Instructional design/Procedural analysis/Page 8: Answers for the lesson assessment

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Answers:

Q1. a)	Activities to be done:
 * Review the past training material.
 * Prepare relevant questions about the training and obtain responses from trainers and stakeholders in the training. For example, questions could be on the following:
 * Roles involved in the development of IVR solutions
 * Tasks that are outsourced and that are performed at the IVR provider’s office, for each role
 * Inputs and outputs of each task
 * Any variations in the tasks, based on the nature of an IVR solution
 * The frequency, level of difficulty, and priority for each task
 * Challenges faced internally and with subcontractors

b) Output to be generated:
 * Tasks and subtasks for different roles
 * Inputs and outputs of the tasks
 * Knowledge and skills required for the tasks
 * Sequence, frequency, priority, and level of difficulty of the tasks for the target audience
 * Decision points and actions for each task
 * Focus of the training
 * Implications for instructional design, in terms of the instructional and assessment strategies required

Q2. a)	Activities to be done:
 * Review the faculty and student profiles, textbooks used, and current training sessions and materials (if any).
 * Prepare relevant questions about the exit profile that students should have at the end of training to be employable in computer hardware jobs.
 * Take inputs from (job) placement personnel at the institute, if any, about the skills and knowledge that employers expect in the students.
 * Prepare relevant questions about the skills for subject matter experts and trainers (as applicable). For example, questions could be on the following:
 * Activities involved in hardware management
 * Steps, substeps, decision points, and challenges involved in each activity
 * Skills, knowledge, and resources required for each activity
 * The level of difficulty of each task

b) Output to be generated:
 * Steps, substeps, and decision points of each activity
 * Inputs, outputs, skills, and knowledge required for the activities
 * Sequence, level of difficulty, and priority of the activities for training
 * Focus of the training
 * Implications for instructional design

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