Whatever size business you run, it is important to remember that learning is an ongoing experience. This applies as much to the upper management of the business as the employees. It follows that training should also be a part of the company’s day to day business activities. Of course, employees who are motivated and keen to see the business succeed will often take new ideas that they come across during the course of their work, and will sometimes be in a position to make suggestions for improvement that can benefit the company’s bottom line. Check this out !

1. TRAINING ROADMAP
OF DEVELOPING A STRATEGIC
HENRY JOHN NUEVA
Training & Development Specialist
The
A.D.D.I.E.
© Manila, Philippines 2016

2. At the end of this presentation, you should be able to:
oUtilize the formation, implementation, and tracking of a training outreach
oAllow and adapt training needs in a well coordinated manner
oTrack and analyze metrics in order to allow continues training improvement
oDesign and develop state-of the-art training materials
oEvaluate the effectiveness of the training using processes with specific
and measurable outcomes

5. Answers: What is the Performance Goal?

6. During ANALYSISANALYSIS, the designer identifies the learning problems, the
goals and objectives, audience’s needs, existing knowledge, and any
other relevant characteristics.
Analysis stage considers the following:

7. STEPSSTEPS to perform when developing a Training Program:
Perform a Needs AssessmentPerform a Needs Assessment
Develop a Problem StatementDevelop a Problem Statement
Establish Goal(s)Establish Goal(s)
Determine activities/outputsDetermine activities/outputs
will be performedwill be performed
Determine what outcomesDetermine what outcomes
are desiredare desired

8. a TRAINING ANALYSIS Checklista TRAINING ANALYSIS Checklist
IMPORTANT:IMPORTANT:
Make sure all inputsMake sure all inputs
are clear and conciseare clear and concise

9. Answers: How Learners accomplish the
Performance Goal ?

10. During DESIGN phaseDESIGN phase, you re planning (designing) how the training
course should look in order to make the needs identified in the Analysis
stage. The Design phase is where you are creating the blueprint of
your training course.
IMPORTANT:IMPORTANT:
Create a captivating designCreate a captivating design
that suites all types & levelsthat suites all types & levels
of your participantsof your participants

11. 5 Fundamental Questions to help you5 Fundamental Questions to help you || PRODUCE INSTRUCTIONALPRODUCE INSTRUCTIONAL
DESIGN DOCUMENTDESIGN DOCUMENT
How should the course content be organized ?
How should ideas be presented to participants ?
What delivery format should be use ?
What types of activities and exercises will best help
participants ?
How should the course measure participants’
accomplishments ?

12. Instructional
Strategy
Course
Format
Instructional
Design
Document
STEPSSTEPS IN DESIGN PHASEIN DESIGN PHASE

13. DEVELOPING AN INSTRUCTIONAL STRATEGYDEVELOPING AN INSTRUCTIONAL STRATEGY

14. At this point in the Design process, you make important choices about the
COURSE’S STRUCTURE & ITS METHODS.COURSE’S STRUCTURE & ITS METHODS.
How will
course be
grouped and
sequenced ?
What
instructional
methods and
tactics will be
used to
present
material?
How will
assessments
measure a
participant’s
success ?

15. GROUPING ANDGROUPING AND
SEQUENCING CONTENT |SEQUENCING CONTENT |
Possible Options
STEP-BY-STEPSTEP-BY-STEP
PART-TO-WHOLEPART-TO-WHOLE
WHOLE-TO-PARTWHOLE-TO-PART
KNOWN-TO-UNKNOWNKNOWN-TO-UNKNOWN
GENERAL-TO-SPECIFICGENERAL-TO-SPECIFIC

16. CHOOSING METHODSCHOOSING METHODS
AND TACTICS |AND TACTICS |Possible Options
GROUP DISCUSSIONSGROUP DISCUSSIONS
MODELINGMODELING
SCENARIOSSCENARIOS
MENEMONICSMENEMONICS
DRILLS & APPLIED PRACTICEDRILLS & APPLIED PRACTICE

17. SELECTING THESELECTING THE
COURSE FORMAT |COURSE FORMAT |
Possible Options
INSTRUCTOR-LED COURSEINSTRUCTOR-LED COURSE
PAPER-BASED SELF STUDYPAPER-BASED SELF STUDY
E-LEARNINGE-LEARNING

18. Meeting the Objectives

19. The DEVELOPMENTDEVELOPMENT phase is where you create and assemble the
contents of your training. Course materials are produced according to
decisions made during the design and analysis phase.

20. 5 COMPONENTS5 COMPONENTS
OF DEVELOPMENT PHASE |OF DEVELOPMENT PHASE |
( 1: Review/ revise existing information sources / training materials )( 1: Review/ revise existing information sources / training materials )
Review the evaluations and metrics gathered from your last training to
determine if course materials need revision based on feedback. Revise
training materials accordingly. Update existing training materials to
reflect regulatory and policy changes. Search for additional/improved
training materials that can be incorporated into your training and revise
training materials if warranted.

21. 5 COMPONENTS5 COMPONENTS
OF DEVELOPMENT PHASE |OF DEVELOPMENT PHASE |
( 2: Selecting appropriate methods and media )( 2: Selecting appropriate methods and media )
• Assess what your training venue offers?
• Can you do PowerPoint, show video/audio clips, and have access to
breakout rooms?
• Does your training use a mix of methods, media and delivery?
Choose instructors that have appropriate knowledge of the subject for
the audience. Train instructors if necessary in public speaking skills,
PowerPoint, technical training, etc. Check your program’s budget for
how much you can spend on printing, design, copying, training
instructors, etc.

22. 5 COMPONENTS5 COMPONENTS
OF DEVELOPMENT PHASE |OF DEVELOPMENT PHASE |
( 3: Developing all new course materials )( 3: Developing all new course materials )
• Focus your course materials on the ‘need to knows’ rather than the
‘nice to knows’. Material focus should be environment based – training
to focus on the why of the regulation
• Are course materials customized to your audience?
• Develop evaluation materials.
• Do your course materials meet your learning objectives and will it work
in the training venue you’ve chosen?
• Have you included real world scenarios that will interest your attendees
and promote discussion that will further learning objectives?
• Develop training seminar announcements, publicity documents,
promotion and other types of marketing materials.

23. 5 COMPONENTS5 COMPONENTS
OF DEVELOPMENT PHASE |OF DEVELOPMENT PHASE |
( 4: Validating Course Materials )( 4: Validating Course Materials )
Share course materials with both internal and external stakeholders to
get feedback prior to implementation. Stakeholders should review for
completeness, regulatory and policy accuracy. People who are actually
trying to learn the regulatory material provide a very rigorous test for
your material and they’re often very willing to provide candid feedback.

24. 5 COMPONENTS5 COMPONENTS
OF DEVELOPMENT PHASE |OF DEVELOPMENT PHASE |
( 5: Developing an Instructional Management Plan )( 5: Developing an Instructional Management Plan )
Develop an instructor guide for the course. This guide focuses on the
what if’s – for example, what happens if one of the instructors is sick? It
may include, but is not limited to,
•An outline for the training, instructions for activities
•Course agenda;
•Instructor bios;
•List of key points that must be covered
•Other information necessary to make sure the training session runs
smoothly.

25. Delivering the Solution

26. The IMPLEMENTATIONIMPLEMENTATION
phase follows the Development phase and ensures that:

27. COMMONCOMMON
ISSUES |ISSUES |Course Materials

28. COMMONCOMMON
ISSUES |ISSUES | Instructors

29. COMMONCOMMON
ISSUES |ISSUES |Course Schedule

30. Ensuring Quality

31. EVALUATIONEVALUATION should be done continuously throughout the ADDIE
process, and be used to align the proposed targeted training goals with
specific measurable results.
IMPORTANT:IMPORTANT:
Measure and analysis is the keyMeasure and analysis is the key
to continuous improvement ofto continuous improvement of
the training providedthe training provided to attainto attain
desired training goals.desired training goals.

33. 1. General improvement in compliance/behaviors/actions and/or
increased participation
2. Improvement in compliance/behaviors/actions for the program and
topics of concern.
3. Improvement in compliance/behaviors/actions by attendees or
participants.
4. Retention of new knowledge by attendees or participants
5. Increased training attendance or participation
COMMONCOMMON
EVALUATION METRICS |EVALUATION METRICS |
Mandatory

34. THANK YOU !THANK YOU !
END OF PRESENTATIONEND OF PRESENTATION