Identifying and Mastering Training Competencies

Posted on April 9, 2018 by Cathy Cousear

Many organizations are moving towards competency-based programs that focus on the skills and knowledge of the performer in the workplace including objectives that are measurable.

Use this post to gauge your training competency skills.

0-Expert
1- Intermediate
2-Novice

Develop Training Material

Develop learner and facilitator guide
Develop materials to support transfer of learning
Develop materials to support transfer of learning
Create audio and visual aids
Develop materials to evaluate learner reaction
Develop materials to evaluate transfer of learning

Instructional Design- Design and develop informal and formal learning solutions using a variety of methods:

Conduct a needs assessment
Identify appropriate learning approach
Collaborate with others
Design a curriculum, program, or learning solution
Design instructional material
Analyze and select technologies
Integrate technology options
Develop instructional materials
Evaluate learning design

Training Delivery- Deliver informal and formal learning solutions in a manner that is both engaging and effective:

Manage the learning environment
Prepare for training delivery
Convey objectives
Align learning solutions with course objectives and learner need
Establish credibility as an instructor
Create a positive learning climate
Deliver various leaning methodologies
Facilitate learning
Encourage participation and build learner motivation
Deliver constructive feedback
Ensure learning outcomes
Evaluate solution

Learning Objectives

Develop performance conditions
Develop objective conditions
Develop criterion for objectives

A History of Learning

Posted on February 16, 2018 by Cathy Cousear

Find more education infographics on e-Learning Infographics

Resources on the ARCS Model of Theory

Posted on June 23, 2015 by Cathy Cousear

John Keller, developed the ARCS Model during the 1980’s as a way to boost motivation during learning. The ARCS Model contains four main categories:

Attention- getting and holding learner’s interest and attention
Relevance- The learning has to show a kind of usefulness
Confidence- There should be success opportunities and some personal control
Satisfaction- There has to be rewards, and feedback.

Click on the links below for more information on the ARCS Model.

ARCSMODEL.com

ARCS Model of Motivational Design-Learning Theories

Bayh College of Education

Big Dog & Little Dog’s Performance Juxtaposition

Learning Technologies

Motivation at a Glance

WIKI- Teaching and Learning Resources

Instructional Theory-ARCS Model By Taryn Fleck

ARCS Model- John Johnson

Book of the Month

Posted on October 23, 2014 by Cathy Cousear

As workplace learning and development professionals, we spend most of our time improving the performance levels of employees and organizations. However, in order for us to stay current on the latest trends and resources we must continue to read and study on a regular basis.

It is for this reason that I created a book of the month club. each month I will introduce a workplace learning or performance book to read and discuss. A new book will be introduced the fourth Wednesday of each month. During the third Wednesday of each month, I will write a review and hope you join me in sharing your thoughts and opinions on each book. I will also include in future readings books that are both motivational and inspirational.

The first book that I have chosen is the Trainer’s Handbook. It is a great book to start with since it serves as a comprehensive book on a variety of training topics which could benefit both new and seasoned workplace learning professionals. This book can be found on Amazon.com. Here is a description of the book on Amazon.com:

The Trainer’s Handbook walks readers step by step through the training process and contains tips on assessing the needs of participants. Keeping training learner-centered, incorporating activities into training, selecting audiovisual aids, and closing sessions creatively. As practical as it is instructive, the guide is filled with worksheets, checklists, and assessments.

I am ready to start reading, How about you?

Using the Correct Action Verb for Learning Objectives

Posted on June 5, 2014 by Cathy Cousear

In 1956, Benjamin Bloom and other educators met for a second time (the first time was in 1948) at the Convention of the American Psychological Association, where Bloom spearheaded a group to discuss classifying educational goals and objectives. This framework became know as the Taxonomy of Three Domains.

Focusing on the cognitive domain, Bloom developed a multilevel model as a means of classifying thinking based on six levels of cognition. Robert Mager, an educational psychologist would later develop and use learning objectives as a means to describe what the learner is expected to achieve. According to Mager, the learning objectives should include a measurable verb.

All too often, I have either come across or attended a training where the learning objective in the course used verbs that are difficult to measure. Such as: