Instructional Design Plan
Instructional Design PlanAlison ChateauneufCUR 516February 2, 2015Kathryn WyattInstructional Design PlanPhase ITitle Trainer Career Progression Development CourseThis course will be designed to address the most prominent needs of trainers across the company including but not limited to classroom control and management techniques, the latest initiatives in instructional design, as well as a group review of the latest book provided to the team on instructional design and lesson planning. This training would be repeated annually with a different featured topic and revised based on the current direction that the department is going in.Target AudienceTrainers with over one year of tenure looking to develop into a senior trainer roleLengthThree consecutive 7.5 hour sessionsDeliveryClassroomGoalsTo assist with career progression on the trainer role so that the status of senior trainer is more easily achievableTo reinforce classroom management techniquesTo develop and reinforce instructional design and lesson planning best practicesTo collaborate with peers in a face to face environment and foster teamwork and relationships in the group.Phase IIGoal ATo assist with career progression on the trainer role so that the status of senior trainer is more easily achievableObjective 1Given a job progression framework, the participants will be able to fully complete a SWOT analysis that determines their area’s for developmentObjective 2Through a presentation given by the Director of Training, participants will be able to list the expectations of a candidate who is ready to be considered for promotion.Objective 3Through an individual meeting with the Manager of Training, participants will be able to communicate their current standings as it relates to attaining the next level of career progression.Goal BTo reinforce classroom management techniquesObjective 1Given the book “Teaching at its Best”, participants will be able to identify five behaviors of successful classroom management.Objective 2Given the book “Teach like a champion”, participants will add three techniques to their teaching style in order to ensure knowledge transferObjective 3Through a Role Play activity, participants will be able to manage disruptive students effectively 95% of the time.Goal CTo develop and reinforce instructional design and lesson planning best practicesObjective 1Given the ATD Competency Chart, the participants will accurately complete a chart that reflects how each competency is used in their job.Objective 2Given a list of Bloom’s Taxonomy Verbs, participants will accurately create a chart with 6 learning objectives that can be used for one of the courses they frequently teach.Objective 3Through watching instructional videos on the ADDIE model, participants will be able to accurately describe each step of ADDIE, and how it relates to their job using a worksheet.Goal DTo collaborate with peers in a face to face environment and foster teamwork and relationships in the group.Objective 1Based on a teambuilding activity, participants will be able to answer five questions about each of their peers using a questionnaireObjective 2Using a specific curriculum module, participants will team up with their peers to restructure a module that can replace the current training, using the knowledge they have gained.Objective 3After reading the designated chapters in the books listed under Goal B, participants will split into groups and create a presentation as a team regarding the information they have learned.Goal/ ObjectiveProject-Based, Collaborative, or Critical ThinkingExplanationGoal A/ Objective 1Critical ThinkingRequires reflection and analysis on participants own performance, strengths and opportunitiesGoal A/ Objective 2Critical ThinkingRequires reflection on how participants can meet expectations of higher level management to achieve promotionGoal A/ Objective 3CollaborativeParticipants work with their direct manager to assess their performance and talk through opportunities to better themselvesGoal B/Objective 1Project BasedAfter reading designated chapter in a book, they will complete a projectGoal B/Objective 2Project BasedAfter reading designated chapter in a book, they will complete a projectGoal B/Objective 3CollaborativeThis requires participants to work with their peers to manage a classroom situationGoal C/Objective 1Project BasedUsing classroom material, participants will complete an individual projectGoal C/Objective 2Project BasedUsing classroom material, participants will complete an individual projectGoal C/Objective 3Critical ThinkingParticipants will watch videos and then use critical thinking to translate them and relate them to their current rolesGoal D/Objective 1CollaborativeWorking with peers participants will complete an exerciseGoal D/Objective 2CollaborativeWorking with peers participants will complete a group projectGoal D/Objective 3CollaborativeWorking with peers participants will complete a presentationInstructional StrategiesInstructional TechnologiesRole Play ActivitiesScreen Share through Microsoft LyncSelf- StudyPowerPoint PresentationGroup ProjectsComputer, mouse, keyboardTeam-Building ActivitiesInternet (video links)LecturePresentationsIndividual ProjectsPhase IIICourse Length:3 Days at 7.5 hours each. FacilitatorsLearnersFrequency:AnnualDirector of Training, Leslie M.*Alison ChateauneufRafe D.*Session 1:06/09/2015Manager of Training, Rachel C.*Dawn D.*Coley M.*Session 2:06/10/2015AdministrationBrandi B.*Session 3:06/11/2015Scheduling and Travel,Nicole B.*Location:Orlando Training FacilityKim H.*Joe C.*Tim K.**Names removed to protect anonymity and proprietary information of the author’s colleagues.Resources and Materials NeededDevelopment Packet: Job Capabilities and Characteristics of a Trainer & ATD Competency Model Contents: Trainer Job CapabilitiesATD (formerly ASTD) Competency Model (Arneson, Rothwell, & Naughton, 2013)Development Packet: Leadership and Coaching as a Trainer & Classroom Management. Contents: Job Aid for Role of Supervisor11 articles on classroom management, leadership strategies and coachingDevelopment Packet: Andragogy and Other Critical Learning Theories and Techniques used by Trainers Contents: Articles on the Andragogical Theory of Adult LearningInformation on Bloom’s Taxonomy10 Additional articles that review adult learning, classroom discussion, intergenerational stereotypes, and making lectures effective.Presentation created by Director of Training1 hour in lengthPresentation created by Manager of Training1 hour in lengthTeam Building Activity worksheetTwo current curriculum modules for team based project, based on teams of fourA copy of Teach Like A Champion (Lemov, 2010) for each ParticipantA copy of Teaching At Its Best (Nilson, 2010) for every participantA copy of Telling Ain’t Training (Stolovitch & Keep, 2011) for each participantEmail with video links to ADDIE materials (Gardner, 2011)SWOT Analysis SheetRole Play Scenario’sPhase IVThis will be a mandatory development program, for all trainers who have over one year of tenure within the organization and whom have not yet attained the Senior Trainer promotion, communicated through the monthly team meeting and confirmed scheduling and travel arrangements will be sent by the administrator by email. Interest and commitment will be built through the team conferences and through weekly one- on – one coaching with management with the benefits of attending this training. As the employees have been asking for this training for a long time, it will likely be well received, as it will guide the employees towards career development and promotional opportunities. Providing motivation using the information about what is in it for them will also help build commitment and excitement. As the team so rarely meets face to face, there is also a benefit in being able to collaborate face to face with their teammates, whom they usually only hear over conference calls or speak to through IM. Formative assessments, which will assist in helping us to develop and improve the content for this course, will include a questionnaire that will be completed post class, Actual vs. Planned time tracking to monitor content implementation, and an exit ticket given at the end of each daily session to test understanding and knowledge transfer.There is also a need to determine whether the goals, objectives, and overall outcomes of the development training have been met once the course has been completed. Trainers who have participated in the course will be required to complete a summative assessment at the end of the course speaking to the points of what it will take for them to get to the next level. They will also complete a development plan that includes activities, seminars, webinar’s and readings that they can complete in order to ensure they are developing in their role.To ensure these evaluations are created, we will use our metric tracking system to create a post new hire report that will house all trainers’ results for participants that have hit the 90 day post live date mark. This report will average the results based upon the current metric standard and provide percentage results for each trainer. This can be worked on in collaboration with our reporting team. Next, we will need to create the post training assessment. This will act as a knowledge transfer check and will provide open ended questions that the trainers must write the answers to in order to demonstrate proficiency in the material that was covered. Lastly, the development plan will need to be created. This will be additional items that will be added to the current development plan attached to yearly reviews that we currently have in place. We will ask each trainer to find five items to add to their development plan and ask that they reach 100% completion on the prior to the year-end review deadline.In order to measure success, we will set a goal that 50% of trainers taking this course will achieve their senior trainer promotion status within a one year period. The other 50% should be trending in the right direction based upon the given performance of their participants. Currently, the standard for a trainer is that 80% of the new hire participants are able to meet their call center metrics within the first 90 days of leaving the classroom. A senior trainer has a higher standard that dictates 85% of the new hire participants are able to meet their call center metrics within the first 90 days of leaving the classroom. Considering the average group of participants is around 20, this equates to 17 of 20 meeting their metrics consistently at 90 days post classroom. In conclusion, if this program is successful then it will be administered annually to any trainer that has over one year tenure with the Distribution Operations organization. We will also look at offering a higher level version of this course that will fill the gap at the next developmental level which is the advancement from senior trainer to senior training specialist.ReferencesArneson, J., Rothwell, W. J., & Naughton, J. (2013, January). Training and development competencies redefined to create competitive advantage. T & D Magazine. Retrieved from Archive/2013/01/Training-and-Development-Competencies-RedefinedGardner. (2011). The ADDIE analysis phase. Edtech dojo. Retrieved from . (2011). The ADDIE design phase. Edtech dojo. Retrieved from . (2011). The ADDIE development phase. Edtech dojo. Retrieved from , M. S., Holton III, E. F., & Swanson, R. A. (2012). The adult learner: The definitive classic in adult education and human resource development (7th ed.). New York, New York: Routledge.Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. (1st ed). Jossey-Bass.Nilson, L. (2010). Teaching at its best: A research-based resource for college instructors. (3rd ed). Jossey-Bass.Stolovitch, H.D., Keeps, E.J. (2011). Telling ain’t training: updated, expanded, enhanced. (2nd ed.). ASTD Press. ................
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