Presentation is loading. Please wait.

Presentation is loading. Please wait.

Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Eight Development and Implementation of Training P. Nick Blanchard and James.

Similar presentations


Presentation on theme: "Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Eight Development and Implementation of Training P. Nick Blanchard and James."— Presentation transcript:

1 Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Eight Development and Implementation of Training P. Nick Blanchard and James W. Thacker Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-1

2 Development Phase InputProcessOutput Methods Alternative Instructional Strategy Determine Factors that Facilitate Learning & Transfer Program Development Plan Instructional Material Instructional Equipment Trainee and Trainer Manuals Facilities Trainer Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-2

3 Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 3 Objectives of Training KnowledgeSkillsAttitude Training MethodsDeclarativeProceduralStrategicTechnical Inter- personal Lecture: Straight a Discussion Demonstration Comp.-Based Programmed Instruction Intelligent Tutoring Interactive Multimedia Virtual Reality Simulation a This rating is for lectures delivered orally; printed lectures would be one point higher in each knowledge category Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-3

4 Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 3 Objectives of Training KnowledgeSkillsAttitude Training MethodsDeclarativeProceduralStrategicTechnical Inter- personal Simulations/Games Equipment Case studies Business games23522b2b 2 In-Basket13412c2c 2 Role-Play122245d5d Behavior Modeling 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

5 Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 3 Objectives of Training KnowledgeSkillsAttitude Training Methods DeclarativeProceduralStrategicTechnical Inter- personal OJT JIT Apprentice Coaching Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-5

6 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

7 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 andTrainee manual measure, deter- the extra length simulationOverhead 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 code3. How to construct and furnace appropriate drop setup for furnace Tape measure, note pads Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-7

8 Components of Instructional Strategy – Part 3 of 3 Learning Objective Learning Points Method Material and AV 2. Use threading 1. Length of thread Lecture andTrainee manual machine to cut required simulationVCR and TV and thread length 2. Importance ofThreading tape of pipe required cutting andThreading 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: Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-8

9 Different Seating Arrangements for Training – Part 1 of 6 = Trainer X = Easel/charts x A Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-9

10 Different Seating Arrangements for Training – Part 2 of 6 = Trainer X = Easel/charts x B Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-10

11 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

12 Different Seating Arrangements for Training – Part 4 of 6 = Trainer X = Easel/charts D xx Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-12

13 Different Seating Arrangements for Training – Part 5 of 6 = Trainer X = Easel/charts xx E Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-13

14 Different Seating Arrangements for Training – Part 6 of 6 = Trainer X = Easel/charts x F Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-14

15 Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 1 of 2 Knowledge Subject matter Organization Adult learning process Instructional methods Skills Interpersonal communication skills Verbal skills Active listening Questioning Providing feedback Platform 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.) Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-15

16 Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 2 of 2 Attitudes Commitment to the organization Commitment to helping others High level of self efficacy Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-16

17 Implementation Phase Input Process Output Dry Run Pilot Program Learned KSAs Evaluation Implementation Instructional Material Instructional Equipment Facilities Trainee and Trainer Manuals Trainer Program Development Plan Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-17

18 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 ) Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-18

19 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 informationInforming 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 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-19

20 Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 2 of 3 Processing: AnalysisProviding learning guidance: of experience and Discussions allow the trainees Information to explore the previous experience and tie it into what they have learned. Assess performance and provide feedback. Generalizability: RelevancyProviding 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. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-20

21 Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 3 of 3 Practice: Try it outEliciting Performance: Practice the new learning. Experience: More complexEnhancing retention and transfer: or varied example of the Here practice on different situations new learningprovides increased likelihood that the new learning will not only be retained, but transfer to the job. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-21

22 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 KSAs Practice Learned KSAs on the Job Valence of Outcomes KSAs Transferred to the Job Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8-22

23 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 8-23


Download ppt "Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Eight Development and Implementation of Training P. Nick Blanchard and James."

Similar presentations


Ads by Google