The Training Design Manual: The Complete Practical Guide to Creating Effective and Successful Training Programmes (2nd edition)

Citation

Anderson McKnight, H. (2010), "The Training Design Manual: The Complete Practical Guide to Creating Effective and Successful Training Programmes (2nd edition)", Journal of European Industrial Training, Vol. 34 No. 2, pp. 183-185. https://doi.org/10.1108/03090591011024014

Book synopsis

Described as a manual, much of this book takes the form of instructions, charts and diagrams that are intended to guide the reader through all aspects of designing effective training. The author has an extensive background in training and development and the intention of the book is to guide less experienced practitioners through the process in a step‐by‐step manner. While some theory is discussed within the book, the aim is primarily practical. This focus is supported by the inclusion of exercises and activities that are accompanied by on‐line resources consisting of additional examples and templates.

The first chapter focuses upon the benefits of a well‐structured training solution from both a design and delivery perspective. While the book is aimed specifically at less experienced practitioners, this chapter conforms to the structure of a manual and provides a helpful overview of the book contents. This would also allow more experienced practitioners to quickly select relevant sections. Chapter 2 discusses “top‐down” and “bottom‐up” approaches to designing training and highlights the advantages and disadvantages of each. This chapter introduces a practical model that aims to assist the management of training design projects. The model uses the acronym, “DESIGN” which, it is proposed, can be applied to all training programmes. It consists of a six‐step process which, the writer explains, are: define the learning needs; explore the learning options; structure the learning; initiate pilot events; go live; and now review and re‐launch. The remaining chapters then discuss the components of each of these steps in detail.

Chapters 3‐5 consider the analysis of training needs including the role of the training designer within a project team and the relationships with stakeholders and project sponsors. Advice is provided on gathering learning needs which includes task and competence‐based approaches. Particular attention is also given to team‐based needs. Various considerations for the training designer are proposed in Chapters 6 and 7 that explore solutions other than training and also options for outsourcing. Some theoretical approaches focus upon the effective transmission of learning, such as visual, auditory and kinaesthetic preferences as well as Honey and Mumford's (1982) learning styles. Chapter 8 focuses upon developing and communicating the proposal and how to obtain “sign‐off”. The advantages and disadvantages associated with different training approaches are also discussed. Chapters 9‐14 explore approaches to learning and consider those that are the most suitable and appropriate to maximise opportunities for learning. These chapters also consider some more complex scenarios including the use of blended learning. Session planning is discussed and templates are provided for the reader with guidance provided on the design of course materials. The learning environment is examined within Chapters 15‐17. These also highlight the importance of piloting training and provide check‐lists for managing the venue and guidance is given for effectively training the trainer. Chapter 18 discusses the concept of “go‐live” and the supporting activities required such as marketing, resources and the delivery of the training programme. Chapters 19‐20 consider feedback and using the experience of delivery as mechanisms to improve the effectiveness of the training. This section concludes by considering the impact of small incremental changes in the design and delivery of training.

Evaluation

The title of this book, The Training Design Manual, provides the reader with an unambiguous insight into its content (training design) and its format (a manual). Correspondingly, it is a well structured and informative text, which follows a logical progression from needs identification through to solution design and delivery – a sequence which would be familiar to most training practitioners. The book is targeted at less experienced trainers and other professionals who are required to design training for the first time.

The book is structured in a user‐friendly manner which also makes it very accessible for those who are more experienced in designing training interventions. The writer adopts a pragmatic and jargon‐free approach and, while there is a significant amount of prose, the reader is provided with many useful tips and hints in addition to the more general guidance offered. This personable approach is engaging and captures the reader's attention by building upon the advice offered and by the author challenging his own assumptions.

While extremely practical, the book also introduces some theoretical approaches. True to form these are introduced in sufficient detail to suitably inform the reader without compromising the practical nature of the book. These theoretical approaches are presented in a simple and easy to understand manner. While some of the content is similar to the first edition, this second edition is an improvement principally due to the layout and prominence of illustrations. These facilitate an effective review of the content without requiring a thorough examination of the text. There are extensive on‐line resources accompanying the book that are easily accessed and extremely useful, encouraging a deeper engagement with the ideas presented within the core text. In addition to those elements that would be traditionally regarded to be within the realms of training, the book considers ancillary activities such as proposal development, stakeholder management and wider project perspectives that, arguably, would be associated with more experienced practitioners.

This book lives up to its aim of being essentially practical. Some of the theories that are touched upon would benefit from further reading if the practitioner is to make full and effective use of these within a training solution. The book does well to introduce key concepts such as stakeholder management and return on investment which link well to the reality of training practitioners within a business context. Overall the book is a very useful tool to assist with the design of training.

In the author's own words

Whichever of the learning style models or concepts you subscribe to, it's clear that you need to design your training events to catch and maintain the interest of everyone who attends. So what does this all mean in practice? We have deliberately covered just a few of the theoretical models associated with adult learning, but this limited coverage enables us to pull together some basic guidelines for you to follow. The underlying principle is to constantly visualize yourself in the target audience and imagine how you would feel moment by moment, taking part in the process you're designing (p. 106).

Reviewer's details

Hugh Anderson McKnight has worked in training and development for over 13 years. Much of his career has been spent managing training within the call centre industry both in Europe and Asia. One of his projects was formally recognised by the Call Centre Association through the award of their prize for People and Innovation. Hugh is currently working as a Learning and Development Consultant with one of Scotland's leading private client firms. He completed his Masters in the Management of Training and Development at the University of Edinburgh and is a Fellow of the Institute of Training and Occupational Learning.