Deciding What to Include
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Selecting content and organizing information to logically change employee behavior is an important process for an accredited learning and development provider. Deciding what to include in training involves planning learning events specifically for the learners within the organization (your employees), and setting instructional objectives for accurate training outcomes. Accreditation requires a logical alignment of adult teaching strategies with expected learning outcomes—thus leading to lasting change in employee behavior.
References and Additional Resources
- Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Co. www.cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
- Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York: Routledge.Google Scholar
- Dave, R. H. (1975). Psychomotor levels. In R. J. Armstrong (Ed). Developing and Writing Behavioural Objectives (pp. 33–34). Tucson, AZ: Educational Innovators Press.Google Scholar
- Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay Co. ISBN 0-679-30210-7, 0-582-32385, 1.Google Scholar
- Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay Co. www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
- Mager, R. F. (1984). Preparing instructional objectives (2nd ed.). Belmont, CA: Lake Publishing.Google Scholar
- Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Designing effective instruction. Hoboken: Wiley.Google Scholar