VISION User Guide

In this phase, the needs of the organization are evaluated through a series of sequential activities. The outcome of one activity is input to the next.

These are the activities normally considered part of the analysis phase:

•Needs Analysis: Identify the requirements and recommend training (and non-training) solutions.

•Job Analysis: If required, analyze a job, process or system to identify tasks that the target audience must perform.

•Task Hazard Analysis: Analyze the hazards and safety implications of each task to identify ways to reduce risk of accidents or loss; the process also helps set training priorities.

•Select Tasks for Training: Select and prioritize the tasks for training considering hazards, difficulty, importance, frequency and other factors.

•Task Analysis: Analyze the tasks to determine the conditions, standards, steps and the skills and knowledge that learners must acquire in order to perform the tasks properly.

In the design phase, results of analysis are used to organize training and performance support materials. The following activities usually comprise the design phase:

•Develop learning objectives from the task analysis components.

•Write the objectives as formal, complete statements; classify each objective by level and type. The classification points to a strategy for presenting the content and designing test questions.

•Select training media and setting for each objective.

•Establish a training program structure (program syllabus).

•Group and sequence the objectives into the program structure.

•Produce lesson specifications or storyboards for each unit of instruction (i.e; lesson).

•Write test questions for each objective (this step is sometimes completed later during lesson development).

Once the design has been completed, development begins. This phase involves the development of various aspects of the training program. It also includes a preliminary "tryout" with a small group of learners to test and improve the materials:

•Develop draft lesson plans, self study guides or computer based instruction from the specifications.

•Develop exams and evaluation standards.

•Try out materials (pilot); sometimes called "formative evaluation."

•Make revisions and finalize the materials.

Once the materials have been developed, tried and revised, the implementation phase is ready to begin. Implementation usually involves these activities:

•Establish an implementation plan (this activity often begins earlier).

•Conduct instructor training (including OJT instructors).

•Arrange logistics for training (rooms, equipment, materials, etc.).

•Prepare training administration policies and procedures.

•Administer the training, including the tracking of learner progress.

Evaluation of the training program is vital to ensure it is accomplishing its goals, and is cost effective. Evaluation begins with a plan, and proceeds through four levels:

•Prepare a training evaluation plan.

•Evaluate the learner's reactions and suggestions for improvement (Level 1).

•Evaluate the impact of training on the learners' ability to meet the lesson objectives (Level 2).

•Evaluate impact of training on the learners' ability to perform the job (Level 3).

•Evaluate impact of training on the business needs (Level 4).