Cuorse Outline Details

1.1 Gagne

• Nine Events of Instruction
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide "learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
• John Keller's ARCS Model
1. Attention
2. Relevance
3. Confidence
4. Satisfaction
• McClelland's Theory
1. Achievement
2. Affiliation
3. Power

1.2 learning styles

1. The Kolb learning style inventory
2. The Cycle of Learning
3. Interpreting your learning style
4. Jean Piaget, J. P. Guilford, John Dewey
5. Basic learning styles
6. Applying What You Know About Your Learning Style
7. For further exploring

1.3 Bloom's Taxonomy

• Introduction
1. development of bloom's taxonomy
2. explanation of bloom's taxonomy
3. bloom's taxonomy definitions
4. bloom's taxonomy overview
• bloom's taxonomy learning domains - detailed structures
1. bloom's taxonomy - cognitive domain cognitive domain - order ranking of 'synthesis' and 'evaluation'
2. bloom's taxonomy - affective domain
3. bloom's taxonomy - psychomotor domain
4. dave's psychomotor domain taxonomy
• alternative psychomotor domain taxonomy versions
1. simpson's psychomotor domain taxonomy
2. harrow's psychomotor domain taxonomy
• Structure of the Observed Learning Outcome
• MCQ and Bloom's Taxonomy

1.4 Adult Learning

1.5 Accelerated learning

2.1 Introduction to Instructional System Design

• Why Instructional System Design
1. Processes
• Training Defined
• Human Resource Development Defined
• Training, Development, and Education
1. The Training System
• The ISD Model
• Making The System Effectiveð
• Critiques of the System Approach To Training
• Comparing ISD With Other Models
1. Rapid Prototyping Design (RPD)

2.2 Instructional System Design - Analysis Phase

• Q: What is a need?
• Q: What is a Needs Assessment?
• Types of Needs Assessments
• Allison Rossett defines five goals of the needs assessment
• FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT
• Step 1. PERFORM A "GAP" ANALYSIS.
• Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.
• Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
1. Step 1. PERFORM A "GAP" ANALYSIS.
2. Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.
3. Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
4. Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
• TECHNIQUES FOR INVESTIGATING ORGANIZATIONAL AND PERSONAL NEEDS
• SUMMARY STEPS IN A NEEDS ANALYSIS

• Analyze the System
• Compile Task Inventory
1. Job List
2. Job Description
3. Task Inventory
• Select Tasks
1. Task Analysis
2. Needs Analysis
• Build Performance Measures
• Choose Instructional Setting
• Estimate Training Cost
1. Training Cost Guidelines
2. Interactive Courseware (ICW) (Multimedia) (Computer Based Training CBT)
3. ICW (Interactive Courseware) Air Force Estimate

2.3 Instructional System Design - Design Phase

• Introduction
• Definitions
• Questions and Answers
1. What are the differences between goals and objectives
2. Why are Learning Objectives important
3. What are the differences between objectives and outcomes
4. What is the relationship between objectives and assessment
5. Are there different types of objectives
6. Mastery versus Developmental Objectives
• Components of Objectives
1. A Quick Guide to Writing Learning Objectives
• Tips for Improving Learning Objectives
• Using the Taxonomy of Educational Objectives to Write Learning Objectives
• Checklist for Evaluating Written Objectives

• Develop Objectives
• Identify Learning Steps
• Develop Tests
1. Testing Terms
2. Planning the Test
3. Types of Tests
1. Written Tests
2. Multiple Choice
3. True and False
4. Open Ended Questions
5. Performance Tests
6. Attitude Surveys
• List Entry Behaviors
• Sequence and Structure

2.4 Instructional System Design - Development Phase

• List Learner Activity
1. What is Learning
2. Learning Styles
3. The Learning Process
• Choose Delivery System
• Review Existing Material
• Develop Instruction
• Synthesize
• Validate Instruction

2.5 Instructional System Design - Implementation Phase

• Management Plan
1. Instructor Preparation
• Conduct Training
• The Art and Science of Training
1. The Three Learning Factors
2. Involvement Skills
1. Flexibility
2. Spontaneity
3. Empathy
4. Questioning
5. Getting feedback
6. Counseling
• Positive Reinforcement (Skinner, 1974)
• Whole Brain Learning Theory
• The Learning Cycle
• Setting Up The Learning Environment

2.6 Instructional System Development - Evaluation Phase

• Evaluation Phase
1. Formative
2. Summative
3. Revise System
• The Four Levels of Training Evaluation
1. Level One - Reaction
2. Level Two - Learning
3. Level Three - Performance (behavior)
4. Level Four - Results
• kirkpatrick's four levels of training evaluation in detailð
• Item Analysis

• training and learning evaluation, feedback forms, action plans and follow-up
• evaluation of training
• responsibility for the evaluation of training
1. senior management
2. the trainer
3. line management
4. the training manager
5. the trainee
• training evaluation and validation options
1. do nothing
2. minimal action
3. minimal desirable action leading to evaluation
4. training programme basic validation approach
5. total evaluation process
• the trainer's overall responsibilities
• a note about ROI (return on investment) in training

• Overview
1. strategies within Instruction Design theories
2. Robert Gagné's Nine Steps of Instruction
• Merrill's Component Display Theory
1. contents
2. Performance
3. Simplified Matrix
• Presentation Forms
1. Primary Presentation Forms
2. Secondary Presentation Forms
3. Tertiary Presentation Forms
4. Principles
• Reigeluth's Elaboration Theory
1. cognitive zoom
2. sequence
3. The power of "Zoom"
4. Methods of zooming
• The Seven Steps in Elaboration
1. Sequence
2. Organize
3. Summarization
4. Synthesize
5. Analogy
6. Cognitive-Strategy Activator
7. Learner Control

• What is the Reusable Learning Object Strategy?
• Information Mapping
• Why Are ROLs and RIOs Important?
• What is the RLO-RIO Structure?
• RLO Creation Process

Overview
1. Phase1: Design
2. Phase2: Development
3. Phase3: Delivery
4. Phase4: Evaluation
• Guidelines for Building the RLO
1. Overview
2. Summary
3. Assessment
• Guidelines for Building the RIOs
1. Practice Items
2. Assessment Items
3. Cognitive Level
4. Concept
5. Fact
6. Procedure
7. Process
8. Principle
• ROL-RIO Structure Summary

4.1 Introduction

• Why Study Public Speaking?
1. Personal Benefits
2. Professional Benefits
3. Public Benefits
• Definitions of Communication
• Levels of Communication
1. Intrapersonal Communication.
2. Interpersonal Communication.
3. Group Communication.
4. Public Communication.
5. Mass Communication.
• Components of Communication
1. Linear Model of Communication
2. Interactive Model of Communication
3. Noise
1. Physical Noise
2. Physiological Noise
3. Psychological Noise
• The Trainer as Critical Thinker

4.2 The Ethics of Trainer

• Definition of Ethics
• Principles of Ethics
• Ethical Speaking
1. Speak up about topics you consider important.
2. Choose topics that promote positive ethical values.
3. Speak to benefit listeners.
4. Use truthful, accurate supporting material and valid reasoning.
5. Let the audience know your true motives for speaking.
6. Consider the consequences of your words and actions.
7. Strive to improve your public speaking.
• Ethical Listening
1. Seek exposure to well-informed speakers
2. Listen openly, without prejudging the speaker or the speaker's ideas
3. Evaluate the logic and credibility of the speaker's ideas
4. Beware of the consequences of not listening carefully
• Fair Use Guidelines
• Plagiarism

4.3 Speaking Confidently

• Control Speaker Nervousness
  1. Know how you react to stress
  2. Know your strengths and weaknesses
  3. Know speech principles
  4. Know that it always looks worse from the inside
  5. Know your speech
  6. Believe in your topic
  7. View speech making positively
  8. Visualize success
  9. Project Confidence
  10. Test Your Message
  11. Practice
  12. Learn from Experience
• Prepare Your First Speech
1. Understand the Assignment
2. Develop Your Speech content
3. Organize Your Speech
4. Word Your Speech
5. Practice Your Speech
6. Deliver Your Speech
7. Evaluate Your Speech

4.4 Listening & Hearing

• The Importance of Listening
• Listening vs. Hearing
• The Process of Listening
1. Receive
2. Select
3. Interpret
4. Understand
5. Evaluate
6. Resolve
• Promoting Better Listening
1. Desire to Listen
2. Focus on the Message
3. Listen for Main Ideas
4. Understand the Speaker's Point of View
5. Withhold Judgment
6. Reinforce the Message
7. Provide Feedback
8. Listen with the Body
9. Listen Critically
• Critiquing Speeches
1. Begin with a Positive Statement
2. Target a few key areas for improvement
3. Organize your comments
4. Be Specific
5. Be Honest but Tactful
6. Personalize Your Comments
7. Reinforce the Positive
8. Problem-Solve the Negative
9. Provide the Speaker with a Plan of Action
10. End with a Positive Statement
• Acting on Criticism
1. Focus on what your critics say, not how they say it
2. Seek clear and specific feedback
3. Evaluate the feedback you receive
4. Develop a plan of action

4.5 Analyzing Your Audience

• Recognize the Value of Audience Diversity
• Analyze Your Audience Before the Speech
1. Analyze Audience Demographics
2. Analyze Audience Psychographics
1. Values
2. Beliefs
3. Attitudes
4. Behaviors
3. Analyze Audience Needs
1. Physiological needs
2. Safety needs
3. Belongingness needs
4. Esteem needs
5. Self-actualization needs
4. Analyze Specific Speaking Situations
1. Types of Audiences
2. Audience Disposition
3. Size of the Audience
4. Occasion
5. Physical Environment
6. Time
• Analyze Your Audience during the Speech
• Analyze Your Audience after the Speech

4.6 Delivering your Speech

• Principles of Nonverbal Communication
• Methods of Delivery
1. Speaking Impromptu
2. Speaking from Memory
3. Speaking form Manuscript
4. Speaking Extemporaneously
• Qualities of Effective Delivery
• Elements of Vocal Delivery
1. Rate and Pause
2. Volume
3. Pitch and Inflection
4. Voice Quality
5. Articulation and Pronunciation
• Elements of Physical Delivery
1. Appearance
2. Posture
3. Facial Expression
4. Eye Contact
5. Movement
6. Gestures

4.7 Organizing the body of your speech

• Formulate an Organizing Question
• Divide the Speech into Key Ideas
1. Topical Division
2. Chronological Division
3. Spatial Division
4. Causal Division
5. Pro-Con Division
6. Mnemonic or Gimmick Division
7. Problem- Solution Division
8. Need-Plan Division
• Develop the Key Ideas
1. Signpost the Idea
2. State the Idea
3. Support the Idea
4. Summarize the Idea
• Connect the Key Ideas
1. complementary transition
2. causal transition
3. contrasting transition
4. chronological transition

4.8 Introducing and Concluding Your speech

• Organize the Introduction of the Speech
1. Get the Attention of your Audience
2. State Your Topic
3. Establish the importance
4. Establish your credibility to speak
5. Preview the key ideas of your speech
• Organize the Conclusion of the Speech
1. Summarize Your Key Ideas
2. Activate Audience Response
3. Provide Closure

4.9 The Strategy of Persuasion

• The Importance of Persuasion
• Definition of Persuasion
• Types of Influence
• The Pyramid of Persuasion
• Types of Persuasive Speeches
1. Speeches to Convince
2. Speeches to Actuate
3. Speeches to Inspire
• Persuasive Speaking Strategies
1. Establish Your Credibility
1. initial credibility or antecedent ethos
2. derived credibility
3. terminal credibility
4. competence
1. Focus Your Goals
2. Connect with Your Listeners
3. Organize Your Arguments
1. primacy theory
2. recency theory
4. Support Your Ideas
5. Enhance Your Emotional Appeals

4.10 The Structure of Persuasion

• Making Arguments
• Steps of an Argument
• Refuting an Argument
• Types of Argumentð
• Fallacies of Argument
• Selecting Propositions for Persuasive Speeches
1. Characteristics of Propositions
2. Types of Propositions
1. Propositions of Fact
2. Propositions of Value
3. Propositions of Policy
• Monroe's Motivated Sequence

5.1 Trainer

Trainer Features
• Direct management for Training process
• Greater Marketing and Advertising
• Servicing the trainer's trainees
• Working with the training experts
• " Greater credibility and referential

Trainer Service Center

Personal Page

Personal Information Management

• Contact Information and CV
• Personal Photo
• Password

Training Process Management
• Eligible Courses
• Event Scheduling
• Training Record
• Event Managing
• Adding Trainees
• Adding Trainees Comments
• Generating Certifications
• Finish Event

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5.2 ILLAFTrain Services

Articles
• What is Articles Benefits
• What is the Participation Rules

External Training
• External Training Department's Identity in ILLAFTrain"External Training Unit Vision "
• External Training Unit Vision
• What are the services which will be provided by External Training Unit to Trainer?
• What are the services which will be provided by External Training Unit to Companies and Franchisees?

Stories
• What is the Benefit of Stories Services?
• What is the Participation Standards?

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• What is the benefit which ILLAFTrain Trainer will get?
• "Open" word meaning
• Participation Standards in "Open Training Material booklets"