This template focuses on one method of developing training materials.
Alternate or additional steps may be needed, depending on the particular
training situation. However, this developmental process applies to all forms
of training materials. The reader should consult any applicable directives to
ensure compliance with a particular contract.
Understanding this process leads to the successful planning and creation of
training in many forms:
Two prime factors drive the eventual shape of any training program:
The product design - defines the scope of the tasks to be performed
The manpower/personnel base - defines the numbers of
personnel available and the starting skill level(s) of those personnel to do
the defined tasks.
These two factors are brought into agreement through training. In other
words, training is the means to adjust the skill level of the available work
force to perform the required tasks in an acceptable manner. The amount and
type of training required for a particular product design program can be
adjusted, if need be, by tradeoffs in:
As the product design begins to solidify, the actual training materials
begin to develop following the requirements of:
The Statement of Work
Any associated delivery requirements lists
The training conference
Technical manual development
The defined spares and test/support
After development, the training materials are proven through a trial or
pilot course. Evaluation of the pilot course points out areas needing revision
or reinforcement. After revision, the final training materials are released
Because of our past experiences, "training" is usually considered to be the
same as "education" or "schooling." This is not so. Training and education
differ in a very important way:
Education disseminates broad, general knowledge.
Training addresses a specific set of knowledge and
For example, electronic theory is an educational area; repair of a signal
processor computer is a training area.
The specific nature of training requires setting clearly defined goals and
end or terminal objectives to focus the training in the proper direction, such
Experienced instructional technologists can provide the answers to these
questions for the unique conditions of each individual product design or
An overall training approach must also be determined based on the two
predominant theories of learning:
The differences in approach, methods of delivery, and related factors
create a wide range of possibilities for presenting information. One generally
accepted method for designing a training program is Instructional System
Development (ISD). ISD helps the instructional technologist identify:
What questions need to be asked
When those questions need to be asked
How to interpret the answers.
Another important aspect of training is that it is a recurring activity
with recurring costs. Consider the ongoing cost of personnel training time in
addition to initial costs for developing the training material. However,
initial budgetary considerations should not be the driving force behind
training development. Rather, the overall cost of development should be viewed
in the light of creating training that conveys the necessary skills and
knowledge in the most effective manner.
Towards that goal, use the steps described in this template to develop
training for all areas of product support: