Effective Training: Strategies, Systems and Practices, 2nd Edition Chapter Five Training Design

Session Overview Identify and describe organizational constraints to training Determine the time required to prepare a training program List and describe the costs associated with a training program Describe the purpose of a learning/training objective Understand the components within a learning objective Chapter 5

Training Design Phase Input Process Output Develop Training Objectives Needs Organizational Constraints Learning Theory Develop Training Objectives Determine factors that facilitate learning & transfer Identify alternative method of instruction Chapter 6 Evaluation objectives Chapter 8 Chapter 5

Organizational Constraints (1 of 3) Constraints Suggestion for How to Handle Need high level of stimulation1 because: Law (fire drills) Task critical to the job (police firing gun) Mistakes costly (airline pilot) Incorporate a longer lead time to prepare simulations/role plays. Purchase Simulators. Trainees vary in amounts of experience Consider modularization. Trainees have large differences in ability levels Use programmed instruction. Have high level of trainer/trainee interaction. Chapter 5

Organizational Constraints (2 of 3) Constraints Suggestion for How to Handle Mix of employees and new hires trained on a new procedure Consider different training programs; may be negative transfer for employees but not for new hires. Long lag between end of training and use of the skill on the job Distribute practice through the lag. Provide refresher material and/or models for employees to follow. Short lead time Use external consultant or training package. Chapter 5

Organizational Constraints (3 of 3) Constraints Suggestion for How to Handle Bias against a type of training (role play, etc.) Develop proof of effectiveness into the training package. Use another method. Few trainees available at any one time Use programmed instruction. Small organization with limited funds Hire consultant/purchase training. Join consortium. Chapter 5

Preparing a Training Program When estimating the time required to prepare training, the three main types of questions: Who What How Chapter 5

Determining time required to prepare training (1 of 4) Variables Level Of Effort For Design Low Medium High Who 1. Designer knowledge and skills related to instructional design  extensive knowledge and skills  Moderate knowledge and skills  minimal knowledge and skills 2. Designer knowledge of subject matter  extensive knowledge  some knowledge  no knowledge 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 Chapter 5

Determining time required to prepare training (2 of 4) Variables Level Of Effort For Design Low Medium High What 5. the number of instruction modules  few (5 modules)  several (8 modules)  many (12 modules) 6. Elements included in the training materials  trainee manual only  instructor and participant manuals  instructor and participant manuals, overheads, job aids 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 Chapter 5

Determining time required to prepare training (3 of 4) Variables Level Of Effort For Design Low Medium High How 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 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 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 Chapter 5

Determining time required to prepare training (4 of 4) Effort Low Medium High Totals –––– x 1 = –––– –––– x 2 = –––– –––– x 3 = –––– Add the weighted totals from the high, medium and low columns to get an estimate of the number of days it will take to develop one day of instructor-led training Chapter 5

Proposal for developing a one day workshop on Effective Communication Action Time Rate Total Prepare Interview relevant employees to determine issues and context to develop training 1 day $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 $2,500 Miscellaneous $1,400 TOTAL $15,400 Chapter 5

Types of Costs in Training Programs (1 of 2) 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) Chapter 5

Types of Costs in Training Programs (2 of 2) Overhead Costs (costs associated with purchase and maintenance of training equipment and training facilities) Participant Compensation (costs associated with trainees salary and benefits) Evaluation Costs (costs associated with evaluating the training; assessment tools, etc…) Chapter 5

Example of Training Costs for Grievance Reduction Training (1 of 2) Developmental Costs 1. 20 days of director’s time at $50,000 per year 2. 5 days of trainer’s time at $30,000 per year 3. Materials $ 4,000 $ 600 $ 1,000 Direct Costs 1. 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 Chapter 5

Example of Training Costs for Grievance Reduction Training (2 of 2) Indirect Costs 1. 1 day trainer preparation 2. 3 days administrative preparation at 20,000 per year $ 120 Participant Compensation 1. 30 supervisors attending 5-day workshop (Average $35,000 / yr.) $21,000 Evaluation Costs 1. 6 days of evaluator’s time at $30,000 per year 2. Materials $ 720 $ 800 Total Training Costs $32,310 Chapter 5

Learning Objective Objectives are statements which describe what the learner is expected to achieve as a result of training Chapter 5

Elements of a Learning Objective Condition Outcome/Behavior Standard/Criterion

Developing Objectives A good objective has three components: Desired outcome – type of behavior Condition – where, when and/or what tools will be used Standards – the criteria that will be used to judge the adequacy of the behavior. (minimal acceptable level; speed, accuracy, or quality) Chapter 5

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 Chapter 5

I. Observable Outcome/Behavior An action verb that you want the participants to be able to do as a result of the training Measurable

Examples Action Verbs Build Demonstrate Describe Develop Draw Dissect Identify Implement Write

II. Condition Describes the environment under which the work to be performed How you get to your outcome

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…

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

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

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” Chapter 5

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” Chapter 5

Learning Objectives Improved (1 of 2) Before Upon completion of training the trainee: After After reading a scenario of an unmotivated student, and without the use of any outside material, identify orally to the class what you would do to motivate the student, and explain which theory you used and why. Trainee must identify at least 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios Will be able to apply theories of motivation to different situations Chapter 5

Learning Objectives Improved (2 of 2) Before Upon completion of training the trainee: After When asked, correctly identify to the trainer 5 things that are necessary to have an effective team. Will understand what is needed to have an effective team Will have knowledge of three types of active listening, and be able to use the appropriate one in a particular situation In a role play, appropriately respond to an angry comment using one of the active listening types, then correctly explain to the class which was used and why. Chapter 5