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Standard methodologies are used to help with learning designs.
One covers learning to meet Unit Standards (below, left); the other covers learning where learning
needs are uncovered from scratch (below, right).
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Where material is to be created to suit Unit Standards, the following approach is recommended. I have developed a pack
of worksheets to ease this journey.
- Summarise the Unit Standard (US) to make sure it's understood. Especially, make sure the range, Specific Outcomes and
Assessment Criteria are clear. Understand the Essential Embedded Knowlwdge (EEK) and Critical Cross-Field Outcomes (CCFOs)
- For each Assesment Criterion of each Specific Outcome, develop a list of Knowledge, Skills and Attitudes which will allow
that criterion to be attained
- Devise a series of Learning Activities, listing for each one which Knowledge, Skills and Attitudes will be learned.
- Choose learning methods which suit the subject matter
- Indicate which EEKs and CCFOs are covered.
- Ensure sufficient Portfolio of Evidence activity
- Ensure sufficient Formative Assessment
- Double check that all SOs/ACs, EEK and CCFOs are accounted for
- Provide Summative Assessment
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If a training needs analysis is required, the following approach may be used. I have developed a set of worksheets based
on those in Planning, conducting & evaluating workshops (1) with a bit of help from Analyzing
performance problems (2)
- Uncover training needs using either a problem or competency approach. Make sure the needs are actually training needs
- Develop one or more General Learning Objectives for the training intervention
- If there is more than one GLO, make sure their sequence is logical
- Develop Specific Learning Objectives, which may address more than one need.
- For each SLO, indicate if the learning is knowledge, skill or attitude
- Each SLO must be stated as a behaviour, which will be performed to a certain standard under certain conditions
- Sequence the SLOs in a sensible order
- List the non-training needs separately, and don't forget to address them
- List the resources that might be required during the learning- these may be people, equipment, materials and so on
- Create a learning activity for each SLO, making sure the activity matches the type of learning- knowledge, skill or attitude
- Encourage learners to keep a portfolio, and ensure there is sufficient oportunity
- Include sufficient Formative Assessment
- Double check that all needs are accounted for
- Provide Summative Assessment
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A word on methodologies, worksheets, checklists and the like: to me these serve as an important way of ensuring there
is a consistent way of getting the training designed and delivered. They ensure traceability from the learning design back
to the original requirements. But they must never become the b-all and end-all of the process.... They are the map, not the
ground!
(1) Larry Davis, Pfeiffer & Company 1974, out of print
(2) Robert Mager & Peter Pipe, Lake Publishing Company 1984
Jim Brown, Johannesburg, South Africa
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