Instructional Design

This week I thought it might be useful to talk about development plans, as I work within them nearly everyday within my current role.

What is a Development Plan?

A development plan is a document that outlines an entire course. Typically, it will consist of the following information:

• Course Developer, including contact information
• General Course Information, such as:
  • Course Name
  • Course Title
  • Calendar Description
  • Required Text
  • Credit Weight
  • Overall Course Goals
  • When the course will be offered or revised
  • Prerequisites
  • Enrolment information
• High-Level Leaning Objectives
• Module Information, including:
  • Module Names
  • Module-Specific Learning Objectives
  • Topics
  • Learning Activities, which may or may not be assessed
  • References or Resources (e.g. module readings/videos/etc.)
  • Assignment Information
• Assessment and Evaluation Strategy

Wow. That’s a lot of information. Why is a Development Plan important?

That’s exactly why development plans are important – because that IS a lot of information! Development plans serve as a course outline, and streamline things once the course developer gets to the development phase. A well written development plan will have a lot of elements that have been fleshed out and are ready to be copied from the development plan into the course site.

Development plans are also important because they allow key reviewers (e.g. department chairs, subject matter experts, etc.) to review the plan and make necessary changes or recommendations prior to entering the development phase…and it’s a lot easier to modify a Word document than it is to modify content in an authoring tool.

In online learning, development plans may also come in handy when it comes to fleshing out your activities and assessment strategies with an instructional designer, especially if you’re used to teaching in more traditional mediums (e.g. in a classroom).

Following on the coat tails of last week’s discussion of Tell, Show, Do, I figured I would share another training tip I learned during my tenure at Starbucks: Sandwiching. And no – I’m not talking about the process of making a killer Peanut Butter and Jelly.

Sandwiching?

Sandwiching is a fun training term that is related to professional development and training. The premise is that when providing feedback to someone, you sandwich the constructive criticism between two positives.

This method is effective with regard to providing feedback because it gives the recipient relevant compliments on a task, with a small constructive criticism of the task – something for them to improve on in the future. It lessens the blow of the critique, which can be critical, especially if you work with some very sensitive souls.

The important thing with this method is that all points must be relevant. Below, I’ll illustrate a bad sandwiching conversation and a good sandwiching conversation.

Bad Sandwiching

Supervisor: Hey, Becky! I just thought I would tell you that your new polo shirt fits you really well, but you suck at making lattes. Great hairstyle – did you just get it cut?!

This is an example of bad sandwiching because all points are not relevant to the constructive criticism. The positives are superfluous. Nice compliments, but a terrible training strategy.

Good Sandwiching

Supervisor: Hey, Becky! Your milk aeration is on point! Although, when you make your lattes, could you please hold the foam back with a spoon or give the milk time to separate from the foam? Otherwise your lattes will be too light and will be closer to a cappuccino – more foam than milk. You did also do really well keeping steaming your milk to the appropriate temperature.

This is an example of good sandwiching because all points are relevant to the constructive criticism.

Good sandwiching conversations may take a bit longer to have, but that’s because they aren’t superfluous. They have the goal of hitting three relevant points, all providing feedback related to the task at hand, in this case, making a latte.

Back when I was working through my undergraduate degree, I managed a busy Starbucks. It was an incredible experience because it allowed me to foster some of my longest standing friendships, and I had a pretty friggin’ amazing staff.

With management comes training. This was one of my first tastes of training and professional development (of others), and I take some of the principles used in this corporate training experience with me as I move throughout my current role and even my life.

One such training principle that Starbucks introduced me to is: Tell, Show, Do.

Tell, Show, Do?

The idea behind tell, show, do is exactly how it sounds. You begin your training experience by telling the trainee what they will learn. You then show them what they will learn. Finally, you let the trainee try their hand at whatever it is you’re training them to do.

As a kinaesthetic learner, especially when it comes to procedural training, I found this training method extremely effective.

Great. Now I know what you’re talking about, but how would this type of training look?

You know how Starbucks comes out with new drinks every now and again, or even re-introduces old favourites (hey, Pumpkin Spice Latte, amiright?)? Well, every time there’s a new product launch, an old drink is reintroduced, or a recipe changes, a whole training requirement comes down the pipeline. Each employee needs to complete the training, regardless of time spent at the company or proficiency.

Scenario: A new employee is learning to make a latte.

• Step 1 – Explain to the trainee that they will be learning to make a latte, that the recipe card is located in x location, and explain the procedure for making the latte.
• Step 2 – You, as the trainer, make a latte, explaining each of the steps as you make the latte. Steps will align with the recipe card.
• Step 3 – Finally, you let the trainee make a latte, in accordance with the recipe card specifications.

Once the training session is completed, the trainer will assess the training and will provide constructive feedback to the trainee. Such feedback will allow the trainee to improve their performance on the next attempt. Ahead of the next attempt, the trainer should use Tell, Show, Do as they emphasize elements of the training where the trainee missed the mark. This feedback should also help the trainee improve performance in their next attempt.

Stay tuned next week for another training tip I learned at Starbucks and continue to bring with me!