The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.

1. KMS2014
Design & Management of
Training Programmes

2. Objectives:
At the end of this unit, you will be able to:
 do course selection
 develop courses
 define subject and describe aims
 identify course content
 write trainer's guide and student materials
 run pilot course
 identify criteria used to determine course content

3. Introduction:
 Having established that training is appropriate for the
identified needs, the next step is to find courses that
meet the needs
 We have to make choices whether to buy or develop
courses that meet the needs
 Developing a course from scratch can be both
expensive and time consuming
 Even purchasing a course that exactly match all the
requirements is not as easy as it sounds
 Therefore, one has to adopt a systematic approach
to address the issues in designing a curriculum or
course to meet the needs of the learners

4. Training Curriculum and Content
Development Issues:
 Trainees - entry behaviors, needs and
characteristics
 Course content - identification, structure,
sequencing, timing
 Expertise - subject matter and the trainers,
their roles
 Approaches - methods and media
 Logistics - registration issues etc.

5. Course Selection:
 Two issues to consider:
 Availability of existing material
 Urgency and demand for the course
 Choices or options:
 Using an existing course
○ availability is there
 Modifying an existing course
○ add, remove or rearrange parts
 Buying or licensing an external course
○ large and urgent demand; large budget
○ caution: copyright issue, training manual

6. Course Selection (con’t)
 Developing our own course
 specific to the organization; large and urgent
demand
 cheaper
 Using an “in-house” course
 one in which a training company runs one of their
courses on the premises
 medium demand that is not the company’s area
 Using a public course
 cost-effective if demand is small
 caution: suitability of the course, style, content
and professionalism

7. Course Development Process:
 Processes for developing training courses:
1. Define Subject Matter
 based on training needs analysis
 to develop what is really required
 check on training needs analysis results
2. Describe Goals (general learning objective)
 provide as a tool for evaluating effectiveness as
well as developing the course
3. Obtain Subject Matter Expertise
 save time
 control over deadline and expected results

8. Developing Courses: (con’t)
4. Describe Students
 detailed profile of prospective students -
knowledge, attitudinal and physical
5. Identify Course Content
 e.g. “in sequence type” of course content

9. Developing Courses: (con’t)
6. Structure Course Content
 determine structure and timing
A.) Timing
 estimate duration by:
 estimate the duration of individual components and
add them up
 start a fixed time and see what we can fit in
 be aware of limitations and consequences
 factors to consider:
 student’s current state of knowledge
 training methodology
 content of the course

10. Developing Courses: (con’t)
B.) Sequence
 Factors to consider:
 dependencies or prerequisites?
 to be learnt now?
 can be learnt at the same time?
 Check for logical sequence/logical flow:
 simple to complex or vice versa
 general to specific or vice versa
 concrete to abstract or vice versa
 Once sequence and flow are decided then we have a
course agenda

11. Developing Courses: (con’t)
7. Write Objectives and Tests
A.) Write Objectives
○ Behavior
○ Conditions
○ Standard
B.) Writing Tests
○ does not need to be an exam
○ should be able to observe the desired behavior
○ see whether training has been achieved

12. Developing Courses: (con’t)
8. Choose Methods and Media
 Issues to Consider:
A.) “Best” training methods
○ “trainer led” or “self directed”
○ specific to general or vice versa
○ case study or a real-life example
B.) Giving freedom of choice to the trainees
○ construct a course map that has alternative
routes through the course

13. Developing Courses: (con’t)
C.) The issue of training technologies
○ “only way to train”?
○ will never be one “best” medium
D.) Focus our attention to the trainees
E.) Which methods and media -
○ most suitable for each part of the course?
○ best courses have a wide range of media and
learning experiences

14. Developing Courses: (con’t)
9. Write trainer’s guide and student materials
A.) Trainer’s Guide
1. course objectives
2. course program
3. course prerequisite
4. course pre-work
5. number of training and break-out room required
6. list of student materials
7. list of equipment required

15. Developing Courses: (con’t)
8. list of audio-visual materials (transparencies,
posters, prepared flip chart, slides, audiotapes and
videotapes)
9. room layout
10. preparation notes for each session
11. lessons plans for each session
 The structure of the trainer’s guide is not necessarily
in this order

16. Developing Courses: (con’t)
B.) Lesson plans
○ detailed timings, structure and activities
10. Preparing Visual Aids
○ if necessary?
11. Peer Assignment
○ spot the flaws, annoying inconsistencies and
irritating errors

17. Developing Courses: (con’t)
12. Run Pilot Course(s)
 are test “flight” for newly developed courses
a.) first test : developmental test to get all the mistakes out
of the course
b.) second pilot course: should have students who are
representatives of the target population
 feedback from invited stakeholders
 take note of the difficulties or problems
 get students fill in a written feedback
 discussion
 work with trainers on how to change, amend and
revise

18. An Example of Course
Development
 Background
 company with full and contract employees
 full time employees have started to immerse into the
culture and language of TQM
 company realized that contract staff are being
isolated because they have no understanding of the
language and processes of TQM
 therefore a one day overview of TQM was decided

19. Example Course Dev’t (con’t)
1. Defining the Subject
 What Total Quality Management is all about
2. Describing the Aims
 to allow the medium term contractors to participate
in quality circles
3. Obtaining Subject Matter Expertise
 training analyst who has been training the full
course for two years
4. Describing the Students
 medium-term contractors with concerns about being
treated differently from full time staff and whether
there would be another contract after the current
one expires

20. Example Course Dev’t (con’t)
 may not have the same loyalty but they have a
professional approach
 might be easier to communicate “customer awareness”
 with electric/electronic, software or mechanical
backgrounds and would not appreciate a “wordy”
approach or put up with a significant amount of reading
 are in good health with normal hearing and sight (good
color vision)
 may have done business studies courses at university
or polytechnic; the subject matter will be new to most of
them

21. Example Course Dev’t (con’t)
5. Identify the Course Content
 check for familiar topics and advanced topics
6. Structuring the Content
 Choosing the modules for the course

22. Example Course Dev’t (con’t)
7. Choosing the Methods and the Media
○ trainer presentation and student exercises
○ short excerpts from videos
○ tape/slide presentation put on to video

23. Example Course Dev’t (con’t)
8. Writing the Objectives and Tests
 Any idea how the objective should sound like for this
TQM programme?
 How about the test?

24. Example Course Dev’t (con’t)
9. Writing the Trainer’s Guide and Student’s Materials
 Student’s guide and student materials:
 E.g. a booklet which had a section for each of the
module
10. Preparing the Visual Aids
 Trainers should identify the suitable visual aid for the
TQM training

25. Example Course Dev’t (con’t)
11. Peer Assessment
 materials were given to a new trainer to review
 colleagues review the course at every stage of its
development
12. Running the Pilot Course
 e.g. new trainer: made observations of the training
process and the student’s reactions