TOC | Introduction | OEIS-1 | OEIS-2 | OEIS-3 | OEIS-4 | OEIS-5 | OEIS-6 | OEIS-7 | OEIS-8 | OEIS-9 | OEIS-10 | OEIS-11
In this course, students apply theories of adult learning and instructional development to the design, delivery and evaluation of training for organizational and end-user information systems. Topics include needs assessment; instructional design and strategy; live and mediated instruction; implementation management, evaluation and follow up methods; and evaluation of training strategies.
Upon completion of this course, students should be able to:
This course could be designed with the teacher functioning as a facilitator rather than as a lecturer. The class itself could serve as a learning laboratory where a variety of learning strategies are applied. Students could be encouraged to enter into discussions and present some of the concepts identified. The development of a learning module for an end-user application is one focus of this course. Other assignments would give the students an opportunity to interview local trainers, assess software tutorials and coaches, demonstrate live instructional strategies, and develop mediated instructional materials. Critical reviews of appropriate articles in current training periodicals and journals are suggested. Attendance at and participation in meetings of professional trainers' groups, such as the American Society for Training and Development (ASTD), should be encouraged. The local ASTD Chapter can also serve as a resource for speakers and tours of training facilities. Prerequisites: OEIS 1-4. Junior or senior level standing
1. The Role of Training in Organizations (10%) Skill level 2
Material covered: Overview of the organization's role in training and development; emerging trends in training and development; careers in training and development; training needs assessment, training program design, implementation, and evaluation; the role of training as a technology implementation strategy and the trainer as a change agent.
2. Analyzing Training Needs (20%) Skill levels 2 & 3
Material covered: Identifying, developing, and using appropriate needs analysis tools such as observation guides, interview guides, and questionnaires to determine learning needs; writing learning objectives; group facilitation skills.
3. Designing Successful Training Programs (20%) Skill levels 2 & 3
Material covered: Principles of adult learning theory, cognitive science, and behaviorism; the design team; program development issues; the pilot test; developing a leader's guide.
4. Implementing Successful Training Programs (20%) Skill levels 2 & 3
Material covered: Learners resistance to change; individual learning and support strategies; group learning and support strategies; selecting delivery systems; live versus mediated methods; performance support systems--data bases, hypertext, on-line help, expert systems and the like.
5. Evaluating Training Programs (15%) Skill level 2
Material covered: Linking training objectives to evaluation strategies. Development and use of evaluation instruments to determine learners' reaction to training efforts (including instructional strategies and materials); their learning; the transferability of acquired skills to their jobs, assessing training's organizational impact.
6. Additional Training Activities (15%) Skill levels 2 and 3
Material covered: Development of training proposal, preparation of effective written documentation; oral presentation skills; design of on-line help and reference systems and other job aids; training administration
A wealth of information is available on general training topics and computer-related training. Periodicals in OEIS and training are recommended as supplementary reading. Membership in the American Society of Training and Development (ASTD) will yield a number of valuable resources.
Heron, J. (1989). The facilitator's handbook. New York: Nichols Publishing.
Laird, D. (1985). Approaches to training and development. (2nd ed.). Reading, MA: Addison Wesley.
O'Connor, B. N., Bronner, M., & Chester Delaney. (1996). Training for organizations. Cincinnati: South-Western Publishing Co. (OSRA endorsed text).
Powers, R. (1992). Instructor excellence. San Francisco, CA: Jossey-Bass.
Reynolds, A., & Anderson, R. (1992). Selecting and developing media for instruction. New York: Van Nostrum Reinhold.
Sredl, H. J., & Rothwell, W. J. (1987). The ASTD reference guide to professional training roles and competencies. New York: Random House Professional Business Publications.
TOC | Introduction | OEIS-1 | OEIS-2 | OEIS-3 | OEIS-4 | OEIS-5 | OEIS-6 | OEIS-7 | OEIS-8 | OEIS-9 | OEIS-10 | OEIS-11
The OSRA Curriculum Revision Group
page design by Preston
Lathrop
last revised: December 23, 1996
