The role of a module designer is critical and has to be well taken care of if training is to take place in an orderly manner. This week I will explore the procedure for coming up with a training module.
By Paul Nyausaru
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, the module designer has to ascertain which sub-skills he would wish to concentrate more on. In so doing, there is need to identify constraints and localisation issues. The module designer is required to read as much as possible on the area of training. 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 direction 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 tackled in the same way a teacher teaches in class. But for others it becomes important that the trainer demonstrate the practicality of what he is delivering. 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 that topic.
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 meagrely 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.
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Designing the overall course envelope
The term “envelope” is used to describe the whole set of performance criteria within which all the criteria for the training event covers. It includes issues like — the objectives, the duration, how many people, residential or day course, trainer-led or e-learning, etc. This will include the following:
l Learning Outcomes: It is important to confirm what exactly the Trainer expects delegates to gain from the training. Once this is clear, the overall design envelope could be fixed. l 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 then decide the duration of the course.
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, you can expect people’s concentration starting to lapse, or some individuals needing to leave before the end because of travel.
Paul Nyausaru is a Human Resources Practitioner. You can contact him on email [email protected] or [email protected]. Views contained in this article are personal.
