Training Material Development Guide
Training MaterialDevelopment Guide
Developing TrainingMaterial GuideSwedish Civil Contingencies Agency (MSB)Dr Mo Hamza
Developing Training Material GuideSwedish Civil Contingencies Agency (MSB)Coordination and Operations departementContact person:Marielle PetterssonLayout: Advant Produktionsbyrå ABPrinting: DanagårdLiTHOOrder No. MSB507 - December 2012ISBN 978-91-7383-303-5
Table of contentAcknowledgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Preface and Purpose of the Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61. Coordination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.1 Pre-Training Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.2 Training Logistics Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102. Needs Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.1 Assessing Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.2 Adult Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153. Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213.1 Course Design Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.2 Learning Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234. Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294.1 Developing Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294.2 Developing Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365. Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395.1 Training Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395.2 Effective Communication Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456. Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496.1 Forms of Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496.2 Process Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Note about the author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
AcknowledgmentThis guide is an adaptation of a more specific Training MaterialDevelopment Guide that was developed for the Disaster Preparedness and Prevention Initiative Project in South Eastern Europe(DPPI-SEE). The development of the earlier and original guideowes a great deal of gratitude to a number of key individuals.I would like to acknowledge the work of the following individualswhose valuable comments and feedback were indispensable,namely Michael Meier, Maja Herstad, Marielle Pettersson, PetreVlad, Cvetka Krajic, Katja Banovec, Igor Milic, Damir Cemerinand Trajko Todorcevski.
Preface and Purpose of the GuideThis guide is designed to document the process and good practicein developing training material, piloting and testing it. The guideis aimed to help you (the course organiser) to plan and conductthe course. The guide includes information on the main stepsand stages in sequence of designing a training course all the wayto evaluation for feedback into further development.It is worth mentioning here that the design and developmentprocess of training material is anything but linear. It’s veryiterative but it’s a challenge and a difficulty to capture this in adocument such as this guide. Throughout the process it’s importantto remember that stage evaluation is paramount and going backfor modification maintains the integrity and relevance of thematerial.Design processes are always divided into steps and phases inorder to make sure that checks and tests are carried out at theappropriate time to avoid any lengthy and costly time consumingmodifications at the end.There are 4 key overarching principles to any design process –the 4Cs:1. Clarity: Working groups and design teams need to take theirtime at the onset of any course design process to achieve andagree clarity on several issues including: Purpose of the course,target group, aims and objectives, learning outcomes, processplan, responsibilities, piloting and testing, evaluation, etc. Themore this is given time and attention the better and smootherthe process that follows will run. If there is any disagreementon the fundamentals, it is going to affect almost every aspect ofthe design and development process and will be a constant insurmountable obstacle. It’s also important not to leave anythingto assumptions of any kind.
2. Capacity: Assessing the required capacity of the design anddevelopment team, those who will be involved in the administration and logistics of piloting and running the courses andthe overall management team is also fundamental. Trainingcourses are different and each requires a set of skills andexpertise unique from another depending on the context itruns in. Making sure that the right team is put together andgiven adequate resources is another fundamental principle intraining design and development. Time should also be taken inassembling the appropriate capacity package whether humanresources and expertise or material and non-tangible.3. Consistency: Consistency of approach once agreed upon maintains the quality of the design process. Once there is clarityon aims and objectives and the design team moves into thedetails of methods and training approach and techniques, it’simportant to stay consistent with what the training is tryingto achieve and stay focused on the main purpose. Design anddevelopment processes get derailed by losing focus or trying tofollow fads and gimmicks in training that might not be suitableto the purpose of the course. It’s also important that the designteam sticks with the process from beginning to end. If teammembers have to be substituted, it’s important that there isenough overlap/hand over period so new members can join in,bringing in fresh and new ideas without disrupting an on-goingprocess especially when it’s farther down the line.4. Commitment: This is largely what makes or breaks any design anddevelopment process. Commitment not just of the design teambut of all stakeholders involved in terms of supporting the designteam efforts financially, administratively, logistically, etc. Thebest design efforts falter and cannot be sustained when there islack of commitment.
Coordination
Coordination 111. CoordinationCoordinating a training course requires a variety of steps, tasks,and skills. Although a lot of training coordination takes placeduring the design phase, coordination is very important duringall phases of the training process. Coordination begins at thetime training is proposed and continues even after it is deliveredand participants leave.The various ”hats” a training coordinator wears include communication manager, materials producer, problem-solver, and evenentertainment director. In short, coordinating training requiresendless management of many details and people. This sectioncovers pre-training planning and checklists to be taken into accountearly on in the process.1.1 Pre-Training PlanningOne of the first and most important steps in pre-training planningis to identify and agree on roles and responsibilities before postsare even filled. Terms of reference should also be drawn for thefollowing set of roles:MANAGEMENTMATERIALS DEVELOPMENTTRAINING Programme Manager Curriculum Developer Training Coordinator Content Specialist Training Facilitators Training Co-Facilitators Administrative Assistant Curriculum Writer Curriculum Editor Graphic DesignerFor clarity of responsibilities the Programme Manager is usuallyand typically the MSB Programme Officer and in a case of a projectthat has a strong training component MSB’s Programme Officeris also the Programme Manager. The Training Coordinator, on theother hand, could be someone in the counter-part agency or theorganisation targeted by the training and/or based in the country
12 DEVELOPING TRAINING MATERIAL GUIDEwhere the training is planned. These two are different from theLead Material Development Specialist (also known as CurriculumDeveloper), who in some cases could be a hired consultant. TheAdministrative Assistant is a self-explanatory term and someonewho reports to the Training Coordinator and is responsible forthe details of training admin and logistics.1.2 Training Logistics ChecklistThe following checklist will be referred to time and time againthroughout the design and development process. It’s importantto consider it as early as possible since some of the decisionsmade at this stage will have fundamental implications on thematerial design and content. Reflecting back on the iterative natureof the design process some of the information in the followingchecklist should come from the training needs assessment,which is covered in the following section.WHAT YOU NEEDTO KNOWTrainingschedule/structureOptimal number oftraining daysSpread of training overone or more weeksBest days of the weekBest time of the dayLength of each sessionWHERE TO FINDTHE ANSWERHOW TO FIND THEANSWER (STEPS)TEAM NOTES
Coordination 13TRAINING LOCATIONAccessComfort ComfortTraining facilityAccommodationSupplies on-siteFood and drinkADVERTISINGLead time for advertisingInformation for nomination andenrolmentDirect invitationsOther advertising ideasREGISTRATIONOnline or by emailBy postOther ways of registration
NeedsAssessment
Needs Assessment 152. Needs AssessmentThe following four central questions must be answered beforeyou begin designing a training course. Audience: Who is the target audience for a proposed training? Current roles: What do members of this target audiencepresently do in their roles? Knowledge gaps: What gaps exist between what these providersknow how to do, and what they need to know to carry out theirroles successfully? Outcome: Will training help fill this gap?These questions form the foundation of a training needs assessment.For example, a curriculum developer or trainer must first understand what civil defence, civil contingency or disaster managementpersonnel presently do in their jobs and how training could changethe nature of their work. As a result, they will be better able todetermine what knowledge and skills needed. However, it is important to keep in mind that training is only part of a solution to meetprofessional needs identified in needs assessment. Other changes- in addition to training - may be needed in order to completely fill alearning gap.In addition, adult learners’ particular learning needs are importantconsiderations when designing training. Understanding thoseneeds is part of the needs assessment phase.2.1 Assessing NeedsThe first step in building a training course is identifying the needsof target participants. There is a variety of methods for conductinga needs assessment. An in-depth Key Informant Survey can also beused to provide further details and insights into needs and overallcourse design approach and material focus.A Need: A “need” refers to the gap between what is and what couldor should be within a particular context, leading to strategies aimedat eliminating the gap between what is and should or could be.
16 DEVELOPING TRAINING MATERIAL GUIDENeeds Assessment: Program-based needs assessment is:a. A systematic inquiry for the purposes of identifying prioritiesand making decisions, andb. Allocating finite resources in a manner consistent with identified program goals and objectives. Needs assessment includes: Identifying and analysing expressed and unexpressed needs. A plan to develop strategies that address such needs.The following key questions need to be posed in any needsassessment: What do the participants need to know and do as a result ofthis training? What do we need to know about the course participants andthe population they serve?Key tasks in any needs assessment will include, but not limitedto, the following:Determine the target population Identify what type of professionals the course isdesigned for.Determine the participants’ needs1 Draw from your past experience with similar groups Gather information from informal discussions amongprofessionals in the network Conduct surveys Conduct focus groups Work with an advisory panel Observe participants Interview participants Learn about critical incidents Determine what emerging data should be distributed1See for example: www.e-trainingmanuals.com.au nt/needs.html
Needs Assessment 17Understand the participants’ characteristics Experience Cultural background Education Location Mind set/Motivation Constraints (location, job demands, etc.)2.2 Adult LearnersIt is radically different to design training courses and materialfor adults than any other group. Adult learning follows certainprinciples listed below and adapted from: Malcolm S. Knowles,Elwood E. Holton III, & Richard A. Swanson, (2005) The AdultLearner: The Definitive Classic in Adult Education and Human ResourceDevelopment, Burlington, MA: Elsevier.1. Adults are often concerned that participating in a group willmake them look weak, either professionally or personally. Design training workshops, educational exercises, and discussion sessions that help people feel safe enough to askquestions and confident that they will be respected. Don’t ask people to take risks too early in a workshopor course (for example, engaging in a role play exercise)unless they already know each other well. Provide opportunities and allow time for people to establishthemselves in the group.2. Adults bring a great deal of experience and knowledge to anylearning situation. Show respect for participants’ experience by asking themto share ideas, opinions, and knowledge. Verbally recognisethat they may be a good resource for reaching your teaching goals. A needs assessment can tell you more about the individualsin the group. Or, if you already know the participants, youmay realise that particular individuals can provide helpfulinput before, during, or after your session(s) - see point 5below.
18 DEVELOPING TRAINING MATERIAL GUIDE3. Adults are decision-makers and self-directed learners. Do not seek to make people obey you. Adults will do whatthey need to do. Be the “guide on the side” rather than the “sage on thestage”. Listen to what they want and need and be flexible in yourplanning. Seek feedback from the group. Change yourapproach if your agenda or methods are not working.4. Adults are motivated by information or tasks that they findmeaningful. Conduct some type of needs assessment so that you areaware of what people want (and need) to learn, how muchthey already know, and the kinds of “generative themes”that might affect their attention span. Generative themes are concerns/issues that are most important in a person’s life. Generative themes may enhance or challenge a person’sability to learn. They could include such things as the fear of losing a job,the health of a loved one, the desire for a promotion, theneed for a change, the pending birth of a child, problemsin a relationship, or new possibilities for growth anddevelopment.5. Adults have many responsibilities and can be impatient whentheir time is wasted. Be thoughtful and kind. Begin and end your session on time. Understand who is in the audience and why they are participating. Learn what questions they have about the subject. Don’t cover material they already know unless there is agood reason for it. Recognise that your subject is only one of many that participants may be interested in learning more about.The following are more specific tips and style in adult learning:
Needs Assessment 19ADULTS LEARN BEST WHENMATCHING ADULT LEARNING NEEDS WITHAPPROPRIATE METHODSThey feel valued and respected for the experiencesand perspectives they bring to the training situation.Elicit participants’ experiences and perspectivesthrough a variety of stimulating activities.The learning experience is active rather thanpassive.Actively engage participants in their learningexperience through discussion and a variety ofactivities.The learning experience actually fills their immediate needs.Identify participants’ needs; develop training concepts and learning objectives to these identifiedneeds.They accept responsibility for their own learning.Make sure that training content and skills aredirectly relevant to participants’ experiences sothat they will want to learn.Their learning is self directed and meaningful tothemInvolve participants in deciding on the content andskills that will be covered during the training.Their learning experience addresses ideas, feelings,and actions.Use multiple training methods that address knowledge, attitudes, and skills.New material relates to what participants alreadyknowUse training methods that enable participants toestablish this relationship and integrate new materialThe learning environment is conducive to learning.Take measures to ensure that the physical andsocial environment (training space) is safe, comfortable, and enjoyableLearning is applied immediately.Provide opportunities for participants to apply thenew information and skills they have learned.Learning is reinforced.Use training methods that allow participants topractice new skills and receive prompt, reinforcingfeedback.Learning occurs in small groups.Use training methods that encourage participantsto explore feelings, attitudes, and skills with otherlearners.The trainer values participants’ contributions asboth learners and teachers.Encourage participants to share their expertise andexperiences with others in the training.
20 DEVELOPING TRAINING MATERIAL GUIDELEARNING STYLESCONSIDER USINGLearn best with abstract concepts and lecturesCase studies and discussions about theories andresearchLearn best while observing othersDemonstrations and videosLearn best from exercisesRole playing and other experiential activitiesLearn best through visual meansVideos, images, and slidesIt is also important to recognise that people learn differently andthat there are several learning styles. Training courses that recognise different types of learners and caters for their needs succeeda lot more in achieving their objectives than the ones that try tofunnel all participants through a rigid narrow way of single oruni-learning mode.G
This guide is an adaptation of a more specific Training Material Development Guide that was developed for the Disaster Prepar-edness and Prevention Initiative Project in South Eastern Europe (DPPI-SEE). The development of the earlier and original guide owes a great deal of gratitude to a number of key individuals.
PILOT TRAINING OF TRAINERS -5- Introduction As part of the tender ITT2016-04 'Development of Training for Health, Safety and Environmental Compliance - Development of Training Material Work Package 4, Part 2', the ACS Consortium organised and executed a training session to pilot the training material that was developed under Work Package 4.
Training material 7.5: Listening 192 Training material 7.6: Alternative presentation 194 Training material 8.1: Behavior 196 Training material 8.2: Role-plays 201 1 Note: Training materials are numbered by module and the order in which they appear within the module; they are not numbered sequentially. They are indicated in the modules
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Objective 3: To study effectiveness of Training & Development One important dimension that helps in determining the effectiveness of training & development programs is training evaluation. Training Evaluation: Training should be evaluated during the process. The effectiveness of any training program is
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e. Material Type What is Material Type Usage of Material Type in the SAP system Defining and using Material Types f. Assign Number Range to Material Type g. Material Number formatting h. Material Groups i. Purchasing Group j. Purchase Value Key k. Shipping Instruction II. Vendor Master i. Who is a Vendor ii. What is Vendor Master Record iii.
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