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DEVELOPING A TRAINERS
TOOLKIT
Introduction
In designing a learning workshop we have to remember a number of basic principles. The first is
that people learn best by doing rather than listening:
“What I hear, I forget
What I see I remember
What I do, I know”
Therefore, this toolkit is based on an interactive approach that requires workshop participants to
take an active part in learning.
The second principle is that, in order to influence behavioural change, it is not sufficient to
enhance knowledge by providing information. People’s attitudes have to change, a process that
cannot be achieved overnight. People also have to accept and take responsibility for changing
their own attitudes and values.
Training has therefore, to address the key areas of changing values and attitudes and acquiring
knowledge. As people get trained, they get empowered to change their own behaviour.
ADDIER Instructional Design Model
Follow the ADDIER Instructional Design Model in creation of the course: Analysis, Design,
Development, Implementation, Evaluation, and Revision. The standards below are generally
outlined according to the components of the ADDIER model.
ANALYSIS Checklist
Needs Assessment – A needs assessment process has been conducted and has
determined a need for this training.
Previous training evaluations have been reviewed to determine a need for the training.
The purpose of the training has been identified based on the results of the needs
assessment.
The course is related to and furthers the work of the selected strategic objective.
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The course is listed in the milestones and/or deliverables of the selected strategic
objective capability team/program.
Leadership for the strategic objective was contacted and necessary approvals obtained
Target audience has been properly identified and clearedwith appropriateauthority
The most appropriate and effective delivery method has been determined. Instructor led:
traditional classroom, video teleconference/webinar/WebEx/; LiveMeeting; Learner
directed/self-paced: online/web-basedor other method .
The most appropriate and effective method/process for course creation has been
determined and budget has been created.
Approval for the budget is obtained.
DESIGN Checklist
The course is competency-based; designedto provide the information needed to assist
participants in achieving the specified competencies.
Specified competencies from a standardizedset of competencies are achievedthrough
this course.
Competencies align with the stated learning objectives for the course. (Only include
competencies that are significantly achievedthrough the course.)
Objectives are written according to the SMART model.
o S – Specific, simple, and easily understood
o M – Measurable against a standard and goals – uses concrete, observable verbs
to describe learner action
o A – Achievable; challenging but not impossible
o R – Realistic and relevant to what you want to accomplish
o T – Time-bound
The objectives address the significant points covered in the training.
o Content not related to the objectives is not included in the course.
o Objectives not covered by course content are not included.
The knowledge, skills, and abilities required to instruct this course are identified.
Detailed course plan, content outline, or storyboard is developed and presented for
internal approval
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DEVELOPMENT Checklist
Visual and auditory components maintain attention of the learner – i.e. interactive,
applicable to real world situations, keeps learners engaged, is relevant to job tasks.
Incorporates multiple instructional methods.
Provides opportunity for review of important concepts.
Provides opportunity for evaluation of knowledge and acquisition of skills – i.e. test items
relate to the objectives and are appropriatefor the level of training.
Can be modified and is available for continued use.
Accuracy & Alignment with Objectives –
o Course information matches/satisfies the objectives.
o Contains correct and current information.
o Contains correct spelling, grammar, and punctuation.
Formatting & Text of slides are as per the standards
Background and Colour combinations suits the audience and environment
Graphics and animation are relevant, appropriate and purposeful.
Length and organization of presentation is logical and connecting the audience.
The course contains materials to be used by participants in the course.
Content tests to address the material covered in the course and assess participant
understanding of the course content is available
Does the evaluation of participant learning to be conducted through demonstration of
tasks or skills related to the course that are observed and rated by the instructor.
The course includes a participant survey that includes the following:
o Each learning objective is listed as an item on the evaluation to determine if each
was effectively achieved.
o The course includes a participant survey that includes the following:
Increased participant knowledgeor skill
Usefulness for the participant’s job/response role
Effectiveness of the trainer or facilitator
Effectiveness of the materials
Effectiveness of format or delivery method
Participant overall rating and additional comments
The length of the session or course is appropriately based on the amount of information
covered, with consideration for the amount of time needed for discussion and activities
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IMPLEMENTATION Checklist
Group exercise to develop the checklist.
EVALUATION Checklist
Level 1 Reaction evaluation sheet
Level 2 Learning Evaluation Test or other method criteria sheet
Level 3 Application of learning evaluation methodology sheet
Level 4 Impact monitoring scheme explanatory worksheet
REVISION Checklist
Course revision timeline is established
Revision committee / authority is identified and formally communicated
Revisions are done on time and necessary changes are made
Document control procedure is followed and all earlier versions are recalledand
necessary action as per the procedure is taken.
Notes
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IMPLEMENTATION RESOURCE Checklist
