1. Developing & Implementation of Training
Chapter –8(Eight)
Developing & Implementation of Training
Effective Training: Strategies, Systems and Practices, 3rd Edition P. Nick Blanchard and James W. Thacker

2. Development Phase Input Process Output Instructional Material
Equipment
Trainee and
Trainer
Manuals
Facilities
Determine Factors that Facilitate Learning & Transfer
Instructional
Strategy
Methods
Alternative
Instructional

3. Improving Training: Lecture
Lecturing/Discussion: A lecture is designed to transmit information, and it is most appropriate when addressing knowledge or attitudinal objectives. When training requires that training requires that trainees understand and integrate material before moving forward, you need two -way communication. Two-way communication is accomplished through the discussion method, which including questioning.

4. Questioning
Questioning is a powerful tool that can help trainees discover for themselves the answers to questions asked. Its also helps the trainer determine whether trainees understand the information
Forms of question:
Closed-ended – asks for specific response
Open-ended – asks for no specific response
Overhead – either open- or closed ended, question directed at the whole group rather one person in
particular

5. Improving Training: Lecture
Forms of question (cont…):
Direct – question directed at one particular trainee (nonparticipators)
Relay – when the trainer is asked a question, redirects the question to the group
Reverse – restating the question back to the person who asked it

6. Improving Training: Lecture
Encouraging Trainees to Respond : Approaches to get trainees to respond to questions
Guided discovery – when trainee doesn’t respond to a question, asking a new basic material question. When the correct answer is given, move to a slightly more complex question.
Ice-Breaker – is a game or exercise that prompts trainees to get involved in meeting and talking with other; It is designed to be fun but at the same time generate energy that will transfer to the rest of the training. Without the ice-breaker, training starts off fast, but because of the lack of “getting to know others”

7. Improving Training: Lecture
Listening:
“we tend to believe we know what a person is going to say and often interrupt”
Incorporate active listening by
Listen carefully to what is said
Summarize in your mind what was said
Feed the summary back to the individual

8. Other Techniques to Maintain Interest
The following are approaches to obtain
and maintain trainees' interest:
Listening and questioning
Moving around while talking
Use of non‑verbal communication
Keep eye contact
Providing variety
Eliminate Dysfluencies – “um”, “uh”
Use Exercises & Games

9. Improving Training: CBT
When developing CBT the following factors
need to be considered:
Self pacing – allows trainees to choose topics they wish to study, the difficulty level, and rate of instruction; pace of learner can be controlled by the learner.
level of interactivity- refers the program's ability to allow trainees to respond to questions.
level of sophistication of the multimedia – refers to the relationship between the audio and video portions of the program ; voices are natural and provides clear instruction .

10. Improving Training: OJT (1 of 6)
Steps to follow for better OJT:
1. Establish policy.
Prepare a written description that puts the organization “on the record” as supporting structured OJT and makes a commitment to it. Make sure that the purpose of structured OJT is spelled out and is related to the company’s other HRD efforts.

11. Improving Training: OJT (2 of 6)
2. Establish accountability.
Make clear who is primarily responsible for OJT. Write it into their job descriptions. Then ensure that part of their performance evaluation is based on how well they carry out this responsibly.

12. Improving Training: OJT (3 of 6)
3. Review precedents.
Make a few calls to find out what other organizations in your industry are doing about structured OJT. Do they provide training on the subject? If so, to whom? For how long? What is the course content? Use this information in efforts to design your program.

13. Improving Training: OJT (4of 6)
4. Design & routinely give training on the principles of structured OJT. Supervisors and experienced workers are the most likely ones to conduct structured OJT in the workplace. In most organizations, they do not know how to do it. Teach them how and then sit back and take credit for the fantastic result!

14. Improving Training: OJT (5 of 6)
5. Provide specialized support for line managers who use structured OJT. In most organizations, certain jobs are common entry points for employees. For these jobs, design “off-the-shelf” lesson plans, job aids, individualized learning contracts, and individualized training progress report forms for those jobs. They will save time and effort while improving the quality of structured OJT. Making that kind of support available enhances OJT by providing users with the tools to do it- and makes the HRD department a real partner with line management in improving structured OJT.

15. Improving Training: OJT (6 of 6)
6. Avoid turf battles.
Begin efforts to improve OJT on a small scale, in work units where supervisors or managers are supportive. Use your successes there as a springboard to other units and to additional resources.
7. Consider literacy skills.
Do not assume that employees—or, for that matter, supervisors—are highly literate. Indeed, take advantage of effort to improve OJT to assess performance problems that can be traced to literacy issues.

16. Training Environment The following are important parts of
the training program environment:
The Training Room
Furniture
Furniture Setup
The Trainer

17. Training Environment: Training Room
The training room should:
be windowless;
be soundproof;
be equipped with its own temperature control (quite hvac); and
Walls should be blank and neutral in color

18. Training Environment: Furniture
Furniture should consist of:
Movable tables & chairs (not student desk-chairs)
Tables:
5 feet x 2 ½ feet
Chairs:
Cloth covered
Padded
Swivel & castors
Armrests

19. Furniture Setup: Different Seating Arrangements for Training (1 of 4)
= Trainer
X = Easel/charts x A
Circular Configuration
Used to generate discussion
Focus is evenly distributed

20. Furniture Setup: Different Seating Arrangements for Training (2 of 4)
= Trainer
X = Easel/charts x B
Theater Style
Trainees are there to listen
Accommodate more trainees

21. Furniture Setup: Different Seating Arrangements for Training (3 of 4)
Semi-circle
Encourages discussion
Allows trainees to be face-to-face when trainer is not talking
= Trainer
X = Easel/charts x C

22. Furniture Setup: Different Seating Arrangements for Training (4 of 4)
U-Shape
Most often used
Allows for larger groups
Trainer must not move too deeply into the U
= Trainer
X = Easel/charts D x

23. The Trainer: Requirements (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
Organization skills

24. The Trainer: Requirements (2 of 2)
Attitudes
Commitment to the organization
Commitment to helping others
High level of self efficacy

25. Implementation Phase Dry Run Output Input Process Instructional
Material
Equipment
Facilities
Trainee and Trainer Manuals
Dry
Run
Training
Implementation
Pilot
Program
Evaluation
Implementation
and
Assessment of
Utility