Design

Adult learners are intrinsically motivated and bring their own experiences and knowledge to the learning.

• Relevant: Establishing the learning need and relevance to learning content to motivate learners – the “so what?” or “what’s in it for me?”
• Action oriented: Ensuring learning content is experiential and action oriented, providing opportunities for action based experiences.
• Reflective: Embedding learning through conscious reflection, allowing learners to critically reflect and decode concepts and place their experiences within the reality of their workplace.
• Situational and realistic: Grounding learning content in realistic, situation based design including use of case studies, examples and scenarios that are realistic and relevant.

Take into account the diversity of learning styles: visual learners engage with slides and written materials; auditory learners receive information when they hear it and are usually more active during discussion and question times; and kinetic learners (those who learn by doing) want opportunities to apply knowledge and skills through activities, games and case studies.

Derive content from the code of conduct. This includes, but is not limited to:

• what acting in the public interest means and why it is important
• how the code and public sector’s wider accountability framework apply to staff 
• interpersonal behaviours
• use of position and authority
• identifying and managing conflicts of interest 
• reporting suspected breaches of the code.

Refer to the generic sample core content as the basis for training which also includes content tips on what to consider discussing with staff. This is written in a narrative form with several minutes of content for each topic area. Adapt and augment this core content to reflect the agency’s code and specific context. 

Refresher training reinforces learnings and updates staff on any changes to the code and agency’s integrity risk profile.

Does content support learning objectives and learning outcomes?

Map back to the learning objectives and outcomes when developing content to ensure training delivers what is intended.

Is content fit for purpose?

Customise content even if using content shared by another agency or sample core content. Content, activities and case studies reflect the agency’s code, policies and procedures, context and integrity risks. Content is specific to risks that learners are likely to encounter. 

Modify content and/or tone between groups.

Ensure written content and imagery are inclusive. 

What messages should learners take away?

Leave learners with 3 to 5 key messages that are succinct and memorable. Put these on a slide or create a short learners’ resource that staff can refer to when back in the workplace.

Is the amount of content realistic for the time allocated?

More content does not necessarily equal more understanding or help transfer learning back in the workplace. Information overload often results in learners switching off. 

Identify key messages, reinforce them and allow time for learners to process what they mean in real life. Consider breaking down learning into separate sessions. See Code of Conduct Training Planner. 

Use training materials to support training delivery and achievement of learning objectives and outcomes. Consider if materials need to be developed to help deliver the training or provided to learners to help them recap learning (e.g. beyond copies of the slide deck).

Training materials include:

• printed copies of diagrams, tables and charts in the slide deck that might not be easily read because of size or complexity
• handouts for learners to refer to during training which can be kept as memory joggers
• worksheets that learners fill in before, during and after training
• links to videos (e.g. Everyone can be an integrity leader), animations and other digital media, and any media or journal articles referenced in the training that can be viewed in a learner’s own time.

When developing slides:

• create a cohesive feel by using the agency’s corporate templates
• develop one slide for each key concept, point or message
• use both text and graphics – the fewer words on each slide the better
• keep the number of slides realistic for the length of the training: too few may mean engagement is lost, too many may overwhelm
• make the text large enough to be read by learners at the back of the room.

Make training engaging through activities. Activities may assist to deliver several sections of content. In between activities take opportunities to ask questions that relate back to the work of staff to bring in their knowledge and experience.

Activities: 

• energise learners (preparation for learning and ‘icebreaker’ activities)
• gauge existing or new knowledge (quizzes and polls)
• allow learners to apply existing and new knowledge and practice new techniques (group discussions with debriefing, games, role plays and case studies).

What activities are included and why?

Have a clear purpose for each activity that links back to learning objectives and outcomes. For example, an activity is ideal for an outcome that requires learners to list or recall content. The facilitator can see or hear what learners are recalling and practicing, and adjust or re-state the content to ensure the learning outcome is met. 

How often is an activity run?

Consider changing things up regularly during training – as often as every 20 minutes – to improve learner concentration. This could be by asking a probing question to the group. 

Are activities easily transferred between delivery methods?

Consider how flexible and transferable activities are between delivery methods. Develop virtual and online activities in platforms and apps like Mentimeter, Microsoft Teams and Zoom Virtual. In a classroom, an online poll might translate as a slide and show of hands. While getting to the same result, the anonymity associated with using technology is lost in the classroom version. If anonymity is valued, an alternative is a worksheet.

Case studies:

• enable learners to apply their new and existing knowledge and skills to specific situations
• show learners how an ethical dilemma might arise; strategies for managing the situation in line with the code, policies and ethical decision making tools (e.g. ‘First Steps’); what might happen if the situation is ignored or handled poorly; and any consequences.

The role of facilitator is to unpack the case study and ensure these points come out in discussion.

Case studies can also be used before training to test existing knowledge after training to test transfer – application of new knowledge and skills in a workplace setting.

Considerations when developing case studies

• Purpose – relates to learning objectives and outcomes, reinforces content and build skills.
• Focus – clear to learners that they have to identify a problem, find a solution or both. Unless the case study aims to test existing knowledge, it is based on content covered in training. 
• Structure – might be considered and unpacked in a few minutes or it could build and be revisited throughout training.
• Length – long and complex case studies may cause learners to disengage.

Tips for developing good case studies

• Make case studies relatable to learner’s work context. 
• Have case studies unfold in a logical and realistic way. Anything too far fetched undermines credibility of the learning. When using agency events, ensure they are appropriately de-identified. 
• Develop case studies that are purposely ambiguous or contain concepts that might have more than one correct response. These are the most thought provoking. Facilitator helps draw out key learnings.
• Make case studies memorable. Emotions play a critical role in adult learning. Emotive and unusual topics are easier to recall after training.
• Be sensitive when developing characters. Include roles like the learners or those the agency engages with. Avoid stereotypes. Ensure gender and cultural balances reflect the workforce.

A training program organises content logically and ensures everything is covered. It sets out what the agency is teaching and how long is spent on each topic and activity. Allow sufficient time to debrief activities and for learners to reflect. A program can be an overview or be detailed with facilitator scripts and prompts (e.g. when to ask questions).

Refer to the Code of Conduct Training Program template.