Designing an Effective Learning Course
October 2017
The primary goals of any training program are to engage the participant with relevant content in an interesting and perhaps provocative way, and in a way to sustain comprehension (so-called stickiness) and promote practical application of the knowledge. An additional goal depends on whether the training involves teams collocated or in separate locations connected via video conferencing. Designing a course should consider how adults acquire, retain and recall knowledge. The three main learning models form a foundation - Behaviorism (learning through association or conditioning into new or changed behavior), Cognitivism (learning as internal processing, and measured by behavior), and Constructivism (learning as constructed from knowledge and/or experience). Models are helpful bringing structure and consistency, but adults don’t all learn in the same way. There are a few best practices which can increase the likelihood of sustained success across the student spectrum. In my experience, it is a combination of elements in these models which are most effective. The focus of any training is to expand the comprehension, and change (or reinforce), the behavior of the attendees. In part by providing practical applications which focus their attention (and intention). It should benefit the performance of the attendees when they have organizational objectives reinforced, and procedures created for them to follow. And for that to take place, the attendees need to internalize the concepts and buy-in to the message. Finally, you connect the information to knowledge so it becomes insight (making it easier to internalize) and you incorporate real-world user exercises or scenarios to simulate experiences the attendees may not have yet had, to deepen that insight. It is essential that the training is relevant or meaningful to the attendees. It provides the strongest (and longest lasting) link to comprehension. It’s been noted that adults will listen with understanding for 90 minutes, but with retention for only 20 minutes. So, designing content in 20-minute (on average) sections with discussion (debriefing) between sections to reinforce that content is a way to keep steady, sustained, effective engagement. Designing a course on a platform of Relevancy to Engage and Sustain creates a durable foundation for learning.
The first step is to define the training program objectives in detail. For example, what knowledge do you want updated (or what capability do you want enhanced)? in what time frame (next quarter, end of year)? and for what target audience (executive, professional staff, administrative staff, all staff)? There may be multiple targets spread across the fiscal or operational year, and planned separately. This is a strategic exercise forecasting the future of the group to be trained (department or client). If the training is for clients, taking into consideration any difficulties or concerns the clients may have with the product (or service) lines is essential in the planning. This information can form the basis for a training Plan. The Objectives need to be realistic and relevant to the context (state of the business or project, needs of the business, skills or experience levels) in which the attendees are learning.
The next step is to perform a training needs assessment. Identifying what specific skills are necessary to meet the objectives. What are the core skills in the target group, and which are needed? Or need to be upgraded (or refreshed) for the current market. And how wide is the gap (if any) between the target attendees? One of the most difficult things to do is to train a group of students of diverse levels. When the novice and knowledgeable are learning side by side, it’s best to either have those new to the content take an introductory workshop, or if that’s not feasible, craft the opening section as a specific introduction overview which lays the foundation for the new students, and serves as a refresher for the more experienced students. Capturing this specific information in the Plan allows it to be reviewed and edited by the team. This needs assessment also ensures the relevancy of the content.
The next step based on the previous two is to identify the learning objectives required to meet the training program objectives, considering the skill needs of the target audience. Specifying learning objectives enhances and focuses course planning. Such as: becoming functional in a new skill, preparing for certification, practical application of a product/service, or learning a new platform to be a developer on that platform. Clear learning objectives also provide metrics for determining if the training has succeeded in meeting expectations.
I incorporate a pre-survey with my course welcome. I like to know from my students what they need to gain from the course and what problems they’ve had with the subject matter (or the practical application of the subject matter) in the past. Since I create my own materials, it means I can add to the content in real-time over the period of the course. If it’s for a workshop or one-day course, it is helpful to ask (if possible) at least 2 or 3 weeks before the course meets. Which allows time for incorporating any content not already included. And increasing the likelihood of engagement and retention. The students feel a part of the design, and are more engaged and more likely to retain information they’re interested in learning.
Now that you have a game plan, it's time to design the training materials themselves. Consider the target audience (technical or not, experienced or not, collocated or not). Incorporate visual elements (colors, purposeful imagery, animation if appropriate) to stimulate audience interest and convey concepts and facts. The visual elements should be meaningful to the topic, not distracting away from the content or disruptive to the pace of the course, maintaining high energy and engaged participation. The white space of the slides emphasizes the elements on them. Slides that are too crowded are difficult to follow and understand. (Slides that are too empty may defocus some students.) It greatly improves the pace of training to break up substantive content into smaller sections. Add exercises (role-plays, scenarios, simulations, case studies) to reinforce learning touchpoints and help sustain comprehension. Consider a training workbook which provides a place for notetaking and "cheat sheets" (summary charts) the attendee can use as a reference going forward. The "book" could be provided in pdf format and the attendee prints it out at their own end. In this process, begin by outlining the material to be covered. Place the sections in some sort of logical sequence. Begin with an overview which summarizes the material, the order the presentation will follow, and the learning plan. End with a “conclusion” which reinforces the major learning points and their practical implication. This closure gives the audience a chance to grasp concepts that passed them the first (or second!) time they were presented. It’s been said that the human mind needs to be exposed to things three times before it registers the information. And ask closing questions to confirm comprehension. Build the content between the opening and closing from simple to complex, foundational to composite. You’re designing a ladder where students can stand on the earlier concepts to understand the later content.
Three critical components of this plan now are training effectiveness, retention and performance. How do you measure attendee comprehension during the training? How do you improve knowledge retention in the attendees? And how do you assess impact of the training going forward on performance or execution? These elements must be seamlessly designed into the training. The content needs to be informative and digestible. In traditional academic courses, there may be quizzes or other exams to assess understanding. In professional training courses, participants may disengage at that point. A workable solution is more compact knowledge retention exercises to "check-in" with the attendees. Conceptionally like a quiz but without formal grading. Multiple choice or short essay form (for example, "If you were going to use this tool, how would you apply it in this situation?”) The purpose is for the facilitator to gauge if the attendees are grasping the content and perhaps to make an adjustment in real-time. It is also a means to gauge attention. People are tired, distracted or otherwise lacking in focus. Keeping them engaged involves interesting content and energetic and stimulating delivery. And after the training, how will you check that this training has impacted (in a positive way) the work product (or effectiveness) of the attendees or the satisfaction (or comprehension) of the client? There would need to be a standard survey after training. To get the view of the attendees on their impression of the content, the materials, the structure and the facilitator. It would also be beneficial to have an auditor in the training. Someone who is part of the course development and is only assessing based on their impression of how effective the content appears to be in practice, how engaged the attendees appear to be, and how well the facilitator is delivering the content. Without being saddled with trying to understand the content themselves. Sometimes feedback is based on a student not liking the approach of the trainer or finding the material too difficult to follow. The closing survey should have as many specific statements as possible, with a sliding scale (word levels or number ratings) and a space for final comments. Management should be tied into the training and given a survey tied into the objectives to ask their assessment of whether those objectives are currently being met. Similarly, a follow-up inquiry to a client as to whether they found the training effective would be valuable. (With clients, there is also a measure of the number of inquiries or complaints which were related to a lack of understanding, which have been reduced because of the training.) These follow-ups need to be short and sparing. As much as it is valuable for gathering intel, it can also be annoying to those forced to fill them out.
Sample (General) Survey Content
Y/N Questions:
Were your needs for this course met?
Would you recommend this course?
M/C Questions:
The training was effective: strongly agree, agree, n/a, disagree, strongly disagree
The training was relevant: strongly agree, agree, n/a, disagree, strongly disagree
The facilitator was engaging/interesting: scale of 1, 2, 3, 4, 5
I’d recommend this course to others: scale of 1, 2, 3, 4, 5
Q/A:
What would you have liked to learn that you didn't?
What was the most helpful thing you did learn?
The implementation of the training requires scheduling the date(s), organizing the invites, listing the attendees, and confirming actual attendance. The training itself also needs a facility plan. What type/size of room, technology, seating is necessary? Wi-Fi, outlets, computers if necessary, etc. Is part of the content in the cloud? What handouts are needed, including surveys and any necessary resources? Does the course include food? Does the training include video teleconference with other teams? If there is a video link, care must be taken that the location without the facilitator has all materials and resources to match the location with the trainer. And that they are not blocked out of questions by the primary location monopolizing the interaction. There should be a member (or members) of the learning design team present in the satellite location(s) to provide any needed onsite assistance. Extra time should be planned into the presentation for those locations to stay in step with the primary. The fastest way to lose a satellite location is for them to feel disconnected from the proceedings. All attendees need to feel an integral part of the training.
When the training has been completed, a post-mortem to assess the effectiveness with reports from the auditors, review of the surveys, as well as the facilitator’s perspective, are used to revise the course design and content. In the few weeks and months that follow, as information is gathered on the effectiveness from a behavior, performance, execution or client satisfaction perspective, you add another layer of review for revising the materials further.
The best way to design a learning course, is to first decide on the learning model you believe the most effective, or have had the most success with. Consider in that model if it is appropriate to the content, and how you will measure the effectiveness of the training. You may adjust that as you understand the needs (or the limitations) of your target students. Then settle on your Training Program Objectives. Your specific goals and expectations for the training. Then your Training Skills Needs Assessment. What skills are necessary to add or update in the target student population. Then define your Learning Objectives. Establishing what the students are meant to learn in each covered topic. In addition, define how the in-course comprehension, and post-course actionable use of the content, will be measured. Whatever choices are used will be part of the materials (exercises, scenarios, case studies), the course (auditors, survey), the post-course (audit notes, survey notes, facilitator notes) or the follow-up (manager feedback/observations, client feedback). After these decisions the course content itself can be designed. Visuals, materials, handouts. Facilities and whatever other resources necessary.
The focus of any of my courses or workshops besides the required content for the subject under study, is what does the student need to learn to understand the subject? How can I keep them engaged and interested? How do I know when they’re not engaged? or When they’re lost? Or struggling to keep up? And what can I do to adjust the content or the delivery? Real-time adjustments are only smooth or even possible because I’ve planned out and simulated the design beforehand. Making adjustments means you’ve put yourself in a position to know what those adjustments are (or could be), have the tools to make them, and know (with practice) when and how to make them. And that each course you design improves with the knowledge you gained from the previous course.
Plans are nothing; planning is everything. - Dwight D. Eisenhower
The best way to design a learning course is to first decide on the learning model you believe the most effective, or have had the most success with. Then settle on your Training Program Objectives, your Skills Needs Assessment and your Learning Objectives.