On-Site Education

Be properly prepared as the role of the trainer evolves and more is demanded of your talent and time. The ASTD Master Trainer^TM Program is a unique assessment-based certificate offering that covers the entire process of delivering training, including assessment, preparation, creating a positive learning environment, facilitating learning, and evaluating learning. Grounded in theory and focused on practice and application, this program will develop your professional capacity in this area of expertise.

In this program, you’ll:

1. Engage in an online learning community. 
2. Participant in a 4-day face-to-face course to develop and demonstrate your mastery of delivering training.
3. Choose an elective (a second course) to meet a unique learning need and complete your learning experience.

Program Benefits

• connection to a cohort of learning professionals
• a complete learning prioritization inventory tracking your professional growth in delivering training
• access to the ASTD comprehensive guide to delivering training 
• industry-recognized certificate—ASTD Master Trainer™
• experience with 3-4 practice deliveries
• a video of your final training delivery with individualized feedback and analysis
• a robust participant guide, with tools, resources, and templates to use back on the job

The ASTD Master Trainer Program is offered by the ASTD Certification Institute.

Sample Timeline

Part 1. Orientation
(online)
Three weeks prior to Part 2.

Part 2. Core Course
(face-to-face)
Select the date and location most convenient for you.

Part 3. Elective
(online or face-to-face)
Select one of the program electives and complete within three months after Part 2.

By the end of the program, you will be able to:

• Diagnose your current ability in delivering training, with the ASTD Master Trainer Self-Assessment tool.
• Prepare for a training session.
• Conduct a needs and audience analysis to determine the need for training.
• Identify measurable learning objectives.
• Apply adult learning principles.
• Establish an environment conducive to learning.
• Create diverse opportunities for participants to connect with the content.
• Facilitate learning using best practice techniques.
• Practice learner-centered training methods and alternatives to lectures.
• Develop strategies for different learning needs.
• Identify challenges in the classroom, and select and apply the most effective solutions.
• Enhance your capacity to design effective audio visuals and learning aids and use them successfully in the training.
• Evaluate training at the “Four Levels”: participant satisfaction, learning, application and behavior change, and business impact.
• Identify strengths of delivering face-to-face training and online learning, and determine best practices that apply to both environments.
• Demonstrate core and comprehensive knowledge in delivering training, including principles, models, and trends.
• Demonstrate the ASTD essential skills in delivering training, including preparation, creating a positive learning environment, facilitating learning, managing challenges, and evaluating learning.

• 

  Donna Steffey

  Donna Steffey is an international trainer, author, adjunct faculty at both Lake Forest Graduate School and DeVry University, and sought after speaker who helps organizations achieve their desired business results. Donna incorporates her 20 years of management experience to educate, inspire, and coach. It takes the right blend of information, introspection and humor to cause people to look at themselves and change. Global organizations such as Marriott International, Barclaycard-UK, XIBI-China, Tumine ...

  Learn More

  

  Donna Steffey

  Donna Steffey is an international trainer, author, adjunct faculty at both Lake Forest Graduate School and DeVry University, and sought after speaker who helps organizations achieve their desired business results. Donna incorporates her 20 years of management experience to educate, inspire, and coach. It takes the right blend of information, introspection and humor to cause people to look at themselves and change.

  Global organizations such as Marriott International, Barclaycard-UK, XIBI-China, Tumine Center-Africa, and the Royal Australian Air Force, have found that after Donna's workshops people were more self directed, customer service driven and mindful of their team participation. Donna combines learning with fun and applies her master's degree and life experiences to professional and real world situations. Your participants will be motivated to hit their performance improvement targets and your training will be a success!

  Facilitates the following:

  ASTD Master Trainer™ Program| Preparing for the CPLP: Instructor-Led Online Workshop| Preparing for the CPLP: Instructor-Led Workshop| Presentation Skills Certificate| Consulting Skills Certificate| Training Certificate|

• 

  Mimi Banta

  Mimi Banta, a skilled facilitator and organization development consultant, has over 25 years of experience helping private, public sector, and not-for-profit organizations implement training and development initiatives that produce results. Clients rely on her ability to diagnose training needs, engage executives in development efforts, design and conduct training, and equip in-house staff to be effective trainers. In addition to an educational background in psychology and adult education, Mimi is certified to ...

  Learn More

  

  Mimi Banta

  Mimi Banta, a skilled facilitator and organization development consultant, has over 25 years of experience helping private, public sector, and not-for-profit organizations implement training and development initiatives that produce results. Clients rely on her ability to diagnose training needs, engage executives in development efforts, design and conduct training, and equip in-house staff to be effective trainers.

  In addition to an educational background in psychology and adult education, Mimi is certified to use a variety of tools such as the Career Architect, Myers-Briggs Type Indicator assessment, "I Speak Your Language," and Change Style Indicator. She is also affiliated with Netspeed Leadership, Learning Tree International, and is master certified in Achieve Global products and services.

  Facilitates the following:

  ASTD Master Trainer™ Program| Change Management Certificate| Consulting Skills Certificate| Designing Learning Certificate| Training Certificate|

• 

  Sharon Wingron

  As President of Wings of Success, Sharon has been helping clients achieve success by developing their people since 2002. She is a dynamic, yet authentic professional who delivers engaging presentations, skillful facilitation, insightful coaching, and relevant resources. Her practical and refreshing style stems from over 20 years of staff, line, and consulting experience serving in diverse industries, in corporate, service, manufacturing, union, and non-union environments. Sharon is often chosen to work ...

  Learn More

  

  Sharon Wingron

  As President of Wings of Success, Sharon has been helping clients achieve success by developing their people since 2002. She is a dynamic, yet authentic professional who delivers engaging presentations, skillful facilitation, insightful coaching, and relevant resources. Her practical and refreshing style stems from over 20 years of staff, line, and consulting experience serving in diverse industries, in corporate, service, manufacturing, union, and non-union environments.

  Sharon is often chosen to work with corporate clients because of the results she engenders by the depth and breadth of her business experience coupled with her learning and performance expertise. Sharon's client list ranges from Fortune 100 companies to small businesses and includes Anheuser-Busch, The Boeing Companies, Crown Vision, Keller Labs, Microsoft, and Wells Fargo. She is one of a select group of ASTD Training Certificate Program facilitators and is frequently called on to facilitate customized in-house train-the-trainer programs. She has facilitated learning on four continents and in 18 countries. She was specifically chosen to deliver programs in India and Egypt, as well as International Conference workshops, due to her cross-cultural experience and ability to build rapport and communicate effectively with people from around the world.

  With a passion for learning and leadership, Sharon demonstrates leadership in the workplace learning and performance profession in many ways.  She has been actively involved in ASTD since 1996, having served on the ASTD National Board of Directors, as chair of the ASTD National Advisors for Chapters, as president of the St. Louis Chapter and in numerous other capacities. In 2010 Sharon was honored to receive the ASTD Staff-Volunteer Partnership Award as part of the OneVoice Team which she chaired. She is one of the first 250 people worldwide to earn the prestigious ASTD Certified Professional in Learning and Performance (CPLP) designation, holds certifications in several assessment tools including DiSC, MBTI, and Brainmode Power, and consistently achieves top performance as an Inscape Publishing Authorized Distributor.

  Sharon is an adjunct professor for Washington University in St. Louis and a contributing author to "Rising to the Top: A Guide for Success." Sharon holds a Masters in Business Administration from Southern Illinois University–Edwardsville and a Bachelor of Science in Engineering Management, with a Minor in Psychology, from Missouri University of Science & Technology. Sharon lives just outside of St. Louis, Missouri on 5 1/2 acres with her husband Mark, daughter Briana, their dog Brandon, their cat Willy Wonka and her horse TJ. She enjoys life and is thankful for the multitude of wonderful people who enrich her world daily.

  Facilitates the following:

  ASTD Master Trainer™ Program| Change Management Certificate| Training Certificate|

• 

  Julie Patrick

  Julie Patrick is a learning and performance consultant with JP Learning Associates. Julie has been a trainer, facilitator, and instructional designer since 1992. As a former manager of a corporate university, Julie was responsible for new employee orientation, leadership and management, sales, client training, systems, and administrative training programs. She holds numerous certifications, including DDI, AchieveGlobal, and the Myers-Briggs Type Indicator assessment, and designing and implementing training and development solutions that ...

  Learn More

  

  Julie Patrick

  Julie Patrick is a learning and performance consultant with JP Learning Associates. Julie has been a trainer, facilitator, and instructional designer since 1992. As a former manager of a corporate university, Julie was responsible for new employee orientation, leadership and management, sales, client training, systems, and administrative training programs. She holds numerous certifications, including DDI, AchieveGlobal, and the Myers-Briggs Type Indicator assessment, and designing and implementing training and development solutions that help clients achieve their desired business results. Julie also serves as an in-person and online facilitator for ASTD's Creating New Supervisor Training Programs Certificate and Training Certificate Programs. She also wrote the Infolines "Creating Training Manuals" and "Creative Facilitation Techniques for Training." Julie has a bachelor's degree in business administration and a master's degree in organization development.

  Facilitates the following:

  Creating New Supervisor Training Programs Certificate| ASTD Master Trainer™ Program| Facilitating for Excellence Certificate| Training Certificate|

• 

  Cindy Huggett

  Cindy is the author of Virtual Training Basics (ASTD Press, 2010), and coauthor of two ASTD Press Infolines, “Simple, Effective Online Learning” and “Designing for the Virtual Classroom.”  She has taught hundreds of synchronous online classes for a variety of audiences. Her favorite passion is to help trainers deliver effective online classes. She assists clients on their conversion to virtual training through her consulting practice. As Chair of ASTD’s National Advisors ...

  Learn More

  

  Cindy Huggett

  Cindy is the author of Virtual Training Basics (ASTD Press, 2010), and coauthor of two ASTD Press Infolines, “Simple, Effective Online Learning” and “Designing for the Virtual Classroom.”  She has taught hundreds of synchronous online classes for a variety of audiences. Her favorite passion is to help trainers deliver effective online classes. She assists clients on their conversion to virtual training through her consulting practice.

  As Chair of ASTD’s National Advisors for Chapters, Cindy served on the national ASTD Board of Directors in 2009-2010. She was recognized by the Triangle Business Journal  as a “40-Under-40” Award recipient in 2003.    

  Cindy holds a Master’s degree in Public and International Affairs from the University of Pittsburgh, and a Bachelor’s degree from James Madison University. Cindy was also one of the first to earn the Certified Professional in Learning and Performance (CPLP) designation.

  Facilitates the following:

  ASTD Master Trainer™ Program| Preparing for the CPLP: Instructor-Led Online Workshop| Preparing for the CPLP: Instructor-Led Workshop| Blended Learning Certificate| Designing Learning Certificate|

• 

  Lorimer Fauntleroy

  Lorimer Fauntleroy is the principal of Pinnacle Performance Partners (P3), based in Portsmouth, New Hampshire. P3 is a workplace learning and development company specializing in performance-based learning solutions. P3 assists clients in determining whether the cause of a performance gap is a lack of performer knowledge or skills. When it is, P3 creates a performance-based learning solution. Since 2000, P3 has assisted ASTD in various capacities including a number of course ...

  Learn More

  

  Lorimer Fauntleroy

  Lorimer Fauntleroy is the principal of Pinnacle Performance Partners (P3), based in Portsmouth, New Hampshire. P3 is a workplace learning and development company specializing in performance-based learning solutions. P3 assists clients in determining whether the cause of a performance gap is a lack of performer knowledge or skills. When it is, P3 creates a performance-based learning solution.

  Since 2000, P3 has assisted ASTD in various capacities including a number of course redesigns and development, course review and oversight, and course facilitation.

  Organizations for which P3 has provided on-site services since 1998 include Mercury Insurance, Image Point, ExxonMobil, High Point Regional Health System, Lockheed Martin, National Center on Education and the Economy, Ft. Campbell Army Base, Acupowder, The University of Tulsa, Luxotica, United Healthcare, American Express, Alphagraphics, International Truck, and others.

  Lorimer holds a BA degree in History from the University of Richmond and an MS degree in Human Resource Development from the University of Tennessee.

  Facilitates the following:

  ASTD Master Trainer™ Program| Advanced Designing Learning Certificate| Facilitating for Excellence Certificate| Selecting and Implementing Performance Improvement Solutions Certificate| Designing Learning Certificate| Training Certificate|

• 

  Jonathan Halls

  Jonathan Halls has a hybrid professional background that spans corporate learning and professional media. In fact, he's been working in and teaching media for the past twenty years. Formerly, he headed up the BBC's prestigious television, radio ops, and new media training department in London. He now teaches at George Washington University and operates a leadership and communication training company in Washington, D.C. Jonathan has bachelor's and master's degrees in adult ...

  Learn More

  

  Jonathan Halls

  Jonathan Halls has a hybrid professional background that spans corporate learning and professional media. In fact, he's been working in and teaching media for the past twenty years. Formerly, he headed up the BBC's prestigious television, radio ops, and new media training department in London. He now teaches at George Washington University and operates a leadership and communication training company in Washington, D.C. Jonathan has bachelor's and master's degrees in adult learning. He has worked as a media executive, journalist, communications manager, and talk show host. He has taught multimedia to thousands of people around the world including in television, radio, newspaper, healthcare, and retail companies, as well as the federal government. His strength is drawing on both a rigorous academic background in adult learning and professional media expertise, forged at some of the world's leading media companies.

  Facilitates the following:

  Essentials of Podcasts, Video, and Writing for the Web| Multimedia for Learning Professionals Certificate| Rapid Video Development for Learning Certificate| ASTD Master Trainer™ Program| Change Management Certificate|

• Where does the ASTD Master Trainer Program™ sit on the professional development spectrum?

  Where does the ASTD Master Trainer Program™ sit on the professional development spectrum?

  The ASTD Master Trainer Program™ is a new offering from ASTD created at the request of training professionals. It sits on the spectrum of professional development between an ASTD certificate program and the Certified Professional in Learning and Performance® credential.
• What is the unique value of the ASTD Master Trainer™ Program?

  What is the unique value of the ASTD Master Trainer™ Program?

  Based on requests from both individual and corporate members, the ASTD Master Trainer Program™ is a unique combination of a training event and an assessment component. The program consists of three distinct parts giving participants the opportunity to tailor their learning, including an online Orientation, Core Course, and Online Elective. This program helps participants not only develop or strengthen their professional knowledge and skills, but also requires them to prove their ability and confirm their credibility in delivering engaging and effective training.
• Are there any prerequisites?

  Are there any prerequisites?

  ASTD strongly recommends participants have at least one-two years of exposure or experience with presenting or training.
• May I get a discount as an ASTD member?

  May I get a discount as an ASTD member?

  Yes, as an ASTD member you save $300 on the program. We continue to offer our members the lowest price possible.
• If I attend in full will I pass the program?

  If I attend in full will I pass the program?

  While passing the program is not guaranteed, ASTD is committed to your success. Our expectation is that participants will bring significant dedication and effort to the experience in order to achieve foundational mastery in the program’s concepts.
• Can I study prior to the Knowledge Test and Skill Demonstration?

  Can I study prior to the Knowledge Test and Skill Demonstration?

  Yes, during the Orientation you will have pre-work/reading, which will help prepare you not only for the Core Course, but for the Knowledge Test and Skill Demonstration as well.
• When will I know the results of the Knowledge Test and Skill Demonstration?

  When will I know the results of the Knowledge Test and Skill Demonstration?

  Participants will know the results of their Knowledge Test and Skill Demonstration by the end of the Core Course, the four-day face-to-face training. Participants who successfully pass the Knowledge Test and Skill Demonstration can move directly into the final component of the program, the Online Elective. Participants who do not pass the Knowledge Test and Skill Demonstration may choose to redo one or both components before moving on to the Online Elective.
• What if I don’t pass either the Knowledge Test or Skill Demonstration?

  What if I don’t pass either the Knowledge Test or Skill Demonstration?

  Participants will have one opportunity to retake either or both the Knowledge Test and Skill Demonstration.

  Knowledge Test
  If they do not pass the original Skill Demonstration, participants can choose from one of three ways to deliver a second presentation. Choices include:

  • Join another Core Course, Day 4, to participant in the Skill Demonstration.
  • Film and submit an example of their delivery in their workplace (must be an authentic delivery with live participants).
  • Arrange for an ASTD expert facilitator to observe a training delivery using video conference technology (must be an authentic delivery with live participants).

  Skill Demonstration If they do not pass the original Skill Demonstration, participants can choose from one of three ways to deliver a second presentation. Choices include: •Join another Core Course, Day 4, to participate in the Skill Demonstration.

  • Film and submit an example of their delivery in their workplace (must be an authentic delivery with live participants).
  • Arrange for an ASTD expert facilitator to observe a training delivery using video conference technology (must be an authentic delivery with live participants).
• How long do I have to complete the entire program?

  How long do I have to complete the entire program?

  ASTD estimates that it should take approximately three to four months to complete the entire program. Keep in mind that this is a blended learning experience consisting of three parts: an online Orientation, Core Course, and Online Elective. The Orientation, which is self-directed, is accessible three weeks prior to the program, the Core Course takes place over four days via an in-person training, and then you choose an elective from a predetermined list of ASTD online certificate programs. How long it takes to complete the elective course depends on scheduling (for example, when the program will be offered). Upon successful completion of all components, participants will receive their ASTD Master Trainer™ certificate in the mail.
• What does successfully completing the ASTD Master Trainer™ Program really mean?

  What does successfully completing the ASTD Master Trainer™ Program really mean?

  This means that you have successfully demonstrated a foundational mastery in the core concepts associated with delivering training, including assessment, preparation, creating a positive learning environment, facilitating learning, and evaluating learning. All participants who successfully complete the program receive an ASTD Master Trainer™ certificate.
• What are the differences between ASTD’s Certificate Programs, the ASTD Master Trainer Program™, and the Certified Professional in Learning and Performance® (CPLP®)?

  What are the differences between ASTD’s Certificate Programs, the ASTD Master Trainer Program™, and the Certified Professional in Learning and Performance® (CPLP®)?

  The ASTD Master Trainer Program™ is an enhanced certificate program, based specifically in depth on one Area of Expertise (AOE) in the ASTD Competency Model, delivering training. This unique program is a combination of a training event and assessment component; offering instructional guidance to participants needing to develop or strengthen their foundational mastery in delivering engaging and effective training. The ASTD Master Trainer Program is a great way for professionals to prove their ability in this one area of expertise.

  The CPLP® is a comprehensive workplace learning and performance certification, based on a breadth of all nine AOEs in the ASTD Competency Model. CPLP® credentialing represents a level of professional achievement and competence. Just as important, achieving the credential demonstrates proficiency in support of learning and organizational performance and sets a standard of commitment to the learning and development profession. Becoming CPLP® certified makes you a leader as well as a role model in the learning and development community. 

Attendance Policy

Participation in all originally scheduled days of the program is mandatory in order to receive the certificate of completion and 2.8 CEUs. Participants who miss more than two hours of the entire program will not be eligible to receive the certificate. Participants who fulfill the attendance requirement will receive a certificate at the end of the program.

Participation in all online sessions at their originally scheduled day and time is mandatory in order to receive a completion certificate and 2.8 CEUs. All sessions will be recorded and available for participants to review throughout the course of the program. If you meet the eligibility requirements ASTD will mail you the completion certificate within two weeks of the last session.

Program Overview

Developed for participants new to instructional design, this is the complete workshop for designing outcome-based training, giving participants a competitive advantage when creating programs.

The workshop follows a human performance improvement approach to instructional design and includes practice in performance analysis, needs assessment, job/task analysis, and course design using templates exclusive to ASTD. The content is based on the key actions and knowledge defined by the ASTD Competency Model for designing learning.  You willleave knowing how to design a complete program including participant guides, instructor guides, and other materials that directly correlate to the organization's business goals. In addition, you will apply what you learn during the program, concluding with designing a training program based on a case study presented throughout the workshop.

Designed by Ruth Clark and Ann Kwinn of CLARK Training and Consulting, the ASTD Designing Learning Certificate provides you with all the tools necessary to develop powerful, bottom-line focused training.

ASTD Certificate Programs are learning events and a certificate is awarded to participants upon successful completion of the program. No test is given and participants are not certified. Certification is a testing event that confirms that skills, knowledge, or competencies have been acquired. Please click here for more information on the ASTD Certification Institute’s credential, the Certified Professional in Learning and Performance™ (CPLP™).

Learning Objectives

After this workshop, you will be able to:

• Describe and apply the ADDIE model.
• Conduct a training needs assessment that aligns performance needs with organizational results.
• Select and use data collection techniques as part of the training needs assessment process.
• Develop an evaluation strategy for training initiatives.
• Demonstrate how to structure instructional events that address psychological learning processes.
• Apply the ROPES phases of instruction to construct effective learning events.
• Write complete learning objectives based on observable actions or behaviors.
• Select learning methods and media to support the attainment of learning objectives.
• Apply guidelines to the use of visuals, text, and audio in instructional materials.
• Create participant guides, facilitator guides, and supporting materials.
• Prepare reports that document the training needs assessment, program design, and recommendations for training implementation, including pilot tests, and rollout.

Topics

• Topic 1 - Needs Assessment

  Topic 1 - Needs Assessment

  • ADDIE and HPI Models
    
    • The ADDIE Model
    • What is HPI?
    • The HPI Model
    • Summary: ADDIE and HPI Models

  • The Needs Assessment Process
    • Running Example and Case Study Descriptions
    • What is the Needs Assessment Model?
    • Checklist #1: Activity Planning
    • What are Business Goals, Measures, and Gaps?
    • Checklist #2: Potential Sources for Business Goals
    • What are Key Processes?
    • What are Key Roles and Tasks?
    • What are Key Influences?
    • Checklist #8: Influences and Intervention Design Components
    • Completing the Needs Assessment Worksheet
    • Summary: The Needs Assessment Process
    • Data Collection Techniques

  • Data Collection Techniques: Individual Interviews
    
    • Interview Advantages and Risks
    • Checklist #3: Interview Planning
    • Creating an Interview Guide
    • Example: Interview Guide
    • Effective Questions
    • Checklist #4: Interview Questions
    • Exercise: Writing Interview Questions
    • Conducting an Individual Interview
    • Checklist #5: Conducting Interviews
    • Template: Interview Guide
    • Summary: Data Collection Techniques: Individual Interviews

  • Data Collection Techniques: Work Observations
    
    • Observing Work Products and Work Procedures
    • Advantages and Risks of Work Observation
    • Checklist #6: Observing Work and Work Products
    • Rating Tools
    • Exercise: Work Observations
    • Summary: Data Collection Techniques: Work Observations

  
  

  • Data Collection Techniques: Group Interviews
    
    • Advantages and Risks of Group Interviews
    • Focus Groups
    • Checklist #3: Interview Planning
    • Planning for a Focus Group
    • Checklist #4: Interview Questions
    • Checklist #5: Conducting Interviews
    • Conducting a Focus Group
    • Variations on the Focus Group
    • Nominal Group Technique Focus Group
    • Priority Matrix Technique
    • Affinity Sort Technique
    • Exercise: Group Interviews
    • Summary: Data Collection Techniques: Group Interviews

  • Data Collection Techniques: Surveys
    
    • Advantages and Risks of Surveys
    • When to Survey
    • Guidelines for Effective Survey Questions
    • Question Formats
    • Formatting the Survey
    • ASTD Designing Learning Certificate Program
    • Checklist #7: Survey Planning
    • Summary: Data Collection Techniques: Surveys

  • Evaluation Plan
    
    • The Four Levels of Evaluation
    • Level One: Participant-Reaction Evaluation
    • Level Two: Learning Evaluation
    • Level Three: Job-Transfer Evaluation
    • Level Four: Organizational-Impact Evaluation
    • Exercise: Identify the Evaluation Level
    • The ADDIE Model and the Four Levels of Evaluation
    • Formative vs. Summative Evaluation
    • Exercise: Create an Evaluation Plan
    • Summary: Evaluation Plan

  • Analysis Report
    
    • Guidelines for Report Preparation
    • Checklist #9: Report Planning
    • Writing the Report
    • Example: Analysis Report
    • Template: Analysis Report
    • Maximizing the Effectiveness of Your Report
    • Using Tables
    • Using Line Charts
    • Using Bar Charts
    • Using Pie Charts
    • Exercise: Plan the Analysis Report
    • Summary: Analysis Report
• Topic 2 - Course Design

  Topic 2 - Course Design

  • How People Learn
    
    • Instructional Methods vs. Instructional Media
    • Human Memory and Learning
    • Instructional Methods and Learning Processes
    • Exercise: Learning Processes
    • Gagne’s Nine Events of Learning
    • Gagne’s Nine Events of Learning and Learning Processes
    • Instructional Methods Matched to Stages of Instruction
    • Summary: How People Learn

  • Task Analysis
    
    • What is a Task Analysis?
    • Checklist #10: Task Analysis
    • Audience Analysis
    • What is the Job Level?
    • What are Major Job Outcomes?
    • What is a Task?
    • What are Task Steps?
    • What is Knowledge?
    • Documenting the Task Analysis
    • How to Conduct a Task Analysis
    • Summary: Task Analysis

  • Learning Objectives
    
    • What is a Learning Objective?
    • The Three Parts of a Learning Objective
    • Exercise: Recognizing Parts of a Learning Objective
    • Exercise: Writing a Learning Objective
    • Writing Objectives at Various Levels
    • Summary: Learning Objectives

  • Course and Lesson Outlines
    
    • Course Design
    • Writing the Course Outline
    • Writing a Lesson Outline
    • ASTD Designing Learning Certificate Program
    • Template: Lesson Outline
    • Example: Lesson Outline
    • Exercise: Lesson Outline
    • Summary: Course and Lesson Outlines

  • The Design Document
    
    • What is a Design Document?
    • Template: The Design Document
    • Elements of a Design Document
    • Example: Design Document
    • Delivery Media
    • Checklist #11: Blended Training Alternatives
    • Exercise: Media Selection
    • Summary: The Design Document
• Topic 3 - Course Development

  Topic 3 - Course Development

  • Development of Learning Materials
    
    • Learner Note Taking and Participant Guide
    • Structured Notes
    • Sample Participant Guide Page
    • Slides and Wall Charts to Support the Participant Guide
    • Facilitator Guides
    • Production Issues
    • Checklist #12: Learning Materials
    • Summary: Development of Learning Materials

  • Basic Lesson Ingredients
    
    • Basic Lesson Ingredients: Overview
    • Guidelines for Visuals
    • Guidelines for Text
    • Guidelines for Audio
    • Exercise: Basic Elements of Training
    • Summary: Basic Lesson Ingredients

  • Developing Tasks
    
    • Components Needed for Teaching Tasks
    • Task Page Preview
    • Presenting the Task Steps
    • Annotated Illustrations
    • Decision Tables
    • Example Step/Action Table
    • Task Demonstrations
    • Practice Exercises for Tasks
    • Feedback for Task Practice
    • Job Aids
    • Example: Lesson Task Layout
    • Exercise: Developing Tasks
    • Summary: Developing Tasks

  • Developing Knowledge Topics
    
    • Knowledge Topics vs. Tasks
    • Components for Presenting Knowledge Topics
    • Example: Open-Ended Questions
    • Example: Defects vs. Defectives
    • Presenting Reference Information
    • Creating Practice Exercises for Knowledge Topics
    • Practice: Developing Knowledge Topics
    • Summary: Developing Knowledge Topics

  • How to Create Valid Tests
    
    • Should You Include A Test?
    • What Is A Valid Test?
    • Common Test Item Formats
    • Exercise: Test Items
    • Performance Test Items
    • ASTD Designing Learning Certificate Program
    • Evaluating Products or Procedures
    • Summary: How to Create Valid Tests

  • Implementation
    
    • Pilot and Revisions
    • Checklist #13: Conducting a Pilot Test
    • Facilitator Support
    • Marketing the Course
    • Course Delivery and Follow-Up
    • Checklist #14: Checklist for Course Rollout
    • Exercise: Identity Implementation Issues
    • Summary: Implementation

Who Should Attend

This course is designed for practitioners new to the field of instructional systems design or those wanting to apply the principles of human performance improvement to their course designs. Participation in the ASTD Training Certificate Program is not a prerequisite.

Credits & Attendance

Program Overview

Consulting Skills can be defined as "understanding the results that stakeholders desire from a process and providing insight into how efficiently and effectively those results can be achieved" (ASTD Press, 1999). As experts in their organization in the areas of instructional design, training, performance improvement, and organizational development, Workplace Learning and Performance (WLP) professionals must demonstrate strong consulting skills in order to achieve success as a business partner guiding their organization toward optimal performance. Strong internal consulting skills have become even more critical with increased emphasis on linking learning and performance to organizational results. 

The ASTD Consulting Skills Certificate Program demonstrates the behaviors and processes for effective internal consulting, including the actions to take to achieve desired outcomes, establishing goals and managing expectations, guiding clients through the process, building credibility to influence decision-making, and overcoming obstacles and resistance.

This workshop will:

• Enable participants to evaluate their current strengths and identify those skills that they would like to improve.
• Clarify the many roles of an internal consultants and the benefits of each.
• Introduce a process model for managing consulting projects.
• Allow participants to practice consulting competencies.
• Provide real-world tools, job aids, templates, and planning checklists that can be put to use in the professional setting immediately.
• Introduce strategies for success, including working across organizational boundaries, providing feedback to senior leaders, and gaining buy-in.

In a recent analysis, 100 percent of participants studied felt that the ASTD Consulting Skills Certificate was a worthwhile investment because it provided a practical model and structured approach to a consulting engagement and empowered them to ask the right questions of their clients.

Learning Objectives

After this workshop, participants are able to:

• Understand the functions of a Workplace Learning and Performance professional in the role of consultant.
• Demonstrate exemplary internal consulting competencies and the corresponding day-to-day behaviors required of an internal consultant.
• Apply a process model and various tools and templates to manage consulting projects.
• Build relationships with clients, including techniques to effectively guide clients through the consulting process.
• List questions to ask a client during a contracting meeting and/or data gathering meeting.
• Outline client goals and set expectations for success.
• Apply tools to analyze business needs and gather information.
• Build credibility through communication to increase position as a knowledgeable, client-focused partner.
• Model the most appropriate way to conduct a data-gathering interview and a feedback meeting.
• Overcome resistance and difficult client behaviors.
• Establish implementation targets, strategies, and solutions.
• Identify ways to institutionalize the solution/change, including obtaining buy-in.
• Evaluate the solution/change and identify areas for future improvement.

Topics

• Topic 1 - Consulting Skills Introduction

  Topic 1 - Consulting Skills Introduction

  • Certificate Program Objectives 
  • Predict Your Consulting Skills 
  • Consulting Skills for Trainers: What it Is; What it Isn’t 
  • Assess Your Consulting Competencies 
  • A Consultant’s Knowledge and Skills 
  • Analyzing and Framing Your Competencies 
  • ASTD’s 5-D Consulting Model 
  • The Five Phases 
  • Consulting Project Planning Guide 
  • The ASTD Competency Model™ 
  • Predict Your Future: Your Personal Mastery Plan
• Topic 2 - Define and Agree

  Topic 2 - Define and Agree

  • Topic Overview 
  • Define and Agree 
  • Order of Topics 
  • Comparing Consulting Topics 
  • What Role will You Play? 
  • Your Consulting Credibility 
  • Planning for the Exploratory Meeting 
  • Building Client Relationships: the First Meeting 
  • Assessing Your Client’s Readiness 
  • Identifying Effective Questions 
  • “Clothe” the Performance Gap Case Study: Phase I, part a 
  • Reaching Agreement on Expectations 
  • Sample Project Acceptance Agreement 
  • “Clothe” the Performance Gap Case Study: Phase I, part b 
  • Predict Your Future: My Personal Mastery Plan
• Topic 3 - Discover and Analyze

  Topic 3 - Discover and Analyze

  • Topic Overview 
  • Discover and Analyze 
  • Order of Topics 
  • Data: What’s So Good About It? 
  • Deciding How to Collect Data 
  • Data Collection Methodology: Interviews 
  • Data Collection Methodology: Focus Groups 
  • Data Collection Methodology: Questionnaires and Surveys 
  • Data Collection Methodology: Observations 
  • Data Collection Methodology: Data/Record Reviews 
  • Data Collection Methodology: Informal Discussions 
  • Conduct an Effective Interview 
  • “Clothe” the Performance Gap Case Study: Phase II 
  • Interview Effectiveness Checklist 
  • Data Collection Stumbling Blocks 
  • Analyze the Data 
  • Predict Your Future: Your Personal Mastery Plan
• Topic 4 - Deliver and Decide

  Topic 4 - Deliver and Decide

  • Topic Overview 
  • Deliver and Decide 
  • Order of Topics 
  • Frame the Issue 
  • Fundamental Design Features Feedback 
  • Data Feedback Planning Tool 
  • Determine Feedback Meeting Agenda 
  • Tips for Starting and Ending a Feedback Meeting 
  • Sensitive Information 
  • Resistance 
  • “Clothe” the Performance Gap Case Study: Phase III 
  • Last Step: Alignment Meeting 
  • Many Hats: Consultant Roles and Behaviors Review 
  • Predict Your Future: Your Personal Mastery Plan
• Topic 5 - Design and Implement

  Topic 5 - Design and Implement

  • Topic Overview 
  • Design and Implement 
  • Order of Topics 
  • Team Approach to Designing the Improvement 
  • Implementation: Sliding into Change Management 
  • Change Targets 
  • Implementation Strategies 
  • Putting it All Together: Tactics for Consultants 
  • Tactics for Consultants: Coaching Clients 
  • Tactics for Consultants: Work Across Organizational Boundaries 
  • Tactics for Consultants: Provide Feedback to Leaders 
  • Tactics for Consultants: Gain Buy-In 
  • Tactics for Consultants: Build Credibility 
  • Tactics for Consultants: Read Clients’ Needs 
  • Tactics for Consultants: Share Credit 
  • Tactics for Consultants: Document What You Do 
  • Tactics for Consultants: Know How to Handle Information 
  • Tactics for Consultants: Do What’s Right 
  • Tactics for Consultants: Know the Business 
  • Working Successfully with External Consultants 
  • Suggestions for Partnering with External Consultants 
  • “Clothe” the Performance Gap Case Study: Phase IV 
  • Predict your Future: Your Personal Mastery Plan 

  
  
• Topic 6 - Disengage and Review

  Topic 6 - Disengage and Review

  • Topic Overview 
  • Disengage and Review 
  • Order of Topics 
  • Ending a Contract Early 
  • Disengaging: Getting Closure 
  • What Are You Going to Evaluate?
  • Evaluation: A Consulting Perspective 
  • Consultant Reaction Evaluation Sample 
  • Evaluation Discussion with Your Client 
  • Process Measurement Sample 
  • Institutionalize the Solution 
  • Continual Improvement Process 
  • Every Good Thing Must End 
  • Predict Your Future: Your Personal Mastery Plan
• Topic 7 - Consulting Skills Closing

  Topic 7 - Consulting Skills Closing

  • Topic Overview 
  • Review the 5-D Consulting Model 
  • Succeeding on the Inside: Advice from the Pros 
  • Advice from More Pros 
  • Predict Your Future: Your Personal Mastery Plan
• Appendix

  Appendix

  A. Assess your Internal Consulting Competencies 
  B. A Consultant’s Core Attributes and Values 
  C. Consulting Project Planning Guide 
  D. Exploratory Meeting Worksheet 
  E. Readiness Audit 
  F. Organizational Change Readiness Predictor 
  G. Contracting Checklist 
  H. Questions to Ask if it’s a Training Project 
  I. Interview Planning Template 
  J. Conduct an Effective interview Checklist 
  K. Take a Systems View 
  L. Alignment Checklist 
  M. Team Charter Example 
  N. Project Management Checklist 
  O. Building Credibility on the Inside 
  P. Accountability: Project Tracking Chart Example 
  Q. Accountability Chart 
  R. ASTD’s 5-D Consulting Process 
  S. Reading List

Who Should Attend

Credits & Attendance

Program Overview

The ASTD Training Certificate content is practical and grounded in the real world, not just academic theory. ASTD uses all of the latest tools and research available to deliver training that delivers results on the job. The ASTD Training Certificate focuses on what happens before, during, and after you deliver training, and what to do if training is not the right solution. Through the hallmark ASTD Competency Study, we gathered input from more than 3,600 learning and development professionals to identify the competencies required by the successful practitioners of tomorrow. The ASTD Competency Study forms the foundation of the ASTD Training Certificate.

This is a certificate program and the ASTD Training Certificate is awarded to participants upon successful completion of the program.

Learning Objectives

By the end of the program, participants will be able to:

• Identify and determine the need for training: what, who, and how.
• Write effective learning objectives.
• Apply adult learning concepts, develop supportive climates and customize off-the-shelf materials.
• Use training activities and alternatives to lecture, strategies for different learning needs, and effective questioning techniques.
• Prepare properly for a training session and prepare participants to foster learning.
• Manage and encourage participants of all backgrounds and learning styles; understand who is learning and how to address challenging participants.
• Present and facilitate a training program, including use of audio visuals and handouts.
• Evaluate using various methods and at different levels.

Topics

• Topic 1 - Introduction

  Topic 1 - Introduction

  • Welcome 
  • Icebreaker: What’s Your Bag? 
  • Learning Objectives and Overview of Agenda 
  • Ground Rules and Administrative Needs
  • Open Your Training with PUNCH 
  • A Day in the Life of a Trainer 
  • Names and Notions to Know 
  • Tips and Trip Ups
• Topic 2 - Purpose

  Topic 2 - Purpose

  • A Trainer’s Process: The 4 Ps
  • Needs Assessment: Analysis Basics 
    • Data Collection
    • Questions
    • Overview
  • Self Assessment
  • Learning Objectives: Developing Writing
  • Your Personal Learning Objectives
  • Delivery Options
  • Names and Notions to Know
  • Tips and Trip Ups
• Topic 3 - Preparation

  Topic 3 - Preparation

  • Adult Learning Principles 
  • Adult Learning: Assumptions, Conclusions, and Applications 
  • What I’ve Learned: Adult Learning Theory in Action 
  • Names and Notions to Know 
  • Characteristics of an Effective Training Program
  • Instructional Design: Notes About Design 
    • Learning Method Categories 
    • Strategies for KSAs 
    • A Template 
  • Transitions 
  • STOP ACTION! 
  • Names and Notions to Know 
  • Applying Verbs to Levels of Learning 
  • Developing Training Support Materials: Participant Manuals 
    • Visuals 
  • Ethical and Legal Considerations 
  • Names and Notions to Know 
  • Selecting and Customizing Off-the-Shelf Materials 
  • Preparing the Logistics for the Session 
  • Preparing to Prevent Nervousness 
  • Know Your Training Style 
  • Names and Notions to Know 
  • Tips and Trip Ups
• Topic 4 - Presentation

  Topic 4 - Presentation

  • Learning Styles 
  • Cultural Differences: How Training Style Affects Learning 
  • Names and Notions to Know 
  • Establishing a Positive Learning Environment 
  • STOP ACTION! 
  • Facilitating, Training, Presenting: What’s the Difference? 
  • Presenting: A Dynamic Delivery 
  • Lecturettes: Pros and Cons 
  • Presentation Techniques: Flexibility is the Key 
  • Tips to Maintain Interest 
  • Names and Notions to Know 
  • Presentation Tools Demonstration 
  • Presentation Tool Tips
  • Actively Engage Everyone: Increasing Participation 
  • Critical Facilitator Techniques 
  • Names and Notions to Know 
  • Skill Practice Delivery 
  • Training/Facilitating Competency Checklist 
  • Challenges of the Profession 
  • Challenging Behaviors 
  • Asking and Answering Questions That Lead to Learning 
  • Training with a Partner 
  • Tips and Trip Ups 
• Topic 5 - Performance

  Topic 5 - Performance

  • The Importance of Evaluation 
  • Evaluating Progress 
  • Evaluation and Performance 
  • Names and Notions to Know 
  • Maintain Your Professionalism 
  • How the Experts Stay on Top of Their Game 
  • Good to Great 
  • Self Memo 
  • Tips and Trip Ups
• Appendix

  Appendix

  • Training Preparation Checklists 
  • Training/Facilitating Competency Checklist 
  • Constructive Feedback 
  • Problem Solving Clinic Format 
  • Glossary 
  • Recommended Reading and Resources 

  
  

Who Should Attend

Credits & Attendance