Expert Instructional Design, Voice Talent, and Database Solutions for Training Management, crafted with precision and professional expertise.
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I bring a unique blend of multi-disciplinary expertise to every project. From crafting comprehensive instructional design frameworks that incorporate AI-generated outputs and professional voice-over services, to developing complex MS Access solutions for training management, my work is defined by precision, clarity, and an artisanal touch.
Furthermore, my technical documentation is unsurpassed, translating intricate systems into intuitive, easy-to-understand processes, procedures, and user guides that transform technical complexity into seamless user experiences.
The Vision Behind My Training Design
I acquired my knowledge and skills in Instructional Design from the United States Air Force during the second-half of my 20-year career. After retiring in 1999 and moving into the civilian sector, I quickly realized that following the ISD process to a tee was not going to work. My course development had to be much faster, as it always seemed that courses needed to be developed "yesterday"!
With the help of my leadership, I learned the basic tenets behind Agile and Six Sigma, and incorporated the best of all three methodologies into my work. This led to a very flexible approach to Instructional Design. The major changes to my approach in instructional design, are the combining the Design and Development phases, and conducting a kick-off meeting with all of the stakeholders, to determine all of the requirements of the Analysis phase.
This removes the majority of wasted time going back and forth with the reviews of the up fronts tasks and gets into the development much sooner.
My Development Process
I acquired my knowledge and skills in Instructional Design from the United States Air Force during the second-half of my 20-year career. After retiring in 1999 and moving into the civilian sector, I quickly realized that following the ISD process to a tee was not going to work. My course development had to be much faster, as it always seemed that courses needed to be developed "yesterday"!
I learned the basic tenets behind Agile and Six Sigma, and incorporated the best of all three methodologies (Agile, Six Sigma, and ADDIE) into my work. This led to a very flexible approach to Instructional Design.
The major difference bewteen my approachand ISD are combining the Design and Development phases, and conducting a kick-off meeting with all of the stakeholders, to determine all of the requirements of the Analysis phase at once.
Although some of the tasks may require in-depth investigations, this process removes the majority of wasted time going back and forth with the reviews of the up fronts tasks and gets into the development much sooner.
My Analysis Process
Step 1. Identify the Need
My Analysis process starts with logging the request into the tracking system. This might be my Training Development database that I create, a Microsoft form, or a request submitted through SharePoint.
Once logged, it is prioritized against any other requests, and the Kick-off meeting is cheduled.
Mandatory attendees are the Developer, the Course Requestor, and the Subject Matter Expert, or SME. Optional attendes would be any other team members and stakeholders.
During the Kick-off meeting, the overal goal of the training is determined. This will become the Purpose.
The desired due date and time to particpate in the training is also documented.
Step 2. Identify Audience
The Audience Analysis is performed in Step 2. Things to consider and document are the number of participants, their position, or role, within the company, their physical locations, if English is their primary language, current education levels, prior training experiences, just to name a few.
Break down the audience by types, and add the needs and behaviors that might affect how the training is developed. For example, if it is determined that part of the audience does not speak English then care must be taken when choosing words for the narration to ensure that everything will translate correctly.
Document any risks associated with each need, if that need were to not be met.
Step 3. Identify the Tasks
A Job Task Analysis is the systematic process of identifying the required behaviors that are necessary for the learner to complete, that will resolve the issue identified in Step 1.
If the various audience entities identified in Step 2 will need to perform tasks that are specific to their role, then break out each task by role.
Build each task and include the task type and method of measurement.
The Developer will then determine the amount of time it will take to present all fo the identified tasks.
Step 4. Determine if Training is the Best Solution
The team will then determine if any material exists that will satisfy the need, or if there is vendor training that can be purchased.
Then an estimate of time to develop the training is determined by the Developer, that is based on the number of tasks that were identified in Step 3. This is compared to the requested due date to idetnify any discrepancies.
If it is determined that all of the tasks cannot be completed in the requested training time, then the team will need to decide if the learning time is extended, or reduce the number of tasks to be trained.
The Instructional Designer, with a consensus from all stakeholders, will determine if a new course will close the identified gaps, or if another solution would be better suited, such as a poster, retraining, using existing solutions, or other administrative actions.
Step 5. Analyze the Work and Training Envnironments
Identify the conditions under which learners will perform the work in their daily routines, such as the tools, systems, equipment, resources, and workplace constraints.
For example, a job may require learners to use a production system with specific permissions, while training uses a practice system with simulated data. The analysis identifies those differences, so learners are prepared to transfer their skills to the workplace.
Determine where and how training will be delivered. Identify technology, facilities, accessibility, scheduling, and other constraints that could affect the delivery of the instruction.
Step 6. Perform the Needs Analysis
During the Needs Analysis, determine the tasks that need to be taught and what does not require training.
Document those that will not be presented in a separate table.
Prioritize the training needs based on the performance gap and organizational requirements.
Develop the learning objectives, based on the tasks to be taught.
Writing clear learning objectives answers the question, “What will the learners be able to do when they finish the training program?” Prioritize the objectives, based on the performance gap and organizational requirements.
Include the conditions and standard that the task must becompleted, unless they are all the same.
Step 7. Identify Risks
A Risk Assessment evaluates potential obstacles, gaps, and failure points before or during the rollout of a new course requirement. It ensures that the learning intervention will achieve its intended outcomes without wasting resources, disrupting operations, or alienating learners.
Determine if the training can be developed in the allotted time and if human resources are available. This includes the Developer and all reviewers.
Determine if the objectives can be thoroughly presented in the requested timeframe.
Identify any concerns about stakeholder support.
Identify any concerns about learner availability to complete the training in the allotted time.
Step 8. Generate the Plan and Submit for Approval
Generate the Training Plan. Summarize the need, audience, tasks, requirements, constraints, any gaps, the risks, and enter the recommendations.
Use these findings as the foundation for the Development phase.
Submit the Training Plan to the Approvers for approval.
If approved, begin the development of the training.
If not approved, schedule a meeting with the team to resolve any issues or concerns, then resubmit