How to Develop Training Materials

Training materials are an essential component of any programme or activity that involves the acquisition and retention of new knowledge and skills. In order to develop instructional materials, the best approach is to begin by examining the training plan and available resources. Workbooks, training manuals, computer-based lessons, and audio-visual aids are all examples of training materials that can be used, depending on the learning objectives and duration of the training programme. Here are a few ideas for how to go about designing training materials.

Steps

1. Identify the training program’s objectives and make a list of them. Educating computer lab managers on how to access and navigate various software programmes may be the goal.  For example, in a class of aspiring babysitters, the goal may be to assist teenagers in learning the most important aspects of caring for small children.

2. Make a plan for your training. A plan is a high-level overview or outline of the approach that will be taken to training. It will typically include the training programme schedule, key learning objectives, and a list of the resources that will be made available to participants.

Calculate the amount of time you will spend on each learning objective. This will aid in the development of training materials and will ensure that equal time is devoted to concepts of equal importance throughout the training process.

3. Make a list of all of the training materials that will be required. Participants in a software training programme, for example, may require hands-on access to the software, screen shots of more complicated software elements, and a training manual that details software features in a step-by-step fashion, among other things.

4. Create an explanation of the fundamental skills that must be learned. A general overview of what class participants can expect to learn after working their way through the course materials is provided below. Delivering first aid, changing diapers, preparing meals for children, and dealing with emergencies, for example, may be the primary objectives of a babysitter training class, among other things.

5. Create a section for each learning objective and label it accordingly. For example, if you were creating an online module for babysitters, you would include an entire chapter devoted to first aid lessons of various types.

Individual lessons should be created. If the primary goal of a software training class is to teach occupational trainers how to navigate instructional software, each lesson might be designed to address a different objective. Occupational software, for example, might be introduced in a lesson that introduces learners to the goal of the software. The function of each navigational button could be demonstrated in the following lesson. After students have completed their assigned lessons, the following lesson might focus on how to run performance reports for them.

6. Integrate visual elements. Use graphics, videos, tables and other visual tools to reinforce important concepts.

7. Exercises for reflection should be included. Consider incorporating review exercises in a variety of formats to accommodate different learning styles. As an example, training materials may include true or false or multiple choice questions to help students retain the information. Immediately following the viewing of an instructional video, instruct students to break up into small groups to discuss the material.

8. Incorporate an evaluation component into your plan. If you are using videos or presentations to train students, ask them to write down their impressions after they have finished watching them. When creating a training workbook, it is possible to assess knowledge by incorporating quizzes into the design.

9. Inquire about the opinions of your students. Encourage training programme participants to provide feedback on the effectiveness of the training materials to help you evaluate their effectiveness. Feedback forms for training materials could include questions about the organisation, clarity, variety, and usefulness of the materials, and they could be used to revise and improve the materials.

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