Chapter05, Training Design

Chapter-(5) FiveTraining Design

Effective Training: Strategies, Systems and Practices, 3rd Edition

P. Nick Blanchard and James W. Thacker

Design Phase

2

Input Process Output

Training

Needs

OrganizationalConstraints

LearningTheory

Develop

Training

Objectives

Determine factors that facilitate

learning & transfer

Identify alternativemethod ofinstruction

Chapter 6, 7

EvaluationobjectivesChapter 9

Guide to determining time required to prepare training – Part 1 of 3

3

Variables Level 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


4

Variables Level Of Effort For DesignLow Medium High

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


5

Variables Level Of Effort For DesignLow 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

Proposal for developing a one day workshop on Effective Communication

6

Action Time Rate TotalPrepare

Interview relevant employees to determine issues and context to develop training

1 day $1,000 $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 material 2.5 days $1,000 $2,500Miscellaneous $1,400

TOTAL $15,400

Types of Costs in Training Programs (1 of 2)

7

Development Costs (costs related to the development of the training program; TNA, piloting of the training, materials used to design the program, etc..)

Direct Costs (costs directly attributed to the delivery of the training; trainer compensation, facilities, materials, etc)

Indirect Costs (cost incurred even if training were cancelled: preparation, marketing, administrative, & clerical support)

Types of Costs in Training Programs (2 of 2)

Overhead Costs (costs associated with purchase and maintenance of training equipment and training facilities)

8

Participant Compensation (costs associated with trainees salary and benefits)

Evaluation Costs (costs associated with evaluating the training; assessment tools, etc…)

Training Costs for Grievance Reduction Training – Part 1 of 2

9

Developmental Costs1. 20 days of director’s time at $50,000 per

year2. 5 days of trainer’s time at $30,000 per year3. Materials

$4,000$ 600$1,000

Direct Costs1. 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

Training Costs for Grievance Reduction Training – Part 2 of 2

10

Participant Compensation (may include travel)1. 30 supervisors attending 5-day

workshop(Average $35,000 / yr.)

$21,000

Evaluation Costs1. 6 days of evaluator’s time at $30,000 per year2. Materials

$ 720$ 800

Total Training Costs $32,310

Indirect Costs1. 1 day trainer preparation 2. 3 days administrative preparation at

20,000 per year

$ 120$ 120

Learning Objective

11

Objectives are statements which describe what the learner is expected to achieve as a result of training

Developing Objectives

A good objective has threecomponents:1. Desired outcome – type of behavior2. Condition – where, when and/or what tools will be

used 3. Standards – the criteria that will be used to judge

the adequacy of the behavior. (minimal acceptable level; speed, accuracy, or quality)

12

Developing Learning Objectives

Fundamental Rules:• Must be measurable and observable• Articulates the goal(s) of training• Communicates the intent to trainee• Provides a means for evaluation• Assists in the selection of materials

13

I. Observable Outcome/Behavior An action verb that you want the participants

to be able to do as a result of the training

Measurable

14

Examples Action Verbs

• Build• Demonstrate• Describe• Develop• Draw

Dissect Draw Identify Implement Write

15

II. Condition

• Describes the environment under which the work to be performed

How you get to your outcome

16

Condition Examples

• After completing this activity…• Using a computer…• After completing this seminar…• After completing this training session…• Using the information in the workbook…• In the classroom…• On the firing range…• Given a hypothetical situation…

17

III. Criteria/Standard

• A standard which describes how many, how quickly, how well (MAY BE IMPLICIT).

What will happen as a result of the training

18

Criterion Examples

• Achieving a score of 75%• According to policy• Accurately• With no errors• Within one hour

19

Example 1: Learning Objective

• Condition – “Using a drop wire, bushing and connectors, but without the use of a manual”

• Behavior – “the trainee will splice a drop wire”

• Standard – “according to the standard set in the manual”

20

Example 2: Learning Objective

• Condition – “Using a standard climbing harness and spikes”

• Behavior – “the trainee will climb a standard telephone pole”

• Standard – “within 5 minutes, following all safety procedures”

21

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

22

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

23

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

24

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”

25

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

26

Types of Training Objectives – Part 1 of 2 (Kirkpatrick)

27

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

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

28

No Trait and Treatment Interaction

29

Training Design A

Training Design B

Low HighIndividual Trait

Low

High

A Trait and Treatment Interaction

30

Training Design A

Training Design B

Low HighIndividual Trait

Low

High

Social Learning Processes and Corresponding Training Events

31

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 and Presentation 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)

Conditions of Practice

• Active practice – can be mental practice• Massed vs. spaced practice

– Rest intervals early in training– Less meaningful, greater difficulty and amount the better

spaced practice– Less capable, less experienced learner does better with

spaced practice – Retention better with spaced practice

• Whole vs. part

32

Conditions of Practice

• Overlearning• Knowledge of results/feedback

– Important aspects– Provisions of feedback– Specify corrective actions– Reward/punishment consequences

33

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

34

Seven Step Relapse-Prevention Training

35

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 firstrelapse

6. Practice coping (relapse prevention) strategies

7. Learn to monitor target skill

Coping Strategies for Relapse Prevention – Part 1 of 2

36

Understand the relapse process

Step

Recognize difference between training and work setting

Create an effective support network on the job

Identify high risk situations

Coping Strategies for Relapse Prevention – Part 2 of 2

37

Step

Reduce emotional reactions that interfere with learning

Diagnose specific support skills necessary to retain new skill

Identify organizational support for skill retention

Transfer of Training

Stimulus Response Transfer

same same positive

same different negative

different different zero/none

38

Increasing Transfer

• Maximize similarity• Practice• Provide a variety of situations and examples• Understand general principles• Support• Opportunity to perform on the job• Feedback and reinforcement• Develop and follow learning objectives

39

A Plan to Apply Skills Back on the Job

40

1. What 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 SkillNotUsingSkill

Gagne-Briggs Nine Events of Instruction – Part 1 of 2

41

Instructional Event Relation to Social Learning TheoryGain attention Attention

Informing the trainee of Goal (objectives)

Attention

Stimulate recall of prior knowledge (learning)

Retention: Activation of memory

Present the material Retention: Activation of memory, Semantic coding, Cognitive organization

Gagne-Briggs Nine Events of Instruction – Part 2 of 2

42

Instructional Event Relation to Social Learning Theory

Provide informative feedback Reinforcement

Assess performance

Enhance retention and transfer Reinforcement

Provide guidance for learning Retention: Semantic coding/ cognitive organization through guided discoveryRetention: Symbolic Rehearsal

Elicit performance (practice) Behavioral Reproduction

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of

design – 1 of 5

43

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.


design – 2 of 5

44

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.



Factors to Consider


design – 3 of 5

45

During RetentionMake relevant Continue 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 interestingAsk questions and get involvement



Factors to Consider


design – 4 of 5

46

Make interesting Provide 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.



Factors to Consider


design – 4 of 5

47

Ending ReinforcementBe sure trainees see

results of trainingAssess 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 oftraining



Factors to Consider


design – 5 of 5

48

Post-Training

ReinforcementFacilitate 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.



Factors to Consider

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)

49

Plateaus in Learning

• Hierarchy of habits• Motivation declines• Incorrect learning being eliminated• Learning material that is complex whole

composed of several simple parts

50

Perceptual Preferences

• Print• Visual• Aural• Interactive• Tactile/manipulative• Kinesthetic/psychomotor• Olfactory

51

Documents

Chapter05, Training Design