1. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5

2. Design Phase Output Input Process Develop Training Objectives Learning
Theory
Factors to facilitate learning & transfer
Develop
Training
Objectives
Training
Needs
Alternative method(s) of instruction
Evaluation objectives
Organizational
Constraints

3. Constraints & resources
Design Phase
The TNA Identifies the training needs (KSA gaps) of the trainees.
Training
Needs
Learning
Theory
Develop
Objectives
First Step
Organizational
Constraints & resources
Constraints place limits on training objectives and methods

4. “Organizational constraints” determine:
The number of training needs you can address, and
Certain aspects of the training’s design
How can constraints alter the
design of the training?
Let’s look at some examples

5. Constraints and Possible Ways of Dealing with Them
Need high level of simulation because:
Law (fire drills)
Dangerous tasks are critical to the job (police firing gun)
Mistakes costly (airline pilot)
Incorporate a longer lead time to:
Prepare or purchase simulations/role plays.
Purchase Simulators.
Trainees vary in amounts of experience
Consider modularization.

6. What Types Of Constraints Can Influence Your Design?
Date, time of day
Time available to design & develop training
Location
Available equipment
Budget
Training team talents
And many more

7. Types of Costs in Training Programs
Development Costs
Direct Costs
Indirect Costs
Overhead Costs
Participant Compensation
Evaluation Costs

8. Four Types of Training Objectives
Organizational objectives
Describe the impact training will have on organizational or
operational outcomes
Transfer of Training objectives
Describe the impact training will have on the trainees’
job behavior
Learning objectives
Describe what will signify the desired learning has occurred.
Trainee reaction objectives
Describe the desired reactions to training and how/when
they will be measured.

9. Why Use Objectives?
It takes time, effort, and careful thought to do… why bother?
Guides the development of training
Focuses attention of trainers & trainees
Enhances transfer of knowledge
Reduces anxiety related to the unknown

10. Writing a Learning Objective

11. 1st, State The Purpose of Training
The Purpose Statement is a general description of what the training is intended to accomplish. Objectives follow from this.
It should be written to inform the participants.
It should NOT be stated as formally as a learning objective.

12. Example of a Purpose Statement
This training module is intended to provide participants with the competencies required to construct learning objectives in their proper form.

13. What do Learning Objectives tell you?
They answer the question,
“What will the trainee be required to do to show that the KSAs have been learned?”

14. How are Learning Objectives constructed?
Learning Objectives describe:
the type of behavior that will demonstrate learning has occurred,
the conditions under which the behavior must be performed, and
the standards (criteria) that will signify that a sufficient level of learning has occurred.

15. Behavior Clearly Describe Expected Behavior
Describe the specific behavior that demonstrates that the trainee has learned the targeted K, S, As
Ask yourself:
Is the wording clear and unambiguous?
Will someone unfamiliar with the training know what to look for?

16. Use action words for behavior
List
Answer
Identify
Describe
Match
Categorize
Create
Place
Attach
Sort
Lift
And so on

17. Example from selection interviewing
Behavior
Example from selection interviewing
Bad: The trainee will understand how to ask the right questions.
Understand????
Good: The trainee will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position.

18. Describing behavior isn’t enough
Behavior: The trainee will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position. You also need to describe the conditions under which the behavior occurs: When? Any aids available? What is the context? And so on…

19. Conditions
Conditions specify when and under what conditions the behavior must occur, including:
What assistance will be available
What barriers the trainee will face
Anything in the situation that will affect performance.

20. Conditions Example from selection interviewing
After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee, when conducting a job interview, will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position.

21. Describing behavior & Conditions still isn’t enough
After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee, when conducting a job interview, will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position.
You also need standards for the level of performance required, such as: speed, accuracy, quality etc.

22. Standards
Standards identify the level of performance that will signify satisfactory learning has occurred.
Typically these are in the form of an accuracy, a quality and or a speed component
However, other standards can exist. It depends on the KSAs to be developed.

23. Standards
Example
After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee will ask questions during a 60 minute job interview that require the applicant to describe his/her past behavior as it relates to all of the key job requirements for the open position. In addition, the questions will adhere to all EEO laws and regulations. On average, two expert observers will rate the interviewer as an 8 or higher on the 10 point rating scale.

24. What will evaluation look like for this training in Selection Interviewing?
Each trainee will have to conduct a 60 minute interview of a job candidate (probably role play)
2 evaluators observing and scoring
Your objectives define your evaluation

25. Summary of the Key Components of Objectives
Behavior should include a “doing” verb
and describe the behavior that will show that learning has occurred.
Conditions should include all factors that will influence performance.
Standards should describe the definitions of success (e.g., accuracy, quality and speed)

26. Design Phase Output Input Process Develop Training Objectives Learning
Theory
Factors to facilitate learning & transfer
Develop
Training
Objectives
Training
Needs
Alternative method(s) of instruction
Evaluation objectives
Organizational
Constraints

27. Training Objectives Role
The training objectives are the focus for the rest of your design activities … and, for your development and implementation phase activities.

28. Role of training designer
Assure learning objectives reflect training needs.
Provide Design Guidelines to meet objectives within the constraints of the organization.
This means your design will provide the rules for how you will develop and implement your training.
If your design is faulty, your training will be also.

29. Design Guidelines
Maximize opportunities to learn by applying learning theory concepts to the design of training modules and processes (SLT and G-B)
Identifying the number and sequencing of modules
Organization of modules {intro, objective, content, activity, review}
Identify where to focus on Gen. Principles or Identical Elements
Enhance motivation to learn

30. Facilitating Learning
Use of learning theory
Facilitating Transfer through design
Organizing to facilitate learning
Accommodating Individual differences

31. Learning Theory Refresh
Determine factors that will facilitate learning & transfer
Our model says that learning theory should influence our design so that learning is facilitated and transferred to the job. How does learning theory help us do that?

32. SOCIAL LEARNING THEORY
EXTERNAL ENVIRONMENT A T E N I O
Learner's Cognitive Processes
Stimuli
MOTIVATION
Stimuli
RETENTION
1. Symbolic Coding
2. Cognitive Organization
3. Symbolic Rehearsal
Stimuli
Stimuli
Behavioral
Reproduction
Consequences of Behavior

33. The Gagne-Briggs Model & SLT
The Gagne-Briggs nine step model incorporates most of the Social Learning Theory (SLT) concepts. The only concept missing is motivation. First, let’s examine the G-B model

34. SLT aspects covered by Gagne-Briggs Nine Events
Instructional Event
Relation to
Social Learning Theory
Gain attention
2. Inform the trainee of Goal (objectives)
Add – Discuss value/relevance
3. Stimulate recall of prior knowledge (learning)
4. Present the material
Attention
Activate motivation to learn
(WIIFM?)
Retention: Activation of memory, etc.
Retention: Activation of memory, Symbolic coding, Cognitive organization

35. SLT aspects covered by Gagne-Briggs Nine Events
Instructional Event
Relation to
Social Learning Theory
5. Provide guidance for learning
(e.g., “guided discovery”)
6. Elicit performance (practice)
7. Provide informative feedback
8. Assess performance at end
9. Enhance retention and transfer
Retention:
Symbolic coding & cognitive organization through guided discovery
Retention: Symbolic Rehearsal
Behavioral Reproduction
Consequences of Behavior
Things like relapse prevention
As you are presenting the new material you must assist with the Coding and Organizing process. Guided discovery is one way to do this. Other ways are through the use of exercises that require the trainee to cognitively process the information as if they were actually using it (SYMBOLIC REHEARSAL)
Next you get them to actually use the new KSAs through one of the hands one methods:
Such as role plays, games, simulations, etc.
You need to design feedback opportunities into these activities with objective assessments of performance. But you need to structure this in ways that are positive, so that the correct behavior is reinforced and the incorrect is eliminated.
What piece of Social Learning Theory have we not touched upon in the 9 Events model????
MOTIVATION -- Let’s take a look at what we need to know to be able to motivate our trainees to learn the new KSAs
NEXT SLIDE

36. Motivation to Learn (Gagne-Briggs doesn’t cover)
Trainees they need to know why they should care:
Trainee wants to know
What’s in it for me? = value/relevance
What does my supervisor think?
Supervisor wants to know
Where does the training designer get this information?
Your Needs Analysis should give you
the answers to these questions.

37. Design: What is the Focus of the Learning?
Identical Elements
Learn exactly what to do.
Tasks and environment as similar to job as possible.
General Principles
Learn concepts and principles that can be applied to many different situations

38. Design: Organization
How you order your material makes a difference. Elaboration theory (topical vs. spiral) sequencing is a place to start.

39. Topical Sequencing of Training
Module 1
Module 3
Topic A
Module 2
Topical Sequencing of Training
Module 1
Module 3
Topic B
Module 2
Module 1
Module 3
Topic C
Module 2

40. Spiral Sequencing of Training
Topic A
Module 1
Topic B
Topic C
Topic A
Module 2
Topic B
Topic C
Topic A
Module 3
Topic B
Topic C

41. Individual Differences and Design
Interaction between
Individual traits and design
No interaction between
Individual traits and design

42. Demographic Data and individual Differences
How will demographic data help in the design?
Educational background and current focus
Employment status, functional work area, level
Years of work experience
Preferred training methods
and many, many more

43. Design: Index of Learning Styles
Learning style is an individual trait that can influence the effectiveness of your design.
Styles are:
Active –Reflective
Sensing – Intuitive
Visual – Verbal
Sequential – Global

44. Preferred Learning Style
Teaching Style
Active
(time to do)
Processing
Participation
Reflective
Passive
(time to think)
Sensory
Concrete
(specifics)
Perception
Content
Intuitive
Abstract
(possibilities)
Visual
(graphs, models, etc.)
Input
Presentation
Verbal
(reading and talking)
Sequential
(linear)
Perspective
Global
(circular-big picture)