How to Write Terrific Training Materials

Methods, Tools, and Techniques

Jean Barbazette

• Éditeur: Pfeiffer
• Année: 2013
• ISBN:
  9781118583821
• Édition: 1
• Sujet: Commerce
• Sous-sujet: Gestion des ressources humaines

N ow you can access Jean Barbazette's systematic process for creating winning training materials that will help raise your skills to the next level. The book is filled with easy-to-use tools and templates that answer all the questions trainers, course designers, and subject matter experts (SMEs) have about what it takes to develop training materials and how they can easily create the best training program in the shortest amount of time.

"Jean is a master at providing her readers with new ideas and innovative approaches to the art of delivering excellent learning solutions. Our field has gone through so many changes and Jean is on top of them and out in front all at the same time. Bravo!"

—Beverly Kaye, founder/chairman of the board, Career Systems International and coauthor of Help Them Grow or Watch Them Go

"Barbazette has done it again: she has made your job easier with step-by-step guidelines for developing training materials. Jean covers the entire process in her typical easy-to-follow manner, simplifying the complicated and making you the hero! Don't miss this one!"

—Elaine Biech, ebb associates inc. and author of The Business of Consulting

"Once again master trainer Barbazette has provided an elegantly simple, step-by-step guide to what can often be the most tedious part of the training process: writing training materials that support and expand a learner's results. Both seasoned professional and newcomer will find this an easy-to-follow guide and valuable resource to be used over and over."

—Eileen McDargh, president, McDargh Communications, and author of Talk Ain't Cheap — It's Priceless

"Barbazette is back to fill another gap in the training literature. This extensive work on how and when to write training materials is chock-full of templates and other tools. Systematic and thorough, this is an exceptional guide for those wanting to efficiently create successful training interventions."

—Jane Bozarth, Ed.D., eLearning Coordinator, State of North Carolina and author of Better Than Bullet Points

Chapter 1

Overview of the Design Process

This chapter will help the developer to:

• Identify essential steps in the training design process
• Locate where materials development fits into the design process
• Use a ten-part training plan as the blueprint for materials development
• Present the plan to management and gain approval

Exhibit

• 1.1. Three Phases of Design

Essential Steps in the Training Design Process

Designing a training program usually takes three phases: planning, development, and evaluation and revision. See Exhibit 1.1 for a picture of the three phases. Typically, a decision to develop a new training program comes from the installation of new equipment, changes in a process or procedure, or as the result of a performance deficiency.

Phase One, planning, begins with an evaluation of a person’s or group’s performance accompanied by interviews and observations. Review a job description to be sure it is current, and also review job standards. Through these observations, develop a task analysis to describe the appropriate way to complete a task. Write a target population analysis to identify what you know about this group. Write course objectives and decide whether there are prerequisites to attending this course and how you will evaluate whether the course participants meet these prerequisites. Create a strategy to decide how you will evaluate whether course objectives are met and whether the training course you are about to design will meet the business need that prompted course development. Summarize all the planning information in a ten-part training plan, described later in the chapter.

Phase Two, development, begins with writing a broad content outline of the essential elements that will help the learner meet the course’s objectives. Next, identify the appropriate sequence of content elements. Flush out and refine the content and identify learning methods that are appropriate for this target population. Determine the best sequence of the variety of learning methods. Develop learning activities, exercises, tests, and handout materials. If appropriate, write a script for supporting audiovisual materials and write a lesson plan. Pilot the class to determine whether the learning objectives, and therefore the business need, will be met from the course.

Phase Three, evaluation and revision, uses the four-level model created by Dr. Donald Kirkpatrick (1998): assess the reactions of the learners to the course; decide whether the learning objectives have been met through new knowledge, skills, and attitudes; identify whether new learning transferred to the job; and check whether bottom-line results are met.

Where Materials Development Fits into the Design Process

Materials development, or writing terrific training materials, occurs in Phase Two.

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Exhibit 1.1. Three Phases of Design

1. Planning

Review performance evaluations	Review job description
Conduct interviews and observations	Create or update job standards
Complete target population analysis	Complete task analysis
Determine course prerequisites	Write course objectives
Identify prerequisite evaluation methods	Strategize a means to evaluate methods
Write a training plan

2. Development

Develop broad content outline	Sequence and group broad content
Refine content	Select methods
Sequence methods	Develop learner activities, exercises, handouts, and tests
Evaluate the pacing of activities	Complete lesson plan
Pilot course

3. Evaluation and Revision

Reaction of learners	Learning new knowledge, skills, and attitudes
Transfer of new learning to job	Bottom-line results

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A Ten-Part Training Plan to Use as a Blueprint for Materials Development1

Following the completion of one or more needs analyses and the steps in Phase One of the design process, a training plan is usually written to report the results of the analyses and to meet projected training needs for a group of employees (such as first-line supervisors) or for a period of time, such as for the coming year. Sometimes training plans are called performance improvement plans to demonstrate that more than training solutions are offered. A complete training plan often offers non-training solutions as well.

Here are the ten parts of a training plan, along with references to which type of analysis would develop each type of information.

1. Define the Issue

Define the issues that are related to a business need that training can address. For example, for either of the following issues it would be appropriate to develop a training plan.

• How can we successfully open ten new stores with the current skills of the assistant store managers who would be promoted to store manager?
• Middle managers have no advanced training beyond what they received when they became supervisors.

Often the issues are identified by completing a performance analysis. Remember to offer non-training recommendations where appropriate.

2. Identify the Need

Some organizations become trapped into putting on training programs because they are popular or requested without regard for linking training to a business need. Often a request for time management, stress management, or communication skills indicates “needs” that ought to be sorted out from “wants.” Identify how widespread the “need” or “want” is and whether or not it is related to job performance.

A needs versus wants analysis develops this type of information.

3. Contract with Supervisors

How will supervisors or managers of those attending training be included in the planning and follow-up for improved performance? Define the role of the supervisor or manager of the participants and identify how to prepare them to reinforce the training.

4. Identify/Establish Performance Standards

Often, training is requested to improve performance. Are there performance standards to use as the goal for a minimum level of acceptable performance? The operational area, not the training function, has to establish job performance standards. It becomes difficult to train if vague or no standards exist. (“Just make them more professional” is an example of a request that may or may not have an agreed-on standard of acceptable job performance.)

Information related to performance standards is developed from job/task analysis, performance analysis, and goal analysis.

5. Identify Trainees

Who is to be trained? What job classifications do they hold and how many people need training? Target population analysis develops this type of information.

6. Establish Training Objectives and Trainin...