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

2. Chapter 52 Design Phase Input Process Output Training Needs Organizational Constraints Learning Theory Develop Training Objectives Determine factors that facilitate learning & transfer Identify alternative method of instruction Chapter 6 Evaluation objectives Chapter 8

3. Chapter 53 Constraints and Possible Ways of Dealing with Them – Part 1 of 3 Constraints Suggestion for How to Handle Need high level of stimulation 1 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.

4. Chapter 54 Constraints and Possible Ways of Dealing with Them – Part 2 of 3 Constraints Suggestion for How to Handle Short lead timeUse external consultant or training package. 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. Chapter 55 Constraints and Possible Ways of Dealing with Them – Part 3 of 3 ConstraintsSuggestion 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.

6. Chapter 56 Guide to determining time required to prepare training – Part 1 of 3 VariablesLevel Of Effort For Design Low Medium High Who 2.Designer knowledge of subject matter  extensive knowledge  some knowledge  no knowledge 1.Designer knowledge and skills related to instructional design  extensive knowledge and skills  Moderate knowledge and skills  minimal knowledge and skills 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

7. Chapter 57 Guide to determining time required to prepare training – Part 2 of 3 VariablesLevel Of Effort For Design Low MediumHigh What 6.Elements included in the training materials  trainee manual 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.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

8. Chapter 58 Guide to determining time required to prepare training – Part 3 of 3 VariablesLevel Of Effort For Design Low Medium High How 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 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.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

9. Chapter 59 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

10. Chapter 510 Types of Costs in Training Programs  Development Costs – such as TNA  Direct Costs – actual cost of program  Indirect Costs – such preparation costs  Overhead Costs – equipment, facilities  Participant Compensation  Evaluation Costs

11. Chapter 511 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

12. Chapter 512 Training Costs for Grievance Reduction Training – Part 2 of 2 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 Indirect Costs 1.1 day trainer preparation 2. 3 days administrative preparation at 20,000 per year $120

13. Chapter 513 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

14. Chapter 514 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

15. Chapter 515 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

16. Chapter 516 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”

17. Chapter 517 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

18. Chapter 518 Types of Training Objectives – Part 1 of 2 (Kirkpatrick) 1. Trainee Reaction Objectives: 2. Learning Objectives: Describes the desired trainee attitudinal and subjective evaluations of training 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

19. Chapter 519 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 have been achieved

20. Chapter 520 Learning Objectives Improved – Part 1 of 2 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 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios

21. Chapter 521 Learning Objectives Improved – Part 2 of 2 Before Upon completion of training the trainee: After Upon completion of training the trainee: 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 When asked, correctly identify to the trainer 5 things that are necessary to have an effective team. 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.

22. Chapter 522 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

23. Chapter 523 No Trait and Treatment Interaction

24. Chapter 524 A Trait and Treatment Interaction

25. Chapter 525 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 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)

26. Chapter 526 Conditions of Practice Active practice – can be mental practice Massed vs. spaced practice Rest intervals early in training Less meaningful, greater difficulty and amount Less capable, less experienced learner Retention Whole vs. part

27. Chapter 527 Conditions of Practice Overlearning Knowledge of results/feedback Important aspects Provisions of feedback Specify corrective actions Reward/punishment consequences

28. Chapter 528 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

29. Chapter 529 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

30. Chapter 530 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

31. Chapter 531 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

32. Chapter 532 Transfer of Training Stimulus Response Transfer same same positive same different negative different different zero/none

33. Chapter 533 Increasing Transfer Maximize similarity Practice Variety of situations and examples Understand general principles Support Opportunity to perform on the job Feedback and reinforcement

34. Chapter 534 A Plan to Apply Skills Back on the Job 1.What skill/technique: (be specific) 2.What will using skill/technique: (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

35. Chapter 535 Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Instructional EventRelation to Social Learning Theory Gain attentionAttention Informing the trainee of Goal (objectives) Attention Stimulate recall of prior knowledge (learning) Retention: Activation of memory Present the materialRetention: Activation of memory, Semantic coding, Cognitive organization

36. Chapter 536 Gagne-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: Semantic coding/ cognitive organization through guided discovery Retention: Symbolic Rehearsal Elicit performance (practice)Behavioral Reproduction

37. Chapter 537 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.

38. Chapter 538 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 2 of 5 Training Beginning Attention/ Expectancy Create/reinforce positive attitude toward training Gain AttentionAllow 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 Gagne Briggs 9 events of instruction Factors to Consider

39. Chapter 539 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 3 of 5 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 Gagne Briggs 9 events of instruction Factors to Consider

40. Chapter 540 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 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 Gagne Briggs 9 events of instruction Factors to Consider

41. Chapter 541 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 EndingReinforcement 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 Gagne Briggs 9 events of instruction Factors to Consider

42. Chapter 542 Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 5 of 5 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 Gagne Briggs 9 events of instruction Factors to Consider

43. Chapter 543 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)

44. Chapter 544 Plateaus in Learning Hierarchy of habits Motivation declines Incorrect learning being eliminated Learning material that is complex whole composed of several simple parts

45. Chapter 545 Perceptual Preferences Print Visual Aural Interactive Tactile/manipulative Kinesthetic/psychomotor Olfactory