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Technical Training Manuals: Developing A Training Manual
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IT training manuals: Technical training manuals
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Training Manuals Writing Tips
Training or instruction may broadly be categorized into two types: preservice and inservice. Preservice instruction is more academic in nature and is offered by formal institutions following definite curricula and syllabuses for a certain duration to offer a formal degree or diploma. Inservice instruction on the other hand, is offered by the organization from time to time for the development of skills and knowledge of the incumbents. Preservice instruction is a process through which individuals are made ready to enter a certain kind of professional job such as agriculture, medicine, or engineering. They have to attend regular classes in a formal institution and need to complete a definite curriculum and courses successfully to receive a formal degree or diploma. They are not entitled to get a professional job unless they can earn a certificate, diploma, or degree from the appropriate institution. The contents emphasize mostly technical subject matter such as crops, animal husbandry, and fisheries as well as pedagogical skills to prepare the students to work in agriculture. In general two types of preservice instructions are available for agricultural staff. These are (1) degree level (at least a bachelor's degree in agriculture or related field), which is usually offered for four years by a university or agricultural college; and (2) diploma level, which is mostly offered by the schools of agriculture for a period of two to three years. The entry point for the former is normally twelve years of schooling and for the latter ten years of schooling. Inservice Training and Staff Development: It is a process of staff development for the purpose of improving the performance of an incumbent holding a position with assigned job responsibilities. It promotes the professional growth of individuals. "It is a program designed to strengthen the competencies of extension workers while they are on the job". It is a problem-centred, learner-oriented, and time-bound series of activities which provide the opportunity to develop a sense of purpose, broaden perception of the clientele, and increase capacity to gain knowledge and mastery of techniques. It may broadly be categorized into five different types: (1) induction or orientation, (2) foundation, (3) on-the-job, (4) refresher or maintenance, and (5) career development. All of these types are needed for the proper development of extension staff throughout their service life.
Induction or Orientation Instruction: Induction instruction is given immediately after employment to introduce the new extension staff members to their positions. It begins on the first day the new employee is on the job. This type is aimed at acquainting the new employee with the organization and its personnel. It is intended for all new personnel should develop an attitude of personal dedication to the service of people and the organization. It supplements whatever preservice instruction the new personnel might have had. Concerning the characteristics of a new employee, when people start to work in an organization for the first time, they are eager to know what sort of outfit they are getting into, what they are supposed to do, and whom they will work with. They are likely to be more attentive and open-minded than experienced employees. In fact, the most favourable time for gaining employees' attention and for molding good habits among them is when they are new to the job.
Foundation Instruction. Foundation instruction is inservice instruction which is also appropriate for newly recruited personnel. Besides technical competence and routine guidance about the organization, every staff member needs some professional knowledge about various rules and regulations of the government, financial transactions, administrative capability, communication skills, leadership ability, coordination and cooperation among institutions and their linkage mechanism, report writing, and so on. Foundation instruction is made available to employees to strengthen the foundation of their service career. It is usually provided at an early stage of service life.
Maintenance or Refresher Instruction. It is offered to update and maintain the specialized subject-matter knowledge of the incumbents. Refresher instruction keeps the specialists, administrators, subject-matter officers, extension supervisors, and frontline workers updated and enables them to add to the knowledge and skills they have already. Maintenance or refresher instruction usually deals with new information and new methods, as well as review of older materials. This type of instruction is needed both to keep employees at the peak of their possible production and to prevent them from getting into a rut (Van Dersal, 1962).
On-the-Job Instruction. This is ad hoc or regularly scheduled instruction, such as fortnightly training under the training and visit (T&V) system of extension, and is provided by the superior officer or the subject-matter specialists to the subordinate field staff. It is generally problem or technology oriented and may include formal presentations, informal discussion, and opportunities to try out new skills and knowledge in the field. The superior officer, administrator, or subject-matter specialist of each extension department must play a role in providing on-the-job instruction to the staff while conducting day-to-day normal activities.
Career or Development Instruction. This type of in-service instruction is designed to upgrade the knowledge, skills, and ability of employees to help them assume greater responsibility in higher positions. The instruction is arranged departmentally for successful extension workers, at all levels, for their own continuing education and professional development. Malone (1984) opined that extension services that provide the opportunity for all staff to prepare a plan for career instruction will receive the benefits of having longer tenured and more satisfied employees, which increases both the effectiveness and efficiency of an extension service. Malone stated that "career development is the act of acquiring information and resources that enables one to plan a program of lifelong learning related to his or her worklife". Although extension workers are responsible for designing their own career development education, the extension organization sometimes sets some criteria and provides opportunities for the staff by offering options. Whether delivered in a classroom, online or in book form, all successful training starts with the creation and development of a training or instruction material. Instruction materials are important because they provide the means to educate learners. Many instruction materials are used to facilitate the learning process. A training material is a book of instructions. To say further, it is a book or booklet of instructions, designed to improve the quality of a performed task. An instruction document is designed to provide an overview of a topic before attending a class, an outline to follow during an instruction course, a subject matter reference for post-training, and a general reference. Instruction materials are widely used, including in business and the military. It may be particularly useful as: an introduction to subject matter prior to training; an outline to be followed during the training; a reference to subject matter after training; a general reference document. It may form an important part of a formal instruction program. For example, it may help ensure consistency in presentation of content. It may also ensure that all information on skills, processes, and other information necessary to perform tasks is together in one place. Instruction materials are designed to teach readers something new. They may be self-paced (readers do the tutorials at their own rate) or they may be designed for use with a training course. They seldom try to teach everything, but just try to provide a basic foundation upon which readers can build. Instruction materials usually start with basic skills and progress to more advanced skills as readers gain experience and confidence. The document can be designed to be used as: Work books – used in instruction sessions to provide basic information, examples and exercises; Self-paced guides: designed for trainees to work through on their own; Reference documents: for containing detailed information on processes and procedures; Handouts: provide general information to support instruction done during the session; Job aids: provide step-by-step instructions to be used in the workplace. The instruction documents are particularly useful in the following situations: Trainees can use the documents for reviewing the subject after instruction; It lets the trainee concentrate on and partake in the instruction during the session instead of taking detailed notes; It can serve as a reference document in the work place. Developing a manual is an important part in designing a formal instruction program. A formal instruction document ensures consistency in the presentation of the program. Another major advantage is that all the information on skills, processes, and other information necessary to perform the tasks is together in one place. The document should support the objectives. The documents are generally developed using the most commonly used instructional design models - the "ADDIE" model. "A" stands for Analysis of the audience, and of instruction needs; "D" stands for Design of instruction, its objectives, sequencing of tasks, etc; "D" represents Development of instructional materials, that are consistent with the design requirements; "I" means Implementation of the instruction, and "E" is evaluating the instruction. The documents can be designed to be used as: Work books – often used in sessions. It provides basic information, examples and exercises; Self-paced guides: designed for trainees to work through on their own; Reference manuals: for containing detailed information on processes and procedures; Handouts: provide general information to support instruction done during the session; Job aids: provide step-by-step instructions to be used in the work place.
Creating the manual does not have to be difficult, however. With the proper guidance, anyone can develop high-quality training or instruction manuals. Let us give you some guidance: 1) Assess the learners' needs. It is critical to develop a document that provides relevant information. You must understand the knowledge that the trainees already have and what they need to learn. The actual requirement for developing a instruction material should be recognized. The number of people who require the material, matter, the pertinent data to be printed, the depth to which the details should be mentioned, and also the list of instruction resources that can be used in the development of the document. 2) Determine the result you want from the document. In his famous book “The 7 Habits of Highly Effective People,” Stephen Covey instructs readers to “begin with the end in mind.” This is essential when developing a instruction document. After you have developed a basic profile of your audience, decide what your objectives are in writing the document. Generally, a technical instruction material provides step-by-step instructions to the user on how to use a product. When determining the objectives for your document, decide whether to simply provide basic instructions or to go more in depth into the use of the product. For example, even though your software's basic use may be for writing letters, you might also want to include additional instructions for creating a newsletter. Remain focused on what you want the reader to be able to do upon completion of the document. 3) Assess the resources that are needed. Take inventory of what you need to develop the document. Contact appropriate subject-matter experts. Estimate how long development will take. Ensure the graphic design team is in place. Be honest about what you can do and with what you need help. 4) Create motivating content. Not all subject matter is thrilling. That’s just a fact. The key to developing documents that motivate is to make the information relevant. This approach can turn any subject into a successful document. 5) Guide through steps to use the new material. It is important to create an action plan for the learners to apply their new skills. The steps must be specific and detailed. Show them exactly how, when and where to use the information. This not only helps reinforce learning but reminds students that the information is valuable. 6) Develop tools to measure learning. Showing people what to do does not guarantee that they actually will do that task. Provide a method to evaluate how successful the learners applied the new information in real-world situations. This information is useful not only in determining the success of the document but in providing insight to design changes that might produce better results.
Writing the manual: Once the purpose for the document has been established and attention has been given to the preliminary design, the main task of writing is the next step. First, organize the contents into a logical sequence of topics. Break down the topics into smaller segments that describe a task, procedure or concept. Include an overview on how to use the document. As preparation for the session give a list of key points or a summary of what is going to be covered at the start of each chapter. What are the key elements of an instructional document? The document may contain the following elements: A cover page with plain or graphic with title clearly written; A blank page after the cover page; Table of contents; An Introduction page on What-How-Who - "What the document is about", "How to use the document" & "For whom the document is meant"; A Navigational Tips page with visually catchy icons which will be used throughout the document Expanding the Table of contents - Objectives / Description of each topic / Section Summary; Placeholders for graphics; Placeholders for work sheets; Page for Conclusion; Page for Further Reading; Page for Bibliography / References / Citations; A Blank page prior to closure; Closing Cover page. These are only general outlines and would vary from each manual to another.
The following advice can be given by us: 1) Write in plain English: Avoid using technical terms, unless it is part of the work place vocabulary. In that case make sure technical terms are explained in simple language/terms. Spell out or explain acronyms and abbreviations. 2) Be consistent in the use of terminology, tone and style of writing. 3) Use conversational language: Write the same way your audience talks. A lot of people fall into a formal style when they write instruction materials, even though it’s harder for the audience to read. Avoid that. But remember, being conversational doesn’t mean you should include lots of slang or potentially offensive language. 4) Use short words instead of big words: When possible, avoid using big words when a shorter, more familiar word will do. For example, write “buy” instead of “purchase” and “person” instead of “individual.” 5) Use short and simple sentences: Long sentences and paragraphs may confuse your reader. This is even truer if the sentence structure is complex. Use short sentences and phrases. Numbered steps are easier to follow than long paragraphs. 6) Avoid specialized language (“jargon”) when possible: Every field has its own specialized language known as jargon. Jargon can be a useful type of shorthand or code for experts, but non-experts typically don’t understand what it means. When you can, avoid using jargon. 7) If you must use jargon, define it: If it’s necessary to use jargon, make sure you explain it to your audience. 8) Write in the active sense: Active sentences tend to be shorter and less confusing. Passive sentences tend to be longer and more confusing. Stay active, my friend. Active sentences are concise. 9) Use strong, descriptive verbs: Avoid using forms of “to be.” Using forms of to be, such as “is,” “are,” and “were,” is not as memorable as using strong and descriptive verbs. 10) Be consistent with your terms: If you’re identified something as a “widget” in your introduction, keep calling it a widget throughout. Don’t suddenly call it a “whatchamacallit” in a later section. 11) Be careful with pronouns: When you refer to a noun by its name (example: refrigerator), everyone knows what you’re talking about. If you begin using pronouns (example: it) instead, though, it’s not so clear. Consider cutting down on your use of pronouns, and be careful to avoid confusion when you do use them. 12) Keep the piece short: Just write about the important stuff your learners need to know. Don’t add more material simply because you think it’s interesting. Remember that everything you write should be focused on a learning objective. 13) Break your piece up into smaller “chunks”. Break your content into smaller parts, or “chunks.” That’s because most people can only keep 4-7 bits of information in their short-term memory without losing the information. 14) Format your “chunks” visually for easy reading: Your computer gives you tons of tools to format those little chunks of information–use ’em. Use headers to explain what each chunk covers, and put them in bold font. Use bulleted lists and tables to break information down so it’s easier to scan and quickly understand. Present information in parallel structures. 15) Include illustrations (graphs, flow charts, tables, pictures, screen displays, examples of finished tasks) where appropriate to clarify concepts and enhance understanding. It also adds visual interest. Illustrations should be in proper proportion to nearby text. 16) Write a detailed table of contents that include chapter headings as well as the next level of subheadings. 17) Write a detailed index, including cross-references, to make it easy to find information. A good index makes the document usable as a reference work for future use. 18) Check spelling and grammar. Always proofread your own materials. Do it several times. Read it aloud to yourself–this can really help. Don’t just rely on your spell-checker (but yes, use it too).
Do note that the tips provided in the above paragraphs in this section are offered only as a guideline and would vary based on the requirement of the project. However even with this guidance, it is not possible for writers to write a good training or instruction material like how our expert writers do. This is why you need the help of our writing services company. So why wait? Read further to hire our writers to write manuals.
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