Chapter-(5) Five Training Design

Chapter-(5) Five Training Design
Effective Training: Strategies, Systems and Practices, 3rd Edition P. Nick Blanchard and James W. Thacker

Design Phase Input Process Output Develop Training Objectives Learning
Needs Organizational Constraints Learning Theory Develop Training Objectives Determine factors that facilitate learning & transfer Identify alternative method of instruction Chapter 6, 7 Evaluation objectives Chapter 9

Training Design: Overview
The training design phase determines what the actual training will look like To do this, we use the three inputs discussed earlier: 1. Learning Theory (Ch 3)- Our Understanding of how people learn 2. Training Needs (Ch 4)- Our understanding of what people need to learn (output of the TNA) 3. Organizational Constraints (General)- Availability of resources such as time, money, facilities etc. which will shape the design of the training program

Training Design: Overview
These inputs are used to form training objectives, or learning objectives….i.e. what the training program will actually teach employees. (in summary) These training objectives are then used to create the design of the training program (i.e. the method of delivery, content, materials, frequency etc.) Examples of questions at the Training design stage: What method of training to use? How much time to allot for training? Size of training class Whether training is compulsory or optional? Will training be conducted on-site or off-site? Will training be conducted on working hours or separate hours?

The Input Phase: A Guide to determining time required to prepare training – Part 1 of 3
Variables Level Of Effort For Design Low Medium High Who 1. Trainer knowledge and skills related to instructional design  extensive knowledge and skills  Moderate knowledge and skills  minimal knowledge and skills 2. Trainer knowledge of subject matter  extensive knowledge  some knowledge  no knowledge 3. Size and complexity of training class  small, homogeneous  medium size, moderately complex  large, complex group 4. Designer’s and client’s track record for sticking to plans  always stick  sometimes stick  never stick

Variables Level Of Effort to create 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, job aids, etc 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

Variables Level Of Effort to create 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 in Training Program  minimal  moderate  extensive

The Input Phase: A Guide to Determining Time Required to Prepare Training – Part 4 of 4
12. Amount of interactivity in Training Program  minimal  moderate  extensive Effort to Create 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

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 visual aids and evaluation material 2.5 days $1,000 $2,500 Miscellaneous (10% Emergency Costs) $1,400 TOTAL 14 days = $15,400

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 fees, facilities (rent), Materials and Equipment, Food and Beverages served, etc) Indirect Costs (cost incurred even if training were cancelled: marketing, administrative, & clerical support etc)

Types of Costs in Training Programs (2 of 2)
Participant Compensation (sometimes participants in a training program are paid, for example if it is a high-level professional training program of top level managers spanning several days or weeks, then they will have to be paid Evaluation Costs (costs associated with evaluating the training program; creation of assessment tools etc…for example, training is evaluated by giving a proficiency test (written or verbal etc). The cost of making this test is an evaluation cost)

The Process Phase: Developing Training Objectives
Objectives are statements which describe what the learner is expected to achieve as a result of training There are 4 types of training objectives: Trainee Reaction Objectives Learning Objectives Transfer of Training Objectives Organizational Outcome Objectives

Types of Training Objectives – Part 1 of 2
1. Trainee Reaction Objectives: Describes the desired trainee attitudinal and subjective evaluations of training by the trainee, i.e. how trainees should feel about the training program and their learning environment, ex- Trainees should feel safe, comfortable and engaged….they should feel like they can express their opinions 2. Learning Objectives: 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 Ex- After the training, the employee will properly know how to use SPSS software, including correlation, regression and data mapping functions

Types of Training Objectives – Part 2 of 2
3. Transfer of Training Objectives: Describes job behaviors that will be affected by training, the conditions under which those behaviors must occur, and the criteria that will signify that a sufficient transfer of learning from training to the job has occurred Ex- Using SPSS software, employees should be able to correctly predict the relationship between marketing expenditure and sales, or organizational training and productivity 4. Organizational Outcome Objectives: Describes the organizational outcomes that will be affected by the transfer of learning to the job and the criteria that will signify that organizational outcome objectives were achieved Ex- As a result of correct forecasting with SPSS software, profitability for the third quarter should increase by 4%

Developing Training Objectives
A good training objective has three components: Desired Outcome – What should be expected to occur? Conditions – Under what conditions is the outcome expected to occur? Standards – What criteria signify that the outcome is acceptable? Ex- (for a Waitress) Serve 50 customers/Hour in a fast paced, hectic environment so that customers are satisfied, pleased and give a tip before leaving

Developing Learning Objectives
Learning objectives are the most important because: Learning is the foundation of training, without proper learning the other objectives are not relevant Learning objectives are the most difficult to create 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

Components of a Good Training Objective
1. Desired Outcome Usually consists of an action verb that you want the participants to be able to do as a result of the training Anyone reading the objective should be able to understand what the learner will be required to demonstrate to indicate that he or she learned the KSA Ex- Employee will fully understand how to cut electrical wires (bad, unclear about what “fully” means) Employee will be able to cut electrical wires of any size, and sort them into piles (Good, clear action sequence)

Examples of Action Verbs that communicate the Desired Outcome
Build Demonstrate Describe Develop Draw Dissect Draw Identify Implement Write

2. Conditions Explaining the conditions under which the behaviour must occur further clarifies exactly what is required For example, in the previous example, “Using a wire clipper and pliars, Employee will be able to cut electrical wires of any size, and sort them into piles” So a description of the conditions usually states the tools and equipment, place and situation required to do the job Conversely, if the job is to be done without the help of any tools or equipment, that would also be a description of the conditions involved. Ex- “Without the use of any reference material”

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…

3. Standards Standards are the criteria of acceptability for performance. I.e. what determines the performance is acceptable? There are three aspects of Standards: Accuracy Quality Speed Examples:- Being able to take a reading off a thermometer with an error of no more than 1 degree celsius (accuracy standard) Making products within manufacturing specifications 99% of the time (quality standard) Being able to do a task in 15 minutes or less (speed standard)

More Standard 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”

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”

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

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

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

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”

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

Types of Training Objectives – Part 1 of 2 (Kirkpatrick)
1. Trainee Reaction Objectives: Describes the desired trainee attitudinal and subjective evaluations of training 2. Learning Objectives: 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

The Output Phase: Determining Factors that Facilitate Learning
1. The Trainee Individual Differences in KSA’s When trainees have different levels of background KSA’s, training them together can be a problem Two options: 1. Same training to everyone (content-wise), but different training styles used for people with different KSA’s. Example, some need more personal assistance, guidance, advice etc while for others, a simple demonstration is enough Advantages: Everyone covers same training material Disadvantage: Class slows down 2. Separate training classes for people with different KSA’s. Advantage: Everyone can proceed at their own pace. Training speed does not slow down Disadvantage: High cost for developing different classes for different trainees

Learning Performance & Trainees Level of KSA

1. The Trainee Classical Conditioning Implications Certain environmental factors are associated with certain conditioned responses For example, a person who was bullied in school might hate classrooms because it brings back bad memories. Thus, this person would feel nervous and uncomfortable being in a classroom situation (a training classroom) So, learning would not be effective Thus, the physical environment needs to be changed So, before training, we have to learn what makes trainees comfortable and what environmental or other factors are associated with positive memories or feelings

2. The Training Design The Physical Environment The room should be at a comfortable temperature, not too hot or too cold. (71-73 degrees F is an ideal temperature for most people) The Walls should be a neutral but pleasant color, free from distracting objects such as posters or notices unrelated to training. Also, the room should be soundproof Ideally, there should be no outside view (close all windows and curtains) The training facility should, ideally, be away from work where employees cannot be disturbed by work matters (phone calls, boss calling etc.) If not possible, then it has to be isolated (no interruption rule, phones off etc) Breaks should be given if the training is long, as people tend to get distracted if sitting and listening for too long. Food and refreshments should also be given if the training is long and employees are likely to get hungry. Remember, refreshments should be light and not sleep-inducing (polao roast etc.)

The Output Phase: Determining Factors that Facilitate Transfer
Transfer of training refers to how much of what is learned in training is transferred back to the job Types of Transfer Outcomes: 1. Positive Transfer Training results in a higher level of job performance 2. Zero Transfer Training results in no change in job performance 3. Negative Transfer Training results in a lower level of job performance

Practice Practice is the reproduction of learning off-the-job to improve the KSA’s learned in training Types of Practice: 1. Massed Practice Long, continuous practice over one single session Ex- One 4 hour driving class 2. Spaced Practice Short, broken-down regular practice over a couple of days Ex- 8 half-hour classes over eight days Research indicates that spaced practice is usually better for skill retention. However, for very complex skills, massed practice might be better at first, followed by spaced practice (because short time periods don’t provide enough room to master extremely complex skills) However, spaced practice requires more time to implement and thus, more planning

Whole Learning vs. Part Learning Task Organization relates to the degree to which the tasks are interrelated (highly dependent on one another) For example, learning of driving skills has high task organization (pressing down on the clutch, changing the gear, turning the steering wheel….all have to be done together while driving. It does not make sense to teach them individually) So, for skills which have high task organization……whole learning is better (even if the tasks can be separated) Changing a tire, however, has low task organization. (raising the car with a lever, checking the tire pressure, and finally changing the rubber tube……can all be done separately, and therefore, can be taught separately). So for skills which have low task organization…..part learning can be used

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

Elaboration Theory: Topical vs Spiral Sequencing
Module 1 Module 2 Module 3 Topical Sequencing Spiral Sequencing Topic A Topic A Topic B Topic C Module Module 1 Module 1 Topic B Module 1 Module 2 Module 3 Topic A Topic B Topic C Module Module 2 Module 2

Advantages Disadvantages Topical Spiral Concentrate on topic, no interference from other topics Once learned you move to the next topic and the first topic is forgotten Built-in synthesis and review. Interrelationships are more obvious and understood Disruption of learner’s thought process when move to the next topic Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

The Output Phase: Formation of Evaluation Objectives
The 2nd output of the design phase is the formation of evaluation objectives Evaluation objectives are basically an expansion of the standards mentioned in the training objectives They provide a way to critically measure the effectiveness of the training objectives. Ex- Using a drop wire, bushing, and connector, but without the use of a manual, the trainee will splice a drop wire according to the standards set out in the manual Thus, the standards set out in the manual provide us with the evaluation framework, we would look at it in more detail

The Output Phase: Identification of Alternative Methods of Instruction
The 3rd output of the design phase is the identification of alternative methods of instruction, i.e. what method would be the best choice to deliver the training (Lectures, case studies, demonstrations etc.) These will be discussed fully in chapters 6 and 7 But the identification of these methods is also the last output of the design phase

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

Conditions of Practice
Overlearning Knowledge of results/feedback Important aspects Provisions of feedback Specify corrective actions Reward/punishment consequences

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

Seven Step Relapse-Prevention Training
1. Choose a skill to retain 2. Set goals 3. Commit to retain the skill 4. Learn coping (relapse prevention) strategies 5. Identify likely circumstances for first relapse 6. Practice coping (relapse prevention) strategies 7. Learn to monitor target skill

Coping Strategies for Relapse Prevention – Part 1 of 2
Step Understand the relapse process 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
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

A Plan to Apply Skills Back on the Job
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. Positive (+) Negative (-) Using Skill Not 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?

Gagne-Briggs Nine Events of Instruction – Part 1 of 2
Instructional Event Relation to Social Learning Theory Gain 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
Instructional Event Relation to Social Learning Theory Provide guidance for learning Retention: Semantic coding/ cognitive organization through guided discovery Retention: Symbolic Rehearsal Elicit performance (practice) Behavioral Reproduction Provide informative feedback Reinforcement Assess performance Enhance retention and transfer Reinforcement

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 1 of 5 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.

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 2 of 5 Social learning Theory Gagne Briggs 9 events of instruction Factors to Consider 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.

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 3 of 5 Social learning Theory Gagne Briggs 9 events of instruction Factors to Consider During Retention Make 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 interesting Ask questions and get involvement

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 Social learning Theory Gagne Briggs 9 events of instruction Factors to Consider 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.

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 4 of 5 Social learning Theory Gagne Briggs 9 events of instruction Factors to Consider Ending Reinforcement Be sure trainees see results of training Assess 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 of training

Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of design – 5 of 5 Social learning Theory Gagne Briggs 9 events of instruction Factors to Consider Post-Training Reinforcement Facilitate 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.

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)

Plateaus in Learning Hierarchy of habits Motivation declines
Incorrect learning being eliminated Learning material that is complex whole composed of several simple parts

Perceptual Preferences
Print Visual Aural Interactive Tactile/manipulative Kinesthetic/psychomotor Olfactory

Chapter-(5) Five Training Design

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