Start Up

• Determine high-level project purpose, scope, and goals, taking into account the available budget.
• Assess, document, and communicate out-of-scope client needs.
• Build relationship with project sponsor and identify how the project relates to business goals.
• Choose the development applications and online storage location, and structure of the files.
• Determine the timeline and high-level deadlines.
• Determine the writers, subject matter experts, and reviewers.
• Determine the decision-makers for content, budget, control of personnel; who are the stakeholders; who’s threatened and why; identify any hidden agendas or politics.
• Sign contracts and subcontracts.

Analysis

• Conduct audience, content, task, technology, and cultural (if appropriate) analyses via interviews and/or source material, etc.
• Determine training modules and titles of modules, and classes if more than one.
• Write purpose statement and goals for modules, classes, and lessons.
• Write learning objectives for modules, classes, and lessons.
• Determine audience groups and levels, and map to training modules and classes.
• Identify prerequisites to course and to each module.
• Analyze and determine sequence of lessons within each class.
• Determine evaluative measures based on Kirkpatrick levels. How will you know the training has been effective?
• Write project work plan by remaining phases. Tasks for all people involved in the project with corresponding schedule, review cycles, dependencies, assumptions, etc.
• Analyze source material for quality and usability. Conduct research if necessary.
• Client reviews all documents and provides input.

Design

• Write course and module outlines and sequence of lessons within each.
• Write a design document, i.e., expanded course outline using “events of instruction” (or parts of a lesson):
  • Preview of topic:
    • What’s in it for me
    • Context explanation
    • Learning objectives
  • Presentation of new information including instructional strategies, methods, and media
  • Check for confusion
  • Practice activities
  • Check for understanding
  • Transition to next topic
• Conduct strategic usability test of select components and make necessary corrections to design.
• Create templates, style guidelines/conventions, prototypes, and models for final deliverables.
• Choose supporting media.
• Determine testing strategy and requirements for learning transfer.
• Design support mechanisms for post training.
• Determine schedules of trainings, class rosters, schedule of trainers, and make up classes.
• Client reviews all documents/provides input.

Development

• Write program and create deliverables using templates or other pre-determined formats using a wide variety of applications, e.g., Word, PowerPoint, Visio, Captivate.
• Prepare data sets for CBT, if necessary.
• Review cycle with reviewers. Sample materials include:
  • Web/DVD instruction
  • Web casts
  • Online support tools
  • Guide for facilitator
  • Guide for participants
  • Training peripherals
  • Video components
  • PowerPoint components
  • Expert “lecture”
  • Checklists and other job aids
  • Post support mechanisms

Testing

• Test materials for clarity, usability, and general approach before delivery, especially if model audience members have not been included in the design or development phases via feedback and reviews.
• Verify that all test subjects are representative of all intended audience members, or simulate them.
• Test important and difficult pieces of the training—not everything. Simulation is best, but small focus groups can work.
• Conduct a pilot test for the first run.

Implementation

• Print and prepare materials for class, and write up instructions for doing so for l Turnover phase.
• Set up for classroom; create list of tasks and items.
• Prepare technology, e.g. projector, computers, VCR, etc.
• Set up and use support during training.
• Conduct training.
• Capture evaluation data during training and directly afterwards. Assign an observer to take notes.

Evaluation

• Evaluation occurs during delivery of the pilot (first class), subsequent classes, and after participants are back on the job.
• Sample evaluative issues for pilot:
  •  Were the learning objectives achieved?
  • Did the sequence of topics and components work?
  • Were the activity instructions clear?
  • Gain feedback on language level, clarity, flow, activities, sequence of contents, time allotted, and competence
• Evaluate based on client needs (3 Kirkpatrick levels):
  • Satisfaction – Did the participants like the materials, delivery, trainer’s style, etc.?
  • Learning – Were new skills and knowledge acquired via projects, presentations, games, and test scores?
  • Back on the job – How well did the training prepare the participants to do their new tasks? Speed and accuracy? Did transfer of learning to work occur?
• Make changes to training and design future training based on feedback.

Turnover

• Train the client to maintain the product.
• Write material, then meet to review a maintenance document that contains:
  • Instructions for locating, accessing, and editing all electronic files and other media (the organization of the files could be in a graphic format).
  • Instructions for printing and collating training materials.
  • Advice on considering incoming data from ongoing evaluations.
• Discuss any financial arrangements for future consulting on this project.