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Chapter –8(Eight)
Developing & Implementation of Training
Effective Training: Strategies, Systems and Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
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Development Phase
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Input Process Output
Methods
AlternativeInstructional
Instructional Material
Instructional Equipment
Trainee andTrainerManuals
Facilities
InstructionalStrategy
Determine Factors that Facilitate Learning & Transfer
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Improving Training: LectureLecturing/Discussion:A lecture is designed to transmit information, and it is
most appropriate when addressing knowledge or attitudinal objectives.
When training requires that training requires that trainees understand and integrate material before moving forward, you need two -way communication. Two-way communication is accomplished through the discussion method, which including questioning.
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QuestioningQuestioning is a powerful tool that can help trainees
discover for themselves the answers to questions asked. Its also helps the trainer determine whether trainees understand the information
• Forms of question:1. Closed-ended – asks for specific response2. Open-ended – asks for no specific response3. Overhead – either open- or closed ended, question
directed at the whole group rather one person in particular
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Improving Training: Lecture
Forms of question (cont…):
4. Direct – question directed at one particular trainee (nonparticipators)
5. Relay – when the trainer is asked a question, redirects the question to the group
6. Reverse – restating the question back to the person who asked it
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Improving Training: LectureEncouraging Trainees to Respond : Approaches to get
trainees to respond to questions• Guided discovery – when trainee doesn’t respond to a
question, asking a new basic material question. When the correct answer is given, move to a slightly more complex question.
• Ice-Breaker – is a game or exercise that prompts trainees to get involved in meeting and talking with other; It is designed to be fun but at the same time generate energy that will transfer to the rest of the training. Without the ice-breaker, training starts off fast, but because of the lack of “getting to know others”
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Improving Training: Lecture
Listening:“we tend to believe we know what a person is going to say and often interrupt”
• Incorporate active listening by1. Listen carefully to what is said2. Summarize in your mind what was said3. Feed the summary back to the individual
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Other Techniques to Maintain Interest
The following are approaches to obtainand maintain trainees' interest:
– Listening and questioning– Moving around while talking– Use of non verbal communication‑
Keep eye contact– Providing variety– Eliminate Dysfluencies – “um”, “uh”– Use Exercises & Games
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Improving Training: CBTWhen developing CBT the following factorsneed to be considered:• Self pacing – allows trainees to choose topics they
wish to study, the difficulty level, and rate of instruction; pace of learner can be controlled by the learner.
• level of interactivity- refers the program's ability to allow trainees to respond to questions.
• level of sophistication of the multimedia – refers to the relationship between the audio and video portions of the program ; voices are natural and provides clear instruction .
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Improving Training: OJT (1 of 6)
Steps to follow for better OJT:
1. Establish policy.
Prepare a written description that puts the organization “on the record” as supporting structured OJT and makes a commitment to it. Make sure that the purpose of structured OJT is spelled out and is related to the company’s other HRD efforts.
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Improving Training: OJT (2 of 6)
2. Establish accountability.
Make clear who is primarily responsible for OJT. Write it into their job descriptions. Then ensure that part of their performance evaluation is based on how well they carry out this responsibly.
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Improving Training: OJT (3 of 6)
3. Review precedents.
Make a few calls to find out what other organizations in your industry are doing about structured OJT. Do they provide training on the subject? If so, to whom? For how long? What is the course content? Use this information in efforts to design your program.
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Improving Training: OJT (4of 6)
4. Design & routinely give training on the principles of structured OJT. Supervisors and experienced workers are the most likely ones to conduct structured OJT in the workplace. In most organizations, they do not know how to do it. Teach them how and then sit back and take credit for the fantastic result!
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Improving Training: OJT (5 of 6)
5. Provide specialized support for line managers who use structured OJT. In most organizations, certain jobs are common entry points for employees. For these jobs, design “off-the-shelf” lesson plans, job aids, individualized learning contracts, and individualized training progress report forms for those jobs. They will save time and effort while improving the quality of structured OJT. Making that kind of support available enhances OJT by providing users with the tools to do it- and makes the HRD department a real partner with line management in improving structured OJT.
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Improving Training: OJT (6 of 6)
6. Avoid turf battles.
Begin efforts to improve OJT on a small scale, in work units where supervisors or managers are supportive. Use your successes there as a springboard to other units and to additional resources.
7. Consider literacy skills.
Do not assume that employees—or, for that matter, supervisors—are highly literate. Indeed, take advantage of effort to improve OJT to assess performance problems that can be traced to literacy issues.
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Training Environment
The following are important parts ofthe training program environment:
• The Training Room• Furniture• Furniture Setup• The Trainer
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Training Environment: Training Room
The training room should:
• be windowless;• be soundproof;• be equipped with its own temperature control
(quite hvac); and• Walls should be blank and neutral in color
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Training Environment: Furniture
Furniture should consist of:
• Movable tables & chairs (not student desk-chairs)• Tables:
– 5 feet x 2 ½ feet• Chairs:
– Cloth covered – Padded– Swivel & castors– Armrests
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Furniture Setup: Different Seating Arrangements for Training (1 of 4)
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= Trainer
X = Easel/charts
x
A
Used to generate discussion
Focus is evenly distributed
Circular Configuration
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Furniture Setup: Different Seating Arrangements for Training (2 of 4)
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= Trainer
X = Easel/charts
x
B
Theater StyleTrainees are
there to listen
Accommodate more trainees
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Furniture Setup: Different Seating Arrangements for Training (3 of 4)
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= Trainer
X = Easel/charts
x
C
Semi-circleEncourages discussion
Allows trainees to be face-to-face when trainer is not talking
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Furniture Setup: Different Seating Arrangements for Training (4 of 4)
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= Trainer
X = Easel/chartsD
x xU-ShapeMost often used
Allows for larger groups
Trainer must not move too deeply into the U
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The Trainer: Requirements (1 of 2)
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Knowledge Subject matter Organization Adult learning process Instructional methods
SkillsInterpersonal communication skillsVerbal skills • Active listening • Questioning • Providing feedbackPlatform skills Organization skills
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The Trainer: Requirements (2 of 2)
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Attitudes
• Commitment to the organization• Commitment to helping others• High level of self efficacy
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Implementation Phase
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Input Process Output
DryRun
PilotProgram
Training
Implementation
EvaluationImplementation
and Assessment of
Utility
Instructional Material
Instructional Equipment
Facilities
Trainee and Trainer Manuals
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