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