3. SNOHOMISH COUNTY PUD
Organizing Your Training
• Now that you have created your Learning Objectives you are
ready to build and organize your training session.
• Ensuring your training is organized from start to finish is key
to a successful session.
4. SNOHOMISH COUNTY PUD
Six Step Model for Organization
• Goad (2010) has an effective Six Step Model to assist with
organization:
1. Organize Learning Objectives into a logical sequence
and group together where appropriate. Use the
groupings to form the training modules.
2. Within each module, treat each Learning Objective as a
major element of the module. Identify elements to
include in each module.
3. Organize (sequence) the modules.
4. Determine times for each module.
5. Review the module.
6. Repeat for each remaining group of objectives
Goad, T.W., (2010) The First Time Trainer (2nd Edition). American Management Association, New York.
5. SNOHOMISH COUNTY PUD
Additional Tips for Organization
• Depending on the type of training being delivered, material
should flow in one of these ways:
– Chronological: A chronological flow will be a better option if you
are covering aspects which are related to time. For example, if
you’re discussing technical methods, you can start with the oldest
one and move on to the latest.
– Sequential: Following a sequential pattern will allow your
information to flow in a logical manner. For example, you can start
by explaining the different aspects of a problem and then explain
its solution.
– Point-Counterpoint: This technique emphasizes presenting two
different sides of an issue. For example, you can explain the
benefits of a software application and then counter it by
mentioning its negative effects.
https://www.ashfordglobalit.com/training-blog/business-skills/10-tips-for-developing-a-successful-training-session.html
6. SNOHOMISH COUNTY PUD
Additional Tips for Organization Cont.
• Create specific and focused content for modules. Broad
and general content is typically not well-received by
adult learners.
• Do not attempt to evenly divide the time between all
modules – some will take less time than others and some
will take more. They do not have to be equal.
• Build in flexibility within modules in order to properly
address questions and account for possible tangents that
may arise.
• Your materials should be succinct and easy to follow.
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!