Effective Training: Systems, Strategies, and Practices, 4th Edition
Chapter EightDevelopment and
Implementation of TrainingP. Nick Blanchard and James W.
ThackerCopyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-1
Development Phase
Input Process Output
Methods
Alternative Instructional
InstructionalStrategy
Determine Factors that
Facilitate Learning &
Transfer
Program Development
Plan
• Instructional Material
• Instructional Equipment
• Trainee and Trainer Manuals
• Facilities
• TrainerCopyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-2
Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 3
Objectives of Training
Knowledge Skills Attitude
Training Methods Declarative Procedural Strategic TechnicalInter- personal
Lecture: Straighta
3 2 1 1 1 3
Discussion 4 3 2 1 1 4
Demonstration 1 4 2 4 4 3
Comp.-Based Programmed Instruction
5 4 3 2 2 3
Intelligent Tutoring 5 4 4 5 2 4
Interactive Multimedia 5 4 4 5 4 4
Virtual Reality 3 5 3 4 4 4
Simulation 5 5 5 5 3 3
a This rating is for lectures delivered orally; printed lectures would be one point higher in each knowledge categoryCopyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-3
Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 3
Objectives of Training
Knowledge Skills Attitude
Training Methods Declarative Procedural Strategic TechnicalInter- personal
Simulations/Games Equipment
1 3 2 5 1 2
Case studies 2 2 4 2 2 3
Business games 2 3 5 2 2b 2
In-Basket 1 3 4 1 2c 2
Role-Play 1 2 2 2 4 5d
Behavior Modeling 1 3 3 4 5 3
b If the business game is designed for interpersonal skills, this would be a 4.c If multiple in-baskets were used, this rating would be a 3.d Specifically role reversal. Copyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-4
Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 3
Objectives of Training
Knowledge Skills Attitude
Training Methods
Declarative Procedural Strategic TechnicalInter- personal
OJTJIT
3 5 4 4 2 5
Apprentice 5 5 4 5 2 5
Coaching 3 5 4 4 4 5
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Components of Instructional Strategy – Part 1 of 3
Program Development Plan Name of Program: Pipe fitting I Target Population: Apprentices who have successfully passed the gas fitters exam Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools; measure, cut, thread, and install the piping according to standards outlined in the gas code.
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-6
Components of Instructional Strategy – Part 2 of 3
Learning Objective Learning Points Methods Material and AV
1. Using a tape 1. Take into account Lecture and Trainee manual measure, deter- the extra length simulation Overhead mine the length necessary Assortment of and number of due to threading 1-inch and 3/4- pipes necessary 2. Take into account inch fittings, to connect the length is reduced elbows, street furnace to the gas by different fittings, elbows, and meter in a manner e.g., street elbow, unions that meets the gas union elbow, etc. Mock meter code 3. How to construct and furnace appropriate drop setup
for furnace Tape measure, note pads
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Components of Instructional Strategy – Part 3 of 3
Learning Objective Learning Points Method Material and AV
2. Use threading 1. Length of thread Lecture and Trainee manual machine to cut required simulation VCR and TV and thread length 2. Importance of Threading tape of pipe required cutting and Threading machine
reaming, measuring, and Steel pipe use of threading Oil machine oil Tape measure
Facility and configuration:Trainer:Measures to assist transfer:Method of evaluation:
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Different Seating Arrangements for Training – Part 1 of 6
= Trainer
X = Easel/charts
x
A
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Different Seating Arrangements for Training – Part 2 of 6
= Trainer
X = Easel/charts
x
BCopyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-10
Different Seating Arrangements for Training – Part 3 of 6
= Trainer
X = Easel/charts
x
C
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-11
Different Seating Arrangements for Training – Part 4 of 6
= Trainer
X = Easel/chartsD
x x
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-12
Different Seating Arrangements for Training – Part 5 of 6
= Trainer
X = Easel/charts
x x
ECopyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-13
Different Seating Arrangements for Training – Part 6 of 6
= Trainer
X = Easel/charts
x
FCopyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall 8-14
Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 1 of 2
Knowledge Subject matter Organization Adult learning process Instructional methods
SkillsInterpersonal communication skillsVerbal skills • Active listening • Questioning • Providing feedbackPlatform skills (ability to speak with inflection, gesture appropriately, and maintain eye contact)Organization skills (ability to present information in logical order and stay on point.)
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Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 2 of 2
Attitudes
Commitment to the organizationCommitment to helping othersHigh level of self efficacy
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Implementation PhaseInput Process Output
DryRun
PilotProgram
Learned
KSAs
EvaluationImplementation
Instructional Material
Instructional Equipment
Facilities
Trainee and Trainer
Manuals
Trainer
Program Development Plan
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-17
Experiential Learning Model
Experience(the exercise/game)
Practice(try it out)
Lecturette(provide information)Generalizability
(relevancy to other situations)
Processing(analysis of experience
and information)
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Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 1 of 3
Experience: (the exercise/game) Attention: the exercise provides a task that gets trainees sharing their experiences and becoming very involved in the process. Stimulating recall of prior knowledge:
Through the exercise, trainees are required to generate ideas and information based on prior knowledge.
Lecturette: Providing information Informing trainee of the goal or objective: Prior to providing information, it would be useful to reiterate the objective even if it had been done before the start of the training session.Presenting stimulus material:Lecture material
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Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 2 of 3
Processing: Analysis Providing learning guidance: of experience and Discussions allow the traineesInformation to explore the previous experience
and tie it into what they have learned. Assess
performance andprovide feedback.
Generalizability: Relevancy Providing learning guidance: to other situations Discussions on how the
information learned fits similar situations and see where
the new information fits in their schema. This discussion will clarify where it fits into the individual trainee’s schema for ease of retrieval in different relevant situations.
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Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 3 of 3
Practice: Try it out Eliciting Performance: Practice the new learning.
Experience: More complex Enhancing retention and transfer:or varied example of the Here practice on different
situationsnew learning provides increased likelihood that
the new learning will not only be retained, but transfer to the job.
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Transfer of Training Input Process Output
Supervisor and Peer Support
Post-Training Self-Efficacy
Alignment of Reward System
Supportive Climate
Relapse Prevention and Goal Setting
Trainer Support
Learned KSAsPractice Learned KSAs on the Job
Valence of Outcomes
KSAs Transferred to the Job
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