STEP 2: DESIGN TRAINING (Continued)

STEPS TO EFFECTIVE TRAINING 1. Assess Needs – Organizational Analysis – Person Analysis – Task Analysis – Ensure Readiness 2. Design Training – Create a learning environment – Set Objectives – Develop manual and lesson plan – Select methods/techniques – Select trainer and site

Learning Principles: Practice Makes Perfekt n Active n Focussed n Massed vs. Distributed n Whole vs. Part – Sequencing n Feedback (knowledge of results) n Learning Curve

Learning Principles: Retaining What you Learn n Practice and Overlearning n Interference and practical limits n Cues for recall n Transfer of Training

STEP 2: DESIGN TRAINING OBJECTIVES n Purpose? n Effective Training Objectives: – – – –

SAMPLE OBJECTIVES n Stoney will attend therapy 3 times a week n Stoney will do trunk rotations, swing therapy, ball therapy… n Stoney will show an increase in strength and stamina n Stoney will have greater balance and control.

SAMPLE OBJECTIVES n All supervisors will attend Paul Green’s Behavioral Interviewing Course n All supervisors will improve their interviewing skills

SAMPLE OBJECTIVES n Receive a job relevance rating of at least 4.5 out of 5.0 – (Reaction) n Demonstrate awareness of B.I. principles in a written test with at least 70% accuracy – (Learning) n All interviewing supervisors will review job description and develop at least 5 open-ended questions that focus on past behavior – (Behavior) n Increase validity of interviews by.30 within 6 months – (Results)

STEP 2: DESIGN— Select Methods/Techniques/Location n Based on learning objectives n On-the-Job vs. Off-the-Job – – – – – n Methods/Techniques

Training Methods Presentation Methods n Trainees are passive recipients of information n Advantages – n Disadvantages – – – n Good for teaching? n Best use?

Training Methods Hands-On Methods n Require active involvement of trainees – OTJ; Simulations; games; cases; role plays n Advantages – – – – n Disadvantages? – – n Good for teaching:

Training Methods Team-building n Increase skills needed for effective teamwork – n Advantages? – n Disadvantages? – –

CHOOSING A METHOD n KNOW the model n Learning Outcomes n Learning Environment & Transfer n Cost Relative to Benefits n Combine Methods

HRD Applications Skills and Technical Training

Skills Training Programs n Most common type of training – Yet frequently done poorly n Consider “Safety Training” mini-case – How could delivery have been improved? n Role of behavior modeling

Steps in Training Work Skills n Introduce the skill n Demonstrate the skill n Explain the skill n Demonstrate the skill again n Practice the skill n Provide feedback to improve performance

Step 1: Introduce the Skill n Get the learners’ attention n Make sure all learners can see and hear n Clarify why they want to learn the skill – How? – Safety Training? n Describe the skill – Safety Training? n Your hands?

Step 2: Demonstrate the Whole Skill n Technically correct n Repeated several times n Done from different perspectives – Safety Training? – Golf?

Step 2: Demonstrate the Whole Skill n Technically correct n Repeated several times n Done from different perspectives – Safety Training? – Golf? n Your mouth? Your body?

Step 3: Explain the Skill n Clear, concise, enthusiastic n Direct attention to important cues – Safety training? – Golf? n Consider using learning aids to highlight and reinforce key points

Step 3: Explain the Skill n Clear, concise, enthusiastic n Direct attention to important cues n Consider using learning aids to highlight and reinforce key points n Your mouth? Your body?

Step 4: Second Demonstration n Demonstrate parts of skill sequentially – Safety Training? – Golf? n Alternate demonstration with explanation n Finish with demonstration of whole skill

Step 5: Provide Practice n Active practice by learner is critical n Create practice environment that is: – Safe (Safety Training?) – non-threatening (Mr. Gleason?) – motivating and successful n Repeated, short practice is generally best n Have learner explain and demonstrate skill

Step 5: Provide Practice (cont.) n Expect mistakes and build motivation – Provide for progression at individual rates – Separate practice from evaluation n Alternate demonstration and practice n Allow for enough practice – Until when?

Step 6: Provide Feedback n Immediate n Accurate and specific n Focus on one correction at a time n Positive n Allow for additional practice after feedback