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National Weather Service Training Center
Hydrometeorology & Management Division

1. Introduction

The previous chapter described an approach to training called the Instructional System of Design (ISD). This system is rather formal and somewhat rigid approach to training and training development. The purpose of this chapter is to describe a practical approach to lesson design and lay the foundation for the details that follow in later chapters.

2. From "Training Need" to "Lesson Plan"

The ten step sequence listed below outlines a process that progresses from a training need to a lesson plan. It is the typical process used by professional trainers in putting together a training lesson. Some of these steps will be covered in more detail in later chapters and are not discussed here.

1. Identify a training need.

2. Define a broadly-stated "training goal" that will satisfy the training need.

3. If necessary, research the general topic of the "training need" in order to provide the background needed to complete item (e).

4. Identify the audience for the training.

5. Ask the question: What knowledge and skills should the trainee have when the training is completed?

6. Transform the answers to item (e) into formal "training objectives", e.g., Upon completion of this lesson the trainee will be able to ...

7. Based on the "training objectives", identify specific topics and subtopics (details) that will be part of the lesson.

8. As the topics in item (g) are identified, task analysis, goal analysis, or other techniques may be needed to break broad topics into digestible segments.

9. Sequence the topics in items (g) and (h) into a logical progression; decide what training methods or delivery system will work best with each topic or subtopic; develop any job aids, handouts, pre-requisites, etc., that will be needed.

10. Develop the final lesson plan.

In the typical WFO/RFC environment, it may not be necessary to "formalize" the objectives as recommended in item (f). It is, however, very important to know what the training is expected to accomplish. This means that you need a good answer to the question posed in item (e): What knowledge and skills should the trainee have when the training is completed? The answer to this question will guide and focus the training.

Another question: Is there a need for a formal lesson plan? The answer is, probably not. There is a need for an outline of what the lesson should cover. The detail of this outline will depend upon the person presenting the material. If the trainer has a high level of expertise on the material, a brief outline will suffice. On the other hand, if the presenter has a sufficient but minimal knowledge of the material, the detail is necessary. The advantage of a detailed outline is that it can be shared with trainers at other offices without the concern that something important is missing from the lesson material. Also, a detailed lesson plan will ensure consistency from presentation to presentation.

These steps start with a broadly-stated goal, then expand the scope and depth of the lesson material as the development process progresses. A necessary part of the process, which is not included on the list, but should be considered during the development process, is training evaluation. The question "How are you going to measure what people have learned?" should be integrated into Steps (h) and (i).

3. Concluding Remarks

The ten steps described above provide a road map to developing training. This approach may seem a little "cookbook" but it is really designed to move the lesson developer through a thought process that leads to a well-developed lesson. A training lesson needs a focus. This process defines that focus or goal up front and then follows through, allowing the goal to keep the process on track.

Review Questions and Exercises

Use the following questions to review the content of this lesson.

(1) True or False

Before you decide what topics should be included in a lesson, you should decide what knowledge and skills the
trainee should have when the training is complete.

(2) True or False

The method of delivery for a lesson should be decided up front so that the lesson goals and content can be developed
around the delivery option.

(3) True or False

Every lesson needs a formally stated set of objectives.

(4) True or False

Every lesson needs some type of lesson plan.


Complete the Following Exercise

Select a narrowly-defined training goal in a subject area you are familiar with. Develop a lesson outline using the steps given in this lesson. Concentrate on using the goal to keep the lesson focused.

Appendix A

Answers to the Review Questions

(1) True

It is very important to identify the knowledge and skills before considering the lesson topics. The topics will naturally fall out the knowledge and skills identification process.

(2) False

Each training method or delivery system has its own advantages and disadvantages. You must first know what your material needs to be provided to the trainee before you can select an effective training method or delivery system.

(3) False

Every lesson needs to identify the knowledge and skills that the trainee should have when the training is complete, but in a WFO or RFC environment, it is not critical to prepare "formally stated objectives" for each lesson.

(4) True

Every lesson should have some type of lesson plan. The detail level of the plan will depend upon the trainer's expertise in the subject of the lesson.