Cb Chapter 4 Work Product Materials Dl_effective 4-2013

CPLP® Candidate Bulletin

Chapter 4: Work Product Materials – Designing Learning

Chapter 4Work Product Materials – Designing LearningChapter Topic Guide

Section 1: Project Deliverables GuidelinesSection 2: Scoring GuideSection 3: Application Forms/Master Template

IMPORTANT! In order for the work product submission to be scored it is imperative that candidates read and follow the Work Product Submission Guidelines outlined in Chapter 10 of the Candidate Bulletin. In addition, it is strongly recommended that candidates review Chapter 11 which contains information about the work product scoring process.

Section 1: Project Deliverables GuidelinesIf you choose to submit a Designing Learning work product the project you select must be one where you were a major contributor to the hands-on design and development of a learning program. The project sample that you submit will consist of various documents which provide evidence of your work in three distinct areas:

1. Training Analysis 2. Training Design3. Curriculum or Learning Material Development

Detailed information regarding the types of items to include in each category is listed below.

Training Analysis DocumentationYour training analysis documentation can represent any of several types of learning events, for example an on-line course, a classroom session, or a self-paced workbook. You should include evidence that you have addressed the following:

• data collection methodologyEffective April 1, 2013 – September 30, 2013Modified October 1 2012

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• data analysis• recommendations• conclusions

The following chart provides some helpful suggestions for evidence you might include.

Category Suggested ItemsData collection methodology

Instrument(s) or tool(s) Summary of how data was collected (focus groups,

interviews, surveys, etc.) Summary of who data was collected from Summary of why collection methods were selected

Data analysis Summary of the data analysis for:– business need– learning need – performance requirements– learning environment– audience profile– job or task affected

Recommendations

Ways to adapt or modify the learning approaches to the target audience based on the data from the training analysis

Link of learning solution to strategic business objectives

Conclusions Comparison of the solution/intervention options considered Cost-benefit analysis of various solution/intervention

options Risk analysis (constraints and issues) of various

solution/intervention options

Design Documentation At a minimum the design documentation must contain the following:

• project overview • topical outline • development timeline • identification of source content • learning/performance • chosen delivery medium/media

Effective April 1, 2013 – September 30, 2013Modified October 1 2012

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objectives• plan for evaluation • description of learning activities


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Curriculum or Learning Materials (A learning segment of no more than 90-minutes of instruction)

IMPORTANT! The learning segment may be part of a larger learning event; however, you should only submit the curriculum materials for a learning segment that is no more than 90-minutes of instruction. Raters are instructed to only look for evidence within the 90 minute segment; therefore, failure to clearly identify this information may result in lowered scores or in failure.

The materials you provide will depend on the objectives and, in most cases, the delivery mode selected. The following chart lists the types of documents that you may submit:

Delivery Mode Example OutputsClassroom training

Lesson plans Trainer’s guide Handouts Learner’s workbook Overheads Supply list

On-the-job training

Task checklist Handouts Job aids Learner’s workbook Material/supply list

Self-instruction

Learner’s workbook Content for a CD-ROM for computer-based modules List of reference materials Storyboard for video Script for audio

Web-based training

Content for a CD-ROM (Hard-copy content only. DO NOT submit the CD-ROM)

Storyboards Scripts Screen Shots

See Chapter 10 for work product packaging and mailing instructions


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Section 2: Scoring Guide

Table 1 – Work Product Scoring Guide – Designing LearningPROJECT RELATIONSHIPS

Key Actions Outstanding (3) Successful (2) Limited (1)Blank or Off Topic (0)


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PROJECT RELATIONSHIPS• KA 2.

Collaborates with others

• KA10. Manages others

• KA11. Manages and implements projects

• Clearly identified project members, roles, and responsibilities and integrates these clearly into the project plan.

• Provided evidence of a formal communication plan and regular and appropriate communication with sponsor(s) and/or project contributors.

• Provided clear evidence of tools used to manage the project (sign-off approval at milestones, RASCI Chart, Gantt chart, timelines, risk analysis, organization chart, etc.).

• Provided documentation that a wide range of stakeholders was included.

• Provided clear explanation how immediate and secondary stakeholders are involved in the project.

• Identified project team with roles and responsibilities.

• Provided evidence of regular, consistent communication with sponsor(s) and/or project contributors.

• Provided evidence of tools used to manage the project, including sign-off and approval process.

• Provided substantive information on communication plan but limited information on how successful the communication plan was.

• Provided modest documentation that communication actually occurred.

• Provided project team contact list but failed to identify project team roles and responsibilities.

• Provided evidence of limited or potentially inappropriate communication with sponsor(s) and/or project contributors.

• Provided limited description of tools used to manage the project, including sign-off and approval process.

• Failed to identify a communication plan or communication plan was poorly described.

• Failed to delineate own role and responsibility on project team.

• Had limited evidence of relationship building.

• Provided no response.

• Provided response that failed to address project relationships.

• Failed to provide evidence of project relationships.


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Table 2 – Work Product Scoring Guide – Designing Learning

PLANNING


• KA 1. Applies cognition and adult learning theory

• KA 3. Conducts a needs assessment

• KA 4. Designs a curriculum or program

• KA 5. Creates designs or specifications for instructional material

• KA 6. Analyzes and selects technologies

• KA 7. Integrates technology options

• KA 11. Manages and implements projects

• Collected and analyzed data to identify all the elements of the project, including the learning need, the learner, the job/task, performance requirements, and learning environment.

• Used the data to modify or adapt learning approaches while maintaining a successful balance of the external forces that may affect the success of the plan.

• Clearly described how data analysis was applied to specifics of project, curriculum was developed, and evaluation tools were planned.

• Provided an analysis report that details the option comparison, cost/benefit analysis, and/or risk analysis (constraints).

• Aligned learning solution with strategic business drivers.

• Provides evidence that an analysis was conducted

• Delineated the desired goals or objectives for the project.

• Developed the data collection and analysis in concert with the goals.

• Collected and analyzed data to identify most elements of planning, such as the learning need, the learner, the job/task, performance requirements, and the learning environment.

• Explained use of data gathered by describing alternatives considered for some of the elements of planning.

• Used data collected to modify or adapt learning approaches to the target audience.

• Included plan for measurement of objectives but provided little evidence of how the plan might be accomplished.

• Provided little explanation of objectives of the project.

• Provided limited linkage of project plan to the project objectives.

• Collected data to identify one or two elements of planning such as the learning need, the learner, the job/task, performance requirements, and the learning environment.

• Failed to use the data collected to modify or adapt learning approaches to the target audience.

• Showed minimal evidence that the data collected was analyzed.

• Reached conclusions that are contradictory to the evidence.

• Failed to select instructional options based on collected and analyzed data.

• Provided little evidence within the design that supported the identified

• Provided no response.• Provided response that

failed to address planning.

• Failed to provide evidence of planning.


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PLANNINGcomparing various instructional approaches that includes an option comparison, cost/benefit analysis, and/or risk analysis (constraints).

• Provides evidence that the training design is aligned with both learner need(s) and strategic business drivers.

• Described considerations for technology solution. Delineated project objectives clearly with modest evidence of linkage.

learning needs.• Provided scant evidence

of correlation between objectives, data analyzed, and proposed solution.


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OUTPUT


• KA 5. Creates designs or specifications for instructional material

• KA 7. Integrates technology options

• KA 8. Develops instructional materials

• Provided specific, complete, and measurable learning and performance objectives.

• Developed curriculum based on objectives that are criterion-referenced (for example, given a situation, learner completes the task to a set standard).

• Provided evidence that sequencing methodology accounts for specific audience needs (for example, new vs. experienced performers, etc.).

• Showed that content and assessments are linked to learning and performance objectives.

• Provided evidence that learning activities are customized or modified to address different learner audiences, modalities, and/or styles.

• Provided evidence that curriculum met business, stakeholder and/or strategic needs.

• Provided specific, complete, and measurable learning and performance objectives.

• Provided evidence of sequencing methodology used.

• Provided content that is linked to learning and performance objectives.

• Showed that learning activities support achievement of learning and performance objectives.

• Provided evidence that learning materials are appropriate for content and context.

• Used technology solutions to enhance learning.

• Connected learner needs with learning materials appropriately.

• Provided a variety of activities that encourage a progression of learning acquisition (e.g. increase in cognitive level; expansion of content that builds on previous

• Provided minimal evidence that learning and performance objectives are addressed in the learning event.

• Provided minimal evidence of a sequencing methodology.

• Showed a lack of variety of learning activities and modalities.

• Developed learning materials that are marginally appropriate for content or context.

• Failed to explain how learning exercises address the content and performance goals.

• Included exercises that seemed to have been selected with little or no understanding of what the exercises might accomplish.

• Offered a canned approach with no interpretation of curriculum needs.

• Used technology in inappropriate ways.

• Made so many

• Provided no response.• Provided response that

failed to address output and implementation topics.

• Failed to provide evidence of required output.


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OUTPUT• Used correct grammar

and spelling.activity).

• Used appropriate grammar but has an occasional spelling error.

grammar and spelling errors that learners would be distracted or that instructor would have difficulty delivering the content.


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OUTCOMES


• KA 9. Evaluates learning design

• KA 10. Manages others

• KA 11. Manages and implements projects

(Formative Evaluation)• Provided evidence that

the formative (product or process) evaluation plan includes a statement of purpose, procedures for collecting and analyzing data that are appropriate to the situation, decision rules based on the data that will guide revisions, and methods for communicating results to appropriate decision makers.

(Summative Evaluation)• Provided detailed

evidence of summative evaluation approach that appropriately measured the effectiveness of the training and instructional materials by assessing the extent to which the performance objectives were met, describes the intended and unintended effects of the training, and describes how the results of the summative evaluation will be used at the course and

(Formative Evaluation)• Provided evidence that the

formative evaluation plan includes a statement of purpose and at least two of the following: procedures for collecting data, procedures for analyzing data that are appropriate to the situation, decision rules based on the data that will guide revisions, and/or methods for communicating results to appropriate decision makers.

(Summative Evaluation)• Provided evidence of

summative evaluation approach that appropriately measures the effectiveness of the training and instructional materials by assessing the extent to which the performance objectives were met and describes how the results of the summative evaluation will be used.

• Evaluation plan includes or identifies opportunities for performance and results level evaluations.

(Formative Evaluation)• Provided limited

evidence of the formative evaluation plan, (e.g., includes only a statement of purpose and description of data collection plans).

(Summative Evaluation)• Provided limited

evidence of summative evaluation approach that weakly measures the effectiveness of some elements of the training and instructional materials by assessing the extent to which the performance objectives were met.

• Described evaluation in such a manner that does not contain sufficient detail to evaluate successful outcomes (e.g., candidate states that the course worked).

• Inappropriately matched assessment tools to objectives to be measured.

• Provided no response.

• Provided a response that failed to address outcomes.

• Failed to provide evidence of outcomes.


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OUTCOMESorganizational level. Includes strategic perspective of information developed from evaluation.

• • Evaluation plan vaguely described and incompletely.


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Section 3: Work Product Application Forms/Master Templates - Designing Learning

Form A Instructions

Form A: Part 1—Project DescriptionOn the following page entitled, Form A. Work Product Submission Form for Designing Learning, Part 1 – Project Description, describe the project that resulted in 90 minutes of instruction. Your description should include the following elements….

A description about the larger learning event that encompasses the 90 minute segment.

Information regarding the request or need for training that prompted the design of this workshop or course segment.

A description of your process for linking your training to performance on the job. Be sure to include information about the intended audience, the analysis you completed, and the scope and content of the training project.

Form A: Part 2—Project ContextOn the page entitled Form A. Work Product Submission Form for Designing Learning, Part 2 – Project Context, give some additional background about your project. Your write up should include the following elements….

A description of your role in the project. If it was a group effort, be sure to include some specifics as to what your role was versus the role of the other contributors.

A description of any circumstances or challenges that you may have encountered that may have impacted your approach or success. Explain what these impacts were and how you addressed them.

Form A: Part 3—Work Product MapOn the page entitled Form A. Work Product Submission Form for Designing Learning, Part 3 – Work Product Map, indicate the location of where your work product addresses the required key elements. Follow the instructions on the top of the form.


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Enter your information into the space provided on the corresponding forms.

IMPORTANT!PLEASE DO NOT MODIFY, ALTER OR RECREATE THESE FORMS

(See Chapter 11 Critical Flaw and Pitfalls Item #10)


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form A

ASTD CI CPLP® Work Product ApplicationForm A. Work Product Submission Form—Designing LearningPART 1 – PROJECT DESCRIPTIONResponse Format: Font type and size – Arial 10; Word Count – 500; Single SpaceYour response must not exceed the space on this page.


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ASTD CI CPLP® Work Product ApplicationForm A. Work Product Submission Form—Designing LearningPART 2 – PROJECT CONTEXTResponse Format: Font type and size – Arial 10; Word Count - 500; Single SpaceYour response must not exceed the space on this page.


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ASTD CI CPLP® Work Product ApplicationForm A. Work Product Submission Form—Designing LearningPART 3 – WORK PRODUCT MAPAs part of the requirements, you must show how you fulfilled the following elements: project relationships, planning, output, and outcomes. In the following table, indicate the location of where your Work Product addresses these requirements. Provide the reference information, using the name of the document, and the page number(s)/paragraph references.Note: the information listed in this document must refer to evidence contained in your actual work product sample. Information from any other source (i.e. Forms A Part 1, 2 or Forms B) should not be listed in this area. Response Format: Font type and size – Arial 10CategoriesEssential Elements

Location Of Evidence in Work Product Sample Document(Training Analysis, Design and Curriculum/Learning Material)

PROJECT RELATIONSHIPS1. Defined goals, roles, and

responsibilities of the project.

2. Communicated with stakeholders through the pilot phase of the project.

PLANNING3. Collected and analyzed data 4. Compared options and made

recommendations and/or decisions based on data analysis.

5. Designed curriculum to meet needs identified.

OUTPUT6. Wrote measurable

learning/performance objectives.

7. Developed content that was logically linked and sequenced.

8. Designed, developed, and evaluated learning activities and learning materials.

9. Encourage participation and build learner motivation.

OUTCOMES


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form A10. Include opportunities for

practice, enrichment, and assessment.

11. Designed and developed assessment activities that will/would show achievement of the learning objectives.

12. Developed summative and/or formative evaluation plan.


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Section 3: Work Product Application Forms/Master Templates - Designing Learning

Form B InstructionsOn the following pages entitled, Form B. Work Product Essays - Designing Learning, write your response to the questions for each of the categories. Responses should be formatted in the following manner:

Font type Arial, size 10 Single spaced Word count not to exceed 400 words Response must not exceed the space on the page provided.

As part of your response you should identify the location within your work product sample of evidence that supports your answer.

IMPORTANT!PLEASE DO NOT MODIFY, ALTER OR RECREATE THESE FORMS

(See Chapter 11 Critical Flaw and Pitfalls Item #10)


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning PROJECT RELATIONSHIPSResponse Format: Font type and size – Arial 10; Word Count – 400; Single Space. Your response must not exceed the space on this page.

1. Explain how you established sign-off and approval of the design project from the sponsor. Identify the location within your work product sample of evidence that supports your response.


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning PROJECT RELATIONSHIPSResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

2. Explain how you managed the project elements and the people working on them. Identify the location within your work product sample of evidence that


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning PLANNINGResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

3. Describe the adult learning theory and principles you used to design the curriculum or learning materials. Identify the location within your work product


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning PLANNINGResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

4. Describe exactly how you analyzed the audience needs, business needs, and the performance gap.


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays —Designing Learning PLANNINGResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

5. Explain how you chose the medium for the curriculum. Identify the location within your work product sample of evidence that supports your response.


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning OUTPUTResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

6. Describe the decision-making process for selecting or establishing the structure of the curriculum or learning materials: for example, explain how you identified the unit or module. Identify the location within your work product


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning OUTCOMESResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

7. Explain the evaluation plan and the results of the pilot phase of the project. Identify the location within your work product sample of evidence that supports


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ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form BASTD CI CPLP® Work Product ApplicationForm B. Work Product Essays—Designing Learning OUTCOMESResponse Format: Font type and size – Arial 10; Word Count – 400; Single SpaceYour response must not exceed the space on this page.

8. Explain the feedback about the curriculum and/or the learning materials from the pilot and how you communicated it to the sponsor. Identify the location within your work product sample of evidence that supports your response.


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Chapter 4: Work Product Materials – Designing Learning ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work ProductASTD CI CPLP® Work Product Application—Designing LearningInstructions – Identification Information and Release FormsIn addition to Forms A and B (previously described), your completed Work Product application must contain the following additional forms or materials. • Form C: Identification and Contact Information

– includes your identifying information (name, ASTD Member number, and contact information)

• Form D: Work Product Release DocumentsPart 1 - confirms that the materials you submit are your own work and grants ASTD CI permission to evaluate the materials you submit.Part 2 - provides release documentation for the sponsors of the learning project.

• Form E: Work Product Checklist and Confirmation Document– Confirms that your submission is complete and that you are aware of the

consequences if it is not.


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Chapter 4: Work Product Materials – Designing Learning ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work ProductASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form CASTD CI CPLP® Work Product Application—Designing LearningForm C. Identification and Contact Information

1. Name: 2. Address:

City/State/Country/Postal Code:

3. ASTD Member Number or 4. Daytime Phone 5. Email Are the address and email address the same as the ones you used to register for the knowledge test?Yes No

ASTD CI is considering publishing sample work products in the future. If you are successful with your work product may ASTD CI contact you in the future to ask for the release of your work product?

Yes No


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Chapter 4: Work Product Materials – Designing Learning ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form D – Part 1ASTD CI CPLP® Work Product Application—Designing LearningForm D. Work Product Release DocumentI confirm that the recorded, electronic, and/or printed Work Products included in this application (the “Materials”) are my own work. By signing this release I grant the ASTD Certification Institute (ASTD CI) permission to use my Materials for use in evaluation for the certification program and other related purposes. I also release, discharge, and agree to hold harmless ASTD CI from and against any and all liability to me or any third parties resulting from ASTD CI’s use of my name and Materials for purposes of evaluation.

I understand that the Materials will not be returned to me. I hereby grant ASTD CI permission to use for educational and research purposes the Work Product in which I appear as a presenter (in the case of a recorded submission) or for which I am the author (in the case of printed material). I verify that all who appear in the recording or who are named in the printed material have signed the release below.

ASTD CI CPLP® Candidate Name (Printed):

ASTD CI CPLP® Candidate Signature:

Date:


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Chapter 4: Work Product Materials – Designing Learning ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form D – Part 2The following form must be signed by an authorized representative of the company/organization sponsoring the work product project indicating their approval of the release of the materials.

Work Product Release Form

I hereby grant ASTD CI permission to use in evaluation for the certification program and other related purposes the materials in this work product, submitted by…

_____________________________________ on ____________________________

name of ASTD CI CPLP® Candidate, Please Print Date

Signature of Authorized Representative:

Title:

Date:


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Chapter 4: Work Product Materials – Designing Learning ASTD Member Number or ID: AOE 1: Designing LearningCPLP® Work Product Form E

Work Product Checklist and Confirmation Document

ItemForm A: Project Background and Mapping Forms:

Part 1 - Project Description, Part 2 - Project Context Part 3 - Work Product Map

Form B: Essay Question Response Forms (8 questions)DL Project Sample:

Training Analysis Documentation Design Documentation Curriculum/learning material for 90 segment

Form C: Identification and Contact Information FormsForm D: Release Forms

Part 1 – Candidate Part 2 – Sponsor

Form E: Work Product Checklist and Confirmation Document

By signing this document I confirm that my submission is complete and includes all required deliverables and all completed forms, templates, and signed permission/release documents as outlined in the candidate bulletin and indicated on the checklist above.

I understand that my failure to submit a complete work product package will result in the Disqualification* of my work product from the scoring process.

ASTD CI CPLP® Candidate Name (Printed):

ASTD CI CPLP® Candidate Signature:

Date:

* Note: for information regarding policies and procedures for disqualified submissions candidates should refer to Chapter 11 – Section 2 of the Candidate Bulletin on the ASTD CI website at: http://www.astd.org/Certification/For-Candidates/Candidate-Bulletin.Effective April 1, 2013 – September 30, 2013Modified October 1 2012

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http://www.astd.org/Certification/For-Candidates/Candidate-Bulletin

http://www.astd.org/Certification/For-Candidates/Candidate-Bulletin