1© 2010 by Nelson Education Ltd. Chapter Nine Training Delivery

2© 2010 by Nelson Education Ltd. Learning Outcomes  Describe a lesson plan and the information to include in one  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 problems and solutions of training delivery

3© 2010 by Nelson Education Ltd. The Lesson Plan A lesson plan is 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

4© 2010 by Nelson Education Ltd. The 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

5© 2010 by Nelson Education Ltd. The 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

6© 2010 by Nelson Education Ltd. The 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

7© 2010 by Nelson Education Ltd. The 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

8© 2010 by Nelson Education Ltd. The Trainer Selecting a trainer is an important factor in the success of the training program  Internal (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 & engaging

9© 2010 by Nelson Education Ltd. The Trainer Developing a Trainer:  Internal staff who are SME’s may need development to be an effective trainer  A Train-the-trainer program teaches SME’s how to design and deliver training programs  Important and valuable investment in the SME as it will enhance experience as a trainer, increase effectiveness and ultimately improve training

10© 2010 by Nelson Education Ltd. The Trainees Select trainees based on… Abilities Aptitudes Motivation …As assessed by: Person analysis Tests Interviews Trainability test** **Test that measures an individual’s ability to learn and perform training tasks

11© 2010 by Nelson Education Ltd. The 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

12© 2010 by Nelson Education Ltd. The 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?

13© 2010 by Nelson Education Ltd. The 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

14© 2010 by Nelson Education Ltd. Training Materials & 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

15© 2010 by Nelson Education Ltd. The 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)

16© 2010 by Nelson Education Ltd. The Training Site Low Participant Involvement Moderate Participant Involvement High Participant Involvement Trainer

17© 2010 by Nelson Education Ltd. Scheduling the Training 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

18© 2010 by Nelson Education Ltd. Training Administration Success of the training program also depends on training administration, which is the coordination of all the people and materials involved in the training program

19© 2010 by Nelson Education Ltd. Creating a Climate for Learning 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

20© 2010 by Nelson Education Ltd. Creating a Climate for Learning  Learning facility/environment  Factors discussed in choosing training site  Ensure room/site is appropriate and ready  Trainer’s style and behaviour  Provide brief personal introduction  Interact with trainees  Approachable, empathetic, engaging style

21© 2010 by Nelson Education Ltd. 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…

22© 2010 by Nelson Education Ltd. Training Delivery Problems: Problem Participants  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 9.4 in text Problem participants

23© 2010 by Nelson Education Ltd. 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. Study of experienced trainers identified solutions.

24© 2010 by Nelson Education Ltd. Training Delivery Problems Twelve common training delivery problems expressed by novice trainers: 1. Fear (Lack of confidence) 2. Perception of lack of credibility 3. Lack of personal experiences 4. Handling difficult learners 5. Encouraging participation 6. Timing (Too much or too little material)

25© 2010 by Nelson Education Ltd. Training Delivery Problems Twelve common training delivery problems (cont’d) : 7. Adjusting instruction 8. Responding to questions 9. Feedback (Acquiring and Responding) 10. Using media, materials, facilities 11. Opening and closing techniques 12.Dependence on notes See Trainer’s Notebook 9.3 for Solutions

26© 2010 by Nelson Education Ltd. Summary  Steps involved in delivering a training program were discussed  Importance of Lesson Plan and elements of it were presented  Characteristics of effective trainers and determining who should attend training were discussed  Logistical issues of site selection, training administration, and scheduling training reviewed  Described how to create training climate, identified Events of Instruction, and common training problems and their solutions.