1© 2010 by Nelson Education Ltd. Chapter Five Training Design

2© 2010 by Nelson Education Ltd. Learning Outcomes  Define and write training objectives and describe their five elements and three components  Discuss the factors to consider when deciding to purchase or design a training program  Discuss the purpose of an RFP and how to create one  Describe the ways to determine the content of a training program  Describe the types of training methods and define blended training

3© 2010 by Nelson Education Ltd. Learning Outcomes  Define practice and active practice, the conditions of practice before and during training  Discuss the difference between routine expertise and adaptive expertise and the implications of each for training design  Define active learning and describe training design elements to develop it  Define error-management training and describe when it is most likely to result in positive training outcomes

4© 2010 by Nelson Education Ltd. Instructional Systems Design Model  Moving on from the first step of the ISD model (Needs Analysis), the second step is Training Design and Delivery  Concepts related to Training Design and Delivery are explored in the next five chapters beginning with Training Design in this chapter

5© 2010 by Nelson Education Ltd. Instructional Systems Design Model

6© 2010 by Nelson Education Ltd. Training Objectives A statement of what trainees are expected to be able to do after a training program

7© 2010 by Nelson Education Ltd. Writing Training Objectives Training objectives should include five key elements of the desired outcomes: 1.Who is to perform the desired behaviour? 2.What is the actual behaviour? 3.Where is the behaviour to be demonstrated? 4.When is the behaviour to be demonstrated? 5.What is the standard by which the behaviour will be judged?

8© 2010 by Nelson Education Ltd. Writing Training Objectives Final written objectives should contain three key components: 1.Performance 2.Condition 3.Criterion

9© 2010 by Nelson Education Ltd. Purchase or Design Decision 1.Advantages of packaged programs  High quality  Immediate delivery  Ancillary services  Potential to customize  Benefits from others’ experience  Extensive testing  Often less expensive

10© 2010 by Nelson Education Ltd. Purchase or Design Decision 2.Advantages of internal programs  Security and confidentiality  Use organization’s jargon  Incorporate organization’s values  Use internal content expertise  Understand audience  Pride and credibility

11© 2010 by Nelson Education Ltd. Purchase Decision Considerations Important factors to consider are:  Cost  Time and expertise to design a program  Time ( i.e., how soon?)  Who needs training

12© 2010 by Nelson Education Ltd. Request for Proposal An RFP is a document that outlines to potential vendors and consultants an organization’s training and project needs  RFP’s include sections such as: Description of company and opportunity Scope of project and statement of work Instructions on how to respond Level of service required

13© 2010 by Nelson Education Ltd. Training Content  A crucial stage as it must be based on training needs and objectives  The highest priority question: “What is to be learned?”  Needs analysis and training objectives guide content decisions

14© 2010 by Nelson Education Ltd. Training Content  May be legislated, or identified by Subject Matter Expert (SME)  Identify to what degree content is to be learned based on performance standard in training objectives

15© 2010 by Nelson Education Ltd. Training Methods Training methods is an extensive topic and is covered in more detail in following chapters. Training methods can be distinguished by several factors including where they occur:  On the job: job instruction training, coaching, performance aids  Off the job: classroom, simulations  Technology based: e-learning, computer- based

16© 2010 by Nelson Education Ltd. Training Methods  Learning and retention are best achieved through the use of methods that promote productive responses; whereby the trainee actively uses the training content rather than passively watches, listens, or imitates the trainer  Many organizations find blended training, a combination of approaches to training, is the best approach

17© 2010 by Nelson Education Ltd. Active Practice  Practice: Physical or mental rehearsal of a task, skill, or knowledge  Active practice: Providing trainees with opportunities to practice performing a training task or using knowledge during training

18© 2010 by Nelson Education Ltd. Conditions of Practice 1. Pre-practice conditions Strategies or interventions that can be implemented prior to a training program: a. Attentional advice b. Metacognitive strategies Metacognition: self-regulatory process that helps people guide learning and performance c. Advance organizers

19© 2010 by Nelson Education Ltd. Conditions of Practice 1.Pre-practice conditions (cont'd) d. Goal orientation (mastery or performance) e. Preparatory information f. Pre-practice briefs (specific to team training)

20© 2010 by Nelson Education Ltd. Conditions of Practice 2. Conditions of practice during training a.Massed vs. distributed practice b. Whole vs. part learning c. Over-learning d. Task sequencing e. Feedback or knowledge of results

21© 2010 by Nelson Education Ltd. Active Learning and Adaptive Expertise  Traditional approach to learning reinforces routine expertise; reproducing specific behaviours in similar settings and stituations  More complex jobs and tasks require adaptive expertise; being able to use knowledge and skills across a range of tasks, settings, and situations. Deeper understanding of the task is required to achieve this.

22© 2010 by Nelson Education Ltd. Active Learning and Adaptive Expertise  This can be achieved with more focus on active learning  trainee is given control over their own learning  promotes inductive learning where rules, principles, strategies for performance of a task are learned through exploration and experimentation  contrast to deductive learning  transmits knowledge to the learner, and gives more guidance and structure on what to learn

23© 2010 by Nelson Education Ltd. Active Learning and Adaptive Expertise  Training can be designed for active learning using several design elements:  Exploratory/discovery learning instead of proceduralized instruction  Error framing encouraging errors and viewing errors as instrumental for learning  Emotion control strategies as learning can evoke stress and anxiety which can hinder learning and performance

24© 2010 by Nelson Education Ltd. Active Learning and Adaptive Expertise  A key element of active learning is error framing which is discussed in more detail in Error- Management Training  Active learning stimulates metacognitive activities to a greater extent than proceduralized instruction and helps to explain the effects of active learning strategies on adaptive learning and performance

25© 2010 by Nelson Education Ltd. Error-Management Training (EMT) Training that encourages trainees to make errors while learning and to learn from them Errors are a form of negative feedback that can have a positive and informative function in learning Achieved by providing only basic information or minimal instructions about how to perform a task being learned

26© 2010 by Nelson Education Ltd. Error-Management Training (EMT) Trainees are introduced to various problems, invited to explore/solve on their own (active exploration) Trainees will try different approaches, likely making errors Error-management instructions are necessary to avoid frustration and to frame errors positively In contrast to error-avoidant training

27© 2010 by Nelson Education Ltd. Error-Management Training (EMT) Error avoidant training: Training that explicitly avoids or minimizes trainee errors while learning to perform a task  Trainees are given detailed, step by step instructions on how to perform a task with the goal of avoiding errors  When errors are made trainer intervenes and corrects them

28© 2010 by Nelson Education Ltd. Error-Management Training (EMT)  Advantages of Error-Management Training 1.Informs trainees of K/S that need improvement and provides focus 2.Trainees develop thoughtful strategies and deeper processing of information leading to mental models for task performance 3.Greater practice enroute to mastery 4.Trainees learn “error-recovery strategies” 5.Greater exploration to determine reasons for error

29© 2010 by Nelson Education Ltd. Error-Management Training (EMT)  Error-management training is particularly effective  For post-training performance  On the performance of tasks that require adaptive expertise, known as adaptive tasks  When accompanied by error-management instructions  As a design element for facilitating active learning

30© 2010 by Nelson Education Ltd. Model of Training Effectiveness  Now able to add Training Design to this model as shown in Fig 5.1 as influences on training effectiveness 1.Active Practice 2.Conditions of Practice 3.Active Learning 4.Error Management Training

31© 2010 by Nelson Education Ltd. Summary Described the main activities involved in the design of a training program Discussed elements, components, and writing of training objectives Discussed decision factors related to purchase or design of training and importance of RFP Described factors involved in design of training program Discussed active learning and design elements that promote adaptive expertise including error- management training