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Program DesignChapter 5

6th EditionRaymond A. NoeCopyright 2013 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin5-#Learning ObjectivesBe able to choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the coursePrepare for instruction using a curriculum road map, lesson plan, design document, and concept mapExplain how trainees age, generational differences, and personality might influence how programs are designed5-#Learning ObjectivesPrepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliersExplain the program design elements that should be included to ensure near and far transfer of trainingDevelop a self-management module for a training programDesign application assignments and action plans to enhance learning and transfer of training

5-#Learning ObjectivesMake recommendations about what managers can do before, during, and after training to facilitate learning and transferIdentify different ways to manage knowledge and the conditions necessary for employees to share knowledge5-#Introduction Program design: Organization and coordination of the training program5-#Figure 5.1 The Program Design Process

5-#Selecting and Preparing Training SiteTraining site: Room where training will be conductedCharacteristics of good training roomComfortable and accessibleQuiet private and free from interruptionsSufficient space for trainees to move around easilyEnough room for trainees to have adequate work spaceGood visibility for trainees to see each other, the trainer and any visual displays

5-#Details to Consider When Evaluating a Training RoomNoise and colorsRoom structure and lightingWall and floor coveringMeeting room chairsGlareCeilingElectrical outletsAcousticsTechnology

5-#Figure 5.2- Examples of Seating Arrangements

5-#Making Training Site and Instruction Conducive to learning Creating learning setting- Determine the extent to which trainees decide When, where, and how they will learn (self-direction)Whether learning will occur by interaction with others (collaboration)Preparation of materialsKnow the audiencePretrainingProvide overview of the course

5-#Making Training Site and Instruction Conducive to learningHelp trainees retain and recall training contentApplication assignmentsTrainees are asked to identify work problems or situations and to apply training content to solve themClass room managementInteracting with traineesDealing with disruptive traineesManaging group dynamics

5-#Table 5.2- Matching Training Rooms with Learning Requirements

5-#Figure 5.3- A Concept Map for a Course on Conducting an Effective Performance Review

5-#Table 5.3- Examples of How to Get Trainees Involved

5-#Curriculum Course and Lesson DesignCurriculum Organized program of study designed to meet a complex learning objectiveIncludes several coursesLearning objectives- Broader and less measurable than course or lessonCourse or ProgramCovers specific learning objectivesAddresses limited number of competencies5-#Curriculum Road MapShows All of the courses in a curriculumPaths that learners can take through itSequences in which courses have to be completedIncludes Brief statement of the course purposePrerequisite skills needed for the courseLearning objectives or competencies covered by the course5-#Curriculum Road MapFormat of the content and course expectationsDelivery method for the contentDesign documentOutlines scope of project, delivery methods, and objectivesDetailed lesson planTranslates the content and sequence of training activities into a trainer guide5-#Curriculum Road Map Lesson plan overview Matches major activities of the training program and specific times

5-#Figure 5.4- An example of a curriculum road map for a security management training curriculum

5-#Table 5.4- Design Document Template

5-#Table 5.5- Design Document

5-#Table 5.6- Sample of a Detailed Lesson Plan

5-#Table 5.6 cont.- Sample of a Detailed Lesson Plan

5-#Table 5.7 Features of an Effective Lesson Plan

5-#Figure 5.8- Sample Lesson Overview

5-#Choosing Vendor or Consultant For Training ServicesRequest for proposal (RFP)Used for potential vendors and consultants Outlines:Type of service the company is seekingType and number of references neededNumber of employees who need to be trainedFunding for the projectFollow-up process used to determined level of satisfaction and serviceExpected date of completion of project, and the date when proposals must be received by the company

5-#Table 5.9- Questions to Ask Vendors and Consultants

5-#Transfer of Training Encourage trainees to self-manage the use of learned skillsProvide trainees with opportunities to use training contentNear transferApplying learned capabilities exactly in a work situationTraining tasks involve responding to predictable situations5-#Transfer of Training In Programs with emphasis on near transfer, traineesNeed to follow standardized procedures, processes, and checklistsShould be encouraged to focus only on important differences between training tasks and work tasksShould be provided with an explanation of why and how the procedure should be performedLearn behaviors or skills that contribute to effective performance5-#Transfer of Training Far transferInvolves using learned capabilities to novel situations involving original thinking Training tasks require variable interactions and unpredictable responsesPrograms with emphasis on far transfer should:Teach general concepts, broad principles, or key behaviorsProvide a list of prompts or questions to help trigger thoughts and question sets5-#Table 5.10- Content of a Sample Self-Management Module

5-#Encourage Manager Support for TrainingManager support: Degree to which managersEmphasize the importance of attending training programsStress the application of training content to jobProvide opportunities for trainees to use what they have learned on the job5-#Encourage Manager Support for TrainingAction planDocument that includes the steps required to ensure that training transfers to the jobIncludesA goal identifying what training content will be used and how it will be usedStrategies for reaching the goalStrategies for receiving feedbackExpected results5-#Figure 5.5- Levels of Management Support for Training

5-#Table 5.11- Checklist for Determining a Managers Level of Support for Training

5-#Peer SupportSupport network:Group of two or more trainees who: Agree to meet and discuss their progress in using learned capabilities on the job5-#Opportunity to Use Learned CapabilitiesOpportunity to performExtent to which the trainee is provided with or actively seeks experiences that allow:Application of the newly learned knowledge, skill, and behavior from the training programDetermined by:Breadth- Number of trained tasks performedActivity level- Number of times with which trained tasks are performedTask type- Difficulty of the trained tasks that are actually performed5-#Opportunity to Use Learned CapabilitiesCan be measured by asking former trainees indicate:Whether they perform a taskHow many times they perform the taskThe extent to which they perform difficult and challenging tasks5-#Technological SupportElectronic performance support system (EPSS)Computer application that provides skills training, information access, and expert advice

5-#Knowledge ManagementProcess designing and implementing tools, processes, structures, and culturesTo improve the creation, sharing, and use of knowledgeInvolvesUsing of technologyPublishing directoriesDeveloping informational mapsCreating chief information officer (CIO) and chief learning officer (CLO) positions5-#Knowledge ManagementGiving presentations about learning from training programs attendedTaking time off from work to acquire knowledge, study problems, and attend trainingsCreating online learning resourcesFacilitating interactions between employeesCreating communities of practice (COPs)Using after-action reviews5-#Keys for Effective Knowledge ManagementTraining and information technology collaborationCreate knowledge management leadership positionsChief learning officers (CLOs) or Knowledge officers:Leaders of a companys knowledge management effortsDevelop and link learning culture with the companys technology infrastructureLocate knowledge and find ways to create, capture, and distribute it5-#