Competency 3: Specify the instructional design process Flashcards

1
Q

What is the best way to address a performance problem?

A

Analysis

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3
Q

What is an FEA limited to?

A

FEAs are limited to specific jobs, specialties, or activities.
They are geared towards individual performance.

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4
Q

What is the purpose of analysis?

A

The purpose of analysis is to determine training requirements that will be used for designing and developing

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5
Q

Why does the CG do analysis?

A

The CG does analysis because it will be informative and give comprehensive data, such as what factors affect performance. An analysis will prevent us from plunging ahead and creating unnecessary solutions and making bad decisions.
Analysis prevents the CG from believing that training will always be the answer and will help provide cost-effective solutions.
Analysis gives data and data drives the decisions.

Analysis is critical to the HPT success and reduces or eliminates requirements, risks and redundancy.

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6
Q

What are the analysis methods?

Force Com Job Training SOP

A
Front End Analysis (FEA)
Cost Analysis (CA)
Job Task Analysis (JTA)
Training Requirement Analysis (TRA)
Strategic Needs Assessment (SNA)
Occupational Analysis (OA)
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7
Q

What does RSVP mean to you?

A

They are the HPT principles. Result (focused), System (thinking), Value(driven), Partnership
Focused on result or outcome
Systems approach - looks at the big picture; What system do we use? What do we need?
Analysis is only conducted based on validated needs and is all data driven.
All solutions are supported by findings

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8
Q

What is analysis?

A

Taking a whole and breaking it down to study

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9
Q

What is ADDIE?

A
Analysis
Design
Development
Implement
Evaluate
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13
Q

What is happening at the analysis phase?

A

A performance gap has been identified.

The gap will be analyzed for training intervention.
Identify the end goal of training, the performance we’re trying to effect.

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16
Q

What are the three sub-categories of Cost analysis?

A

A cost analysis is a CG requirement that must be completed before it provides resources for a project. All CA will provide a first year cost as well as a lifecycle cost. Most analysis efforts in the CG will be a CCA.
Conducted when you already have dollar figures.
Decisions are based on bottom line - MONEY
ROI - Return on Investment
CCA - Cost Comparison Analysis
CBA-cost benefit analysis

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17
Q

Describe the task analysis process.

A

Identify the optimal or desired performance requirements for a job or job specialty.

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18
Q

What does task (behavior) analysis define?

A

The definitions are as follows:
Conditions - Circumstances under which a task is performed
Behaviors - How each task is actually performed
Standards- How each task must be performed

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19
Q

What is job task analysis?

A

JTA breaks down performance at the job level. It is a detailed study to find out what the master performers are doing and how they do it.

  1. Determine specific requirements for a job
  2. Step by step performance of a competent worker
  3. This drives the SK requirements which in turn drives the PO, evaluation criteria and course content.

JTA may define the work to be done to produce major outputs.

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20
Q

What is occupational analysis?

A

What is Occupational Analysis?
1. OA is an opportunity for all rating members submit feedback about their job concerns, conditions and opinions about the rate.
2. OA measures EPQs of a rate
OA takes a snapshot through surveys of an rate’s world of work (every 3 years)
4. Training and qualifications reflect the true needs of the field.

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21
Q

What is Front End Analysis?

A

Focuses on the performer and performance in the field. Defines the accomplished performer (AP) which is best of the best.
FEA identifies the SK of top performers.

FEA report includes required skills that are used to design training. If FEA is completed, ABCD is used.

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22
Q

What is a SNA? (4)

A
  1. A formal, data-driven, systematic process
  2. Identifies gaps between current and desired conditions
  3. This helps to determine gaps at the unit or organizational level
  4. Examines internal and external factors that determine performance.
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23
Q

Why does analysis need to be complete and accurate?

A

Output for evaluation is the input for design.

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24
Q

What are the five parts of task analysis?

A

P1 - Develop data collection plan- establishes strategy
P2 - Develop job task inventory - will define the specific job/job specialty performance
P3- Collect task details- identify and record specific performance information for each task
P4- Determine task priorities -prioritize tasks depending on relevance, eliminate the irrelevant tasks
P5 - Create task performance map - required for the complicated tasks, such as tasks with many decisions

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26
Q

What is a training requirements analysis?

A

TRA is less complex and takes less time.
Sometimes a situation does not require a detailed and thorough examination of everything that influences the work, the worker and the workplace. So we examine work-site performance by developing a task inventory and compare those results to GOTS, COTS or an existing CG curriculum.

Asks the question, is training already in place? What is the best way to deliver training? Is it through COTS, GOTS or CG curriculum?

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27
Q

Explain the cost comparative analysis.

A

CCA calculates cost and benefits and compares the results of each training option.
A CCA will gives best bang for the buck.

Compare a new training program to the current training program.
Conduct a CCA when you need dollar amount.

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30
Q

Explain cost benefit analysis.

A

All CBA’s have a short “shelf life.” As environment and technology advances in the workplace the need to review and revise an analysis becomes imperative. Any analysis over 1 year old should be reevaluated.

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31
Q

How do you make sure training requirements are accurate?

A
  1. Job and task inventory-
  2. Task (behavior) analysis -
  3. Performance support decisions -
  4. Target audience profile -
  5. Instructor profile -
  6. Course parameters and constraints -
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32
Q

When moving from job task analysis to training requirements analysis, how do you ensure that the training requirements are accurate: JTPTAPIC

A
  1. Job and task inventory- reflects the work
  2. Task (behavior) analysis - reflects the performance
  3. Performance support decisions - reflects the training.
  4. Target audience profile - reflects characteristics (entry level/SK) The workers in which the training will influence.
  5. Instructor profile - reflects on subject matter, skill and knowledge requirements of an instructor.
  6. Course parameters and constraints - barriers, limitations, factors that may influence course.
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33
Q

What is a task?

A

A task is a behavior that is selected for training and is converted to a performance objective (PO).
A task has a beginning and end-point as described by the steps.
A series of actions that lead to a meaningful outcome.

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35
Q

What will a JTA require you to have?

A

Inputs
Extant data - manuals, instructions, policy regulations, forms, facts figures and records

Outputs: documents real world optimal performance.

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36
Q

Explain the JTA and DIF.

A

CG filters the data from the JTA using the Difficulty, Importance and Frequency (DIF) model. TRACENs are able to determine which tasks should be selected for formal training, job aided (with or without training) and which tasks would be for OJT.

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37
Q

A TRA has 3 elements. What are they? JCC

A

Job task inventory.

Comparison of existing CG courses to align the PO with the performance tasks.

A cost comparison of competing delivery sources to determine which delivery source is the best match.

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38
Q

What are the five phases of an SNA?

A
Performance Analysis
Root Cause Analysis
Intervention Selection
Implementation
Evaluation
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39
Q

Who are the prime customers for OA data?

A

CG Rating Force Master Chiefs

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40
Q

Elaborate on the five phases in an SNA PRIIE

A
  1. Performance analysis - ID the problem, define the gaps between desired and actual performance in measurable terms
  2. Root cause analysis - Skills, knowledge, motivation or tools
  3. Intervention selection - Will find the best solution and develop a cost effective and efficient intervention…best remedy is e-learning, job-aid, OJT
  4. Implementation - plan of action and milestones to implement the intervention
  5. Evaluation - ensure the plan of action is closing performance gaps.
41
Q

Who is the target audience?

A
  • Name given to the students you intend to train

- Target audience analysis is conducted to determine the key characteristics about the learners.

44
Q

If analysis closes gaps, then why are those gaps so critical?

A

The organization risks wasting resources, time, money and man-power. They may be burdened with unnecessary requirements, such as training, personnel and equipment. When closing the gaps, the methods have to be efficient and cost-effective.

45
Q

What is a target audience and describe it

A

A target audience is the specific group of people you need to talk to.

The more diverse the target audience, the more detailed the target audience profile needs to be.

46
Q

Explain the routing process.

A

The design team finishes the curriculum and it is forwarded to the COC. The chain of command sends the curriculum to FORCECOM. The curriculum is routed through training management and program manager. FORCECOM returns the curriculum back to the training source. The training source sends the curriculum outline for its ACE accreditation.

47
Q

The curriculum routing process has 3 legs, what are they?

A
  1. Training Center
  2. Program/Course Manager
  3. Training System
48
Q

If analysis determines that training is required….

A

Performance Objectives are developed

49
Q

What two design methods are used by the CG?

A

CDC - Course development course based on ADDIE

ABCD - Accomplished Based Course Design

50
Q

When would you use CDC design?

A

If there is no FEA, if modifying/updating a course that used CDC and if instruction is knowledge based.

51
Q

When would you use Accomplished - Based Course Design?

A

If FEA was completed, if modifying/updating course developed by ABCD and if performance is procedural.

52
Q

What are design activities? (5)

A
  1. Write Performance Objectives, PO
  2. Determine evaluation criteria, back to PO
  3. Determine instructional activities and materials - choose the instruction activities and materials to develop task proficiency.
  4. Write lesson plans
  5. Course blue print -shows grouping and sequencing of units, lessons and activities into a logical flow that instructors and students can follow.
53
Q

Explain writing the performance objectives.

A

Writing PO is the first step in the design phase.

A course designer creates the PO. They use data received from the analysis.

The PO describes: performance, condition and standard as closely as possible to the real world job performance.

54
Q

What are Performance Objectives and Enabling Objectives?

A

PO provide foundation upon which a course curriculum is built. Defines what you teach and provide the basis measurement of student accomplishment.

EO: Many tasks will have embedded steps. These steps are called EOs. EOs are written the same way as TPOs.

55
Q

What are the three elements of a Performance Objective?

A
  1. Performance - (what they need to perform) Action verb
    - defines what the learner will be able to do as an outcome of training.
  2. Condition (under what conditions) Defines cues that signal the required performance (aiding, limiting) factors. Given a list of…and without the use of JA…
  3. Standard (How well and to what standard) specifies the criteria that the students performance must meet.

The PO should describe as precisely as possible the real world job performance.

56
Q

What is the third phase of the ISD model, ADDIE?

A

Development. The course designer takes the blueprint created in the earlier phases and pulls it together to develop supporting course material, such as training aids, job aids, and lesson plans remediation plans.

57
Q

CG 2011 Elements of a lesson plan (6)

A
Introduction
Content delivery
Demonstration and examples
Practice activities and feedback
Assessment
Summary and review

Final step - select media for delivery
The curriculum change request form is WS-Y-1

58
Q

What are two critical priorities for developing training?

A

Validity - match the performance, conditions and standards of task to what is performed on the job
Reliability - ensure the instructors follow the lesson plan, evaluate student performance against standards and make sure student performance matches performance on the job.

59
Q

Explain how tasks relate to POs.

A

A task is a behavior that is selected for training and is converted to a performance objective (PO). A PO is a specific statement of the performance expected from the student PCS (3 elements)

60
Q

What are the eight steps in the development phase?

A
  1. Finalize lesson plan with need to know information.
  2. Produce instructional material/media: Handouts
  3. Develop performance tests
  4. Demonstrations
  5. Practice exercise
  6. Instructional media
  7. Instructor guides
  8. Remediation plans
61
Q

What are the 6 P?

A

Preview - State objectives
Preparation - Review of prerequisites
Prime - Demonstrate behaviors or train the job aid
Prompt - students exhibit behavior by giving cues or hints
Perform - exhibit behavior w/o cues, hints
Practice - performing task

62
Q

Explain the delivery phase of Gagne’s 9 Event LP

A

Present the information - present in a logical sequence

Provide learning guidance - Show how

Eliciting performance - Students practice developing their new skills

Provide feedback - Provide feedback on performance

63
Q

The following information is needed before you can begin planning instruction activities and materials.

A
POs
Evaluation Criteria
Task (behavior) details
 Task mapping
Performance support decisions
Target audience
Instructor analysis
Parameters and constraints
64
Q

Explain the evaluation criteria. (testing)

A

Evaluation criteria is based on POs.

65
Q

Explain contents of a resident course curriculum outline. (12)

A

12 parts - SOP VOL 6

  1. Cover page - a contract between school & training managers
  2. Course Data Summary - summary of changes, requirements
  3. Mission and Scope - broad overview of course with target audience
  4. Units of Instruction - what/how you teach
  5. Course Content - Justification, why you have to teach, what you teach and TPOs
  6. Training Aids and Equipment - shopping list on what you will use to teach the lesson
  7. Text & References - shopping list of pubs, job aids, references
  8. Facility & Space requirements - how much space is needed?
  9. Course limiting factors - # of students, # of labs, - most important factor
  10. Instructor contact hours - # of instructors
  11. Additive man hours - Additional instructors needed?
  12. Staffing standards - instructor man hours + additive man hours = STDs
66
Q

What does the evaluation method include? (3)

A

The instructional product is evaluated for effectiveness.

  1. The evaluation method measures the effectiveness and efficiency of instruction.
  2. Did the training do what it was intended to do?
  3. Did instructors deliver the training as it was designed?
67
Q

What does the implement method include?

A

The implement is the actual delivery of the instructional product. It is the heart and soul of resident instruction, we are delivering the intervention - what we think will work..

Feedback on how to improve a course.
Content - Is there enough to support the objective
Visuals - given a clear understandable picture
Test questions - keyed back to objectives

68
Q

How does the implementation phase relate to other phases?

A

Implementation phase is the point at which the analysis, design, development phases CONNECT. All the work comes together.
The instructor conducts training to the TARGET AUDIENCE.

69
Q

Explain how to enhance retention. What phase is this of Gagne’s Nine Event LP?

A

Provide cues and strategies for retention and transfer back to the job.

Elements of a Lesson plan (Assessment, summary and review)

70
Q

The design lesson runs on three models…

A

Gagne 9 events, 6 “P” and CG 2011 Elements of a Lesson Plan

71
Q

Gagne’s Nine Event Lesson Plan

A

(3) parts to nine event LP

Open - Get learners ready, prepared to learn (Tell them what you are going to tell them)

Deliver - Presenting information and facilitating practice (Tell them!)

Close - Assessing performance, enhancing retention and transfer back to the job. (Tell them what you told them and how to use it in their world).

72
Q

Explain the closing phase of Gagne’s Nine Event Lesson plan

A

Assess performance - assess student’s perfomance according to the standards stated in the objectives

73
Q

Explain the open phase of Gagne’s Nine Event LP.

A

Set the tone for the training event. (Introduction)
Gain attention - Introduce yourself and use an icebreaker. Explain why they need to learn this

State the learning objective - What they will be able to perform.

Recall Prerequisites learning objective - Previous learning related to new skill

74
Q

What elements of the CG 2011 LP applies to the delivery phase of Gagne’s 9 event LP?

A

Content delivery
Demonstration and examples
Practice activities and feedback

75
Q

Part one of the resident course curriculum outline

A

Cover page - contract between school, training manager and program manager & signatures

76
Q

Part two of the resident course curriculum outline

A

Course data summary - summary of changes and requirements

77
Q

Part 3 of resident course curriculum outline

A

Mission and scope - broad overview of course with target audience

78
Q

Part 4 of the resident course curriculum

A

Units of Instruction - what/how you teach

79
Q

Part 5 of resident course curriculum outline?

A

Course content - justification, why you have to teach, what you teach; TPOs

80
Q

Part 6 of resident course curriculum outline?

A

Training Aids & Equipment - shopping list on what you will use to teach a lesson

81
Q

Part 7 of resident course curriculum outline

A

Texts & References - how much space is needed?

82
Q

Part 8 of resident course curriculum outline

A

Facility & Space requirements - how much space is needed?

83
Q

Part 9 of resident course curriculum outline

A

Course limiting factors - 15 students per lab (# of students for a class) Most important factor

84
Q

Part 10 of resident course curriculum outline

A

Instructor contact hours - how many instructors are needed?

85
Q

Part 11 of resident course curriculum outline

A

Additive man hours - additional instructors needed for a lesson

86
Q

Part 12 of resident course curriculum outline

A

Staffing standards —- Instructor man hours + additive man hours = staffing stds