Skailit - Training & Development Strategies

3.1 The Instructional Design Process

Instructional Design (ID) is the systematic development of training that ensures learners acquire the knowledge and skills they need. The ADDIE model provides the core framework:

Phase	Key Activities	Output
Analysis	TNA, audience analysis, goal clarification	TNA Report
Design	Learning objectives, structure, assessment plan	Design Blueprint
Development	Create content, materials, activities, assessments	Training materials
Implementation	Schedule, pilot, deliver, support	Delivered training
Evaluation	Measure outcomes, gather feedback, calculate ROI	Evaluation Report

3.2 Writing Effective Learning Objectives

Learning objectives are specific, measurable statements of what learners will be able to do after completing the training. They drive everything: content selection, activities, and assessment.

The SMART Objective Formula:

Specific – Clearly describes what the learner will do
Measurable – Can be observed or tested
Achievable – Realistic given the training time and resources
Relevant – Directly linked to a business or job need
Time-bound – Achieved by the end of the training programme

Bloom's Taxonomy — Choosing the Right Action Verbs:

Bloom's Taxonomy provides a hierarchy of cognitive levels to guide objective writing:

Level	Description	Example Action Verbs
Remember	Recall basic facts	List, name, identify, recall, define
Understand	Explain concepts in own words	Explain, describe, summarise, classify
Apply	Use knowledge in new situations	Demonstrate, use, solve, execute, implement
Analyse	Break down and examine	Compare, contrast, differentiate, examine
Evaluate	Make judgements and justify	Assess, critique, justify, recommend
Create	Design new products or ideas	Design, construct, develop, formulate, produce

Examples of Well-Written Learning Objectives:

✅ "By the end of this module, participants will be able to conduct a structured Training Needs Analysis using at least three data collection methods."

✅ "By the end of this session, participants will be able to write three SMART learning objectives for their own training programmes."

❌ Weak: "Participants will understand the importance of training." (not measurable)
❌ Weak: "Participants will be aware of learning theories." (no observable action)

3.3 Structuring a Training Programme

A well-structured programme follows a logical sequence that builds learner confidence progressively:

The 4-Phase Programme Structure:

            📌 PHASE 1: INTRODUCTION (10–15% of time)

               ← Welcome, objectives, agenda, why this matters

            📖 PHASE 2: CONTENT DELIVERY (40–50% of time)

               ← New knowledge, concepts, demonstrations

            🎯 PHASE 3: PRACTICE & APPLICATION (30–40% of time)

               ← Activities, role plays, case studies, exercises

            ✅ PHASE 4: CLOSE & COMMITMENT (5–10% of time)

               ← Summary, action planning, Q&A, assessment

The 70:20:10 Principle: Research suggests that 70% of learning happens through on-the-job experience, 20% through interaction and coaching with others, and 10% through formal training. Design your programmes to reinforce all three dimensions.

3.4 Selecting the Right Training Content

Content should be selected on the basis of what learners need to know, do, and feel by the end of the programme:

Know (Knowledge) – Facts, concepts, principles, policies
Do (Skills) – Practical tasks, processes, procedures, behaviours
Feel (Attitude) – Values, mindsets, professional standards, confidence

Content Selection Rules:

Include only content that directly supports a learning objective — if it does not serve an objective, cut it
Use real-world examples and scenarios from the learner's actual work context
Sequence from simple to complex and from known to unknown
Chunk content into digestible sections (no more than 20 minutes of content before an activity)
Balance theory with practical application throughout the programme
Ensure content is current, accurate, and relevant to the target audience's level

3.5 Choosing Assessment Methods

Assessment determines whether learning objectives have been achieved. Match your assessment method to the objective level:

Assessment Type	Best For	Examples
Knowledge Quiz	Remember / Understand levels	Multiple choice, true/false, short answer
Practical Demonstration	Apply / Analyse levels	Task performance, skills checklist
Case Study / Scenario	Analyse / Evaluate levels	Written analysis, group discussion
Role Play	Apply / Evaluate levels	Customer interaction, conflict resolution
Portfolio / Project	Create level	Training plan, report, presentation
Observation Checklist	On-the-job skill transfer	Supervisor observation of task performance

Formative vs Summative Assessment:

Formative Assessment – Checks understanding during the programme (quizzes, Q&A, activities). Allows the facilitator to adjust pacing and address gaps on the spot.
Summative Assessment – Evaluates learning at the end of the programme. Determines whether the objective has been fully achieved.

3.6 Creating a Training Design Blueprint

Before developing any materials, document your design decisions in a Training Blueprint (also called a Design Document):

Training Blueprint Template:

Programme Title: [Name]
Target Audience: [Who is attending and their current skill level]
Duration: [Total hours / days]
Delivery Method: [Classroom / Online / Blended / On-the-job]
Overall Aim: [One sentence describing the programme's purpose]

Learning Objectives:
By the end of this programme, participants will be able to:
1. [Objective 1 — linked to Bloom's level]
2. [Objective 2]
3. [Objective 3]

Module Breakdown:
| Module | Topic | Duration | Method | Activity | Assessment |

Resources Required: [Facilitator guide, slides, workbooks, equipment, venue]
Assessment Plan: [Type, timing, pass criteria]
Evaluation Method: [Kirkpatrick level and tool]

3.7 Quick Self-Check

Q1: What makes a learning objective effective?

✓ It must be SMART — Specific, Measurable, Achievable, Relevant, and Time-bound — and use an observable action verb (from Bloom's Taxonomy).

Q2: What does the 70:20:10 principle say about where learning happens?

✓ 70% on-the-job experience, 20% interaction and coaching with others, 10% formal training programmes.

Q3: What is the difference between formative and summative assessment?

✓ Formative assessment checks understanding during training and allows real-time adjustment. Summative assessment evaluates achievement at the end of the programme.

Q4: Why should content that doesn't support a learning objective be removed?

✓ Content not linked to an objective wastes learner time, dilutes focus, and makes the programme harder to evaluate. Every element should serve a clear purpose.

✓ Module 3 Complete

The ADDIE instructional design model and its five phases
Writing SMART learning objectives using Bloom's Taxonomy action verbs
The four-phase programme structure
The 70:20:10 learning principle
Selecting content aligned to Know, Do, and Feel outcomes
Matching assessment methods to Bloom's levels
Formative vs summative assessment
How to create a Training Design Blueprint