Prepare a plan to rapidly develop a cost-effective training program that will achieve the learning objectives. Overcome time, budget, and resource limitations. Watch a live audience complete this step to see the variety of design concepts that different trainers can develop to achieve the same goal. Learn the value of reusing and repurposing existing training materials and content to quickly create a new program.
- [Instructor] After you analyze your training audience's needs you'll need to design an approach that will achieve your objectives. Here's where you'll make several key decisions. What delivery method will you use? Is this going to be a live classroom, a webinar or some other approach? What activities will you incorporate to achieve your objectives? And based on the activities you've chosen how will the training last? I've included a downloadable delivery method decision making matrix to help you decide if classroom webinar or some other delivery method is best for your project.
For now let's focus on classroom delivery since that's one of the most common. Our next step is to design affective training activities. One great approach is the five step learning model developed by Harold Stolovitch and Erica Keeps. They've graciously given me permission to share the model with you. Step one is to provide the rationale for doing the activity. The next step is to share the learning objective. The third step is to engage participants in some sort of learning activity after which you'll want to evaluate their progress and finally provide some feedback.
Here's a sample project you can use to apply this model. Your challenge is to design a training program that will enable each participant to recall the three types of gaps that training can solve with 100% accuracy. You may want to download the activity design worksheet to use as a guide. Pause the video if you'd like to give yourself some time to create your design. When you're ready press play again. I've given the live class some similar challenges so we can look in on their progress.
- So the reason is so you understand so you can create better training programs, right it's kind of the rationale for knowing these things. - [Male Student] But I think that we need to be a little bit more specific, because there are a lot of things that can be used to create better training programs. I think to understand how audience members take in information. - What are you saying the objective is? - [Female Student] So the rationale is you're recognizing there's a skill gap. The objective is to fill the skill gap.
And the activity is to develop and execute the skill gap through training, right? - [ Female Student] Mmmm. - We want to make sure we're being clear the objective is the one that's right on the sheet there. - [Female Student] Are we using this objective? - That's the objective. - [Female Student] For this? - Yes. - [Female Student] Okay. - So what we're saying is there's a skill gap which is we need people to be able to develop individual training plans.
- I think you're thinking overly broad. - [Female Student] Yeah, Okay. - So step two is really where is says learning objectives that's your step two, it's already been done for you. - [Female Student] Okay. - But part of the training is we share that with people, let them know kind of. - So but then our activity would just be - [Instructor] Something you design so that they can give the correct answer. [ Female Student] Okay. - And your evaluation is making sure they give the correct answer and then the feedback is whether or not they give the correct answer. - So right now we're developing how we train this audience to remember these three? - And you've got 30 seconds left to do that.
(laughter) (timer beeping) - Nice. Alright five minutes are up. So interesting, I perceive talking to some of the groups that we've had a little time pressure now didn't we? - [Male Student] Yes. - Why do we feel time pressured do you suppose? - Countdown. - Countdown alright. - [ Male Student] Is this real life. - Is this real life? (laughter) We do feel time pressure don't we? - [Female Student] Absolutely. - Okay anything else? - [Male Student] One thing that happened in our group when we were trying to figure out the materials or the way we execute the training there's like a lot of different ways to do it and we're trying to decide really quickly what's the best one so that was a challenge.
- We moved into that next level of competence. - So we got really caught up in the weeds. So if I were to look at this whole thing don't feel bad because other groups had some similar challenges. Step two should have been in theory the easiest part of the entire assignment. Why because all of you have a piece of paper in front of you where the objective is written out on it, right. (laughter) That should have been the... And what we're saying is when you do the training go ahead and share that with the people you're training this is what we're trying to do.
The rationale is why we're trying to do it and now let's do it, did you do it right? Okay here's some feedback. I don't want you to feel bad what I want you to do is to draw from this experience because this is how trainers often get themselves into a bit of trouble with limited time and resources we get so stuck focusing on everything but the core of what we should be focusing on. First it's the objective then it's how do we accomplish this. The best advice I can give you for designing training is to keep it simple.
It's a good training program if your design will achieve the learning objectives on time and on budget.
- Identifying employee training needs
- Creating an individual development plan
- Developing learning objectives
- Preparing employees for training
- Evaluating a training program
- Presenting with confidence and clarity
- Facilitating discussions and learning
- Managing breaks effectively
- Delivering training via webinar