1. 1© 2013 by Nelson Education Ltd. CHAPTER FIVE Training Design

2. 2© 2013 by Nelson Education Ltd. LEARNING OUTCOMES  Define training objectives and describe their four elements and three components  Discuss the factors to consider when deciding to purchase or design a training program  Discuss the purpose of an RFP and how to create an effective one  Describe how to determine the content of a training program  Describe the types of training methods and define blended training

3. 3© 2013 by Nelson Education Ltd. LEARNING OUTCOMES  Define practice and active practice  Describe the conditions of practice before (pre- training interventions) and during training  Discuss the difference between routine expertise and adaptive expertise and the implications of each for training design  Define active learning and describe training design elements for it  Define error-management training and describe when it is most likely to result in positive training outcomes

4. INTRODUCTION  Training design methods are integral to a program’s success and potential ROI  Many considerations – time, cost, who? 4© 2013 by Nelson Education Ltd.

5. 5 INSTRUCTIONAL SYSTEMS DESIGN MODEL  Moving on from the first step of the ISD model (needs analysis), the second step is training design and delivery  Concepts related to training design and delivery are explored in the next five chapters, beginning with training design in this chapter

6. 6© 2013 by Nelson Education Ltd. INSTRUCTIONAL SYSTEMS DESIGN MODEL

7. TRAINING DESIGN ACTIVITIES 7© 2013 by Nelson Education Ltd.

8. 8 TRAINING OBJECTIVES A statement of what trainees are expected to be able to do after a training program

9. PURPOSE OF TRAINING OBJECTIVES 9© 2013 by Nelson Education Ltd.

10. 10© 2013 by Nelson Education Ltd. WRITING OBJECTIVES Training objectives should include five key elements of the desired outcomes: 1.Who is to perform the desired behaviour? 2.What is the actual behaviour (listed as a verb)? 3.Conditions under which they are be performed (where and when)? 4.What is the standard by which the behaviour will be judged?

11. 11© 2013 by Nelson Education Ltd. WRITING OBJECTIVES Final written objectives should contain three key components: 1.Performance 2.Condition 3.Criterion (standard)

12. 12© 2013 by Nelson Education Ltd. PURCHASE OR DESIGN? 1.Advantages of outsourced programs  High quality  Immediate delivery  Ancillary services  Potential to customize  Benefits from others’ experience  Extensive testing  Often less expensive

13. 13© 2013 by Nelson Education Ltd. PURCHASE OR DESIGN? 2.Advantages of in-house developed programs:  Security and confidentiality  Use organization’s jargon  Incorporate organization’s values  Use internal content expertise  Understand audience  Pride and credibility

14. PURCHASE OR DESIGN?  Factors considered: Economies of scale – cost, number of employees, and what employees Is there organization specific content? Organization expertise and time to develop? When is it needed? Some of both – purchase and design? 14© 2013 by Nelson Education Ltd.

15. 15© 2013 by Nelson Education Ltd. REQUEST FOR PROPOSAL (RFP) Outlines to potential vendors and consultants an organization’s training and project needs. Can include:  Pre-qualification checklist  Description of company and opportunity  Project scope and statement of work  Instructions on how to respond  Criteria  Service level required

16. 16© 2013 by Nelson Education Ltd. TRAINING CONTENT  Crucial stage: Based on training needs and objectives Highest priority question: “What is to be learned?” Needs analysis and training objectives guide content decisions  Considerations of delivery: Is it legislated? Is it identified by Subject Matter Expert (SME)?

17. 17© 2013 by Nelson Education Ltd. TRAINING METHODS Training methods is an extensive topic and is covered in more detail in following chapters. Training methods can be distinguished by several factors including where they occur:  On the job: Job instruction training, coaching, performance aids  Off the job: Classroom, simulations  Technology-based: e-learning, computer-based

18. 18© 2013 by Nelson Education Ltd. TRAINING METHODS  Methods influenced by time, money, tradition  Productive Responses Learning and retention are best achieved when the trainee actively uses the training content rather than passively watches, listens, or imitates the trainer  Blended Learning Research shows blended learning – a combination of approaches – is best

19. 19© 2013 by Nelson Education Ltd. ACTIVE PRACTICE  Practice: Physical or mental rehearsal of a task, skill, or knowledge with aim of achieving level of proficiency  Active practice: Providing trainees with opportunities to practise performing a training task or using knowledge during training

20. 20© 2013 by Nelson Education Ltd. CONDITIONS OF PRACTICE

21. 21© 2013 by Nelson Education Ltd. CONDITIONS OF PRACTICE

22. 22© 2013 by Nelson Education Ltd. ACTIVE LEARNING AND ADAPTIVE EXPERTISE  Analogical/Routine Expertise Reproducing specific behaviours in similar settings and situations  Adaptive Expertise Ability to use knowledge and skills across a range of tasks, settings, and situations Deeper understanding of the task is required to achieve this Achieved through Active Practice

23. 23© 2013 by Nelson Education Ltd. ACTIVE LEARNING AND ADAPTIVE EXPERTISE  Training can be designed for active learning using several design elements: Exploratory/discovery learning instead of proceduralized instruction Error framing encouraging errors and viewing errors as instrumental for learning Emotion control strategies, as learning can evoke stress and anxiety which can hinder learning and performance

24. 24© 2013 by Nelson Education Ltd. ACTIVE LEARNING AND ADAPTIVE EXPERTISE  Key element of active learning is error framing Active learning stimulates metacognitive activities to a greater extent than proceduralized instruction Helps to explain the effects of active learning strategies on adaptive learning and performance

25. 25© 2013 by Nelson Education Ltd. ERROR-MANAGEMENT TRAINING (EMT)  EMT encourages trainees to make errors while learning and to learn from them Done with basic info or minimal instruction  Errors are a form of negative feedback that can have a positive and informative function in learning

26. 26© 2013 by Nelson Education Ltd. ERROR-MANAGEMENT TRAINING (EMT)  Trainees are introduced to various problems and invited to explore/solve on their own (active exploration)  Trainees will try different approaches, likely making errors  Error-management instructions: Necessary to avoid frustration and to frame errors positively In contrast to error-avoidant training –Less likely to make errors

27. 27© 2013 by Nelson Education Ltd. ERROR-MANAGEMENT TRAINING (EMT) Error-avoidant training: Training that explicitly avoids or minimizes trainee errors while learning to perform a task  Trainees are given detailed, step-by-step instructions on how to perform a task with the goal of avoiding errors  When errors are made trainer intervenes and corrects them

28. 28© 2013 by Nelson Education Ltd. ERROR-MANAGEMENT TRAINING (EMT) Advantages of Error-Management Training 1.Informs trainees of K/S that need improvement and provides focus 2.Trainees develop thoughtful strategies and deeper processing of information leading to mental models for task performance 3.Greater practice enroute to mastery 4.Trainees learn “error-recovery strategies” 5.Greater exploration to determine reasons for error

29. 29© 2013 by Nelson Education Ltd. ERROR-MANAGEMENT TRAINING (EMT)  Error-management training is particularly effective For post-training performance On the performance of tasks that require adaptive expertise, known as adaptive tasks When accompanied by error-management instructions As a design element for facilitating active learning

30. 30© 2013 by Nelson Education Ltd. MODEL OF TRAINING EFFECTIVENESS

31. 31© 2013 by Nelson Education Ltd. SUMMARY Provided overview of design – integral to an ROI on training programs Learning objectives provide an overview of what is going to be done – they are measurable Discussed decision factors related to purchase or design of training and importance of RFP Described factors involved in design of training program Discussed active learning and design elements that promote adaptive expertise, including error- management training