Training Design. An opinion


You can not make a silk purse out of a sow’s ear – unless you are exceptional[i](Bray, 2006)[1], now in training, even if you are exceptional, you still have to come up with a great course design so that the course you are delivering comes up exceptionally good and everyone attending gets the same results and achieves the same value out of it. When designing training there are many factors to consider, such as: Learning styles of the attendees, number of attendees,preferred method of training, location of the venue, size of the training room, availability of adequate facilities in the venue (ie.: food and beverage facilities, Accessible and Clean restrooms) accessibility of the venue for attendees with special needs, availability of support material for attendees with special needs. Effective design is about more than choosing methods to suit objectives, learning Styles and resources. The sequence of material can also be critical. Where prior knowledge or skill is needed to enable new learning to take palce. (Hackett, 2003)[2] Effective design produces an effectively structured course that delivers the intended results, results that can be quantified and measured so a training session needs to be well planned before hand and a lot of factors need to be considered in addition to the ones previously discussed such as budget, resources, logistics and time. In order for the results of a training session to be properly quantified, an evaluation methodology needs to be built in at the design stage as Donnald Kirckpatrick says in Evaluating Training Programs: The Four Levels that is part of a compilation book tittled “the ASTD Handbook of Training and Delivery”: “The most common reason for evaluation is to determine the effectiveness of a program and the ways in which it can be improved.” We must create the evaluation method in advance during the design process to increase the likelihood that the training you do will actually transfer to the workplace. Benefits of including the evaluation in advance is for these specific reasons: “Learners will not be stretched and bored” , “The pace will be too fast and some or all the learners will become confused , unable to reach the required objective or dispirited and again frustrated”[3] (Hackett, 2003) While in the training design and development phase of the training courses we should ensure that these meet the general rules of health and safety and that they are secure and equipped to ensure complete Health and Safety regulations compliance, and as well that the needs and aspirations of disabled learners are met and to make sure that every attendee of the course has the same opportunity to access learning and knowledge equally. Another integral part in the design process is that we need to make sure that whatever we are including in the design process from information to exercises and as well concepts are realistic and could easily be transferred to the job and practiced.