TTT BootcampCurriculum development and experience extractionTeacher Zhang Ye
Course Objectives:
Internal trainers play an important role in the development of enterprises, they are not only responsible for preaching, teaching, solving doubts, helping enterprises to cultivate and develop talents, but also one of the main promoters of enterprise change, undertaking the promotion and publicity of new ideas, new methods and new technologies, and their successful experience can be refined into the wisdom of the organization. The establishment of the internal trainer system can effectively create a learning atmosphere and guide the enterprise to create and develop into a learning organization.
This course will help internal trainers clarify the logic of course development, systematically improve the five core competencies of demand analysis, experience extraction, method refinement, course design, and curriculum development, enhance the enthusiasm and confidence of lecturers in teaching, enhance the professionalism and innovation of the course, and guide students to actively engage in learning through interactive teaching, so as to improve the training effect and learning experience. At the same time, it helps enterprises to precipitate and share organizational experience, quickly replicate talents, and create a learning organizational culture and atmosphere.
Course Benefits
At the end of the course, participants will be able to:
1.Understand the method of analyzing content requirements from the students, master the four methods of task dismantling and the tools for sorting out content requirements;
2.Clarify the five levels of expert knowledge, and master the methods and tools to construct a complete content system of knowledge points from the five levels;
3.Master the nine-step method of experience extraction, the STAR interview method and the commonly used 20 questions, and output expert experience through the content combing table structure;
4.Understand the difference between the party and the tool, refine the expert "schema" and landing tools, and copy the expert's problem analysis and solution capabilities;
5.Follow the learning characteristics and cognitive rules, master the nine-step method of teaching design of knowledge points and the appropriate forms of various teaching activities;
6.Understand the cognitive process and memory characteristics, and master the logical design principles of the first and second level outlines, knowledge points, single pages and contexts;
7.Master the principles and methods of title and courseware beautification, and improve the design sense of courseware PPT.
【Course Features】
1.Drawing on the workshop model, focusing on "learning by doing", enriching interactive practice, and practicing while learning;
2.Combining theory with practice, revealing the learning characteristics and principles behind curriculum development, and clarifying the ways and conditions for theoretical application;
3.Focusing on the key pain points and challenges of curriculum development, it provides complete solutions, methods and tools, and is easy to implement.
Course TargetIt is suitable for full-time and part-time lecturers or junior and intermediate business lecturers with certain teaching experience within the enterprise.
Course Durationdays,hours days
Course Outline
SectionUnit 1: Good Curriculum Standards
1.Discussion: Popular Courses vs. Unpopular Courses.
2.There are eight standards for a good course - scenario-based, complete, professional, transferable, easy to land, strong logic, multi-interaction, and aesthetics.
3.Curriculum development and design process.
Unit 2: Principles of Course Topic Selection
1.Example: Treat the needs of the teacher as the needs of the students.
2.Four Elements of Content Necessity Analysis - Good content does not mean that students need it.
3.There are three principles for course topic selection.
1) Start with the instructor's field of expertise.
2) Start from the student's real-life task scenario or problem.
3) Start from the basic level of students and the duration of teaching.
4.Students' real-life task scenarios and problem analysis methods.
1) Four ways to disassemble mission scenes.
2) Four types of problem disassembly.
3) Content Requirements Analysis Tool: 3W
4) Positive and negative cases: Use 3W to sort out content requirements.
5.Practical exercises: course topic selection.
Unit 3: Content Framework Design
1.Case Study: What did the teacher say?
2.Theoretical basis for content system design:
1) The difference between expert knowledge composition and novice.
2) Five levels of expert knowledge.
3) Case: Five-level knowledge system.
3.Content framework design.
1) "Six haves" good content composition.
2) Tools: Content framework combing table.
4.Practical exercise: content framework design.
Unit 4: Experience Extraction and Method Refining
1.Case Study: Comparison of Experiences Shared.
2.Why it's so hard to distill expert experience.
3.Experiential extraction – refining the implicit experience of experts.
1) What is experiential extraction.
2) Common forms of extraction results.
3) How to discover the implicit experience of experts.
4) Nine-step method of empirical extraction.
5) Experiential extraction tools.
STAR interview method.
There are 20 common questions used in interviews.
Experience extraction content combing table.
6) Practical exercises: experience extraction interviews.
4.Fang ** refinement - refining expert problem analysis methods.
1) Why do we need to refine the role of the schema.
2) The difference between the square ** and the tool - abstraction and behavior.
3) The four types of Fang ** and the refining strategy.
4) The refining process of Fang ** - double diamond model.
5) Actual combat drills: Fang ** or tool refinement.
Unit 5Logical design of the course
1.Example: Syllabus design.
2.Principles of logical design of the curriculum.
1) Level 1 outline.
2) Level 2 syllabus.
3) Single page. 4) Knowledge points.
5) Context.
3.Tool: Course Logic Self-Checklist.
4.Exercise: Optimize the course outline.
Unit 6Curriculum activity design
1.Case: The reason why managers are busy and inefficient.
2.Rationale for the design of course activities:
1) Learn five characteristics.
2) The principle of the nearest development zone.
3) Five-star teaching principle.
4) Characteristics of memory.
5) Metacognition.
3.Principles of course activity design.
4.A nine-step approach to interactive instructional design.
5.Common Teaching Activities and Application Techniques.
1) Ask questions. 2) Cases.
3) Group discussions.
4) Team co-creation.
5) Simulation drills.
6) Practice. 7) Assessment.
6.Course time management.
1) Common time allocation strategies for each course module.
2) How to precisely control the course time.
7.Walkthrough: Use the nine-step method to design instructional activities.
Unit 7Courseware PPT design
1.Make good use of templates.
2.Clever text.
3.Simple color scheme.
4.Charts take precedence.
5.Animated bootstrapping.
6.Practical exercise: courseware design.
The course focuses on review and Q&Amin
Preparation before class:
Pre-class homeworkBe sure to prepare in advanceOtherwise, the progress and effect of the teaching will be seriously affected
PPT courseware or word version of the course content (if not, the instructor can provide tools to prepare in advance).
10 minutes of lesson** (preferably a complete knowledge point).
Zhang YeTeacher
Team Management & Talent Development Specialist
WasHead of a Meituan business line training academy.
WasHead of commercialization training for a business line of ByteDance.
WasSenior Director of Training Department of North Branch.
WasSenior Consultant, Kellogg Management Consulting.
WasManager of the Program R&D Department of Times Guanghua Research Institute.
WasTraining Manager of Sino-Ocean Jiaye (a subsidiary of Sino-Ocean Land).
Northeast Normal University, Master of Educational Technology.
I'm a good lecturer" and "I have a good course" national finals judge
I am a good instructor in the Beijing Division
Taught courses
Perception of the role of managers
Role cognition, role transformation, manager thinking, manager competency model, manager time management.
"Five Practices for Excellent Managers".
Goal setting, task delegation, executive follow-up, employee coaching, employee motivation, individualized leadership.
Task Delegation and PDCA Implementation Follow-up
Priority assessment, identification and selection, task delegation, PDCA follow-up methods and tools.
Employee coaching and mentoring for newcomers
Situational counseling, knowledge, skills and experience coaching methods, new person training and teaching.
Efficient meeting management
Meeting logic, meeting organization principles, how managers hold weekly meetings, review meetings and co-creation meetings.
"Gold Medal Interviewer Training".
Competency refinement, resume screening, behavioral interviewing, interview etiquette.