Quality Training Standards Reference List

This book chapter focuses on using the ADDIE model as a framework for training development and covers many of the CDC's Quality Training Standards.

This exploration of adult learning principles is foundational to CDC's Quality Training Standards. Adults learn differently and have specific professional experiences motivations and needs that need to be considered in training development to ensure that the training is effective.

This cross-cutting book chapter describes a four-phased process to design blended-learning. This process covers many of the CDC's Quality Training Standards.

This book chapter describes the training design and development process as supported by training science through a literature review. The content covers many of CDC's Quality Training Standards.

This article describes using the ADDIE model to design a specific online training. In alignment with the Analyze phase of the ADDIE model, training begins with a needs assessment. Before conducting a training, the training developer should clarify training goals, identify the learners, understand learners needs, and identify factors in the classroom and beyond that might affect learning.

This article describes how the purpose of Learning Needs Assessment (LNA) is to help with the planning of educational activities. LNA includes gap analysis, job performance analysis, and training needs analysis and recommends LNA as an essential step in the planning process. This article describes gap analysis as the process of supporting novices or helping working professionals learn new skills. For training needs analysis, LNA can be helpful in determining appropriate learning strategies.

In this book chapter, the authors advise that before allocating valuable time and resources to a training, developers must determine if training is the solution to the problem at hand. After deciding that training is the solution, a training needs analysis that involves relevant key partners can identify facilitators and barriers for training implementation. Training needs analysis can also help define performance requirements and metrics for the training.

In this book chapter, authors describe how analysis is a crucial first step in the training development process. Begin with determining the need for training and conduct analysis of the organization and training environment, the job or task that the training would entail, and the people who would be trained.

Appendix D focuses entirely on learning objectives. Explicit learning objectives and grading criteria help learners break down a complex task in discrete parts and helps them target their practice and work.

This handbook for educators details the revised structure of the Bloom's Taxonomy. The second chapter focuses primarily on learning objectives, their association to the Taxonomy, and how they can be used by instructors.

This foundational text defines Bloom’s Taxonomy and how it can be used as a basis for helping educators reach educational goals. The handbook can be useful for identifying or crafting learning objectives and evaluating outcomes of learning.

This article explores the process of creating well-defined Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) objectives that are aligned with Bloom’s Taxonomy.

This book chapter is supportive of other standards in the Quality Training Standards and is cited here because of a section on training design. Learning objectives need to be developed in accordance with the training needs analysis and training needs assessment. When developing learning objectives, instructors need to consider characteristics of individual learners and organizational culture, among other factors. Also, consider instructional method when developing learning objectives to better facilitate learning.

This article describes using the ADDIE model to design a specific online training. In alignment with the Analysis stage of the ADDIE model, learning activities and the methods of teaching must match the learning objectives created by instructors.

This book chapter shares practical guidance and theoretical perspectives on program objectives, with examples of structure and considerations in their development.

This foundational reference details why and how to write learning objectives.

By creating clear learning objectives, instructors can determine what they expect learners to know or be able to do. Learner assessment can then help instructors understand how well the training achieved those objectives or identify adjustments to better support learning.

This book chapter describes how learning objectives should be driven by the training needs assessment and analysis. Learning objectives should also be designed to set expectations for learners, describe conditions under which learning will occur, and describe acceptable performance criteria.

This study looked at the association between self-efficacy, learning strategies and learning results. Recommendations include specifying learning objectives to help learners with improving and adapting their learning strategy.

Chapter 3 focuses on understanding what motivates students to learn. Content that is relevant to a learner's current position and future professional goals can help motivate students to see the value in learning. This includes incorporating real-world and realistic tasks into a training to help accomplish this goal. Additionally, the researchers recommend that instructors align the objectives, assessments, and teaching methods to contribute to programmatic success. Chapter 6 addresses course climate and how stereotypes, tone, and content can influence course climate. The researchers recommend strategies to model inclusivity.

The study reported that valid content supports the transfer of learning and contributes to student motivation.

This article is supportive of other Quality Training Standards but is cited here because of the emphasis concerning the importance of authentic and relevant course materials that connect to practice.

This article describes the role of subject matter experts (SMEs) in technical curriculum development to provide accurate and up-to-date information that matches education, training, and workforce needs. The researchers developed and tested a scoring instrument to select the most capable and suitable SMEs.

This book chapter says that training content should be structured to meet all learning objectives. All activities should be purposeful, relevant, and meaningful to the learners’ context.

Chapter 3 describes including real-world and realistic tasks in a training to help motivate students to see the value in learning. Chapter 5 provides recommendations from the research on how to provide opportunities for practice and effective feedback. Chapter 6 covers course climate, providing information on how to ensure an inclusive classroom. Additionally, researchers recommend that instructors align objectives, assessments, and teaching methods to contribute to programmatic success.

This book chapter is supportive of several of the Quality Training Standards and is cited here because of a section on training design. Training should provide opportunities for practice-based learning, when possible and applicable, and constructive and timely feedback so that learners can better assess their own learning.

This literature review discusses the importance of encouraging learners to find meaning in training so that they are engaged in the learning, understand why the training matters, and how it relates to their work. It also provides methods to observe and practice in realistic scenarios, a form of active learning that helps with learning, retaining, and contributes to learning transfer.

This white paper focuses on the association between instruction and student outcomes, with sections on pedagogical approaches, assessment, and self-regulation. The author shares that teaching approaches that focus on involving or engaging students are linked to enhanced student learning and proposes that there should be more incorporation of active and student-centered learning methods into courses.

Authors looked at factors for developing an effective virtual learning environment (VLE) system and to examine VLE effectiveness. A key factor in VLE is the social interaction occurring when students participate in joint tasks and activities (learner engagement). Evidence suggests that effective learning environments are collaborative, providing direct experience and immediate feedback to the learner.

This article includes interviews and insights from award-winning instructors, who discussed the importance of learner engagement. Instructors relayed success stories from classroom activities that required student interactivity and engagement, particularly in multimedia formats. Instructors also encouraged student collaboration and reflection and took time to explain the purpose and pathway of learning to students.

Researchers evaluated the value of asynchronous formative audio feedback in a collaborative case-based mobile learning course. Results indicate that this novel audio feedback practice was successful in promoting engagement and connections between students and instructors and between students and their learning.

This study conducted interviews with students enrolled in coursework over a 2-year period to analyze their perceptions of engagement with the course and with their peers. Findings indicated that students valued the course design and structure, authentic connections in a virtual setting, and feedback from others.

Adult learners have unique needs and trainings need to address this population specifically to be successful. The study found that experiential training and learning that focuses on problem solving, and support systems (e.g., study groups) are particularly effective with adult learners.

This book provides a classification guide of digital resources for learning and this chapter provides theoretical and practical approaches to consider for their use in learning activities.

Instructional designers are tasked with designing, developing, and maintaining accessible technologies to support active learner engagement. The authors share best practices, methods, and technologies that can be used to include all learners in distance education.

This article explores how the Universal Design for Learning framework can be integrated efficiently into all phases of the online course development process. Flexible instructional materials and techniques can empower educators to meet the different needs of online learners.

This foundational book includes information about how educators must be mindful of diverse learner characteristics (e.g., tone or using diverse examples), seek outside resources and consultation with subject matter experts (SMEs), use inclusive curriculum and design practices, and be flexible to meet the needs of learners.

This book chapter covers multiple Quality Training Standards and is cited here because of a section on designing learning content that covers designing learning architecture, which is a key strategy to ensure usability.

This study investigated whether findability, a usability concept understood as how easy information is to find or how easy a system is to navigate, is important for student perceptions of satisfaction with online courses. The study reported that participants had better experiences in courses that they rated with high findability and reported higher self-efficacy and motivation in high findability courses.

This book chapter is supportive of other Quality Training Standards and is cited here because of a section on training evaluation. Training evaluation is crucial for understanding the successes of a training and identifying areas for improvement for future training iterations. The Kirkpatrick Model of Training Evaluation is one model that can be useful in developing evaluation questions, but all evaluation should be guided by theory, trainee needs, and outcomes that the training is designed to achieve.

This article describes an evaluation process for a specific online training that includes how they used the Kirkpatrick model of training evaluation. Process evaluation is a crucial step in understanding if a training was effective in achieving its goals and identifying areas for improvement. Authors describe reach, exposure, and barriers as key areas to assess with process evaluation.

The Kirkpatrick Model of Training Evaluation is formative in the field of evaluation. The fours levels of the Kirkpatrick model are Reaction, Learning, Behavior, and Results. This book details how to evaluate at each level and how to create and implement an effective evaluation strategy. Evaluation is crucial at each stage of training development and delivery. Training evaluation begins before the training development stage and requires an understanding of training needs and goals. Training evaluation can and should guide improvement.

This chapter explores the Kirkpatrick Model of Training Evaluation, importance of considering evaluation early in training development, and allowing room for evaluation to guide the next training iteration.

Instructors interviewed in this study emphasized the importance of using data and evaluation practices and reflecting on course offerings in development of an excellent online course.

This article describes the value of using learning objectives to assess student learning and provide information for course improvements.

This book chapter includes a section on training evaluation. The authors share how evaluating the effectiveness of a training is crucial to understanding if the training was successful. Evaluation can be costly and time-consuming, so developers should understand potential barriers for effective evaluation early in the training development process and create a plan to ensure that effective evaluation can still occur. Evaluation should be qualitative and quantitative and guide training improvement.

Authors of this book note that targeted feedback, realistic and relevant assessments, flexibility in learning, and helping learners assess their own learning all help contribute to more effective classroom learning. This is where students can motivate themselves and have ownership over their learning experience.

This book chapter is supportive of other Quality Training Standards and is cited here because of a section on feedback for learners. Instructors and coursework should provide opportunities for practice and feedback to help learners assess their own learning.

The author shares how assessments can be valuable tools in classroom instruction and are most useful for improving learning when the assessments are regular and reflect concepts and skills that have been emphasized in coursework or training. Additionally, classroom instruction should be corrective and meet the individual needs of a learner. Assessments and corrective, clear instruction make learning a collaborative, iterative process between learner and instructor.

This white paper focuses on the association between instruction and student outcomes, with a section on assessment. The author emphasizes the importance of embedding assessment into the teaching and learning process and that feedback alone is not enough to improve student outcomes.

This article describes multiple ways faculty assess online learning and the importance of explaining the assessment purpose along with the purpose of the content and activities . With these tools, students can more fully assess their own learning and reflect on it. These tools are also useful for instructors to work with students to identify knowledge gaps.

This narrative review of the literature describes how assessment should be done throughout a learning experience to help learners identify areas for their personal improvement and motivate their learning. Feedback should be open-ended and bidirectional, offering learners the ability to explore their learning experience, receive feedback that they can use to adjust their learning, and guide the overall learning process.

This book chapter describes how providing timely and constructive feedback to learners is crucial for the success of a training, because it allows learners to identify areas for improvement. Feedback should be specific, relevant to their work, detailed, and meaningful.

Through this study, the authors share how low-stakes assessment can be extremely valuable for learner agency and continuous learning in trainings. The interest of the individual learner and the connection between the learner and the instructor are crucial to forming the perception that learners have of the assessment and in shaping the narrative that assessment is for the learner’s own progress.

Findings from this literature review describe how formative assessment helps the learner identify challenging areas and work toward their own growth. Feedback should be credible and constructive, and specific, actionable, and task-oriented rather than person-oriented. A strong and trusting relationship between instructor and learner is also key for communicating the purpose of feedback and helping learners feel safe in the educational environment.

This book chapter is supportive of other Quality Training Standards and is cited here because of a section on transfer of training. Learning transfer is incomplete without a supportive post training environment. Valuable aspects of this environment in the workplace include supervisor and peer support, opportunities to apply skills, and a continuous culture of learning. This can be supported with tools, including job aids, informational aids, procedural aids, decision-making and coaching aids, manuals, and decision support-systems.

This article provides an example of how follow-up support after a training supports sustainability and reinforcement of learning. In the case of this interactive health literacy training, training instructors connected with organizational leadership to get them on board with supporting their staff through regular check-ins after the training and connecting training with current work initiatives. Practice was also encouraged by coaches and mentors. Strategies like these can help ensure that important skills and concepts learned after a training are not lost.

This literature review uses the Baldwin and Ford’s model of transfer to organize and identify factors that influence the efficacy of transfer of training to practice. On the importance of follow up, the literature identifies the period immediately after training to be crucial for learning transfer. Post training follow up through feedback and tools like job aids can help learners implement learned skills in the workplace. The authors also emphasize the importance of the work environment to include support and opportunities to apply new skills.

Instructors need a system to support implementation of training and knowledge transfer after the training has occurred. The authors discuss nine supporting factors, including making a case for change, having vision clarity, presence of change leaders, individual commitment, change guides (those making the change know that they have support) , cultural alignment (change process feels natural and in alignment with organizational or educational goals), infrastructure support, environmental awareness (the organization can anticipate and respond to conflict), and an implementation plan (everyone knows what will happen, when, and why).

This book chapter describes how trainers should encourage learners to reflect on and refresh their learning by participating in peer-to-peer discussions, communities of practice, and other opportunities for connection and continued learning. When possible, trainers should engage learners’ management to help integrate learning into the workplace.

This book chapter describes how supervisor support and an organizational culture that supports application of learning are crucial to ensuring that learners are able to maintain knowledge and skills acquired during training. Job aids and manuals can help learners apply their training to their workplace.

The authors evaluate literature on transfer of training and include findings on social support, structural and organizational supports, and relapse prevention strategy.

Learner support is crucial for programmatic success and for adoption of learning in the workplace. The literature from this review describes coaching, academic advising, and mentoring as valuable tools for learner follow up support.