How to Develop Training or Curriculum for Programs

BWBRS Description: This session explains step-by-step process of developing new training session or curriculum for peers / adult learners.

Overview: Developing training or revising curriculum is a form of program development - one way of building organizational capacity. Nonprofit organizations often struggle with limited staff and resources. When volunteers work with these organizations, the staff may have limited time to train each volunteer individually. This session introduces participants to the step-by-step process of developing a training based on “Train the Trainer” model, which helps training a group of participants (as opposed to individual training) for specific skills. It is useful for building organizational capacity due to its efficiency in training multiple people simultaneously. The session includes discussion about “Why,” “What,” and “how” of training development. The participants learn key principles of Andragogy (Adult Learning), and discuss how they

How to Develop Training or Curriculum for Programs “Building Organizational Capacity” Series

Bonner Community Engagement Curriculum: The 8-Themes Series

Bonner Curriculum: How to Develop Training page 1

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are applicable to developing effective training sessions for peers / fellow volunteers at different service sites.

Key Words: Planning, Organization, Active Listening, Volunteer Management

8 Themes: Third Year Students - 2nd Semester Bonner Developmental Connections: Moderate to advanced - It is apt Juniors and Seniors who are

wiling to take leadership roles for training development and facilitation. Sophomores could also participate in the session, if they are interested in becoming training facilitators.

Bonner/VALUE Rubric Outcomes: The session will build students’ skills in the following areas: Critical Thinking and Perspective Taking Communication Skills Diversity and Intercultural Competence Integrative Learning Leadership Workshop Learning Outcomes:

· Participants will describe key steps to design a training · Participants will identify goals, relevant content, and instructional strategies for

respective training topics · Participants will demonstrate their understanding of Adult Learning principles by

developing an engaging training

Materials:

· Handouts: Trainer Guide Template, Adult Learning Theory (Attached), Diverse Learning Styles

· Pens / markers · Whiteboard or flip chart

How to Prepare:

Facilitator would find it useful to read the following articles before the session: 1. “Principles of Adult Learning” - https://alabamapathways.org/principles-of-adult-

learning/


https://alabamapathways.org/principles-of-adult-learning/


2. How to Make Your Teaching More Engaging: Advice Guide Review the handout before to become familiar with the flow of the session. The handout includes examples for each step; however, you could offer your own examples. Anticipate question that may arise during the discussion such as “What are goals?” (What you would like to participants to learn / walk away with at the end of the session) “How could I cater to all the different learners?” (By including a variety of engaging instructional activities). Print the session handouts in advance.

Brief Outline:

The outline has the following parts (75 minutes):

1) Warm-up suggested time 7-10 minutes 2) Principles of Adult Learning suggested time 15 minutes 3) Leaning is Emotional suggested time 10 minutes 4) Understanding Training Design Steps suggested time 30 minutes 5) Closing suggested time 5 minutes

Your Plan/OUTLINE

Part 1) Warm-Up Suggested time: 7-10 Minutes

Introduce yourself and share in a few sentences what you enjoy about being a learner (e.g. opportunity to exchange ideas, acquisition of new knowledge or skill) and what challenges you face (e.g. not understanding a concept, fear of trying something new). If you have an anecdote about a memorable learning experience, share it with the group.

Then, invite participants to respond to the following questions, and note their responses on whiteboard or big poster.

• What have been some of your favorite classes or workshops in past few years? Why?

• What are some best practices to design an engaging workshop/training session? (possible responses: knowledgeable speaker, structured session with clear plan of action, interactive activities, good content etc.)

To transition to the next part of the session, you could say something on the lines of: *Thank you for sharing your learning experiences. As adult learners, we appreciate when the content is relevant to real life, the session has clear goals, and it keeps us


engaged. To design an engaging session, it would be helpful to be familiar with the principles of adult learning. Let’s see what those principles are and how we could apply them to our work as training facilitators.*

Part 2) Principles of Adult Learning Suggested time: 15 minutes

Read aloud one principle at a time, and ask participants to share examples in which they witnessed this principle being reflected. After the discussion, distribute the handout on “Principles of Adult Learning” that they could refer to while developing their own training.

• Adults are autonomous and self-directed. Adults are autonomous and self-directed. Their teachers must actively involve them in the learning process and serve as facilitators rather than fact generators. Teachers must get participants’ perspectives on the topics to cover and let them work on projects that reflect their interests. They should also allow participants responsibility for presentations and group leadership and show participants how the class will help them reach their goals.

• Adults have accumulated a foundation of life experiences and knowledge. Teachers need to connect learning to that knowledge/experience base by encouraging participants to share relevant experience/knowledge.

• Adults are goal-oriented. They appreciate an educational program that is organized and has clearly defined elements. Instructors must show adult learners the big picture from the beginning (how the content relates to the goals).

• Adults are relevancy-oriented. Learning has to be applicable to their work or other responsibilities to be of value to them. Instructors must identify objectives before the course begins and relate theories and concepts to a setting familiar to participants.

• Adults are practical. They may not be interested in knowledge for knowledge’s sake but rather focus on what is most useful to them.

• Adults, as with all learners, must be shown respect. Instructors should acknowledge the abundance of experiences and knowledge participants bring to the classroom.


Part 3) Learning is Emotional Suggested time: 10 minutes

Now, distribute copies of the handout “Learning is Emotional” and introduce participants to the idea that learners experience a variety of emotions during the learning process. They may feel anxious when a new task is to be accomplished. Gradually, when they they try something and succeed, they feel confident. On the contrary, when they don’t succeed, they may feel frustrated. When they receive support from the trainer, they become more interested in learning. Awareness of this learning process would make training facilitators realize how important it is to be supportive during the learning process.

Next, explain that“experiential learning approaches” are very beneficial for learners, because they include the use of head, heart, and hands, activating different parts of the brain. The figure below illustrates that concrete experience comes through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain. In other words, the learning cycle arises naturally from the structure of the brain.


Finally, use the “Cone of Experience” handout to discuss the effectiveness of different methods in remembering / retaining the information. This handout helps one understand why the training should include activities that involve different senses.

Part 4) Understanding Training Design Steps Suggested time: 30 minutes

Distribute the “Training Design Steps” and “Blank Trainer Guide Template” handouts. First, inform participants that there are multiple steps to design a training. Then, work with participants to brainstorm ideas for each step.

Step 1: Why is this training needed? Step 2: What will the training cover? Step 3: What are the training goals? Step 4: Who is the audience? Step 5: What resources do I need to teach these concepts? Step 6: What program activities will engage the audience? Step 7: How do I know if the training goals were met?

Step 1: Why is this training needed? Instruction: *First identify 1-2 reasons for this training. Is this a community need? Is this an organizational need? Is this training being designed due to a lack of knowledge or skill in that area or to enhance participants’ understanding, skills, and efficiency? Do you have the will and the skill to facilitate this training? The idea here is to recognize the fact that we are developing a training based on a need, (not in a vacuum). Needs can be identified through informal conversations with participants or through formal surveys.*


Step 2: What will the training cover? Instruction: *Now, write down the big idea around which you plan to design the training. For example, immigration, website design, grant writing etc. Then, take some notes about what the participants will need to see, touch, hear, experience, feel, etc., in order to understand this topic and material. In other words, what concepts, tools, techniques, and experiences will the training cover?*

Share the following examples, and ask participants to use the handout to write a description of their topic. Explain that this section is similar to the “Overview” category of the trainer guide template.

“This workshop is about...

“It will cover…

Step 3: What are the training goals? Ask yourself: What do you want participants to take away from the training or workshop? Formulate some intended outcomes, considering the following types of TAKE AWAYS.

• Head – intellectual, cognitive, knowledge, concepts, ideas • Heart – feelings, attitudes, experiences, intangible things • Hands – handouts, materials, things to keep and refer to later

Explain that this section is similar to the “Workshop Learning Outcomes” category of the trainer guide template. A goal or outcome describes what will happen for participants as a result of their participation in the training/workshop. Take a look at the examples.

Example 1 Example 2

How to make your favorite lasagnaHow to write an excellent funding proposal

This workshop is about making the best lasagna on the planet. It will cover ingredients, instructions, seasoning, and baking tips.

This workshop is about writing a proposal for funding. It will cover how to write a cover letter, abstract, statement of need, objectives, program description, and budget.


Step 4: Who is the audience? * Whenever we design training, it is crucial to be aware of our audience. A better understanding of their experience level and background (cultural, socio-political) would help us determine culturally appropriate resources and instructional approaches. For example, if the audience includes significant population of adult English language learners, it would help to include more visuals, breakdown complex information in small chunks, and find bilingual resources (materials, interpreters, bilingual facilitators) to facilitate the training. Project the following and write it in the worksheet.*

Audience: What is the experience level of participants? What things are participants dealing with in their own experiences with this topic? Do people know each other?

Is experience needed: Is this something that participants need to experience in order to understand or is this something that could be learned through reading, discussion, or case study analysis?

*For example, let’s assume that your goal is to train SNAP recipients (Supplemental Nutrition Assistance Program) to open Electronic Benefit Transfer (EBT) account and use the phone app. to check balance and purchase history. What will be some of the most effective ways to teach someone how to use the Fresh EBT app: asking them to read training manual, giving a presentation on the Fresh EBT app., or demonstrating the use of the application followed by a practice session?*

Timing: How long do you have? Is this a regular structure (e.g., meeting) or a retreat? How will time affect the participants’ mood, etc.?

Challenges: Note some challenges and constraints that come to mind.

Example 1 Example 2

How to make your favorite lasagnaHow to write an excellent funding proposal

Know how to use simple ingredients to make great lasagna Practice combining, measuring, and preparing ingredients Be excited about cooking lasagna Have a recipe to use at home Taste a great lasagna

Know the elements of an effective proposal and how they should be organized Practice writing proposal elements using examples and checklists Develop confidence in proposal writing and practice own tone in writing


Step 5: What resources do I need to teach these concepts? *This step helps us choose appropriate content for respective topics. There are a variety of resources available to teach a concept or a technique. These resources include books, articles, videos, games, training manuals, website blogs etc. We will need to explore the options and determine which ones will be the best match considering participants’ age, learning styles, experience level etc.*

*First, make a list of resources (websites, books, videos) that you will need to review before the session to develop a deeper understanding of the topic. Then, identify resources that you will use during the training for participants.*

Step 6: What program activities will engage the audience? *Once we identify appropriate content / resources to facilitate the session, we need to brainstorm how we use those resources. The goal is to keep the audience engaged in the learning process. Engagement is not the same as entertainment. Sometimes, activities may be fun and entertaining, but they may not be engaging. In other words, these activities may not be educational or may not prompt deep thinking. So, design engaging activities involving head, heart, and hands. The following are a few things to keep in mind to engage participants*

*Design activities keeping in mind different learning styles. See “Learning Styles” handout for more information.

*Break the session in chunks with different activities. If one activity (e.g. lecture) goes on for a long time, participants may lose interest. It would help if the activity is changed after 15-30 minutes, depending on the topic.

*Involve participants in the learning process by asking them to read and respond (e.g. through gallery walk, watch a video clip and respond, and participate in group discussion etc.*

Remind participants about the principles of adult learning: • Generally people learn better from doing—or a combination of doing, listening,

reading—than from just listening or just reading (head, heart, hands) • Generally adults learn better when they can incorporate what they are learning into

their day-to-day practice. In other words, what’s relevant sticks. • Often there is a tendency to reject information or experiences that don’t correspond

to their long-held beliefs, assumptions, experiences or constructs. This is a feature of how the brain works. So, for subjects where you are sharing information that


challenges these things in some way, it is critical to consider how you present information so that it doesn’t threaten or attack someone.

*Structure the activities into a workshop flow with beginning, middle, and end. See the Workshop Flow Handout for more information*

At this point, distribute the handout “Instructional Techniques.” Let participants skim through the list and ask: *Considering all of the ideas presented, what are some things you could do to make your “body” of the workshop or activities more interactive or relevant?*

Step 7: How do I know if the training goals were met? *This step is sometimes forgotten or ignored, but it is a very useful step to learn if the participants learned what you anticipated. This step will also inform our next steps in terms of tweaking the session based on what worked and what did not work.*

Explain that there are some formal and informal ways to gather feedback from participants:

• Observe participants during activities (e.g. group discussion, written reflection). This observation will help you decide where your instructions were clear or not, whether the questions or the task is useful for the session or not.

• Encourage participants to ask questions during and after the session. This would help you modify the workshop activity, if needed.

• Include a closing activity, in which you could collect “exit slips” or ask participants what their “Takeaways” are from the workshop.

Part 4) Closing • Give participants a few minutes to fill out their worksheets and invite a few volunteers

share their training topics and design steps. • Ask participants if they have any questions about any of these steps, and provide

necessary guidance.


Credits:

The training was developed by Ariane Hoy and Rachayita Shah, Bonner Foundation staff.

Resources: • Handouts (Attached) • Article

• How to Make Your Teaching More Engaging: Advice Guide by Sarah Rose Cavanagh, Chronicle of Higher Education, https://www.chronicle.com/interactives/advice-teaching

• websites / URLs • Principles of Adult Learning - Table - https://www.med.mun.ca/getdoc/

99c39da7-a8ac-40c8-9d6b-91b1a7bb3d0e/Principles-of-Adult-Learning-separate-file.aspx

• Four Principles of Adult Learning - https://alabamapathways.org/principles-of-adult-learning/

• Implications for Teaching - https://alabamapathways.org/principles-of-adult-learning/


https://www.chronicle.com/interactives/advice-teaching

https://www.chronicle.com/interactives/advice-teaching

https://www.med.mun.ca/getdoc/99c39da7-a8ac-40c8-9d6b-91b1a7bb3d0e/Principles-of-Adult-Learning-separate-file.aspx







Principles of Adult Learning

Source: https://alabamapathways.org/principles-of-adult-learning/ Source: https://www.td.org/newsletters/atd-links/the-fundamentals-of-adult-learning

Principles of Adult Learning Implication for Teaching / Training Design

Adults are autonomous and self-directed.

• Design training around participants’ needs. • Involve them in learning process (e.g. Get

participants’ perspectives on topics through small-group & class discussions, projects, presentations etc.)

Adults bring life experience and knowledge to the learning environment.

• Invite learners to share relevant experiences/knowledge on topics

• Ask learners to identity the similarities and differences between what they are learning and what they already know

Adults are goal-oriented. • Organize the training with clearly defined elements.

• Establish clear learning objective that make the connection between learners’ needs, learning content

Adults are relevancy-oriented. • Engage learners in activities that are relevant to their work

• Use case studies / scenarios to which they could apply the concepts

Adults, as with all learners, must be shown respect.

• Acknowledge their experiences and growth and give specific feedback

• Use a variety of instructional methods, respecting different learning styles



https://www.td.org/newsletters/atd-links/the-fundamentals-of-adult-learning

Learning is Emotional

Source: Zull, E. The Art of Changing the Brain

Source: Edgar Dale’s cone of Experience


Training Steps Worksheet

STEPS MY NOTES

1. Why is this training needed?

• _

• _

2. What will the training cover? (Overview)

• _

• _

3. What are the training goals?

• _

• _

4. Who is the audience? • _

• _

5. What resources do I need? • _

• _

6. What program activities will engage students?

• _

• _

7. How do I know if the goals were met?

• _

• _


Trainer Guide Template Rationale/Need: One to two sentence description of the need for the training.

Overview: Brief summary description (covering purpose, intended outcomes, touching on type of activity, though not in detail since that is covered below in “Plan”).

Goals/Learning Outcomes: List 3-5 goals that describe the intended goals or outcomes for the session. These statements should give both the presenters and participants a clear idea of what the “take aways” of the workshop are — in terms of learning.

· Example: participants will learn how to .... · Example 2: participants will practice ... · Example 3: participants will take away...

How to Prepare: Write a brief paragraph highlighting what the facilitator should do to prepare for the session, covering things such as · Information about the audience · Introductions or activities to customize · Materials or handouts to prepare · Videos to watch · Articles to read · Concepts to understand


Plan:

• Activity 1: Title Suggested time:

Describe what you are going to do

You may note script



You may note script



You may note script

Credits: Provide credit to the developer(s) of the training.

Resources: Also, cite references to any authors or sources of materials used

• Frameworks • Articles • Handouts • Videos


Learning Styles

Source: https://www.hopehealth.com/one-learning-style-doesnt-fit-all-when-it-comes-to-workplace-communications/


https://www.hopehealth.com/one-learning-style-doesnt-fit-all-when-it-comes-to-workplace-communications/



Workshop Flow

Beginning: • Tend to include introductions, characteristics of good openings (clarity, relevant

history, etc.) • Attempt to establish credibility (or the element of surprise) and often let people know

what is coming (e.g., agenda review) • Attempt to set a tone, for example with a warm-up or other activity

Middle: • Build so that participants meet the intended outcomes • Gradually introduce concepts, ideas, or experiences • Provide the opportunity for some kind of participant engagement (mental, physical,

emotional) • Need to fit together (not too many story lines or metaphors please!) • Need to fit into the bulk of a workshop time and fit together well

End: • Bring the activities, emotions, or other elements to a “transition” or “close” – tie up loose ends, for example by laying out next steps. • Allow participants to restate or share what they did, learned, experienced, perceived,

etc.


Instructional Techniques Demonstration The presenter actually performs or simulates the process, instead of only talking about a concept, procedure, or set of cards.

Advantages • Excellent way to learn skills for using

equipment, instructional materials, procedures, etc.

• Participants can immediately try out what they learn

• Involves auditory, visual, and often kinesthetic (movement) sessions with a maximum involvement

Disadvantages • Demonstration must be limited to

amount of information at one time • Breaking demonstration into learnable

chunks can be difficult • May be difficult to set up space for

viewing • Not good for large groups unless all can

experience

Pointers: • Include a verbal summary either before or after demo • Provide opportunity to practice skills on real problem • Make sure in advance all materials are available and working • Practice beforehand to establish timelines, possible difficulties, and anticipate

Group Discussion The presenter builds interest before starting a conversation, and asks open-ended questions to guide participants through dialogue. Another technique similar to this: Group Discussion based on a reading, Fishbowl Discussion

Advantages • Permits maximum interchange of ideas • Permits clarification, sharing of

understanding, and review of main points

• Allows participants to acquire and practice interpersonal competencies

• Participants choose level of involvement based on their degree of comfort

Disadvantages • Participants must have basic information

on which to build discussion; trainer must lay out content foundation

• Without focusing, discussions can wander and not contain much content

• May not be as inclusive (have to facilitate)

• Can become time consuming

Pointers: • Time limits and goals should be explicitly set • Open-ended questions trigger better discussions than close-ended questions • Use facilitation techniques to prevent domination by one or few viewpoints


Group Discussion With Reading Participants are asked to read a short, pertinent handout covering main points and then continue with small group discussion or other activities to apply reading.

Advantages • Excellent way to cover new material

without lecturing • Works well for people who learn best

through reading • Exposes participants to work of experts • Good way to introduce vocabulary • Participants can revisit later at own pace

Disadvantages • Some participants may not be able or

feel comfortable with reading on the spot and digesting quickly

• Need to have adequate time • Need to develop application

opportunities

Pointers: • Choose materials carefully to be pertinent • Allow sufficient time for most participants to complete reading before signaling start of

discussion • Combine with brief lecture or presentation of main points using visuals or role plays or

other activities

Guided Inquiry The presenter challenges participants to generate their own questions or poses a problem for group to solve.

Advantages • Allows participants to gear teaching to

participant needs • Allows for groups to apply their own

knowledge or experience • Encourages group interpersonal skills

Disadvantages • Participants must have prior knowledge

of material or first be presented with relevant instructional materials and information

• May require high level of experience of presenter to guide group towards intended learning

Pointers: • Present needed framework/information beforehand • Allow sufficient time for the group to form questions or solve problem • You can field questions one at a time or from the entire group


Guided Learning Instead of presenting a lecture, the presenter asks a series of questions. Ideas are recorded and then discussed in light of intended learning outcome.

Advantages • Taps knowledge of group or gets their

beliefs and ideas about questions • Allows presenter to learn what

participants already know before making instructional points

• Encourages self discovery • Nice break from presentation

Disadvantages • Presenter must have extensive

knowledge of subject (built in) • Presenter should be skilled at

encouraging and controlling verbal input • Presenter must establish safe

environment • Verbal participants may monopolize

discussion or present inappropriate views

Pointers: • Maintain balance between participant and trainer input • Record ideas and compare to lecture points presenter has in mind • If done in small groups, reconvene groups and share learning • Have examples to use

Lecture / Talk The presenter verbally presents intended learning in a thoughtfully designed manner.

Advantages • Most efficient and low-cost method for

conveying information in classroom setting

• Can convey basic info to large group rapidly

• Can be used regardless of group size

Disadvantages • Presenter needs to be dynamic,

knowledgeable, and energetic • Can put participants into a position of

sustained, passive learning • Too much information at one time is

“lost” unless supported by experience / handouts

Pointers: • Design carefully and intentionally • Work to involve participants and maximize retention through participatory techniques • Plan strategies to get attention (visual backup, recap major points, debrief) • Outline key ideas at outset to help listeners recognize relevant details


Mental Imagery The presenter uses imagery to visualize an object, person, place, or action not present.

Advantages • Valuable way to help participants

mentally rehearse putting skills into action and bring feelings and events into focus

• Help participants work through anxiety in safe setting

• Through visualization, participants can be activated into lively discussion

Disadvantages • Still requires a minimum amount of role

playing • Participants may not have enough

experience to be able to respond as directed by facilitator

• Facilitator may not have participated in imagery exercises enough to feel comfortable leading others

Pointers: • Use to replace scenarios (such as role playing) • Held participants clear mind first with relaxation exercises • Give imagery instructions slowly and with enough pauses • Write out a script and practice • Invite participants to share imagery in voluntary manner • Use journals

Observation The presenter involves participants in watching others and taking notes during the process.

Advantages • Can be a very effective way to

experience learning, especially when combined with situations

• Observers can have strong feelings if what they are observing has personal impact

• Can use with groups of varying sizes

Disadvantages • It may be difficult to make observation

session an active experience • There may not be enough trust among

participants to provide meaningful feedback

Pointers: • Try to provide aids to help participants retain pertinent aspects • May want to provide an overview of important content before observation • Provide forms to note-down suggestions, checklists, questions, etc. • Repeat or vary with other methods and rotations


Scenario / Case Study / Role Play / Skits The presenter uses a type of written or scripted demonstration which is an account of a fictitious or real situation with sufficient detail to allow participants to act out, discuss, or analyze situation.

Advantages • Helps participants experience feelings

and practice skills • Helps participants identify with

viewpoints and roles other than their own

• Encourages problem solving • Time saving, allowing for learners to

grapple with complexity • Feedback opportunities

Disadvantages • Participants must be willing to be

involved • Not all participants may get opportunity

to practice • Takes time to plan and execute • Follow-up activity is important to

summarize experience / make key points • Can be difficult to provide enough

information or write

Pointers: • At outset, clarify purpose or issues to be addressed • Provide sufficient information about roles or characteristics • Encourage observation across roles or situations • Include time for processing and debriefing • Include relevant information

SPOT Challenge The presenter interrupts presentation or weaves in the opportunity for participants to give examples of the concepts or apply knowledge through role play.

Advantages • Can assess participants’ understanding

of material before proceeding • Can include coaching • Provides participants with opportunity to

test out or apply their own learning • Can be very effective for groups that like

high interaction and risks (e.g., young people)

Disadvantages • If group is large or have differing levels

of experience, not all will participate • If a person doesn’t understand a concept

or know how to perform, can hurt their self esteem

Pointers: • Concepts or questions may be planned or spontaneous; make sure they support or

clarify what’s been covered (through lectures, readings, role plays, etc.) • Interweave with situation studies and other formats to make interaction more

comfortable


Documents

How to Develop Training or Curriculum for Programs