• Staying up to date, trends in training
• Key training and development roles
• What are the vision, mission and function priorities
• A staff of one: keeping your sanity
• Conduct a training department systems audit
• Manage and develop the training staff

• Where are you in the life cycle of a training department
• Differences between traditional training and performance consulting approaches
• Use a continuum of internal consulting roles
• Analyze your role in the organization
• Identify who are your clients
• Use an 8-step consulting process
• Trainer vs. consultant vs. change agent

Unit 3: Diagnosing Problems

• Special assessment issues
• The manager’s role in using 9 Training Department audit tools
• Is training the answer?
• Make vague training needs specific
• Sort out training needs vs. wants
• Use training design tools to diagnose problems

Course Methods:
Following an interactive discussion around assessment issues, participants examine eight training department audit tools, including three specific training design tools, and describe the Training Manager’s role with each tool through case studies, application activities, individual and group analysis.

Unit 4: Developing a Plan

• Developing a ten-part performance improvement plan
• Decide whether to use existing materials or create new ones
• Performance Improvement Plan example
• Reviewing training proposals
• Use a tool to compare training delivery methods

Course Methods:
You will explore the differences between a performance improvement plan and a training proposal through interactive discussion, identification of key criteria and examination of examples. They apply additional information to an earlier case study scenario to suggest additions to a Performance Improvement Plan. A tool to help managers compare methods of delivery follows a checklist to assess proposals. Teams of training managers create a Performance Improvement Plan and present it to peers and the instructor for feedback and critique. Preparation of the plan is done outside of class time. This is a 30-minute assignment.

Unit 5: Build a Partnership With Management and Learners

• Check your influencing style
• Build credibility with line managers
• Be more responsiveness to the organization
• Steps to increase leverage with others
• Develop strategies to market your programs effectively
• How to develop three-way partnerships

Course Methods:
Following an inventory to identify their use of influencing styles, participants consider which style is appropriate in given scenario situations. Steps and skills for increasing influence with key managers are reviewed and practiced in exercises and case studies. The Training Managers’ role in marketing training is explored. Essential tactics for developing partnerships with both managers and learners as a means of marketing are reviewed with examples, tips, tools and templates as support.

Unit 6: Transfer of Learning

• What is transfer of learning?
• Barriers to transfer of learning
• Whose job is it to apply what's been learned?
• 4 key tactics to build the ground work before training
• Post training performance analysis
• How to involve managers prior to training
• 8 key tips for preparing the employee before and follow up after training
• Manager's influence in giving feedback
• How to conduct "level 3" evaluation to measure learning transfer
• Techniques to set expectations that improves retention and learning transfer
• Action plans keep everyone on track

Course Methods:
After transfer of learning is defined, participants identify common barriers in a small group activity. Research is shared about who has the most influence on the impact of training. Four tactics to transfer learning are explored through examples, inventories and case studies. Managing employees resistance to change as a barrier to learning transfer is introduced followed by tools to manage the resistance. An example of a process for level 3 evaluation is reviewed as a summary case study using the diagnostic assessment tools from unit 3.

Unit 7: Managing the Budget

• Cost justify training
• How to create a training cost framework
• Conduct a cost-benefit analysis (ROI)
• Find performance indicators to demonstrate training’s benefit

Course Methods:
Examples and templates for training cost frameworks, cost-benefit analysis and cost-efficiency analysis are explored and a brief activity to identify hard-number indicators of performance completed. Participants then complete their own example.

WORKSHOP OBJECTIVES

Day 1

• Develop a vision, mission and function priorities statement.
• Practice ways to anticipate the changing training needs in your organization.
• Identify how to use department systems audit tools to benchmark your function and identify areas for improvement.
• Identify and use 8 steps in the internal consulting process.

Day 2

• Identify when to use 9 types of assessment tools to determine training needs.
• Practice how to gain management's commitment to performance improvement.
• Use a nine-part plan to build alliances and work successfully with line managers and employees.
• Learn how to contract for results, not just training activities.
• Identify essential elements of a performance improvement plan.

Day 3

• Identify techniques to market your training function.
• Keep up to date with new training trends.
• Evaluate how you supervise and develop a training staff using a 100-competency tool.
• Develop an action plan to get results.
• Use 4 key tactics to prepare learners for training.
• Identify methods to cost justify training and monitor a training budget for classroom and online training programs.
• Use post training performance analysis as a tool to identify what hinders the transfer of learning.
• Identify specific techniques to involve managers in transferring learning.
• Identify how a learner's active role during training influences transferring learning.

See the ‘course methods’ description for various methods that use visual, auditory and kinesthetic activities.

Assessment methods
Teams of training managers use a case study to develop an 8-step plan. Plans are presented to peers and the instructor for feedback and coaching.

A feedback form is completed by peers and the instructor and given to the team.

This program is designed for training managers, training coordinators, and “departments-of-one” who run a training function for an organization or business unit, or those interested in joining their ranks.

Homework/ Pre-work:
There will be approximately 30 minutes of pre-work/homework for this certificate program.

Technology requirements for participants:
You may wish to bring your own laptop computer to complete theout-of-class assignment of approximately 30 minutes in length.

Recommended Audience:
This certificate is designed for training managers, training coordinators, and “departments-of-one” who run a training function for an organization or business unit, or those interested in joining their ranks.

This certificate will answer those questions and much more, and give you access to the resources you need to make sure your e-learning efforts start off right. You will learn how to effectively begin and manage a successful e-learning initiative by participating in discussions and by working hands-on in the following topics:

After completing the course you will be able to:

1. Develop 3 courses using at least 3 different content development tools
• Instructional Method: Hands On Training and Student Deliverables
• Learning Styles: visual, auditory or kinesthetic
2. Demonstrate an knowledge of eLearning/industry terms and structures
• Instructional Method: Lecture/Slides, Group Discussion, Exercises, and Exam
• Learning Styles: visual, auditory or kinesthetic
3. Demonstrate an understanding and benefit of web or online training methods
• Instructional Method: Lecture/Slides, Examples, Group Discussion, and Exam
• Learning Styles: visual, auditory or kinesthetic
4. Complete eLearning Needs Analysis for their organization
• Instructional Method: Pre-course information gathering, Lecture/Slides, Examples, Group Discussion,  and Student Deliverable
• Learning Styles: visual, auditory or kinesthetic
5. Develop an initial eLearning Plan for their organization
• Instructional Method: Pre-course information gathering, Lecture/Slides, Examples, Group Discussion, and Student Deliverable
• Learning Styles: visual, auditory or kinesthetic

Assessment Methods: (Learning Outcome Reference = LO)

1. 3 SCORM compliant eLearning courses (LO: 1) - evaluated by instructor
2. eLearning Exam (terms and structures LO: 2&3) - evaluated by instructor
3. eLearning Needs Analysis (evaluated by instructor)
4. Initial eLearning Plan (evaluated by instructor)

Pre-Work/Homework:
This certificate is interactive and requires approximately 60-90 minutes of pre- and or post- work for each session day, for a total of approximately 3-4 hours of assignment work for the entire certificate program.

Technology Requirements for Participants: (Hardware and Software)

Hardware:
You are required to bring your own:
Laptop: Windows/Vista or Mac
Headphones/Microphone

Software:
NOTE: You should install the software outlined below PRIOR TO class (all links below give you access to trial versions of software good for 30 days):

Adobe eLearning Suite - http://www.adobe.com/downloads/ (choose eLearning Suite from product drop-down list)

Adobe Fireworks - http://www.adobe.com/downloads/ (choose Fireworks from product drop-down list)

Articulate Presenter 09, Engage 09, and QuizMaker 09 - http://www.articulate.com/downloads/freetrial-step1.aspx

RapidIntake Unison - this is a hosted solution that requires NO installation on your part. You will receive more information on this tool in class.

Paul Swan, Senior Instructional Designer, Darryl L. Sink & Associates, Inc.

This comprehensive three-day program that takes you through the basics to advanced techniques for applying the Instructional Systems Development (ISD) methodology. The workshop provides an opportunity to apply what you learn to a project of your own.

Back at your workplace, you will be able to implement an instructional systems development model to create instructional programs that result in reliable, validated training that consistently meets business/organizational needs.

1. Use the instructional systems development process (ISD) for designing and developing effective and creative instruction programs.
2. Describe how to conduct different types of needs analysis. Select the ones that are optimal for a project of your own and write a business need statement for your project.
3. Use criteria and practical tips for selecting and working with subject matter experts.
4. Use three types of analysis: audience, context, and task analysis.
5. Specify key learning objectives and supporting enabling objectives for course topics / tasks.
6. Construct criterion tests that match key and enabling objectives. Identify the uses of four different test types and two types of checklists.
7. Identify the uses and benefits of design documents and blueprints.
8. Use an eight-step lesson design to assure you have all the necessary elements in your instructional modules.
9. Identify instructional strategies for teaching each of four different content types: facts, concepts, procedures and principles.
10. Determine the type(s) of learning required in one of your modules. Select instructional strategies/tactics that match the content.
11. Modify existing materials and activities to avoid “reinventing the wheel.”
12. Select learning materials, media, and activities that match the objectives and the needs of the trainees.
13. Use a powerful instructional writing technique for writing presentations from scratch based on the learning objectives of your program.
14. Describe the characteristics of instructional games, role plays, case studies, and group work sessions. Develop activities for your own module.
15. Use a job aid to make decisions on the elements necessary for a leader guide or an administrator guide.
16. Explain faster and better ways to conduct tryout and revision cycles (formative evaluation).
17. Use job aids provided to structure your feedback from subject experts when they are making suggestions for the improvement of your program.
18. Explain the importance of planning ahead for the final production phase of the instructional development model.  Use job aids provided to help with last minute details.
19. Distinguish between four levels of evaluation.
20. Describe how to conduct transfer evaluation, payoff evaluation, and ROI.

Each module in the Instructional Development Certificate Program is a lesson that follows the sequence of the ISD model. Starting with Needs Assessment and continuing through modules on each phase of the ISD process, including the phases of Analysis, Design, Development, Evaluation, and Implementation. The program utilizes the concept of “Learning While Doing”.

Each lesson moves from fundamental skills to more advanced skills and techniques. The participants immediately apply these skills and techniques to a project each attendee has identified and brought to the program. The modules model the ISD process by utilizing a variety of instructional strategies and approaches. Strategies vary from step-by-step instruction to discovery and experiential learning. Activities with in the modules include the use of case studies, simulations, role-plays, and instructional games.

Course Methods/How Will I Learn?
To support different learning preferences and ways of learning, the modules are varied and provide multiple ways to learn. The activities vary in terms of group and individual hands-on work. Presentation media involves illustrative visuals, and auditory presentations. The instructor provides examples and draws from the participants themselves. The participant guide provides over one hundred job aids and hands-on activities related to each participant’s own project.

Assessment Methods:
Because this is a hands-on program with individuals working on a project of their own, the instructor provides direct feed back on participants’ own project work. In addition, confirming and corrective feedback is provided when interacting with the materials themselves. Review activities provide feedback on knowledge components and concept acquisition.

Pre-Work/Homework:
This program requires approximately 60 minutes of preparation as pre-work. Two questionnaires are to be filled out and you are to choose a project to bring to the program. About 30 minutes of homework is needed the evening of the first and second day.

Technology Requirements for Participants:
You may work on your PC or Mac laptop computer, but a computer is not required.

Recommended Audience:
This certificate is designed for training professionals who want an intensive, content-packed experience that will greatly increase their productivity as a developer of training/educational programs.

This certificate is also for managers and supervisors of training development who really want to know how the ISD process can work effectively and efficiently, and who want to know the processes well enough to guide others. You will learn to monitor and evaluate the progress of development projects.

Bob Pike, Chairman/CEO, The Bob Pike Group, Founder/Editor, the Creative Training Techniques newsletter

In this certificate you’ll learn how to design and deliver training that focuses on participants and delivers content in the ways that they learn, retain, and apply content the best.

Participant-centered training provides a supportive environment for exploration, struggle, and discovery, so the insights participants gain will truly be theirs, as well as the self-confidence that comes from those discoveries. Attend this Boot Camp and learn how to achieve 90% retention, cut design time by 50% and increase transfer by 75%. These easy-to-apply techniques create results and can be immediately applied to your programs.

More than 100,000 trainers have attended the Creative Training Techniques Boot Camp and have learned alternatives to lecture which allow their participants to achieve higher levels of content retention in less classroom time. Join Bob and:

1. Given ten possible openers you will, during the class, apply the three tests of an opener to select and modify two to use in your own training.
2. You will observe 11 ways to create a motivational environment in a training class and create two specific methods to use in their own training.
3. Given a list of 36 alternatives to lecture, you will identify at least twenty that have been modeled during the class. From those modeled, you will select at least five to incorporate into your own training classes.
4. Using an existing training program of your choice, you will apply the 90/20/8 rule to “chunk” the content into 20 minute chunks and select at least two ways to increase participation and creatively revisit the content.
5. After observing three methods to accelerate design and delivery, you will use the methods to create individual and group mind maps that represent the content of the course to that point.
6. Given 27 methods for increasing the transfer of training, you will select three to incorporate into an existing training program.

Course Methods/How Will I Learn?
Since the content of the course is creative training techniques applied to the design and delivery of training these techniques will be modeled, discussed, and applied throughout the course. You will experience small group discussion, the effective use and rotation of group leaders, the power of using a variety of small groups for learning including dyads, triads, and groups of five to seven. You will also experience role plays, projects and case studies, and interactive workbooks.

Assessment Methods:
Throughout the course, you will identify ideas, techniques, processes, and strategies that can be applied to their own training courses. You will also create an action plan for applying what you have earned to an existing course over the following 90 days. In addition you will create accountability and support groups from among the other participants to support the implementation of your action plans.

Pre-Work/Homework:
This certificate program is both practical and interactive. You should identify one course you want to improve (for which you have responsibility) and bring all materials that relate to that course to the class. This includes PowerPoint and other visuals, workbooks and leader guides.
In addition, at the end of day one there will be an assignment to complete for the following day that will take between 30 and sixty minutes to complete. Total time required outside of class to prepare for attending and then completing the single homework assignment is two hours. Feedback will be provided for all outside work.

Prerequisites:
There are no prerequisites.

Technology Requirements for Participants: None

Ruth Clark, Author, e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

Scenario-based e-learning (SBeL), also known as problem-based learning or whole-task learning is an immersive course design that uses job-realistic scenarios as the vehicle for learning. If your outcome goal is to teach critical thinking skills, then SBeL is a design alternative proven to accelerate expertise. In this certificate we will review the features of and evidence for SBeL, design storyboards for an SBeL lesson, plan several scenario classes for an SBeL course, and practice techniques to identify and teach critical thinking skills.

Given examples and design models, you will:

Program Outline:

Section 1: Introduction to Scenario-based e-Learning (SBeL) (2 hours)

Session and participant introductions
Whole task VS part task learning
Near VS far transfer tasks
Participant applications of SBeL
Participants post their SBeL case topics (optional)

Section 2: Research Evidence for SBeL (1 hour)

Problem-based learning in medical education
SBeL to accelerate expertise
Whole task versus part task learning
The effects of high and low end media in SBeL

Section 3: Design Model for SBeL (1.5 hours)
Six components of an SBeL lesson
Case Round 1: Plan the components for your SBeL lesson
Review and feedback on case components
Revision of case design model

Section 4: Interfaces for SBeL (2 hours)
Four flow charts for e-SBL: branched scenario, menu, open, and virtual worlds
Systems for e-SBL designs
Case Round 2: Use PowerPoint to storyboard the six components of your design model

DAY 2

Section 4: Interfaces for SBeL – Continued (2 hours)
Review and feedback on storyboards
Revision of storyboards

Section 5:Incorporating Critical Thinking Skills in your SBeL (4 hours)
What is cognitive task analysis?
Practice cognitive task analysis
Teaching techniques for critical thinking skills in SBeL
Case Round 5: Incorporate at least one critical thinking skill into your SBeL
Review and feedback

Course Methods/How Will I Learn:
See Program Outline above.

Assessment Methods:
Learners will demonstrate achievement of the objectives by producing a number of products that will be reviewed with feedback from the instructor and from other participants. These products include:

Pre-Work/Homework:
Optional Pre-work 1:
We will apply workshop guidelines by designing and storyboarding a SBeL lesson. You may use your own content or case content to be provided in the workshop.

If you choose to use your own content, focus on skills that involve critical thinking and/or problem solving. See “When to consider Scenario-based Learning” checklist in pre-reading article. Research and bring relevant resources including documents, examples and/or soft copy clip art as the basis for your case design and storyboards.

Pre-work 2:
To get an introduction to SBeL, download and read the short introductory article by the instructor.
(PDF of article will be included).

Technology Requirements for Participants:
You are required to bring your own laptop computer with Power Point 2003 or higher loaded as we will draft storyboards using PowerPoint.

Recommended Audience:
This program is designed for instructional designers or e-learning developers with
two or more years of experience who need to develop training to teach problem solving tasks that involve critical thinking.

Session Limits:
This program is limited to 30 participants.

Sivasailam Thiagarajan, Author, Design Your Own Games and Activities: Templates for Performance; Tracy Tagliati, Associate, The Thiagi Group

In this certificate, you will apply systematic and systemic approaches for improving human performance of individuals, teams, and organizations. Based on the fieldwork and research of a performance technology pioneer (who was elected president of the International Society for Performance Improvement for two different terms, 25 years apart), this certificate will help you master both traditional and innovative techniques and interventions in a hands-on and interactive manner. As a result of applying HPT principles and procedures from the workshop, you will produce measurable business results. The certificate will also help you plan for continuous learning in this field and establishing yourself as a performance consultant.

The following objectives are to be demonstrated in real-world business conditions:

1. Analyze a human performance problem (or opportunity) and identify its root causes.
2. Select one or more suitable interventions to remove the performance problem or leverage the performance opportunity. The interventions should be directly related to the root causes identified earlier.
3. Design and develop the selected intervention for improving performance. The development process should incorporate findings from the earlier analyses.
4. Continuously evaluate and enhance the prototype intervention. All evaluation should result in evidence-based improvements to the intervention.
5. Implement performance technology interventions in a sustainable fashion. Implementation procedures should incorporate change-management principles.
6. Continue mastering, maintaining, and updating HPT competencies.

Content Outline

Basic Concepts of Human Performance Technology

Analysis for Performance Improvement

Selection of Interventions

Design and Development of HPT Interventions

Evaluation and Enhancement of HPT Interventions

Sustainable Implementation of HPT Interventions

What To Do Next?

Course Methods/How Will I Learn:

All training methods and materials used in this certificate program have been field-tested and modified to accommodate differences in learning styles that go beyond sensory-mode preferences to multiple intelligences and other psychological, sociological, and environmental factors.
A variety of media and methods will be used in this certificate program to encourage active participation and to leverage diversity among participants. Various learning activities that involve individual, pair, and teamwork will be featured throughout the program.
The instructors for the certificate program have special experience and expertise in facilitating diverse groups of participants and accommodating different learning styles.

Assessment Methods:

Every module of this certificate course will involve the development of a specific product that will be objectively assessed through peer and expert evaluation. You will be assisted in this process by assessment rubrics and model responses.

The collaborative and interactive nature of the certificate program will incorporate frequent application exercises and feedback. Frequent learning assessment will involve tests at higher levels of cognitive processing and application. A scenario-based final test will be administered at the end of the program.

Pre-Work/Homework:

As a pre-work activity, you will be required to bring details of a performance problem and a performance opportunity. You will be supplied with detailed specifications for completing this activity, along with worksheets and job aids. This performance problem and opportunity (referred to as ‘challenges’) will be analyzed and processed during the course.
As a homework assignment, during the evening of the first day, you will be required to apply the principles and procedures you learned during the day to the two challenges they specified earlier.

Total time required for homework and pre-work for which the instructors will provide feedback will be 3 hours.

Technology Requirements for Participants:

You are encouraged to bring your own laptop for exploring additional online resources. However, this will not be a requirement.

Recommended Audience:
This program is designed for consultants who want to extend their repertoire; managers who want to improve employee performance and productivity; trainers who want to improve participant learning and avoid inappropriate training; and professionals who want to improve their personal effectiveness.

In this certificate, you will obtain the tools to leverage the complete Kirkpatrick Model so you can design, deliver, and evaluate training programs with true business value. Whether you are an independent consultant or a company employee, this course will prepare you to create a comprehensive four level evaluation plan for any training initiative. You will practice delivering a training value proposition to business stakeholders, and learn how to build a Chain of Evidence. Most importantly, you will examine worldwide best practices to glean the expertise of those who know that “the end is the beginning” when it comes to delivering Return On Expectations to your key stakeholders. As a result of participating in this certificate, you will be able to:

Course Methods/How Will I Learn:
Instructional methods will support the learning outcomes in this interactive seminar. Participant groups will be asked to identify a real life case to use as the basis of application exercises throughout the course. Evaluation tools will be reviewed and developed in activities, and where appropriate, to real life cases. Participants will make presentations during the program that demonstrate their ability to design an effective evaluation plan, use methods that support their plan, and demonstrate the value of what was delivered.
The course will include a diverse assortment of media and activities including written exercises, case studies, group activities, and more. Lecture will be kept to a minimum with a goal of including participants in an active learning experience.
The instructors will use a variety of methods / modalities in pre-work, homework, and seminar activities including the following:

Assessment Methods:
You will be invited to share action steps during the course, and then to submit real life application several weeks after the course. Written feedback will be supplied to participants.
You will receive oral feedback on their real life examples multiple times throughout the seminar. Specifically, they will receive comments on the business partnership business case they make, and the subsequent evaluation plan they create.
Pre-Work/Homework:
This course includes the following work that is to be completed outside of the seminar:
Pre-work: one hour total, with feedback provided during the seminar

Post-work: three hours (optional, for which feedback will be provided upon request)

Technology Requirements for Participants:
There are no technology requirements for this course.
Prerequisites:

This certificate is designed for those with a beginning or intermediate level of knowledge in training evaluation. There are no prerequisites.

Recommended Audience:
This certificate is for professionals who design, develop, deliver, or measure the value of training programs and initiatives, as well as their business partners who rely on the effectiveness of training to support their goals. Representative job titles include Training Specialists, Training Managers, Human Resource Managers, Human Resource Representatives, Training Analysts, Trainers, Consultants, and Business Unit Managers.
Session Limits:

This program is limited to 30 participants.

Nancy Duarte, Author, slide:ology: The Art and Science of Creating Great Presentations

This certificate brings to life the principles in slide:ology—The Art and Science of Creating Great Presentations. You will learn how to create presentations that engage and activate audiences by applying a set of tools to help build visual aids and craft a story - - including how to visualize information, organize and create narrative structure, and apply design thinking to presentations. You will discover how to use sketching and diagramming techniques effectively. You will explore how to build slides that connect with audiences and help them to process information. And you will learn how to frame and craft the content of your presentation into a story using informative graphics to capture minds and imaginations. You’ll leave this certificate armed with the information you need to develop truly influential presentations. You will discover how to:

Course Methods/How Will I Learn?
The certificate will include a combination of lecture, demonstration, group and individual exercises and self-paced exercises. Many examples of ‘before’ and ‘after’ presentations will shared. You will be able to download aides, tools and examples to facilitate learning during or after each course session. A wide range of reinforcing reading resource links will be provided to facilitate transfer of learning and application on the job including excerpts from slide:ology: The Art and Science and Creating Great Presentations.

Assessment Methods
You will be required to submit samples of your slides prior to the start of the certificate program. The sample set will include at total of five slides to include one of each of the following -- a diagram, text, data, image and one optional for review. The slides will be reviewed prior to the course and graded based on the Signal vs. Noise measurement tool. You will receive your grades during the course for review. Upon completion of the course, you will be required to submit a revised sample set for review and grading. Once you have received a passing grade, you will receive a certificate of completion for the course.

Recommended Audience and Prerequisites
This program is designed for anyone who wants to challenge their traditional approach to creating a presentation (whether delivered in person, online or via mobile devices) by becoming a more visual thinker.

Homework/Pre-Work
This certificate is interactive and requires approximately 60 minutes of pre- and or post- work for a total of approximately 2 hours of assignment work for the entire certificate program.

Technology Requirements:
There are no technology requirements for this course. The course materials will be provided to you including sketchbook, pens, pencils and workbook.