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Effective Training: Strategies, Systems and Practices, 3rd Edition Chapter Five Training Design P. Nick Blanchard and James W. Thacker Design Phase Input Process Output Learning Theory Determine factors that facilitate learning & transfer Training Needs Develop Training Objectives Identify alternative method of instruction Chapter 6 Organizational Evaluation objectives Constraints Chapter 8 Chapter 5 2 Constraints and Possible Ways of Dealing with Them – Part 1 of 3 Constraints Need high level of stimulation1 because: Law (fire drills) Task critical to the job (police firing gun) Mistakes costly (airline pilot) Trainees vary in amounts of experience Trainees have large differences in ability levels Suggestion for How to Handle Incorporate a longer lead time to prepare simulations/role plays. Purchase Simulators. Consider modularization. Use programmed instruction. Have high level of trainer/trainee interaction. Chapter 5 3 Constraints and Possible Ways of Dealing with Them – Part 2 of 3 Constraints Mix of employees and new hires trained on a new procedure Long lag between end of training and use of the skill on the job Short lead time Suggestion for How to Handle Consider different training programs; may be negative transfer for employees but not for new hires. Distribute practice through the lag. Provide refresher material and/or models for employees to follow. Use external consultant or training package. Chapter 5 4 Constraints and Possible Ways of Dealing with Them – Part 3 of 3 Constraints Suggestion for How to Handle Bias against a type of training (role play, etc.) Develop proof of effectiveness into the training package. Use another method. Few trainees available at any one time Use programmed instruction. Small organization with limited funds Hire consultant/purchase training. Join consortium. Chapter 5 5 Guide to determining time required to prepare training – Part 1 of 3 Variables Level Of Effort For Design Low Medium High Who extensive knowledge and skills Moderate knowledge and skills minimal knowledge and skills 2. Designer knowledge of subject matter extensive knowledge some knowledge no knowledge 3. Size and complexity of the target training group small, homogeneous medium size, moderately complex large, complex 4. Designer’s and client’s track record for sticking to plans always stick 1. Designer knowledge and skills related to instructional design sometimes stick Chapter 5 never stick 6 Guide to determining time required to prepare training – Part 2 of 3 Variables Level Of Effort For Design Low Medium High What 5. the number of instruction modules 6. Elements included in the training materials 7. client’s or organization’s expectations regarding packaging 8. what is considered final product few (5 modules) several (8 modules) many (12 modules) trainee manual only instructor and participant manuals instructor and participant manuals, overheads, job aids minimal (produced inhouse) modest (desktop publishing) extensive (professionally produced) first draft by designer, client does rest designer completes up to the pilot Chapter 5 designer completes all drafts, finalizes after pilot 7 Guide to determining time required to prepare training – Part 3 of 3 Variables Level Of Effort For Design Low Medium High How 9. data collection 10. designer’s interaction with the client 11. client’s level of involvement 12. Amount of interactivity a focus group made up of a few well-informed people deals directly with top decision maker approves general direction and final draft minimal a focus group and a few interviews deals with more than one level of decision makers reviews and approves key materials moderate Chapter 5 several focus groups and several interviews deals with a complex labormanagement committee reviews and approves all materials extensive 8 Proposal for developing a one day workshop on Effective Communication Action Time Rate Total Interview relevant employees to determine issues and context to develop training 1 day $1,000 $1,000 Develop objectives and plan for developing training. Includes identifying appropriate instructional methods and developing evaluation objectives 2.5 days $1,000 $2,500 Develop training materials based on objectives 8 days $1,000 $8,000 Prepare Develop usual aids and evaluation material Miscellaneous 2.5 days $1,000 $2,500 $1,400 $15,400 TOTAL Chapter 5 9 Types of Costs in Training Programs Development Costs – such as TNA Direct Costs – actual cost of program Indirect Costs – such preparation costs Overhead Costs – equipment, facilities Participant Compensation Evaluation Costs Chapter 5 10 Training Costs for Grievance Reduction Training – Part 1 of 2 Developmental Costs 1.20 days of director’s time at $50,000 per year 2. 5 days of trainer’s time at $30,000 per year 3.Materials $ 4,000 $ 600 $ 1,000 Direct Costs 1. 5 days of trainer’s time at $30,000 per year 2. Training facility rental 5 days at $150 per day 3. Materials and equipment 4. Coffee, juice, and muffins Chapter 5 $ 600 $ 750 $ 2,000 $ 600 11 Training Costs for Grievance Reduction Training – Part 2 of 2 Indirect Costs 1.1 day trainer preparation 2. 3 days administrative preparation at 20,000 per year $ 120 $ 120 Participant Compensation (may include travel) 1.30 supervisors attending 5-day workshop (Average $35,000 / yr.) $21,000 Evaluation Costs 1. 6 days of evaluator’s time at $30,000 per year 2. Materials $ 720 $ 800 Total Training Costs $32,310 Chapter 5 12 Program Objectives Mager: “Description of a performance you want learners to be able to exhibit before you consider them competent” Specify what learners should be able to do, conditions under which they must do it, and criteria in judging success Chapter 5 13 Performance Objectives Objective Indicator Understand how to read X-rays Discriminate between normal and abnormal X-rays Knowledge of loans Recall procedure for making a loan Ability to read diagrams Identify transistors on a schematic diagram Chapter 5 14 False Objectives Show an appreciation for loan procedures Be able to think critically and analytically Have a deep awareness and thorough humanizing grasp of interpersonal relations Chapter 5 15 Conditions for Performance Relevant and important conditions under which performance is expected to occur “Repair a motor with two minor defects using a standard set of tools and diagrams” Chapter 5 16 Criterion for Performance How well trainees should be able to perform in order to be acceptable Includes speed, accuracy and quality Examples: finish in 20 minutes, no more that 2 errors, within a tolerance of .1 inch Chapter 5 17 Types of Training Objectives – Part 1 of 2 (Kirkpatrick) 1. Trainee Reaction Objectives: Describes the desired trainee attitudinal and subjective evaluations of training 2. Learning Objectives: Describes the type of behavior that will demonstrate the learning, the conditions under which the behavior must occur, and the criteria that will signify that a sufficient level of learning has occurred Chapter 5 18 Types of Training Objectives – Part 2 of 2 3. Transfer of Training Objectives: 4. Organizational Outcome Objectives: Describes job behaviors that will be affected by training, the conditions under which those behaviors must occur, and the criteria that will signify that a sufficient transfer of learning from training to the job has occurred Describes the organizational outcomes that will be affected by the transfer of learning to the job and the criteria that will signify that organizational outcome objectives have been achieved Chapter 5 19 Learning Objectives Improved – Part 1 of 2 After Before Upon completion of training the trainee: Will be able to apply theories of motivation to different situations Upon completion of training the trainee: After reading a scenario of an unmotivated student, and without the use of any outside material, identify orally to the class what you would do to motivate the student, and explain which theory you used and why. Trainee must identify at least 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios Chapter 5 20 Learning Objectives Improved – Part 2 of 2 After Before Upon completion of training the trainee: Upon completion of training the trainee: When asked, correctly identify to the Will understand what is needed trainer 5 things that are necessary to to have an effective team have an effective team. Will have knowledge of three types of active listening, and be able to use the appropriate one in a particular situation In a role play, appropriately respond to an angry comment using one of the active listening types, then correctly explain to the class which was used and why. Chapter 5 21 Trainee Characteristics Trainability = f(Motivation, Ability, Perceptions of work environment) Perceptions of training Self-efficacy Factors that increase motivation Personality and attitudes Extraversion, openness, conscientiousness, agreeableness, stability Chapter 5 22 No Trait and Treatment Interaction High Training Design A Training Design B Low Low High Individual Trait Chapter 5 23 A Trait and Treatment Interaction High Training Design A Training Design B Low Low High Individual Trait Chapter 5 24 Social Learning Processes and Corresponding Training Events Attention/Expectancy Learning environment, pre-training communications, statement of objectives and process, highlighting of key learning points Retention Activation of memory Stimulation of prior related learning Symbolic coding and cognitive organization Presentation of encoding schemes and images, associations with previously learned material, order of presentation during training Symbolic rehearsal and cues for retrieval Case studies, hypothetical scenarios, aids for transfer (identical elements and principles) Behavioral Reproduction Active and guided practice (role plays and simulations) Assessment and feedback (positive and/or negative) Reinforcement Chapter 5 25 Conditions of Practice Active practice – can be mental practice Massed vs. spaced practice Rest intervals early in training Less meaningful, greater difficulty and amount Less capable, less experienced learner Retention Whole vs. part Chapter 5 26 Conditions of Practice Overlearning Knowledge of results/feedback Important aspects Provisions of feedback Specify corrective actions Reward/punishment consequences Chapter 5 27 Retention Meaningfulness of material Degree of original learning Retroactive interference – new learning interferes with old learning Proactive – old learning interferes with the retention of new learning Chapter 5 28 Seven Step Relapse-Prevention Training Step 1. Choose a skill to retain 2. Set goals 3. Commit to retain the skill 4. Learn coping (relapse prevention) strategies 5. Identify likely circumstances for first relapse 6. Practice coping (relapse prevention) strategies 7. Learn to monitor target skill Chapter 5 29 Coping Strategies for Relapse Prevention – Part 1 of 2 Step Understand the relapse process Recognize difference between training and work setting Create an effective support network on the job Identify high risk situations Chapter 5 30 Coping Strategies for Relapse Prevention – Part 2 of 2 Step Reduce emotional reactions that interfere with learning Diagnose specific support skills necessary to retain new skill Identify organizational support for skill retention Chapter 5 31 Transfer of Training Stimulus Response same same same different Transfer positive different negative different zero/none Chapter 5 32 Increasing Transfer Maximize similarity Practice Variety of situations and examples Understand general principles Support Opportunity to perform on the job Feedback and reinforcement Chapter 5 33 A Plan to Apply Skills Back on the Job 1. What skill/technique: (be specific) 2. What will using skill/technique: (be specific) 3. What are the positive and negative consequences of using and not using the skill. Positive (+) Negative (-) Using Skill Not Using Skill 4. What will a “slip” look like? 5. How will you feel if you slip back to old techniques? 6. Under what circumstances is a slip likely to occur? 7. What support is needed? Chapter 5 34 Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Instructional Event Relation to Social Learning Theory Gain attention Attention Informing the trainee of Goal (objectives) Attention Stimulate recall of prior knowledge (learning) Retention: Activation of memory Present the material Retention: Activation of memory, Semantic coding, Cognitive organization Chapter 5 35 Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Instructional Event Relation to Social Learning Theory Provide guidance for learning Retention: Semantic coding/ cognitive organization through guided discovery Retention: Symbolic Rehearsal Elicit performance (practice) Behavioral Reproduction Provide informative feedback Reinforcement Assess performance Enhance retention and transfer Reinforcement Chapter 5 36 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 1 of 5 Social learning Theory Pretraining Gagne Briggs 9 events of instruction Attention/Expectancy Influence expectations & attitudes of trainees. Factors to Consider Identify those with low expectations/ send to pre-training workshop Provide information to influence expectancies/ identify positive outcomes. Demonstrate the need for training and set goals Chapter 5 Do needs analysis so only relevant trainees attend. Have supervisors discuss performance of trainee and set mutual goals. Have learning objectives distributed ahead of time. 37 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 2 of 5 Social learning Theory Training Beginning Attention/ Expectancy Create/reinforce positive attitude toward training Gagne Briggs 9 events of instruction Gain Attention Inform trainee of goals Factors to Consider Allow time for instructor and trainee introductions and develop a relaxed atmosphere Allow for time to go through needs analysis, show learning objectives, and discuss usefulness on the job; draw example from trainees Choose site where anxiety level will be low (see classical conditioning). Choose proper facilities. Eliminate distractions Chapter 5 38 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 3 of 5 Social learning Theory During Gagne Briggs 9 events of instruction Retention Make relevant Factors to Consider Continue to focus on training objectives Stimulate recall of prior knowledge Develop links between previous learning and the new learning (activation of memory). Present material Use multiple media and make interesting Ask questions and get involvement Chapter 5 39 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 Social learning Theory Make interesting Gagne Briggs 9 events of instruction Provide guidance for learning Behavioral Elicit Reproduction/ performance Reinforcement Encourage learning Provide feedback Chapter 5 Factors to Consider Get trainees involved (symbolic rehearsal) Use relevant examples and offer many of them Provide relevant practice process (including maximum similarity and/or different situations). Let trainees know how they are doing. 40 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 Social learning Theory Ending Reinforcement Be sure trainees see results of training Sensitize trainees to difficulty in transfer of training Gagne Briggs 9 events of instruction Factors to Consider Assess Provide time for examining objectives performance to see what was accomplished. Provide time to evaluate performance level accomplished and provide feedback Enhance retention and transfer Incorporate relapse-prevention strategy. Provide commitment of trainer to meet with trainees to facilitate transfer. Develop trainees goals for transfer of training Chapter 5 41 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 5 of 5 Social learning Theory PostTraining Gagne Briggs 9 events of instruction Reinforcement Facilitate transfer Factors to Consider Obtain support from supervisor/ peers/ trainer to help trainee in transferring the training to the workplace. Ensure that reward systems are in line with newly trained behaviors. Chapter 5 42 Learning Curves Negatively accelerated – material easy, experienced learner, high ability Positively accelerated – material complex, learner inexperienced S shaped – positively accelerated in early stages negatively in later (common) Chapter 5 43 Plateaus in Learning Hierarchy of habits Motivation declines Incorrect learning being eliminated Learning material that is complex whole composed of several simple parts Chapter 5 44 Perceptual Preferences Print Visual Aural Interactive Tactile/manipulative Kinesthetic/psychomotor Olfactory Chapter 5 45