A | working with SME who has full-time |
accident prevention, 6-7 | job, 126-127 |
ADDIE (Analyze, Design, Develop, | worksheet, 142 |
Implement, and Evaluate) model, | communication, starting projects and |
72-74 | importance of, 23-25 |
Amend, K., 6, 27, 66, 76, 97, 128, 135 | content development meetings, 82-83 |
cost savings, 7 | |
B | course design document |
blogs, 61 | checklist, 56 |
combining different organizational | |
C | structures, 53-55 |
challenges | contents of, 40 |
active training, prevailing with, 131-132 | example of, 41-42 |
concrete answers unavailable, 134-136 | have learners choose topics, 52-53 |
content, determining what is needed, | information, keeping track of types of, |
125-126 | 44-45 |
content, making interactive, 133 | objectives of course, 42 |
equipment unavailable, 134 | organization by case study, 48 |
global audience, dealing with, 136-137 | organization by concepts, from difficult |
redesigning existing course, 127-128 | and then from easy to difficult, 49-50 |
SMEs disagree on content, 133 | organization by concepts, from easy to |
technical content is too complicated, | difficult, 48-49 |
124-125 | organization by concepts, variation of, |
technology, constant changing, 138 | 50-52 |
The Course That Never Gets Finished, | organization by order of job process, |
128-130 | 46-47 |
time constraints, working with, 130-131 | |
relevancy of, 25 | |
organization by product or service, | review (edit) of, 85-88 |
47-48 | types of data to seek, 58 |
organized versus unorganized lists of | worksheets, 70 |
topics, 45 | design document. See course design document |
outline, completeness of, 42-43 | |
outline, purpose of, 40, 42 | E |
parallel and unparallel topics, 43-44 | emails, use of, 63 |
purpose of, 26, 39 | exercises |
worksheets, 56 | activities, types of, 96 |
course design meeting, initial | assessment of, 106-107 |
purpose of, 25-26 | building a library of, 103 |
questions to ask, 27-35 | case study, 100 |
what should be accomplished, 26 | categories of, 98-102 |
who should attend, 26 | ideas for, 103-106 |
worksheet, 37-38 | learner listening versus learner acquisition |
course products/services | of knowledge, 94 |
assessment of success, 34 | primacy-recency effect, 94-96 |
changes in, keeping up with, 30-31 | response-oriented, 98 |
competitors, identifying, 33 | worksheets, 108-109 |
experts, identifying, 32-33 | |
how did target audience learn about, 30 | F |
informational resources, 33 | forums, 61 |
long lead-time items, 34 | |
new versus existing, 30 | G |
organizational fit and, 31 | goals. See objectives |
preferred method of communication, 33 | |
prerequisites, 32 | I |
previous versions, 31-32 | information, gathering. See data and data |
course starter packet, 35-37 | collection |
Internet, use of, 61 | |
D | |
data and data collection | J |
challenges of, 66-69 | job materials, 81 |
course objectives and, 65 | |
external sources of, 61-62 | L |
from SMEs, 79-85 | lecture-based training, problems with, 6, 94, |
inconsistent, 67 | 95-96 |
internal sources of, 58-61 | |
jargon, handling technical, 68 | M |
limited sources, 66 | Matta, S., 5, 65, 113 |
missing or unequal, 66-67 | mistrust, 67-68 |
mistrust, 67-68 | Murdock, B., 94 |
optimizing techniques, 63-64 | Murdock, P., 27, 124, 132, 137 |
organizing, 64-65 | |
proprietary material, 68-69 | N |
needs analysis, 24 | |
nontechnical training, differences between | nonnative speakers, assisting, 137 |
technical training and, 4-5 | |
T | |
O | tangents, problem with, 83-85 |
objectives | target audiences |
course, 25, 27 | educational qualifications, 28-29 |
SMART, 29 | global, dealing with, 136-137 |
how they learned about project/services, | |
P | 30 |
pilot course | identifying, 28 |
assessment of, 114-117 | importance of, 24 |
assisting instructor during, 113-114 | job descriptions, 28 |
obtaining data from, 83 | resources used by, 30 |
postcourse maintenance, 117-118 | secondary, 29 |
run-through before, 112-113 | types of, 3 |
updating content, 118 | work environment, 29 |
worksheets, 119-121 | Taylor, B., 5, 130 |
PowerPoint, skeleton, 81-82 | technical organization, defined, 5 |
primacy-recency effect, 94-96 | technical training |
professional organizations, information | defined, 2-3 |
from, 62 | differences between nontechnical training |
and, 4-5 | |
Q | role of, 5-7 |
quality control, 7 | technical training developer, initial course |
design meeting and, 26 | |
S | technical training projects, example of, |
serial position effect, 95 | 143-146 |
SMART goals/objectives, 29 | technology, dealing with constant changing, |
stakeholders, initial course design meeting | 138 |
and, 26 | to-do lists, 79-80 |
subject matter experts (SMEs) | troubleshooting. See challenges |
ADDIE (Analyze, Design, Develop, | |
Implement, and Evaluate) model, | W |
72-74 | websites, use of, 61, 62 |
disagreements on content, 133 | Wikipedia, 61 |
initial course design meeting and, 26 | worksheets |
obtaining data from, 79-85 | challenges and solutions, 142 |
preparing, for project, 75-78 | course design document checklist, 56 |
review (edit) session with, 85-88 | course design meeting, 37-38 |
role of, 4-5, 75 | course development handout, 90 |
tangents, problem with, 83-85 | course structure, choosing, 56 |
as trainers, helping, 112-114 | data collection, 70 |
what is expected of, 76-77 | editing criteria handout, 91 |
working with those who have full-time | exercises, 108-109 |
job, 126-127 | pilot course, 119-121 |
worksheets, 80-81, 90-92 | SME, 80-81, 90-92 |