HRD

Instructional Design Certificate

Leverage exclusive ATD tools and templates to develop the most powerful, bottom-line focused learning.

3 Days to Complete or 21 Hours Online

Offered in-person & online

Accredited by Association for Talent Development

Course Introduction

With instructional design training you’ll learn best practices for conducting a needs assessment, completing a job/task analysis, and designing and developing courses using exclusive ATD templates. Discover a structured step-by-step process you can follow and apply immediately to your own training program development.

Earning this instructional design certificate gives you easy access to tools you’ll put to great use in your training initiatives. You’ll learn to design a complete program that aligns with your business goals, including participant guides, instructor guides, visual support, and other materials. In addition, you’ll have an opportunity to work on your own real-world program throughout the course.

Why Should I Attend?

  • Gain a strong foundation in the needs assessment and analysis process, ensure your training initiatives are effective and aligned with organization goals and expectations, and make the impact that you and your organization expect.
  • Develop engaging instructional events that take human memory and learning processes into account.
  • Learn how to determine which tools and instructional formats will deliver the best learning outcomes.
  • Collect data from subject matter experts and other stakeholders, and identify the competencies and tasks that will enable the achievement of business goals.
  • Create participant and facilitator guides and supporting materials to maximize learning and support on-the-job performance.

What You Will Learn

  • Describe and apply the ADDIE model.
  • Conduct a training needs assessment that aligns performance needs with organizational results.
  • Select and use data collection techniques as part of the training needs assessment process.
  • Demonstrate how to structure instructional events that address psychological learning processes.
  • Apply the ROPES phases of instruction to construct effective learning events.
  • Write complete learning objectives based on observable actions or behaviors.
  • Select learning methods and media to support the attainment of learning objectives.
  • Apply guidelines to the use of visuals, text, and audio in instructional materials.
  • Create participant guides, facilitator guides, and supporting materials.
  • Prepare reports that document the training needs assessment, program design, and recommendations for training implementation, including pilot tests and rollout.
  • Develop an evaluation strategy for training initiatives.

Earn Credits

21.0 learning hours

2.1 CEUs awarded

21.0 APTD Professional Development Hours or Recertification Points through the ATD Certification Institute.

21.0 CPTD Professional Development Hours or Recertification Points through the ATD Certification Institute.

This program has been approved for 21.0 (General) recertification credit hours toward PHR, SPHR, and GPHR recertification through the HR Certification Institute.

This program is valid for 21.0 PDCs for the SHRM-CP or SHRM-SCP. For more information about certification or recertification, please visit www.shrm.org/certification.

Detailed Agenda

Module 1: Getting Started With Design

Human Performance Improvement (HPI) Overview
• Recognizing an HPI Approach Activity
• ADDIE Overview
• Which Phase Is Described? Activity
• How HPI and ADDIE Work Together

Module 2: Analysis and Training Needs Assessment

  • Needs Assessment Process Overview
  • Organizational Analysis
  • Performance Analysis
  • Performer Analysis
  • Data Collection Techniques
  • Evaluation Planning
  • Needs Assessment Report

Module 3: Design

  • How People Learn
  • The Psychological Processes of Learning
  • Gagne’s 9 Events of Learning
  • Bloom’s Domains and Taxonomy of Learning
  • Writing Learning Objectives
  • Instructional Methods and Media
  • Course and Lesson Outlines (ROPES)
  • Assembling a Design Document

Module 4: Development

  • What to Develop,
  • Why, and for Whom
  • Developing Materials for the Classroom
  • Developing Materials for the Facilitator
  • Developing Materials for the Learner
  • Developing Assessment Materials

Module 5: Implementation

• Coordinating Program Support and Administration
• Preparing Facilitators
• Best Practices for Preparing Facilitators Activity
• Running a Pilot and Making Revisions
• Tips for Running a Pilot Activity
• Sample Level 1 Evaluation Items
• Conducting a Pilot Test Checklist
• Course Follow-Up

Module 6: Evaluation

• Evaluation: Kirkpatrick’s Four Levels
• Which Evaluation Level? Activity
• Your Turn: Planning Evaluation Practice Activity
• ROI (Level 5) Evaluation
• Your Turn: Personal Planning Activity

What Others Say About This Course

“If content is king, then this program deserves our fealty. It’s a full-featured, well-rounded design course. If you're seeking to improve your design skills, this is the course to take. The trainer was world class, and the participants amazing.”
"The course materials are well designed and very practical. The checklists and job aids will be very useful in designing instructional design programs. The program followed best practices in adult learning and focused on practical application. The activities were well designed and respectful of my professional experience and my time."
"I am new to instructional design, and our instructor provided us with a framework for each major design methodology. I learned that many times the best approach to developing a learning project is a blended approach. I found this course to be helpful in explaining the basic information I need to be a high performer in my new role."
"My favorite takeaway from the program was the idea that less is more. Keeping information clean and simple and letting pictures in visuals explain themselves. Also, the importance of evaluations at all levels. The resources that you receive during the class make it worth your time. The sharing by the facilitator and the other participants expanded my way of thinking of designing learning."

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