This Tip lists 35 reasons where training design goes wrong, in terms of the lesson design process, respect for the learners’ knowledge, and ignorance of how the brain works.
“Boring and effective are mutually exclusive attributes in learning.” Michael Allen
I’m gearing up to teach an online course on How to Design Dynamic Learning curriculum. This has led me to consider the reasons why some training design results in ineffective training programs.
Where Training Design Goes Wrong
I came up with 35 reasons. In no particular order of importance, here they are:
Incorrect Reasons, Goals and Methods for the Training
1.Incorrect reason for the training;
2.Wrong target group;
3.Unclear goal;
4.Wrong content;
5.Unuseful methods;
Lacks Desired Level of Learning and Measurable Objectives
6.Unidentified desired level of learning;
7.Learning activities cannot achieve the desired levels of learning;
8.Heavy reliance on lecture and PowerPoint;
9.Places all of the training content on PowerPoint slides;
10.Lack of specific, observable and measurable learning objectives;
Disconnect Between Objectives and Learning Activities
11.Disconnect between objectives and learning activities;
12.Over reliance on one or a limited number of learning activities;
13.Does not accommodate different learning preferences;
14.Focus is on the trainer instead of on the learner;
15.Unaware that skill-building and attitude-changing training programs need different formats;
Unaware Different Training Focus Need Different Learning Levels
16.Unaware that skill-building and attitude-changing training programs require different sets of learning levels and learning objectives;
17.Focus is on content rather than how learners will learn;
18.Neglect to have learners demonstrate what they’ve learned;
19.Doesn’t recognize and disconnect negative transfer;
20.Assumes that everything can be taught the same way;
Too Much Content and Doesn’t Check for Comprehension
21.Too much content/learning activities for the allotted timeframe;
22.Overwhelming amount of information;
23.Content not made meaningful to the learners;
24.Doesn’t include a way to achieve learner buy in;
25.Doesn’t incorporate activities to check for learning comprehension;
No Logical Flow or Real Life Situations
26.No logical flow;
27.Has no transitions;
28.Unrealistic about learners’ current knowledge level;
29.Doesn’t build on what the learners already know;
30.Doesn’t incorporate real life situations familiar to the learners;
Uses Unfamiliar Terms and Doesn’t Have a Lesson Plan
31.Uses terms and acronyms unfamiliar to the learners;
32.Focuses on theory instead of practice;
33.Ignores the organizational culture;
34.Doesn’t hold the participants accountable for learning; and finally,
35.It simply isn’t done- the trainer has no lesson plan.
Are there any other pitfalls that I missed?
A Good Lesson Design Process Avoids These Pitfalls
When I teach curriculum design, I pride myself in showing trainers how to use a practical, proven and painless lesson design process. It will enable them to anticipate, avoid, and address each of these potential pitfalls.
Some of these reasons are clearly philosophical. I am an avid proponent of participatory training. As a result, the lack of necessary participatory components figures prominently in my list.
A number of reasons relate to steps in the lesson design process that a designer omitted, either consciously or unconsciously. For example, a good needs assessment would help a training designer avoid a number of these problems.
Other reasons relate to a lack of awareness that learners bring knowledge and skill into a classroom. Their existing knowledge and skill can be a boon or a bane to the effectiveness of a training program.
Some of the reasons are due to ignorance of how the brain works and how that affects the learners’ ability to learn and retain information.
Additional reasons are due to limited knowledge of the nature, scope and infinite variety of possible participatory learning activities.
Finally, most of the reasons can be attributed to the lack of a logical and comprehensive lesson design process.
May your learning be sweet.
Deborah
