Designing Effective
Trainings
1
Steps to Creating Learning Objectives
At the end of this session, participants will be able to:
•
•
•
•
Identify ways to get to know learners and their needs.
Recognize effective learning objectives.
Identify the correct stage of learning for a given objective.
Describe how instruction and activities lead to
understanding of the learning objectives.
• Assess whether learning objectives have been met.
• Submit their trainings to the Gateways to Opportunity
Registry.
2
The Training Cycle- Step 1
Learning
about your
learners.
3
Learning about your
Learners
Background
Demographics
Level of
Expertise
•
Why were you asked to provide training for them?
•
Have the learners had training on the same topic
before?
•
How many will attend your session?
•
What is the demographic makeup of the learners
(age, gender, other descriptive factors)?
•
How familiar are the learners with the subject
matter?
What do the learners want to know?
•
Attitudes
•
•
Are the learners interested in the subject?
Do the learners know why they are coming
to the training?
Expected
Results
•
•
How can you meet the learners’ needs?
How does this training benefit the
learners?
4
Learning about your Learners
• Pre-training meeting
• Training Registration form
• Pre-training questionnaire
5
PROPERTIES
Allow user to leave interaction:
Show ‘Next Slide’ Button:
Completion Button Label:
After viewing all the steps
Show upon completion
Next Slide
PROPERTIES
On passing, 'Finish' button:
On failing, 'Finish' button:
Allow user to leave quiz:
User may view slides after quiz:
User may attempt quiz:
Goes to Next Slide
Goes to Slide
At any time
At any time
Unlimited times
The Training Cycle- Step 2
Learning
about your
learners.
Write learning
objectives.
9
What is a Learning Objective?
http://www.learnenglish.de/grammar/verbaction.htm
10
What is a Learning Objective?
A learning objective is a detailed description that states the
expected change in participant learning, how the change will be
demonstrated, and the expected level of the change.
http://www.learnenglish.de/grammar/verbaction.htm
11
Where do I start?
• Think about what your
learners’ knowledge level is
prior to the training and
what you want it to be by
the end of the training.
• Ask yourself, from start to
end, step-by-step, what
activities and information
will get learners to the
desired knowledge level by
the end of the training.
http://www.learnenglish.de/grammar/verbaction.htm
12
PROPERTIES
Allow user to leave interaction:
Show ‘Next Slide’ Button:
Completion Button Label:
After viewing all the steps
Show upon completion
Next Slide
13
Questions to Ask When Creating
Learning Objectives
Are your objectives:
Achievable?
Believable?
Measurable?
Desirable?
Important to
the learner?
Example Objective: By the end of the three hour training, participants will
be able to recognize and care for a variety of first aid emergencies, such
as burns, cuts and scrapes.
14
What Makes a Good
Learning Objective?
• The learning objective must be performance
based.
• The objective is clear and not subject to confusion.
• The objective is action-oriented.
• The end results can be seen and measured.
15
16
Learning ObjectivesBy the end of this training participants will be able to:
Stage 1
Developing Basic Knowledge
Name 3 positive statements that can be used to encourage children to
follow directions.
Expanding Knowledge
Discuss positive statements they have used in past experiences to
encourage children to follow directions.
Stage 3
Use positive statements to encourage children to follow directions.
Stage 2
Deepening Knowledge and Skills
Stage 4
Refinement of Knowledge and
Skills
Stage 5
Strengthening and adapting
skills for more effective
application
Create a resource that includes positive statements that can be used to
encourage children to follow directions.
Revise a personal list of positive statements with more effective
statements to encourage children to follow directions.
17
Common Mistakes When Writing Learning
Objectives
• Describing what the trainer is expected to do,
instead of what the learner is expected to do
• Including more than one expected behavior or
task in a single objective.
• Writing an objective that is unattainable given
the level of the learner’s ability
• Being too general and not clearly specifying
the expected outcome – actually writing a goal
• Using a general verb or action verb such as
“understand”
18
Example Objectives
Good Objective
By the end of this training participants will be able to...
• Discuss positive statements they have used in past experiences to
encourage children to follow directions.
Objective That Needs Improvement
By the end of this training participants will be able to…
• Think about positive statements they have used in past
experiences to encourage children to follow directions.
19
More Example Objectives
By the end of this training participants will be able to...
Know how to
greet callers.
List the three
elements of a proper
phone greeting.
Operate the business phone.
Place a caller
on hold.
Play
messages on
the voicemail.
Activate the
speaker
phone.
Understand the procedure for transferring a call.
Transfer a call to a requested extension.
20
Writing Objectives Activity
21
PROPERTIES
On passing, 'Finish' button:
On failing, 'Finish' button:
Allow user to leave quiz:
User may view slides after quiz:
User may attempt quiz:
Goes to Next Slide
Goes to Slide
At any time
At any time
Unlimited times
The Training Cycle- Step 3
Learn about your
learners.
Design instruction
and activities that
support the
learning objectives.
Write learning
objectives.
23
Designing Instruction
• Instruction should be an expansion
of your learning objectives.
• When designing instruction use
various methods of learning
strategies.
24
Designing Learning
Activities
• Learning activities are interactive
forms of instruction that require
active learner participation.
• Activities reinforce instruction.
25
The Training Cycle- Step 4
Learn about your
learners.
Assess if the
learning
objectives have
been met.
Write learning
objectives.
Design instruction
and activities that
support the
learning objectives.
26
Assess Learning Objectives
Determine whether the learning objectives
were met.
27
Stage
Learning ObjectivesBy the end of this training
participants will be able to:
Ways to assess if the learning objective has been met:
Stage 1
Name 3 positive statements
that can be used to encourage
children to follow directions.
Recall- Give examples of positive statements that can be used to
encourage children to follow directions will be presented in the opening
lecture. After this information has been presented participants are asked
to repeat examples of statements they were given.
Stage 2
Discuss positive statements
they have used in past
experiences to encourage
children to follow directions.
Small Group Discussion- Participants will discuss in small groups positive
statements that they have used in past experience to encourage children
to follow directions. Groups will talk about which statements worked and
which statements were not effective.
Stage 3
Use positive statements to
encourage children to follow
directions .
Hands-on-activity- Participants will work in groups and be given scenarios
and come up with positive statements that could be used for the
situation.
Stage 4
Create a resource that includes
positive statements that can be
used to encourage children to
follow directions.
Pair and Share- Participants will individually create a list of positive
statements that can be used within their center and be distributed to
staff. Participants will partner up with another member of the training
group to discuss why they chose particular statements.
Stage 5
Revise a personal list of positive
statements with more effective
statements to encourage
children to follow directions.
Participants will create a list of statements they have used in the past to
encourage children to follow directions at the beginning of the training
session. From the information provided during the current training, they
will revise their list with more effective statements to encourage children
to follow directions.
28
Participant
Evaluation
The use of the Participant
Evaluation Form is another
way to assess if learning
objectives have been met.
29
Training Cycle Review
30
PROPERTIES
On passing, 'Finish' button:
On failing, 'Finish' button:
Allow user to leave quiz:
User may view slides after quiz:
User may attempt quiz:
Goes to Next Slide
Goes to Next Slide
At any time
At any time
Unlimited times
Gateways to Opportunity
Registry-Approved Training
http://www.ilgateways.com/en/participantapplication
32
Gateways to
Opportunity
Credentials
33
For Further Information contact..
• Mary Jane Simpkins, Learning Advancement Program
Specialist (mjsimpkins@inccrra.org)
• Julie Swanberg, Learning Advancement Coordinator
(jswanberg@inccrra.org)
34