Chapter 3 - 6
15.6.
Administrative Instructions. Administrative instructions provide the instructor with
special circumstances relating to the ITS, such as simulation requirements and safety or real
world limitations, which may be a prerequisite to successful accomplishment of the ITS.
DETERMINE THE TRAINING TYPE
16.
Determining the training type is important because it defines who is responsible for instructing
and the level of proficiency the learner must achieve when conducting the task in an
instructional environment. When determining the training type, the designer must consider two
guiding factors – effectiveness and efficiency – to seek the best training programme within
acceptable costs while achieving the learning requirement.
DESIGN PHASE
17.
The aim of this phase is to simulate real-world work requirements within the necessarily
constrained learning environment (OTJ training may have fewer constraints but it will rarely be
unsupervised and therefore constrained in some way). The underlying premise is that the closer
the learning environment is to the actual job, the more likely the learner is to transfer the
knowledge and skills gained to the job.
18.
The sub-phases in the design phase are:
18.1.
Produce a target population description that will guide the formal school or unit in
the preparation of instruction/training. For our purposes, we expect the training provider /
designer to understand this from the Role Profiles derived earlier.
18.2.
Learning Analysis. The learning analysis is used to describe what the learners will do
during instruction, what they will be tested on, and what methods and media are likely to
be most appropriate in order to maximise the potential for each learner to learn and
transfer the skills and knowledge to the workplace. The output from this learning analysis
will be the learning objectives, test items and the methods and media for both.
18.3.
Sequence Learning Objectives. Effective sequencing of learning objectives will create
the flow of instruction that should enable learners to make logical transitions from one
topic or lesson to the next. Sequenced learning objectives lead to efficient instruction and
provide a draft course structure.
DEVELOPMENT PHASE
19.
This phase naturally builds on the outputs from the analysis and design phases. The aim of this
phase in the Systems Approach to Training is for curse designers to produce course descriptive
data, the programme of instruction and master lesson file. The sub-phases of the develop phase
are:
19.1.
Develop a Course Structure. The course structure is a detailed chronological
document identifying the implementation plan for a course.
Chapter 3 - 7
19.2.
Develop Concept Cards. Concept cards identify the academic and administrative
resources required to deliver lessons, evaluation and events.
19.3.
Operational Risk Assessments. An Operational Risk Assessment will be conducted for
each lesson or event taking place within a programme of instruction. The associated risk
assessment tools will be incorporated in the master lesson file to inform users and
regulators.
19.4.
Develop Lesson Materials. The designer and training provider will need to draft
lesson plans, design and procure training aids, instructor guides and any supplementary
material that will be required to deliver lessons effectively and efficiently.
19.5.
Construct Tests. This involves selecting and placing test items from the learning
objectives on to the appropriate test. It includes developing and providing the grading
criteria for each element of the course and also providing instructions for the learner and
evaluation team.
19.6.
Validate Instruction. The course and materials should be validated before
implementation to determine the effectiveness prior to delivery.
19.7.
Develop the Programme of Instruction. The programme of instruction is a detailed
description of the course and provides a record of how the designer and/or training
provider satisfies the training needs.
19.8.
Assemble a Master Lesson File (MLF). The designer or training provider should have
only ONE MLF for each course.
DEFINING LEARNING OUTCOMES – TRAINING OBJECTIVES
20.
As mentioned earlier, the descriptions of the
Conditions and Performance criteria of the OPS
are paralleled by the Context, Performance and Knowledge sections of an Occupational
Standard. This makes the design of a course much less difficult because the designer can
choose a relevant occupational standard from which industry-accepted wording can be
extracted to provide the content of the conditions and performance elements of the OPS for
that particular competence.
21.
Choosing the relevant occupational standard requires the designer to determine the
level/grade of competency at which the learner is expected to perform. As we know, many
of the explosive substances and articles occupational standards are written for one of the
levels/grades of operator, supervisor or manager. Knowing this can therefore lead the
course designer towards making use of an occupational standard that also provides a good
proportion of the ‘Standards’ criteria for the OPS.
22.
A Role Profile that is constructed using properly written occupational standards naturally
gives a course designer the learning outcomes they need to be able to:
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