| Aim of Module | Students will develop the skills required to identify training requirements and to conduct instruction sessions using a variety of methods. |
| Credits | 7 |
| Student Learning hours | 70 |
| Content Revised | 2002 |
| Prescription Expiry Date | Nov 2007 |
| Topics | Highest Skill Level | Suggested Assessment Percentage | |
| 1 Training Principles | C | 15 | |
| 2 Training Sessions | A | 35 | |
| 3 Computer-Based Training (CBT) | A | 35 | |
| 4 Create a Training Manual | A | 15 | |
| 100 | |||
| LEARNING OUTCOMES The Student Will | ||
| C | 1 | Describe and explain adult learning processes and training principles |
| A | 2 | Develop and conduct training sessions (see note) using different training methods and support aids. |
| A | 3 | Describe and explain CBT and develop a small CBT package (see note). |
| A | 4 | Create a training manual or user manual for use with the CBT package. |
| 1 | Training Principles |
| > | Adult learning processes | |
| -Describe types/styles of learning (cognitive, affective and psychomotor) | ||
| -Explain cognitive levels of learning (Bloom’s Taxonomy) | ||
| > | Principles of training | |
| -Describe Training Needs Analysis (TNA) | ||
| -Describe the processes involved in developing a training programme in terms of planning, preparation and presentation (The 3 Ps) | ||
| -Explain various training strategies and methods that may be employed | ||
| 2 | Training Sessions |
| > | Plan, develop and conduct training sessions that include a variety of different training methods and support material | |
| Note: Training sessions may be of varying length, but should be at least 30 minutes in total; e.g. two sessions of 15 minutes duration each or one of 30 minutes duration. | ||
| 3 | Computer-Based Training (CBT) |
| > | Describe and explain CBT in terms of: | |
| > | The interactivity learning cycle; i.e. Stimulus, response, response analysis, feedback | |
| > | An interactive learning experience | |
| > | Investigate current hardware and software used for commercial training (e.g. CD-ROM and Web CT) | |
| > | Develop a small CBT package and demonstrate its features (e.g. context sensitive help, multiple choice tests) | |
| 4 | Create a Training Manual |
| Note | ||
| > | Students should not necessarily be expected to develop a full CBT package, but rather demonstrate principles of good design where the following features may be included: | |
| > | A title screen/frame, including programme and author | |
| > | Brief, but clear instructions on using the CBT package | |
| > | Navigation buttons, scripting and appropriate use of sound, text, colour and graphics | |
| > | Story board of screen design and information | |
| > | A screen/frame containing questions (e.g. multiple-choice test) | |
| > | An evaluation mechanism | |
| > | A screen/frame that appears in response to the answers (right or wrong) to the questions and with a tally of answers | |
| LEARNING RESOURCES | ||
| Reference material: | ||
| > | Ramsey, P. (2000) On-The-Job Learning; Creating Productive Work Environments: Dunmore Press, N.Z. | |
| > | Furjanic, S. & Trotman, L. (2000) Turning Training into Learning: How to Design and Deliver Programmes That Get Results: AMACOM, New York | |
| > | Moss, J. (1990) The Trainers Handbook 4th Edition: Moss Associates, Wellington | |
| > | Gery, G. (1987) Making CBT Happen: Prescriptions for Successful Implementation of Computer-Based Training in Your Organisation: Ziff Institute Cambridge, MA, USA | |