10 Training Development Tips for Instructional Designers and Trainers

Content

Sadly, when they receive a request for training, many instructional designers sit down at their computers, pull up a course that they think could be repurposed, and begin to “develop” the training. Resist this temptation.

Sadly, when they receive a request for training, many instructional designers sit down at their computers, pull up a course that they think could be repurposed, and begin to “develop” the training. Resist this temptation.

Content

Development of a learner-centered course cannot start with the development of the learning materials and learning activities. Instructional designers must first meet with the business unit manager, ask analysis questions, document the analysis data, craft the course design, create a design document, and get approval from the manager. Only then is the designer ready to begin the development phase of instructional systems design.

Development of a learner-centered course cannot start with the development of the learning materials and learning activities. Instructional designers must first meet with the business unit manager, ask analysis questions, document the analysis data, craft the course design, create a design document, and get approval from the manager. Only then is the designer ready to begin the development phase of instructional systems design.

Content

For the final part of my three-part series, I’m sharing 10 development tips.

For the final part of my three-part series, I’m sharing 10 development tips.

1. Content

   Decide how the course should be delivered. Are there compelling reasons to pull the performers away from their ordinary job duties to attend a face-to-face course? Can the content be delivered in a self-paced e-learning module? Can learners get the same benefits from a self-paced program, or will they benefit from a facilitated program?

   Decide how the course should be delivered. Are there compelling reasons to pull the performers away from their ordinary job duties to attend a face-to-face course? Can the content be delivered in a self-paced e-learning module? Can learners get the same benefits from a self-paced program, or will they benefit from a facilitated program?

2. Content

   If your organization already has a similar program or components that might be repurposed, review the program materials for appropriate inclusion in the course. Do not reinvent the wheel, but do not assume that a repurposed program will work.

   If your organization already has a similar program or components that might be repurposed, review the program materials for appropriate inclusion in the course. Do not reinvent the wheel, but do not assume that a repurposed program will work.

3. Content

   In the design phase, you chose and listed the types of learning methodologies that you anticipated using, such as lectures, case studies, role plays, or simulations. In the development phase, you will fully flesh out these learning methods. Develop the learning methods so that you have the setup, activity, evaluation approach for the activity, expected responses, and checklists.

   In the design phase, you chose and listed the types of learning methodologies that you anticipated using, such as lectures, case studies, role plays, or simulations. In the development phase, you will fully flesh out these learning methods. Develop the learning methods so that you have the setup, activity, evaluation approach for the activity, expected responses, and checklists.

4. Content

   Use the ROPES for each learning module: R eview/ R elate, O verview, P resentation, E xercise, and S ummarize. This handy acronym will remind you to allow enough time in each module for your adult learners to apply what they are learning.

   Use the ROPES for each learning module: Review/Relate, Overview, Presentation, Exercise, and Summarize. This handy acronym will remind you to allow enough time in each module for your adult learners to apply what they are learning.

5. Content

   Link the learning objectives to the content; for each objective, make sure that the learning media and the instructional methods support participants’ learning.

   Link the learning objectives to the content; for each objective, make sure that the learning media and the instructional methods support participants’ learning.

6. Content

   Mel Silberman, the father of the active training method, reminds instructional designers and facilitators that adults learn best by doing. One key to active training is to provide a moderate level of content. This helps ensure that the participants learn what they need to know, not everything there is to know.

   Mel Silberman, the father of the active training method, reminds instructional designers and facilitators that adults learn best by doing. One key to active training is to provide a moderate level of content. This helps ensure that the participants learn what they need to know, not everything there is to know.

7. Content

   Adults learn in different ways. When developing your course, vary your approaches so that you balance visual, auditory, and kinesthetic learning.

   Adults learn in different ways. When developing your course, vary your approaches so that you balance visual, auditory, and kinesthetic learning.

8. Content

   Develop real-world learning methods. Build the course content to closely match learners’ real jobs. Involve the participants in brainstorming and using their own material, cases, and examples.

   Develop real-world learning methods. Build the course content to closely match learners’ real jobs. Involve the participants in brainstorming and using their own material, cases, and examples.

9. Content

   Develop and teach from job aids that the participants will use back on the job.

   Develop and teach from job aids that the participants will use back on the job.

10. Content

    Build in personal reflection time and activities like “Thinking CAP.” At the end of each lesson or module, ask participants to put on their thinking CAPs: C onsider the lesson, how they will A pply the lesson, and what they will do back on the job to put it into P ractice**.**

    Build in personal reflection time and activities like “Thinking CAP.” At the end of each lesson or module, ask participants to put on their thinking CAPs: Consider the lesson, how they will Apply the lesson, and what they will do back on the job to put it into Practice**.**