Question

Prepare a PowerPoint presentation that addresses the following elements of instructional design:

3 Learning objectives vary greatly by the topic and outcome for the course. Compare the differences and similarities of training objectives for a behavioral course, such as leadership skills, and those of a more technical course, such as lean manufacturing techniques.

4.Propose a process for an organization to implement that aligns course training objectives, curriculum learning outcomes, and strategic organizational goals.

Answer 1

Training ior ilearning iobjectives iare ithe iintended imeasurable ioutcome ithat iyour ilearners iwill iachieve ionce ithey’ve ifinished ia icourse. iThey ishould idetail ithe iinformation ithat iwill ibe iacquired iand iwhat ilearners iwill ibe iable ito iaccomplish ithrough ilearning ithis iinformation.

Learning iobjectives iare istatements ithat idefine ithe iexpected igoal iof ia icurriculum, icourse, ilesson ior iactivity iin iterms iof idemonstrable iskills ior iknowledge ithat iwill ibe iacquired iby ia istudent ias ia iresult iof iinstruction. iLearning iobjectives ican ibe itied ito icompetence imaps iAlso iknown ias i: iInstructional iobjectives, ilearning ioutcomes, ilearning igoals.

Learning ioutputs, ii.e. istudent iproductions iare idifferent. iThey iallow ifollow-up i(e.g. iformative ifeedback) iand imeasuring iif ilearning iobjectives iare imet.

Every iprogram iof iinstruction, icourse, ior itraining iactivity ibegins iwith ia igoal. iThis igoal ican ibe ibroken idown iinto ispecific igoals, ior ilearning iobjectives, iwhich iare iconcise istatements iabout iwhat istudents iwill ibe iable ito ido iwhen ithey icomplete iinstruction.

iL&D iprofessionals iusually itake igreat icare ito iproperly iwrite ithese iobjectives ifor ia igiven ilearning iresource ior itraining icourse, ias iwell ias ifor iunits iwithin ia i icourse

Each ilearning iobjective irelates ito ia ispecific icapability ior iskill iand iis iexpressed iusing ian iaction iverb. i iFor iexample,

· Describe ithe imechanisms ithat iunderlie idisease iX

· List icommon itreatments ifor idisease iX

· Handle ithe imost icommon icustomer iobjection ito iprescribing idrug iY.

Learning iobjectives ican irelate ito i“lower iorder” i(e.g., iknowledge-based) ithinking iskills ias iwell ias ihigher-order i(e.g., ievaluation-based) ithinking iskills. i iL&D iprofessionals ithe iworld iover iare ifamiliar iwith iBloom’s iTaxonomy, iwhich iarranges ithe i“action iverbs” ifor ilearning iobjectives iinto ivarious ilevels, ifrom ilower-order ito ihigher-order. i iFigure i1 ishows ithis itaxonomy.

Behavioral iObjectives

Behavioral iobjectives iarticulate ithe ispecific ibehaviors ithat ilearners iare isupposed ito iexhibit iin ithe ifield iafter icompleting ia itraining iprogram. i iTo iperform ia idesired ibehavior, ia ilearner imight ineed ito iabsorb iand imaster inumerous iindividual ipieces iof iknowledge iand imultiple iskills. i iSo, iwhile ia isingle ibehavioral iobjective imight ihave ionly ione ior itwo ilearning iobjectives, ia ibehavioral iobjective imay ioften ihave imany idiscreet ilearning iobjectives iembedded iwithin iit. i iAnother iway ito ilook iat iit iis ithis: i iBehavioral iobjectives ican ifocus iat ithe i“macro” ilevel iwhile ilearning iobjectives ifocus iat ithe i“micro” ilevel.

The ileaders iof itoday iand itomorrow irequire ia idifferent iset iof iskills ithan ithe ileaders iof iyesterday. Here’s ia ilook iat ithe icompetencies ithey ineed iand iwhy ithey’re iimportant, iplus iways ito istrengthen ithem.

5 iEssential iLeadership iSkills iand iPractices

1. iSelf-development

Because ibusinesses itoday ioperate iat ibreakneck ispeed, ileaders ishould iprioritize ia ihalf-hour ia iweek ito ifocus ion ithemselves, iwhether ithat imeans ilearning isomething inew ior itaking itime ito iplan ifor ithe iweek iahead, i

2. iTeam idevelopment

Equally ias iimportant ias iyour iown idevelopment iis ithe idevelopment iof iyour iteam imembers

3. iStrategic ithinking iand iacting

Companies itoday imust iremain inimble iand iresponsive ito ichange, iwhich iis iwhy istrategic ithinking iare iamong ithe imost ihighly ieffective ileaders, i

4. iEthical ipractice iand icivic-mindedness

Leaders iset ithe istandard ifor iteams ibased ion itheir ivalues, i

5. iInnovation

iIt’s ieasy ifor ileaders ito iget istuck iin ia irut iperforming itheir ieveryday iresponsibilities ibecause ipeople iare icreatures iof ihabit, iBullock isays. iInnovation iis ia igood iway ifor ileaders ito ichange ithings iup iand itry isomething inew—which isometimes ileads ito igreat iideas iand ibetter imethods.

Fortunately, ithese iskills ican ibe ilearned iand irefined iover itime. iAccording ito ia istudy iby iHarvard iUniversity, i85 ipercent iof iexecutives iwho iparticipated iin ileadership idevelopment iprograms—including iclassroom ilearning, ionline itraining, ione-on-one imentoring, iand ijob ishadowing—were iable ito iimprove itheir ileadership ieffectiveness idramatically iin ijust ithree iyears.

There iare imany iways ito iacquire iand idevelop ithese iskills ito iadvance iyour icareer iand istay iin idemand iin ithe imarketplace. iA igraduate ieducation iis ione ireliable iway ito iimprove iyour ileadership iskills ito ihelp iyou iconfidently iface ithe irigors iof iworking iin ichallenging ibusiness ienvironments.

Lean imanufacturing itechniques.

Lean iwas iborn iout iof imanufacturing ipractices ibut iin irecent itime ihas itransformed ithe iworld iof iknowledge iwork iand imanagement. iWomack iand iJones idefined ithe ifive iprinciples iof iLean imanufacturing iin itheir ibook i“The iMachine iThat iChanged ithe iWorld”. 1. iDefine iValue

To ibetter iunderstand ithe ifirst iprinciple iof idefining icustomer ivalue, iit iis iimportant ito iunderstand iwhat ivalue iis. iValue iis iwhat ithe icustomer iis iwilling ito ipay ifor. iIt iis iparamount ito idiscover ithe iactual ior ilatent ineeds iof ithe icustomer. There iare imany itechniques isuch ias iinterviews, isurveys, idemographic iinformation, iand iweb ianalytics ithat ican ihelp iyou idecipher iand idiscover iwhat icustomers ifind ivaluable. iBy iusing ithese iqualitative iand iquantitative itechniques iyou ican iuncover iwhat icustomers iwant, ihow ithey iwant ithe iproduct ior iservice ito ibe idelivered, iand ithe iprice ithat ithey iafford.

2. iMap ithe iValue iStream

The isecond iLean iprinciple iis iidentifying iand imapping ithe ivalue istream. iIn ithis istep, ithe igoal iis ito iuse ithe icustomer’s ivalue ias ia ireference ipoint iand iidentify iall ithe iactivities ithat icontribute ito ithese ivalues. iThe iwaste ican ibe ibroken iinto itwo icategories: inon-valued iadded ibut inecessary iand inon-value i& iunnecessary. iThe ilater iis ipure iwaste iand ishould ibe ieliminated iwhile ithe iformer ishould ibe ireduced ias imuch ias ipossible. iBy ireducing iand ieliminating iunnecessary iprocesses ior isteps, iyou ican iensure ithat icustomers iare igetting iexactly iwhat ithey iwant iwhile iat ithe isame itime ireducing ithe icost iof iproducing ithat iproduct ior iservice.

3. iCreate iFlow

After iremoving ithe iwastes ifrom ithe ivalue istream, ithe ifollowing iaction iis ito iensure ithat ithe iflow iof ithe iremaining isteps irun ismoothly iwithout iinterruptions ior idelays. iSome istrategies ifor iensuring ithat ivalue-adding iactivities iflow ismoothly iinclude: ibreaking idown isteps, ireconfiguring ithe iproduction isteps, ileveling iout ithe iworkload, icreating icross-functional idepartments, iand itraining iemployees ito ibe imulti-skilled iand iadaptive.

4. iEstablish iPull

Inventory iis iconsidered ione iof ithe ibiggest iwastes iin iany iproduction isystem. iThe igoal iof ia ipull-based isystem iis ito ilimit iinventory iand iwork iin iprocess i(WIP) iitems iwhile iensuring ithat ithe irequisite imaterials iand iinformation iare iavailable ifor ia ismooth iflow iof iwork. iIn iother iwords, ia ipull-based isystem iallows ifor iJust-in-time idelivery iand imanufacturing iwhere iproducts iare icreated iat ithe itime ithat ithey iare ineeded iand iin ijust ithe iquantities ineeded. iPull-based isystems iare ialways icreated ifrom ithe ineeds iof ithe iend icustomers. iBy ifollowing ithe ivalue istream iand iworking ibackwards ithrough ithe iproduction isystem, iyou ican iensure ithat ithe iproducts iproduced iwill ibe iable ito isatisfy ithe ineeds iof icustomers.

5. iPursue iPerfection

Wastes iare iprevented ithrough ithe iachievement iof ithe ifirst ifour isteps: i1) iidentifying ivalue, i2) imapping ivalue istream, i3) icreating iflow, iand i4) iadopting ia ipull isystem. iHowever, ithe ififth istep iof ipursuing iperfection iis ithe imost iimportant iamong ithem iall. iIt imakes iLean ithinking iand icontinuous iprocess iimprovement ia ipart iof ithe iorganizational iculture. iEvery iemployee ishould istrive itowards iperfection iwhile idelivering iproducts ibased ion ithe icustomer ineeds. iThe icompany ishould ibe ia ilearning iorganization iand ialways ifind iways ito iget ia ilittle ibetter ieach iand ievery iday.

. iThe iprinciples iencourage icreating ibetter iflow iin iwork iprocesses iand ideveloping ia icontinuous iimprovement iculture. iBy ipracticing iall i5 iprinciples, ian iorganization ican iremain icompetitive, iincrease ithe ivalue idelivered ito ithe icustomers, idecrease ithe icost iof idoing ibusiness, iand iincrease itheir iprofitability.

Answer4.

The i7-Step iStrategy ito iAlign iTraining iGoals iWith iBusiness iObjectives

Aligning itraining ito ibusiness ineeds ihas ia ipositive iimpact ion ithe iorganization. iAnd ithe ibetter ithe iorganization idoes, ithe imore iits iemployees ibenefit ifrom ia istable ijob, iyear-end ibonuses, iand icareer iadvancement iopportunities.

Step i1: iDefine ithe ifuture

The ipast iis ithe ipast, ibut ithe ifuture? iOh, ithe ifuture iis isomething ithat iyou ihave ipower iover. iThis istrategy ibegins iby ifocusing ion ithe ivision, imission, iand igoals ithat imake ithe ifuture iof iyour ibusiness ian iexciting ione.

Step i2: iFind ithe iGaps

Next, iyou’ll iwant ito ifind iout ihow iwell i(or inot iso iwell) iyour iemployees iare iperforming iaccording ito ithese ibusiness igoals. iThis iprocess iis ioften ireferred ito ias ia itraining ineeds ianalysis i(TNA).

Step i3: iSet iStrategic iDevelopment iObjectives

This istep iis iall iabout isetting iobjectives iof itraining iand idevelopment ito ifill ithe igaps iidentified iin iStep i2. iHere, ithe ifocus ishould ibe ion ideveloping itraining iobjectives ithat iwill ilead iemployees ito ilearn ithe iKSA’s ithey ineed ito iachieve ithe ibusiness ivision.

So iif iyour ibusiness iobjective iis ito ireduce iproduction itime, iyour ilearning iand idevelopment igoals iwould iprobably irelate ito iupskilling istaff ito iuse imachinery imore iefficiently iand imanage itheir itime imore ieffectively.

Step i4: iCommunicate itraining ipurpose iand iobjectives

By inow iyou ifully iunderstand ithe ipurpose iof itraining, iand ihow icompleting iit iwill ihelp iemployees ito iachieve ithe ibusiness’ igoals iand ivision. iThe iquestion iis, ido ithey?

Studies ihave ifound ithat ionly i12% iof iemployees iactually iapply itheir inew iskills ifrom itraining ito ithe iworkplace. iThere’s ia igood ichance ithat ithe iother i88% idon’t iapply itheir inew iskills ibecause ithey idon’t iunderstand ihow ithey iwill icontribute ito ithe iorganization’s igoals.

Step i5: iDeliver ithe iperfect itraining

Start ithe idrum iroll, ibecause ithe itime ihas iarrived ito ideliver itraining ithat iyou ican ibe iconfident iwill ibenefit iboth iemployees iand ithe ibusiness. iBut ithis iis istill inot ithe itime ito irelax. iBecause iyour itraining ineeds ito ibe iengaging, iaccessible, iconvenient iand isuited ito iyour itarget iaudience <