Questions and Answers of An Applied Guide To Research Designs

Why did your group choose its topic?
Did you notice any themes emerging in all of the poems?
How did the group develop the process of creating its poem?
What did you like about other groups’ reviews?
What types of skills did you use in leading your reviews?
What was the process like for creating your own course review?
Potential for group dynamics. Does your program include audience/group participation?
Extent of audience relationship. How much rapport will there be between you and the learners?
Degree of interaction. How much learner involvement will there be?Will there be discussion or just listening?
Nature of the session. Is it formal or informal? This depends on the purpose, content, and audience.
Volume. Can you hear them, and can they hear you?
Visibility. Can you see them, and can they see you?
Review frequently using games and quizzes.
Be more movement-oriented and energetic during the morning session.
Review the most cognitively challenging information during the morning session.
Present the overview of the course—goals, objectives, and learning outcomes. By doing this exercise, you will invite more learners to interact and ask questions early in the training.
Write questions on chart paper for the groups to answer.
Do I have the following supplies readily available: masking tape, ■ ■chart markers, note paper, and pencil?
Are the certificates printed?
Is the technology in place—computer, projector, screen, etc.? ■ ■
Have the refreshments been ordered? Are they set up? ■ ■
Are all of the materials correctly positioned for each learner? ■ ■
Is the room set up correctly—classroom style, team style, etc.? ■ ■
Who is paying for them to attend, and how does that impact their motivation?
What will they be interested in learning?
Will they be eager to learn, or will they be skeptical about the training?
Will they be drifting in and out during the training?
Will the attendees be in a rush to leave at the end?
What kind of atmosphere are they used to?
Is the time of day convenient for them?
How can you build credibility with them?
What are their feelings about coming to this training?
What topics might insult their beliefs or their intelligence?
Is there anything in your background that you could share?
What kinds of backgrounds do they have?
What should you risk talking about?
What will they consider superfluous or boring?
What do they not need to know?
What is not important for them to learn?
If they are coming to learn specific skills, what kind of skills (e.g., job, personal, career, coping)?
Are they coming for general knowledge or for specific skills?
What is important for them to learn?
Is this topic new to them?
Have they undergone similar trainings?
What do they know?
Are they parents, young adults, men, women, or older adults?
Are they managers, teachers, or physicians?
What are their job titles and functions?
Windows—Can you shut the windows and blinds to minimize glare and distractions?
Schedule—Have you scheduled at least one break in the morning and one in the afternoon (ideal would be one break after every 90 minutes of training)?
Arrangement—Can everyone see, have a place to work, and have enough materials?
Temperature—Is it too hot or too cold (keep learners from changing the thermostat)?
Lighting—Is it too light or too dim?
Seating—Are there adequate desks, tables, and comfortable chairs?
Consider three trainings you have been involved in:a. For each one, consider the roles played by the trainer.b. How did the trainer facilitate learning?c. What could have been done to improve
Consider the trainer interactions with the class:a. What did you learn from the trainer?b. What method of learning did you most enjoy, and why?c. What does that tell you about developing your own
Consider a trainer you have observed or worked with:a. What were the trainer’s strengths?b. What were the trainer’s development needs?c. What made this trainer successful?d. What were the
Prepare alternative routes through the course of instruction on the basis of the group’s preparation level.
Design the training to meet the group’s preparation level.
Ask questions randomly to determine the learners’ general level of preparation.
Administer pretests whenever possible and appropriate.
Study the learners’ characteristics.
Specify clearly and in advance the prerequisites for the training.
Provide opportunities for remedial training whenever possible and appropriate for learners who do not meet certain capacity requirements.
Screen prospective learners for physical, intellectual, or emotional capacity prior to their selection as part of the group.
Identify capacity requirements for training and job performance.
Review the course materials regularly, and revise if necessary
Negotiate and discuss with learners to gain their ownership of the training.
Clarify management’s role.
Relate the training to work performance.
Explain the reasons for the training.
Write the learning objectives clearly and directly.
Would learners benefit by using more techniques during this session?(Ask them.)
Is the session boring? (Observe them.)
Are learners paying attention? (Observe them.)
Do learners have doubts or questions? (Ask them.)
Are learners receiving and understanding the information? (Test them.)
Will the content of the program involve proprietary or competitive information?
What is the trainee job level?
Will training involve generic skills or a specific technical need?
Does the organization have a content expert with credible delivery skills?
How many employees will the training be offered to?
How often will the training be offered?
Are there combinations of problems that contribute to poor job performance?
Is there a lack of appropriate consequences for performance?
Is there a lack of resources and equipment to do the job?
Is there a lack of feedback?
Is there a lack of specific standards or job expectations?
Is there a lack of skills and knowledge to do the job?
What is the supervisor’s attitude about training?Performance Problems
What successes or problems have you encountered performing the job?
What is the attitude about training?
What is the level of experience in the job?
What are the competencies required for the job or tasks?
What general needs exist within the organization that may affect the training?1 What is the job role and tasks performed?
What is the typical way that people are trained in the organization?
What perceived needs do the organization’s members express?
What resources are available?
What are the roles and responsibilities of staff within the organization?
How is the organization structured?

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