Preparation for Developing Your Training

Activities and Materials

The design phase and the development phase of systematic training planning often
overlap. During the design phase or development phase, the various training
activities must be selected, for example, to be instructor-led, computer-based, Web-
based, self-directed, interactive or multi-media. The development phase of
systematic training often includes selecting the most appropriate media and
materials, for example, developing audio-visuals, graphics, manuals, preparing any
needed facilities, and piloting course content to ensure it is understandable. Often
the design and development phases are highly integrated. The design of the training
is often piloted, or initially tested, during the development phase to ensure the
content is understandable and applicable to the learners.

 Before progressing through the guidelines in this topic, the reader would
benefit from first reviewing the information about formal and systematic
training, especially the ADDIE model, at Formal Training Processes --
Instructional Systems Design (ISD) and ADDIE.
 Then scan the contents of the second phase of the ADDIE model of
systematic planning of training, Designing Training Plans and Learning
Objectives. (This development phase is the third phase of the ADDIE model.)
 Also, note that there is a document, Complete Guidelines to Design Your
Training Plan, that condenses the guidelines from the various topics about
training plans to guide you to develop a training plan. That document also
provides a Framework to Design Your Training Plan that you can use to
document the various aspects of your plan.

Key Considerations to Develop Your

Activities and Materials
What is the Immediacy to Achieve the New
Learning?
The more immediate the need to achieve the learning, the more important that the
activities and materials be understandable and readily accessible to the learners. In
these situations, it often is warranted to use an expert who can promptly design,
develop and deliver the training plan, activities and materials. Also, it's very useful if
the activities and materials can be based on activities already underway in the
workplace so that learners do not have to take time away from work, but rather can
promptly affect their work even as they participate in the learning program.

What Are the Learners' Preferences and Learning

Styles?
One of the biggest mistakes in designing training plans is to choose activities and
materials that do not match the preferences and styles of the learners. Probably the
most common example is putting adults through extended hours of lecture. Those
activities usually lull adults into a stupor, rather than sustaining sufficient interest
and engagement to accomplish sustained learning among the adults. One of the best
ways to discern the most appropriate styles of activities is to have learners
undertake a learning styles inventory or at least to consider the various styles that
seem common to the types of learners who will be in the training program.

How Much Time Can Learners Realistically Apply to

the Learning Activities?
This has become one of the most important considerations when designing and
developing training plans. Workplaces seem increasingly busy as people try to do
more with less. It's often very difficult for them to take time away from the office.
The more the training activities can accommodate the busy schedules of learners,
the better -- and the more likely that learners will actually attend the training
sessions. It's often better to design frequent and short trainings sessions than fewer,
extended sessions.

Can the Learners Readily Access the Activities and

Materials? Do They Build On Current Work
Activities?
One of the biggest advantages of compute- and Web-based activities is that learners
can access them from anywhere, which greatly decreases the cost of training and
development activities. Thus, the rapid expansion of technology-based activities in
trainings. (See Online Learning.) One of the best ways to ensure that training
activities are highly accessible is to build them into the activities already underway
in the workplace.

How Much Money is Available to Obtain and Develop

the Resources?
It's common that curriculum designers develop wonderful training programs that
seem guaranteed to achieve the goals of the program, but after further review, are
clearly so expensive that the program is prohibitive or not realistic. Therefore, it's
important, even before the initial needs assessments are done, to get some sense of
the availability of funding to obtain and develop resources. Technology-based and
on-the-job-based activities often are much less expensive than hiring subject matter
experts. However, those experts are especially useful if the training is to convey
highly specialized or technical content.

Will the Activities Achieve the Learning Objectives?

Now we get to the most important consideration. Even if the activities are well-
suited to the learners, readily accessible and well-funded, will they together really
achieve the overall goals of the training program? Here again is where it's useful to
consult an expert or to reference best practices or competencies in the particular
areas being trained.
How Will the Activities and Materials Be Field-
Tested?
It's very important to explain the activities to a few of the learners and to have them
examine the materials. They are best suited to judge if the activities and materials
are truly understandable and suited to the needs and styles of the learners. Listen to
their advice, and modify the activities and materials accordingly.

Critical Consideration -- Selecting a

Trainer
Perhaps the most important ingredient of any training program is the trainer (unless
the program is entirely self-directed). Today's learners are very sensitive to how well
a trainer engages them by being enthusiastic about the material, cultivating
interaction among the learners, and really listening to -- and respecting -- them.

Is the Potential Trainer Well-Suited to the Nature of

the Learners?
The most important consideration when selecting a trainer is if they are well suited
to the training design required to meet the learning goals. For example, if learners
prefer computer-based instruction, they'll benefit from a trainer who understands
online training technologies. If learners prefers ongoing coaching, they'll benefit
from a trainer who is readily accessible to the employee for ongoing advice and
guidance. If learners struggle with communication skills, they'll benefit from a
trainer who can integrate remedial communications strategies with other training
methods.

Collaborate With Other Departments or Groups

Doing Similar Training?
Consider whether other supervisors or companies have employees who need similar
training. If so, one might combine your needs and funding to get a trainer to
conduct in-house training.

Use Former Employees as Trainers?

Consider using an ex-employee who has the skills needed by the learner. Of course,
this option depends on whether the ex-employee left the organization under good
terms and remains in good standing with the organization.

Use Subject-Matter Experts as Trainers

There's a wise saying that "Telling ain't training." Just because someone has strong
knowledge of the subject matter does not mean that he or she will be a good
trainer. If you are considering hiring a consultant to conduct the training then
consider issuing a Request for Proposal which asks potential trainers for the
following information.

 A written proposal for how they would carry out training, evaluation methods,
cost, etc.
 The goals preferred from the training, when to have training and what
evaluation results should occur
 Request that trainers remain available for follow-up consultation if desired
 Ask the trainer what methods they use to ensure their consultation projects
are successful with clients
 Ask for at least three references
 Consider having the employee briefly meet with the consultant to discuss
training needs and establish a rapport

See the extensive advice and the sample forms for a request for proposals, a
proposal from consultants and a consultation plan.

Resort to Self-directed Learning?

If a suitable outside consultant or training program cannot be found, consider self-
directed learning. Self-directed is accomplished primarily by the learner who leads or
takes a strong role in determining learning goals, how they will be accomplished and
how learning will be verified. Self-directed learning can be used where employees
are highly motivated and self-reliant. Learning can be verified with a variety of
means, e.g.,

1. Written reports describing what learning activities have occurred and what
results were produced
2. Observation of the employee by a supervisor or other skilled expert equipped
to assess progress of the employee
3. A portfolio or collection of results showing the employees' improvement over
time
4. A presentation from the employee that includes description of learning
activities and a display of results, etc

Many Possible Types of Training Activities

There seems an increasing amount of different activities that can be considered
when customizing activities to the goals of a training program and to the nature and
needs of the learners. Consider Various Ideas for Learning Activities.

Different Activities for Learning

Training methods are either on-the-job, implemented outside the organization or a
combination of both.The following is a brief overview of rather typical methods of
development (in alphabetical order):

Apprenticeships
For centuries, apprenticeships were the major approach to learning a craft. The
apprentice worked with a recognized master craftsperson. Particularly during times
of low unemployment, businesses are eager to get any kind of help they can find.
Seeking an apprenticeship may be a very useful and effective way to eventually
develop a new skill.

Career Counseling
Hopefully, learners have the opportunity to work with their supervisors to develop
career plans which identify areas for improvement or advancement, how those areas
can be addressed and when. See Career Advancement.

Classrooms and Workshops

Workshops, seminars, convention sessions, etc. are useful, in particular, for highly
focused overviews of a particular subject or training about particular procedures.

Coaching
Coaching is becoming a very popular means of development, and often includes
working one-on-one with the learner to conduct a needs assessment, set major
goals to accomplish, develop an action plan, and support the learner to accomplish
the plan. The learner drives these activities and the coach provides continuing
feedback and support. See Coaching.

Continuing Professional Development

Many professions require verification of ongoing training to retain certification, e.g.,
social workers, some fields of law, nurses, etc. Professionals must stay up-to-date in
the views and practices necessary to lead and manage in today's organizations.
There seems to be an increasing number of universities, colleges and training
centers associating continuing education units (CEU's) with their courses and
workshops.

Continuous Learning
Continuous learning is learning how to learn. Typically, this involves developing skills
in reflection, which is the ability to continually inquire and think about experience to
draw conclusions and insights. It also involves the ability to conceptualize the
learning process. Continuous learning is often associated with the concepts of
systems thinking and organizational learning. Continuous learning is NOT about
continually taking courses -- it's about developing skills in reflection and inquiry --
it's about learning how to learn so that your life and work experiences become your
own learning lab. Organizations and other environments are changing rapidly.
Therefore, it's extremely important to continually be aware of those changes, and to
be reflecting on them and learning from them, as well.
A Basic Definition
How Many Steps to Continuous Learning? None
Courses
Universities, colleges and training centers often have a large number of courses in
management, professional and personal development. If the learner is looking to
build a skill, then he or she must actually apply new information from these courses
-- otherwise, the learner is collecting information (hopefully, knowledge), rather
than building skills.

Distance Learning (eLearning, Virtual Learning)

Distance learning has become a mainstream approach in training and development.
This typically includes learning by getting information and / or guidance from people
who are not face-to-face with the learner, e.g., learning via satellite broadcast,
broadcast over the Internet, e-mail or postal mail correspondence, etc. Some people
consider online learning or elearning (e.g., information, tutorials, etc., available on
diskette, CD-ROM, over the Internet, etc.) to be distance learning, as well.
Distance Education: An Overview
Glossary of Distance Education
Statistical Analysis Report: Distance Education in Higher Education Institutions
E-Learning and Distance Learning Pros and Cons
How to Design An Elearning Course on a Budget
10 Steps to Award-Winning E-Learning Design Process
Teleseminars, Stage Fright and More
Training Blogs – Using the Web to Train the World
Is Classroom Training Dying?
Using Mobile Technologies in Education and Training
Are Hybrid Online/Classroom Programs the Answer?
Flipping Classrooms: New Look for Experiential Training
Making Digital Training “An Affair to Remember”

Internships
Internships are offered usually by organizations to college students wanting to find
work experience during the summer months. The internships offer precious, real-life
job experience and the organizations often get skilled, highly dedicated service.
Many times, interns go on to be hired by the organizations, as well.

Job Assignments
Job assignments are wonderful opportunities from which to learn. We just aren't
used to thinking of them that way. To cultivate learning, consider having employees
write short reports, including an overview of what they did, why they did it, what
areas of knowledge and skills were used, how the job might have been done better,
and what areas of knowledge and skills would be needed to improve the job.

Job Rotations
This can be one of the most powerful forms of development, allowing learners to
experience a broad range of managerial settings, cultures and challenges.
Journaling
Journaling is regularly writing down one's thoughts about past or current
experiences and thoughts. A person can significantly deepen and remember their
learning by using journaling. See Journaling.

Lectures
Lectures, or focused presentations by experts on subject matter, are held in a wide
variety of locations, not just in classrooms. Professional associations often bring in
speakers. Guest lectures are often sponsored by local universities, colleges and
training centers, and announced to the public. Many times, the lectures are repeated
over local radio and television.

Management Development Programs

Local universities, colleges and training centers usually offer these programs.
Carefully review their program content and design to ensure that training includes
real-life learning activities during which learners can develop skills for the workplace.
See
Management Development.

Memorizing
Memorization is one of the most frequently used methods of learning and it refers to
activities which can help the student to learn by committing the new information to
memory. An example is repeating the definition of a term until the student can
define it correctly without referencing a written definition. See Memorizing.

Mentoring
Hopefully, learners find experienced managers in the workplace who are willing to
take learners "under their wing" and provide ongoing coaching and mentoring.
See Mentoring.

Note-Taking
Note taking is perhaps the most frequently used method of learning during lectures.
It involves writing the most important information conveyed by the speaker.
Experienced note takers can efficiently separate what is most important to write
down and what is not.

Off-the-Job Training
Off the job training occurs when an employee works after hours to learn.
See Training Methods: On Job Training and off the Job Training Methods.

Online Training
There are an increasing number of approaches to online learning. See Online
Learning. Sources of online training include learning from computer diskette, CD-
ROM, the Internet or Web-based training, etc.
Effective Use of Mobile Apps – New Technology in Training
A Day in the Life – Hybrid Education
Hybrid or “Blended” Education – After Week One

On-the-Job Training
This form helps particularly to develop the occupational skills necessary to manage
an organization, e.g., to fully understand the organization's products and services
and how they are developed and carried out. Also see
On the Job Training (Definition)
What is On the Job Training?
On the Job Training
Coaching Skills for On-the-Job Trainers

Other-Directed Learning
This includes having someone other than the learner identify the training goal,
methods to achieve the goal, and approaches to evaluating the training and progress
toward achieving the training goal. See Ways to Look at Training and Development
Processes: Informal/Formal and Self-Directed/Other-Directed.

Orientation to New Jobs or Roles

A carefully developed procedure for orienting new employees is very helpful for
getting employees "off on the right foot" when starting their jobs. See Employee
Orientation.

Peer-Based Methods
This includes formats where peers focus on helping each other learn, e.g., by
exchanging ongoing feedback, questions, supportive challenges, materials, etc.
See Peer Learning .

Portfolios
Portfolios are a collection of various results from a learning and development
experience, for example, essays, presentations, art work and journals that
effectively convey the nature and extent of learning from the experience.
See Portfolios -- and Learning and Development Tool.

Professional Organizations
A wide variety of professional organizations often offer courses, seminars,
workshops and sessions from conventions.

Reflection
Reflection is thinking about ones past and/or current experiences in life in order to
learn from them. Reflection can be done in a scheduled and orderly way or it can
occur in a spontaneous and unfolder manner. See Reflecting.

Self-Directed Learning
Highly motivated learners can usually gain a great deal of knowledge and skills by
identifying their own learning objectives, how to meet those objectives and how to
verify they've met the objectives, as well. See Strong Value of Self-Directed
Learning in the Workplace.

Storytelling
Storytelling used to be viewed only as means for entertainment. However, we
coming to understand that it also is very powerful means for enlightenment, when
listeners are guided to reflect on the stories and to identify themes and patterns that
emerge -- and tell us about ourselves, our lives and our work. See Storytelling.

Taking Tests
Although tests usually used to verify and evaluate new learning, the experience of
taking the test can be powerful means to deepen the learning about the subject
matter in the test, because the student has to recall the new information and affirm
it by writing it down in the test. See Taking-Tests.

Tutorials
Tutorials includes guidance to proceed through learning some technique or
procedure, e.g., a tutorial on using a computer software package. There are an
increasing number of online tutorials (tutorials available on diskette, CD-ROM, over
the Internet, etc.).

Miscellaneous Other Ways

Training Using Life Simulations
52 Free Development Opportunities for Nonprofit Staff

Some Tangible Results that Can Be Used

to "Document" Learning
If you or others are seeking to verify results from your training and development, it
helps to produce tangible items that can be evaluated to discern if you've achieved
your training goals and objectives. The Sample Learner's Results comes courtesy of
The Union Institute, which suggests the list to learners when developing their own
learning agreements.

Go to main Training and Development page.

For the Category of Training and
Development:
To round out your knowledge of this Library topic, you may want to review some
related topics, available from the link below. Each of the related topics includes free,
online resources.

Also, scan the Recommended Books listed below. They have been selected for their
relevance and highly practical nature.

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