1. Effective Training: Strategies, Systems and Practices, 3rd Edition
Chapter Five
Training Design
P. Nick Blanchard and James W. Thacker

2. Design Phase Input Process Output Develop Training Objectives Learning
Needs
Organizational
Constraints
Learning
Theory
Develop
Training
Objectives
Determine factors
that facilitate
learning & transfer
Identify alternative
method of
instruction
Chapter 6, 7
Evaluation
objectives
Chapter 9
Chapter 5

3. Constraints and Possible Ways of Dealing with Them – Part 1 of 3
Constraints Suggestion for How to Handle
Need high level of simulation1 because:
Law (fire drills)
Task critical to the job (police
firing gun)
Mistakes costly (airline pilot)
Incorporate a longer lead time to prepare simulations/role plays.
Purchase Simulators.
Trainees vary in amounts of
experience
Consider modularization.
Trainees have large differences in ability levels
Use programmed instruction. Have high level of trainer/trainee interaction.
Chapter 5

4. Constraints and Possible Ways of Dealing with Them – Part 2 of 3
Constraints Suggestion for How to Handle
Mix of employees and new hires trained on a new procedure
Consider different training programs; may be negative transfer for employees but not for new hires.
Long lag between end of training and use of the skill on the job
Distribute practice through the lag.
Provide refresher material and/or models for employees to follow.
Short lead time
Use external consultant or training package.
Chapter 5

5. Constraints and Possible Ways of Dealing with Them – Part 3 of 3
Constraints Suggestion for How to Handle
Bias against a type of training
(role play, etc.)
Develop proof of effectiveness into the training package.
Use another method.
Few trainees available at any one time
Use programmed instruction.
Small organization with limited
funds
Hire consultant/purchase training.
Join consortium.
Chapter 5

6. Guide to determining time required to prepare training – Part 1 of 3
Variables
Level Of Effort For Design
Low
Medium
High
Who
1. Designer knowledge and skills related to instructional design
 extensive knowledge and skills
 Moderate
knowledge and skills
 minimal knowledge and skills
2. Designer knowledge of subject matter
 extensive knowledge
 some knowledge
 no knowledge
3. Size and complexity of the target training group
 small, homogeneous
 medium size, moderately complex
 large, complex
4. Designer’s and client’s track record for sticking to plans
 always stick
 sometimes stick
 never stick
Chapter 5

7. Guide to determining time required to prepare training – Part 2 of 3
Variables
Level Of Effort For Design
Low
Medium
High
What
5. the number of instruction modules
 few (5 modules)
 several (8 modules)
 many (12 modules)
6. Elements included in the training materials
 trainee manual only
 instructor and participant manuals
 instructor and participant manuals, overheads, job aids
7. client’s or organization’s expectations regarding packaging
 minimal (produced in-house)
 modest (desktop publishing)
 extensive (professionally produced)
8. what is considered final product
 first draft by designer, client does rest
 designer completes up to the pilot
 designer completes all drafts, finalizes after pilot
Chapter 5

8. Guide to determining time required to prepare training – Part 3 of 3
Variables
Level Of Effort For Design
Low
Medium
High
How
9. data collection
 a focus group made up of a few well-informed people
 a focus group and a few interviews
 several focus groups and several interviews
10. designer’s
interaction with the client
 deals directly with top decision maker
 deals with more than one level of decision makers
 deals with a complex labor-management committee
11. client’s level of involvement
 approves general direction and final draft
 reviews and approves key materials
 reviews and approves all materials
12. Amount of
interactivity
 minimal
 moderate
 extensive
Chapter 5

9. Proposal for developing a one day workshop on Effective Communication
Action
Time
Rate
Total
Prepare
Interview relevant employees to determine issues and context to develop training
1 day
$1,000
Develop objectives and plan for developing training. Includes identifying appropriate instructional methods and developing evaluation objectives
2.5 days
$1,000
$2,500
Develop training materials based on objectives
8 days
$1,000
$8,000
Develop usual aids and evaluation material
2.5 days
$1,000
$2,500
Miscellaneous
$1,400
TOTAL
$15,400
Chapter 5

10. Types of Costs in Training Programs
Development Costs – such as TNA
Direct Costs – actual cost of program
Indirect Costs – such as preparation costs
Overhead Costs – equipment, facilities
Participant Compensation
Evaluation Costs
Chapter 5

11. Training Costs for Grievance Reduction Training – Part 1 of 2
Developmental Costs
1. 20 days of director’s time at $50,000 per year
2. 5 days of trainer’s time at $30,000 per year
3. Materials
$ 4,000
$ 600
$ 1,000
Direct Costs
1. 5 days of trainer’s time at $30,000 per year
2. Training facility rental 5 days at $150 per day
3. Materials and equipment
4. Coffee, juice, and muffins
$ 600
$ 750
$ 2,000
Chapter 5

12. Training Costs for Grievance Reduction Training – Part 2 of 2
Indirect Costs
1. 1 day trainer preparation
2. 3 days administrative preparation at 20,000 per year
$ 120
Participant Compensation (may include travel)
1. 30 supervisors attending 5-day workshop
(Average $35,000 / yr.)
$21,000
Evaluation Costs
1. 6 days of evaluator’s time at $30,000 per year
2. Materials
$ 720
$ 800
Total Training Costs
$32,310
Chapter 5

13. Program Objectives
Mager: “Description of a performance you want learners to be able to exhibit before you consider them competent”
Specify what learners should be able to do, conditions under which they must do it, and criteria in judging success
Chapter 5

14. Performance Objectives
Objective Indicator
Understand how to Discriminate between
read X-rays normal and abnormal
X-rays
Knowledge of loans Recall procedure for
making a loan
Ability to read Identify transistors
diagrams on a schematic diagram
Chapter 5

15. False Objectives Show an appreciation for loan procedures
Be able to think critically and analytically
Have a deep awareness and thorough humanizing grasp of interpersonal relations
Chapter 5

16. Conditions for Performance
Relevant and important conditions under which performance is expected to occur
“Repair a motor with two minor defects using a standard set of tools and diagrams”
Chapter 5

17. Criterion for Performance
How well trainees should be able to perform in order to be acceptable
Includes speed, accuracy and quality
Examples: finish in 20 minutes, no more that 2 errors, within a tolerance of .1 inch
Chapter 5

18. Types of Training Objectives – Part 1 of 2 (Kirkpatrick)
1. Trainee Reaction Objectives:
Describes the desired trainee attitudinal and subjective evaluations of training
2. Learning Objectives:
Describes the type of behavior that will demonstrate the learning, the conditions under which the behavior must occur, and the criteria that will signify that a sufficient level of learning has occurred
Chapter 5

19. Types of Training Objectives – Part 2 of 2
3. Transfer of Training Objectives:
Describes job behaviors that will be affected by training, the conditions under which those behaviors must occur, and the criteria that will signify that a sufficient transfer of learning from training to the job has occurred
4. Organizational Outcome Objectives:
Describes the organizational outcomes that will be affected by the transfer of learning to the job and the criteria that will signify that organizational outcome objectives have been achieved
Chapter 5

20. Learning Objectives Improved – Part 1 of 2
Before
Upon completion of training the trainee:
After
After reading a scenario of an unmotivated student, and without the use of any outside material, identify orally to the class what you would do to motivate the student, and explain which theory you used and why. Trainee must identify at least 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios
Will be able to apply theories of motivation to different situations
Chapter 5

21. Learning Objectives Improved – Part 2 of 2
Before
Upon completion of training the trainee:
After
When asked, correctly identify to the trainer 5 things that are necessary to have an effective team.
Will understand what is needed to have an effective team
Will have knowledge of three types of active listening, and be able to use the appropriate one in a particular situation
In a role play, appropriately respond to an angry comment using one of the active listening types, then correctly explain to the class which was used and why.
Chapter 5

22. Trainee Characteristics
Trainability = f(Motivation, Ability, Perceptions of work environment)
Perceptions of training
Self-efficacy
Factors that increase motivation
Personality and attitudes
Extraversion, openness, conscientiousness, agreeableness, stability
Chapter 5

23. No Trait and Treatment Interaction
Chapter 5

24. A Trait and Treatment Interaction
Chapter 5

25. Social Learning Processes and Corresponding Training Events
Attention/Expectancy Learning environment, pre-training communications, statement of objectives and process, highlighting of key learning points
Retention
Activation of memory Stimulation of prior related learning
Symbolic coding and Presentation of encoding schemes and images, cognitive organization associations with previously learned material, order of presentation during training
Symbolic rehearsal and Case studies, hypothetical scenarios, aids for cues for retrieval transfer (identical elements and principles)
Behavioral Reproduction Active and guided practice (role plays and simulations)
Reinforcement Assessment and feedback (positive and/or negative)
Chapter 5

26. Conditions of Practice
Active practice – can be mental practice
Massed vs. spaced practice
Rest intervals early in training
Less meaningful, greater difficulty and amount the better spaced practice
Less capable, less experienced learner does better with spaced practice
Retention better with spaced practice
Whole vs. part
Chapter 5

27. Conditions of Practice
Overlearning
Knowledge of results/feedback
Important aspects
Provisions of feedback
Specify corrective actions
Reward/punishment consequences
Chapter 5

28. Retention Meaningfulness of material Degree of original learning
Retroactive interference – new learning interferes with old learning
Proactive – old learning interferes with the retention of new learning
Chapter 5

29. Seven Step Relapse-Prevention Training
1. Choose a skill to retain
2. Set goals
3. Commit to retain the skill
4. Learn coping (relapse prevention)
strategies
5. Identify likely circumstances for first
relapse
6. Practice coping (relapse prevention) strategies
7. Learn to monitor target skill
Chapter 5

30. Coping Strategies for Relapse Prevention – Part 1 of 2
Step
Understand the relapse process
Recognize difference between training and work setting
Create an effective support network on the job
Identify high risk situations
Chapter 5

31. Coping Strategies for Relapse Prevention – Part 2 of 2
Step
Reduce emotional reactions that interfere with learning
Diagnose specific support skills necessary to retain new skill
Identify organizational support for skill retention
Chapter 5

32. Transfer of Training Stimulus Response Transfer same same positive
same different negative
different different zero/none
Chapter 5

33. Increasing Transfer Maximize similarity Practice
Provide a variety of situations and examples
Understand general principles
Support
Opportunity to perform on the job
Feedback and reinforcement
Develop and follow learning objectives
Chapter 5

34. A Plan to Apply Skills Back on the Job
1. What skill/technique: (be specific)
2. What will using skill/technique look like: (be specific)
3. What are the positive and negative consequences of using and not using the skill.
Positive (+)
Negative (-)
Using
Skill
Not
4. What will a “slip” look like?
5. How will you feel if you slip back to old techniques?
6. Under what circumstances is a slip likely to occur?
7. What support is needed?
Chapter 5

35. Gagne-Briggs Nine Events of Instruction – Part 1 of 2
Instructional Event
Relation to Social Learning Theory
Gain attention
Attention
Informing the trainee of Goal (objectives)
Attention
Stimulate recall of prior knowledge (learning)
Retention: Activation of memory
Present the material
Retention: Activation of memory, Semantic coding, Cognitive organization
Chapter 5

36. Gagne-Briggs Nine Events of Instruction – Part 2 of 2
Instructional Event
Relation to Social Learning Theory
Provide guidance for learning
Retention: Semantic coding/ cognitive organization through guided discovery
Retention: Symbolic Rehearsal
Elicit performance (practice)
Behavioral Reproduction
Provide informative feedback
Reinforcement
Assess performance
Enhance retention and transfer
Reinforcement
Chapter 5

37. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 1 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Pre-training
Attention/Expectancy
Influence expectations
& attitudes of trainees.
Identify those with low expectations/
send to pre-training workshop
Provide information to influence expectancies/ identify positive outcomes.
Demonstrate the need for training and set goals
Do needs analysis so only relevant trainees attend.
Have supervisors discuss performance of trainee and set mutual goals.
Have learning objectives distributed ahead of time.
Chapter 5

38. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 2 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Training Beginning
Attention/
Expectancy
Create/reinforce positive attitude toward training
Gain Attention
Allow time for instructor and trainee introductions and develop a relaxed atmosphere
Inform trainee of goals
Allow for time to go through needs analysis, show learning objectives, and discuss usefulness on the job; draw example from trainees
Eliminate distractions
Choose site where anxiety level will be low (see classical conditioning). Choose proper facilities.
Chapter 5

39. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 3 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
During
Retention
Make relevant
Continue to focus on training objectives
Stimulate recall of prior knowledge
Develop links between previous learning and the new learning (activation of memory).
Present material
Use multiple media and make interesting
Ask questions and get involvement
Chapter 5

40. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Make interesting
Provide guidance for learning
Get trainees involved (symbolic rehearsal)
Use relevant examples and offer many of them
Behavioral Reproduction/ Reinforcement
Encourage learning
Elicit performance
Provide feedback
Provide relevant practice process (including maximum similarity and/or different situations).
Let trainees know how they are doing.
Chapter 5

41. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Ending
Reinforcement
Be sure trainees see results of training
Assess performance
Provide time for examining objectives to see what was accomplished.
Provide time to evaluate performance level accomplished and provide feedback
Sensitize trainees to difficulty in transfer of training
Enhance retention and transfer
Incorporate relapse-prevention strategy. Provide commitment of trainer to meet with trainees to facilitate transfer.
Develop trainees goals for transfer of training
Chapter 5

42. Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 5 of 5
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Post-Training
Reinforcement
Facilitate transfer
Obtain support from supervisor/ peers/ trainer to help trainee in transferring the training to the workplace.
Ensure that reward systems are in line with newly trained behaviors.
Chapter 5

43. Learning Curves
Negatively accelerated – material easy, experienced learner, high ability
Positively accelerated – material complex, learner inexperienced
S shaped – positively accelerated in early stages negatively in later (common)
Chapter 5

44. Plateaus in Learning Hierarchy of habits Motivation declines
Incorrect learning being eliminated
Learning material that is complex whole composed of several simple parts
Chapter 5

45. Perceptual Preferences
Print
Visual
Aural
Interactive
Tactile/manipulative
Kinesthetic/psychomotor
Olfactory
Chapter 5