Writing Broad Training Documents

Required Knowledge

Relevant Principles of Communication - see Outline 20

PIEMAN - Outline 18

These documents may be for use in-house, for outside study or for correspondence - the principles are the same.

Adult Learners

• Expectations
  • will be treated as children
  • weaknesses will be exposed
  • won't be able to cope with the work required
    
• Feelings
  • nervousness
  • afraid they will be embarrassed [speak in public?]
  • not sure what will face them
    
• Needs
  • friendship, cooperation, assistance, direction, understanding ....
  • for the tutor to use investment not divestment in orientaion
  • to feel comfortable with the work even if operating at a study level
  • to complete the course able to do or understand something new
    
• Abilities & difficulties
  • must have their limitations accepted
  • may not have much time
  • may be making big sacrifices to be there
  • often have untapped abilities
  • bureaucracy should not be inflexible.
    
• Implications
  
  • Attitude
    • There to learn - not as in compulsory years of schooling
    • To be treated as adults
      
  • Setting must be appropriate -
    • work spaces not little desks and chairs
    • circular arrangement or in groups
    • lecture style if lecture theatre available
      
  • Tutors [or whatever] must be sympathetic
    
  • Work must be related to their jobs/backgrounds/needs
    

Assumptions of trainers and trainees

Trainees

• lack of own ability
• embarrassment
• dullness
• incomprehension

Trainers

• SEX - may operate at the wrong level
• inability/ability of students - they will be mixed, need to assess individuals
• immaturity of students - as above
• time and priorities of students
  

Job Analysis Revisited

Before starting to write any broad training documents for the workplace, you have to realise that they must be job related. Outline 13 looked at job descriptions and it would be well to revise now. Then you can look at the:

• prior knowledge required to do the training
• materials & equipment required
• step by step instructions will be necessary
• precautions to ensure people and equipment are not damaged
• levels of difficulty - how will the trainees progress

Flowchart

Even a sketchy flowchart will provide guidance as to the steps to be taken. It can be developed in more detail as you progress with the documentaion

Objectivity & Action Words

Remember that each step must be to achieve some measurable progress. Education is concerned with broadening the mid, but training teaches people how to do specific things. Job descriptions are phrased with active words - so should be your training objectives.

Preparation

• Work out aims or outcomes of course
• Set achievable and measurable objectives
• Consider priorities
• Decide on assessment strategy
• Work out levels of organisation required
• Decide on methods of presentation

Format of Syllabus

Preparatory Sections

• Title of position[s] for which training is designed
• Position
• Job
• Qualified designer/trainer details
• Dates - originated, modified
• Place within syllabus; course or module identification
• Objectives - what students will be able to do on completion
• Duration of proposed training

Body

• Subject matter - remember this is a broad training document so subject matter can be broad - the next level is to develop it in more detail.
• Method - lecture, demonstration, hands-on - how will it be taught
• Time - on or off job; specific if possible - vagueness leads to cancellation and postponement of training - not it should/may be done - it will be done ...
• Place - workspace, lecture room, off site location
• Equipment and materials
• Assessment method and required pass definition

Conclusion

• Expected outcome
• Next level or alternative
• Proposed revision date of this document

Documentation for Legislation and Accreditation

Some training documentation may have wider implications than just in-house training needs and you may want to acquire accreditation from a national or state body - it gives impetus and status to your training, and allows employees to gain recognition from other employers in the future. Each authority will have specific needs, but if you think you may be entering this arena, draft some ideas along the following lines:

• Approving authority and dates - approval and next review
• Responsibilities - who does what, when and how
• Objectives - broad brush
• Strategy
• Outcomes
• Monitoring & evaluation