Training design model.
BUSINESS JUSTIFICATION
1. Identify training needs.
2. Determine training solutions.
3. Estimate return on training
investment.
IMPLEMENTATION EVALUATION ANALYSIS
15. Prepare the training 18. Evaluate ROI. 4. Identify learners’ needs.
program. 19. Revise the program. 5. Perform a job-task analysis.
16. Organize the presentation. 20. Review the final program
17. Manage your audience. with management.
DEVELOPMENT DESIGN
9. Develop the curriculum. 6. Develop a preliminary
10. Write the lesson plan. budget.
11. Select instructional strategies. 7. Prepare learning
12. Obtain instructional resources. objectives.
13. Consider the legal implications. 8. Consider relevant
14. Prepare a final budget. learning theory.
viii
Preface +
job and performance analyses, and employee and management feedback.
When gathering information about the targeted group, determine if the
learning should be more specialized and focused on a particular profes-
sion or function. Also, does the learning need occur at the individual
level, team level, or organization level?
Chapter 2. Design the Learning to Fit the Need
Devise a program plan, and use methods that best facilitate the needed
learning. Once you have identified the training needs, set the program
objectives to meet these needs. When you write the program objectives,
keep in mind that there are two types of objectives: knowledge based
and behavioral based. Knowledge-based objectives show that partici-
pants have acquired information, theories, or facts. Behavioral-based ob-
jectives show that participants have acquired skills.
Objective statements should contain action verbs and be measurable.
Once you have developed the objective statement, select training meth-
ods that reflect adult learning principles. Remember, your methods must
be focused and interesting. Your goal is to convey the content clearly and
to make sure it applies to the job. Participants should be able to apply
their own experience and use what they have learned to solve real-world
problems. Frequently used methods include small- and large-group dis-
cussions, readings, case studies, group presentations, pre- and post-work,
videos, games, and simulations.
Chapter 3. Prepare to Conduct the Training
Ensure that you have the knowledge and an approachable style needed
to foster learners’ understanding of the training topics. Trainers and
facilitators are expected to be authorities in the programs they lead.
But keep in mind that your job is to facilitate learning and not to
show off your expertise. Ask participants to show what they have
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