To develop or acquire training and education programs to satisfy employee training requirements.
Understand Training Requirements
Review existing support material (e.g., policy and procedure manuals, forms, reference material, equipment and facilities, work sites, job specifications/descriptions, current training material). Interview subject matter specialists to ensure/confirm understanding of material and requirements.
Define Training Objectives and Evaluation Process
Identify performance, skill level, and knowledge required at the end of training. Estimate training time frame and cost in person-days and funds. Define the process that will be used to evaluate the effectiveness of the training (e.g., testing, simulations, problem solving, interviews).
Measure Pre-Training Performance Level
Develop evaluation exercises (e.g., true or false/multiple choice questions, short answers/essays questions, simulations (role playing), oral interviews). Measure current performance of training audience and select participants to be trained.
Evaluate Off-the-Shelf Training/Education
If training requirements are generic (e.g., personal development training, management training, technical training) research and evaluate off-the-shelf training solutions (e.g., courses from companies specializing in specific types of training, technical school/college courses, university courses).
Select Delivery Mode and Instruction Strategy
Select the best approach for training participants (e.g., instructor led training, computer based training, on the job coaching, simulations, workshops, self-paced learning, just-in-time training, off-the-shelf training/education).
Design Custom-Specific Training Material
Develop a detailed outline (e.g., lesson, topic, session) of training courses including sequence of instruction, content to be covered by each topic, paths through training, and approach for each topic, exercise, and workshop. If training will be delivered using multimedia (e.g., computer, video, audio), design each segment type (e.g., screens, menus, scripts, visuals) in the course and prototype (e.g., storyboards, scripts, animations, soundtrack, graphics) key content.
Validate Custom-Specific Training Design
Validate the training design by conducting walk-throughs with subject matter specialists.
Develop Custom-Specific Training Material
Create training material including student workbooks/handouts, instructor guides, visual aids (e.g., foils, slides, graphics), multimedia material (e.g., audio, video, graphics, animation, text), exercises, workshops, simulations, and case-studies.
Tips and Hints
An organization that specializes in developing customized training should be used if custom development is substantial.
IMPLEMENT TRAINING AND EDUCATION PROGRAMS
To deliver and support the training and education programs.
Setup Training Environment
Set up and maintain the training environment (e.g., facilities, equipment, hardware, system software, application software, application data).
Administer Training Support Material
Schedule courses, students, and instructors. Administer course material (e.g., student workbooks/handouts, instructor guides, visual aids, multimedia material) and supplies (e.g., name tags, paper, pencils, refreshments). Contact students and instructors. Manage travel and living accommodations.
Test training program using a cross-section of students. Identify issues with content, logistics, material, and delivery method. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.
Conduct Training Sessions
Conduct training sessions. Monitor sessions and identify issues. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.
Evaluate Effectiveness of Training
Evaluate the effectiveness of the training and education program. The post-training evaluation exercise should measure the same skills and knowledge level as the pre-training evaluation exercise. It is not necessary to evaluate every student or every course offering. An evaluation must be performed:
· when a new course is given or significant changes are made to an existing course,
· when significant problems have been identified with an existing course,
· when a new instructor is teaching,
· on an ongoing basis to a random sampling of courses.
Craig Borysowich (Chief Technology Tactician)