1. Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Five Training Design P. Nick Blanchard and James W. Thacker 5-1Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

2. Design Phase Input Process Output Training Needs Organizational Constraints Learning Theory Develop Training Objectives Determine factors that facilitate learning & transfer Identify alternative method ofinstruction Chapter 6 Evaluation objectives Chapter 8 5-2 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

3. Some Organizational Constraints and Ways of Dealing with Them Part 1 of 3 Constraint Suggestion for How to Handle Need high level of simulation 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. 5-3 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

4. Some Organizational Constraints and Ways of Dealing with Them Part 2 of 3 Constraint Suggestion for How to Handle Short lead time Use external consultant or packaged training. 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. Consider different training programs; may be negative transfer for employees but not for new hires. Mix of employees and new hires trained on a new procedure 5-4 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

5. Some Organizational Constraints and Ways of Dealing with Them Part 3 of 3 Constraint 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 or purchase training. Join consortium. 5-5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

6. Guide to Determining Time Required to Prepare Training – Part 1 of 4 VariablesLevel of Effort for Design Who Low Medium High 2.The designer’s knowledge of the training subject matter  extensive knowledge  some knowledge  no knowledge 1.The designer’s knowledge related to instructional design  extensive knowledge and skills  moderate knowledge and skills  minimal knowledge and skills 3.The size and complexity of the target training group  small, homogeneous  medium size, moderately complex  large, complex 4.The designer’s and client’s track record for sticking to plans  always stick  sometimes stick  never stick 5-6 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

7. Guide to Determining Time Required to Prepare Training – Part 2 of 4 VariablesLevel of Effort for Design WhatLow MediumHigh 6.The elements included in the training materials  participant material only  instructor and participant manuals  instructor and participant manuals, overheads, job aids 5.The number of instruction modules  few (5 modules)  several (8 modules)  many (12 modules) 7.The client’s or organization’s expectations regarding packaging  minimal (produced in- house)  modest (desktop publishing)  extensive (professionally produced) 8.What is considered final product  designer completes first draft, client rest  designer completes up to the pilot  designer completes all drafts, finalizes after pilot 5-7 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

8. Guide to Determining Time Required to Prepare Training – Part 3 of 4 VariablesLevel of Effort for Design HowLow Medium High 10.The 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 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 11.The client’s level of involvement  approves general direction and final draft  reviews and approves key materials  reviews and approves all materials 5-8 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

9. Guide to Determining Time Required to Prepare Training – Part 4 of 4 Effort LowMediumHigh Totals–––– x 1 = –––––––– x 2 = –––––––– x 3 = –––– Add the weighted totals from the high, medium, and low columns to get an estimate of the number of days it will take to develop one day of instructor-led training 12. The program’s degree of interactivity  minimal  moderate  extensive 5-9 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

10. Proposal for Developing a One-Day Workshop on Effective Communication ActionTimeRateTotal 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 material2.5 days$1,000 $2,500 Miscellaneous $1,400 TOTAL $15,400 5-10 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

11. Types of Costs in Training Programs  Development Costs  Direct Costs  Indirect Costs  Overhead Costs  Participant Compensation  Evaluation Costs 5-11 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

12. 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 $600 5-12 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

13. Training Costs for Grievance Reduction Training – Part 2 of 2 Participant Compensation 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$32,430 Indirect Costs 1. 1 day trainer preparation 2. 3 days administrative preparation at $20,000 per year $120 $240 5-13 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

14. Types of Training Objectives – Part 1 of 2 1. Trainee Reaction Objectives: 2. Learning Objectives: Describes the desired trainee attitudinal and subjective evaluations of training by the trainee 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 5-14 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

15. Types of Training Objectives – Part 2 of 2 3. Transfer of Training Objectives: 4. Organizational Outcome 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 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 were achieved 5-15 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

16. Learning Objectives Improved Part 1 of 3 Before Upon completion of training, the trainee: After Upon completion of training, the trainee: Will be able to apply theories of motivation to different situations 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 three motivators and tie to correct theory. Must be correct on four of the five scenarios. 5-16 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

17. Learning Objectives Improved Part 2 of 3 Before Upon completion of training, the trainee: Will be able to recognize and identify different personalities, and know how to motivate them After Upon completion of training, the trainee: Will be able to watch a fellow trainee role- play a situation and correctly explain in writing what type of personality is being exhibited and what to do to motivate the trainee. Trainee must be 100 percent correct on the personality and identify at least two motivators. Will understand what is needed to have an effective team When asked, correctly identify to the trainer five things that are necessary to have an effective team and be 100 percent correct. 5-17 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

18. Learning Objectives Improved Part 3 of 3 Will have knowledge of three types of active listening, and will be able to use the appropriate one in a particular situation Correctly identify in writing three types of active listening that were identified in training, when asked. In a role-play, respond verbally to an angry comment using one of appropriate active listening types. Will be able to say no to boss and peers when asked to do extra work In a role-play, respond correctly to the situation using one of the ways of saying “no” from the training manual, then explain to the class which was used and why with 100 percent accuracy. 5-18 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

19. No Trait and Treatment Interaction 5-19 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

20. A Trait and Treatment Interaction 5-20 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

21. 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 andPresentation 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) 5-21 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

22. Comparison of Traditional and Strategic Knowledge Training – Part 1 of 3 Traditional TrainingStrategic Knowledge Training Step 1. Declarative knowledge (what) is presented Workers are told that the materials are designed to teach them to read and interpret quality control charts used throughout their organization. Step 1. Declarative knowledge is presented the same way as in traditional training. Step 2. The context of the procedures (why and when) is added by instructing workers about the importance of the skill and the appropriate time for its use. It is explained that reading and interpreting quality control data allows mistakes to be caught earlier, saving more of the product than with traditional methods. 5-22 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

23. Comparison of Traditional and Strategic Knowledge Training – Part 2 of 3 Traditional TrainingStrategic Knowledge Training Step 2. Procedural knowledge (how) is presented. Workers are assisted in recalling specific math skills. Then stimulus materials and information required to master the task are presented. Examples of charts with various readings are provided and the workers are shown how to record charts during production, and interpret the data. Step 3. Procedural knowledge (how) would be presented the same way as in traditional training. 5-23 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

24. Comparison of Traditional and Strategic Knowledge Training – Part 3 of 3 Traditional TrainingStrategic Knowledge Training Step 4. Workers practice using the charts and also practice determining when and why to use them. Workers are provided opportunities for rehearsal and reinforcement of both conditional and procedural knowledge. Step 3. Workers practice using the charts and interpreting the results. Step 4. Workers are given feedback Step 5. Workers would be given feedback (same as in traditional training). 5-24 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

25. Seven-Step Relapse-Prevention Training 1.Choose a skill to retain. Step 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. 5-25 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

26. A Plan to Apply Skills Back on the Job 1.What is the 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? 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? Positive (+)Negative (-) Using Skill Not Using Skill 5-26 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

27. Coping Strategies for Relapse Prevention – Part 1 of 2 Understand the relapse process. Step Recognize difference between training and work setting. Create an effective support network on the job. Identify high-risk situations. 5-27 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

28. 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. 5-28 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

29. Comparison of Topical and Spiral Sequencing 1 of 2 Topical SequencingSpiral Sequencing Module 1 Module 2 Module 3 Topic B Module 1 Module 2 Module 3 Topic A Topic BTopic C Module 1 Module 1Module 1 Topic A Topic BTopic C Module 2 Module 2Module 2 Topic A 5-29 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

30. Comparison of Topical and Spiral Sequencing 2 of 2 Topic CTopic ATopic BTopic C Module 1 Module 3 Module 3 Module 3 Module 2 Module 3 Topical SequencingSpiral Sequencing 5-30 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

31. Comparison of Topical and Spiral Sequencing Advantages Disadvantages Topical Spiral Concentrate on topic, no interference from other topics Once learned you move to the next topic and the first is forgotten Built-in synthesis and review. Interrelationships are more obvious and understood Disruption of learner’s thought process when move to next topic 5-31 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

32. Gagné-Briggs Nine Events of Instruction – Part 1 of 2 Instructional EventRelation to Social Learning Theory Gain attentionAttention Stimulate recall of prior knowledge Retention: Activation of memory Present the materialRetention: Activation of memory, symbolic coding, cognitive organization Informing the trainee of goal (objectives) Attention 5-32 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

33. Gagné-Briggs Nine Events of Instruction – Part 2 of 2 Instructional EventRelation to Social Learning Theory Provide informative feedbackReinforcement Assess performance Enhance retention and transferReinforcement Provide guidance for learningRetention: Symbolic coding/ cognitive organization through guided discovery Retention: Symbolic rehearsal Elicit performance (practice)Behavioral Reproduction 5-33 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

34. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 1 of 6 Social learning Theory Gagné-Briggs nine events of instruction Factors to Consider Pre- training Attention/Expectancy Influence expectations & attitudes of trainees. Identify those with low expectations/ poor attitudes and 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. Discuss performance of trainee (at supervisory level) and set mutual goals. Have learning objectives distributed ahead of time. 5-34 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

35. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 2 of 6 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. Social learning Theory Gagné-Briggs 9 events of instruction Factors to Consider 5-35 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

36. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 3 of 6 DuringRetention Make relevantContinue 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. Social learning Theory Gagné-Briggs 9 events of instruction Factors to Consider 5-36 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

37. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 4 of 6 Make interestingProvide 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. Social learning Theory Gagné-Briggs 9 events of instruction Factors to Consider 5-37 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

38. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 5 of 6 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. Social learning Theory Gagné-Briggs 9 events of instruction Factors to Consider 5-38 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

39. Learning and Transfer Factors as Related to Social Learning Theory and Gagné-Briggs Theory of Design – 6 of 6 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. Social learning Theory Gagné-Briggs 9 events of instruction Factors to Consider 5-39 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

40. 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 5-40Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall