Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 Development & Implementation of Training Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Input Process Output Development Phase Instructional Strategy (Training Plan) Training Plan Instructional Material Instructional Equipment Trainee and Trainer manuals Facilities Trainer(s) List of items & actions needed Determine factors that facilitate learning & Transfer Choice of instructional methods

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Instructional Strategy ( Part 1) Program Development Plan Name of Program: Pipe fitting I Target Population: Target Population: Apprentices who have successfully passed the gas fitters exam Overall Training Objective: 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 © 2013 Pearson Education, Inc. publishing as Prentice Hall Instructional Strategy ( Part 2) Learning ObjectiveLearning Points Methods Material and AV Trainee manual Overhead Assortment of 1- inch & ¾ inch fittings, elbows, street elbows, and unions Mock meter and furnace setup. Tape measure Note pads 1. Using a tape measure, determine the length and number of pipes necessary to connect the furnace to the gas meter in a manner that meets the gas code. 1.Account for the extra length needed due to threading. 2.Take into account length is reduced by different fittings, e.g. street elbow, etc. 3.How to construct appropriate drop for furnace Lecture Simulation This is just the first item in the training activities

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall  An activity at the BEGINNING of training that engages the trainees.  It generates energy for the training.  Allows trainees to become acquainted with other trainees making them more comfortable.  It should be related to the topic of the training. What is an ice breaker?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Criteria for Evaluating Ice Breakers Did it engage the trainees? Did it generate energy for the training? Did it allow trainees to get to know other trainees and make them comfortable? Was it related to the training purpose?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall From Design: Factors Influencing Learning & Transfer Social Learning Theory (Gagne-Briggs)  Attention  Retention  Symbolic Coding  Cognitive Organization  Symbolic rehearsal  Behavioral Reproduction  Appropriate reinforcement

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Use the Gagne-Briggs Nine Events of Instruction 1.Gain attention 2.Inform the trainee of Goal (objectives) NB step: Don’t forget Motivation 3.Stimulate recall of prior knowledge (learning) 4.Present the material 6.Provide guidance for learning (e.g., “guided discovery”) 7.Elicit performance (practice) 8.Provide informative feedback 9.Assess performance 10.Enhance retention and transfer Use steps 1-8 for each module

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Motivation to Learn & Transfer Self Efficacy Valence of Outcomes Supervisor and Peer Support Anxiety Climate for Transfer Motivation to Learn

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Other things you need to address in the development of your training: Facilities Room Furniture and Set up Equipment Trainers & credibility

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Facilities: Room  Training Room  Limit distractions (visual and auditory)  Adjustable lighting if possible  Temperature between o (if unable to control, explain…) What issues do you need to think about regarding this room? Decorations, posters, signage (Do not discuss furniture or equipment)

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Facilities: Furniture and set up  Furniture ▪ Minimum of 2. 5 square feet of table space per person. ▪ Chairs that are comfortable and easily movable.  Set up ▪ Understand the pluses and minuses of various arrangements for what you want to accomplish ???

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Seating A B F D Circle Rectangle “U” Round Table “U” “U” shapeSemi-circle Classroom E C Fig. 8-1

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Facilities: Equipment  Equipment  Make sure it does not block view  Make sure it is not distracting  Make sure it WORKS  What steps will you take???

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Trainers  Credibility of Presenter  Background and experience in area  Dress and first comments  Presentation style – Prepared, articulate, relaxed, friendly, organized and able to respond appropriately to questions.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Program Implementation

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Input Training Plan/ Instructional strategy Instructional Material Instructional Equipment Trainee and Trainer Manuals Room Set up plan Refreshment list Trainer readiness And so on…. Actual Training Learned KSAs Evaluation Implementation Implementation Phase Dry Run & Pilot

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Dry Run: Things To Think About  Who should be at the dry run? Everyone involved in the training

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Dry Run: Roles to perform  What roles have to be performed during the dry run?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Dry Run: More Things To Think About  What do you do at the end of each dry run?  What happens between the dry run and the actual training?  How many dry runs do you need to do?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Actual Training: Things To Think About  How will you make sure that you have everything ready to go 10 minutes before the trainees are to arrive?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Actual Training:  What feelings do you want the trainees to experience as they arrive?  How will training start?  How do you want trainees to react during the training?  How do you want trainees to feel as they leave the training?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall What will you do before trainees arrive to create the feelings you want them to experience as they arrive?  Pre-training communications?  Room set up including refreshments, trainers and so on?  Decorations?  Seating set up?  What will they see and hear?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall What will you do as trainees arrive but before training begins to create the feelings you want?  As they arrive?  While they are waiting for training to begin?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall  Welcome?  Agenda?  Ground rules?  Energy to start the training?  Purpose/objectives?  Motivation to learn? How will you start the training to get the reactions you want?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall  Trainer?  Content?  Organization of training?  Organization of modules & use of learning theory?  Learning Styles? What will you do during the training to get the reactions you want?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall  How will training end?  How will you motivate the trainees to do their best on your training evaluation?  How will you influence the trainees’ last impression? What will you do to get the reactions you want as trainees leave?