Over the last seven years working with program managers, I have found that they are terrific at looking at the “big picture” of their programs, but they sometimes need help evaluating available resources for creating training related to those programs or the related projects.
“Should I create the training in-house?” This is a question that program managers might think about. Developing training with available staff resources is certainly an option. Many organizations have knowledgeable staff on a given topic, or staff who are intimately aware of the ins-and-outs of the projects at hand. It’s common for organizations to recruit them to develop the related curriculum. Often, these subject matter experts (SMEs) present the training as well.
There are several areas to consider before committing to developing training in-house, particularly if specific training outcomes are critical. The importance of asking yourself these questions will vary depending on your program and what behavior changes you want in response to the training. By asking them, you’ll be more informed as you decide which path is the right one for your particular training situation.
For Training Development in General
What level of training development skills is available in-house? Is developing training “another duty as assigned” for my staff subject matter expert? Or do I have specialists in training design and development? SMEs are often phenomenal at executing and being resources for the ins-and-outs of a topic. The tricky part comes in trying to quickly ramp up other staff on the most critical pieces of a project. For instance, because of their passion or deep knowledge base, or even their depth of involvement, SMEs may have trouble prioritizing or identifying the “need to know,” from the “nice to know.” The “nice to know” may be interesting and compelling but may not line up with training goals and objectives. It can be helpful if your SME has a solid instructional design background, can distance themselves from the topic, and can be a bit objective. If that’s not the case, an outside instructional designer (ID) can work with your SMEs, pull out the critical content and the most potent, memorable learning helps (anecdotes, images, policy implications, etc.), and help provide clarity on specific, measurable learning objectives.
Have past training projects included a plan to reinforce lessons learned? If not, do we have the skills or infrastructure in-house to implement one moving forward? It’s been shown that there is greater learning retention when follow-up is part of the training program. Training is often a singular event, e.g., security awareness training required once a year. However, to change behaviors, people need to be reminded regularly about the new way of doing things. Follow-up and reinforcement techniques are key elements to include when developing training in-house. These can include tips/tricks through email and badges for accomplishing certain tasks. Defining reminder methods and opportunities for practice at the outset of training creation, then implementing them after learners have taken the training, will help make sure that the training has ongoing reinforcement. This creates greater success in accomplishing your outcomes and higher ROI (return on investment) on your training program. Someone skilled as a learning architect can help you develop a plan that incorporates reminders and determines intervals. Reinforcement techniques can be implemented manually or automatically, and the approach you take will guide what technologies or systems will help facilitate effective and timely reminders.
How effective has our past training been? Have we gotten the change in behavior we wanted or solved the business problem that we identified? Effective training design starts with the end in mind: Identifying outcomes and related metrics as you start the creative process will keep the training focused. Focused training is good. Focused training that engages the learner is better. Focused, engaging training that the learner applies in their day-to-day activities is best. A good instructional designer can move through these in a way that works for the medium, whether it’s online or classroom training.
Which brings you to the next few questions when considering online or mobile training.
Developing Online Training
How do we translate our slide-based classroom training to an online environment (or, can we convert instructor-led training to web-based training without creating “death by PowerPoint?)?” This question is critical, particularly if your course developers and trainers are used to classroom instruction based heavily on slide presentations. Even for those that don’t have that reliance, classroom training provides an immediate feedback loop to the instructor about who is paying attention and is engaged. Translating that engagement to an online equivalent requires a different set of instructional design tools and techniques.
Where will our audience access or consume the training? At their desks through the company learning management systems, or on the run using their tablets or smartphones? Even while desktop training is still widely used, using a mobile device—either a tablet or smartphone—has become a preferred platform for accessing training in different situations. Developing and maintaining a single version of the training that can be delivered using multiple platforms requires thought about interactions, images, buttons, etc. While a strong ID can develop a strategic approach that takes advantage of proven, learning-enhancing strategies and create training that maps to your learning objectives, other roles come into play for online learning: graphic designers, user experience and user interface professionals, and web or application developers. This combination of skills can help you move from stated objectives to training that engages your learners and is both available and easily navigable on different devices.
How will online training fit into our overall program? Will it be built as a “one-off,” or with elements that can be repurposed? Building the training in “chunks,” or modules, gives you greater flexibility to reuse elements within your follow-up or reinforcement sequence as well. Are there on-staff training program managers available to look at a “master plan” for how the training will be used, and that will help identify the “parts” that can be used in several “wholes”?
You’ve Covered the Basics on Developing Training In-House. Now What?
Not all of these questions may be relevant to your particular situation. There may other considerations that affect your program, and other roles that can support your learning project. But answering these questions provides a firm understanding of available in-house training development resources. From there, you can consider how or whether to fill them, either by equipping your in-house team with these skills or by working with another department or a vendor. If you consult with an outside vendor, you’ll be better equipped to provide perspective on your needs.
Below are a few resources that may help inform your training decision. There are also many more training development resources throughout the site. If you have any questions about these posts or about next steps in developing your training, please contact us. We’d be glad to discuss your options and see what might be a good solution for your particular training situation.
More Training Development Resources
- Learning Fundamentals: Which Training Methods Work Best?
- Elearning Team Roles: Critical Skills for Learning Projects
- Learning and Development Resources (External resources suggested by Microassist’s learning design team).
- Managed Learning Services: Custom, End-to-End Training Support, Tailored to Your Organization