BML323: Designing, Developing and Delivering Training Materials
Training Design
Dr Andy Clegg
Learning Outcomes At the end of this session you should be able to: ยง Write the learning outcomes for this session!
Previously…
The Training Cycle Assess and analyse training needs
Evaluating the effectiveness of training
Assessment
Plan and organise around specific learning and training objectives
Designing and delivering it
How People Learn - Kolb
[Kolb – Experiential Learning Cycle]
Learning Styles - VARK
[Source: Fuller and Mills, 1992]
Visual
Auditory
• Learn through seeing
• Learning through hearing
Tactile
Kinesthetic
• Learn through touch
• Learn through doing and moving
The Role of Training Needs Analysis The TNA is the instrument/methodology that helps to identify the size and nature of the gap
Current Position Where are we now?
The training solution helps to bridge that gap
Desired Position Where do we want to be?
Designing Your Bridge
Training Design Activity 1: • What are the elements/critical success factors that underpin effective training design?
Spectrum of Opportunity
Continuum
Face to Face Delivery
Remote/Distance Learning
Spectrum of Opportunity Activity 2: • What challenges and opportunities does a learning continuum represent for training design?
Spectrum of Opportunity Continuum
Face to Face Delivery
Remote/Distance Learning
Experience / Expectation Engagement / Resourcing / Infrastructure Flexible Learning / Blended Learning
Training Design Training Mode: Team – team members teaching each other and learning as a team Group – large and small classrooms, seminars, workshops, one-to-one training, peer training Individual – computer-based training, self-study manuals/resources, apps Distance – remote working separated from the trainer
[NILSON, C. (2003) How to Manage Training, AMACOM, New York]
Training Design
(Source: Opperman, C., 2015)
Learning Materials
Training Design Activity 3: • Take the opportunity to look at the examples of training materials provided. What key design features stand out?
Training Objectives
Training Objectives Good Examples
Bad Examples
‘To plan to get the best out of this team’
‘to transform this team into a high performing team’
Reflection This organisation hated ‘pyschobabble’, and the participants were suspicious of theories and sociological research
[HARDINGHAM, A. (1996) Designing Training, Chartered Institute of Personnel and Development, London]
Training Objectives Good Examples
Bad Examples
‘To identify organisational barriers ‘to change the organisational to achieving a high level of culture from task focus to customer customer service’ focus’ Reflection The bad example is rather vague and grounded in terminology; the good is more specific and straight forward
[HARDINGHAM, A. (1996) Designing Training, Chartered Institute of Personnel and Development, London]
Training Objectives SPECIFIC
Not ‘to improve managers' management skill' but rather to 'get practice and get feedback on skills in setting work, reviewing performance and coaching'
MEASURABLE
Not 'to upgrade managers' business French' but rather 'to enable participants to conduct a first prospect meeting in French'
ACHIEVABLE
Not 'to bring about effective time management' but rather 'to enable administrative staff to prioritise and delegate more effectively'
RELEVANT
Not 'to learn negotiation skills' but rather 'to increase effectiveness in getting supplier costs down'
TIMEBOUND
Ensured by the wording in the objectives
[HARDINGHAM, A. (1996) Designing Training, Chartered Institute of Personnel and Development, London]
Learning Outcomes
Training Design Activity 4: • Why are learning outcomes important?
Training Design Learning Outcomes:
‘What will participants learn from the training event’
Training Design Learning Outcomes:
To describe the critical success factors underpinning training delivery within an organisation What does all this mean? — Deconstruct this learning outcome and identify the key elements
Learning Outcomes
To describe the critical success factors underpinning training delivery within an organisation
Verbs that define understanding – a specific action that defines how participants will demonstrate their learning
Learning Outcomes
To describe the critical success factors underpinning training delivery within an organisation
Subject of learning – specific subject material you wish the learning to demonstrate
Learning Outcomes
To describe the critical success factors underpinning training delivery within an organisation
Context of learning – under what context you want the learning to be demonstrated
Learning Outcomes
Example 1: — To evaluate the critical success factors underpinning external training delivery for small micro-tourism businesses in rural areas
Learning Outcomes
To evaluate the critical success factors underpinning external training delivery for small micro-tourism businesses in rural areas VERB SUBJECT OF LEARNING CONTEXT
Learning Outcomes
Example 2: — To evaluate the key factors influencing the the implementation of a sustainable event standard amongst event providers
Learning Outcomes
To evaluate the key factors influencing the the implementation of a sustainable event standard amongst event providers VERB SUBJECT OF LEARNING CONTEXT
Learning Outcomes - Levelness
[Based on Bloom’s Taxonomy]
Learning Outcomes
[Based on Bloom’s Taxonomy]
Learning Outcomes Write in the future tense – preceded with “on successful completion of this module, participants (you) will be able to:” Write in short clear sentences Use language to be understood by participants – avoid jargon/ambiguity Avoid language that might make participants feel anxious – avoid negatives Learning outcomes should be achievable and measurable – this is made easier if written with what you would like the participants to be able to demonstrate upon completion of the training Identify the most important learning requirements and don’t try to put too much into a single learning outcome
Learning Outcomes Words to avoid Understand Demonstrate Appreciate Know about Become familiar with Learn about Become aware of
Learning Outcomes Activity 5: • Write 3 learning outcomes for your training event using the guidelines provided
Summary
Summary Activity 6: • Write the learning outcomes of today’s session
Learning Outcomes At the end of this session you should be able to: ยง Identify and assess the critical success factors underpinning effective training design within an organisational/business context ยง Critically evaluate and respond to challenges and opportunities represented by learning continuums, and their implications for effective training design and delivery ยง Formulate applicable and clearly defined learning outcomes to help participants map and reflect pro-actively on their own learning