effective training: systems, strategies, and practices, 4 th edition chapter eight development and...

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 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 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

Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-5

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.



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



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:


Different Seating Arrangements for Training – Part 1 of 6

= Trainer

X = Easel/charts

x

A



= Trainer

X = Easel/charts

x

BCopyright © 2010 Pearson Education, Inc. publishing as

Prentice Hall 8-10


= Trainer

X = Easel/charts

x

C



= Trainer

X = Easel/chartsD

x x



= Trainer

X = Easel/charts

x x

ECopyright © 2010 Pearson Education, Inc. publishing as

Prentice Hall 8-13


= 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.)


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


Implementation PhaseInput Process Output

DryRun

PilotProgram

Learned

KSAs

EvaluationImplementation

Instructional Material

Instructional Equipment

Facilities

Trainee and Trainer

Manuals

Trainer

Program Development Plan


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)


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



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.



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.


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


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in

any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United

States of America.

Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall


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