Training and Development Practice

• Separate a knowledge gap (they do not know how) from a motivation gap (they know but do not) and a system gap (tools or rules block them); training fixes only the first.
• Gather evidence from three sources: records, direct observation of five tasks, and short talks with five workers and their supervisor.
• Write the need as task, condition and standard, for example: record a stock-out within 10 minutes using the register.
• Estimate the cost of the gap in rupees or hours so the sponsor can see why it matters.

Activity. Write a needs statement for a real group, with three pieces of evidence and a weekly cost of the gap.

Standard to meet. Write a statement with task, condition and standard, three evidence sources, and a cost figure.

• Use one observable verb per objective: list, demonstrate, calculate, compare, evaluate, design.
• Add a measure: number correct, time limit or accuracy, for example 5 of 6 steps in order.
• Avoid verbs you cannot see, such as understand, know or appreciate.
• Match each objective to one assessment task so nothing is taught that is not checked.

Activity. Write five objectives for your session and pair each with its assessment task.

Standard to meet. Give all five an action verb, a measure and a matching assessment.

• Use the order open, teach, practise, check, close, with practice taking at least half of the time.
• Time every step and keep 5 to 10 minutes of slack; prepare one spare activity and one cut-down option.
• List materials, room layout and printouts per learner, and test every item the day before.
• Use two worked examples: one shown by you, one done by learners with you watching.

Activity. Build a timed plan with a materials list for your two-hour session.

Standard to meet. Total the times to 120 minutes, link each step to an objective, and list the materials.

• Stand where all can see you, speak at a steady pace, pause after each question for five seconds.
• Use names and ask open questions; invite quiet learners by asking for an example from their own work.
• Handle a dominant speaker by thanking them and asking someone else to add a view.
• Use a story from the learner's own work, not a distant example, to link new skills to daily tasks.

Activity. Deliver a 20-minute segment to peers and collect notes from two observers.

Standard to meet. Collect peer notes naming two strengths and one change, and try the change in a second delivery.

• Cut content into chunks of 10 to 15 minutes and add a poll, a question or a task between chunks.
• Give instructions in text and voice, and say what the output must look like and by when.
• Test the link, sound, screen sharing and a low-bandwidth plan on a mobile network before the day.
• Keep a helper to answer chat and admit people, so you can focus on teaching.

Activity. Convert a 30-minute segment to an online format and run a test with two people.

Standard to meet. Limit chunks to no longer than 15 minutes and check that the test run works on a mobile connection.

• Use an observation checklist of 4 to 6 observable steps and mark each step done or not done.
• Check during the session with quick questions, and after it with a short practical task.
• Give feedback that names one thing done well, one step missed and one way to fix it.
• Set a pass line before the session, for example 5 of 6 steps, and record results by learner.

Activity. Build a checklist and mark two learners, giving feedback to each.

Standard to meet. Write observable checklist items and name a specific step in the feedback.

• Use four levels: reaction (did they like it), learning (can they do it), behaviour (do they do it at work), results (did a business number move).
• Collect reaction in the last 5 minutes with a 3-question form; collect behaviour 30 days later by observing five tasks.
• Compare a before and an after number, for example errors per week, and note other changes that could explain it.
• Be honest in reports: say what is measured and what is a guess.

Activity. Write a measurement plan with a tool, date and owner for each of the four levels.

Standard to meet. Plan has a named measure and date for each level, plus one caution about other causes.

• Deliver your two-hour session to at least 8 learners using your plan.
• Collect reaction forms, checklist marks and, after 30 days, one work number.
• Write a one-page report with objectives, data, three improvements and next steps.
• Present the report to peers and a mentor and take questions.

Activity. Deliver, measure and present the report.

Standard to meet. Report has all four levels of evidence and three improvements; at least 80% met the standard.

Describe the parts of a training session, such as aim, activity and review, naming 5 with their purpose.

Speaker notes. Teacher asks the learner to label a sample session plan. Covered in module 3, Plan the session.

Explain 4 ways adults learn best, and give one classroom example of each.

Speaker notes. Learner links each idea to a short activity. Covered in module 3, Plan the session.

Deliver a 20-minute session from a given plan with 2 clear objectives and finish within 2 minutes of time.

Speaker notes. Teacher times the talk and ticks objectives met. Covered in module 3.

Design and run a 60-minute session alone, with 3 objectives, 2 activities and a 5-question check of learning.

Speaker notes. Teacher reviews the plan and the quiz scores. Covered in module 7, Measure results.

Design a 4-session programme, coach one trainer using a 6-point observation form and compare before and after scores.

Speaker notes. Teacher checks the form and the score comparison.

Lead a training team with a yearly budget, 5 quality standards and a report on attendance and results.

Speaker notes. Teacher reviews the budget sheet and one results report.

Set an organisation-wide learning strategy with 4 priorities, 3 measures and a review cycle.

Speaker notes. Teacher tests whether each priority has a measure and an owner.