XXX UNIVERSITY EFFECTIVE WRITING TRAINING DESIGN … · 2018-09-10 · passive and active voices...
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Page 1 XXX UNIVERSITY EFFECTIVE WRITING TRAINING DESIGN DOCUMENT Last revised 9/14/2014
Transcript of XXX UNIVERSITY EFFECTIVE WRITING TRAINING DESIGN … · 2018-09-10 · passive and active voices...
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XXX UNIVERSITY
EFFECTIVE WRITING TRAINING DESIGN DOCUMENT
Last revised 9/14/2014
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Table of Contents
Key Terms .............................................................................................................. 3
Purpose & Scope .................................................................................................. 4
Summary ........................................................................................................................... 4
Background ..................................................................................................................... 4
Business Purpose and Expected Results ....................................................................... 4
Target Audience ............................................................................................................. 4
Learning Solution Profile ................................................................................................. 5
Build or Buy ....................................................................................................................... 5
Prerequisites ..................................................................................................................... 5
Training Design ..................................................................................................... 6
Learning Solution Components and Delivery Methods ............................................. 6
High Level Objectives ..................................................................................................... 9
Content Outline ............................................................................................................... 9
High-Level Agenda ....................................................................................................... 16
Evaluation Plan .............................................................................................................. 16
Maintenance Plan ........................................................................................................ 17
Development Plan ............................................................................................. 18
Key Milestones ............................................................................................................... 18
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Key Terms
The following training terms are used in this document.
Performance
support
Materials placed on the ABCO website. Performance
support is intended to provide learners with just-in-time
information, tools, and help, so they can get their job done
quickly and efficiently.
Learning solution The overall training package, which usually include pre-and
post-test.
E-Learning A web-based training, which learners can access at any
time from their computers.
ILT Instructor-Led Training; in other words, a trainer teaches in
front of a room.
Virtual classroom
or VILT
A “live” real-time training that is conducted virtually.
Participants log in and participate in the training from their
computers, all at the same time.
Evaluation The method used to determine whether learners can
remember or do the thing they have just been taught.
Depending on what is being taught, this can be a post-
training test, a demonstration, or a performance checklist
completed by their manager,
Storyboard A “mock-up” of an e-learning, including image samples,
descriptions of interactive exercises, and instructional text. A
Storyboard is used to make sure everything is correct before
development (and thus avoid re-work later.)
Content Review A close review of all training content, to ensure accuracy.
Job Aid Something that a learner can use when back on the job.
Job aids can be reminder cards, step-by-step instructions,
drawings or diagrams, etc.
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Purpose & Scope
Summary
This design document presents the VPassion recommendation for the performance
gap noted.
This recommendation is based on the following:
Review of existing Writing to Achieve Results instructor-led training materials
Interview with Bill Woodington
Review of Centra functionality available at XXX
This report provides a detailed outline of performance objectives, learning
activities, performance support deliverables, and associated measurement to be
included in the training.
Background
XXX ABCo (XXX) is striving to create a strategic Learning and Development
program, known as XXX University (ABCO). Through this program, XXX envisions
supporting a highly skilled and knowledgeable internal audit team that can
effectively assess risk and controls across the company. ABCO will encompass a
blend of self-paced and synchronous e-learning modules, competency
assessments, and classroom training.
Business Purpose and Expected Results
The following business benefit will be accrued by implementing the learning
solution: increased effectiveness of written communication.
Target Audience
The primary target audience for Writing to Achieve Results training is any XXX team
member.
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Learning Solution Profile
Quadrant: Soft Skills
Curriculum : Auditor
Topic Area: Writing
Course: Writing to Achieve Results
Note: The hierarchy which is associated with the Learning Platform delivery is:
Curriculum, Topic, Course, Activity
Build or Buy
This course will be repurposed from the existing XXX instructor-led Writing to Achieve
Results course.
Prerequisites
The following course is required prior to beginning this training: New Hire
Orientation.
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Training Design
Learning Solution Components and Delivery Methods
The learning solution for Writing to Achieve Results will include the following
components.
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Learning
Component
Learning
Strategy
(Min/Max
participant
s for ILT)
Provided
by
Training Delivery
Logistics &
Requirements
Deliverables Contact
Hours
Pre-test and
post-test
Pre-class
and post-
class
assessment
VPassion Tests consist of
five sentences
that learners
rewrite to
make more
clear, concise,
and
consistent.
Instructor
sends to
learners one
week before
session 1 of
course and
requires them
to complete
to attend
course.
Learners
complete
identical
content as
post-test after
last class.
Successful
completion of
course is
contingent on
completion of
post-test.
Pre-test and
post-test in
Microsoft
(MS) Word
60 min (30
min per test)
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Learning
Component
Learning
Strategy
(Min/Max
participant
s for ILT)
Provided
by
Training Delivery
Logistics &
Requirements
Deliverables Contact
Hours
VILT course
content
VILT (5/10) VPassion Centra Participant
PowerPoint
(PPT) slides,
Instructor PPT
slides with
instructor
notes for
Sessions 1 to
5
7.5 hr (90
min per
session)
In-class
exercises
VILT (5/10) VPassion Word
documents that
learners
download within
Centra
Word
documents
n/a
(included in
VILT course
content
above)
Self-paced
assignments
Self-paced VPassion Word
documents that
learners
download within
Centra and
complete
between class
sessions
Session 1,
Session 2,
Session 3,
Session 4
assignments
120 min (30
min per
assignment)
Gregg
reference
manual
Reference
material
XXX Learners will
receive a copy
of the book
before first class
session
n/a varies
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High Level Objectives
By the end of this training effort, participants will be able to:
Write from a viewing point
Use mind mapping to organize their thoughts before starting to write
Write clear, concise, and consistent sentences
Use correct grammar
Use a grammar reference manual
Edit and proofread their own writing and the writing of others
Content Outline
OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES All Pre-test Learner takes pre-test and turns it in one
week before the first class session.
Completion of pre-test Instructor reviews but does not
grade test. Instructor retains
test and turns it in to learner
after learner completes post-
test so that learner can see
improvement.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Write from a
viewing point
Determining
audience and
purpose
Group Exercise
Instructor breaks learners into groups
of three or four to have them write a
12-word want ad to sell a puppy.
Instructor asks each group to write
their ad for different types of buyers:
o The buyer is a pedigree dog
enthusiast.
o The buyer has kids.
o The buyer is a hunting enthusiast.
o The buyer lives on a dairy ranch.
o The buyer is a senior citizen.
Instructor facilitates a discussion
around the ads and the readers.
Measured in subsequent
writing exercises and
homework
Before the first session, the
instructor breaks the class
into groups of three or four.
Every time that there is a
group exercise, learners will
join the same small groups.
Instructor uses breakout
group functionality in
Centra.
Learners email ads to
instructor when completed
so instructor can show to
class and facilitate
discussion.
Instructor can ask learners
to raise hand to participate
in discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
Instructor assigns
conference calling
information to each group
that they will use throughout
the course.
Use mind
mapping to
organize their
thoughts before
starting to write
Planning with mind
mapping
Instructor discusses writing from a
viewing point.
Instructor reads a collection letter to
class.
Full Class Exercise
Instructor facilitates discussion in
which all learners complete mind-
mapping exercise to plan for a better
collection letter.
Instructor shows examples of better
collection letters.
Polling question Learners download a Word
or PPT document that they
will use in the mind-mapping
exercise.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Write clear,
concise, and
consistent
sentences
Making reading easy
on the eye
Instructor discusses apparent structure
and asks learners to share examples
that they see all the time.
Instructor shows two before and after
examples.
Individual Exercise
Learners work independently to
rewrite a paragraph from an Audit
Services report. First, they do a mini-
mindmap. Then, they rewrite the
paragraph using apparent structure.
Each group shows their rewritten
paragraph.
Rewritten paragraph Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
Learners download a Word
document that they will use
in the breakout group.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Use a grammar
reference
manual
Using the Gregg
reference manual
Instructor demonstrates how the
Gregg is structured by showing screen
shots from the manual.
Individual Exercise
Instructor shows a list of sentences
with number errors and asks learners
to look in the Gregg for the related
grammar rule, note the Gregg
reference paragraph, and correct
the sentence.
Learners chat the Gregg reference
and the rewritten sentence.
Instructor explains homework
assignments to learners: they will have
a self-paced assignment at the end
of Sessions 2, 3, and 4 similar to what
they just completed. Topics will be:
o Session 2: Numbers, hyphens, and
that vs which
o Session 3: Who/whom and
possessives
o Session 4: Semicolon/colon and
subject vs object with pronouns
Before the start of each session,
learners email their completed
homework to instructor. The instructor
will review the homework and provide
general feedback via email.
At the start of each session, selected
learners teach a topic to the class
from the homework.
Completion of homework Instructor hands microphone
to learners to have them
app share their homework
to teach their topics.
The that vs which topic does
not appear in the existing ILT
course.
In Sessions 1 to 4, learners
download a Word
document that they will use
for the homework
assignments.
Write clear,
concise, and
consistent
sentences
Making sentences
make sense
Instructor demonstrates how to
rewrite a poorly constructed
sentence.
Individual Exercise
Learners rewrite six poorly written
sentences and share their rewrites.
Instructor discusses why these errors
appear in reports and ask learners
how they can avoid them.
Instructor discusses Deming quality
management concept.
Completion of exercise Learners can type rewritten
sentences in chat or share
their instances of Word,
depending on class size.
Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Write clear,
concise, and
consistent
sentences
Comparing the
passive and active
voices
Instructor discusses difference
between passive and active.
Individual Exercise
Learners work independently to
identify sentences as active or
passive. Instructor reviews their
answers.
Learners read a passive paragraph
and then the same paragraph
rewritten in the active voice.
Instructor asks learners to chat the
characteristics of the passive voice
and then the active voice.
Completion of exercise Instructor asks learners to type
A or P in chat to indicate their
answer for each sentence.
Write clear,
concise, and
consistent
sentences
Cutting the clutter Instructor shares examples of famous
concise writing.
Instructor discusses redundant and
wasteful words.
Instructor shows list of redundant
phrases. Learners chat proposed
one-word solutions.
Class discusses why these issues exist
and why it’s hard to find concise
solutions.
Completion of exercise Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the floor
for discussion, depending on
class size.
Use correct
grammar
Getting nouns and
pronouns to agree
Instructor discusses noun and pronoun
agreement and shows an example of
a sentence in which the noun and
pronoun do not agree.
Individual Exercise
Learners complete exercise to fix
sentences with agreement errors.
Learners volunteer to show their
rewritten sentences.
Completion of exercise Learners type rewritten
sentences in chat.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Use correct
grammar
Getting verbs to
agree with their
subjects
Instructor discusses subject and verb
agreement and shows an example of
a sentence in which the subject and
verb do not agree.
Individual Exercise
Learners complete exercise to fix
sentences with agreement errors.
Learners volunteer to show their
rewritten sentences.
Instructor discusses why the noun-
pronoun and subject-verb
disagreement happen and how to
avoid or repair the problem.
Completion of exercise Learners type rewritten
sentences in chat.
Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
Use correct
grammar
Using parallel
construction
Instructor discusses parallel
construction and shows an example
of poor parallel construction.
Individual Exercise
Learners complete exercise to fix
sentences with parallel construction
errors. Learners volunteer to show
their rewritten sentences.
Instructor discusses why parallel
construction issues happen and how
to avoid the problem.
Completion of exercise Learners share their
instances of Word to show
their rewritten sentences.
(Chat is not a viable option
for bulleted lists.)
Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
Edit and
proofread their
own writing and
the writing of
others
Editing Instructor discusses 25 rules of writing
good.
Instructor discusses six most common
editing problems,
Individual Exercise
Learners work independently to apply
six useful editing techniques on poorly
written writing samples.
Class reconvenes, and individuals
volunteer to present one or more of
their rewritten paragraphs. Instructor
provides feedback.
Completion of exercise Learners share their
instances of Word to show
their rewritten paragraphs.
(Chat is not a viable option
for large amounts of text.)
Instructor can ask learners to
raise hand to participate in
discussion, type discussion
points in chat, or open the
floor for discussion,
depending on class size.
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OBJECTIVE KEY CONTENT LEARNER TASK OR APPLICATION MEASUREMENT NOTES Edit and
proofread their
own writing and
the writing of
others
Proofreading Instructor discusses seven most
common proofreading problems.
Instructor discusses six useful
proofreading techniques.
Group Exercise
Learners break into groups of three or
four and proofread a page of text,
using as many proofreading
techniques as they can. Each group
shares their document with another
group to be sure that they’ve caught
everything.
Groups present their rewritten pages
to the class, and the instructor
provides feedback.
Completion of exercise If possible, XXX will create
email accounts for the
course, such as
writinggroup1,
writinggroup2, and
facilitate emailing of
documents. Alternatively,
each group saves its
document to a shared
writing class folder where
other groups can easily find
it.
Instructor uses breakout
group functionality in
Centra.
Apply all course
objectives
Writing a company-
wide
communication
Group Exercise
Instructor breaks learners into groups
of three or four, provides a list of
seven to ten pieces of data, and
instructs groups to create a
communication intended for all of
XXX. (The data are all related to a
community service project that the
learner wants to invite all XXX
employees to participate in.)
o Instructor asks each group to first
complete a mind map of the
communication.
o Instructor asks each group to
create the communication after
completing the mind map.
After the groups complete their
communication, instructor asks each
group to show their communication
to the rest of the class for group
feedback.
Completion of exercise Instructor uses breakout
group functionality in
Centra.
Learners email completed
communication to instructor
so that instructor can show
to the class.
All Post-test Learner takes post-test and turns it in
within one week of last class session.
Completion of post-test Instructor reviews and keeps a
copy of pre- and post-test.
Instructor turns pre- and post-
tests in to learner after learner
completes post-test so that
learner can see improvement.
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High-Level Agenda
SESSION DURATION KEY CONTENT Session 1 30 mins Determining audience and purpose
45 mins Planning with mind mapping
Session 2 45 mins Making reading easy on the eye
15 mins Using the Gregg reference manual
20 mins Cutting the clutter
Session 3 15 mins Homework review
20 mins Making sentences make sense
15 mins Comparing the passive and active
voices
15 mins Getting nouns and pronouns to
agree
15 mins Getting verbs to agree with their
subjects
Session 4 15 mins Homework review
20 mins Using parallel construction
20 mins Editing
20 mins Proofreading
Session 5 15 mins Homework review
75 mins Writing a company-wide
communication
Evaluation Plan
The evaluation plan includes:
A level-1 evaluation, commonly called a smile sheet, which will be
delivered by Zoomerang after the last class session to get learners’
reactions to the course.
A level-2 evaluation, namely the post-test, which will be reviewed to ensure
that each learner is able to apply the objectives in the course. In addition,
each objective has accompanying exercises that the instructor will monitor
to ensure learners’ comprehension and application of concepts.
The final exercise, which serves as another example of a level-2 evaluation.
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Maintenance Plan
This course will become a part of the ABCO curriculum. Since the content from the
existing instructor-led training course is stable and successful, the content does not
need frequent revision. However, XXX should monitor the course closely to ensure
that the course is performing as intended as a VILT course.
The training course will come up for review every six months, beginning
July 15, 2011. At this first review date, the project sponsor and lead SME, and YYY
will evaluate the project training deliverables to verify whether maintenance is
needed. If so, the maintenance project will then be treated as a new project to be
resourced with designated Sponsor and Subject Matter Experts.
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Development Plan
Key Milestones
Milestone Who Date
Design Document review XXX, YYY, Vic Passion October 26, 2010
Alpha/Draft A content review XXX, YYY, Vic Passion November 22, 2010
Beta/Draft B content review XXX, YYY, Vic Passion December 14, 2010
Train-the-Trainer YYY, Vic Passion January 5, 2011
Final approval of completed package XXX, Vic Passion,
YYY
January 7, 2011
*Note: A detailed SME review timeline will be shared with SMEs when project
commences.
