Training Manual – Best Development Practices

1. Training Manual – Best Development Practices NMEMS Brown Bag Meeting September 30th, 2011 Henry Debem

2. MSA Learning Objectives At the end of this presentation, participants will be able to: • Understand the concept of Training Manual • Understand the concept of Instructional System Design (ISD) models applied in developing Training Manuals. • Be familiar with the common ISD models. • Understand the principle of ADDIE model. • Appreciate the key elements of a Training Manual. • Appreciate the generally accepted quality practices applied in developing a Training Manual.

3. MSA What is a Manual? A manual is simply a reference document (handbook) containing a detailed information on processes and procedures required in a workplace to guide and standardize the operationsof the users.

4. MSA A Training Manual? A manual used in training sessions or for teaching purposes. Uses of a Training Manual (Importance)? • Work books – often used in training sessions. It provides basic information, examples and exercises.

5. MSA Uses of a Training Manual (Importance)?...2 • Self-paced guides: designed for trainees to work through on their own. • Reference manuals: A repository for detailed information on processes and procedures. • Handouts: provide general information to support training done during the session. • Job aids: provide step-by-step instructions • to be used in the work place.

6. MSA Instructional System Design (ISD) Models Used in TMs • ISD - is the practice of maximizing the effectiveness, efficiency and appeal of instructions and other learning experiences • 1950s. • The process consists broadly of 3 elements: • Determining the current state and needs of the learner, • Defining the end goal of instruction, • Creating some "interventions" to assist in the transition.

7. Instructional System Design (ISD) Models Used in TMs...2 • Ideally the transitional process is informed by pedagogically(process of teaching) and andragogically(adult learning) tested theories of learning • The result of this instruction may be • Directly observable and scientifically measured or • Completely hidden and assumed • ISD is historically and traditionally rooted in cognitivism and behaviorism.

8. MSA ISD Models Used in TMs • ADDIE Model • Rapid Prototyping Model • Dick and Carey Model • Kemp Model • IDLS (Instructional Development Learning System) Model • Others include the • Smith/Ragan Model, • Morrison/Ross Model • Wiggins theory

9. ADDIE Model ADDIE Model: is the generic process traditionally used by instructional designers and developers. It was created by Center for Educational Tech at FSU in 1975 for the US Army. Since then, a number of reviews has been done to refine the model.(Branson, Rayner, Cox, Furman, King, Hannum, 1975; Watson, 1981) “A” - Analysis of the audience, and of training needs; (Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts) “D” - Design of training, learning objectives, sequencing of tasks, etc. (develop learning objectives, choose an instructional approach or strategy)

10. MSA ADDIE Model...2 “D” - Development of training/instructional materials, that are consistent with the design requirements (elaborates and builds on the Learning Objectives and Learning Steps that were produced in the design phase. It basically fleshes out all the previous content built in the prior two phases into a complete learning platform). “I” - Implementation (testing of the prototype, orientation of trainers/users, evaluating the design or delivering the instructional materials, conducting the training etc). “E” - Evaluate the training (make sure the materials achieved the desired goals and the desired goals achieve the organizational needs. This includes formative and summative research, feedback from users and learners).

11. MSA ADDIE Model...3 An ISD Model featuring the ADDIE Process ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION Source: Grafinger Deborah j. 1998. Basics of ISD Info-Line: 8803, Amenrican Society for Training and Devpt. EVALUATION Note: Most of the current instructional design models are variations of the ADDIE process

12. MSA ADDIE Model...3 Source: Clark, 1995

13. MSA ADDIE Model...4 Source: Florida State University, 1975

14. MSA ADDIE Model...5 Questions to explain further Analysis: Is the performance problem a training problem? How will implementing a learning platform positively impact a business need or goal? What must the learners be able to do in order to ensure the required change in performance? Design: What must be learned by the learners that will enable them to fulfil the required business need or goal. Development: What activities will best bring about the required performance. Implementation:Have the learners now become performers (have the skills and knowledge to perform the required tasks)? Evaluation: What value or result has the training provided to the participants? What is the effectiveness of each phase of the training development? To what extent has the training meet the goals and objectives of the training or needs of the participants?

15. A Learning Platform to Define ADDIE Model Source: Newlink.com

16. MSA Basic Developmental Stages in producing a TM • Analysing the purpose and context of the training. • Designing the content, format and structure of the training (innovativeness is an essential requirement) • Developing or expanding the content and structure in line with the designed framework. • Assembling (Writing) the TM (producing the first draft)

17. MSA Developmental Stages in producing a TM...2 • Subject the TM to Stakeholders review which may involve field testing to some extent. • Finalize and produce the final copy.

18. MSA Key Elements of a TM • A Cover page with plain or graphic with the Title clearly written • A Blank page after the cover page • Table of contents • Glossary / Acronyms • An Introduction page on What-How-Who - "What the Manual is about", "How to use the Manual" & "For whom the Manual is meant“ Refer toDHIS2 Manual

19. MSA Key Elements of a TM • Expanding the Table of contents – • Objectives / Description of each topic / Section Summary • Placeholders for graphics • Placeholders for work sheets (Trainees) • Page for Conclusion • Page for Further Reading • Page for Bibliography / References / Citations • A Blank page prior to closure (Optional) • Closing Cover page (Optional) • Note:The title page, table of contents, a glossary of • terms (if used) and the index are prepared last

20. Versions of a Training Manual & Contents • Trainers Version • Trainees Version

21. MSA Writing A TM – Best Practices • Write in plain English: Avoid using technical terms, unless it is part of the work place vocabulary. In that case make sure technical terms are explained in simple language/terms. • Spell out or explain acronyms and abbreviations. • Use the active voice: It is concise. • Be consistent in the use of terminology, • tone and style of writing. Refer toDHIS2 Manual

22. MSA Writing A TM – Best Practices...2 • Use short sentences and phrases (Long sentences and paragraphs can be confusing) • Numbered steps are easier to follow than long paragraphs. Refer toDHIS2 Manual • Include illustrations (graphs, flow charts, tables, pictures, screen displays, examples of finished tasks) where appropriate to clarify concepts and enhance understanding. It also adds visual interest. Illustrations should be • in proper proportion to nearby text. Refer toDHIS2 Manual

23. MSA Writing A TM – Best Practices...3 • Write a detailed table of contents that include chapter headings as well as the next level of subheadings. • Write a detailed index, including cross- references, to make it easy to find information. A good index makes the manual usable as a reference work for future use. • Check spelling and grammar. Refer toDHIS2 Manual

24. MSA Writing A TM – Best Practices...4 • Organize the contents into a logical sequence of topics. • Break down the topics into smaller segments that describe a task, procedure or concept. • Note: The task of writing comes next once the purpose for the manual has been established and attention has been given to the preliminary design Refer toDHIS2 Manual

25. MSA Presentation of the TM • Attractive appearance and ease of use (motivate use of manual) • Good Page Layout (improves readability) • Good organization of materials on the page (guides the eyes of the reader) Refer toDHIS2 Manual

26. Want to Read More? • JOURNALS: • Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3:4, 2-16. • Briggs, L. J. (1970). Handbook of procedures for the design of instruction. Pittsburgh: American Institutes for Research. • Dick, W., Carey, L. & Carey, J. O. (2001). The systematic design of instruction, 5th Ed. New York: Longman. • Gentry, C. G. (1994). Introduction to instructional development. Belmont: Wadsworth. • Grafinger, Deborah J. (1988). Basics of instructional systems development. INFO-LINE Issue 8803. Alexandria: American Society for Training and Development. • Gustafson, K. L. (1994). Instructional design models. In Husen, T. & Postlethwaite, T.N. (ed’s) The International Encyclopedia of Education, 2nd ed. Oxford: UK, Pergamon. • Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. (2002). Instructional media and technologies for learning, 7th ed. Columbus: Merrill/Prentice Hall. • Kovalchick, A., & Dawson, K. (in press). Educational technology: An encyclopedia. Santa Barbara, CA: ABC-CLIO. • Molenda, M., Pershing, J. A., & Reigeluth, C. M. (1996). Designing instructional systems. In R. L. Craig (Ed.), The ASTD training and development handbook 4th ed. (pp. 266-293). New York:

27. Want to Read More...2? • Molenda, Michael (May/June 2003). "In Search of the Elusive ADDIE Model". Performance improvement42 (5): 34–37. Amended version available • at the author's web site at Indiana University (Bloomington). • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2001). Designing effective instruction, 3rd ed. New York: • Reiser, R. A. 2001. A history of instructional design and technology. In Reiser, R. A. and Dempsey, J. V., ed’s. Trends and issues in instructional design and technology. Englewood Cliffs: Prentice Hall • Rossett, A. (1987). Training needs assessment. Englewood Cliffs: Educational Technology Publications. • Saettler, P. (1990). The evolution of American educational technology. Englewood: Libraries Unlimited. • Shrock, S. (1995). A brief history of instructional development. In Anglin, Gary (ed.) Instructional technology: Past, present, and future. Englewood: Libraries Unlimited. • Smith, P. L., and Ragan, T. J. (1999). Instructional design, 2nd Ed. Columbus: Merrill, Prentice Hall. • Thiagarajan, S. (1976). Help I am trapped inside an ID model! NSPI Journal (November), 10-11. • Strickland, A.W (2006). "ADDIE". Idaho State University College of Education, Science, Math & Technology Education. Retrieved 2006-06-29.

28. Want to Read More...3? Websites: http://www.nwlink.com/~donclark/history_isd/addie.html www.businessperform.com › Training Management www.slideshare.net/the-addie-model-presentation http://en.wikipedia.org/wiki/ADDIE_Model sas.byu.edu/training/documents/TheADDIEInstructionalDesignModel.pdf http://en.wikibooks.org/wiki/Designing_a_Training_Manual

29. Thank you!!