Training Design, Delivery and Assessment Methods
What to know
Candidates must design training that closes a competence gap, not just delivers content. Start with a training needs analysis (TNA) - organisational, task, and individual levels. Write learning outcomes that are specific, measurable, and action-based (use verbs like identify, demonstrate, calibrate). Structure sessions with an introduction, development, and summary, and align assessment to outcomes.
Know the difference between formative (during learning, feedback) and summative (end, judgement) assessment. Match methods to outcomes: knowledge → quizzes; skills → observation/competency checklists; attitude → scenario discussion. Validity (assesses what it should), reliability (consistent), and practicality matter.
Delivery methods
Demonstration, on-the-job coaching, simulation, toolbox talks, and e-learning. Choose based on risk, group size, and whether psychomotor skills are required.
Traps
- Writing outcomes as 'understand' - not measurable.
- Using a written test to assess a practical skill (poor validity).
- Skipping evaluation; Kirkpatrick's four levels (reaction, learning, behaviour, results) are commonly examined.
- Confusing assessment of learning with assessment for learning.
Rule of thumb
Outcome first, method second, assessment third. If the outcome is 'demonstrate correct handwashing', the assessment must be observed, not multiple-choice.
Worked example
Goal: staff calibrate probe thermometers. Outcome: 'demonstrate calibration within ±1 °C using ice-point method'. Method: demonstration plus supervised practice. Assessment: observed checklist (summative) plus peer feedback (formative).