1© 2010 by Nelson Education Ltd. Chapter Five Training Design

1© 2010 by Nelson Education Ltd.

Chapter Five

Training Design


Learning Outcomes

Define and write training objectives and describe their five 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 one

Describe the ways to determine the content of a training program

Describe the types of training methods and define blended training


Learning Outcomes

Define practice and active practice, the conditions of practice before 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 to develop it

Define error-management training and describe when it is most likely to result in positive training outcomes


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


Instructional Systems Design Model


Training Objectives

A statement of what trainees are expected to be able to do after a training program


Writing Training 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?

3. Where is the behaviour to be demonstrated?

4. When is the behaviour to be demonstrated?

5. What is the standard by which the behaviour will be judged?


Writing Training Objectives

Final written objectives should contain three key components:

1. Performance

2. Condition

3. Criterion


Purchase or Design Decision

1. Advantages of packaged programs

High quality Immediate delivery Ancillary services Potential to customize Benefits from others’ experience Extensive testing Often less expensive


Purchase or Design Decision

2. Advantages of internal programs

Security and confidentiality Use organization’s jargon Incorporate organization’s values Use internal content expertise Understand audience Pride and credibility


Purchase Decision Considerations

Important factors to consider are:

Cost Time and expertise to

design a program Time ( i.e., how soon?) Who needs training


Request for Proposal

An RFP is a document that outlines to potential vendors and consultants an organization’s training and project needs

RFP’s include sections such as:• Description of company and opportunity• Scope of project and statement of work• Instructions on how to respond• Level of service required


Training Content

A crucial stage as it must be based on training needs and objectives

The highest priority question: “What is to be learned?”

Needs analysis and training objectives guide content decisions


Training Content

May be legislated, or identified by Subject Matter Expert (SME)

Identify to what degree content is to be learned based on performance standard in training objectives


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


Training Methods

Learning and retention are best achieved through the use of methods that promote productive responses; whereby the trainee actively uses the training content rather than passively watches, listens, or imitates the trainer

Many organizations find blended training, a combination of approaches to training, is the best approach


Active Practice

Practice: Physical or mental rehearsal of a task, skill, or knowledge

Active practice: Providing trainees with opportunities to practice performing a training task or using knowledge during training


Conditions of Practice

1. Pre-practice conditions

Strategies or interventions that can be implemented prior to a training program:

a. Attentional advice

b. Metacognitive strategies• Metacognition: self-regulatory process

that helps people guide learning and performance

c. Advance organizers



1. Pre-practice conditions (cont'd)

d. Goal orientation

(mastery or performance)

e. Preparatory information

f. Pre-practice briefs

(specific to team training)



2. Conditions of practice during training

a. Massed vs. distributed practice

b. Whole vs. part learning

c. Over-learning

d. Task sequencing

e. Feedback or knowledge of results


Active Learning and Adaptive Expertise

Traditional approach to learning reinforces routine expertise; reproducing specific behaviours in similar settings and stituations

More complex jobs and tasks require adaptive expertise; being able to use knowledge and skills across a range of tasks, settings, and situations. Deeper understanding of the task is required to achieve this.



This can be achieved with more focus on active learning trainee is given control over their own learning promotes inductive learning where rules,

principles, strategies for performance of a task are learned through exploration and experimentation

contrast to deductive learning transmits knowledge to the learner, and gives

more guidance and structure on what to learn



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



A key element of active learning is error framing which is discussed in more detail in Error-Management Training

Active learning stimulates metacognitive activities to a greater extent than proceduralized instruction and helps to explain the effects of active learning strategies on adaptive learning and performance


Error-Management Training (EMT)

Training that encourages trainees to make errors while learning and to learn from them

• Errors are a form of negative feedback that can have a positive and informative function in learning

• Achieved by providing only basic information or minimal instructions about how to perform a task being learned



• Trainees are introduced to various problems, invited to explore/solve on their own (active exploration)

• Trainees will try different approaches, likely making errors

• Error-management instructions are necessary to avoid frustration and to frame errors positively

• In contrast to error-avoidant training



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



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



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


Model of Training Effectiveness

Now able to add Training Design to this model as shown in Fig 5.1 as influences on training effectiveness

1. Active Practice

2. Conditions of Practice

3. Active Learning

4. Error Management Training


Summary

• Described the main activities involved in the design of a training program

• Discussed elements, components, and writing of training objectives

• 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

Documents

1© 2010 by Nelson Education Ltd. Chapter Five Training Design