Enterprise training is an important means to improve the ability and performance of employees, but how to design effective training courses is not easy. Many corporate training leaders and trainers tend to focus only on training topics and timing when developing training plans, ignoring the details and quality of training course design. As a result, the training courses can not meet the learning needs of employees, can not stimulate their interest in learning, and can not achieve the expected training objectives.

In order to avoid these problems, this paper summarizes the ten key points of enterprise training curriculum design from the aspects of learning theory, goal setting, content selection, method arrangement, evaluation feedback, etc., in order to help enterprise training leaders and trainers improve the training effect. This paper also shows the application and effect of these points in practice with the specific cases of Shangpu consulting service customers.

1. Curriculum Design Based on Learning Theory

Learning theory refers to the scientific explanation and description of human learning processes and mechanisms. Different learning theories have different assumptions and viewpoints, which have different guiding significance on how to carry out effective teaching and learning. Enterprise training course design should be based on learning theory, in order to meet the staff's learning characteristics and laws.

Commonly used learning theories are the following:

Behaviorist learning theory: The view that learning is an observable change in behavior by stimulating-Reaction-The strengthening mechanism is carried out. Behaviorist learning theory emphasizes the quantification and evaluation of learning outcomes and is suitable for teaching basic knowledge and skills.

Cognitive learning theory: the view that learning is an information processing process, through the perception-Memory-Thinking-The process of solving problems is carried out. Cognitive learning theory emphasizes the analysis and guidance of the learning process and is suitable for teaching complex knowledge and skills.

Constructivist learning theory: that learning is a process of active construction of knowledge, through the exploration-Found-The process of creation. Constructivist learning theory emphasizes the design and provision of learning environments and situations for teaching high-level knowledge and skills.

According to different training topics and objectives, the design of enterprise training courses should choose the appropriate learning theory as a guide, or use a variety of learning theories comprehensively to achieve the best training effect.

For example, Champ Consulting provided a set of production management training courses for a manufacturing company aimed at improving the productivity and quality of employees. The course adopts the learning theory of behaviorism and cognitivism, and enables employees to master and apply the knowledge and skills of production management by teaching the basic concepts and principles of production management, demonstrating the specific methods and tools of production management, and arranging employees to carry out simulation operations and case studies. The training effect of the course has been highly praised and recognized by customers.

2. identify and break down training objectives

Training objectives refer to the expected results of training activities and are the starting point and destination of training course design. Clarifying and decomposing training objectives is an important step in the design of enterprise training courses, which helps to determine the training content, methods, evaluation and other elements.

Training objectives should have the following characteristics:

Clear: express clearly the specific effect that the training hopes to achieve, and avoid vague or general description.

Measureable: Set standards or indicators that can be quantified or observed to assess whether the training has achieved its objectives.

Can be achieved: consider the training object, time, resources and other factors, set a reasonable and feasible goal.

Related: Be aligned and coordinated with corporate strategy, employee responsibilities, job demands, etc.

Time-bound: Set a clear time frame or deadline to increase the urgency and motivation of the goal.

According to different levels and scope, training objectives can be divided into the following:

Training overall objective: refers to the final effect of the entire training activity, usually related to corporate strategy or employee performance.

Training course objectives: refers to the desired intermediate effect of each training course, usually related to the employee's ability or behavior.

Training unit objectives: refers to the basic effect that each training unit hopes to achieve, usually related to employee knowledge or skills.

The design of enterprise training courses should be based on the overall training objectives, break down the specific training course objectives and training unit objectives, and maintain the logical relationship and consistency between them.

For example, Champpe Consulting provided a set of customer service training courses for a financial company aimed at improving customer satisfaction and loyalty among employees. The course is designed according to the following training objectives:

Training overall goal: to improve customer satisfaction and loyalty

Training course objective: to improve the customer service ability and behavior of employees

Training module objectives:

Master the basic concepts and principles of customer service

Master the communication skills and etiquette of customer service

Master customer service problem solving methods and skills

Master customer service satisfaction measurement and promotion methods and skills

3. select training content according to training objectives

Training content refers to the knowledge, skills and attitudes to be taught in training activities, which is the core element of training curriculum design. Selecting training content according to training objectives is a key step to ensure the effectiveness of training.

The training content should have the following characteristics:

Appropriate: in line with the learning level and needs of the training object, avoid too simple or complex content.

Important: Relevant to training objectives and work practices, avoiding irrelevant or minor content.

Orderly: Content that is arranged according to logic or difficulty to avoid confusion or jumping.

Complete: Covers all aspects of the training topic, avoiding omissions or redundancies.

Update: Reflect the latest theory or practice and avoid outdated or erroneous content.

According to different types and forms, training content can be divided into the following:

Knowledge content: refers to the concepts, principles, laws, etc. to be taught in training activities, usually presented in the form of text, charts, videos, etc.

Technical content: refers to the methods, skills, steps, etc. to be taught in training activities, usually presented in the form of demonstrations, operations, exercises, etc.

Attitudinal content: refers to the values, beliefs, emotions, etc. to be taught in training activities, usually presented in the form of cases, stories, games, etc.

The design of enterprise training courses should be based on training objectives, select the appropriate type and form of training content, and maintain a balance and coordination between them.

For example, Champ Consulting provided a set of sales skills training courses for a retail company aimed at improving employee sales performance and revenue. The course is designed based on the following training elements:

Knowledge content: introduce the basic concepts and principles of sales techniques, such as sales process, sales model, sales psychology, etc.

Technical content: Demonstrate specific methods and techniques of sales skills, such as opening remarks, asking questions, listening, persuasion, feedback, closing, etc.

Attitudinal content: Share success stories and stories of sales skills to inspire confidence and enthusiasm among employees.

4. arrange training methods according to training content

Training methods refer to the ways and means used to teach and learn training content in training activities, and are an important element of training curriculum design. Arranging training methods according to training content is a key step to ensure training efficiency and quality.

The training method should have the following characteristics:

Effective: Able to achieve the desired learning effect and avoid ineffective or inefficient methods.

Interesting: able to attract and maintain employees' interest in learning and avoid boring or boring methods.

Diverse: Able to adapt to different types and forms of training content, avoiding single or repetitive approaches.

Interaction: Ability to facilitate communication and feedback between employees and between trainers, avoiding reactive or isolated approaches.

According to different roles and forms, training methods can be divided into the following:

Lecture method: refers to the training method led by trainers, which teaches training content through explanation, demonstration, display, etc., and is suitable for professors with knowledge content.

Discussion method: refers to the employee-led training method, through group discussion, case analysis, brainstorming and other ways to learn training content, applicable to the learning of skills and attitude content.

Simulation method: refers to the training method in which employees and trainers participate together, through role-playing, scenario simulation, game competition and other ways to practice the training content, which is suitable for the practice of skill and attitude content.

The design of enterprise training courses should be based on the training content, arrange appropriate training methods, and maintain the changes and collocation between them.

For example, Champ Consulting provided a set of service quality training courses for a hotel company to improve the service level and quality of employees. The course is designed according to the following training methods:

Lecture method: introduce the basic concepts and standards of service quality, such as service quality model, service quality elements, service quality evaluation, etc.

Discussion method: analysis of practical problems and cases of service quality, such as service failures, customer complaints, customer expectations, etc.

Simulation: Simulate typical scenarios and situations of service quality, such as receiving customers, providing services, and dealing with problems.

5. design training activities according to training methods

Training activities refer to the specific tasks and steps implemented in training activities and are the detailed elements of training course design. Designing training activities according to training methods is a key step to ensure the smooth progress of training.

Training activities should have the following characteristics:

Clear: Explain clearly the purpose, requirements, process and results of the activity, and avoid vague or unclear activities.

Reasonable: arrange appropriate time, number of people, grouping, venue, etc., to avoid too long or too short, too much or too little, too miscellaneous or too simple activities.

Ordered: in accordance with the introduction-Development-Summarize the structure of arranging activities and avoid lack or confusion of activities.

Fun: Design creative and challenging activities and avoid dull or boring ones.

Interaction: Design activities that facilitate communication and feedback between employees and trainers, avoiding passive or isolated activities.

According to different objectives and forms, training activities can be divided into the following categories:

Introduction activity: refers to activities carried out at the beginning of a new topic or unit, aiming to stimulate employees' interest and expectation of new content, such as asking questions, reviewing, predicting, etc.

Development activities: activities conducted while teaching or learning a topic or unit, designed to help employees understand and master new content, such as demonstrations, operations, exercises, etc.

Summary activity: refers to activities carried out at the end of a topic or unit, designed to help employees review and consolidate new content, such as answers, summaries, reflections, etc.

The design of enterprise training courses should be based on training methods, design appropriate training activities, and maintain coherence and cohesion between them.

For example, Champ Consulting provided a set of team-building training courses for a medical company aimed at improving the teamwork and communication skills of employees. The course is designed based on the following training activities:

Introduce activities: through a simple game, let employees experience the importance and difficulties of teamwork, such as "blind people touch elephants", "broken bridge across the river" and so on.

Development activities: Through a complex project, employees practice the methods and techniques of teamwork, such as "saving the princess", "building a rocket", etc.

Summary activities: through an in-depth discussion, let employees summarize and share the experience and harvest of teamwork, such as"SWOTAnalysis”、“Learning Log”Wait.

6. design training evaluation according to training objectives

Training evaluation refers to the process and method used to test and improve the training effect in training activities, and is an important element of training course design. Designing training evaluation according to training objectives is a key step to ensure training quality and continuous improvement.

Training evaluation should have the following characteristics:

Goal orientation: take training objectives as evaluation criteria and avoid evaluations that are irrelevant or inconsistent with training objectives.

Multi-dimensional: Evaluate the training effect from different angles and levels to avoid one-sided or single evaluation.

Multiple methods: different ways and means are used to evaluate the training effect, avoiding limited or repeated evaluation.

Timely feedback: feedback the evaluation results and suggestions to relevant personnel in a timely manner to avoid delayed or missing feedback.

According to different levels and scope, training evaluation can be divided into the following:

Response assessment: refers to the assessment of employees' satisfaction and feelings about training activities, usually through questionnaires, surveys, interviews, etc.

Learning assessment: refers to the assessment of the knowledge, skills, attitudes, etc. learned by employees in training activities, usually through testing, observation, demonstration, etc.

Behavior assessment: refers to the ability and behavior of employees to apply what they have learned in their work, usually through assessment, supervision, interviews, etc.

Result evaluation: refers to the evaluation of the performance and results achieved by employees in their work, usually through data, reports, analysis, etc.

The design of enterprise training courses should be based on training objectives, design appropriate training evaluation levels and methods, and maintain the matching and coordination between them.

For example, Champ Consulting provides a set of leadership training courses for an educational enterprise aimed at improving the leadership and management capabilities of its employees. The course is designed based on the following training assessments:

Response assessment: collect employees' satisfaction and suggestions on training courses through online questionnaires, such as training content, methods, activities, teachers, etc.

Learning assessment: Through group presentations, test employees' understanding and mastery of basic concepts and principles of leadership, such as leadership models, leadership styles, leadership skills, etc.

Behavior assessment: through personal plans, tracking the situation and effect of employees' application of leadership methods and skills at work, such as goal setting, team building, communication and coordination, decision solving, etc.

Result evaluation: Through performance appraisal, evaluate the achievements and contributions of employees in their work, such as employee satisfaction, teamwork, project completion, performance growth, etc.

7. arrange training time according to training activities

Training time refers to the time and allocation used to teach and learn training content in training activities, and is a detailed element of training course design. Arranging training time according to training activities is a key step to ensure the efficiency and quality of training.

Training time should have the following characteristics:

Adequate: Ensure enough time for teaching and learning training content to avoid insufficient or wasted time.

Reasonable: Allocate time according to the importance and difficulty of the training content to avoid too much or too little time.

Orderly: Arrange time according to logic or difficulty to avoid time confusion or jumping.

Flexible: Adjust the time according to the actual situation to avoid the situation that the time is too rigid or fixed.

According to different levels and scope, training time can be divided into the following:

Total Training Time: refers to the total duration of the entire training activity, usually calculated in days or hours.

Training Course Time: refers to the duration of each training course, usually calculated in hours or minutes.

Training Unit Time: refers to the time required for each training unit, usually calculated in minutes.

The design of enterprise training courses should be based on training activities, arrange suitable training time, and maintain the balance and coordination between them.

For example, Champu Consulting provided a set of creative thinking training courses for a media company, aiming to improve the creative thinking ability and innovation ability of employees. The course is designed based on the following training hours:

Total training time:8Hours

Training Course Duration:

introduction to creative thinking:1Hours

creative thinking methods:3Hours

creative thinking application:3Hours

summary of creative thinking:1Hours

Training unit time:

introduction to creative thinking:

Introduction activities:10Minutes

Lecture content:30Minutes

Summary activities:20Minutes

creative thinking methods:

Introduction activities:10Minutes

Lecture content:30Minutes

Development activities:60Minutes

Summary activities:20Minutes

creative thinking application:

Introduction activities:10Minutes

Development activities:120Minutes

Summary activities:30Minutes

summary of creative thinking:

Introduction activities:10Minutes

Discussion activities:30Minutes

Summary activities:20Minutes

8. arrange the training schedule according to the training time

Training schedule refers to the form and plan used to plan and arrange training time in training activities, and is the detailed element of training course design. Arranging the training schedule according to the training time is a key step to ensure the smooth progress of the training.

The training schedule should have the following characteristics:

Clear: Show the name, time and place of training activities clearly, and avoid vague or unclear schedule.

Complete: Contains all training activities and related matters to avoid missing or redundant schedules.

Orderly: Arrange your schedule according to logic or difficulty, avoiding confusing or jumping schedules.

Flexible: Adjust the schedule according to the actual situation, avoid too rigid or fixed schedule.

According to different levels and scope, the training schedule can be divided into the following:

General Training Schedule: refers to the overall planning and arrangement of the entire training activity, usually displayed in days.

Training Course Schedule: refers to the specific planning and arrangement of each training course, usually displayed in hours or minutes.

Training Unit Schedule: refers to the detailed planning and arrangement of each training unit, usually displayed in minutes.

The design of enterprise training courses should be based on the training time, arrange the appropriate training schedule, and maintain the coherence and cohesion between them.

For example, Champ Consulting provided a public relations skills training course for a tourism company aimed at improving the public relations skills and image of its employees.

9. prepare training materials according to training schedule

Training materials refer to the text, image, audio, video, etc. used to assist and support the training content in training activities, and are the detailed elements of training course design. The preparation of training materials according to the training schedule is a key step to ensure the smooth progress of the training.

Training materials should have the following characteristics:

Appropriate: meet the learning level and needs of the training object, avoid too simple or complex materials.

Important: Avoid irrelevant or minor material that is relevant to the training content and objectives.

Orderly: Arrange materials according to the training schedule and avoid confusing or jumping materials.

Complete: Covers all aspects of the training content, avoiding missing or redundant material.

Update: Reflect the latest theory or practice and avoid outdated or erroneous material.

According to different types and forms, training materials can be divided into the following:

Handout: refers to the text, charts, videos, etc. used by the trainer to assist the lecture, usuallyPPT、PDFand other formats.

Manual: refers to the text, charts, videos, etc. used by employees to assist in learning, usuallyWORD、PDFand other formats.

Practice: refers to the text, charts, videos, etc. used by employees to assist in practice, usuallyWORD、PDFand other formats.

Tools: Refers to the text, charts, videos, etc. that employees use to assist applications, usuallyEXCEL、WORDand other formats.

Enterprise training course design should be based on the training schedule, prepare appropriate training materials, and maintain consistency and coordination between them.

For example, Champ Consulting provided a set of dish design training courses for a catering company to improve the dish design ability and creativity of employees. The course is prepared based on the following training materials:

Handout: contains the basic concepts and principles of food design, such as food design process, food design elements, food design evaluation, etc.

Manual: contains the specific methods and techniques of dish design, such as dish design tools, dish design case, dish design skills, etc.

Practice: contains practical tasks and steps of dish design, such as dish design theme, dish design material, dish design scheme, etc.

Tools: Contains auxiliary software and templates for dish design, such as dish design software, dish design templates, dish design evaluation forms, etc.

10. develop training follow-up according to training objectives

Training follow-up refers to the process and method used to consolidate and improve the training effect after the training activity, which is an important element of training course design. The development of training follow-up according to training objectives is a key step to ensure the continuity and sustainability of training.

Training follow-up should have the following characteristics:

Goal orientation: take training objectives as follow-up guidance to avoid follow-up that is irrelevant or inconsistent with training objectives.

Multi-dimensional: from different angles and levels to consolidate and enhance the training effect, to avoid one-sided or single follow-up.

Multiple methods: different ways and means are used to consolidate and improve the training effect to avoid limited or repeated follow-up.

Timely feedback: timely feedback of follow-up results and suggestions to relevant personnel to avoid delayed or missing feedback.

According to different levels and scope, training follow-up can be divided into the following types:

Employee autonomous learning: refers to the process of employees actively reviewing and applying what they have learned at work, usually through reading, watching, and operating.

Employee mutual learning: refers to the process of employees communicating and sharing what they have learned at work, usually through discussions, cases, demonstrations, etc.

Employee coaching learning: refers to the process of employees getting guidance and support from superiors or colleagues at work, usually through feedback, suggestions, incentives, etc.

Employee advanced learning: refers to the process of employees participating in higher-level or more in-depth training activities at work, usually through registration, participation, evaluation, etc.

Enterprise training course design should be based on training objectives, develop appropriate training follow-up, and maintain matching and coordination between them.

For example, Champ Consulting provided a set of visual display training courses for a clothing company to improve the visual display ability and creativity of employees. The curriculum is based on the following training follow-up:

Self-directed learning: Review the basic concepts and principles of visual display by reading books, magazines and websites related to visual display, and learn about the latest trends and cases of visual display.

Staff mutual learning: through the regular organization of visual display exchange, to share the practical experience and creative solutions of visual display, and mutual evaluation and suggestions.

Employee Coaching: Get professional advice and practical tips on visual displays by seeking guidance and support from a visual display expert or manager, and gain recognition and rewards for visual displays.

Advanced learning for employees: by attending advanced visual display training courses provided by Champ Consulting, learn higher or deeper visual display knowledge and skills, and obtain a visual display certificate.