Ashley StickelsJill Watkins

Joshua Wright

Why study Training? Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Practice!

Helps for personal development Helps increase revenue for company Satisfies the customer Rationale for Training

Customer Education Sales Skills Employee Relations Customer Relations

In- house External Combination

Fewer Product Errors Increased Productivity Improved Quality Fewer Accidents Better Teamwork

Preparation Presentation Application Evaluation

10% of what is read 20% of what is heard 30% of what is seen 50% of what is seen and heard 70% of what is seen and spoken 90% of what is said while doing what is

talked about

To identify specific problem areas in the organization.

To obtain management support. To develop data for evaluation. To determine the costs and benefits of

training.

Development of employee/management skills to fill a current need

Employee relations/organizational problems Meet changing needs Career development

Organizational Task Individual

Difficulty in filling high-skill jobs Lower levels of productivity Higher levels of waste Damage to technological systems Greater number of dissatisfied employees in

workplace

Insufficient information Too much information Conflicting information

Base orientation topics on assessments Establish an organizing framework Establish learner control Make orientation a process Allow people and personalities to emerge Reflect the organization’s mission and

culture Have a system for improving and updating

Drug and alcohol abuse Sexual harassment Quality control Employee theft

Transfer training needs into training objectives

Be specific and use behavioral terms (action verbs)

Why write training objectives?◦ Aid in design of training◦ Participants know what is expected of them◦ Tool to measure success of training

Specific – Is the desired behavior clearly stated, using an action verb?

Measureable – Have you included criteria/standards to be measured and chosen a verb that is observable?

Achievable – Can it be achieved?

Realistic – Is it realistic?

Time-fixed – Have you put conditions on the time frame within which it will be achieved?

Knowledge◦ By the end of this session, participants will be able to list

three characteristics of an effective trainer. Skills

◦ By the end of this session, new leaders will be able to demonstrate safe use of a pocket knife to include using a safety circle, opening/closing the blade and passing the knife.

Attitudes◦ Upon completion of the training program, participants will

gain increased confidence in their ability to facilitate a group as demonstrated through the practice facilitation sessions.

Four Elements of Learning◦ Motivation◦ Reinforcement◦ Retention◦ Transference

Characteristics of Adults as Learners◦ Autonomous and self-directed◦ Foundations of life experiences and knowledge◦ Goal-oriented◦ Relevancy-oriented◦ Practical/useful◦ Need respect

Motivating Adult Learners◦ Motivation Factors

Social Relationships External Expectations Social Welfare Personal Advancement Stimulation Cognitive Interest

◦ Barriers

Progress and Achievement (results)◦ Academic scores◦ Completion ◦ Knowledge gained

Positive Transaction◦ Acquisition of change toward goal

Self-fulfillment/obtaining education External Support

◦ Supportive peers, family, and good learning environment◦ Teacher/Instructor influence in face-to-face learning◦ Peer support, working together in distance and on-line

Reaction◦ Smiles Test◦ Customer Satisfaction

Learning◦ Assessment of Knowledge/Skills

Behavior◦ Job Performance◦ Transference

Results◦ ROI◦ Organizational Goals/Gains

Preliminary Measures

Process Measures

Outcome Measures

NeedsAssessment

Target Audience Assessment

Behavior (Level 3)

Evaluability Assessment

Program Implementation Assessment

Organizational Results (Level 4)

Reaction (Level 1) Cost-Efficiency or ROI

Learning (Level 2)

PRACTICE

Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Did you learn?!

David L. Goetsch and Stanley B. Davis, Quality Management for Organizational Excellence: Introduction to Total Quality (6th edition),

Prentice-Hall: NJ, 2010. Hawes, J., & And, O. (1982). Evaluating Corporate Sales Training Programs. Training and Development Journal, 36(11), 44-46,48.

Retrieved from ERIC database. Brown, J. (2002). Training Needs Assessment: A Must for Developing an Effective Training Program. Public Personnel Management,

31(4), 569-78. Retrieved from ERIC database. Ott, J., Clemson Univ., S., & Rutgers, T. (2001). Improving Workforce Literacy for 21st Century Jobs. Retrieved from ERIC database.

Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search Premier database.

Meier, D. (2000). The accelerated learning handbook. Mcgraw Hill, New York.

Russell, L. (1999). The accelerated learning fieldbook. Jossey-Bass Pfieffer, San Francisco