The best way to think about the
development aspect of training design is to look at it from the point of view
of your end product (Piskurich, 2005). The best way for your trainees to master
their objectives is to have effective needs and tasks which are determined by
your analysis and assessment (Piskurich, 2005). There are several training
environments, Classroom training, On the job training (OJT), Self-Instruction,
and Technology Based Training. From these four environments I have determined
that there are elements found in each of them. Lesson plan (who’s doing the
teaching), Training Manual (materials that will help the trainer teach),
Performance check list/Evaluation, and Media (specific technology used for
delivery).
You
must also make sure the objectives you have determined support the resolution
of the instructional problem. Each objective should address either content or
skill that will help the learner improve performance related to the problem
(Morris, Ross, Kalman, Kemp, 2011). If the design of the strategy is correct,
the performance recall or application, which is specified in the objective and
will be reflected by the strategy you designed, to support the intended
performance (Morris, Ross, Kalman, Kemp, 2011).
My training to become a certified phlebotomist was very effective. The course was designed by actual phlebotomists in conjunction with subject matter experts. We began the training by diving into course material so that we could become familiar with the terminology that would be used throughout the training. Included but not limited to were safety techniques, standard operating procedures (SOP’s), and active techniques which included graphics, videos, and animations. The resources available to us included but were not limited to were practicing phlebotomists, physical specimens, books, and ebooks. The corporate instructors used very good strategy in regards to implementing the best materials and resources based on training needs. One thing they could of done better is provide materials that could be reviewed outside of work, before or after trainings.
References:
Piskurich, G. M. (2005) Rapid
instructional design: Learning ID fast and right. San Francisco, CA :
Jossey-Bass/Pfeiffer
Morrison,
G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing
effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
