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Instructional design/Procedural analysis/Page 8: Answers for the lesson assessment

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Answers:

Q1. a) Activities to be done:

  • Review the past training material.
  • Prepare relevant questions about the training and obtain responses from trainers and stakeholders in the training. For example, questions could be on the following:
  • Roles involved in the development of IVR solutions
  • Tasks that are outsourced and that are performed at the IVR provider’s office, for each role
  • Inputs and outputs of each task
  • Any variations in the tasks, based on the nature of an IVR solution
  • The frequency, level of difficulty, and priority for each task
  • Challenges faced internally and with subcontractors

b) Output to be generated:

  • Tasks and subtasks for different roles
  • Inputs and outputs of the tasks
  • Knowledge and skills required for the tasks
  • Sequence, frequency, priority, and level of difficulty of the tasks for the target audience
  • Decision points and actions for each task
  • Focus of the training
  • Implications for instructional design, in terms of the instructional and assessment strategies required


Q2. a) Activities to be done:

  • Review the faculty and student profiles, textbooks used, and current training sessions and materials (if any).
  • Prepare relevant questions about the exit profile that students should have at the end of training to be employable in computer hardware jobs.
  • Take inputs from (job) placement personnel at the institute, if any, about the skills and knowledge that employers expect in the students.
  • Prepare relevant questions about the skills for subject matter experts and trainers (as applicable). For example, questions could be on the following:
  • Activities involved in hardware management
  • Steps, substeps, decision points, and challenges involved in each activity
  • Skills, knowledge, and resources required for each activity
  • The level of difficulty of each task

b) Output to be generated:

  • Steps, substeps, and decision points of each activity
  • Inputs, outputs, skills, and knowledge required for the activities
  • Sequence, level of difficulty, and priority of the activities for training
  • Focus of the training
  • Implications for instructional design


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