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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Successful training programs are designed using a series of interactive materials that help learners discover concepts and apply what is learned back to the job. The systematic process described in this book will help raise the trainer's skills to the next level of development. Easy-to-use tools and templates answer all the questions trainers, course designers, and Subject Matter Experts (SMEs) may have about how to develop training materials and more easily create the best training program in the shortest amount of time.
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Seitenzahl: 277
Veröffentlichungsjahr: 2013
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Contents
Exhibits and Tools
Website Contents
Acknowledgments
Introduction
Chapter 1: Overview of the Design Process
Essential Steps in the Training Design Process
Where Materials Development Fits into the Design Process
A Ten-Part Training Plan to Use as a Blueprint for Materials Development
How to Present a Training Plan to Management and Gain Approval
Next Steps
Chapter 2: Objectives for Writing Projects
Instructional Objectives Versus Objectives for Training Program Materials
Write Instructional Objectives
Four Characteristics of Instructional Objectives
Four Elements of Well-Written Objectives for Training Program Materials
Sample Objectives for Writing Materials
Next Steps
Chapter 3: Use the Writing Process
Assess Your Writing Skills
Use Four Steps to Organize Your Ideas
Next Steps
Chapter 4: What Are the Best Training Methods?
Select the Best Learning Experiences
Select the Appropriate Technical Training Methods to Promote Recall and Application
Select the Best Audiovisual Support for Materials Design and Delivery
Pace Training Methods to Avoid Boredom
Determine How Much Practice Is Needed to Learn a New Skill
Sequence Training Methods Using a Situational Training Model
Describe How the Materials Development Process Changes Based on Classroom Versus e-Learning Delivery
Next Steps
Chapter 5: Develop Materials for Learning Activities
Write Three Types of Materials, Depending on the Purpose
Use a Seven-Step Process to Design Learning Activities
Adapt, Modify or Create New Learning Experiences
Create Discovery Learning by Developing Five Adult Learning Steps to Process Any Learning Activity
Distinguish the Use of Different Types of Handout Materials
Edit Materials to Address Content and Format Issues
Develop Effective and Lean Job Aids
Use Different Graphic Looks to Enhance Training Materials
Next Steps
Chapter 6: Develop Learning Activities to Acquire Knowledge and Skill and to Influence Attitudes
Application Sharing
The Case Study Method
How to Develop a Case Study
Discussion or Chat
Games and Simulations
In-Basket Exercises
Interviews
Jigsaw Learning, Teaching Learning Teams, Teaching Projects
Polling
Task Force Projects
Writing Tasks
Session Starters and Energizers
Next Steps
Chapter 7: Develop Learning Activities to Acquire Knowledge
Lecture
Learning Tournaments
Self-Study Materials, Printed Resources, and Information Search
Course Pre-Work
Study Groups
Observation, Field Trips, and Video
Demonstrations
Tests
Next Steps
Chapter 8: Develop Learning Activities to Acquire Skill
Practice and Return Demonstrations
Role Play/Skill Practice
Next Steps
Chapter 9: Develop Learning Activities to Influence Attitudes
Empathy Role Play
Inquiry-Oriented Discussions
Self-Assessments and Inventories
Behavior Modeling
Next Steps
Chapter 10: Develop Assessments and Tests
Why Write Tests?
Do We Need to Test? Criteria for Testing
Skill Performance Tests
Knowledge Tests
Test Development Steps
Test Reliability
Test Validity
Skill Performance Rating Systems
Next Steps
Chapter 11: Develop a Lesson Plan or Leader’s Guide
Contents of Lesson Plans
Types of Lesson Plans
Chapter 12: Design Effective Visual Support
Flip Charts, Whiteboards
Design Slides with Power
Color Psychology
Transition and Build Checklist
Video Scripting
Converting Classroom Training for e-Learning
Bibliography
About the Author
Index
About This Book
Why is this topic important?
Often beginning trainers, course developers and subject matter experts (SMEs) design a training program based on past experience and without formal training. To go beyond the basics, trainers, course designers and SMEs need additional skills to develop learning activities and training materials to reach learning objectives. Although many books exist about how to design training programs, few address how to simplify writing and developing learning activities. This book helps simplify a complex process and speed materials development.
What can you achieve with this book?
Successful training programs are designed using a series of interactive materials that help learners discover concepts and apply what is learned back to the job. The systematic process described will help raise the trainer’s skills to the next level of development. Easy to use tools and templates answer all the questions trainers, course designers, and SMEs may have about how to develop training materials and more easily create the best training program in the shortest amount of time.
How is this book organized?
Each chapter begins with objectives to help trainers identify what new skills and insights can move their training beyond the basics and help them to develop effective training materials. The tools in each chapter are provided on the book’s website for customizing and duplication. Each tool is in a Word file for easy access and customization for your use.
Each chapter discusses a learning method, breaks it down into supporting parts and shows the trainer how to write successful learning activities for that method. Examples of each learning method are provided. Learning methods include simulations and games, case studies, inventories, tests, role plays, demonstrations, and how to develop visuals to support each learning activity.
About Pfeiffer
Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.
Essential Knowledge Pfeiffer produces insightful, practical, and comprehensive materials on topics that matter the most to training and HR professionals. Our Essential Knowledge resources translate the expertise of seasoned professionals into practical, how-to guidance on critical workplace issues and problems. These resources are supported by case studies, worksheets, and job aids and are frequently supplemented with CD-ROMs, websites, and other means of making the content easier to read, understand, and use.
Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event. These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material.
Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training. While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions. All our e-tools comply with rigorous functionality standards. The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals.
Essential resources for training and HR professionals
Author photo by Mike Gilmore
Cover design: Wiley
Cover images: (hand typing) © Fotosearch/Getty RF; (checklist) © Daniel Kulinski/Getty RF; (hand writing) © Guido Mieth/Getty RF
Copyright © 2013 by John Wiley & Sons, Inc. All Rights Reserved.
Published by Pfeiffer
An Imprint of Wiley
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How to Write Terrific Training Materials: Methods, Tools, and Techniques. Copyright © 2013 by John Wiley & Sons, Inc.
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Library of Congress Cataloging-in-Publication Data
Library of Congress Cataloging-in-Publication Data has been applied for and is on file with the Library of Congress.
ISBN 978-1-118-45403-9 (paper); ISBN 978-1-118-58374-6 (ebk.); ISBN 978-1-118-58382-1 (ebk.); ISBN 978-1-118-58383-8 (ebk.)
Acquiring Editor: Matthew Davis
Director of Development: Kathleen Dolan Davies
Developmental Editor: Susan Rachmeler
Production Editor: Michael Kay
Editor: Rebecca Taff
Indexer: Sylvia Coates
Editorial Assistant: Ryan Noll
Manufacturing Supervisor: Becky Morgan
For Richard
Exhibits and Tools
Exhibits
1.1.
Three Phases of Design
2.1.
Behavioral Verbs
3.1.
Mind Map Example
4.1.
Tools to Promote Interaction
4.2.
Materials and Other Logistics
4.3.
Connect with the Virtual Learner
4.4.
Compensate for Lack of Face-to-Face Contact
5.1.
Branded and Non-Branded Documents
5.2.
Emotional Graphics
5.3.
Systems and Non-Systems Graphic Sets
5.4.
Sample Icon Sets
5.5.
Negative Example and Well-Placed Example
6.1.
The Dirty Dozen Game
6.2.
Sample Interview: New Employee Orientation
6.3.
Sample Team Teaching Project Instructions
6.4.
Sample Action Plan
6.5.
Sample Behavioral Skill Action Plan
6.6.
Sample Action Plan Worksheet
6.7.
Sample Supervisor’s Help Action Plan
6.8.
Sample Writing Assignment
6.9.
Sample Visual Problem-Solving Activity
6.10.
Sample Kinesthetic Problem-Solving Activity
7.1.
Sample Learning Tournament Rules and Questions
7.2.
Sample Information Search Activity
7.3.
Sample Pre-Work Assignment Letter
7.4.
Sample Demonstration Checklist
9.1.
New Performance Evaluation Form Discussion Questions
9.2.
Self-Assessment Inventory Example
9.3.
Skill Self-Assessment
10.1.
Sample Matrix of Job Elements
10.2.
Questions to Measure Knowledge
10.3.
Sample Item Validity Test
11.1.
Sample Scripted Lesson Plan
11.2.
Sample Outline Lesson Plan
11.3.
Sample Overview Lesson Plan
12.1.
Advantages and Disadvantages of Audiovisual Media
12.2.
Sample Video Script Treatment
12.3.
Draft Script Example
12.4.
Script Writing Do’s and Don’ts
12.5.
e-Learning Script Example
Tools
2.1.
Writing Training Materials Objectives Template
3.1.
Brainstorming Template
4.1.
Best Learning Experiences
4.2.
Technical Training Methods to Promote Recall
4.3.
Technical Training Methods to Promote Application
4.4.
Select the Best Audiovisual Support
4.5.
Methods Variety Scale
4.6.
DIF: How Much Practice and Training?
4.7.
Situational Training Methods Model
5.1.
Seven-Step Process to Design Learning Materials
5.2.
Adapt or Modify Existing Materials
5.3.
Content and Format Summary
5.4.
Job Aid Development
5.5.
Job Aid Formats
6.1.
Application Sharing Debriefing Questions
6.2.
Case Study Checklist
6.3.
Case Study Critique Sheet
6.4.
Customize a Case Study Worksheet
6.5.
Debriefing Questions for Discussion Activities
6.6.
Questions to Evaluate an Existing Game
6.7.
Checklist for Designing Your Own Game
6.8.
Processing Questions for Games and Simulations
6.9.
Debriefing Questions for an In-Basket Activity
6.10.
Jigsaw Learning/Team Teaching Debriefing Questions
7.1.
Knowledge Methods Template
7.2.
Observation Worksheet Template
8.1.
Skill Methods Template
8.2.
Practice and Return Demonstration Template
8.3.
Role-Play Template
9.1.
Empathy Role Play
9.2.
Debriefing Questions for Empathy Role Plays
9.3.
Debriefing Questions for Inquiry-Oriented Discussions
9.4.
Debriefing Questions for Self-Assessments
9.5.
Five-Step Template for Behavior Modeling
10.1.
Skill Performance Test Checklist
10.2.
Skill Performance Test Template
10.3.
Skill Performance Rating Systems
10.4.
Skill Performance Test Exercise
11.1.
Lesson Plan Type Selection
11.2.
Checklist for Developing Lesson Plans
12.1.
Audiovisual Instructional Medium
Website Contents
All of the tools in this book are available at a Premium Content Website. Here is the link and password to access these tools:
URL: www.pfeiffer.com/go/barbazette
password: professional
Tools
Acknowledgments
Every author has many people to thank, those who provided suggestions, ideas, critiques and contributions to complete the book. Thanks to Maria Chilcote and Melissa Smith, managing partners of The Training Clinic. Thanks to Linda Ernst, Judy Robb, Hans Brouwer, Jenn Labin, Insoo Kim, and Roberta Olden. Thanks to all the folks at Pfeiffer who have improved this book, including Lisa Shannon, Matt Davis, Ryan Noll, Michael Kay, Rebecca Taff, and Sylvia Coates.
Introduction
Purpose
This book is intended to help trainers move their training and course development skills to the next level. How to facilitate each of the training methods described in my previous book, The Art of Great Training Delivery, is clearly explained for the course developer. This book addresses how to write and develop a variety of training activities to create the best learning experience and improve learner retention. In my previous book, Training Needs Assessment, I end with how to write a training plan. This book picks up where these two previous works ended.
Audience
This book was written for the trainer who wants to move beyond basic training skills and become a course designer and materials developer. Although the main target audience is the “intermediate” trainer, new trainers with little classroom experience and SMEs can benefit from the tools provided here.
Product Description
Chapters 1 and 2 present an overview of the design process and how to plan to develop materials. Chapter 3 helps you look at the writing process. Chapter 4 offers several nifty tools to develop training materials. Chapter 5 offers suggestions about writing and adapting materials. Chapters 6, 7, 8, and 9 delve into writing specific training materials based on the learning objective. Chapters 10, 11, and 12 round out the writing process by looking at developing tests, lesson plans, and audiovisuals. A glossary, bibliography, and index are included. This book is the sixth volume in a series of train-the-trainer books by Jean Barbazette available from Pfeiffer, an Imprint of Wiley.
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.
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 Training Evaluation Criteria and Results
Decide how you will know the training was successful. How will learning and new skills be evaluated? How will you tie training to bottom-line results and back to the business need that dictates the training?
This information is developed by conducting a performance analysis and needs versus wants analysis.
7. Determine the Cost of Training
What are the costs to assess the need for training, design the training, develop learner and instructor materials, present the training, and evaluate the training? Are the costs worth the benefit?
A feasibility analysis develops this type of information.
8. Select/Develop the Training Program
Decide whether you will present an existing program or buy a packaged training program. Decide whether you will use internal subject-matter experts as developers/trainers or hire an external consultant, designer, or trainer. No needs analysis tool is used to answer this question completely.
Perhaps a contextual analysis can answer some of the issues around program selection.
9. Schedule the Training
What time of the day, week, month, quarter, or year is best for this type of training? What are the consequences of training “on the clock” or on the employees’ own time in your organization?
Contextual analysis develops this type of information.
10. Evaluate the Results
Apply the criteria using these four levels and objectives from Number 6 above:
Participant reaction (measured in the classroom or in an online survey following training)
Learning (measured in the classroom)
Job performance (measured in the workplace)
Results (based on the business need identified in Number 1)
How to Present a Training Plan to Management and Gain Approval
How a training plan is presented to management (or to the client) to gain approval depends on the decision-making process in each organization. If the internal client who requested a training plan or some type of needs assessment is the management decision-maker, ask the client what type of information he or she needs to make a decision. What amount of discussion and detail is sought? Does the client prefer to see a summary of data or both a summary and raw data from which the summary is drawn? Does the client prefer to make decisions from the data or to select from recommendations made by the trainer conducting the needs analyses?
Since most training plans are complex, it is helpful to provide a one-page overview and allow time to read the plan prior to discussing it. Provide a copy of the plan to managers at least a week before the meeting to discuss the plan along with a proposed agenda or questions for discussion. Most plans need some additional explanation and discussion before budgetary approval is given.
Often, presenting parts of the training plan visually can help clarify what is or is not a part of a training plan.
Next Steps
The presentation of a training plan is both an ending of one process and the beginning of another. Once decisions are made from the training plan, identify who will follow up on those decisions. How will this information be handed off to the course developer? How will management inform the target population of the training and non-training solutions selected to address the performance issues? Who will coordinate and implement the decisions made from the training plan?
This book will address the development of training materials listed in Phase Two of the design process.
1 Complete information for a training plan is in Chapter 10 of Training Needs Assessment ©2006 Jean Barbazette, reproduced by permission from Pfeiffer, an Imprint of Wiley.
Chapter 2
Objectives for Writing Projects
This chapter will help the developer to:
Develop instructional objectives versus objectives for training program materials
Write instructional objectives that benefit course designers, trainers, and learners
Develop writing objectives with four characteristics
Learn four elements of well-written objectives for training program materials
Review sample objectives for writing projects
Exhibit
2.1. Behavioral Verbs
Tool
2.1. Writing Training Materials Objectives Template
Instructional Objectives Versus Objectives for Training Program Materials
Most course developers are familiar with instructional objectives. A brief review of the characteristics of well-written instructional objectives follows. Trainers who write training materials need to use objectives with similar characteristics. Following the presentation of instructional objectives is a discussion of well-written objectives for training program materials, with examples of objectives for writing three types of program materials.
Write Instructional Objectives
Instructional objectives describe what the learner will be able to do at the end of the training. It is an expression of the desired result of the learning experience, a statement of the desired outcome. Instructional objectives have several purposes:
Specifically identify the learner’s role and what the learner is to do
Provide a means for measuring learning
Focus and narrow the content
Help clarify expectations to ensure they are realistic and achievable
Communicate to the instructor and the learner what is expected
Market the benefits of training to learners and others
Identify methods, media and/or activities needed to reach the objective
Four Characteristics of Instructional Objectives
Well-developed instructional objectives have four characteristics. They:
Here is an example: Given the necessary equipment and the procedure manual [this is the condition], the learner [written from the learner’s point of view] will repair a digital cell telephone [specific behavioral verb] within 45 minutes [minimum level of achievement].
Look more closely at these four characteristics and why each is important to a well-written objective. The objective is written from the learner’s point of view because that is the only way the trainer knows the learner understands the lesson. If the objective is written from the trainer’s point of view, success is more difficult to measure, or the activity can become meaningless. For example, if the previous example were written from the trainer’s point of view, it might state that the trainer will explain how to repair a digital cell telephone. There is no way to measure the learner’s success, which is the point of the training session.
Using specific behavioral words can be a challenge. Sometimes trainers use the verbs “know,” “understand,” or “appreciate,” which makes it difficult to measure results. How do you know the learner “understood”? If the learner can identify the five steps to repair a telephone, use that more specific verb. Exhibit 2.1 is a list of several behavioral words to help you write specific objectives. Verbs are divided into three categories: skill, attitude, and knowledge.
The third characteristic of an appropriately written learning objective is to describe the condition that must exist for the learner to perform and without which the learner could not perform the task. The condition can be stated as what is given/allowed or denied. Examples are
What is given or allowed?
Resources, information
Tools and equipment, references
Assistance from another person
What is denied?
From memory
Without references
Alone
The fourth characteristic of an appropriately written learning objective is to describe the minimum level of achievement, or usually how well the learner should use information or be able to perform. To be effective, these criteria must be measurable and tied to performance standards. Levels of achievement can be stated in one of three ways:
Quality (how well)
Quantity (how many)
Speed (how fast)
Here are some sample learning objectives. Some of these objectives are complete examples and contain all four characteristics of an instructional objective. Some are incomplete examples and do not contain all four characteristics. Can you identify what’s missing from the incomplete examples? Correct answers are on the following page.
At the end of the workshop the participants will be able to:
Four Elements of Well-Written Objectives for Training Program Materials
The previous information describes learning objectives for the participants. When a trainer develops training materials, the objectives for the trainer are similar. First, identify who is going to be the user of what you develop and what you want the user to do as a result of using your lesson plan, learner handout materials, tests, exercises, and activities and scripts.
There are four elements to consider when writing training program materials:
