These competencies have been adapted with permission from The Institute for Performance and Learning’s Competencies for Training and Development Professionals© as the model and reference standard of practice for workplace learning and development professionals.
TRAINING DEVELOPMENT is the important next step in preparing an effective learning solution. This can range from a simple 15-minute self-paced distance learning package to a multi-week curriculum using a blend of many different delivery methods. Competent development of a structured learning solution ensures that the learning objectives focus on performance and deals with "need to know" rather than "nice to know". This ensures a tight and cost-effective means to deliver knowledge and skills to the participants. Here are the areas that will be looked at in the development process
1. Conducting Design Analysis
In conducting the design analysis, together we will look at the following areas.
- What tasks and activities are we expecting the learners to do - or do differently - after learning? (or performance objectives)
- How do these tasks and objectives support the business results?
- Who are the learners? What are their education levels, job experience, level in the organization, and attitudes toward learning?
- What are the constraints to the design or technology required? (venue, cost, design time, network limitations)
- What are the guidelines or steps for performing each task? (task analysis)
- Who are the subject matter experts (SMEs) who can or should be approached to provide input to the task analysis?
- How can we present the task analysis in a way that learners can understand and follow?
- Does the project plan for developing the structured learning address contingencies, such as; learning for new hires, technical requirements, learning management systems, or translation?
2. Learning Objectives and Evaluation
This is an important element for ensuring that we can stick to the performance objectives and ensure that we deliver only "need to know" skills and knowledge.
- Do the learning objectives support the desired performance outcomes from the Design stage?
- What are the skills-based objectives that support the performance objectives?
- What are the knowledge objectives required to support the skills-based objectives?
- What are the metrics we will use to evaluate the achievement of each learning objective during the course? (e.g., role play, case study, demonstration, knowledge testing)
- How will we measure the success of the learning experience once the learners have returned to their work?
3. Creating a Detailed Design
At this point, we have all the information required to begin the process of creating a detailed learning design. We will ask the following questions.
- What is the best way to deliver the structured learning? (classroom, virtual classroom, distance learning, blended learning, on-the-job training)
- What learning activities will help us achieve each learning objective? What is the timing for each activity?
- Have we optimized time for practicing each task?
- How will we support the transfer of knowledge to the workplace? (e.g., feedback and coaching from the manager, recognition for the change in behaviour and function)