Developing Training Module

Meaning of Training Modules

• Training module is an instructional guide primarily used for teaching &
learning step-by-step procedures. Training modules also can be used
to present more factual information. Although most OJT is carried out
for the purpose of teaching skills, practical experience indicates that
employees also need a way to document facts, concepts, processes,
and principles.
Purposes of Training Modules
• Serve as a guide for the trainer.
• Serve as a guide & later reference for trainees.
• Document procedures & best practices.
• Provide ready-made checklists for performance evolution.
• Shorten the time to competency.
• Standardize task accomplishment.
• Represent employee input & ownership.
• Can be adapted to other training technologies such as e-learning.
Types of Training Modules
• Skill Modules- skill module are written to present step-by-step
instructions for performing a physical skill.
• Knowledge Module- knowledge module present fact, concepts,
processes, and principles. Examples include interpreting traffic signs
and determining costs.
Who write the Training Modules
• The design team members write the training modules during team
meetings. The real power of team driven structured OJT is employees
the ones who know the actual tasks and speak the “language” better
than anyone else. They should be the, who documents how to perform
the tasks & train others.
• The design team members try to involve as many employees as
possible on the design and approval teams. In addition to the team job
task analysis, module writing provides an excellent processes for finding
out where current knowledge and skill deficiencies exists and
expanding the original needs identification & task list, when employees
are involved in the discovery, they will own the problem & fix it.
Need Assessment
• What existing knowledge do they have?
• What are the learners job related needs?
• What is the gap between what they know and what they need to
know?
• What learning outcome will meet the learner needs?
• What kind of training plan need to be created?
• What resources are available?
• What are some potential challenges to this training ?
Use “ADD “ Concept
• Assessment :What do the
learners need to know to
accomplish job-related
tasks.
• Design: What will training
module look like?
• Development: What
content, learning
methods , and resources
will you need?
Assessment ( Characteristics of Learners)
• Need to know: The learners want training delivered when “ THEY” need it
, when they are ready and wanting progress to a new task or a new stage
• Self Concept : The learners expect the instructor to recognize their prior
accomplishments and knowledge .
• Life Experience : The learners except the instructor to recognize their
prior accomplishments and knowledge.
• Task centred and Practical : The learners feel that the training should help
them meet jobs related needs
• Internally Motivated : The learners want to be largely ( but not
exclusively) driven by internal rewards and not , for e.g. grades or marks.
Design
• Trainer Notes : Detailed explanation with question from students and
trainer
• Class discussion: Conversation with questions posed to elicit
thoughtful responses from learners
• Games: Competitive activities that allows learners to test their
knowledge and skill in the subjects.
• Small Group Exercises: 4-6 people answering questions or solving
problems together
• Role plays: Smaller groups designed for more intense discussion and
problem solving
Development
Consider the following while developing content for the module
• One-to-one conversation/personal experiences/feedback.
• Have you provided enough information and learning experiences for
trainee to accomplish the stated learning outcome.
• Is there balance interactive, independent and instructor led training
experiences?
• Is there enough detail to allow a trainer to use the content outline to
teach the training program?
Guidelines for writing training modules
• Use short, simple words in a two-column format.
• Use action verbs and objects in column.
• Provide enough detail for trainees to practice an assisted after training
sessions.
• Be specific & comprehensive. Trainees may not go to the trouble to
research a vague direction.
• Use only well-known abbreviation.
• Avoid ambiguous words such as “right drawer”. Instead, write “right-
hand drawers,”
• Specify exact quantities whenever possible.
Guidelines for writing training modules
• Define new terminology immediately before the action step in which
it occurs.
• Where possible, put drawings & other reference materials directly
into the training modules to lessen the number of outside references
the training must find.
• Include the follow up action.
• Insert tables, charts, warning, cautions, notes, conditional tables, &
decision tables where appropriate.
Thank you