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Instructional Design Format

This document provides guidelines for designing workplace training, including recommended time allotments and media for different sections. It suggests beginning with introductions, presenting content through short lectures and activities, and wrapping up by reviewing objectives and providing resources. Factors to consider include choosing the best training format, structuring activities, facilitating discussion, room setup, class size, time commitment, costs, available materials, and incorporating breaks. The goal is to engage learners and help them understand and apply the material through an interactive instructional design.

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Rizwana Baig
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483 views

Instructional Design Format

This document provides guidelines for designing workplace training, including recommended time allotments and media for different sections. It suggests beginning with introductions, presenting content through short lectures and activities, and wrapping up by reviewing objectives and providing resources. Factors to consider include choosing the best training format, structuring activities, facilitating discussion, room setup, class size, time commitment, costs, available materials, and incorporating breaks. The goal is to engage learners and help them understand and apply the material through an interactive instructional design.

Uploaded by

Rizwana Baig
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Designing Workplace Training

University of California, San Diego

BASIC INSTRUCTIONAL DESIGN


FORMAT

TIME MEDIA DESCRIPTION


90 Ppt Greetings and instructor introduction
seconds • Establish your credentials and credibility.
90 Ppt Why this course is important.
seconds • For example: facts, statistics, story, very short video, quote etc. to
to 3 bring home the value.
minutes
10 to 20 Participant Introductions and/or Ice Breaker
minutes • People tend to feel more comfortable participating if they know who’s
in the room or their group and what they have in common, e.g., why
they are there.
• You can combine the ice breaker and the introductions. If you do
them separately, then it may take more time, depending on the
number of people in the class and what you do.
5 minutes Ppt Housekeeping
Guidelines for Learning (participant conduct)
10 to 15 Ppt Lecturette: Content introduction related to course objective
minutes

Varies Varies Activity to demonstrate understanding or grapple with the material. A typical
activity involves:
• Explanation (5 minutes)
- Make explicit with written instructions whenever possible.
- Allow time for questions and clarification
• Activity (time varies)
• Debriefing
- A chance to talk about what was learned, challenges that came up,
questions they had, what they valued, concerns they had, etc.
• Summary of learnings for this section

10 to 15 Ppt Lecturette: Content introduction related to course objective


minutes

Varies Varies Activity to demonstrate understanding or grapple with the material. A typical
activity involves:
• Explanation (5 minutes)
- Make explicit with written instructions whenever possible.
- Allow time for questions and clarification
• Activity (time varies)
• Debriefing (time varies, usually 5 to 15 minutes)
- A chance to talk about what was learned, challenges that came up,
questions they had, what they valued, concerns they had, etc.
• Summary of learnings for this section.
Repeat as often as necessary to achieve objectives.
Allow time for a break at the appropriate point. (see below)

Created by Grace Balch, Principal Consultant, University of California, San Diego, Human Resources Department
1
Designing Workplace Training
University of California, San Diego

TIME MEDIA DESCRIPTION


15 Varies Wrap up
minutes • Review objectives (yours and/or theirs) and what was learned
- You can do this or you can get them to help you do it.
• Review available supporting resources
- courses, reading, videos, central services, etc.
• Closing remarks
• Thank learners
• Provide and collect evaluation forms

Considerations

Start and end on time, technical difficulties permitting.

As you develop your instructional design, consider the following:


• Is classroom training the best way to meet this particular need? Other options include:
o Reading
o Web-based training
o Online job aids
o Executive coaching
o One-on-one consultations
o Departmental interventions
o Listserves or other communities of interest
• For each section or activity, do you want to use PowerPoint (ppt), flipcharts (fc), videos,
the web, overhead transparencies (oh) or other medium. Avoid using more than 3
complex technologies in a class to keep the logistics and choreography to a manageable
number.
• For each activity, do you want it to happen in a big group, small groups, pairs, or
individually?
- Some options for activities include: case studies (prepared by instructor or
created by participants, role plays, fishbowls, problem-solving, quizzes, self-
assessments, table talk, reading reflection, big group discussions, brainstorming,
hands-on, etc.)
• What is the best way to debrief a particular exercise? Debriefing reinforces learning and
creates a climate to discuss questions or concerns. Some options include:
- Individual writing or reflection
- Small group table talk
- Pairs
- Big group discussion, instructor lead
- Big group pop-up, where they stand when they feel ready to talk

Created by Grace Balch, Principal Consultant, University of California, San Diego, Human Resources Department
2
Designing Workplace Training
University of California, San Diego

- Tests or quizzes
- Provocative questions to reflect on (prepared in advance)
- Games
- 3x5 card anonymous questions or “unfinished business”
But one way or the other, you will usually want them to communicate about their
experience to you.
• How do you want to set up the room?
- In rows
- At long tables
- At individual tables
- Conference style at one big table
• How many people can you reasonably train given the space and the goals of the
course? What is the minimum and maximum effective number?
• How much time will your target audience be willing to invest in this training?
• Will there be any costs associated with the materials for the class and who will pay
them?
• Are there videos or other training media available to support your instructional design?
• Do you need to provide a break?
- For a 2 hour class, probably not.
- For a 3 hour class, one 10 minute break.
- For a four hour class a) two 10 minute breaks OR b) one 15 minute break and
one 5 minute break.
- For an all day class, in the morning follow the guidelines for the four hour class
above; in the afternoon, same as the 3 hour class above, with one hour for lunch.
- The best time to take the first break is one hour and fifteen minutes after their last
snack or meal.
- Some instructional designers recommend taking a 5 to 10 minute break once
every hour, since retention and networking happens during the breaks.

Created by Grace Balch, Principal Consultant, University of California, San Diego, Human Resources Department
3

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