A training plan presents the methodologies for developing and implementing training to fill cognitive, psychomotor, and affective training needs identified by any organization. It is written as guidance for training specialists tasked with filling those training needs. This is a training plan model that features training procedures and practices based on the ADDIE - Analysis, Design, Development, Implementation, and Evaluation instruction development model. The International Society for Performance Improvement among other professional societies, commercial companies, and US Government organizations endorse and use the ADDIE closed systems method of instructional development.
Courseware should be performance-oriented and competency-based. As such, students should be required to demonstrate knowledge and skills in using components of the target training. The objective-based courseware should be developed by following an interactive scenario-based e-learning model. This will ensure that each student's learning experience is interactive, and that it requires demonstration of knowledge and skills. Learning modules should be compatible with Learning Management Systems, and they should conform to SCORM compliance requirements for component reuse.
A. Purpose of Plan for Training
This plan identifies how Instructional Systems Design principles of ADDIE implicit in universally accepted instructional design and development processes complement the learning management process inherent in your training courses. To do so, the training plan should provide the architecture for building training materials that enable creation of core competency skills users need to acquire to perform observable and measurable tasks.
B. Scope of Plan for Training
In most cases, the training program you design will target only one training audience. In the event your training program must be a graduated program to address the learning needs of different levels of trainees, you will need to identify the skill levels and what types and levels of training you must provide to support Knowledge Skills and Attitudes (KSA) development at each level. These specific training needs must be articulated in your training plan by specific level of user group. This approach to design is important for many types of cognitive and psychomotor training that correspond to apprentice, journeyman, and expert training levels. Training must be presented at the level that will provide the most value given the knowledge and skill acquisition needs of the training participant to perform graduated tasks at each desired level after training.
C. Training Requirements
Specific training requirements by level of trainee must be identified before course development can begin. By creating a requirements baseline, specific training activities are identified. The requirements baseline identifies each activity that requires training intervention at a specific level to enable task performers to fulfill each requirement. Training requirements should be maintained through a change management system to ensure that changes are appropriately reviewed and approved to ensure program integrity. Use of a Change Control Board is recommended to review the technical impact of requirements changes on the execution of on-going as well as future programs.