I know people who use the ‘thud’ test for course manuals (or the digital equivalent). Does the manual make a satisfying thud when dropped onto a table in front of the trainee? If it does, there must be lots of stuff in there, which is good – right?
When designing the course handouts and materials, think about what the trainees need AFTER the training, during their transfer period.
What material, and in what structure and format, would help them best?
How can you ensure that the support resources you give them will provide the easiest and quickest access to the pieces of content they will need during transfer?
Or you could just flood them with a whole pile of content? That’s just another thud test. Don’t do it.
How can you set up the structure so that they can dig deeper for more information when they require it?
Think of a pyramid, where you start at the top and dig down to wider and deeper levels.
Design the training manual as a useful transfer and performance support tool, and make sure it references any other performance support systems the trainees have available.
After you have done this, think about what else might be needed in the classroom.
Note, these classroom resources should be separate to the main training manual, which should be focussed on the transfer period and beyond.
You don’t want the classroom notes, after a one-time use, cluttering up the main training manual.
