<img height="1" width="1" style="display:none;" alt="" src="https://dc.ads.linkedin.com/collect/?pid=15552&amp;fmt=gif">
Top
1.800.628.2783
1.800.628.2783
10 Training design tips
Insights

10 Training Design Tips for Instructional Designers and Trainers

Tuesday, April 19, 2016
Advertisement

You have completed the training needs analysis. You have documented the results and confirmed with the business unit manager that training is indeed warranted, because you have confirmed a lack of needed skills and knowledge. For part two of my three-part series, I’m sharing 10 tips that will help you design learner-centered training. 

Advertisement
  1. Don’t start at the beginning. Instead, find out what learners already know so that you can connect that knowledge to your upcoming training program. Don’t teach what they already know; teach what they need to know next.
  2. Malcom Knowles, father of adult learning theory, tells us how important it is for the learners to have a compelling reason to learn the new knowledge and skills. Design your training overview so that it ties directly to success in their current position, or success in a future position.
  3. Design your face-to-face course with Bob Pike’s 90-20-8 rule in mind: Don’t make your lesson longer than 90 minutes, change the pace every 20 minutes, and involve the learner every eight minutes.
  4. Designing e-learning or a synchronous leader-led webinar? Then change your training design to my 60-10-4 rule. Every 60 minutes, announce a short break. Put a slide in your deck that shows people standing and stretching. Stretching will get the blood flowing again and improve learning. Change the pace every 10 minutes and, at minimum, involve learners every four minutes. Ask them to respond to a question with a green check or red x, have them chat their responses to a question, or give them time to complete an activity.
  5. Using your analysis data, draft criteria-based learning objectives. What will the learners be able to do as a result of this training course? Robert Mager suggests writing an objective with an observable action and at least one measurable criterion or standard, and the actual conditions needed to accomplish the objective. For example: Given a loan file and the LoanMe computer program, the credit analyst will locate and stipulate necessary loan documents at 98 percent accuracy in 20 minutes per file.
  6. How will you know if the learners have learned it? Create your evaluation strategy in the design phase! What level of expertise do you expect them to achieve by the end of the training course? What performance tests will you use during and after the course that help assure transfer back on the job
  7. Decide which instructional methods will help learners acquire the competence and confidence to use their new knowledge and skills on the job. Typical instructional methods include lecture, case study, demonstration with practice, review games, role play, self-reflection, debate, group discussion, read and discuss, and simulations.
  8. Using your analysis data, design the training course with the best sequence. Decide which order of lessons will enhance learning, so that each lesson builds upon the others.
  9. Try these typical sequencing options, as suggested by Don Clark:
  • start to finish or job performance order: the learning sequence is the same as the job sequence  
  • simple to complex: learning sequence starts with simple concepts and increases in complexity 
  • critical sequence: learning activities are ordered in terms of relative importance 
  • known to unknown: familiar topics are covered before unfamiliar topics 
  • dependent relationships: mastery of one objective depends on prior acquisition of a previous objective.

     10. Complete your design document. Review this with the business unit manager and the subject matter experts to validate that you have included everything      that they need to know, not everything that there is to know! 
To discover more of the tools necessary to develop powerful, bottom-line-focused training, join me for an upcoming Designing Learning Certificate Program.

About the Author
Geri is president and principal consultant of Geri Lopker & Associates LLC. Her international client list includes corporations, government agencies, nonprofit organizations, and Fortune 100 companies. Geri has been a performance consultant both as an internal area director of operations for a large healthcare agency, and as an external consultant with clients big and small. Geri has more than 20 years of experience working in the areas of systems, finance, change management, leadership, communication, strategic planning, team building, and customer relations. Geri earned a master's degree in human resources and organization development from the University of San Francisco. She earned the Certified Performance Technologist (CPT) certification in 2003.She earned the Certified Professional in Learning and Performance (CPLP) in 2007. She teaches the nationally acclaimed Human Performance Improvement in the Workplace Certificate series. She has also earned the HPI Certificate. She has received the Total Trainer Certificate from OC-ASTD and is senior faculty for the Total Trainer program. Geri is a past president of the International Society for Performance Improvement, Orange County Chapter. She is also a past president of ASTD’s Orange County chapter.
Be the first to comment
Sign In to Post a Comment
Sorry! Something went wrong on our end. Please try again later.