1. Selected  topic. Pointers to quickly utilize employee relations skills in and outside of the workplace.

2. You are the training course designer and also (hypothetically) the trainer conducting this training throughout the year. The learners in each of these scenarios have at least a H.S. diploma or equivalent. There will likely be 15-20 students in each training.

3. Analysis Phase (to be submitted in the Case 1 Dropbox)

The Analysis phase is critical to the entire instructional design process. To determine the level of instruction needed, the designer must first determine the gap between the desired status of learning and the learners current performance/status.

The people involved in this process often include the instructional designer, client, subject matter expert, learners or their proxies, as well as those who will evaluate the instruction. The one who discovered the need as well as supervisors of the learners might also be included in the process.

Goal analysis focuses on the components of a solution to the instructional problem through the following steps:
Identifying the aim of the training
setting goals
refining goals
ranking goals
re-refining goals
final ranking of the goals

Learner analysis focuses on the characteristics of the learners. This involves reviewing learner characteristics, which influence their view of the instructional materials:
learning styles
prerequisite knowledge
personal and social characteristics
disabilities and cultures
knowledge gaps

Environmental analysis: Consideration of the environment is also important in designing the instruction.
Location of the facility
Inside noise level
Room temperature
Proximity to other learners
Proximity to trainer
Interaction opportunities with others
Ease of access to materials
Large group and small group arrangements

4. he Design phase addresses how instructional goals and objectives shape strategies.

The instructional designer will be creating learning objectives: What do you want the learner to be able to do, explain, or demonstrate at the end of the training period?
The learning objectives will guide the curriculum in a meaningful and deliberate way toward concrete goals, choosing instructional strategies to determine how the content will actually be presented.

In this early phase the designer begins to determine the delivery options and drafts a sketch of the budget and training course timeline.

Specifically, the Design Phase should include the following:

Draft a training outline with timelines.
Identify and discuss the text, animation, graphics, video, multimedia elements, resources, and budget.
Design a storyboard showing how contents will be presented, including how the storyboard parts address specific learning objectives. The content should be arranged in a logical sequence according to the learning outcomes.
Elaborate an assessment plan to demonstrate how learners will be tested.
Design the assessment items (criterion-referenced tests). For more information, see ADDIE explained: Evaluation.
Draft a syllabus or course manual/workbook.
Identify facilitators responsibilities and tasks.
Identify prerequisites (if any).

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