Introduction

We have many options available for the delivery of training: face-2-face, video, audio, print, work-based and computer aided, particularly web-based or online. A single course can use any combination of delivery methods as long as we are achieving learning outcomes and meeting organisational requirements. How does a trainer decide on the training delivery strategy that best suits the learning and the organisation’s parameters? The South Australia Police (SAPOL) has identified a four step process to help with the selection of the best training delivery options to meet a particular training need.

SAPOL takes advantage of flexible delivery options to provide training for its members. This includes 12 training courses that are delivered partly or entirely online and four that are CD based. The computer aided training is predominantly short courses, ranging in duration from 20 minutes to two hours. The design and development of computer aided training is centrally controlled by the Computer Aided Learning Development Office (CALDO), which has two staff – an instructional designer/project coordinator and a graphics designer/web programmer.

Requests for the development of computer aided training in SAPOL are received by the CALDO from any of the many specialist training areas in SAPOL, such as forensics, electronic crime, prosecution and communications. The staff from these specialist areas is responsible for the training of police officers for their respective areas.

With each request for the development of training, a decision must be made on the best delivery strategy available – a decision making process that must involve both the trainers and the CALDO staff.

Selecting the training delivery strategy

To select the best delivery options for training, SAPOL has developed a set of matrices to support the following four step process:

1. Identify the possible learning/teaching methodologies
2. Identify the possible delivery options for those methodologies
3. Identify the organisational parameters and the impact on the delivery options
4. Recommend a training strategy

The process looks at the broad concept of developing an overall training strategy and is not concerned with lesson plans or the organisation and structure of the content. These can be designed once the overall delivery strategy has been identified.

To demonstrate the use of the matrices in the process, we will use the following example:

SAPOL needed to train some of its members in the use of new electronic fingerprint scanning devices that were about to be installed. A training strategy was needed that would achieve the desired learning outcomes while meeting organisational limits and timeframes.

Step 1. Identify the possible learning/teaching methodologies, using the Learning Methodology Matrix

Most courses can be segmented into topics or units of study. The process begins by dividing the training into these topics or segments and then selecting the learning methodology option most appropriate for each.

Using the example, the Learning Methodology Matrix in Figure 1 has been used to identify three topic areas for this training – SAPOL procedures, About the device and Using the device. Also included are notes about key learning characteristics that will impact on the selection of the learning methodology - for example, the learning for SAPOL procedures is knowledge based rather than skills based and will be primarily a review or modification of existing knowledge. We decided, therefore, that the most appropriate learning methodology option for this topic could be listening/reading or a workbook/work based activity. The process was then repeated for the remaining topics of the course.

Figure 1: Learning Methodology Matrix

The Learning Methodology Matrix was completed with no pre-conceived ideas about how the training will be delivered. No consideration was given to any organisational limits. The focus remained on how best to learn the topic rather that how we could provide the training.

Step 2. Identify possible delivery options for the learning methodologies, using the Training Delivery Matrix

The selected learning methodologies are now transferred to the Training Delivery Matrix, as in Figure 2. Ignoring any limitations on resources, we identified the possible delivery methods for the selected learning methodologies. Listening or reading, for example, was identified as a learning methodology for the topic, SAPOL procedures. This method of learning could be delivered online, in the classroom (face-to-face) or as a printed document.

The matrix was completed in a similar manner for each of the learning methodologies identified in Figure 1.

Figure 2: Training Delivery Matrix

Step 3. Identify the organisational parameters and the impact on the delivery options

Having identified the learning methodologies and how they could be delivered, we examined organisational parameters and limitations so that we could select delivery options that suit the training circumstances. By completing the learning and delivery matrices first, our goal was to retain a focus on the best options for learning.

The table in Figure 3 is used to identify selected organisational parameters that could impact on the final selection of the training delivery methods. The parameters used can change with each training course that is examined. What we have included here is selected parameters that related to our example of training for the electronic fingerprint scanning device. Some of our main considerations for this training related to how the learning aligned with previous knowledge and skills, the number of students and limitations on the scheduling of training. Other considerations were the availability of staff and resources.

The training needed to be delivered to a large number of students across the state by their supervisors. For some topics, such as SAPOL procedures, there was a great deal of pre-existing knowledge, implying that, for most students, the material could be studied independently. It was also identified that the training needed to be continuously available. Online delivery, therefore, could be used for the listen/read methodology.

In the Training Delivery Matrix (Figure 2), video was checked as a delivery option for the learning methodology, demonstration. This was rejected, however, as a viable option because there was insufficient time to develop the video before the devices were to be installed and used. Instead, we chose to provide the online information with enhanced graphics and text and the students are provided with practical instruction by their supervisor at their local site.

Figure 3: Organisational Parameters

Step 4. Recommend a training strategy

After going through the process for each topic, SAPOL developed a training strategy that used a blend of delivery methods to train its members in the use of the new fingerprint scanning devices. The first two topics - SAPOL procedures and About the device - are delivered entirely online. The third topic – Using the device – is taught with a blend of online and a practical, hands-on session with a trained supervisor.

Figure 4: Recommended training strategy

Conclusion

As we adopt different options for the delivery of training, the four step process can help keep the focus on the learning and support the selection of the most appropriate training delivery strategy. The matrices provide a tool that trainers can use to identify training delivery options and improve the degree of flexibility in the way we deliver training.

Acknowledgements

Thank you to Sergeant Peter Bryson for his insights when defining this process and creating the matrices.