1© 2013 by Nelson Education Ltd. CHAPTER NINE Training Delivery

1© 2013 by Nelson Education Ltd.

CHAPTER NINE

Training Delivery


LEARNING OUTCOMES

Define a lesson plan and describe how to develop one and what information should be included

Describe the characteristics of an effective trainer Describe how to decide who should attend a

training program Describe what makes an effective training site Describe the elements of a positive learning

climate Discuss Gagné’s nine events of instruction Discuss some of the problems and solutions of

training delivery


LESSON PLAN

Lesson plan: A blueprint that outlines the training program in terms of sequence of activities and events that will take place

Lesson: A cohesive unit of instruction with a specific learning objective


LESSON PLAN

Lesson plan cover page should include:

Training objectives Trainees and instructor Time allocation and location Classroom requirements and seating Training materials and equipment Trainee supplies and handouts


LESSON PLAN

The sequencing of the various activities in the lesson is an important consideration

Common approaches include:• General to specific• Easy to difficult• Concrete to abstract • Old to new• Simple to complex• Familiar to unknown• Present to future


LESSON PLAN

Beginning with simple and familiar eases learners into new content and experiences • It builds trainee self-efficacy • Allows trainees to see how their current level of

knowledge and experience is relevant for the training

• Ultimately it reduces learner anxiety and makes for a more comfortable learning experience

Lesson plan should focus on what trainees will be doing during the session


LESSON PLAN

Lesson plans are critical in design phase: Allows for approval and smooth operation of

training program Enables expenditures to be budgeted and

monitored Ensures training is directed toward real problems Enhances credibility Sets the tone for professional approach to training


THE TRAINER

Selecting a trainer is an important factor in the success of the training programInternal (HR, training staff, manager, or SME)External (consultant, volunteer)

Qualities of a good trainer:Knowledgeable or subject-matter expert (SME)Delivery (i.e., verbal/communication, interpersonal, organizing skills)Ability to make material interesting

• Enthusiastic, expressive, and engaging


SUBJECT-MATTER EXPERTS

Developing an SME: Internal staff/SMEs may need development to be

an effective trainer A Train-the-trainer program teaches SMEs how to

design and deliver training programs Important and valuable investment – enhances the

experience as a trainer, increases effectiveness, and ultimately improves training


TRAINEES

Kirkpatrick outlined four decisions for selecting participants:

1. Who can benefit from training?

2. What programs are required by law or by government edict?

3. Should training be voluntary or compulsory?

4. Should participants be segregated by level, or should levels be combined?


TRAINEES

Select trainees based on…• Abilities• Aptitudes• Motivation

…As assessed by:• Person analysis• Tests• Interviews• Trainability test**Test that measures an

individual’s abilityto learn and perform

training tasks


TRAINEES

Trainability tests involve:

1. Taking a mini-course or learning a sample of the training

2. Taking a test that measures learning Predictive of training success and job

performance in many jobs Used mostly for psychomotor skills


TRAINEES

All of this information can be incorporated into a training plan that indicates who needs training, the type of training that is needed, and how training will be delivered


MATERIALS AND EQUIPMENT

Materials: Expendable items i.e., note pads, pens, flipchart, handouts

Equipment: Non-expendable items i.e., computer, DVD player, overhead

The content, methods, and exercises in a training program determine the material and equipment requirements


TRAINING SITE

The training site can be:Company training facility or training room Rented premises (conference or meeting room)Outdoor site for experiential learning

The site should be:Conducive to learning (comfortable setting)Free of distractions (noise, interruptions)Set up appropriately (seating arrangement to enhance learning)


TRAINING SITE

Low ParticipantInvolvement

Moderate ParticipantInvolvement

High ParticipantInvolvement

Trainer Trainer

Trainer


SCHEDULING THE PROGRAM

Scheduling must take into consideration:

Best time for employees to attend Availability of trainer Availability of training site and materials Single or multiple sessions

• Massed vs. distributive


TRAINING ADMINISTRATION

Coordination of all the people and materials involved in the training program

Success of program depends on coordinating all of these efforts well


IMPLEMENTING THE PROGRAM

Learning climate: A training climate conducive to learning makes participants feel relaxed, comfortable, and safe

Pre-arrival factors• Contacting trainee before training• Greetings, information, or pre-work

• Reinforces conditions of practice before training Greeting of participants

• Welcoming message• Create relaxed environment


IMPLEMENTING THE PROGRAM

Learning facility/environment:• Ensure room/site/materials, etc. are

appropriate and ready Trainer’s style and behaviour:

• Provide brief personal introduction• Interact with trainees• Approachable, empathetic, engaging style


GAGNÉ’S EVENTS OF INSTRUCTION

1. Gain attention

2. Describe the objectives

3. Stimulate recall of prior knowledge

4. Present the material to be learned

5. Provide guidance for learning

6. Elicit performance feedback

7. Provide information feedback

8. Assess performance

9. Enhance retention and transfer

…to which we can add one more:

10.Close the program

Gagné proposed nine events of instruction:


TRAINING DELIVERY PROBLEMS

The hesitant one The monopolizer The voice of experience The arguer The non-listener The idea zapper The complainer

The rigid one The hostile one The angry one The negative one The clown The show off The tangent taker

See Table 9.5 in text

Problem Participants


TRAINING DELIVERY PROBLEMS

Novice and experienced trainers can experience training delivery problems

Three basic themes of delivery problems:1. Pertaining to trainer

2. How trainer relates to trainees

3. Presentation techniques

Study of novice trainers identified 12 most common problems

Study of experienced trainers identified solutions

A NOVICE TRAINER’S VIEW TO PROBLEMS

Fear (lack of confidence) Perception of lack of

credibility Lack of personal

experience Handling difficult learners Encouraging participation Timing (too much or too

little material) Adjusting instruction

Responding to questions Feedback (acquiring and

responding) Using media, materials,

facilities Opening and closing

technique Dependence on notes



SUMMARY

Described several critical steps to delivering a training program

Lesson plan is critically important in delivering a successful program

Discussed characteristics of effective trainers and determining who should attend training

Reviewed logistical issues of site selection, training administration, and scheduling training

Described how to create training climate; identified events of instruction, and common training problems and their solutions

Documents

1© 2013 by Nelson Education Ltd. CHAPTER NINE Training Delivery