What is Curriculum Development and how to implement it?

What is curriculum development?

Curriculum development is one of the basic operations in the training cycle in all fields, as it provides a comprehensive view of the training course with defining what will be trained on, how the training will be conducted, who will deliver the training, and the appropriate time frame for that.

The following article presents the practical steps for developing training curricula and programs that can be applied in all fields and is the result of cumulative experience in the field of training for many years in various fields.

What is the curriculum development model?

Given the importance of the training process in building the capabilities of employees and raising their efficiency, a comprehensive model was designed to answer a set of questions that represent the starting point for designing the training curriculum:

• Focus: (Subject or learner):

At the outset, it is necessary to determine what will be focused on during the design of the curriculum, whether the trainee is in terms of his/her specialization or experience, in contrast, the focus may be on the training material itself or a specific problem, meaning that everyone who will learn this training curriculum will obtain a set of skills, therefore the target group of training is more general and comprehensive than the training that focuses on a specific type of trainees.

• Approach: (Traditional or modern):

The traditional approach means using basic methods for projecting the information such as basic slide shows, however, modern methods go beyond traditional training by using interactive activities, simulations, case studies, and all necessary means to engage trainees.

• Content: (Topic based or content based):

Alike the focus was on the target of the training, whether it was the topic, the problem, or the targeted group, it must also focus on the content that will be presented to the trainees (is it better to focus on the content) and use content previously prepared by experts within the training entity, or outsource content and trainers?  In the first case, the training institution guarantees the efficiency and effectiveness of the training prepared by a group of its experts, however, it may have a specific character and a certain style, in contrast to focusing on the subject and seeking knowledge and experience from external sources that enrich the subject and creates diversity in ideas and visions.

• Process: (Formative or summative):

It is also important to determine the method in which the training will be carried out, and whether it is technical and detailed information or a general idea of ​​the subject of the training.  In order to choose the topics to be trained on, as well as the appropriate time frame.

• Structure: (System, linear or cyclical):

It is also necessary to determine the type of training in terms of (specialized training, periodic training, and cumulative training), as each type of training differs in the curriculum that is prepared in addition to the time frame and timing of the training.

Curriculum model example:

How to develop a curriculum for training?

Step one: Review TNA:

Training needs analysis is the starting point for the entire training process, and it must be carried out by experts specialized in the field of data analysis in general and training needs in particular.  This process focuses on measuring the technical level of employees, as well as the managerial and leadership skills, in addition to social and behavioral skills to identify areas of deficiency, modify them and raise efficiency in those areas.  The training need may stem from the introduction of new technology, the development of work methods, or changes in the culture of the organization, and it requires the preparation of workers to accept that culture and support the relationship between members of the work team.

Step two: Set the main goal of training:

Through the information obtained from the training needs analysis, it is possible to determine the topics on which employees must be trained, and then the goal of training, where the goal is the reference for planning and implementing the training course.

Example:

Main goal: Developing employees’ skills for problem-solving and decision-making.

Course title:

Problem-solving techniques

 A comprehensive guide to problem-solving and decision making

Step three: Set learning outcomes:

This is what is expected from the trainees to do after attending the training course. They have to be well defined as they can be a reference for measuring the effectiveness efficiency of the training.

Example:

At the end of the course, participants should be able to:

• Gather and administer an effective problem solving team.
• Define problems clearly.
• Collect information regarding an uprising problem.
• Use quantitative and qualitative methods to analyze data.
• Find the root cause of a problem using different root cause analysis techniques.

Step four: Determine relevant topics:

The curriculum development team identifies the topics related to the training course and arranges them in a logical order that facilitates the understanding and application of the learning topics.  Often the topics are divided into three main sections:

 – Basic/core topics (which represent two-thirds of the topics).

 – Supplementary topics (which represent a quarter of the topics), are topics that help to understand and apply the basic topics.

– General topics (which represent one-fifth of the topics) and can be used in long training courses such as activities and visits to overcome monotony as well as build strong relationships between trainees.

Example:

Course Title: Introduction to Planning in Business.

Core topic: The planning process. (6 lectures).

Supplementary topic: Management functions. (2 lectures).

General topic: Job enrichment and career development (1 Lecture).

Step five: Determine the appropriate time frame:

The appropriate time frame for delivering the training should be determined according to the volume of the training material, the type of training, as well as the duration of the training course.

Step six: Research references:

The curriculum development team undertakes the process of researching the subject of the training along with practical applications and case studies in order to collect all relevant information that can be included in the training content.

Step seven: Develop training materials:

It is the process of highlighting, arranging, and summarizing the information that has been searched and collected from different sources, and it is in the form of written material, video, slide show, or a combination of them, however, it is important to choose a format that it is the most appropriate for presenting the information in terms of form and content.

Step eight: Determine training methodology:

The training method is the vessel that transfers ideas and information from the trainer, facilitator or instructor to the audience or trainees, therefore choosing the best training method is as important as training materials because they complete each other to create effective training.  

Step nine: Review and adjust:

After developing training materials and determining training methodology it is necessary to review the whole training course in the terms of logical order, clarity, and efficiency. Some training entities conduct a pilot course as a final step before launching the training course officially.

Step ten: Conduct TOT:

It is the final step when selecting the trainers, instructors, and facilitators along with course managers and inviting them for a TOT (training of trainers) workshop to create a connection between curriculum development and training delivery teams and ensure the coherence of ideas and means of presenting them, in addition to reviewing the training course together for the purpose of putting final touches, approving and modifying; Especially if it would be delivered in different places for different backgrounds and cultures.

Conclusion:

Curriculum development is a crucial link in the training cycle and a connection between raw information and training delivery, thus curriculum development is the process of determining the training objectives, collecting information, developing materials, and preparing trainers to present and deliver them to the targeted audience.