One of the really tricky elements of instructional design is knowing how much context to provide to the audience. The reason this is tricky is because there really is no one-size-fits-all answer. It isn’t simply that the answer varies by topic, although it does. The reality is that it varies based on the individual being taught.
Some people prefer to know only the most directly relevant information. Step one, step two, step three, done. This should not be taken as a sign that they aren’t intelligent, or they aren’t interested in their job. For them, any additional information would be a distraction that impedes their ability to digest the truly necessary data.
Other people require context. If you only give them the basic steps, they will never manage to retain that information. Without understanding why step three has to happen after step two, it just won’t stick in their brains.
So what is a trainer to do?
First of all, ask up front. If you are only training one person at a time, then try to tailor your delivery for that person’s needs. If you are training multiple people with multiple needs around context, then tell them up front that you are going to stick to the basics so as not to overwhelm those who don’t want context, but for those who do, you will be guiding them to that additional information to look at on their own.
Which brings us to the second thing you can do. Create specific resources – worksheets, appendices, etc. – that offer the necessary context. To the greatest extent possible link the context to the relevant part of the basic information. (For more information on why step three happens at this time, see Appendix A). This is especially useful because even the first type of learner may well benefit from this type of information once they have thoroughly assimilated the basics.
Do you have any other ideas about how to handle varying appetites for context in trainees? Let me know in the comments!