1. Effective Training: Systems, Strategies, and Practices, 4th Edition
Chapter Eight
Development and Implementation of Training
P. Nick Blanchard and James W. Thacker
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

2. Development Phase Input Process Output Program Development Plan
Instructional Material
Instructional Equipment
Trainee and Trainer Manuals
Facilities
Trainer
Determine Factors that Facilitate Learning & Transfer
Instructional
Strategy
Methods
Alternative
Instructional
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3. Training Method Effectiveness at Meeting KSA Objectives – Part 1 of 3
Objectives of Training
Knowledge
Skills
Attitude
Training Methods
Declarative
Procedural
Strategic
Technical
Inter- personal
Lecture:
   Straighta 3 2 1
Discussion 4
Demonstration
Comp.-Based
Programmed Instruction 5
Intelligent Tutoring
Interactive Multimedia
Virtual Reality
Simulation
a This rating is for lectures delivered orally; printed lectures would be one point higher in each knowledge category
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4. Training Method Effectiveness at Meeting KSA Objectives – Part 2 of 3
Objectives of Training
Knowledge
Skills
Attitude
Training Methods
Declarative
Procedural
Strategic
Technical
Inter- personal
Simulations/Games Equipment 1 3 2 5
Case studies 4
Business games 2b
In-Basket 2c
Role-Play 5d
Behavior Modeling
b If the business game is designed for interpersonal skills, this would be a 4.
c If multiple in-baskets were used, this rating would be a 3.
d Specifically role reversal.
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5. Training Method Effectiveness at Meeting KSA Objectives – Part 3 of 3
Objectives of Training
Knowledge
Skills
Attitude
Training Methods
Declarative
Procedural
Strategic
Technical
Inter- personal
OJT
JIT 3 5 4 2
Apprentice
Coaching
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6. Components of Instructional Strategy – Part 1 of 3
Program Development Plan
Name of Program: Pipe fitting I
Target Population: Apprentices who have successfully passed the gas fitters exam
Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools; measure, cut, thread, and install the piping according to standards outlined in the gas code.
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

7. Components of Instructional Strategy – Part 2 of 3
Learning Objective Learning Points Methods Material and AV
1. Using a tape 1. Take into account Lecture and Trainee manual    measure, deter-    the extra length   simulation Overhead    mine the length    necessary Assortment of
and number of    due to threading 1-inch and 3/4-    pipes necessary 2. Take into account inch fittings,
to connect the length is reduced   elbows, street
   furnace to the gas by different fittings,   elbows, and    meter in a manner    e.g., street elbow,   unions that meets the gas   union elbow, etc.   Mock meter   
code 3. How to construct and furnace      appropriate drop    setup for furnace Tape measure,       note pads   
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8. Components of Instructional Strategy – Part 3 of 3
Learning Objective Learning Points Method Material and AV
2. Use threading 1. Length of thread Lecture and Trainee manual    machine to cut    required     simulation VCR and TV    and thread length 2. Importance of Threading tape    of pipe required   cutting and Threading machine    reaming,
measuring, and Steel pipe    use of threading Oil    machine oil Tape measure
Facility and configuration:
Trainer:
Measures to assist transfer:
Method of evaluation:
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9. Different Seating Arrangements for Training – Part 1 of 6
= Trainer
X = Easel/charts x A
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10. Different Seating Arrangements for Training – Part 2 of 6
= Trainer
X = Easel/charts x B
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11. Different Seating Arrangements for Training – Part 3 of 6
= Trainer
X = Easel/charts x C
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12. Different Seating Arrangements for Training – Part 4 of 6
= Trainer
X = Easel/charts D x
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13. Different Seating Arrangements for Training – Part 5 of 6
= Trainer
X = Easel/charts x E
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14. Different Seating Arrangements for Training – Part 6 of 6
= Trainer
X = Easel/charts x F
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15. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 1 of 2
Knowledge
   Subject matter
   Organization
   Adult learning process
   Instructional methods
Skills
Interpersonal communication skills
Verbal skills
    • Active listening
    • Questioning
    • Providing feedback
Platform skills (ability to speak with inflection, gesture appropriately, and maintain eye contact)
Organization skills (ability to present information in logical order and stay on point.)
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16. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 2 of 2
Attitudes
Commitment to the organization
Commitment to helping others
High level of self efficacy
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17. Implementation Phase Dry Run Input Process Output
Instructional
Material
Equipment
Facilities
Trainee and Trainer Manuals
Program Development Plan
Dry
Run
Learned
KSAs
Pilot
Program
Evaluation
Implementation
Trainer
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

18. Experiential Learning Model
Experience
(the exercise/game)
Practice
(try it out)
Lecturette
(provide information)
Generalizability
(relevancy to other situations)
Processing
(analysis of experience and information)
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19. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 1 of 3
Experience: (the exercise/game) Attention: the exercise provides a task that gets trainees sharing their experiences and becoming very involved in the process. Stimulating recall of prior knowledge: Through the exercise, trainees are required to generate ideas and information based on prior knowledge. Lecturette: Providing information Informing trainee of the goal or objective: Prior to providing information, it would be useful to reiterate the objective even if it had been done before the start of the training session. Presenting stimulus material: Lecture material
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20. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 2 of 3
Processing: Analysis Providing learning guidance: of experience and Discussions allow the trainees Information to explore the previous experience and tie it into what they have learned. Assess performance and provide feedback. Generalizability: Relevancy Providing learning guidance: to other situations Discussions on how the information learned fits similar situations and see where the new information fits in their schema. This discussion will clarify where it fits into the individual trainee’s schema for ease of retrieval in different relevant situations.
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21. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Relationship Between the Experiential Learning Model and Gagné-Briggs Nine Events of Instruction—Part 3 of 3
Practice: Try it out Eliciting Performance: Practice the new learning. Experience: More complex Enhancing retention and transfer: or varied example of the Here practice on different situations new learning provides increased likelihood that the new learning will not only be retained, but transfer to the job.
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22. Transfer of Training Input Process Output Supervisor and Peer Support
Trainer Support
Post-Training
Self-Efficacy
KSAs Transferred to the Job
Practice Learned KSAs on the Job
Learned KSAs
Relapse Prevention and Goal Setting
Supportive Climate
Alignment of Reward System
Valence of Outcomes
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23. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall
Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall