1 a review adequate training does not happen without a lot of work it requires significant...

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How to Design and Develop Effective Training

A Review

Adequate training does not happen without a lot of work

It requires significant planning There are definite steps to follow

Often takes a lot of time

Costs a lot of resources

Develop Training


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There are Differences:

◦ Education signifies learning and understanding of general subjects

◦ Training requires that students, recruits, etc., apply what they learned

◦ Education often only demands a score on a multiple choice exam

◦ Training proof means application of a physical or mental skill


Training vs. Education

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Before training, they do not know how to do the task or tasks

After training they demonstrate that they can do the task or tasks


The Students Attend Class to Learn to do Some Task or Tasks

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The students take a written test to prove what they learned

But it is not always so obvious what they accomplished

The written test represents only a sample of the field of study


The Field of Education

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The instructors must prove the results of their training

The results are demonstrated by the students in an applications test

Ideally, this test is administered by an

expert not Involved in the Instruction


Training

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It is not a casual thing to develop training

All should be planned carefully There are well defined steps to follow


Systematic Process

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1. Analyze Job 2. Design Training 3. Develop Objectives 4. Write:

◦ Tests◦ Lessons◦ Application Exercises

5. Implement 6. Evaluate


The Steps

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Investigate all the elements of a line of work or job being analyzed

Note all the job tasks done by the employees

The analyst will have in hand after analysis:◦ A list of tasks◦ Requirements of recruits to enter the line of work◦ The tools and materials needed◦ Conditions that affect the performance on the job

(Task Performance Conditions)


1. Analyze

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Read and study the job description

Follow the workers on the job as they perform their tasks

Interview the employees and supervisors

Send a questionnaire to employees and supervisors


Methods Used to Conduct Analysis

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The Analysts will have lists of:

◦ Tasks for the line of work being analyzed

◦ Necessary equipment

◦ Required tools

◦ Conditions critical to performing the tasks


Results of the Analysis

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A significant section of a job that has a definite beginning and ending

Represents job performance measure

Done for its own sake

Can be measured and assessed


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What is a Task?

Action – That which the employee must do

Conditions – That material or assistance which is required to complete the task and the environment under which the task is done

Standards – The level which the employee must reach to be considered successful


Characteristics of a Task

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Group tasks by commonalities

Arrange the tasks into a hierarchy of importance and criticality

The program that follows will be based on the critical tasks selected for training


Organize Tasks

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TaskTask

Task

Task

Task Task

Use some combination of factors below:1. Importance to overall job2. Frequency of performance3. Consequence of failure4. Ease of learning task

Other factors can be used, but this complicates selection process

Recommend some combination of these four

First two as minimum


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Determine Task Criticality

Convene a group of experts

Select tasks destined for formal training based on criticality

Assign tasks for On Job Training (OJT)

Select tasks for self training


2. Design Training : Select Tasks

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Requirements that the recruits should possess to enter training :◦ Innate physical and mental attributes ◦ General levels of education needed for success in

program The place where the training will take place Equipment, books, instructors etc. Naturally, the cost


Identify the Requirements

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Performance

Basic Basic Basic

Interim


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Arrange Tasks into a Hierarchy of Learning

The objectives are based on critical job performances

Reflect the job tasks

However, the objectives are directed at training

Some tasks will become objectives, others subordinate steps


3. Develop Objectives

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Search existing training for usable training material to avoid “reinventing the wheel”

Create course map◦ Use hierarchy of learning◦ Identify “capper” objectives that represent job

performances◦ Identify subordinate skills that students need first

as building blocks


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Organize Resources

Should reflect the job objectives as closely as possible

There will be some modification of the job task statements for them to be accommodated in a training objective


Training Objectives

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Capper Objective

Interim

Sub Objective

Sub Objective

Interim

Sub Objective


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Perform Task Analysis

Capper Objective

Interim

Sub Objective

Sub Objective

Interim

Sub Objective

Sub Objective

Break Capper Objectives Into Building Blocks of Basic Skills and Knowledge to Performance Level Objective.

The objective action statement should be the same as in the job task

The conditions should reflect the job conditions

Also, the standards should reflect job standards

All parts of the task need not be in exact accord with the job, but very close


Training Objectives

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As a police officer, use your service issued pistol to stop an attack and defend yourself, or innocent persons from death or serious harm by a suspect who demonstrates the means and intent to do serious bodily harm


Example of a Job Task

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Given a firing range, full uniform gear, pistol and loaded magazines, draw and fire your service pistol on targets located at distances of 5, 15, and 25 feet scoring hits sufficient to achieve a minimum of 210 out of a possible 300 points within a time limit of 6 seconds for each target


Example of the Training Objective

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Training Task: Given a firing range, full uniform gear, pistol and loaded magazines, draw and fire your service pistol on targets………

Pistol Operations Practice

Pistol Safety Maintenance


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Job Task to Training Objective – Training Task

Training Task: On laser range, shoot don’t shoot,

100% standard..

Legal Shoot Situations

Legal Concepts

Job Task: As a police officer, use your service issued pistol to stop an attack and defend yourself, or innocent persons from death or serious harm by a suspect who demonstrates the means and intent to do serious bodily harm ………………………

If the recruits can complete with success the training tasks, it is probable that they can complete the job task


Presumption

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The closer the training objectives align with the job tasks the greater fidelity instructional programs will have to field reality

The greater the fidelity the more effective the training

In the previous police task, complete training fidelity is impossible

Instructional designers should endeavor to match training closely to job reality


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Training Fidelity

Lesson plans Tests

◦ Written◦ Application

Student Materials◦ Program guides◦ Program objectives◦ Whatever other item needed to help the students


4. Develop the Training Program

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Introduction

Objectives and sub-objectives Body of content

Instructor demonstration

Application

Test


Structure of a Lesson Plan

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It must be remembered that application is the key to whatever type of job training is provided


The Key

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There are key steps

1. Test the instruction on a sample of students2. Correct errors3. Implement4. Observe and gather feedback


5. Implementation

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Level 1: Reaction of the students Level 2: Test results Level 3: Opinions of the:

• Graduates assigned to the work place after graduation

• Supervisors of the graduates

Level 4: The increased production attributed to training


Conduct Evaluations

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First reaction by the students

This feedback is often of limited value because:

• Students are sometimes affected by trivial matters

• Students don’t understand enough to judge quality

• Cost a lot of work to gather data


Evaluation Level 1: Reaction

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Multiple choice exam

Application test under job conditions

Before using the tests:

• Have a sample of employees take exam• Have experts review test items


Evaluation Level 2: Testing

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After the training has occurred After the graduates have been on the job

from 6-12 months Determines if the training worked or not Solicit the opinions of graduates and their

supervisors Solicit data and opinions via questionnaires

and interviews


Level Evaluation 3: The Success of the Program

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Identify the increase in production related to training

Should be a scientific study The study should follow the rules of

research: Use a sample of employees called a control groupUse a sample of employees called experimental

group Statistically compare the results of the two

groups


Evaluation Level 4: Increase in Production due to Training

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Systematic methods

A way to focus on training the most important aspects of the job

Data gathered by evaluators act as a way to auto-correct the training program

Remember that training is based on job requirements and training application


Review

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1 a review adequate training does not happen without a lot of work it requires significant...

Documents

task slide

job tasks

review slide

critical tasks

group tasks

overall job

job description

adequate training