This course is designed for Parliamentary Training Institute (PTI) staff, Learning & Development (L&D) specialists, and research/clerk staff tasked with creating impactful, relevant, and high-quality training and professional development programs for Members of Parliament (MPs) and parliamentary personnel.

Course Objective

To equip participants with the knowledge and practical skills to conduct Training Needs Assessments (TNAs) specific to the legislative environment, apply contemporary instructional design models, and develop high-impact, politically sensitive, and outcomes-based curricula for a diverse parliamentary audience.

Target Audience

L&D Managers, Curriculum Developers, Training Officers, Subject Matter Experts (SMEs) involved in training, and Research/Committee Clerks tasked with knowledge transfer.

Module 1: Foundational Principles and Needs Assessment in the Parliamentary Context

This module focuses on the unique environment of Parliament and the critical first steps of identifying true learning needs.

• 1.1 The Unique Context of Parliamentary L&D:

  • The role of Parliament (Lawmaking, Oversight, Representation, Budget Approval) as the core curriculum driver.

  • Andragogy (Adult Learning Principles) and its application to high-level, time-constrained learners (MPs and senior staff).

  • Aligning L&D strategy with the institution’s Strategic Plan and constitutional mandate.

• 1.2 Conducting a Parliamentary Training Needs Assessment (TNA):

  • Methods for Data Collection in a political environment: surveys, focus groups with staff, interviews with party whips/leadership, and analysis of performance management data.

  • Analyzing Legal/Procedural Gaps (e.g., new legislation, updated standing orders) versus Competency Gaps (e.g., policy analysis, communication).

  • Prioritizing needs based on impact (constitutional duties) and political urgency.

• 1.3 Competency Frameworks for Parliamentarians and Staff:

  • Reviewing established core competency frameworks (e.g., for Clerks, Researchers, Committee Secretaries).

  • Developing Performance Indicators and learning outcomes directly linked to specific parliamentary roles (e.g., supporting a Committee Inquiry).

Module 2: Curriculum Planning and Design Models

This module covers structured approaches to curriculum design, ensuring a logical flow and alignment with intended learning outcomes.

• 2.1 Instructional Design Models for Legislative Training:

  • In-depth study of the ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) and its modifications (e.g., iterative models).

  • Applying Backward Design to parliamentary curricula (Starting with the desired result/performance).

• 2.2 Defining Clear and Measurable Learning Outcomes:

  • Writing Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) objectives.

  • Using Bloom’s Taxonomy (Revised) to design learning outcomes that move beyond recall to analysis, evaluation, and creation (critical for policy work).

• 2.3 Structuring the Curriculum:

  • Sequencing Content: From foundational (e.g., constitutional law) to functional (e.g., budget scrutiny) to specialized (e.g., data analysis).

  • Designing Articulation Pathways and modular structures for continuous professional development.

  • Activity: Drafting a curriculum matrix for a core subject (e.g., Legislative Scrutiny).

Module 3: Content Development and Delivery Strategies

This module focuses on creating engaging, relevant, and high-quality learning materials suitable for the schedules and preferences of parliamentary staff and MPs.

• 3.1 Developing Parliamentary-Specific Content:

  • Transforming complex procedural and legal information into digestible training content.

  • Techniques for creating high-impact Case Studies using real, anonymized legislative challenges and committee reports.

  • Integrating International Good Practices (comparative analysis) while contextualizing for the local Parliament.

• 3.2 Selecting High-Impact Delivery Methods:

  • Designing for Blended Learning: Combining in-person residency, e-learning, and continuous professional development (CPD).

  • Active Learning Strategies: Debates, simulated committee hearings, mock legislative drafting sessions, and role-playing.

  • Leveraging Technology for L&D: Learning Management Systems (LMS), virtual reality simulations, and knowledge-sharing portals.

• 3.3 The Role of Subject Matter Experts (SMEs):

  • Sourcing and preparing Internal and External Experts (Clerks, constitutional lawyers, former MPs) for content delivery.

  • Instructional Coaching for SMEs to ensure a pedagogical approach tailored to adult learners.

Module 4: Assessment and Quality Assurance

This module covers methods for evaluating learning, ensuring programs are effective, compliant, and continuously improved.

• 4.1 Designing Assessments Aligned with Outcomes:

  • Distinguishing between Formative (in-course checks) and Summative (end-of-course) assessments.

  • Designing Performance-Based Assessments (e.g., drafting a research brief, planning a committee inquiry agenda) rather than rote memorization tests.

  • Developing Assessment Criteria and rubrics for objective evaluation of complex skills.

• 4.2 The Kirkpatrick Model of Evaluation for Parliamentary L&D:

  • Applying the Four Levels of Evaluation: Reaction, Learning, Behavior (Transfer to the job), and Results (Impact on institutional performance).

  • Developing Evaluation Tools (e.g., post-course surveys, 360-degree feedback, institutional performance metrics).

• 4.3 Quality Management and Program Review:

  • Establishing an L&D Quality Assurance Framework based on national or international standards.

  • The process of Curriculum Review and Renewal based on evaluation data, legislative changes, and emerging needs.

Module 5: Implementation and Organizational Integration

The final module addresses the practical and cultural challenges of successful implementation within the legislative institution.

• 5.1 Managing the L&D Project Lifecycle:

  • Developing an Implementation Plan (logistics, resource allocation, scheduling).

  • Strategies for Marketing and Communicating the value of training programs to busy, skeptical, or time-constrained learners (MPs and senior staff).

  • Dealing with Resistance to Change and ensuring institutional buy-in.

• 5.2 Mentoring and Coaching as L&D Tools:

  • Integrating Mentorship Programs for new staff/MPs with formal curriculum.

  • Utilizing On-the-Job Learning and shadowing as a complement to formal courses.

• 5.3 Capstone Project and Presentation:

  • Project: Participants select a parliamentary training need (e.g., orientation for a new committee, briefing on a complex policy area) and develop a full Curriculum Design Document and a sample training module.

  • Presentation: Presenting the design document to a panel (role-playing as the Parliamentary L&D Board) for critique and feedback.