Writing Training Products with Punch, by Rob Ashton, Training Journal, September 2010

I was drawn to this article because it is closely related to my current role at MTP - the production of learning material. Even though the writer is in the very different business of developing generic training products, many of the principles apply to the more interactive and tailored programmes that we design.

The article starts by providing a useful reminder of research findings that tie closely to the principles of programme design followed by MTP; it is suggested that learners only retain:

- 20% of what is heard
- 10% of what is read
- 70% of what is discussed with others and
- 80% of what is experienced

Having got off to such an excellent start, the author then slows things down by quoting some rather basic and obvious points about questions to be asked before material preparation is started. He also states a rather old fashioned opinion that early design preparation should be done ‘with pencil and paper’. Though this is a practice that I apply for certain types of preparation, I think that the younger generation, brought up on clipart and PowerPoint, may well have a different view.

Much of the rest of the article is confirmation of principles that many business writers would see as common sense, but which may be helpful for those with less experience. The author is in favour of bullet points in the right context but only in moderation; and, whilst he warns against too much jargon, he also makes the point that it can be used to advantage, to reinforce and show understanding of the learner’s familiar terminology.

The author also shares my preference for frequent subheadings and suggests snappy titles that make people want to read on. Though he quotes research evidence on the importance of visual appeal, he also makes it clear that this does not apply to everybody and that some learners will be more responsive to words and sounds.

There is more interesting research data which suggests a maximum sentence length of 34 words (must be careful to count!) but the author does not mention my own way of solving the length problem - the use of semi colons. (Sorry, that last sentence was over the limit). He also puts forward his own recommendation of one idea per sentence with a limit of 20 words, which seems to me to encourage too many short staccato sentences within a paragraph.

My own differing views perhaps illustrate the problem of being too prescriptive in this area; a lot depends on personal style, content and the nature of the audience. Also, despite the earlier reference to the research on learning retention, there is little mention in the article of the importance of interaction to learning design. Perhaps this is because the author specializes in the writing of ‘one-way’ material; however the fact remains that, if you believe his quoted research, only 10 per cent of what he writes is likely to be retained.

Click here to read the article in full;
http://www.trainingjournal.com/feature/writing-training-products-with-punch/