Training needs analysis .com



Complete Course Plan TOC \o "1-2" \h \z \u Training needs analysis PAGEREF _Toc402168311 \h 3Audience Analysis PAGEREF _Toc402168312 \h 3Learning gaps PAGEREF _Toc402168313 \h 3Course design PAGEREF _Toc402168314 \h 3Day 1 – Day 2 | Self-learning CBT PAGEREF _Toc402168315 \h 4Learning objectives PAGEREF _Toc402168316 \h 4Course Outline PAGEREF _Toc402168317 \h 5Assessment PAGEREF _Toc402168318 \h 9Teachers role, learner’s role PAGEREF _Toc402168319 \h 10Comment PAGEREF _Toc402168320 \h 11Day 3 – Day 4 | Workshop and Collaborative Learning PAGEREF _Toc402168321 \h 12Learning Objectives PAGEREF _Toc402168322 \h 12Instructional goal: needs technology integration PAGEREF _Toc402168323 \h 12Software Function PAGEREF _Toc402168324 \h 12Use of New Technology PAGEREF _Toc402168325 \h 13Assessment process PAGEREF _Toc402168326 \h 14Teacher’s role, learner’s role PAGEREF _Toc402168327 \h 14Comment PAGEREF _Toc402168328 \h 15Day 5 | Reinforcement PAGEREF _Toc402168329 \h 15Day 6 onwards| Refresher PAGEREF _Toc402168330 \h 15Assignment DetailsSubmitted by:Nishant Kulshresta and Vasanta AkondyReferences, D. & Barilovits, K. (2011). LIVE: Xbox Kinect?s Virtual Realities to Learning Games. In?Proceedings of TCC - Teaching Colleges and Community Worldwide Online Conference 2011?(pp. 48-54). TCC.Notes:Day 1 and Day 2 cover the CBT design. Other days use various elements of educational technology hardware and software which have been described. Any reasons, comments and explanations for the design have been highlighted in green.Training needs analysisThere is a need for leadership training for young leaders in the Indian armed services in order to enable officers to:Manage people from different backgrounds and cultures with sensitivity and regard.To be role models to their subordinates and show honour, courage and integrity.To make decisions under stress.To work with frequently changing teams.The context of leadership training is during peace time.Audience AnalysisThe audience for this course comprises young officers, both male and female, who have been commissioned officers for 3-4 years. They belong to the three defence services – army, navy and air force. They may range in age from 26 to 30 years old.They are all familiar with using basic computer programs and tablet devices. Learning gapsWhile the audience is already trained in various disciplines related to the defence services and may perform roles in functions in different units, leadership skills are a common requirement to all the roles. Due to the disparity in the services training and their experiences, leadership qualities my already exist in some of the learners or they may have been in leadership positions in previous roles. However, the need is to build competencies for leadership in the context of the defence services, especially during peace-time. Thus, the course will be designed for a baseline of leadership skills and the course outline for the online component will be modified adaptively by the LMS.Course designThe complete course will be rolled-out across 1 week (5 working days) with a short refresher module made available and regularly updated for reference. Course Title: An Empowering Leader – A leadership training course Course phaseMediumModeTechnologyLearning Theory BasisSelf-learning CBTOnlineSelf-pacedFlash-based interactive modules on Moodle LMS with a discussion forum.Directed approachWorkshop and Collaborative LearningClassroomFacilitator-ledClassroom with:Facilitator laptopProjectorScreenSpeakersX-box KinectConstructivistReinforcementOnlineFacilitator-ledOnline with:Adobe Connect orGoogle Hangout with extensionsConstructivistRefresherOnlineSelf-pacedOnline with:Flash-based interactive case studies on Moodle LMSForum discussions on Moodle forumDirected approachDay 1 – Day 2 | Self-learning CBTThe course begins with a self-learning phase in which learners are required to go through a 4-hour e-learning programme. They will have two days to complete this e-learning programme. Development software:Flash, Photoshop, XML Editor, Movie makerLMSThe modules will be packaged as SCORM 1.2 compatible package and will be hosted from Moodle LMS. Logins will be created for the learners and emailed to them. There will be a discussion forum moderated by the teacher for these two days.Learning objectivesAfter completing this e-learning course, learners will be able to:List key leadership competencies required for an officer in the Indian Armed Forces. (Remember)Distinguish between leadership and management. (Understand)Explain the different styles of leadership. (Remember)Given a scenario, make decisions for a positive outcome. (Apply)Critique the leadership style in a given scenario. (Analyze)Course Outline17335501131570Concepts, Facts, Processes, Procedures, Principles, Formative assessment, summative assessmentConcepts, Facts, Processes, Procedures, Principles, Formative assessment, summative assessmentLogin screen – The course will start with a login screen which will also require the learner to select their service and department. Based on these selections, certain screens such as scenarios will be customized by the LMS to suit the learner’s profile and context.Example screenPre-assessment – Comprising scenario-based questions in MCQ, MMCQ, FIB format to evaluate pre-exiting knowledge of the learner. Based on the results of this pre-assessment, the learner will see a recommended learning path. However, the learner will be free to choose a module based on their interest.Assessment parameters:Assessment FeatureValueReasonNo of questions displayed = 20Around 4 questions per learning objective in order to judge pre-existing knowledge. If learner gets all 4questions correct, the corresponding module will be marked as optional reading else module will be marked as mandatory reading.Questions in the question bank = 100So that for at least 4-5 attempts, learner sees unique questions. Assessment will be programmed so that not more than 20% questions are repeated from the previous attempt.Question Randomization = OnSo that the learner’s responses are not influenced by the sequence patterns in repeated attempts.Option randomization = OnSo that the learner’s responses are not influenced by the sequence patterns in repeated attempts.No. of attempts per question= 1Since this is a pre-assessment, the intent is to give the learner an opportunity to check his or her existing knowledge (or lack of it). Multiple attempts may result in guesses resulting in an incorrect assessment of the learner’s existing knowledge.No. of attempts per pre-assessment= UnlimitedSince after the first attempt, the learner can choose to repeat the course, the pre-assessment can be a check of new knowledge learned after each attempt and give the learner a narrower list of modules to go through.Feedback style= Reinforcing but not correctiveFeedback will be provided only for correct response. For an incorrect response, no corrective feedback will be provided as this is a diagnostic assessment.Example questionQ1.1: You have just discovered that the C-in-C will be coming for a sudden visit in a week’s time. You key staff member has applied for leave during that period. You are now required to inform her that her leave needs to be cancelled as her presence during the visit is critical. Which of the following leadership styles will you use?Authoritarian styleConsensus-orientedAuthoritarian, with some inputDelegatingCorrect response: CFeedback for correct response: You have made the right choice. While this style may seem dictatorial, since the C-in-C visit requires protocol to be followed, it is important for you to convey the importance of her presence to the staff member. Taking input from another staff member will help you provide reasonable alternatives.Feedback for incorrect responses: Your choice is not the most suitable in this situation. Proceed to the next question. Modules 1 to 5 – The learning modules will be:Chunked based so that the right amount of content is presented to optimize the use of the working memory. (Miller’s theory)Designed with instructional strategies such as:Concept screens (Keeping in mind Clark and Mayer’s multimedia principles such as proximity and modality, as suitable.)Unguided scenarios with decision trees ( REF _Ref402114674 \h Figure 1)Expert stories ( REF _Ref402118344 \h Figure 2) Course mascot (The mascot can be an illustration or photo of the classroom facilitator so that learners can relate to the facilitator)Formative assessment (with MCQ, MMCQ, FIB type questions with corrective feedback or guided mini-scenarios with corrective feedback)Integrated summative assessment (questions will be based on learning objectives for the module. Delayed feedback will be given after the assessment is comleted which will only indicate Correct/Incorrect status.)Presented with suitable visualization such as:Illustrations for scenarios, illustrations so that we have control over the characters to be shown and can draw them as we choose.Process diagrams for information flows, leadership models etc (Interpretive visuals).Videos for expert guidance – these will have audio as well as captions.9533110Figure SEQ Figure \* ARABIC 1 – A representative example of a branching scenario (source )Figure SEQ Figure \* ARABIC 2 - Example of an Expert screenAssessmentE-learning course end assessment will comprise a set of scenario-based questions with each decision point carrying a mark. Learners can only proceed to the next scenario after completing one scenario. Within a scenario, learners will have to complete each decision before seeing the next question in that scenario. They will not be able to go back and change their response to a decision. Learners will see feedback for each step after completing a scenario. Since this is formative assessment, corrective feedback is not given so that we test the learner’s knowledge after going through the modules. However, after completion, the learner’s curiosity about his or her performance presents a great teaching moment – hence detailed feedback is displayed after the scoring process.A sample assessment scenario covering some of the learning objectives (these are just indicative and may not be accurate in terms of content):Scenario 1Q 1.1 List key leadership competencies required for an officer in the Indian Armed Forces. (Remember)You are the AOC. You have just received information that a supply vehicle has over-turned within the station and the driver and passenger, who are civilians, are seriously injured. People around you are panicked and shouting suggestions to you. You are expecting the C-in-C to visit at any time.Which of the leadership competencies are relevant in this situation? Select the three most suitable competencies.Master yourselfNegotiate conflictClarify purpose and prioritiesCommunicate effectivelyUse your rank to demand attentionDelegate tasks to enable better use of your timeQ 1.2.Indicate your reasons for your selection. Select the three most suitable reasons.Because conflict within the office must first be dealt with.Because instructions should be clear and unambiguous.Because an authoritative style of leadership is required.Because it is important to manage ones emotions effectively in a crisis.Because handling an accident is not within the purview of my role.Because knowing what is important to accomplish will help prioritize actions. Q 1.3Distinguish between leadership and management. (Understand)You are given the following suggestions. Which suggestion will you choose and why?Suggestion“You should wait for the C-in-C. Let the logistics officer in charge file a report about this.”“You should go immediately to the accident site and evaluate the situation for an action plan.”ReasonBecause managing the situation is important – and this suggestion helps me manage the situation.Because doing the right thing is important – I need to lead by example and prioritize life over protocol.Q 1.4Explain the different styles of leadership. (Remember)You are now at the scene of the accident. It turns out that people are not badly injured after all. However, the vehicle has over-turned spilling all the equipment on to the road. You have to now decide on the next course of action. Which leadership style would you use and why?StyleAuthoritarian with some inputConsensus orientedDemocraticDelegatedReasonBecause staff feel more involved and committed.Because this style saves time and I am in control.Because this style results in increased information resulting in better decision making.Because this style offers opportunity for developing leadership qualities in others.Acceptable response combinations: Either B and G or D and HTeachers role, learner’s roleTeacher’s roleTo participate in the instructional design of the online module and ensure a sound e-learning course is built by learning ensuring objectives are suitable, content covered is suitable and accurate, scenarios are relevant to the target audience and rich in learning, feedback is unambiguous and clear and visualization is instructionally valuable.To track user data on the LMS and prompt learners to complete the e-learning on time.To moderate the discussion forum and respond to queries in a timely manner.To stimulate discussion on the forum.Learner’s roleTo learn through the material and actively engage with the content.To attempt all the scenarios, quizzes and assessments diligently.To post queries and points of discussion in the forum clearly and succinctly.To comment on other posts in an informed manner.To conduct discussions actively and mentSelection criteria for course designLearners are self-motivated adults and a self-paced study will give them a chance to learn the fundamentalsSince learners may have diverse levels of pre-existing knowledge, taking a self-paced course will bring everyone to the same page.Learners with different learning speeds, styles and preferences can go over the course at their own pace.It allows learners to ponder on the concepts, incubate ideas and prepare their doubts for the classroom session. This will make their interaction in the classroom with the facilitator much more constructive and useful.Assessment is scenario based decision tree so that concepts and ideas learned separately can be integrated and applied to mimic real-life situations. Assessment questions have partial marking or alternative response combinations since different paths may be taken to achieve a leadership goal.Selection criteria for technologyMoodle is an open source LMS and hence very minimal cost will be involved in setting it up. This could suit budget constraints or allow for the budget to be re-directed to other initiatives.It is conveniently customizable. This will allow for features and look and feel to be customized to the branding of the defence services.Since defence-related website may require security and firewalls, dependence on external companies and security risks can be minimized.Flash, although proprietary, allows for a rich authoring environment required for this topic. With branching scenarios, learners can be allowed more than one correct path o a decision.Relative advantage of the technologyUsing an LMS will allow the capture of user data such as assessment scores, time spent on different modules etc. This will give the facilitator (teacher) a chance to get to know the learners before the classroom session and contextualize the content better. If an LMS was not used and this was done via classroom directly, this advantage would not be possible and the facilitator would not be able to focus on learner-specific gaps.Since the concepts require reading through and learning, an online module is better than a classroom ppt because it allows each learner to read through at their own pace. In the classroom, the facilitator may either go slow as per the slowest learner’s requirement or too fast as per the fastest learner’s requirement, compromising other learners. Using an interactive Flash module for soft concepts such as leadership training allows ‘what if’ scenarios to be built with multiple pathways. In the classroom, there may not be enough time to do this or the classroom session would need to go on for more days.The total duration of the classroom training is reduced thus reducing costs such as electricity, travel, food, printouts etc.Using videos for expert stories can provide access to experts located elsewhere or unable to personally attend the training.For reserved learners who may not be comfortable asking questions openly, online scenarios may allow them to explore scenarios with different paths – this may not be possible in the classroom as they may not voice their doubts or suggestions.Day 3 – Day 4 | Workshop and Collaborative LearningThis is a face-to-face classroom workshop for two days. All participants will be required to attend the training only after completing the pre-requisite e-learning. Passing the e-learning course assessment is not mandatory, only completion is.Learning ObjectivesAt the end of the two-day workshop, learners will be able to:Define/explain the different characteristics of leadership. (Understand) Classify the various leadership styles. (Evaluate)Device an approach to become a good leader. (Create)Mentor a junior officer in developing leadership skills. (Create)Instructional goal: needs technology integrationGoal – To increase the student‘s response in real time (life) scenario.By using active learning techniques – Students will be given a task to express their views and solutions for a given problem/real time scenario (what steps a leader would take). Groups will be formed and each group will have one group to evaluate their performance and comment on it. Group activity will provide support in active learning through: Think –Pair- ShareTeam- pair- solvePeer learningCollaborative problem solving and Team working etc. More real world problems may be given as a task – disaster management related task with visualization may provide better understanding and problem solving approach. The different types of natural contingencies may also be visualized through multimedia use. Similarly the students will also use multimedia support to express their solution (use of strategy -3).Software FunctionThe following software’s would be utilized by teacher and learner:PPT – By teacher: to undertake theory class on leadershipAdobe PDF- By teacher: to provide class notes on leadershipDiigo - By students: to highlight the main points in notes, noting important things told by teacher and book marking of various web references for future use. Google Advance search - By teacher/students: to search advance material on leadership on web. BUZZWORD - By students: to share their views and ideas especially during group task. Animoto - By students: to design/produce the solution of given real world problem problem using multimedia support. TUTORIAL software may also be used so as to provide another learning support to students - By publishing all study material with on line assessment.Use of New TechnologyA half day of the workshop can be designed using motion-aware learning experiences, such as with the Xbox Kinect. For example, scenarios can be built in which the learner is playing the ‘first person’ making decisions and participating as a leader. Scenarios can be designed for learning of or practice of concepts such as non-verbal (body language) communication and relevance of facial expressions. The following learning objectives can be achieved using this strategy:?Device an approach to become a good leader. (Create)?Mentor a junior officer in developing leadership skills. (Create)Motion awareness is:Triggered via visuals, sounds, electrical and mechanical activitiesDetecting motion, such as motion detection for security and lightingDirectional Motion such as detecting approaching/receding vehiclesGranular motion detection such as parts of an object – from facial expressions and finger movements to full body motions.Some literature to support this idea:Two very interesting learning opportunities involving Xbox LIVE with Kinect technology are Video Kinect and Avatar Kinect. Video Kinect can host synchronous or asynchronous conferences or classes that can be viewed by users with Windows Live Messenger or Messenger for Mac or supporting mobile and ubiquitous real- time video mobile devices such WinPhone7 or iOS. This technology can support the development of robust course learning outcomes where high-engagement interaction and information rich communication are integrated into the curriculum.Avatar Kinect is similar to Video Kinect with the addition of choosing an avatar and the environment in which learning occurs. The users become the avatars and have full interaction with motion sensors which can detect the slightest detail. Your avatar can unlock deeper levels of learning as knowledge improves in a subject area.The largest research area where NUI is being explored currently is the military. The COMET project is focused on rehabilitation, telemedicine, training and education, neurocognitive and psychological treatment (Niehaus, 2010). NoteThis is seems like a good simulation design solution based on literature studied. However, more thought and knowledge is required to detail this out clearly and check its feasibility.Assessment processA written exam which will comprise descriptive answers to given scenarios. The responses will then be peer-graded by three other peers anonymously, randomly allocated and based on a pre-determined rubric developed by the expert. The final evaluation and grading will be done by the expert. Corrective feedback will be provided and response sheets shared with each learner. Feedback will include a comment on the learner’s role as a peer-grader.Sample rubric for peer evaluationRubric Guidance: Based on the criteria met (according to your informed opinion) and the assessment score, rate each learner.RatingCriteriaAssessment ScoreLeader and Role ModelAnswered all scenarios correctly100%Leader(Based on questions 1 to 15)Answered the first part of each scenario (identification of correct leadership approach) correctly but answered some of the second parts of each scenario (reasons) incorrectly.65-99%Manager(Based on questions 11 to 15)Answered the 5 scenarios with ‘doing things right’ than ‘doing the right thing’50-99%Needs more trainingMostly answered scenarios incorrectly<50%Teacher’s role, learner’s roleTeacher’s roleTo provide scaffolding and facilitate collaborative learning.To give clear, transferable skills for decision-making and leadership by enabling constructive discussion and providing rich scenarios.To ensure each learner in the group is engaged and participating.To evaluate learner’s knowledge using suitable assessment.Learner’s roleTo construct knowledge and correct any misconceptions. To collaborate with other students in increasing self-understanding as well as others’ understandingCommentRelative advantages of technologyPPT – Highlights the key features of topic. More attention by learner.Adobe PDF- Support learning after class and to offline learnersDiigo – Support active involvement of student (during note taking, highlighting main points and book marking). Google Advance search – Develop discovery based learning in student and teacher. BUZZWORD – Support collaborative learning. Animoto – Support constructive learning with creative knowledge (designing solution based model). Motion-aware learning – A simulation that changes based on the learner’s inputs. Several ‘what if’ paths can be programmed. Individuals can practice or test their leadership skills in situations close to real life without fear of consequences or repercussions.Day 5 | ReinforcementA two-hour session in the latter half of the day will be held in which the facilitator and a couple of experts with hold a group discussion on the various concepts covered in the past 4 days. Learners will get a chance to discuss their viewpoints, debate and get expert opinion. This will help them strengthen their mental models built during the training and address any misconceptions.For this, an online meeting or virtual classroom software such as Adobe Connect or Google Hangout will be used.Day 6 onwards| RefresherAfter the completion of the formal training program, scenarios in the form of a refresher will be provided and periodically replaced. Discussion related to the refresher will be moderated on the Moodle forum, with a new forum post each time a new scenario is posted. This will help to keep building the conditional and procedural knowledge and strengthen mental models. It will enable learners to reflect on the situation and contextualize it to their leadership style and context. While designing and developing the videos, the narrative will be kept less than 1 minute per segment (Segmenting Principle) for improved Essential Processing. The style of the narrative will be conversational (Personalization Principle) so that learners feel engaged with the scenario. This would help in fostering Generative Processing.3034665509270A suggested format for these scenarios is using videos and allowing the learner to ‘choose the ending’ as in the example located at SEQ Figure \* ARABIC 3 - An illustrative example which represents the idea of an interactive scenario using videosChoose A Different Ending is an interactive film that allows you to decide what happens next. You can interact with it, choose what to do and decide how it ends. In Choose A Different Ending you decide whether to live or die. ................
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