Key Considerations in Selecting Instructional Materials for Effective Workplace Training
When developing instructional materials for workplace training, it is crucial to focus on selecting materials that not only enhance knowledge and skills but also reduce cognitive load. This article will explore the key elements to consider when choosing instructional materials, drawing from Merrill’s First Principles of Instruction and the principles that apply across various training settings.
Merrill’s First Principles of Instruction and Their Relevance to Workplace Training
Merrill’s First Principles of Instruction, as offered by John Merrill in 2022, provide a streamlined methodology for identifying the most effective instructional materials for any given training activity. These principles offer a robust framework that can be applied to both traditional educational settings and modern workplace training environments.
1. Define the Goals and Objectives
The first principle involves clarifying what learners should be able to do upon completing the training. Clearly defining the desired outcome helps in aligning the instructional materials with specific learning objectives. For example, if the goal is to enhance a team’s ability to troubleshoot software issues, the instructional materials should be designed to enable learners to identify and resolve common problems.
2. Identify the Associated Tasks
The second step is to determine the tasks that are necessary to achieve these goals. These tasks should reflect real-world scenarios and practical applications. By breaking down the tasks, you can ensure that the instructional materials are comprehensive and geared towards practicality. Consider the tasks as crucial milestones in the learning progress.
3. Develop a Step-by-Step Progression of Problems
The progression of problems should reflect a logical and gradual increase in complexity. This approach helps learners build their skills incrementally, constructing a solid foundation of knowledge and application. It is essential to design the progression in a way that is consistent with the learners' prior knowledge and experience.
4. Establish a Method for Evaluating Success
Defining how success will be measured is vital. This could involve assessments, observations, or practical demonstrations. The evaluation method should be aligned with the learning objectives and should provide clear feedback to both learners and instructors. This ensures that learners are aware of their progress and can make necessary adjustments.
5. Leverage Appropriate Instructional Materials and Activities
Finally, the materials and activities should be chosen based on their ability to support the learning objectives and facilitate the developmental of necessary skills. Materials should be relevant, engaging, and include a variety of resources such as videos, hands-on exercises, and simulations to cater to different learning styles.
Addressing the Dual Considerations: Utility and Cognitive Load
Two key considerations when selecting instructional materials are ensuring their utility and appropriate cognitive load. Here’s how to address these:
Is the Material Useful?
Learners must perceive the materials as valuable and relevant. Begin each lesson by explaining the importance of the material. For instance, you might say, “You will need to do this task X, but in order to do it, you’ve got to learn A, B, and C, and this is how A, B, and C help you reach goal X.” This rationale helps learners understand the practical application of the material.
Does the Material Have an Optimal Amount of Cognitive Load?
Cognitive load can be defined as the mental effort required to process information. Inappropriate cognitive load impedes learning. For beginners or novice learners, simpler materials are essential, while more expert learners can handle more complex information. Ensure that the intrinsic cognitive load (the inherent difficulty of the subject matter) is appropriate for the learners’ skill level. Additionally, add germane cognitive load (which supports learning) and eliminate extraneous cognitive load (which burden learning without enhancing it).
Managing Cognitive Load: Minimizing Extraneous Load and Maximizing Germane Load
Extraneous cognitive load, often caused by unnecessary or poorly designed graphics, can impede learning. Patti Shank’s post “When Graphics Lower Learning” highlights the importance of selecting graphics carefully so they enhance rather than detract from the learning experience.
Conclusion
Selecting instructional materials that are both useful and cognitive-friendly is a vital component of effective workplace training. By adhering to Merrill’s First Principles of Instruction and carefully considering the utilities and cognitive demands of the materials, training programs can enhance learning outcomes and ensure that learners are engaged and motivated.