Air Traffic Management

When designing training objectives one needs to keep in mind the proficiency level the student needs to obtain by the training. For this we usually use the Boom Taxonomy in which level

0 = knowledge,

1 = understanding

2 = applying

3 = analysing

4 = synthesising

5 = evaluating

There are other classifications that help us organise the training activities, like for example to help us in the process of training development we could use the ADDIE principle where:

A stands for analyse

D design

D develop

I implement

E evaluate

Recently I was working within a team to classify future activities related to training that our team was to engage in. Here we felt that in terms of Acronyms, taxonomies or guidelines we were either breaking new ground or at least that work on it was not necessarily visible.

In this work we have determined the 5 actions you can do [and that we will do] on training activities. The first four actions determine the stage of involvement in the training as related to a particular need, whilst the fifth satisfies training itself, with the intent of improving it:

The first is to integrate the project which will create the training needs and develop a syllabus and / or training guidelines

The second is to develop the training programme

The third is to train the trainers who will deliver the training

The fourth is to deliver the training yourself.

The fifth is that you can introspect on training activities with the aim of innovating them or improving them.

This model could be used by training manager when thinking at the level of involvement they will need to consider for a particular activity or project.

So as a summary, the model of training involvement could be:

1 Develop syllabus

2 Develop training

3 Train the trainers

4 Deliver training

5 Innovate and improve training [methods, tools and or procedures]

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In a recent workshop on pedagogic aspects of e-learning I learnt an important lesson about training design in general.

During this workshop we argued, with the help of Clive Shepherd that in order to have integrated technology facilitated training, the process of choosing training modes and media should be integrated within the overall training design process. Moreover these choices should be done at the right moment, when other relevant information is available. By this I mean that one should not start by saying: I need an e-learning programme before having really analysed the training need, the objectives, the learning and all the other things which confirm the context.

In brief the design process could be described as the following:

1 Keep in mind the situation at hand:

What is the learning requirement?

What are the training objectives?

Who is the target audience?

What are the practical constraints?Â

2 Determining an overall strategy to meet the learning need

How will the learning objectives be met?

Decide on the modes to be used

3 Selecting the media

See the media one has at their disposal

Ensure that the media are capable to deliver according to your overall plan

Keep in mind the constraintsÂ

As an embracing activity throughout the process, ensure that you optimise on the efficiency without sacrificing the effectiveness

I really felt I learnt an important lesson as many times we tend to take shortcuts within this process and either do what we always do or do what we would like to do with the training without taking a step by step process to analysing, deciding and designing.

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