DEVELOPING THE SCRIPT

THE OUTLINE

THE SCRIPT
The script refer to the content of training.
The script must have :
1. Well-developed content, designed specially for the
audience
2. A performance that threads activities, creativity and a
leaner-centered approach
3. Well-thought-out , well-organized creative participant
materials
4. A way to measure effectiveness
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SCRIPT SHOULD INCLUDE

Goals
Measurable learning objectives
Standard performance expected from your
audience that support learning objectives
Specific directions on how to deliver or perform
the script
Tools used to measure success.

SCRIPT
DEVELOPMENT
Determining the content of the performance
(Chapter 5 what materials to cover)
Creating elements of the performance
(Chapter 6 deciding how to present the
information)
Developing the props (Chapter 7 creating your
workbooks and visuals materials)

DEVELOPING THE OUTLINE

Brainstorm content
Organize content, set goals and create
measurable learning objectives
Develop the content outline
Write training schedule
Review different training methods

DEVELOPING THE OUTLINE

BRAINSTORMING
STORYBOARDING
MIND MAPPING

BRAINSTORMING
Resources to help identify content :
1.

Needs analysis

2.

Standards of performance on the job

3.

Training goals and objectives

4.

Any research you conducted in developing your

storyline

5.

Content experts, supervisors or managers or other

trainers

6.

Research on what other companies are doing in this

area.
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CREATIVE BRAINSTORMING TECHNIQUES

Writing down every idea (even the bad ones)
Storyboarding

Creative mind mapping

ORGANIZING YOUR INFORMATION

Group similar items together .
Break down keys points that have too much
information into separate points.
Prioritize the data in order of importance
(should be referred to the business).

An example.. Develop the content

Turnover training seminar

Recruiting
Hiring the right employee
Tools for recruiting
Aces in places
Recruitment strategies
Behavioral interviewing process
Asking the right questions.
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REVIEW TRAINING OBJECTIVES GOALS

AND OBJECTIVES
Goal setting : What do I want to achieve?
refer to goal statement periodically throughout
script writing.
Learning Objectives : objectives show us
how to reach goals.
Objectives must be SMART

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MEASURABLE LANGUAGE
When measuring

Use statement beginning with :

Knowledge

Define, describe, identify, name, outline, recognize,

reproduce or state

Comprehension

Convert, defend, estimate, explain, generalize,

interpret, paraphrase, predict, summarize, or translate

Application

Apply, compute, construct, demonstrate, manipulate,

modify, prepare, produce and solve

Analysis

Analyze, break down, compare, contrast. Diagram,

differentiate, discriminate, distinguish, identify,
illustrate or separate

Synthesis

Categorize, combine, devise, design, generate, plan,

rearrange, reorganize, revise, rewrite, or summarize

Evaluation
(Judgment)

Appraise, compare, conclude, contrast, create, criticize,

evaluate, explain, interpret or justify

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Sources : Bloom B.S. (Ed.) (1956): Taxonomy of Educational
Ob

CREATING AN OUTLINE
List a major categories first and list key
concepts under each category as
subcategories.
Use learning objectives as a check and
balance to ensure everything has been
covered.

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An example.. Develop the content

Turnover training seminar
Recruiting
A.

Hiring the right employees:

1.

Job descriptions

2.

Special requirements

3.

Team needs

B. Aces in Places (matching the right person/skills to the right job).

C. Tools for recruiting
1.

Company application process

2.

Behavioral interview process

3.

Behavioral questions

4.

Personality profile test

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USE SUBJECT MATTER EXPERTS

If unclear about one of your topics, or you cannot
find an answer to your question after researching
the topics , trainer can refer to :

SUBJECT MATTER EXPERT (SME)

Prepare specific questions
Having a list of an items you want more
information about or ,
Ask the SME to read and verify your training script
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MAKING THE TRAINING

SCHEDULE
Schedule help trainer to plan for their time for
presentation of the
information, activities, and breaks.

Questions :

1.

How much time do I have available to train?

2.

How much time do I need on each section?

3.

How long should I allow for breaks and lunch?

4.

What games and activities are being included

and how long will they take ?
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An example.. Develop the content

Turnover training seminar
Assign time estimates to items in your outline.
1.

Recruiting 4 hours 10 minutes

A. Hiring the right employee 1 hour

1.

Job descriptions- 25 minutes

2.

Special recruitments- 10 minutes

3.

Team needs 25 minutes

B. Aces in places (matching the right person to

the right job) 10 minutes
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FACTORS THAT NEED TO BE CONSIDER WHEN

PREPARING A TRAINING SCHEDULE :

ENERGY LEVELS
FINDING TIMES
FOR TRAINING

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FIRST THING IN THE MORNING

Still thinking about home and sleepy so needs
to conduct activities that focus everyone on
the days events and get them energized.

JUST BEFORE LUNCH

Everyone is getting hungry, energy levels
decrease., thus need to use more physical
activities around this time of the day.
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AFTER LUNCH
One of the most difficult times of day to deliver a training
performance.
Facilitate a group activity
Playing music
Having frequent breaks throughout the afternoon.

TOWARD THE END OF THE DAY

Pp begin to feel overwhelmed with information and their

minds are getting tired.
Dont present key concepts or critical content late in the
day. The audience will not be able to fully grasp them .

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FINDING TIME FOR TRAINING

CONTINUAL SHORT TRAINING SESSIONS
WEEKEND SEMINARS
BROWN BAG FORUM/LEARN WITH LUNCH
PROGRAMS
PRE-/POST WORK

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TYPES OF TRAINING
Methods of training depends on the skills and type of
audience your are teaching.
ONE-ON-ONE TRAINING (OJT)
PEER MENTORING
SELF-DIRECTED OR INDIVIDUAL DEVELOPMENT
TRAINING
TRAINING MOMENTS
TRAINING THROUGH TECHNOLOGY
GROUP TRAINING
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OFF THE SHELF TRAINING

Off the shelf training : purchase or use training
that has already been created.
Save training money.
Off the shelf training can come from internal
sources(your own company) or external
sources (another company or person).

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Continued:

Trainer need to customize the training to fit

training needs.

1.

Never alter the main points or message of the

materials.

2.

Do not try to change the message for a purpose

different from what was intended.

3.

Always give credit where credit is due. Dont use

someone elses training materials/script and then
try to pass it off as your own.

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