來源：ATD
作者：Geri Lopker
翻譯：安迪曼咨詢
轉載請注明出處以及譯者。
You have completed the training needs analysis. You have documented the results and confirmed with the business unit manager that training is indeed warranted, because you have confirmed a lack of needed skills and knowledge. For part two of my three-part series, I’m sharing 10 tips that will help you design learner-centered training.
當你完成了所有的培訓需求分析之后，你把結果記錄下來，與業務部門經理確認好了培訓的授權問題，而理由是你已經確認好了員工欠缺某些技能或知識。此刻，我們進入我本系列文章的第二部分，我將跟諸位分享10個以學員為中心的培訓課程設計小技巧。
1.Don’t start at the beginning. Instead, find out what learners already know so that you can connect that knowledge to your upcoming training program. Don’t teach what they already know; teach what they need to know next.
1. 不要從頭開始。反之，先去了解學員本身已知哪些知識以便你能在學員的已知知識與未來的培訓項目之間建立聯系。不要教學員任何他們已知的東西；而要教他們接下來應該去了解的知識。
2.Malcom Knowles, father of adult learning theory, tells us how important it is for the learners to have a compelling reason to learn the new knowledge and skills. Design your training overview so that it ties directly to success in their current position, or success in a future position.
2. 成人學習理論的創始人Malcom Knowles曾說過要讓學員學習新知識和新技能，必須要有讓他們信服的理由。因此，在設計你的培訓概覽時，一定要給出充分的學習理由，讓學員相信，新知識和新技能的學習對其要在目前職位或未來職位上取得成功是有緊密聯系的。
3.Design your face-to-face course with Bob Pike’s 90-20-8 rule in mind: Don’t make your lesson longer than 90 minutes, change the pace every 20 minutes, and involve the learner every eight minutes.
3. 在設計面對面課程時，請牢記Bob Pike提出的90-20-8規則：課程時長不超過90分鐘，每20分鐘轉換教學節奏，且每8分鐘引起學員的注意力。
4.Designing e-learning or a synchronous leader-led webinar? Then change your training design to my 60-10-4 rule. Every 60 minutes, announce a short break. Put a slide in your deck that shows people standing and stretching. Stretching will get the blood flowing again and improve learning. Change the pace every 10 minutes and, at minimum, involve learners every four minutes. Ask them to respond to a question with a green check or red x, have them chat their responses to a question, or give them time to complete an activity.
4. 你是否要設計線上學習課程或是由領導者組織的同步網絡研討會呢？如果時的話，就請牢記我提出的60-40-4規則。每60分鐘讓學員有一個短期休息，給一張人們或戰或拉伸身體放松的幻燈片。身體的拉伸運動有助于血液加速流動，改善人們的學習效果。每10分鐘轉換教學節奏并且至少每4分鐘引起學員的注意力。比如你可以問學員一個正負判斷題，讓學員們給出自己的答案，給他們時間去完成一個小活動等。
5.Using your analysis data, draft criteria-based learning objectives. What will the learners be able to do as a result of this training course? Robert Mager suggests writing an objective with an observable action and at least one measurable criterion or standard, and the actual conditions needed to accomplish the objective. For example: Given a loan file and the LoanMe computer program, the credit analyst will locate and stipulate necessary loan documents at 98 percent accuracy in 20 minutes per file.
5. 根據你的分析數據，嘗試制定標準化的學習目標。回答這樣一個問題：培訓課程的成果是什么？學員們培訓之后能夠做些什么？Robert Mager認為在制定目標時，最起碼要清晰列出為達成目標需要做出的可見行動、至少一項可測量的指標以及要完成目標所需的具體條件。就好比要客戶要先提供貸款文件、執行了貸款電腦程序，信用分析師才能準確地在20分鐘內查找并確保針對每個客戶他需要哪些借貸文件并保證文件的準確率能達到98%及以上。
6.How will you know if the learners have learned it? Create your evaluation strategy in the design phase! What level of expertise do you expect them to achieve by the end of the training course? What performance tests will you use during and after the course that help assure transfer back on the job.
6. 你能夠如何得知學員們已然習得某些知識呢？要做到這一點就必須在設計培訓課程的階段就制定好培訓評估策略！策略要包括你期待培訓課程結束后你的學員能掌握哪個層級的專業技術，在課程結束后你又要用什么樣的績效測試來確保學員在工作中的知識轉化率等。
7.Decide which instructional methods will help learners acquire the competence and confidence to use their new knowledge and skills on the job. Typical instructional methods include lecture, case study, demonstration with practice, review games, role play, self-reflection, debate, group discussion, read and discuss, and simulations.
7. 判斷什么樣的教學方式能夠幫助學員培養能力、樹立其在工作中應用新知識和新技能的信心。經典的教學法包括了講授、案例研究、實踐展示、回顧游戲、角色扮演、自我反思、辯論、團隊討論、閱讀及討論及實境模擬。
8.Using your analysis data, design the training course with the best sequence. Decide which order of lessons will enhance learning, so that each lesson builds upon the others.
8. 根據你的分析數據，設計最合理的培訓課程順序。準確判斷什么樣的授課順序能夠一環扣一環以提高學習效率。
9.Try these typical sequencing options, as suggested by Don Clark:
9. 請嘗試使用由Don Clark建議的以下集中典型的課程順序排列：
•start to finish or job performance order: the learning sequence is the same as the job sequence.
以終為始或以工作表現導向順序：學習順序與工作順序一致。
•simple to complex: learning sequence starts with simple concepts and increases in complexity.
由簡入繁：從簡單的概念著手學習，逐漸提高內容的復雜度。
•critical sequence: learning activities are ordered in terms of relative importance.
關鍵性順序：根據學習活動的相對重要性進行排序。
•known to unknown: familiar topics are covered before unfamiliar topics.
已知到未知：從熟悉的話題著手，引入不熟悉的新話題。
•dependent relationships: mastery of one objective depends on prior acquisition of a previous objective.
依賴關系：從相關的內容著手掌握與之有緊密聯系的其他內容。
10. Complete your design document. Review this with the business unit manager and the subject matter experts to validate that you have included everything that they need to know, not everything that there is to know!
10. 形成設計文件。與業務部門經理及業務專家一起回顧設計文件，確認培訓課程是否包含了所有學員需要學習的知識，而不僅僅是他們不了解的知識！(本文于2016年發布)
