Designing your training

There are many, many, many approaches to training design used by trainers and instructional designers. This is not to replace those ideas but offer a broad view of how to think about your approach before you begin.

First, determine how you can map the training into a modular format that makes sense in terms of your objectives, planned exercises and activities, available technology for communication, feedback, and assessment.  Take a broad view.  By mapping a training session into modules with specific but associated elements, rather than simple objectives, you can develop a better picture of what pieces would work best with what delivery methods.

Next, identify which elements require social interaction and which can stand alone as independent activities. Where will you want people working together and where alone?  Within each module, categorize each element accordingly.  At this point, consider what delivery method would be most appropriate for each objective and associated activities and exercises. In recognition of the varied preferences adults have for how they learn something new (Kolb's Learning Style) select a variety of methods for each content and topic area.  For example, to introduce the issue of discrimination in hiring you might show a link to a news broadcast in Texas on a case, handout a written story on the same case, and have students share their views in a backchannel tool like twitter or todaysmeet.com as you watch and read.  From there you can drive an educate, open debate on the topic.

For each module and objective, choose the on-going, in-process (formative) and final achievement (summative) assessment methods you will use.  Depending on the nature of the objectives (Blooms taxonomy ), determine whether the assessment requires your observation and participation (role play, presentation of arguments, etc) or whether it could be student directed (reflective exam, peer evaluation) Subsequently choose the proper form and create the assessment.

Finally, reflect on the overall training and where you might expect students to encounter obstacles to learning, either internal or external. Where might technology be an issue (slow devices or connections, lack of tools)?  Where might students be unprepared or unskilled in using technology (using twitter or texting)?  What concepts might be too complex for some students and require one-on-one time to explain?  What topics might be so dull that students might struggle with motivation?  At what points might you need to incorporate more stimulating practices and a lighter format to keep students engaged?  For each possible obstacle, plan a response or pro-active strategy.