BML323: Designing, Developing and Delivering Training Materials
Dr Andy Clegg
BML323: Designing, Developing and Delivering Training Materials
Dr Andy Clegg
Learning Outcomes Develop a cri,cal awareness of the nature, role and importance of
training and educa,on within the context of the tourism and event industries, and the wider service sector environment Cri,cally evaluate the complete training cycle from the analysis of
training needs through to the implementa,on and evalua,on of training Design, organise and deliver effec,ve training strategies and materials
that take account of learning processes, learner and trainer styles, evalua,on and assessment tools, and appropriate suppor,ng technology and resources Demonstrate effec,ve communica,on, interpersonal and presenta,on
skills needed to organise and lead training and interpreta,on programmes confidently
Module Content Week 1: Introduc)on Week 2: Training Needs Analysis Week 3: Training Design and Delivery #1 Week 4: Training Design and Delivery #2 Week 5: Reading Week Week 6: Workshop 1: Training Sessions Week 7: Monitoring and Evalua)ng Training Week 8: Training and Technology Enhanced Learning Week 9: Workshop 2: Using Technology Week 10: Workshop 3: Training and Play Week 11: Workshop 4: Using the Outdoors – fieldtrip to Seeley Copse Week 12: Training Event Prepara)on/Tutorial
Assessment Assessment #1 Delivery of a school
training event focusing on a specific aspect of events, tourism or business (70%)
Assessment #2 Peer assessment (30%)
BML323: Designing, Developing and Delivering Training Materials
IntroducFon to Training:
Form, FuncFon and OrganisaFonal Context
Dr Andy Clegg
Learning Outcomes Define and ar,culate the role, form and
func,on of training within an organisa,onal and wider business context Iden,ty the key elements that underpin
the effec,ve design and delivery of effec,ve training programmes
The Context for Training • Ac?vity 1: • What is training?
What is Training? Training DeďŹ ni?on Noun:
the ac)on of teaching a person or animal a par)cular skill or type of behaviour
synonyms:
instruc,on, teaching, coaching, tui,on, tutoring, tutelage, schooling, educa,on, pedagogy, priming, prepara,on, grounding, guidance, indoctrina,on, lessons
"he got training in word-processing techniques�
Training Roles Philosophical
Strategic
OperaFonal
[Source: Simmonds, 2003]
Moderniser
Facilitator at organisaFonal level
Facilitator at personal and team level
Stabiliser of chaos
Internal advisor
Direct trainer
Creator of innovaFve culture
Change agent
Internal advisor – personal development
Leader/ supporter of vision/ champion
Manager of expectaFons
Coach/mentor
Supporter of life-long learning
OrganisaFonal ‘confidante’
Manager of learning
Training Roles TradiFonal Training
Learning OrganisaFon
[Source: Simmonds, 2003]
Teaching content
Learning processes
Classroomfocused
Workplacefocused
Teachercentred
Learnercentred
‘Belong’ to training department
‘Belongs’ to each person
AcFvitycentred
Outcomesbased
Training specialist
Learning consultants
The Context for Training • Ac?vity 2: • What is the business case for training? • How is training influenced by the organisa,onal / business context? • How is training influenced by internal and external factors? • How does training link to HRD / educa,on / life-long learning?
The Business Case for Training CompeFFve advantage
Develop organisaFonal capabiliFes
Gain a bigger market share ProďŹ table growth
Improve service delivery
Extend the suite of products
Reduce operaFng costs
Re-engineer processes
Enhance informaFon technology processes
Increase the quality of products and service delivery
Benchmark for best pracFce to streamline processes
On-Fme delivery
Powerful branding and idenFty
Sound customer relaFonships
Customer support before, during and a^er service delivery
Increase customer connecFvity
First to the market with new products or services
InnovaFon by targeFng new markets
Developing new processes
Convenience for the customer by being easily accessible
LegislaFon compliance
The Business Case for Training (Source: Opperman, C., 2015)
Improve Performance
Upgrade Skills
Business RaFonale
Skills match Accountability & Social Responsibility
Long-term Sustainability LegislaFve Compliance PotenFal for promoFon Develop Human Capital
The Business Case for Training (Source: Opperman, C., 2015)
Improve Performance
Upgrade Skills
Business RaFonale
Skills match Accountability & Social Responsibility LegislaFve Compliance
Leadership Skills
Develop Human Capital
Leadership Skills Align departmental needs to strategic objecFves
PotenFal for promoFon
Catalyst for Change
OrganisaFonal Growth
Strategic RaFonale
Long-term Sustainability
Learning Climate
Achieve CompeFFve Advantage
The Business Case for Training
The Business Case for Training
“Sustainable learning is integral to organisa,onal survival. A compe,,ve advantage is not only deďŹ ned by new products; the role of strategy is to iden,fy the talent that needs to be developed to ensure the organisa,on can achieve and sustain a compe,,ve advantage to retain a prominent posi,on in the marketplace. Strategic learning will assist the organisa,on to have a knowledgeable and skilled workforce to maintain this compe,,ve advantage and develop its talent’ (Source: Opperman, C., 2015)
EffecFve Training • Ac?vity 3: • What are the key elements of training design and delivery do we need to cover on the module?
The Training Cycle Assess and analyse training needs
EvaluaFng the eecFveness of training
Assessment
Plan and organise around speciďŹ c learning and training objecFves
Designing and delivering it
OrganisaFonal Context
(Source: Opperman, C., 2015)
Training Challenges Key Challenges Finding a way of facilita,ng change in adults, whose pa[erns of
behaving and ways of viewing are already established To mo,vate learners to learn to someone else’s agenda; to encourage
experimenta,on, explora,on and development in a learning context that o^en smacks more of control than libera,on To demonstrate that the learning in relevant, important and valuable
to individuals who are already skilled and experienced To bring about long-las,ng change in behaviour by means of finite
interven,on; to ensure that change con,nues outside the learning organisa,on [Source: Hardingham, 2003]
Learning Outcomes By the end of this session, you should be able to: Define and ar,culate the role, form and func,on of training
within an organisa,onal and wider business context Iden,ty the key elements that underpin the effec,ve design
and delivery of effec,ve training programmes Star,ng thinking about your own training event