1. The 10-step process for developing training courses
The process for developing performance-based training includes the following 10 steps. The first four steps constitute the task analysis that is necessary to design and develop relevant, useful training materials. Steps 5–10 constitute the design and development process.
1. Define the target population for training.
2. List the tasks to be performed by the target population on the job.
3. List the skills and knowledge needed to do the tasks.
4. Select the skills and knowledge to be taught. (These make up the
“training objectives.”)
5. Organize the selected skills and knowledge into suitable teaching units
(modules) and develop the training design (including brief outlines of module content and planned training methods).
6. Draft expanded outlines of modules, including instructional objectives, main body of text, and descriptions of training methods, examples and exercises. 7. Experts provide realistic examples and information for use in exercises.
8. Draft the complete modules, facilitator guidelines, and course director guidelines. 9. Field-test the training materials.
10. Revise and finalize training materials based on the field test.
1.1 Defining the target population
The target population is the group of learners for whom the training is intended. It is critical to define this group in order to design the training appropriately. For example, training for clinicians would be very different from training for new community health workers, even though they may do some of the same tasks. To define the target population, ask questions such as:
• What are the job titles of the intended participants in the training?
• How were they originally trained for their jobs?
• What are their educational and professional backgrounds?
• Are they still in school or already on the job?
• How are they