JHPIEGO TrainerNews™ |
Developing Effective Group and
Individualized Learning Materials
(November 2002)
As described last month, we will be summarizing some of the key presentations made during the "Training: Best Practices, Lessons Learned and Future Directions" conference held in May 2002. Last week we started with Dr. Rick Sullivan's list of the top 10 best practices and lessons in training learned at the conference. This month, we will summarize his conference presentation.
Objectives
The objectives of this presentation are to:
- Identify the components of an effective learning package.
- Apply lessons learned from JHPIEGO's experience in designing and developing group and individualized learning materials.
Rick then reviewed the instructional design process. The process can be summarized with the acronym, "ADDIE"--Analysis, Design, Development, Implementation and Evaluation. The process starts with an analysis of the existing instructional materials and continues with the design and development of new materials. Then, the materials are implemented or used in a classroom setting. Finally, the materials are evaluated and the process starts again as needed.
Group Learning Package
First, Rick outlined the components of a Group Learning Package. The foundation of a group learning package is a reference manual. The following materials are then developed around the manual:
- Trainer's Course Notebook
- Participant's Course Handbook
- Audiovisuals
- Anatomic models and exercises
The reference manual contains the essential, need-to-know information related to the course objectives. It serves as the "text" for the participants and as a "reference source" for the trainer. It is usually supplemented with country-specific information. In addition, the participant uses the manual after training as a reference source on the job.
The participant's course handbook is a road map to guide the participant through the course. Typically, it contains:
- Course syllabus
- Course schedule
- Exercises
- Pre-test
- Clinical learning guides and performance checklists
- Course evaluation
The trainer's course notebook contains the participant's handbook materials as well as the following:
- Course outline
- Post-test
- Answers to the pre- and post-tests
- Answers to the exercises
- Performance checklists
- Supplemental information for the trainer (e.g., warm-ups)
In addition to the reference manual, trainer notebook and participant handbook, other materials are important to reinforce and illustrate critical information. These materials include:
- Anatomic models (e.g., pelvic, condom, breast, childbirth simulator)
- Videotapes
- Jobs aids (e.g., pregnancy wheel)
- PowerPoint presentations
- CD-ROM with content images (e.g., cervical cancer)
- Individualized Learning Package
Second, Rick outlined the components of an Individualized Learning Package. Again, a reference manual is the foundation of an individualized learning package. The following materials are then developed around the manual:
- Trainer's Guide
- Supervisor's Guide (as needed)
- Participant's Guide
- Audiovisuals
- Anatomic model and exercises
When comparing the group and individualized learning packages, the following components are the same:
- Reference manual
- Anatomic models
- Audiovisual learning aids
- Pre- and post-tests
- Learning guides
- Performance checklists
The primary difference between the two packages is in the course outline. In individualized learning, the participant is responsible for "moving" through the objectives and related learning activities. Therefore, the outline guides the participant directly.
Lessons Learned
Finally, Rick reviewed a number of lessons that have been learned about developing learning packages.
Lesson #1: The design and development of learning materials must be based on an instructional design process. You must review existing processes (such as ADDIE) and adapt one process that fits your organization. It is important to orient and train key staff to use the process.
Lesson #2: It is very important to develop clear learning objectives to define the knowledge and skills participants are expected to learn. You should write the objectives using a standard format, develop objectives at appropriate levels of the knowledge or cognitive domain, and develop objectives to reflect the appropriate levels of the skill or psychomotor domain.
Lesson #3: Authors writing the reference manual must be experts on the relevant subject or subject matter experts (SMEs). The authors must be fully dedicated to writing and should work as part of a writing team. One SME should be designated as the lead. Authors need to work closely with the instructional designer (also on the team). Authors and editors must be involved from the beginning of the design process.
Lesson #4: Write materials at an appropriate reading level for your audience. Are you writing for physicians or community health workers? Either way, keep your target audience in mind. Keep the sentences short and avoid multi-syllable words when possible.
Lesson #5: Keep the design of the reference manual simple. Use lots of white space. Use simple line drawings for graphics. Use itemized/ bulleted lists. Send the reviewers a version that is as complete as possible.
Lesson #6: Build knowledge and skill assessments into the courseware. Include pre- and post-tests, learning guides, performance checklists, and guidelines for administering knowledge and skill assessments.
Lesson #7: Participants must be able to keep a copy of the course materials following the course. It is helpful if they refer to them as much as possible during the course so they can use them as problem-solving tools on the job. Refer to the materials for updates as needed. Encourage the participants to share the information with colleagues.
Lesson #8: Content in the reference manual must be separate from training methodologies and approaches. Develop one manual and use it in a variety of training settings (e.g., PAC manual, IUD manual). Participants do not need all of the training information. Design the course and supporting courseware after the reference manual is finalized.
Lesson #9: Trainers need a detailed outline of how to conduct the course. Most trainers are not instructional designers. The outline helps ensure that a variety of training methods are used. Trainers can modify the outline, but it is helpful when they have a place to start. The outline will improve the trainer's time management and helps ensure standard delivery of training.
Lesson #10: Trainers must be SMEs, trained in training skills and must be oriented in how to use the course materials. Trainers should participate in skills standardization and knowledge update workshops. Trainers should have both classroom and clinical training skills. Finally, trainers should practice using the course materials in presentations, demonstrations, coaching, etc.
Lesson #11: Trainers need to "personalize" the content to make it fit their individual training style. The trainer should not include too much detail but should personalize the reference document that is being used by the participants with notes, AV reminders, questions, and activity steps. It is useful to separate the reference manual and create a folder system with one folder per chapter or session and related activities.
Lesson #12: Those responsible for the course design and materials development should have some level of involvement in the pilot test of the course. When possible, the team should be present to observe. They should talk with the trainers and, if possible, the participants. The team should review results of any knowledge and skill assessments, review course evaluations, and then revise the course design and materials accordingly.
For more information about the Training: Best Practices, Lessons Learned and Future Directions Conference held in the U.S. in May 2002, contact Rick Sullivan at rsullivan@jhpiego.net