< Return to the assessment 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 < Return to the assessment
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