Follow a design plan to develop instructional materials for the training program such as facilitator guides, visuals, and participant handouts. Observe a live audience completing this step while experiencing a simulated budget cut that reduces available resources. See how trainers can quickly adapt their designs to meet various challenges during the development stage.
- The third stage in creating a training program is developing the materials. Examples of training materials include participant handouts, visuals aids, such as a PowerPoint deck or posters, facilitator guides to help you run your training class. Now this process may seem straight forward, but there are a few potential obstacles. Let's look in on the live training class to observe some of the challenges the participants face when developing their training programs. See how many you can identify.
(classroom chatter) - If we're going off your idea, what you do is you give each person a card and you say, so we learned today that training solves our target's three gaps. Write those three gaps and their definitions on your note card, and you give them like a minute to do it. Cause we're not going to have a lot of time to train, right? And then say, who would like to share K? Who would like to share S? Who would like to share A? And then you achieve two things, one they shared it back out so people hear it and they correct it.
Two, they can now go home with it written on a card. - [Student] The words don't mean as much as a picture to me. - [Man] I think if we do the words on the visual only, then that will stand out because that's what you're doing to visual, like if you do the words for all three of them, it loses the- - We'll be using all three for all three, oh except for Kenneth's study, can't really use Kenneth's study to explain. - Hand.
I've always just seen it like auditory, I can't draw, so they draw a picture, or visually draw picture of an eye. - [Teacher] That's defining terms. - [Student] Instead of held private home. - But do we think that learners know what auditory, visual, kinesthetic mean? - We could, I always when I do presentations and stuff, I always tell stories so that's always in general it's home. - [Student] Understanding how learners receive information or use modalities will help trainers deliver the information effectively, and then provide a story.
- Yeah, I want you to write down your goal. Alright, where are you now? - [Student] In terms of? - [Student] What do you know, what are you abilities and what are you objectives? - What is the difference between where you want to be and where you are now? I want you to write that down. - [Student] That's your gap. - [Teacher] So this is how we create an individualized development plan, we want you to be able to do that recall, your employees, or your customers, or if you're a trainer needing to train. - Alright, time is up.
Were there any struggles that you experienced during the development phase? What were they? - Just trying to make sure - [Student] that what we're developing ties in to teaching them the actual objective and that we're not going off on a tangent or going into the weeds and coming up with just ideas on top of ideas that's not relevant to the objective. - [Students] Adhering to time constraints. - Yes. - How many of you made at least one change to your design when you started developing? Almost all, so three out of the four groups. That's pretty common.
What else did you find maybe just a little bit of a challenge in this? So sticking to the objective, what else? - Wrapping our head around- - Collaboration. - [Student] Yeah, what's actually going to stick? Is this, are we hitting the point here, are these people even going to understand what we're talking about when we reference back, or whatever. - Absolutely. - How many challenges did you observe the participants working through? The participants faced and unexpected time crunch that caused them to reprioritize their actions. Some participants overdeveloped their training materials before discovering a simpler approach would work just as well.
For example, a few groups reused materials that were already available. Finally, several groups made changes to their design as they developed their materials. Now this is perfectly normal since you may discover a better way to do things when you turn your design into reality. My suggestion to trainers is always the same. You'll do well if you keep it simple, remain flexible and stay focused on the objectives. So are you ready to give it a try? This is a great time to pause this course and develop the material for your own training program.
I've created a downloadable training materials development guide that has resources to help you.
- 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