Steps in Designing a Training Module

• Define the training needs.
• Explore the learning options.
• Sequence the learning.
• Define the overall course envelope.
  

DEFINE THE TRAINING NEEDS
The purpose of this step is to define the human process requirements in terms of learning needs. In the given topic, ascertain which sub-skills you would wish to concentrate more on. Also, identify constraints and localization issues.

The module designer is required to read as much as possible on the given topic. He could refer books or even articles published on the internet. He could also interview people who have adequate knowledge and experience in this regard. This will give the person a huge information block as to which sub-topics come under the purview of the given topic. From this vast database, the designer decides which sub-topics to include.

EXPLORE THE LEARNING OPTIONS
Any topic could be taught, explained or demonstrated. It is up to the module designer to select that method of facilitating the topic which gives the participant a better understanding of the subject. Some topics could be dealt simply like the way a teacher teaches in class. But for others it becomes important that the trainer demonstrate the practicality of his words. Sometimes it becomes necessary that the participants unlearn what they believe in so that they are able to fully comprehend the meaning of the message that the trainer wishes to give him. In such situations, it becomes essential to introduce or explain the topic by a practical demonstration of the issue. It could be in the form of a role play, case study, or maybe even a game. The selection of the methodology of teaching depends on the module designer and the trainer. If the designer feels that the topic is important and it is essential that the participants understand the topic in its entirety, then he is likely to suggest an activity for the same.

SEQUENCE THE LEARNING
Once the topics and the methodology of facilitating these topics have been decided, the designer now needs to sequence the topics and activities into a logical manner. Every topic needs to be related to the previous as well as the successive topic. All the topics shouldn’t be cluttered up together such that it resembles a playing field. Neither should the activities be so meagerly distributed that it bores the participants.

The purpose of this step is to design the overall flow of the training session. Here, the module designer develops a logical flow for the learning process. He considers how best to deliver each session. If the designer is working on the training module for any specific company, he could prepare a rough draft of the sub-topics covered and present it to the company representative, who could confirm what exactly the sponsor expects delegates to gain from the training.

DESIGNING THE OVERALL COURSE ENVELOPE
Aeronautical engineers use the phrase “envelope” to describe the whole set of performance criteria within which an airframe must stay if it is to be safe, so we can use the same term to bring together all the criteria for the training event. It includes issues like – the objectives, the duration, how many people, residential or day course, trainer-led or e-learning, etc. Let’s consider each of them.

Learning Outcomes
It is important to confirm what exactly the sponsor expects delegates to gain from the training. Once this is clear, the overall design envelope could be fixed.

ABC designs training programmes which could have a wide applicability in terms of the types of industries. The programmes are modified to suit any particular company once such a requirement arises.

Duration
An important decision would be how long the course should last. In an ideal world you would collect your thoughts about what the course should include, arrange the topics for the best flow, and strike the optimum balance between theory and practice. Once, you have done all that you might decide, for example, “This is a two-day course.”

Generally the real world isn’t like this anymore. It is quite likely that the sponsor might specify the extent of the training programme. The challenge is then to get the best fit between what you would like to do, and what you realistically can do, in the available time.

Consider these observations:

• Half a day is great for refresher sessions, or some topics like minute-writing skills where you can cover all the concepts and still give time for practice.
• One day is ideal for many topics as it allows a fast paced course to cover key theory, with some time for participation and interaction, for example time management and writing skills.
• Two days are essential for courses where you need to cover theory and provide a greater amount of time to practice skills, for example, presentation skills or recruitment interviewing.
• Three days or more are required for courses where there is greater amount of theory to grasp, probably coupled with the need to demonstrate mastery of the skills.
  

Start and end times
An important decision is when to start and end the course. We are required to be conscious of the normal working hours of the participants.

If you schedule the start time earlier than they are used to, people could drift in over an extended period, which makes it difficult to make a high impact start. Similarly, if you plan to begin later than they are used to, we can expect people’s concentration starting to lapse, or some individuals needing to leave before the end because of travel or child-care arrangements.

Residential or not?
For many courses, especially the short ones, there is no debate about the course being non-residential; but the question will arise for longer courses or in situations where delegates need to travel from geographically dispersed sites.

Advantages of residential courses

• More time available as you can work till late evening, or start earlier on subsequent mornings.
• People get to know each other better.
• People often relax more as their domestic issues can be put aside.
• More relaxed pace as there’s less pressure to cram it all in.
• People traveling from afar have time to adjust before the course starts.
• Opportunity to build teams and to break down barriers.
  

Disadvantages of residential courses

• Costs will be much higher as you are housing and feeding people overnight.
• Some people could be unable to stay overnight due to personal circumstances.
• The temptation to work to late into the night.
• Some people feel threatened or uncomfortable with the continual social immersion with the other delegates.
  

Number of delegates
For regular classroom training or even SOBTs the batch of participants is not expected to exceed 40. Depending upon the skill to be developed and the managerial level of the participants, the number could reduce.

For ADCs, the number of participants is not required to exceed 14. 14 participants would require 7 assessors.