Planning and preparing a training course
We can now look in more detail at the planning and preparation of a training course. There are nine steps that we can follow to assist us in planning a training course.
The following table lists the nine steps in a handy format. You will notice that I have changed some of the headings from those that appear at Figure 7.2 in Reading 14 and I have also changed the sequence of one of the steps, namely, consideration of the time available.
The changes to the content/style are self explanatory; however the change to the sequence should be explained. Whilst obviously there will be time constraints on any training program, the first priority is to determine what needs to be done to achieve the aim of the training. If at Step 8 there is a problem with available time then some compromises may have to be made but the consequences of not devoting the estimated time to the conduct of training must be recognised.
For instance, if some of the training objectives are safety related, these should be covered first and the less essential training left until another time/course. This will be explained in more detail when we look at subject matter.
You will also see that I have filled in the common types of outputs for each of the steps, and have added an explanation for each item.
Training Course Planning Steps.
Step |
Output |
Explanation |
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Training objectives including terminal, enabling and instructional. These will include lists of knowledge, skills and attitudes required. |
We have already carried out training course planning steps 1 and 2. We have defined our training objectives, and we have designed some training tests that relate directly to those objectives. |
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Written, practical and oral tests covering all training objectives. |
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A list of trainees pre-training knowledge and skills which when compared with the training objectives provides a list of training requirements. |
Steps 3 and 4 can now be considered together. You will recall from Topic 2 that we applied a simple process to determine the training requirement. We can apply the same process now to help identify the subject matter of our training course. From your reading and consideration of Figure 7.1 you will see that knowledge/skill required, minus pre-training knowledge and skill, equals required session or training content. This is a fairly obvious equation but we can refine this further by considering the following factors in relation to the training subject matter: knowledge, skills and attitudes. Referring to the lists of knowledge, skills and attitudes required that are contained in the remarks column of our training objective: provide media release for the community, ask yourself the following questions:
The meanings of these terms are explained at paragraph 7.05 of Australian emergency manual: Training management, in Reading 14. An example of how this works in practice is provided.
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A prioritised list of knowledge, skills and attitudes derived by applying the questions of must, should, could. |
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Topic plans produced that cover: method of presentation (including time required to conduct training), |
We are now ready to go on to Steps 5, 6 and 7. As previously indicated, it is not our intention to go into the detail of methods of instruction in this guide. Carry out the following reading which should provide you with an overview of the types of presentation you can use, the training aids that you could consider and the writing of a topic plan. Textbook: Australian emergency manual: Instructional techniques, Chapters 3, 4 and 9. |
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training aids to be used |
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learning environment. |
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Block syllabus. |
This involves comparing the time required to conduct training (one of the outputs from Step 5) with the time actually available. If the time available is less than the time required we can apply the priorities we assigned to the teaching points/knowledge and skills at Step 4 to decide what should be covered in our course. For instance, using the example we worked on during Step 4 we might decide to cover only the following in our training session: council media policy, community information expectation and the importance of information to the community in emergencies. We could then run a separate session, when time becomes available, on media relations and perhaps provide a media release template for use by all officers likely to be involved. By carrying out this step for all the training objectives we want to cover, we arrive at the basis for a course block syllabus. |
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One issue that often arises is that of safety; there can be no compromise when the training requirement is of a safety nature.
You will probably have gathered from the above that by asking these questions we can prioritise our subject matter. For instance, if in Step 8 we discover that time or other resources are insufficient to meet all of the training requirement, we can cover the could or, in some cases, the should knows at a later date or through another medium; i.e. aide memoire, media release template etc.