Copyright 2010, The World Bank Group. All Rights Reserved. Development of Training and Procedural Manuals Section B 1

Copyright 2010, The World Bank Group. All Rights Reserved. Development Checklist Skill checks (also called criterion or performance checks) Relevant practice Deciding what the content should be Deciding how to deliver the instruction Sequencing Try outs or dry runs 2

Copyright 2010, The World Bank Group. All Rights Reserved. Skill Checks Purpose: determine if student can perform tasks When: develop skill checks soon after drafting objectives. Characteristics of good skill checks: Match performance expected and conditions If stated criteria are met, performance is acceptable 3

Copyright 2010, The World Bank Group. All Rights Reserved. How to do Skill Checks 1.Identify required performance 2.The exercise should exhibit that performance. 3.Note conditions under which performance should occur and include in skill check 4.Include more checks in case students could perform correctly by chance 5.Use same skill checks for all students 4

Copyright 2010, The World Bank Group. All Rights Reserved. Skill Check Example Objective: The interviewer will be able to introduce themselves, the organization conducting the survey, explain how the data will be used, and mention if the survey is voluntary or mandatory. Skill check: Get into groups of 3. A “respondent” will read scripts. An “observer” will complete interviewer checklists. The “interviewer” will interview using materials. All groups receive same materials. The groups will simulate 4 interviews with scripts and checklists. Afterwards, the trainer will lead group discussion and review 5

Copyright 2010, The World Bank Group. All Rights Reserved. Relevant Practice You want to make sure that time spent practicing during training results in the accomplishment of your training objectives. Practice makes perfect but only if students are provided with feedback on their performance: 1.Feedback from internal sources – the student 2.Feedback from external sources – the trainer or other students 6

Copyright 2010, The World Bank Group. All Rights Reserved. How to do Relevant Practice 1.Write what a person should be doing when performing as outlined in the objective. 2.Note conditions needed for the practice to begin. 3.How to provide feedback about the practice performance 4.Feedback must be diagnostic and corrective. 7

Copyright 2010, The World Bank Group. All Rights Reserved. Relevant Practice and Skill Check Exercise A survey uses an OMR questionnaire that trainees must complete correctly to ensure recognition. This means: A number 2 lead pencil ONLY can be used The oval and ONLY the oval must be shaded completely Mistakes must be erased completely The paper must not be ripped or torn Write a practice exercise and a skill check for this. 8

Copyright 2010, The World Bank Group. All Rights Reserved. Preparing Content You want to bridge the gap between what students can already do and what they will need to do or know before they will be ready to practice. You want to take students to the point where they can productively practice tasks in the job. 9

Copyright 2010, The World Bank Group. All Rights Reserved. How to Prepare Content REVIEW: The objective based on task analysis Your description of relevant practice for that objective Your audience analysis and their abilities upon entering training Existing materials ASK: Are the students ready to practice this objective prior to training? If no, what do they need to know to practice the objective? If they aren’t ready because of common errors they are likely to make, what are those errors? If they practice, will they be able to tell if their performance is ok or not? 10

Copyright 2010, The World Bank Group. All Rights Reserved. Training Modules All the training content for one objective can be put into individual modules, containing: 1.Big Picture 2.Objective 3.Description of relevance 4.Demonstration of correct performance 5.Instruction 6.Practice in recognizing correct performance 7.Practice, with feedback 8.Skill check 11

Copyright 2010, The World Bank Group. All Rights Reserved. Deciding How to Deliver the Instruction Select the approaches that provide the features called for by your objectives. Remember, the objective of the training is to give each student as much practice time as possible (within the constraints of time and budget). Adult students should be active during 2/3 of the instructional period 12

Copyright 2010, The World Bank Group. All Rights Reserved. How to Decide on Instruction Delivery 1.List the things needed for practice (job materials) 2.Determine how to simulate real-work conditions 3.Method of content presentation 4.Consider audience (students) abilities, background and training facilities 5.Are the work items available? If not, you must provide examples. 13

Copyright 2010, The World Bank Group. All Rights Reserved. Verbatim Training Standardized presentation of content Quality of training is independent of trainers Ensures all topics will be covered DANGER: emphasis on lecture not practice SOLUTION: include practice in verbatim guide 14

Copyright 2010, The World Bank Group. All Rights Reserved. Sequencing Topics have to be presented in some order. How do you decide on the proper sequence of training modules? Throughout your training, you should attempt to keep student interest high and make sure that they can accomplish your objectives. 15

Copyright 2010, The World Bank Group. All Rights Reserved. How to do Sequencing 1.Start with a topic of high interest 2.Move from “big picture” into details 3.Start with simple concepts then go to more difficult topics 4.Order your objectives/modules and share with persons knowledgeable in the field. 16

Copyright 2010, The World Bank Group. All Rights Reserved. Implementation Procedures for using the course Revisions 17

Copyright 2010, The World Bank Group. All Rights Reserved. Performance Based Training Requires demonstrated performance of priority skills Trainer demonstrates skills, organizes practice exercises, and provides feedback Frequent use of job materials, and evaluation exercises THROUGHOUT training and end-of-course proficiency reviews 18

Copyright 2010, The World Bank Group. All Rights Reserved. Procedural Guides Same development techniques More detailed because they lack human interaction. Include examples of all materials that will be seen and used in the performance of duties 19

Copyright 2010, The World Bank Group. All Rights Reserved. Summary and General Points 1.Analysis Task analysis Audience analysis Performance analysis 2.Development Relevant practice Skill checks Determine content Determine delivery method(s) Sequencing of modules Try outs or Dry runs 20 3.General Points Verbatim training guides Manuals for trainees/trainers Performance based training Procedural manuals for ALL procedures