chapter 05

Effective Training: Systems, Strategies, and Practices, 4th EditionChapter FiveP. Nick Blanchard and James W. Thacker

5-1Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Design Phase


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Some Organizational Constraints and Ways of Dealing with Them Part 1 of 3Constraints Suggestion for How to HandleNeed high level of stimulation1 because: Law (fire drills)Task critical to the job (policefiring gun)Mistakes costly (airline pilot)

Incorporate a longer lead time to prepare simulations/role plays.

Purchase Simulators.Trainees vary in amounts of experienceConsider modularization.Trainees have large differences in ability levelsUse programmed instruction. Have high level of trainer/trainee interaction.


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Some Organizational Constraints and Ways of Dealing with Them Part 2 of 3Constraints Suggestion for How to HandleShort lead time Use external consultant or packaged training.Long lag between end of training and use of the skill on the job Distribute practice through the lag. Provide refresher material and/or models for employees to follow.Consider different training programs; may be negative transfer for employees but not for new hires.Mix of employees and new hires trained on a new procedure


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-5Some Organizational Constraints and Ways of Dealing with Them Part 3 of 3Constraints Suggestion for How to HandleBias 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 timeUse programmed instruction.Small organization with limited fundsHire consultant or purchase training.Join consortium.


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Guide to determining time required to prepare training Part 1 of 4

VariablesLevel Of Effort For Design Who Low Medium High

2.The designers knowledge of the training subject matter extensive knowledge some knowledge no knowledge

1.The designers knowledge related to instructional design extensive knowledge and skills Moderate knowledge and skills minimal knowledge and skills

3.The size and complexity of the target training group small, homogeneous medium size, moderately complex large, complex

4.The designers and clients track record for sticking to plans always stick sometimes stick never stick



VariablesLevel Of Effort For DesignWhatLow MediumHigh

6.The elements included in the training materials participant material only instructor and participant manuals instructor and participant manuals, overheads, job aids

5.The number of instruction modules few (5 modules) several (8 modules) many (12 modules)

7.The clients or organizations expectations regarding packaging minimal (produced in-house) modest (desktoppublishing) extensive (professionally produced)

8.what is considered final product designer completes first draft, client rest designer completes up to the pilot designer completes all drafts, finalizes after pilot



VariablesLevel Of Effort For Design HowLow Medium High

10.the designers interaction with the client deals directly with top decision maker deals with more than one level of decision makers deals with a complex labor-management committee

9.data collection a focus group made up of a few well-informed people a focus group and a few interviews several focus groups and several interviews

11.The clients level of involvement approves general direction and final draft reviews and approves key materials reviews and approves all materials



EffortLowMediumHigh

Totals x 1 = x 2 = x 3 = Add the weighted totals from the high, medium and low columns to get an estimate of the number of days it will take to develop one day of instructor-led training

12. The programs degree of interactivity minimal moderate extensive


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Proposal for developing a one day workshop on Effective Communication

ActionTimeRateTotalPrepare

Interview relevant employees to determine issues and context to develop training1 day$1,000$1,000

Develop objectives and plan for developing training. Includes identifying appropriate instructional methods and developing evaluation objectives2.5 days$1,000$2,500

Develop training materials based on objectives8 days$1,000$8,000

Develop usual aids and evaluation material2.5 days$1,000 $2,500

Miscellaneous $1,400

TOTAL $15,400


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Types of Costs in Training ProgramsDevelopment CostsDirect CostsIndirect CostsOverhead CostsParticipant CompensationEvaluation Costs


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Training Costs for Grievance Reduction Training Part 1 of 2

Developmental Costs1.20 days of directors time at $50,000 per year2. 5 days of trainers time at $30,000 per year3.Materials$4,000$600$1,000

Direct Costs1.5 days of trainers 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 $600$750$2,000$600


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Training Costs for Grievance Reduction Training Part 2 of 2

Participant Compensation1. 30 supervisors attending 5-day workshop(Average $35,000 / yr.)$21,000

Evaluation Costs1.6 days of evaluators time at $30,000 per year2.Materials $720$800

Total Training Costs$32,430

Indirect Costs1. 1 day trainer preparation 2. 3 days administrative preparation at 20,000 per year $120$240


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Types of Training Objectives Part 1 of 21.Trainee Reaction Objectives:2.Learning Objectives:Describes the desired trainee attitudinal and subjective evaluations of training by the traineeDescribes 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


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-15Types of Training Objectives Part 2 of 23.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 were achieved


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Learning Objectives Improved Part 1 of 3Will be able to apply theories of motivation to different situationsAfter 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 three motivators and tie to correct theory. Must be correct on four of the five scenarios


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Learning Objectives Improved Part 2 of 3Will understand what is needed to have an effective teamWhen asked, correctly identify to the trainer five things that are necessary to have an effective team and be 100 percent correct.


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Learning Objectives Improved Part 3 of 3Will have knowledge of three typesof active listening, and will be able touse the appropriate one in aparticular situation

Correctly identify in writing three types of active listening that were identified in training, when asked

In a role play, respond verbally to an angry comment using one ofAppropriate active listening typesWill be able to say no to bossand peers when asked to doextra workIn a role-play, respond correctly to thesituation using one of the ways ofsaying no from the training manual,then explain to the class whichwas used and why with 100 percentaccuracy


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*No Trait and Treatment Interaction


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*A Trait and Treatment Interaction


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Learning Processes and Corresponding Training EventsAttention/Expectancy Learning environment, pre-training communications, statement of objectives and process, highlighting of key learning points RetentionActivation of memory Stimulation of prior related learning Symbolic coding andPresentation of encoding schemes andimages, cognitive organization associations with previously learned material, order of presentation during training Symbolic rehearsal and Case studies, hypothetical scenarios, aids for cues for retrieval transfer (identical elements and principles) Behavioral Reproduction Active and guided practice (role plays andsimulations) Reinforcement Assessment and feedback (positive and/or negative)


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Comparison of Traditional and Strategic Knowledge Training Part 1 of 3

Traditional TrainingStrategic Knowledge Training

Step 1. Declarative knowledge (what) is presented Workers are told that the materials are designed to teach them to read and interpret quality control charts used throughout their organization.

Step 1. Declarative knowledge is presented the same way as in traditional training.

Step 2. The context of the procedures (why and when) is added by instructing workers about the importance of the skill and the appropriate time for its use. It is explained that reading and interpreting quality control data allows mistakes to be caught earlier, saving more of the product than with traditional methods.




Step 2. Procedural knowledge (how) is presented. Workers are assisted in recalling specific math skills. Then stimulus materials and information required to master the task are presented. Examples of charts with various readings are provided and the workers are shown how to record charts during production, and interpret the data

Step 3. Procedural knowledge (how) would be presented the same way as in traditional training.




Step 4.Workers practice using the charts and also practice determining when and why to use them. Workers are provided opportunities for rehearsal and reinforcement of both conditional and procedural knowledge.

Step 3.Workers practice using the charts and interpreting the results.

Step 4.Workers are given feedback

Step 5.Workers would be given feedback (same as in traditional training).


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Seven Step Relapse-Prevention Training1.Choose a skill to retain2.Set goals3.Commit to retain the skill4.Learn coping (relapse prevention)strategies5.Identify likely circumstances for firstrelapse6.Practice coping (relapse prevention) strategies7.Learn to monitor target skill

Step


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*A Plan to Apply Skills Back on the Job1.What is the skill/technique? (Be specific)2.What will using skill/technique look like? (Be specific)3.What are the positive and negative consequences of using and not using the 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?

Positive (+)Negative (-)Using SkillNot Using Skill


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Coping Strategies for Relapse Prevention Part 1 of 2Understand the relapse processRecognize difference between training and work settingCreate an effective support network on the jobIdentify high risk situations

Step


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Coping Strategies for Relapse Prevention Part 2 of 2Reduce emotional reactions that interfere with learningDiagnose specific support skills necessary to retain new skillIdentify organizational support for skill retention

Step


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-29Comparison of Topical and Spiral Sequencing 1 of 2 Topical SequencingSpiral Sequencing5-

Module 1Module 2Module 3Topic B Module 1 Module 2 Module 3Topic A Topic BTopic CModule 1 Module 1Module 1Topic A Topic BTopic CModule 2 Module 2Module 2Topic A


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Comparison of Topical and Spiral Sequencing 2 of 2Topic CTopic ATopic BTopic CModule 1 Module 3 Module 3 Module 3Module 2Module 3

Topical SequencingSpiral Sequencing


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Comparison of Topical and Spiral Sequencing

Advantages DisadvantagesTopical

Spiral

Concentrate on topic, no interference from other topics Once learned you move to the next topic and the first is forgotten

Built in synthesis and review Interrelationships are more obvious and understood Disruption of learners thought process when move to next topic


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Gagne-Briggs Nine Events of Instruction Part 1 of 2

Instructional EventRelation to Social Learning Theory

Gain attentionAttention

Stimulate recall of prior knowledgeRetention: Activation of memory

Present the materialRetention: Activation of memory, symbolic coding, cognitive organization

Informing the trainee of Goal (objectives)Attention


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Gagne-Briggs Nine Events of Instruction Part 2 of 2

Instructional EventRelation to Social Learning Theory

Provide informative feedbackReinforcement

Assess performance

Enhance retention and transferReinforcement

Provide guidance for learningRetention: Symbolic coding/ cognitive organization through guided discoveryRetention: Symbolic Rehearsal

Elicit performance (practice)Behavioral Reproduction


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-34Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design 1 of 5

Social learning TheoryGagne Briggs nine events of instructionFactors to Consider

Pre-training 5-Attention/Expectancy Influence expectations & attitudes of trainees. Identify those with low expectations/ poor attitudes send to pre-training workshop Provide information to influence expectancies/ identify positive outcomes. Demonstrate the need for training and set goals Do needs analysis so only relevant trainees attend. Discuss performance of trainee (at supervisory level) and set mutual goals. Have learning objectives distributed ahead of time.


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-35Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design 2 of 5

Training

Beginning Attention/Expectancy Create/reinforce positive attitude toward training Gain Attention

Allow time for instructor and trainee introductions and develop a relaxed atmosphereInform trainee of goalsAllow for time to go through needs analysis, show learning objectives, and discuss usefulness on the job; draw example from trainees Eliminate distractionsChoose site where anxiety level will be low (see classical conditioning). Choose proper facilities.

Social learning TheoryGagne Briggs 9 events of instructionFactors to Consider


Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall5-*Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design 3 of 5

During RetentionMake relevant Continue to focus on training objectives

Stimulate recall of prior knowledge

Develop links between previous learning and the new learning (activation of memory).

Present materialUse multiple media and make interestingAsk questions and get involvement




Make interestingProvide guidance for learningGet trainees involved (symbolic rehearsal)Use relevant examples and offer many of them

Behavioral Reproduction/ ReinforcementEncourage learning

Elicit performance

Provide feedback

Provide relevant practice process (including maximum similarity and/or different situations).

Let trainees know how they are doing.




Ending ReinforcementBe sure trainees see results of trainingAssess performanceProvide time for examining objectives to see what was accomplished.Provide time to evaluate performance level accomplished and provide feedbackSensitize trainees to difficulty in transfer of trainingEnhance retention and transferIncorporate relapse-prevention strategy. Provide commitment of trainer to meet with trainees to facilitate transfer.

Develop trainees goals for transfer oftraining




Post-TrainingReinforcementFacilitate transferObtain 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.



**The next 3 slides need organization. I do not know what goes to what.*************The next 3 slides a little confusing for me.******************Unorganized. I am not sure how to lay this out.******

chapter 05

Documents

pearson education

prentice hallcopyright

prentice hall5

purchase training

packaged training

end of training

training package

effective training