1. 1© 2013 by Nelson Education Ltd. CHAPTER NINE Training Delivery

2. 2© 2012 by Nelson Education Ltd. LEARNING OUTCOMES  Define a lesson plan and describe how to develop one and what information should be included  Describe the characteristics of an effective trainer  Describe how to decide who should attend a training program  Describe what makes an effective training site  Describe the elements of a positive learning climate  Discuss Gagné’s nine events of instruction  Discuss some of the problems and solutions of training delivery

3. 3© 2013 by Nelson Education Ltd. LESSON PLAN Lesson plan: A blueprint that outlines the training program in terms of sequence of activities and events that will take place Lesson: A cohesive unit of instruction with a specific learning objective

4. 4© 2013 by Nelson Education Ltd. LESSON PLAN Lesson plan cover page should include:  Training objectives  Trainees and instructor  Time allocation and location  Classroom requirements and seating  Training materials and equipment  Trainee supplies and handouts

5. 5© 2013 by Nelson Education Ltd. LESSON PLAN  The sequencing of the various activities in the lesson is an important consideration  Common approaches include: General to specific Easy to difficult Concrete to abstract Old to new Simple to complex Familiar to unknown Present to future

6. 6© 2013 by Nelson Education Ltd. LESSON PLAN  Beginning with simple and familiar eases learners into new content and experiences It builds trainee self-efficacy Allows trainees to see how their current level of knowledge and experience is relevant for the training Ultimately it reduces learner anxiety and makes for a more comfortable learning experience  Lesson plan should focus on what trainees will be doing during the session

7. 7© 2013 by Nelson Education Ltd. LESSON PLAN Lesson plans are critical in design phase:  Allows for approval and smooth operation of training program  Enables expenditures to be budgeted and monitored  Ensures training is directed toward real problems  Enhances credibility  Sets the tone for professional approach to training

8. 8© 2013 by Nelson Education Ltd. THE TRAINER Selecting a trainer is an important factor in the success of the training program  Internal (HR, training staff, manager, or SME)  External (consultant, volunteer) Qualities of a good trainer:  Knowledgeable or subject-matter expert (SME)  Delivery (i.e., verbal/communication, interpersonal, organizing skills)  Ability to make material interesting Enthusiastic, expressive, and engaging

9. 9© 2013 by Nelson Education Ltd. SUBJECT-MATTER EXPERTS Developing an SME:  Internal staff/SMEs may need development to be an effective trainer  A Train-the-trainer program teaches SMEs how to design and deliver training programs  Important and valuable investment – enhances the experience as a trainer, increases effectiveness, and ultimately improves training

10. 10© 2013 by Nelson Education Ltd. TRAINEES Kirkpatrick outlined four decisions for selecting participants: 1.Who can benefit from training? 2.What programs are required by law or by government edict? 3.Should training be voluntary or compulsory? 4.Should participants be segregated by level, or should levels be combined?

11. 11© 2013 by Nelson Education Ltd. TRAINEES Select trainees based on… Abilities Aptitudes Motivation …As assessed by: Person analysis Tests Interviews Trainability test* *Test that measures an individual’s ability to learn and perform training tasks

12. 12© 2013 by Nelson Education Ltd. TRAINEES Trainability tests involve: 1.Taking a mini-course or learning a sample of the training 2.Taking a test that measures learning  Predictive of training success and job performance in many jobs  Used mostly for psychomotor skills

13. 13© 2013 by Nelson Education Ltd. TRAINEES All of this information can be incorporated into a training plan that indicates who needs training, the type of training that is needed, and how training will be delivered

14. 14© 2013 by Nelson Education Ltd. MATERIALS AND EQUIPMENT Materials: Expendable items  i.e., note pads, pens, flipchart, handouts Equipment: Non-expendable items  i.e., computer, DVD player, overhead The content, methods, and exercises in a training program determine the material and equipment requirements

15. 15© 2013 by Nelson Education Ltd. TRAINING SITE The training site can be:  Company training facility or training room  Rented premises (conference or meeting room)  Outdoor site for experiential learning The site should be:  Conducive to learning (comfortable setting)  Free of distractions (noise, interruptions)  Set up appropriately (seating arrangement to enhance learning)

16. 16© 2013 by Nelson Education Ltd. TRAINING SITE Low Participant Involvement Moderate Participant Involvement High Participant Involvement Trainer

17. 17© 2013 by Nelson Education Ltd. SCHEDULING THE PROGRAM Scheduling must take into consideration:  Best time for employees to attend  Availability of trainer  Availability of training site and materials  Single or multiple sessions Massed vs. distributive

18. 18© 2013 by Nelson Education Ltd. TRAINING ADMINISTRATION Coordination of all the people and materials involved in the training program  Success of program depends on coordinating all of these efforts well

19. 19© 2013 by Nelson Education Ltd. IMPLEMENTING THE PROGRAM Learning climate: A training climate conducive to learning makes participants feel relaxed, comfortable, and safe  Pre-arrival factors Contacting trainee before training Greetings, information, or pre-work Reinforces conditions of practice before training  Greeting of participants Welcoming message Create relaxed environment

20. 20© 2013 by Nelson Education Ltd. IMPLEMENTING THE PROGRAM  Learning facility/environment: Ensure room/site/materials, etc. are appropriate and ready  Trainer’s style and behaviour: Provide brief personal introduction Interact with trainees Approachable, empathetic, engaging style

21. 21© 2013 by Nelson Education Ltd. GAGNÉ’S EVENTS OF INSTRUCTION 1.Gain attention 2.Describe the objectives 3.Stimulate recall of prior knowledge 4.Present the material to be learned 5.Provide guidance for learning 6.Elicit performance feedback 7.Provide information feedback 8.Assess performance 9.Enhance retention and transfer …to which we can add one more: 10.Close the program Gagné proposed nine events of instruction:

22. 22© 2013 by Nelson Education Ltd. TRAINING DELIVERY PROBLEMS  The hesitant one  The monopolizer  The voice of experience  The arguer  The non-listener  The idea zapper  The complainer  The rigid one  The hostile one  The angry one  The negative one  The clown  The show off  The tangent taker See Table 9.5 in text Problem Participants

23. 23© 2013 by Nelson Education Ltd. TRAINING DELIVERY PROBLEMS Novice and experienced trainers can experience training delivery problems Three basic themes of delivery problems: 1. Pertaining to trainer 2. How trainer relates to trainees 3. Presentation techniques  Study of novice trainers identified 12 most common problems  Study of experienced trainers identified solutions

24. A NOVICE TRAINER’S VIEW TO PROBLEMS  Fear (lack of confidence)  Perception of lack of credibility  Lack of personal experience  Handling difficult learners  Encouraging participation  Timing (too much or too little material )  Adjusting instruction  Responding to questions  Feedback (acquiring and responding)  Using media, materials, facilities  Opening and closing technique  Dependence on notes 24© 2013 by Nelson Education Ltd.

25. 25© 2013 by Nelson Education Ltd. SUMMARY  Described several critical steps to delivering a training program  Lesson plan is critically important in delivering a successful program  Discussed characteristics of effective trainers and determining who should attend training  Reviewed logistical issues of site selection, training administration, and scheduling training  Described how to create training climate; identified events of instruction, and common training problems and their solutions