Instructional designers have constantly sought an easy model to follow when designing any type of instruction. One very easy-to-learn method that we recommend for designing courses is simply the ROPES communication model.

ROPES is an acronym for the first letters of each step in the model.

Specifically, it stands for:

• Relate,
• Overview,
• Present,
• Exercise, and
• Summarize.

"R" is for REVIEW

(1) The first step in the ROPES model is RELATE.

The purpose of this first step is for you to relate the current topic to the trainee. By doing this, the trainees will begin to think how your topic will integrate into something they already know.
 

For example, if you are teaching your employees how to write collection letters in the module you are introducing, you might relate this topic to the previous lesson on "What A Collection Letter Is" or review the company policy on "The Value of Collection Letters." Thus, the trainer begins to put into context how what they will learn in this module will apply to the overall picture of the topic. Cognitive psychologists tell us that this procedure is necessary because it helps the trainees piece everything together into a united whole. If you start training them on a topic and do not relate the subject to them, it may take some time before they understand how all the material fits together.

Also during the "R" step, you will want to gain the attention of the learner. Perhaps this can be done by a fancy graphic or an animation that grabs their interest. You want their full attention so they can prepare for the learning process. Another part of "R" is establishing rapport. You can do this by using a metaphor during the instruction. Perhaps, the theme could include things such as an animated cartoon figure or a theme that is prevalent during the instruction. For example, on one lesson that involved the "journeys" involved in change, graphics of road signs were used to mark the chapters.
 

"O" is for OVERVIEW

The second step in the ROPES model is overview.

This step has three specific functions:

(1) Present the key objectives of the lesson. This is simply done by writing a sentence that tells what the learner can expect to learn during the course. "At the end of this course, you will be able to write collection letters faster and efficiently" is an example. That example is quite formal. An informal example might be "This course prepares you to write collection letters---faster and better."

(2) Give the agenda for the course. This explains everything they will be doing during the PLS course. You can explain how My Way presents a pretest, how Learn presents the new material, how Research includes documentation for the course, and Communicate provides electronic avenues for students and trainers to talk with each other.

(3) Tell why this lesson is important. In a brief paragraph, tell the trainee why it is important for them to spend their time taking this lesson. "This lesson is important because if gives you the only three ways that the company allows you to write a collection letter. This is essential because crossing these boundaries may result in a costly lawsuit for our company."
 

"P" is for PRESENT - "The "Know " What do they need to know.
 

1.  Teach what learners need to know
2.  Provide examples related to their actual job - what they will do and face in the worksite
3.  Provide plenty of practice with feedback

If the learner does not understand these competencies, the course fails. First, we will discuss the types of information that corporate trainers present to employees, then secondly, we will tell you the various ways that can be used to present the instruction.

In the P Stage, you want to present the exact competencies  needed by the trainees to improve their performance.  These competencies were identified during the needs analysis (step 1 of the Performance Improvement Model).  These competencies are broken down into 6 information categories.  

Basically, there are six (6) types of "information" categories that you can share with your trainees. Knowing this is important because it allows you to prepare training that gets the message across to learners loud and clear.

1. PROCEDURES - how to do something - exact steps - done the SAME way every time
2. PRINCIPLES - making judgment calls - varies according to the situation
   
   Both of the above tasks need the supporting information:
   
3. CONCEPTS
4. FACTS
5. PROCESS - how something operates
   and
6. COMMITMENT - the attitude to do the best at your job

1.  Explain how knowledge in presented in the P step actually applies to their current job
2.  Engage the learner in authentic exercises to put new skills into action - just like they will encounter it in the actual job.
3.  Explore other options -- how else can we do the job? What are some best practices? (Use the Internet to search
     similar topics and ideas and see if you can get some new thoughts and information on the matter)

"S" is for SUMMARIZE.
 

1.  Summarieze the key points - restate and maybe even give a post test
2.  Have a Q&A session
3.  Review what will be covered in the next class