Training material development guide

Training Material Development Guide
The activities of communication, engagement, and, measuring learning working together
Enabling the strategic alignment
between training and performance with
Table of contents.…………..…….………............................................................................................................1
Prefaces and Purpose of the Guide……..............................................................................................................2 1
Coordination.....................................................................................................................................................4 1.1
Pre-Training Planning…..................................................................................................................................5 1.2
Training Logistics Checklist…..............................................................................................................................6
Needs Assessment...........................................................................................................................................7 2.1
Assessing Needs .............................................................................................................................................8 2.2
Adult Learners............................................................…………………………………………..……………..9 3
Design...................................................................................…………………………………………….…15 3.1
Course Design Process...................................................................................................................................15 3.2
Learning Outcomes..........................................................................................................................................17 4
Development..................................................................................................................................................21 4.1
Developing Material.......................................................................................................................................21 4.2
Developing Presentations………………………………………….................................................................26 5
Delivery..........................................................................................................................................................27 5.1
Training Methods...........................................................................................................................................27 5.2
Effective Communication Skills……………………………………………………....................................31 5.6
Evaluation.........................................................................................................................................................35 6
Forms of Evaluation.......................................................................................................................................35 6.1
Process Evaluation…….................................................................................................................................37 6.2
Reference…………………………..................................................................................................................40 7
EmployeeTalk Acknowledgment............................................ ......................................................................41 7.1
Note about the author........................................................................................................................................43.8

Prefaces and Purpose of the Guide
A strong succession planning program identifies and fosters the next generation of leaders through mentoring,
training and stretch assignments. This would include Communication, Employee Engagement, and Measuring
Learning working together. Employee Engagement is at the centerpiece. It is ongoing and not just a once a
year activity. It requires a focus on what is critical now. The results from a yearly employee engagement
survey, for example, can leave us wondering “Now that I have identified some strengths and opportunity, what
do I do now?” Better outcomes are met when we create training activities in relation to employee engagement.
This guide documents the process and good practice in developing training material, piloting and testing it. It
is designed to help those (the course organizers) to plan and conduct a course. The guide aims to demonstrate
different ways to engage using a Communication and Learning Measurement Technology to deliver and
confirm outcomes. The (ET), EmployeeTalk platform is showcased in these processes and good practices and
outlines an approach to meet Succession Planning objectives from employee engagement.
Dashboards
For better independent development planning each employee should be set up with their own personal
dashboard. Their personal dashboards are for login in EmployeeTalk to sign off on onboarding tasks and
Employee Handbook, view Yearly Performance Reviews, engage Personal Assessments, and Collaborative
Assessments; such as 360° Feedback Reviews, Stretch Assignment Tasks, and, Manager Tips. This platform
creates more accountability to skill improvement and provides a place to support a personalized training
approach.
ET uniquely pinpoints the individual profiles of employees learning style and behavior. This supports the
quality in the activity of training. The transparent activities empower managers to assist their team in Skill
Development, Independent Development Planning, and Succession Planning in the organization. Course
design is initially inspired from employees, managers, leads, and, training team’s observations and it’s based
on the corporate learning strategy which is developed from the following key elements:
 Specific Business Objectives – What are the specific financial and/or human capital goals your
company is trying to meet? Your business objectives should provide the framework for your strategy.
 Audience – What are the roles that have a direct impact on each of these goals? Training should
focus on the employees in these roles. The stakeholder audience could be an internal one or external
one such as customers, vendors, or patients.
 Delivery Method – How will training be delivered? This includes identifying the type of content
needed, the medium through which it is delivered and how learning will be measured.
 Performance Support – How will performance be supported? How will outcomes be confirmed?
Training must be applied and reinforced to be effective and should continually evolve to meet
changing needs.
The guide includes information on the main steps and stages in the sequence of designing a training course all
the way to evaluation for feedback into further development. It is worth mentioning here that the design and

development process of training material is anything but linear. In fact, it will be important to utilize today’s
training techniques such as Micro Learning, Just in Time Training, Mobile Design with an online Library
(LMS), and, of course, Online Dashboards for the employees in EmployeeTalk. Training will be very iterative
but some content can be a challenge and difficult to capture in a document such as in how this guide outlines.
Design processes are always divided into steps and phases in order to make sure that checks and tests are
carried out at the appropriate time to avoid any lengthy and costly time-consuming modifications at the end.
There are 4 key overarching principles to any design process – the 4Cs:
1. Clarity: Working groups and design teams need to take their time at the onset of any course design
process to achieve and agree on the clarity of several issues including:
a. Purpose of the course
b. target group
c. aims and objectives
d. learning outcomes
e. process plan
f. responsibilities
g. piloting and testing
h. evaluation
The more this is given time and attention the better and smoother the process that follows will run. If
there is any disagreement on the fundamentals, it is going to affect almost every aspect of the design
and development process and will result in a constant insurmountable obstacle. It’s also important not
to leave anything to assumptions of any kind.
2. Capacity: Assessing the required capacity of the design and development team, those who will be
involved in the administration and logistics of piloting and running the courses and the overall
management team is also fundamental. Training courses are different and each requires a set of skills
and expertise unique from another depending on the context it runs in. Making sure that the right
team is put together and given adequate resources is another fundamental principle in training design
and development. Time should also be taken in assembling the appropriate capacity package whether
human resources and expertise or material and non-tangible.
3. Consistency: Once an approach is agreed upon, the consistency maintains the quality of the design
process. When there is clarity on aims and objectives and the design team moves into the details of
methods and training approach and techniques, it’s important to stay consistent with what the training
is trying to achieve and stay focused on the main purpose. Design and development processes get
derailed by losing focus or trying to follow fads and gimmicks in training that might not be suitable to
the purpose of the course. It’s also important that the design team sticks with the process from
beginning to the end. This would include follow-through and the confirming of understanding
through learning measures. This last part representing collaboration with teams. If training team
members have to be substituted, it’s important that there is enough overlap/hand over period so new
members can join in, bringing in fresh and new ideas without disrupting an on-going process
especially when it’s farther down the line.
4. Commitment: Lack of commitment is largely what makes or breaks any design and development
process. Commitment is not just from the design team but of all stakeholders involved in terms of
supporting the design team efforts financially, technologically, administratively, logistically, etc. The
best design efforts falter and cannot be sustained when there is lack of commitment.

1. Coordination
Coordinating a training course requires a variety of steps, tasks, and skills. Although a lot of training
coordination takes place during the design phase, coordination is very important during all phases of the
training process. Coordination begins at the time training is proposed and continues even after it is delivered
and the participants leave. The various roles a training coordinator leads include; communication manager,
materials producer, employee engagement specialist, problem-solver, and even entertainment director. In
short, coordinating training requires the endless management of many details and people. This section covers
pre-training planning and checklists to be taken into account early on in the process. A collaborative training
approach centralizes lesson access too. The preplanning objective is to capture lessons and training critical to
the individual department success and ensure learning goals are driven by business goals for reuse and
accessibility. Consider using a preliminary approach to engage potential training needs, a litmus test to ensure
that the department goals align with the organization’s goals. The material development phase is driven by
observation utilizing scorecards from the manager’s perspective and checklist from the team’s. This is done to
get the unit manager to start thinking about training when none is planned. These general questions can be
launched online virtually as an assessment within EmployeeTalk (ET) with the intent to follow up face to face
with conversation. When managers are engaged on the material topic in person, ask if there is anything else.
Remember this exercise is to get leaders thinking about their training needs. We are in the material inception
stage so face to face is a must. These Material Inception questions are also provided transparently:
When considering training and succession planning needs, what is your most critical objective today to meet
business goals?
I can list in the space provided these critical objectives, the first being most critical? Yes or No
1.
2.
3.
You can share what the current obstacles are preventing the success of this critical objective? Yes or No
1.
2.
3.
You can share what is currently in place to support those critical objectives? Yes or No
1.
2.
3.
You can share what is needed from the training team to support those objectives? Yes or No
1.

2.
3.
In follow up face to face
By implementing this training action, we would solve this objective and business goal? Yes or No
The actual training is created from a detailed Checklist3 exampled under design part 3.1 in this guide. This too
can be engaged online virtually with EmployeeTalk so leaders can respond when their available giving them
time to think about needed content and context.
1.1 Pre-Training Planning:
One of the first and most important steps in pre-training planning is to identify and agree on roles and
responsibilities before posts are even filled. Terms of reference should also be drawn for the following set
of roles:
MANAGEMENT MATERIALS DEVELOPMENT TRAINING
Program Manager Curriculum Developer Training Facilitators
Training Coordinator Content Specialist Training Co-Facilitators
Administrative Assistant Curriculum Writer Manager – Training Assistant
Curriculum Editor Facilitator – Train the Trainer
Graphic Designer
Videographer
Programmer/IT
For clarity of responsibilities the Program Manager is usually and typically The Unit Manager and in a case of
a project that has a strong training component the Unit Manager is also the Program Manager and Content
Specialist. The Training Coordinator, on the other hand, could be someone from the internal training team or
someone in the counter-part department or the organization targeted by the training and/or a regionally based
leader where the training is planned. These two can be different from the Lead Material Development
Specialist (also known as Curriculum Developer), who in some cases could be a hired consultant. The
Administrative Assistant, Graphic Designer, Videographer and, Programmer/IT is self-explanatory terms and
is someone who reports to the Training Coordinator and is responsible for the details of training admin and
logistics.
1.2 Training Logistics Checklist:
The following checklist will be referred to time and time again throughout the design and development
process. It’s important to consider it as early as possible since some of the decisions made at this stage
will have fundamental implications on the material design and content. Reflecting back on the iterative
nature of the design process some of the information in the following checklist should come from the
training needs assessment, which is covered in the following section.

WHAT YOU NEED TO
KNOW
WHERE TO FIND
THE ANSWER
HOW TO FIND THE
ANSWER (STEPS)
TEAM NOTES
Training schedule/ structure
Optimal number of training
days
Spread of training over one
or more weeks
Best days of the week
Best time of the day
Length of each session
1.3 Coordination
This particular checklist is for training needed delivered outside the office or regionally delivered.
TRAINING LOCATION 1 2 3
Access
Comfort
Training facility
Accommodation
Supplies on-site
Food and drink
ADVERTISING
Lead time for advertising
Information for nomination and enrolment
Direct invitations
Other advertising ideas
REGISTRATION
Check off on – EmployeeTalk LMS (track)
And online by email
By post (internal social network)
Other ways of registration

2. Needs Assessment
The following four central questions must be answered before you begin designing a training course.
 Audience: Who is the target audience for a proposed training?
 Current roles: What do members of this target audience presently do in their roles?
 Knowledge gaps: What gaps exist between what these providers know how to do, and what they need
to know to carry out their roles successfully?
 Outcome: Will training help fill this gap?
These questions form the foundation of a training needs assessment. Both general organizational assessments
and personal assessments highlight a broad array of training opportunity in a company. When we target
expectation it helps us to understand unknown obstacles to execution (the gaps). Gap assessments are targeted
and focused in these two areas. Both of these gap assessments are commonly used in Succession Planning
activities. Here are some example methods, techniques, and, tools to resource and engage using
EmployeeTalk:
Organizational Gap Assessments Resources Personal Gap Assessment Resources
Culture assessment Self-assessment
Yearly employee engagement survey Performance Review
Targeted Pulse communications 360° Feedback Review
Retention assessments Roll Perception – self-evaluation
Quality assessments Self-assertiveness assessment
Transformation communications Listening assessment
Work Balance assessment Learning style –self-assessment
The Undercover Boss method is an example of an exercise using EmployeeTalk which can identify both
organizational and personal training gap needs online.
 Undercover Boss engages in an Undercover Boss like approach
online without being undercover and engages specific aspects of the business with a much larger
audience than the TV show. Get to know your people. Follow-through on great ideas and training
opportunity face to face from feedback. The great reveal is driven by the Task Reporting System in

ET. It confirms better outcomes by enabling leaders to track, task, and, coach team with lessen-
oriented follow-through actions or stretch assignments from feedback. This face to face is initiated
through email or a phone text and then authentically delivered.
 Stakeholder Product Training is yet another area which can be a focus beyond the organizational or
personal gap assessment. Engage employees whose role and use of tools and equipment directly
affect quality. Use the opportunity to educate and engage on product experience leaning on team
expertise for feedback. For example, a product is outside a Nurse’s personal performance yet the
products they use can still affect performance in the perspective of quality- hence a different gap
focus. Another product training area to consider engaging is Sales. People can benefit from product
knowledge. In this concept, customers could be engaged in their experience. This is where internal
training becomes an external opportunity.
For a risk concept-oriented example, a curriculum developer or trainer must first understand what Workers
Comp, Risk Manager or Safety Control Management Personnel presently do in their jobs and how training
could change the nature of their work. As a result, they will be better able to determine what knowledge and
skills are needed. However, it is important to keep in mind that training is only part of a solution to meet
professional needs which are identified in a needs assessment. Other changes - in addition to training - may be
needed in order to completely fill a learning gap.
In addition; adult learners’ particular learning needs are important considerations when designing training.
Understanding those needs is part of the needs assessment phase.
2.1 Assessing Needs
The first step in building a training course from inception is identifying the needs of target participants.
There is a variety of methods for conducting a needs assessment. An in-depth Key Informant Survey can
also be used in EmployeeTalk and driven transparently or anonymously, given the context of the questions
- political or neutral. This can provide further details and insights into needs and overall course design
approach and material focus.
A Need: A “need” refers to the gap between what is and what could or should be within a particular
context, leading to strategies aimed at eliminating the gap between what is and should or could be. This is
best communicated when leaders focus communication on the expectation and inform, educate, and,
identify potential obstacles. The obstacles viewed as gaps can be addressed in the training
Anytime leaders are communicating “the maybe” it is because some expectations are not well known. The
positive in these statements is that “maybe” is the communication of potential possibility.
Needs Assessment: Program-based needs assessment is:
a. A systematic inquiry for the purposes of identifying priorities and making decisions, and
b. Allocating finite resources in a manner consistent with identified program goals and
objectives. Needs assessment includes:
 Identifying and analyzing expressed and unexpressed needs.
 A plan to develop strategies that address such needs.

The following key questions need to be posed in any needs assessment:
 What do the participants need to know and do as a result of this training?
 What do we need to know about the course participants and the population they serve?
Key tasks in any needs assessment will include, but not limited to, the following:
Determine the target population
 Identify what type of professionals the course is designed for.
Determine the participants’ needs1
these items below identify other methods, techniques, and, tools to
capture this information.
 Draw from your past experience with similar groups (IP)
 Information from informal discussions among professionals in the network (IP)
 Conduct surveys (data and correlations) (ET)
 Conduct focus groups (ET and IP)
 Work with an advisory panel (ET and IP)
 Observe participants (ET and IP)
 Interview participants (ET and IP)
 Learn about critical incidents (ET and IP)
 Corporate Book club feedback (IP)
 Committee Team feedback (ET and IP)
 Determine what emerging data should be distributed (ET and IP)
 ET = EmployeeTalk
 IP – In Person
1 See for example:
 https://www.linkedin.com/pulse/dialog-measure-communication-eric-bruggeman-et-
iv/?trk=mp-reader-card
 www.e-trainingmanuals.com.au
 http://www.go2itech.org/HTML/TT06/toolkit/assessment/needs.html
Understand the participants’ characteristics
 Experience
 Cultural background
 Education
 Location
 Mind set/Motivation
 Constraints (location, job demands, etc.)

2.2 Adult Learners
It is radically different to design training courses and material for adults than any other group. Adult
learning follows certain principles listed below and adapted from: Malcolm S. Knowles, Elwood E. Holton
III, & Richard A. Swanson, (2005) The Adult Learner: The Definitive Classic in Adult Education and
Human Resource Development, Burlington, MA: Elsevier.
1. Adults are often concerned that participating in a group can be political and will make them look
weak, either professionally or personally.
 When there is a political environment and early contribution is critical to design then
consider some anonymous engagement in EmployeeTalk. These dialogs can be
general questions targeting key roles in policy and procedure, best practices or
solution requests based on a call for innovation.
 Design training workshops, educational exercises, and discussion sessions that help
people feel safe enough to ask questions and be confident that they will be respected.
For example, following-up on a town hall meeting anonymously in ET can address
gaps in training, needed presentation skills, or identify where information failed to
reach target audiences.
 Don’t ask people to take risks too early in a workshop or course (for example,
engaging in a role-play exercise) unless they already know each other well.
 Provide opportunities and allow time for people to establish themselves in the group.
2. Adults bring a great deal of experience and knowledge to any learning situation.
 Show respect for participants’ experience by asking them to share ideas, opinions,
and knowledge. Verbally recognize that they may be a good resource for reaching
your teaching goals.
 A needs assessment can tell you more about the individuals in the group. Or, if you
already know the participants, you may realize that a particular individual can
provide helpful input before, during, or after your session(s) - see point 5 below.
3. Adults are decision-makers and self-directed learners.
 Do not seek to make people obey you. Adults will do what they need to do.
 Be the “guide on the side” rather than the “sage on the stage”.
 Listen to what they want and need and be flexible in your planning. Seek feedback
from the group. Change your approach if your agenda or methods are not working.
4. Adults are motivated by information or tasks that they find meaningful.2
 Conduct some type of needs assessment so that you are aware of what people want
(and need) to learn, how much they already know, and the kinds of “generative
themes” that might affect their attention span.
 Generative themes are concerns/issues that are most important in a person’s life.
 Generative themes may enhance or challenge a person’s ability to learn.
 They could include such things as the fear of losing a job, the health of a loved one,
the desire for a promotion, the need for a change, the pending birth of a child,
problems in a relationship, or new possibilities for growth and development.

Motivation can come in the form of engaging gamification techniques in training using a multitude of
challenges which align with personal and business goals. Each motivating challenge built around information
or a task, for example can use its own set of gamification techniques, such as contests and prizes, badges,
partner and group challenges. In the words of Peter Drucker, “What gets measured gets managed.” A
meaningful goal should not rely on any forces outside of your control, for instance, getting promoted. Your
goal should reflect only what’s controllable on your end. So your goal in the desire to be promoted shouldn’t
be defined as ‘get promoted.’ It should sound something like, ‘invest 40 hours towards getting promoted.’
The effort in this supports independent development planning and succession planning. Another way to
support this for your team is to use the Task Reporting System in ET to delegate activities or actions to support
growth, where perhaps after delivering an action there is a Level Up outcome for a leader (like Lead-name
added to a title). Goals should be quantifiable too. For another training example, don’t set a goal to become
thin. What does “thin” even mean? Be careful of subjectivity. ET has gone to great lengths towards ensuring
leaders clearly define and focus their initiatives. Set a goal to lose X pounds in your Wellness Program or aim
for a specific body fat percentage. Answering (3) checklist questions daily can help change behavior and keep
you on track. Consider gamification in course development and support the strategic alignment between
training and performance. Here are a few examples of rewards I’ve used in the past to support motivation:
 Kindle – and, an invite to be part of the company book club
 Day off with pay – encourage work balance and family
 Book – representing a growth focus or business opportunity which can be strengthened
 Moleskine notebook – to enhance or encourage communication
 Red Bull or energy drink – to infuse energy and focus into people to support business
 Specialized coffee (beans for Coffee Roasters) – Same concept
 New headphones – if it supports the wellness fitness activities
 Gift Cards – support local business and the community. Many businesses will provide special
discounts to support employee excellence because it means more business for them.
Adult learning activity examples:
 Breakout puzzle room is a team-building exercise to develop better comradery between people;
Diversity with Diversity, Department with Department, Baby boomers with Millennials, and Unit with
Unit, for example. It can pit 3 to 6 player teams against each other to solve a puzzle to unlock a room
and achieve the best time. The team building exercise is wide open for problem-solving scenarios.
Conflict resolution, Research, and Collaboration are just example pieces of your puzzle.
 Recognition Program is a variety of engagement and assessment activities which come together in
ET to make research methods in evaluating recognition work well. Review set-up methods for this to
ensure the right ones are selected for you. (here)

2 See some example actions, exercises and suggested readings for adults in 40 core competencies:
 https://www.yumpu.com/en/document/view/58874373/innovatevirtual-targeted-
5. Adults have many responsibilities and can be impatient when their time is wasted.
 Be thoughtful and kind.
 Begin and end your session on time.
 Understand who is in the audience and why they are participating.
In the offset of training, an excellent way to ensure everyone has an opportunity to contribute is to use a
Virtual Meeting Link in EmployeeTalk. Raise your hand if you ever sat in a meeting – hearing content and
wondered doesn’t everyone already know this? What’s even more frustrating is attending a meeting where the
agenda was not shared beforehand. In this type of meeting conclusions and recommendations are not easily
obtained. More time is often needed to think of ideas or solutions so a follow-up meeting is usually required.
Productivity is important to us. The VML enables leaders to engage a meeting agenda before the meeting
takes place. This captures contribution from people on their schedule, anytime and anywhere such as from
other shifts and locations. It also captures feedback from participants who are unable to attend the actual
meeting also improving productivity. The anonymous feedback assists the presenter in the development and
the research of information to reach better meeting outcomes and discussions for when the meetings actually
take place. This is an approach that engages impatience. The additional contribution will help you:
 Learn what questions they have about the subject.
 Don’t cover material they already know unless there is a good reason for it.
 Recognize that your subject is only one of many that participants may be interested
in learning more about. The following are more specific tips and style in adult
learning:

ADULTS LEARN BEST WHEN
MATCHING ADULT LEARNING NEEDS
WITH APPROPRIATE METHODS
They feel valued and respected for the experiences and
perspectives they bring to the training situation.
Elicit participants’ experiences and perspectives
through a variety of stimulating activities.
The learning experience is active rather than passive.
Actively engage participants in their learning
experience through discussion and a variety of
activities.
The learning experience actually fills their immediate
needs.
Identify participants’ needs; develop training
concepts and learning objectives to these identified
needs.
They accept responsibility for their own learning.
Make sure that training content and skills are
directly relevant to participants’ experiences so that
they will want to learn.
Their learning is self-directed and meaningful to them
Involve participants in deciding on the content and
skills that will be covered during the training.
Their learning experience addresses ideas, feelings, and
actions.
Use multiple training methods that address
knowledge, attitudes, and skills.
New material relates to what participants already know.
Use training methods that enable participants to
establish this relationship and integrate new
material.
The learning environment is conducive to learning.
Take measures to ensure that the physical and
social environment (training space) is safe,
comfortable, and enjoyable.
Learning is applied immediately.
Provide opportunities for participants to apply the
new information and skills they have learned.
Learning is reinforced.
Use training methods that allow participants to
practice new skills and receive prompt, reinforcing
feedback
Learning occurs in small groups.
Use training methods that encourage participants to
explore feelings, attitudes, and skills with other
learners.
The trainer values participants’ contributions as both
learners and teachers.
Encourage participants to share their expertise and
experiences with others in the training.
This particular Learning Style self- assessment is delivered from EmployeeTalk where the respondents provide
feedback. It highlights what personally is a good leaning practice for them. Here they can value what is
important too. This data can be referenced by the training team when individual training is needed.
LEARNING STYLES CONSIDER USING
Learn best with abstract concepts and lectures Case studies and discussions about theories and research
Learn best while observing others Demonstrations and videos
Learn best from exercises Role-playing and other experiential activities
Learn best through visual means Videos, images, and slides

These are responses captured in EmployeeTalk to personalize training approaches. One size training fits all is
a concept of the past. If we do not make it personal participation can be lacking or unenthusiastic. It is
important to recognize that people learn differently and that there are several learning styles to engage.
Training courses that recognize different types of learners and caters to their needs succeed a lot more in
achieving their objectives than the ones that try to funnel all participants through a rigid narrow way of single
or uni-learning mode.
Tracking and documenting participants and participation is important too. The EmployeeTalk system can be
used to set up a transparent LMS or (Learning Management System. Or, anonymous Dashboard based on
preference for tracking learning style results. It’s important to be able to refer to the individual team results
anytime when developing training. Real-time tracking and analytics are important for both those receiving the
training and those providing it. Dashboards that illustrate results visually allow employees to see the
connections between the training they receive and their performance. EmployeeTalk captures averages for
each question asked. Those questions are compiled together to create an overall engagement score which can
be compared over time. And for their managers and other decision-makers, they also show the connections
between system performance, user engagement, and business goals, which helps to quantify the investment in
their training programs. ET can support analytics and the strategic alignment between training and
performance using specific approaches:
 Targeted Report is a selection of dashboards individually created in ET to display targeted results
from employees, departments or managers. In fact, its flexibility enables leaders to compile a final
visual on whatever is being targeted where the opportunity and strengths are well defined.
 Analytics is based on average so every response counts as opposed to targeting a percent score.
 Onboarding Dashboard also called an Independent Development Planning Dashboard – evaluates an
employee’s potential. Managers with direct reports can easily manage their employee’s individual
development better. Each employee is set up with their own personal ET Dashboard platform to log
into. The manager and the employee can communicate and collaborate better online together by
focusing on development virtually. Here there is transparency in the scoring for employees. This can
improve the quality of a manager’s time management with their team member. The employee takes
ownership in their Dashboard to ensure their training and development is up to date. The manager
adds critical to know content, expectation, or questions for the employee to answer during their
process or work. (checklist) This provides a visual of opportunity. A manager can review their team
results and know where they should focus on in their individual development. When the same sets of
questions are being asked over time they can be compared to represent growth. Development can
include critical processes or procedures. It can also include job descriptions, both with knowledge
checks. This is also where a 360°, personal assessments or a yearly performance review could be
launched and tracked. This is where personal actions can be tasked by the manager and then tracked
into results. This build of information in one place makes for a very good review of performance and
employee commitment.
Generally, there are four modes of learning and people could be one or another or even switch between
different modes depending on the subject matter:
 Doer: Likes to be actively involved in the learning process, wants to know how he or
she will apply learning in the real world, likes information presented clearly and
concisely.

 Feeler: People-oriented, expressive, focuses on feelings and emotions, thrives in
open, unstructured learning environment.
 Thinker: Relies on logic and reason, likes to share ideas and concepts, analyses and
evaluates, enjoys Individual work.
 Observer: Likes to watch and listen, tends to be reserved, will take his or her time
before participating, and thrives on learning through discovery
As a leader, you may be challenged in understanding your team’s personality. You may not be aware of how to
reach your team best in training or engaging face to face. This above is an example of a single pulse question
to engage that understanding with EmployeeTalk. This is also a transparent pulse.
3. Design
Designing a training course is like mapping out a road trip or creating a journey. A training design is basically
an outline of all the “what, where, who, when and how” details of the training for use by coordinators,
curriculum developers, and trainers. There are six primary components of a training design:
1. Learning Outcomes: What will participants be able to do as a result of completing the training?
2. Training Materials: What materials need to be developed and what will the materials include?
3. Trainers & Content Experts: Who will facilitate the training and act as content experts to review
materials?
4. Training Methods: What methods will be used so that participants meet the learning objectives and
learn the content most effectively?
5. Logistics: Where and when will the training take place? Who will be invited and how will they be
notified? Will a per diem be paid to participants? Etc. Will there be continuing education credit?
6. Confirmation: What is the question/s that needs to be answered at the end, what is the true take away
to understand?
Optimally, the results of a needs assessment inform these six training design components. For example, if we
know the gap between what a target audience knows and what it needs to know, we can write learning
outcome statements that precisely meet their job-related needs. Needs assessment will also help determine who
will be needed as content experts for the training and whether a course should be a brown bagger two, three, or
five days long.
3.1 Course Design Process
Course design refers to the planning and structuring of a course to achieve specific instructional goals. The
course design process includes the following activities:
 Identifying appropriate goals
 Choosing content that’s consistent with the goals

 Selecting ways to achieve the goals
 Assessing participant learning in relation to the goals
As part of the design process, instructors should also consider:
 Their own teaching style
 The learning styles of the participants
 The role of the course in the overall training effort
Before training begins
Most design decisions must be made before the first session of the course. These decisions
relate to these basic areas:
 The content to include
 The delivery methods to use
 The time allocated for each of the goals
 The tools for assessing participant learning
During the training session
As you conduct the training, we will learn more about the participants and their needs. Doing
the learning style self-assessment in ET first though will offset this a great deal however we
still need to be prepared just in case. The information we discover will require adjustments in
the course design. For example, after working with the group, we may decide to:
 Change the time allocation for a particular topic
 Change the type of activity associated with a particular topic, for instance, from an
individual to a group activity or vice versa
At the conclusion of the session
The information we gather at the conclusion of a training session will help us assess the
effectiveness of the current training and help improve future training sessions. To evaluate the
course:
 Use appropriate evaluation tools and our own perceptions
 Obviously, a follow-up in ET on training effectiveness is a must do survey whenever
training is provided.
Going into further detail of curriculum design, the following checklist and questions are used as guidance:
A checklist will often include Just-in-time applicability. In today’s fast-paced business environment where
employees manage multiple roles, workers want and need training that can be easily accessed and quickly
engaged the moment it’s needed on the job. Employees today have little patience for training that they cannot
immediately apply to their work. What they need is (JITT) just-in-time training. JITT relies on a feedback loop
between web-based learning materials and the classroom or meeting (Novak et al., 1999). Leaders capable of
combining JITT with Micro-learning content allow employees to focus on training that is relevant to the task at
hand and as a result, is immediately applicable. For this reason, there is an emphasis on observation for
managers in JITT (checklists and scorecards). JITT allows employees to quickly improve their performance,

which can lead to greater financial rewards and recognition in the workplace for them and – when training
goals are aligned with business goals a better bottom line for the company.
Better communication in JITT is a no-brainer when considering quality for example. It is directly tied to
communication and can affect the retention of Staff or Customers. Leaders today should take advantage of
portable computers for observations, as in handhelds to capture information in real time – this can include
phones’. Quality leaders should be capturing data that is easy to review and delegate out. In healthcare, it
could be the COO or Nurse leaders rounding. In Retail, it could be the District Manager evaluating their stores
and employee performance. It can be a Manager in the restaurant engaging their customer in their order. The
need and ability in JITT require us to take information in but quickly be able to delegate it out to address
opportunity now. Complete this training worksheet to help you begin designing your training. If multiple
experts need engaged use EmployeeTalk to engage them. Use a handheld if you are engaging team experts in
their office or on the floor.
3EmployeeTalk Checklist
1. I have a general theme or topic:
In general, what knowledge and skill areas will be the focus of the training?
2. I can list the goals and objectives:
What do we want participants to learn during the training? (What will they leave knowing
more about or what new skills will they have acquired?)
3. I can list the essential questions:
What central questions do we want participants answering as the training unfolds?
4. Can you provide a summary of participant activities:
How will participants accomplish curriculum objectives and answer the questions in numbers
2 and 3 above? (e.g. small group discussions and projects, lectures, role-playing.)
5. I know what Resources I need:
What resources might the trainer use to help participants accomplish curriculum objectives?
(e.g. current research, guest speakers, discussions, encouragement)
6. I know the assessment activities:
How will we determine if participants a) have reached curriculum objectives identified in
number 2 above; and b) can answer the questions in number 3.
7. I have an idea for the evaluation of the training and the training process:
How will we evaluate the quality and usefulness of the training as well as its implementation?
These results will enable you to compile a good approach in your design.
3.2 Learning Outcomes
Learning objectives are central to designing a training course. They must reflect the needs assessment
results and work in harmony with training methods and design. A learning outcome is a statement of what
a learner is expected to know, understand, or be able to do as a result of a learning process. There are
several ways of developing appropriate learning outcomes/objectives.

Beginning a learning objective with a strong verb can help guide the development of training because it
focuses attention on what participants are supposed to be able to DO after they complete training.
The following are just a few examples of standard verbs used to start a learning outcome or objective
statement:
FACT ANALYSIS UNDERSTANDING APPLICATION ATTITUDE
Define Solve Discuss Compute Show sensitivity
List Categorize Identify Operate Accept responsibility
Recall Distinguish Express Apply Be willing to assist
Name Appraise Describe Demonstrate Respect opinions
Repeat Differentiate Translate Perform Demonstrate commitment
Recognize Classify Convert Use Spontaneous
Record Compare Explain Illustrate Assertive
State Critique Restate Interpret Appreciate
Label Contrast Estimate Practice
There are specific reasons why learning outcomes and objectives should be well thought through and
clearly stated from the outset and before any design activities take place. These are:
 Identifying outcomes is an effective way to review curriculum and content. This
leads to a more balanced and well-sequenced curriculum.
 It helps design appropriate assessment and evaluation tools that accurately reflect the
curriculum.
 By reviewing the needs assessment, trainers know what participants know and need,
and the learning outcomes help inform everyone as to what new materials or skills
they are intended to learn.
 Trainers are able to evaluate the effectiveness of their teaching. Have the outcomes
been achieved?
 An instructional shift from teaching to learning is facilitated. The focus is on the
learner rather than the trainer.
 Participants will know exactly what they are expected to learn, thus avoiding
ambiguity.
 If you build participant learning assessments into the training, participants will know
exactly how their learning will be assessed.
Participants begin to take more responsibility for their own learning when they know what they are
expected to do and what standard they are expected to achieve. At the stage of writing learning
outcomes and objectives, the following questions need to be considered for confirmation:
 What information or content do we want participants to learn from the training?
 What do we want them to do with that information?
 What skills or competencies do we want them to gain, develop, expand, or improve?
 What kind of higher-level thinking do we want them to engage in?
 How do we expect participants to demonstrate what they have learned and how well
they have learned it?
 At the very minimum, what should participants know and be able to do when they
finish the training?

 How do we think they will be able to use the information and skills that they develop?
 If someone asks the participants what they learned from your training, how would we
like them to answer?
There are four major steps to any training design process:
STEP 1: It is much better to sketch out the whole curriculum before going into the specifics. Think
about the big picture:
 What is the major aim of the training?
 What is it trying to achieve?
 What does the outcome look like?
WRITE a goal or aim statement. This should be a broad, general statement, such as; participants will
be able to understand the importance of accident risk reduction alongside preparedness and response.
STEP 2: CONSIDER the overall scope of training. Specify the major topics or sections of the
training by brainstorming (with others) and making a list.
 What sort of things do we want the participants to learn?
At this level, the outcome statements will be quite broad referring to such areas that cover the whole
subject. For example, it is anticipated that participants who successfully complete the training will be
able to:
1. Establish a common understanding of the employees on which lie the foundations of
accident risk reduction (ARR).
2. Develop a better understanding of preparedness, response, and recovery as integral to
accident risk reduction.
3. Illustrate the role of different stakeholders in ARR, the integrated nature between the
sectors in ARR, and the importance of coordination between stakeholders.
4. Introduce and discuss the already put in place mechanisms for reducing accidents and
risk management, focused on regionally.
5. Build a network among the participants by sharing the experience, existing know-how
and team building.
STEP 3: The next step is to IDENTIFY specifics. Brainstorm and create a list. This is where we will
write clear, precise statements detailing what the participants will actually be doing.
 What specific, detailed knowledge, information, or skills do we expect participants to
learn from the training? (the takeaway)
 What cross-cutting issues need to be included and which ones to be prioritized
(gender, environment, etc.)?
For example, it is anticipated that participants who successfully complete the training will be able to:
1. Acquire the conceptual basis to appreciate the complexities of vulnerability, risk and
accident risk management.

2. Develop a better ability to engage with and relate to accident professionals from various
disciplines in a field situation.
3. Increased ability to use tools and mechanisms to analyze hazards, vulnerability, and
capacities and acquire basic skills in risk identification and assessment.
4. Identify strategies for building an accident risk reduction capacity.
5. Ability to advocate and promote ARR for team buy-in.
STEP 4: THINK about how participants can demonstrate their learning, i.e., exactly what they should
be able to do. Brainstorm and generate a list of ideas for how participants can demonstrate what, how
much, and how well they have learned.
Conclusion or confirmation:
Training effectiveness is critical to measure. This can include a grade for the information and content or the
presenter. EmployeeTalk accomplishes this and increases a leader’s reach by engaging measures in an online
pulse to inform and encourage feedback. Why, because time with people is a critical resource. It’s important
to maximize the opportunity when meeting people face to face. The concept we’re trying to create, teach or
develop can be often lost when we tell someone something without being lesson-oriented or following
through. People learn through repetition and rehearsal. Part of that is giving people real task-oriented actions
to follow-through with. This is why the Task Reporting System™ built-into EmployeeTalk is so incredibly
valuable in connecting communication, engagement, and, training. The Task Reporting System confirms
results by enabling leaders to track, task, and, coach managers and team with lessen-oriented follow-through
actions from feedback. This is initiated through email or a phone text and then authentically delivered face to
face.
Development
If the design phase of training is like creating a blueprint for a new car, the development phase is the actual
Wrench-Nut-and-Bolts construction. We know what we want to build and how we want to build it. Now we
must take the right materials and build a solid machine. Just as with a car, we should consider how occupants
would use and navigate through training structure. Developing training involves writing materials, creating
learning exercises, and working with content experts and trainers. It is the most time-consuming phase of
training; draft materials may go through multiple revisions, involving several people, before they are ready for
training use. As we progress through this development phase, we need to make sure the training materials and
exercises match the learning outcomes we identified in the design phase, which is based on the needs
assessment. All subsequent training phases should reflect these outcomes.
3.3 Developing Material

When good content is matched with an appropriate design, even the most complex documents become
appealing, credible, and easy to read. In fact, studies have shown that using the right design elements can
have a positive impact on how well readers understand the material.
Curriculum and material development usually include the following:
A. Background and descriptive information.
1. Basis of the curricula (why it was developed)
2. Target audience
3. Relevant information explaining the material and supporting its use in a different setting
4. Copyright and contact information
5. Resources support the content, (e.g. citations, web links, prototype materials, tools, and
guidelines)
B. Directions on how to use the curricula.
1. Guidance on using adult learning principles
2. Specific tips to improve learning
3. Outcome and competency statements
4. Suggestions on adapting the curricula and supporting materials for a different target
audience or for a different context
C. Course planning forms and checklists.
1. Materials, equipment, and facility specifications
2. Unit or module overviews with key messages
3. Scope and sequence guidelines, (e.g. sample course outline or agenda with timeframe)
D. Guidance on tailoring each particular workshop so it matches the needs or wants of
participants, or fits a program’s needs.
1. Topic-specific materials and questions to help trainers gather needs assessment data that
helps determine what participants want or need to learn; and what skills they wish or
need to develop:
2. Materials may include from (ET and IP):
 Questionnaires or discussion questions for gathering information from potential
participants and/or their supervisors before the training
 Questionnaires to be collected at the beginning of a training session
 Suggested questions that trainers can ask at the beginning of the training
 Exercises that help participants think about their own learning objectives
 Pre-tests or activities to determine what participants already know; or what they
want to learn
3. Suggestions for revising the training so it better addresses the needs of the group
4. Optional sessions, when relevant
E. Specific, measurable, and realistic learning objectives.
1. Learning objectives explaining what participants should know or be able to do as a result
of the training or learning activity.
2. Objectives should be specific. They should state specific knowledge, attitudes, or skills
that a participant should be able to demonstrate.

3. Objectives should be measurable. It should be possible by observation, testing, problem-
solving exercises, or some other means of evaluation to determine whether participants
have achieved the anticipated learning objective. (ET Scorecard)
4. Objectives should be achievable and realistic. Learning objectives describe expectations
of knowledge, attitude, or behavior change that are realistic given the instruction
conditions (e.g. training time and size of the group).
F. Clear and complete course content. This is an area in which using a virtual meeting link
online in EmployeeTalk would capture this information. The VML is helpful to the experts
you are engaging because it will support productivity time restraints. When engaging through
the system, be sure to define your “target” training well and the “focus”. This will alleviate
ambiguity and subjectivity in response.
1. Course outline including content, learning activities, directions, and timeframes
2. Easily understandable presentation notes with support materials for each session (e.g.
PowerPoint, overheads, participant worksheets, and handouts)
3. Include important teaching points for the trainer to introduce, discuss, or address
4. Active learning exercises (e.g. role plays, group discussions, case studies, brainstorming,
and skills practice) providing opportunities for participants to clarify, question, apply and
consolidate new knowledge
5. Participant handouts and other course material easily understood by participants
6. Accurate and appropriate technical content
7. Ordered content with information moving from basic to specialized, and from simple to
complex
8. Suggestions for presenting the material
9. Participant opportunities for building on what they’ve previously learned
G. Integrated evaluation plan/tools.
1. Methodology and tools for assessing participants’ learning and progress, (i.e. evaluation)
2. Detail the needs in effective training. The particular approach in the method, technique,
or tool, using EmployeeTalk will be determined by the need or what the outcome should
look like. Evaluation instrument(s) should measure:
 Process - to get immediate feedback on the workshop experience, (e.g. content
usefulness and quality; trainer/ facilitator’s helpfulness and applicable
experience; adequacy of the handouts or other materials, facilities, workshop
registration/preparation, etc.)
 Outcome - to measure participants’ immediate changes in knowledge, attitude,
or behavior based upon exposure to the training session or course, (e.g., pre- and
post-training questionnaires, tests, or, knowledge checks in ET. And, using open-
ended questions, interviews, exercises when face to face)
 Impact - to measure longer-term training outcomes, (e.g. guidelines for
conducting follow-up interviews, site-visit procedures, and suggestions of
markers for measuring longer-term outcomes). Utilizing the same questions over
time in an Employees Dashboard can allow for a comparison over time to ensure
progress is moving in the right direction.
3. Evaluation questions linked to specific learning objectives.

4. Participants’ suggestions for improving future workshops of this type
5. Trainer/facilitator self-evaluation form.
6. Observer form for giving feedback to trainer/facilitator.
Once we have developed a course document’s basic content, the publication development process
generally proceeds in two stages:
7. The draft stage—all design team members have input on all aspects of the project:
Planning, Content Development, Draft Layout and a Preliminary Review.
8. The final stage—the final layout incorporates the final text and images; the materials are
sent to the printer: Final Layout, Final Review, Printing, and After Printing Development
1. Draft Stage
PLANNING
Step 1 Description
Planning meeting It’s important to start this process out on the right foot. Begin by
having the project lead arrange a meeting with the key project,
editorial, and graphics staff to discuss:
 goals and priorities
 audience • dissemination plans
 translation plans
 timeline
 budget/printing options
The project team should bring sample designs if they have a
particular style in mind
CONTENT DEVELOPMENT
Step 2 Description Est. Timeline Date Due Staff Lead
Draft text Author(s) plans and prepares the draft text.
If multiple authors provide material, the
project lead must compile text.
Word processing Support person cleans up text per accepted
style manual.
Editing An editor usually ensures that the
document is well organized, clear and
cohesive, and that it fulfills readers’ needs.
This fresh set of eyes is very helpful to
those involved in creating the document.
Reviewer input Project lead obtains programmatic input
from relevant reviewers, internally and/or
externally.
Incorporate
reviewer input
Project lead incorporates reviewer input. If
the input is substantial, project lead may
want to work with the editor to incorporate
changes.
Proof-reading Prior to finalizing text, project lead
arranges for proofing by a designated proof

reader. Using someone unfamiliar with the
document is usually best.
DRAFT LAYOUT AND PRELIMINARY REVIEW
Preliminary
design concepts
Graphics lead drafts one or more designs
for the team to review. The project lead
provides graphics staff with the draft text
and any images or supporting graphics.
Brief meeting Graphics and project the lead/s review the
preliminary designs and discuss
refinements if needed. The writer is often
at these meetings. Everyone is clear on the
time the printer needs to complete the
project.
Photo selection,
illustration
If needed, the graphics team searches for
new photos or creates illustrations. Project
lead must obtain permission for using
proprietary images.
Initial layout Graphics team flows in the initial text and
places the graphic elements.
Team review of
designs and
initial layout
The project team may review and comment
on all design aspects and consider how the
text reads in layout form. We recommend
having all relevant team members and
reviewers provide input at this time.
Discussion Project lead and graphics staff should meet
to discuss refinements.
Revisions If text changes are needed, project lead
consults with graphics to determine how
changes should be incorporated (for
example, into a new Word file vs. existing
design files). If significant layout changes
are needed, the team must return to the
“Preliminary Design Concepts” stage.
Finalize specs Project lead and graphics staff finalize
printing specifications. This is the “last
call” for decisions about the size, number
of colors, binding, etc.
2. Final Stage
FINAL LAYOUT AND FINAL REVIEW DRAFT
Text finalized Project lead finalizes content. He or she
has incorporated into the “Final”:
 All team input.
 All sections and images.
Design The project lead gives the final text to the

refinement and
layout of final
text
graphics lead in electronic form. This also
is the “last call” for images. Using your
own staff in imaging processes, people or
work can be a valuable tool in keeping
attention.
Final team
review
Project lead (and relevant staff if needed)
confirms that the final version is
acceptable. Only typos can be corrected at
this time.
Final revisions Project lead goes through final revisions.
Only minor changes, if any, can be made at
this point. Significant revisions will result
in serious delays.
PRINTING
Files preparation
for printer
Graphics staff packages files for the printer
(after adjusting the resolution of images,
performing final color corrections, etc.).
Printer proofs Graphics staff and project lead review
proofs from the printer.
Press check Press check by graphics staff or project
lead is recommended for most jobs.
AFTER PRINTING
Boxes arrive
from printer
Project lead ensures that a plan is in place
for moving boxes to an acceptable storage
place; or has a plan for distributing the
materials.
Incorporate
changes into
Word file
If the original Word file might be used for
other purposes, the project lead ensures the
incorporation of changes made during final
layout review.
Celebration! Be sure to take time to celebrate your
accomplishment!
3.4 Developing Presentation Standards
Developing presentations is an extremely individual activity and each trainer/facilitator will have their
own style and preference. But in designing coherent courses, it’s important to adhere to a common style
and format. Personal style and approach show more in delivery. It is disorienting for participants to view
presentations with different format and style every time a new trainer comes on. There are guidelines for
developing presentations which trainers can adhere to without compromising their individuality.
1. Begin with a greeting and a few friendly words. “Good afternoon and it’s a pleasure
taking part in this course. I would like to begin by asking you a question.”

2. State a question that grabs their imagination. “Like me, you have all seen your share of
accidents. Do you ever wonder what we could do to reduce risk and the occurrence of
accidents and not just develop better response?”
3. Give your name and a brief credential. “As many of you know, my name is _________,
and I’m a ______ at ______. I have spent a number of years working
on___________________.” (Write it out for people to see.)
4. Follow with a promise of rewards for listening “This afternoon I would like to explain
what I have recently learned about how we can each do more to develop adequate risk
reduction mechanisms in__________. I will take about 30 minutes to tell you about the
OSHA guidelines for _______. I will then ask you to share with me your own concerns
about implementing these guidelines at _____.”
5. Let people know when you will take questions and comments. “Please feel free to
interrupt me at any time with questions or comments.” Or “I would like to go through the
presentation first in full and then have the following Q&A time, so please note down any
questions or comments as we go along”.
6. Explain topic by answering three questions: What? How? Why? (or you could structure
the body of the presentation around Past, Present, and Future)
7. Describe the benefits of audience concern. “We are the people who can make a difference
for our organization. In order to make an even bigger difference than we do now, I have
a favor to ask you. Would you please … (for example, read this handout, talk to your
colleagues, participate in a working group, tell me what else you need to know in order to
improve our practice, implement a new policy, etc.).”
8. Conclude with a positive, hopeful note of encouragement. “Life is short and precious. It’s
not often that we get a chance to implement a program that will improve the safety of
others and make our own organization a better and safer place to work. By fully
implementing the procedures for mitigation and risk reduction, we take an important step
in making our departments safer. Thank you.

4. Delivery
The delivery phase of training is when the coordination, assessment of learning needs, design, and
development phases come together. Successful training delivery depends on:
 Accurate identification of participants’ training needs
 A carefully crafted training plan
 Well-managed training details
 Thorough and relevant materials
 Prepared trainers, ready to present a compelling learning experience
While the other steps of the training process focus heavily on creating the content of the training, the
delivery or implementation phase is concerned with teaching the content and participant learning. Now
that you have built your car, you want to take people for a ride to experience what you have created.
4.1 Training Methods
Engaging employees on training requires us to be respectful of their time. A very easy way to deliver
training is through Micro-learning. This is the delivery of training, in short, bite-sized pieces – a must-
have consideration for the future of corporate learning. Micro-learning accommodates dwindling attention
spans and improves retention. Micro-learning is ideally suited for mobile devices and can be delivered on
demand. The approach can be as simple as a pulse check question from ET which would share certain
expectation targeted within one of the areas of communication i.e. Increasing Information, Development
and Training, Process or Procedure, and, People Commitment and then focused on a specific role that an
employee plays.
With the need today for information now, Micro-learning is how these kinds of employees want to learn.
Breaking up training content into short lessons of 5-10 minutes allows them to improve on an ongoing
basis without impacting their regular job duties. Content is adopted according to their roles and can also
be adjusted to competency levels, directing them either to repeat lessons unsuccessfully completed or to
review information to reinforce what they already know. If you are unsure what a Micro-learning app
might look like here are some examples:
1. TED-Ed – wants to celebrate the ideas of people around the world. Everything they do is with only
one goal: supporting learning. I like being able to choose a lesson topic and find a suitable video in the
library. It’s very helpful with finding resources and helping to explain something.
2. Chegg’s Flashcards+ – is a free flashcard maker designed to help students learn things more quickly.
It’s an easy way to learn terminology and vocabulary without the hassle of paper flashcards.
3. Venngage – Infographics contains a bunch of information in one large and appealing image. The
information is limited to only the most important facts. Nowadays, posters and infographics are often
used to spread awareness, but you can also use them to teach a lesson. Venngage has a large library of
free and premium templates where you can choose from to start. This makes it possible for anyone to
make an infographic.

4. Explain everything – Make short 5 minute lessons with Explain Everything. EE helps to bring
presentations to a whole new level. There’s nothing wrong with PowerPoint, but presenting a subject
can be more interactive and way cooler! EE is an interactive screen casting whiteboard. This means
that you can make a presentation, and record everything you are drawing and saying. Ideal for Micro-
learning! Record everything you do within the app (even yourself) to create high quality, creative,
and meaningful content for others to learn from. You can make easily explainer and instruction videos
and send it to your team.
Many of these micro-learning apps are free or cost very little. We encourage organizations to empower
and inform their team when delivering content, specifically when asking questions and requesting
feedback. Why, because there is responsibility in providing an opinion. It is interesting how some
respondents will refrain from providing that feedback because they're afraid their answer, idea or solution
might be viewed negatively. Employees should not be so anxious (about their performance, lack of clarity
about expectations and/or direction) that they can't think, let alone innovate.
There are a huge array and variety of training methods like this each with its advantages and
disadvantages. In designing a course, a healthy mix of a few methods provides variety, overcomes
monotony and boredom and energizes participants. But the mix is not an end in itself. Training methods
need to be carefully selected to match the purpose and learning outcomes of each session. The following is
a summary to guide such a selection:
METHOD ADVANTAGES
POSSIBLE
DISADVANTAGES
COMMENTS
INFORMATIONAL
Lecture
Lecture-Forum (with
question cards or
question/answer
period)
Conveys large sum of
information; fast; efficient
forum allows exploration
of content in more detail.
The audience is largely
passive.
The trainer should be an
interesting speaker, able
to self-limit and stick to
time, be able to facilitate
questions effectively.
Panel
Panel forum
Adds different points of
view to content.
passive with exception
of expanding panel;
expanding panel not
practical with groups
larger than 20.
The leader must express
a solid set of ground
rules and have skills to
enforce them.
Debate
Provides different points of
view; thought-provoking.
passive.
Same as for panel.
Presentation
Presentation with
Listening Teams
(participants are
given listening
assignment before
presentation
question speaker
afterward)
Presentation with
Reaction Panel
(small group listens
Keeps participants
interested and involved.
Resources can be
discovered and shared.
Learning can be observed.
Lots of information; fast;
new points of view; a more
organized question and
answer format; reaction
panel can speak.
The learning points can
be confusing or lost. A
few participants may
dominate the discussion.
Time control is more
difficult. Audience is
largely passive; reaction
panel may not represent
all views of the group.
Trainer orally presents
new information to the
group.
The trainer should
structure listening
assignment with a clear
purpose; must select
panelists from a cross-
section of the group.

and forms panel
following
presentation)
Group Discussion
(of given topic)
Buzz Groups (short,
time-limited
discussion on given
subject)
Keeps participants
interested and involved.
Resources can be
discovered and shared.
Learning can be observed.
Participants are active;
allows a chance to hear
other points of view;
quieter people can express
viewpoints and ideas.
The learning points can
be confusing or lost. A
few participants may
dominate the discussion.
Time control is more
difficult. Inexperienced
leader may be unable to
use format for attitudinal
purposes.
The trainer divides a
large group into small
groups; groups of 4–6
are most effective. A
small group has a short
time to discuss a topic or
solve a problem The
trainer should be able to
give clear instructions
and keep discussion on
target. Main function is
judging when to cut off
the discussion.
Brainstorming
Can get all participants
involved in collecting a lot
of information. Quickly
generate ideas. Good for
problem-solving; quick
change of pace; filler;
allows all to participate;
validates ideas of the
group.
The problem/issue must
be clearly defined. Time
control is more difficult.
Need a clear trigger
questions and
evaluation/discussion
afterward; somewhat
over-used method;
requires careful
facilitation.
For idea generation and
creative group thinking;
all participants present
many ideas as rapidly as
possible on a problem or
issue. The group
organizes then list into
categories for further
discussion. Do not
evaluate, criticize, omit,
or discuss contributions
until all are written;
record in contributor’s
own words; use another
person to record if
possible.
Social and collaborative learning – People learn more, are more engaged and retain knowledge longer
when they are able to collaborate. Smart training facilitates collaboration and creates communities and
comradery within the workplace such as engagement among employees – with each other, their managers,
and the company. In ET there can be collaboration with customers, vendors, and, patients as well, which
also present learning opportunities. Be careful of open social media sites where unfiltered communication
can get out of hand. ET enables leaders the flexibility to filter collaborative information such as feedback
before it is shared which could be otherwise damaging to culture and business. Sharing comments on
progress and the giving and receiving of critical feedback is best-accomplished face to face.
METHOD ADVANTAGES
POSSIBLE
DISADVANTAGES
COMMENTS
ATTITUDINAL
Task Groups
Committee Teams
Sustained interaction
allows quieter people to
express themselves;
validates participants.
Time-consuming;
requires a great degree
of self-direction and
group maturity.
Keep groups small and
diverse with sustained
interaction and clear
purpose.

 Standardize Online Committees to maximize time, effort and, collaboration. ET supports committee
teams to share agendas virtually online for more inclusion and feedback. Measure meeting efficiency
after meetings for continual improvement. Capture more data from both inside and outside the
committee team. Task and delegate actions and assignments from feedback. Track action and
assignment success. The committee process is outlined by ET and available by request. It is
important to have this standardized.
METHOD ADVANTAGES
POSSIBLE
DISADVANTAGES
COMMENTS
BEHAVIOURAL
Role-Play
Mini-Role-Play
Helps retention. Allows
participants to practice
new skills in a controlled
environment. Participants
are actively involved.
Observers can impact
attitude and behavior.
Requires preparation
time. May be difficult to
tailor to all situations.
Needs sufficient class
time for exercise
completion and feedback
Requires maturity and
willingness of groups;
requires the trainer to
have excellent
facilitation skills.
Participants act out
problem-solving
situations similar to
those they will encounter
in their workplace. The
trainer needs skill and
understanding— must
get people into roles,
give directions, and
establish a climate of
trust. The trainer needs
insight into how an
activity may pose a
threat to some
individuals; ability to
help group process & de-
brief. Use in well-formed
group. Can be structured
into dyad, triad, and
fishbowl.
“Movie” (role-play
assisted by feedback,
“more__, or less __”)
Useful in rehearsing new
skills, behaviors.
(Same as for roleplay,
intensive and time-
consuming.)
Simulation games
Gamification
Intense involvement;
practice skills in problem
solving and decision-
making.
Competitive; requires a
game and possibly a
consultant to help
facilitate; time-
consuming.
A package game requires
prep time for the leader
to learn the rules and
directions.
Case study Mini-case
study (problem
situations for small
groups to analyze)
Critical incident (small
section of case stating
most critical or
dramatic moment)
Requires active
participant involvement.
Can simulate
performance required
after training. Learning
can be observed.
Opportunity to apply new
knowledge; requires
judgment; good
assessment tool;
participants active; a
chance to practice skills.
Information must be
precise and kept up-to-
date. Needs sufficient
class time for
participants to complete
the case. Participants can
become too interested in
the case content. Case
study must be relevant to
learner’s needs and daily
concerns.
Participants are given
information about a
situation and directed to
come to a decision or
solve a problem
concerning the situation.
Trainer needs to have
knowledge and skills to
“solve” the problem;
may need to design own
studies; compare
approaches of several

groups and reinforce best
solutions.
Demonstration
Demonstration with
practice (by
participants)
Aids comprehension and
retention. Stimulates
participants’ interest. Can
give participants model to
follow. Allows for
optional modeling of
desired behavior/skill;
can be active; good for
learning simple skills.
Must be accurate and
relevant to participants.
Written examples can
require lengthy
preparation time. The
trainer demonstrations
may be difficult for all
participants to see well.
The method is more
effective if participants
are active; feedback
must follow immediately
after practice.
Participants are shown
the correct steps for
completing a task or are
shown an example of a
correctly completed task.
Requires skill to model
desired behavior; break
procedure down into
simple steps; ability to
provide feedback.
Skills practice lab
(small participant
groups practice
together).
Different points of view
and feedback; participant
active; good for
translating information
into skills.
The group should have
enough knowledge or
insight to coach one
another.
Act as a resource to
groups.
METHOD ADVANTAGES
POSSIBLE
DISADVANTAGES
COMMENTS
PLANNING
Group discussion
with decision-making
regarding a new
action
Individual or group
planning session with
report
Validates maturity and
needs of group members;
members have the best
insight into their
problems and needs on
the job; group leaves the
session with practical,
constructive and mutual
goals; groups get ideas
from one another...
Requires mature group
that can self-direct and
stay on task; time-
consuming.
Leader serves as
resource once directions
are given.
4.2 Effective Communication Skills
Good communication skills are essential when training adults. There is an abundance of resources
available to provide helpful information on how to communicate most effectively with participants. These
tools help develop training messages, provide facilitation tips, and offer ways to improve presentation
skills for personal growth as a trainer.
During the inception stage, communication impacts future training events. Much of this can be captured
virtually; these are the conversations online. They include not only asking the right question but asking the
right person/people. Good communication is keeping it simple. It is a focus on what you want to
accomplish in asking the question. With good communication come excellent listening skills as well.
Online communicating may consist of delivering:

 Pulse Engagement Dialog which is a focused and proactive communication online in ET which will
anonymously or transparently measure expectation in 3-10 questions aligned to meet the desired
outcome. A good rule of thumb here is that we never ask what we’re not in a position to solve.
 This dialog is created by asking ourselves, “What do we want to accomplish?”
 Measure expectation and streamline processes by asking for targeted feedback.
 Take actions to results by delegating them through ET to follow-up face to face.
o example – Employee Retention Check is a popular pulse to assess and learn Risks to turnover
o example – Assertiveness Pulse Communication, assertiveness assessment using (4) questions
 Policy, Procedure, and, Addendums are other key communication areas. These need to be more than
verbal or written statements. Knowledge checks should be added in 1-5 questions to ensure
understanding. The questions confirm execution, and that critical information is leaned.
 Training Effectiveness is a follow-up communication measuring the delivery of training events with
knowledge checks. In ET use 1-5 questions focused on key takeaways critical in understanding from
the training. This area approach can also be used for measuring the trainer.
 Suggestion Box is a hyperlink for an open portal communication created in ET to engage a targeted
focus online for answers, solutions and, an outcome which can support change specifically in needed
training or development. A requested suggestion is a call for contribution and collaboration.
 Tips are ‘Did You Know’ yes & no questions engaged from ET for the daily or weekly sharing of
knowledge and expectation. They include an actual request for improvement or follow-through
action. Tap the expertise of your organization and share knowledge. This Micro Learning is driven by
managers for their direct reports. It helps them manage their team’s individual knowledge better and
engage them on critical development. The idea of this activity is to influence creativity and
innovation from personally sharing knowledge, best practices or recapping on procedures. It enables
leaders to develop better observational behavior over time.
The following are effective communication guidelines that run through the whole course and are not
limited to one type of training method or another. There are three important things a facilitator can do to
help create an effective learning atmosphere for course participants.
1. A good facilitator supports the group of participants by building an atmosphere of trust and
modeling a positive attitude. An accepting and non-threatening atmosphere encourages the
expression of ideas, questions, beliefs, and attitudes by all participants. Below are some ways to
build trust among the group and influence positives.
 Assure that confidentiality will be maintained. Establish a group rule on the first day that
everyone’s confidentiality must and will be protected so that people can talk freely without
fear that their comments will be shared outside the course.
 Provide constructive and supportive feedback. People are valued when their opinion is
asked. Let participants know when they’ve contributed something useful and interesting to
the group. For example, you might say, “That’s a very good example of the concept we are
discussing.”
 Model a positive attitude. Participants in more cases than not get tired as the course
progresses and need some encouragement. Call upon the person appointed as the energizer.
This is an additional role that is assigned to a team member. Beyond the role, it is important
that we maintain our own positive attitude. Address any difficult moments during the course

with honesty and constructive comments. If you do not have an answer let the person know
you will have to research that and get back to them – and do get back to them. For a difficult
moment example, “This topic brings up difficult feelings for many; by exploring our own
feelings, we can better help our patients to do the same.”
2. Ensure that the entire course content is covered. It is important to stay on schedule and help
participants see how each session follows logically from the one before
.
 If participants deviate from the topic, offer to address their comments during a break.
 Write additional topics identified by participants on flip chart paper as a reminder of topics to
cover if there is time remaining at the end of the session. Keep this list visible to participants
throughout the workshop.
 Each session’s lesson plan includes key summary points. Referring to these key points, and
reviewing them at the end of a session, will help you know if you have covered all of the
main content of your lesson plan.
3. Model effective facilitation skills. Try to remember these basic facilitation strategies throughout
the course:
 Ask open-ended questions. For example, you might say, “What did you learn from the role
play?” instead of “Did you learn how to ______________ during the role play?”
 Listen carefully to the communication and for any feelings that may accompany it.
 Rephrase participants’ communications accurately for clarity, when necessary, and without
judgment.
 Respect every participant’s feelings, perspectives, and contributions.
 Adhere to the time schedule.
 Focus on developing skills, not just knowledge.
 Make the learning process active.
 Make the course material clear by speaking slowly and using language that is understood by
all participants.
4.3 Other ways to deliver content.
Mobile responsive design is accessible anywhere, anytime and is another key component of any smart
training. Mobile design extends the value of Micro-learning by making it available anywhere and at any
time. Mobile design is also necessary to support JITT and allows for learning across multiple contexts,
through both social and content interactions. This not only makes training immediately relevant but also
more engaging for workers, especially when they are able to access it at a time that works best for them.
What is critical in ensuring outcomes from delivery is follow-up with people on training face to face. ET
is unique in its build of an Advisory Team™ of leaders for example, where actions can be delegated.
Leaders can task and coach people with lessen-oriented follow-through actions that answer feedback
privately through email or phone texts where the action is then authentically delivered face to face. With
mobile reach, the designation of being at a desk won’t prohibit me as a leader from receiving an action
critical to business success. These lesson-oriented actions may at times be uncomfortable communication
tasks. However, from coaching, the leader will have confidence in delivering a needed message.

 Task Reporting System/Advisory Team allows
follow-up action to be coached in ET and
develop leader-competencies. The actions
delegated from a leader, coach or consultant
can outline a good way to approach and
engage tough or sensitive communications
needed to be had.
Coaching and mentoring in EmployeeTalk will not only allow your employees to collaborate with each
other more easily but they will also alert your managers to issues early giving them the ability to engage
those workers that need coaching and mentoring. Knowing the strengths of our team allow for good
succession planning and specifically enabling us to align mentors.
 Reach-out Recognition in dialog with ET we enable survey respondents to recognize themselves
from anonymity for their idea or solution when answering a question. They can also write in a
secondary space and recognize a person for excellence in the question being asked. These two fields
can be tasked into action for follow-up face to face conversations. In real time this follow-up
communication behavior by managers is often witnessed. When leaders are observed openly listening
to ideas and solutions it increases participation and trust. Following these kinds of approaches will
create a new positive behavior.
Example Task Visual – Source ET

5. Evaluation
Training evaluation should take place throughout each phase of the training process, not as the last step. For
example, after conducting a needs assessment, ask the design team and key informants if the needs identified
are accurate. Have other trainers review written materials before finalizing and printing them for training.
This kind of “formative” or process evaluation helps ensure that we have developed the training with great
thought and analysis at each step. The most obvious and frequent kind of evaluation occurs immediately after
training; participants complete a course evaluation form following the training but before leaving the site.
Evaluation can also take place at the end of each day of training through quick “How did it go?” discussions,
or even in organized focus groups with participants during the evening. Longer-term, follow-up evaluations
conducted three months to a year or more after training are also a possibility. These evaluations measure how
participants use their newly acquired information and skills in their professional roles. An employee’s
evaluation begins in the onboarding process.
 Onboarding is an area where new hire evaluation is important. It literally is the first step for training
for employees. In ET it is a place to release and share the Employee Handbook for anytime review and
sign off. It includes job descriptions. This can also include team dashboards for sharing critical
processes or procedures.
5.1 Forms of Evaluation
These methods of formative evaluation are often used during the training delivery phase. The process
allows trainers to determine how they need to adapt their training plans and delivery so that a training
session or program will be most effective for participants.
1. Pre- and Post-Knowledge Test:
Before you begin the content of the training, ask students to complete a knowledge-based
questionnaire that asks them what they already know about the training topic.
 Pass out the exact same questionnaire at the end of the training to gauge how their
answers have changed from before the training began.
 Keep the questions brief, no more than 10 or 12.
 Focus questions on the learning objectives. (Note: This questionnaire can also be
administered during the needs analysis. You want to determine what participants
already know and therefore, what you can leave out of the training or spend less and
more time on).
2. Trainer Assessment:
During breaks, the trainer(s) should assess the progress of the training. If there is more than one
trainer, each trainer should provide honest and helpful feedback to each other.

 Are students engaged?
 Was there possible confusion on any portion of the session so far?
 Is more time needed for a particular portion of the session?
 Are the trainers going too fast or do they need to pick up the pace?
 Are participants interacting as a group enough?
3. Participant Check-in:
Ask participants briefly how things are going. Find a convenient time to either hand out a half-slip of
paper and ask four or five questions or ask them verbally and get feedback from the group:
 What have you learned so far in this training session that you didn’t know before?
 What would you like to know more about that was addressed so far?
 How is the pace of the session so far? Too Fast, Too Slow, Just Right?
 What did you like best about the morning (or afternoon) session?
 How can the trainers make the remainder of the session most effective for you?
4. Post-training participant feedback: Suggested questions:
 What has gone well so far in this training?
 What have you learned that is new?
 What was presented that you already knew?
 What would you like to know more about?
 What can the trainer(s) do differently to make the training more effective?
 What can you as participants do to make it more effective?
There is a wide set of evaluation forms covering almost every aspect of the training. Training design teams
need to decide on which ones are relevant and effective for their particular course. Overdoing it on the
evaluation, tires participants. Evaluating each session, at the end of each day, and at the end of the training
becomes a time-consuming activity. There needs to be a balance and a variety of the methods used too. At the
end of each session, the evaluation could be informal, verbal and in a plenary. Use a handheld with ET to
capture data and centralize it reducing paper. At the end of each day, the evaluation could be done in a more
structured way with participants breaking into small working groups and developing 4-5 key learning or
feedback points for the trainers. The evaluation at the end of the course needs to take a far more structured and
time to achieve its aim. It could be divided into a reflection exercise involving the whole group and facilitated
by one or more trainer in addition to the pre-designed formal evaluation form. Although a preliminary
evaluation would take place before training begins some unknown variables to training success may need to be
discovered. This is why these evaluations are important too.
The following is just a list of the types of evaluation that could take place in any training course:
 Daily Evaluation Form
 Training Evaluation Form: Skills, Attitude, Comfort
 Training Evaluation and Learning Self-Assessment
 Post-Training Summary Evaluation
 Training Observation Instrument
 Expert Observer Rating Tool

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