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| Introduction | |
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| Welcome | |
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| Structure of the book | |
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| What is 'learning'... and 'training'? | |
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| The benefits of good design | |
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| Focus on designing a real course | |
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| The training design project | |
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| Identify your stakeholders | |
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| Project dashboard | |
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| The initial planning meeting | |
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| Designing for global diversity | |
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| The DESIGN process | |
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| DESIGNing for global corporate diversity | |
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| Why diversity is important | |
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| Accessibility for trainer-led courses | |
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| Accessibility for web-based materials | |
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| The employer's 'two tick' commitment | |
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| Formal learning needs analysis | |
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| The importance of learning needs analysis | |
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| Who will you consult? | |
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| Learning needs checklist | |
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| Data collection techniques | |
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| Practical examples | |
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| Now focus on your course | |
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| Team-based needs analysis | |
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| Introduction | |
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| Functional competences | |
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| Core competences | |
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| Critical work processes | |
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| What do you propose? | |
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| Training may not be the solution | |
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| Define the overall course 'envelope' | |
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| Internal or external designers? | |
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| Write your proposal | |
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| Sunflower analysis | |
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| The impact of learning styles | |
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| How people learn | |
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| Climb the learning ladder | |
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| The impact of learning styles | |
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| Fight the filters | |
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| So what does this mean for me? | |
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| Go with the flow | |
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| Process map the flow | |
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| Learning methodologies | |
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| Four ways to communicate | |
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| Timing the course outline | |
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| 'Sign off' by the project sponsor | |
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| The STAR design model | |
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| Follow the STAR | |
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| 'S' is for stimulate interest | |
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| 'T' is for transfer ideas or concepts | |
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| Techniques for transferring ideas or concepts | |
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| 'A' is for apply the learning | |
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| Techniques for applying the learning | |
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| 'R' is for review what's changed | |
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| Designing more complex activities | |
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| Designing workshop sessions | |
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| Reversed workshop sessions | |
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| Team-based projects | |
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| Role play or skill practices | |
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| Using actors | |
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| Designing each session in detail | |
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| Comply with company standards or policies | |
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| The session plan | |
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| Timings | |
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| Session title | |
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| Objectives | |
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| Learning methods | |
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| Administration and logistics | |
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| A real example | |
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| 'Diet' session plan | |
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| Sponsor 'sign off' | |
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| Designing course materials | |
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| What might you need? | |
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| Harmonize with company standards | |
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| Sources for course content | |
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| Displaying text effectively | |
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| Delegate name cards or badges | |
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| Workbooks for trainer-led courses | |
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| Delegate handouts | |
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| Exercise briefing notes | |
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| Feedback sheets | |
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| Course peripherals | |
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| Using audio | |
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| Why use audio? | |
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| Some examples | |
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| Slightly different uses | |
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| Equipment needs | |
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| Designing visual aids | |
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| Why use visual aids? | |
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| What visual aids can we use? | |
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| Basic design principles | |
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| Flipcharts | |
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| Overhead transparencies | |
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| Computer graphics | |
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| Potential pitfalls | |
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| Plan your visuals | |
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| Designing e-learning | |
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| Why e-learning? | |
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| Managing the project | |
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| The electronic learning system | |
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| Using quizzes | |
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| The course flow chart | |
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| Building individual screens | |
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| Creating the storyboards | |
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| The trainer-led course | |
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| The delegate workbook | |
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| Train the trainers | |
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| Write a Trainer's Guide | |
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| Train the trainers | |
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| Trainer-led courses for blended learning | |
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| Select and manage the venue | |
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| Draft the venue specification | |
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| Manage the venue | |
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| Pilot the course | |
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| Plan the pilot | |
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| Pilots for blended learning | |
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| Deliver the pilot | |
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| Evaluate the pilot | |
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| Sponsor 'sign off' | |
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