1. Training Seminar

2. What Is Training? Training:
A planned effort to facilitate learning of job-related competencies.
Training and development as defined by Noe (2008).
It is important to note that training focuses on improving an employee’s skill level as related to his or her current job, while development has a more long-term focus intended to help an employee prepare for future jobs.
The basic aim of training and development programs is to help the organization to achieve its mission and goals by improving individual and, ultimately, organizational performance (Noe, 2008).
Source:
Noe, R. A. (2008). Employee Training & Development, 4th ed., New York: McGraw-Hill Irwin.

3. Training Process 1. Needs assessment and analysis.
2. Training program design.
3. Training program development.
4. Implementation and delivery of training.
5. Training evaluation.
United States General Accounting Office. (2004). Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government. GAO G.
Though different texts may use different terms, these are the general steps in the training and development process. These elements will be discussed separately in class. It is important to recognize, though, that these elements are not mutually exclusive and encompass subcomponents that may blend with one another. For example, evaluation is listed at the end, but it should occur throughout the process.
Source:
United State General Accounting Office. (2004). Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government. GAO G.

4. What’s Changed the Emphasis on Training?
Globalization.
Need for leadership.
Increased value of human capital.
ASTD survey of more than 500 publically traded U.S.-based organizations
organizations that invest the most in training and development had a shareholder return that was 86 percent higher than organizations in the bottom half of the survey and 46 percent higher than the market average (Noe, 2008, p. 12).
Link to business strategy.
Why are organizations increasingly interested in employee training?
Globalization. Many organizations work across national borders, and cross-culture training has become a common occurrence. In addition, many employees working in the United States come from other countries; organizational success requires that all employees understand cultural and diversity issues.
Successful organizations need effective leaders. With the aging of the workforce and imminent retirement of the Baby Boomers, U.S. organizations are experiencing a shortage of skilled leaders and a significant need for leadership training. Skilled leadership affects the entire workforce; numerous studies indicate that one of the key reasons that employees leave jobs is because they are uncomfortable with the working environment created by their direct supervisor. Leadership training could reduce turnover at all levels in an organization.
Intangible assets may be responsible for an organization’s competitive advantage, and organizations are recognizing the increased value of human capital. Employers are therefore more willing to invest in training. According to an ASTD survey of more than 500 publically traded U.S.-based organizations, organizations that invest the most in training and development had a shareholder return that was 86 percent higher than organizations in the bottom half of the survey and 46 percent higher than the market average (Noe, 2008, p. 12).
Instead of being simply a side issue as it was in the past, training is increasingly linked to an organization’s business strategy. Training professionals are expected to design learning activities to help the organization successfully implement strategy and reach organizational goals.

5. What’s Changed the Emphasis on Training?
Attracting and retaining talent.
Customer service and quality.
Demographics and workforce diversity.
Eliminate skill deficiencies
Integrate workers
New technology.
Economic change.
Training significantly affects employee retention. Surveys show that the opportunity for career growth, and learning and development activities are one of the top reasons employees stay with an organization. Training is a major influence on employee satisfaction because it increases an employee’s opportunity for advancement (Noe, 2008, p. 17).
Increased competition among organizations has resulted in a strong emphasis on quality and customer service. Measures of quality such as the Malcolm Baldrige National Quality Award and the ISO 9000:2000 quality standards all require employee training.
Immigration and the aging labor force continue to change workforce demographics. Training programs are needed to eliminate skill deficiencies, to integrate immigrant workers into the organization and to help employees acquire necessary technical skills. Some organizations provide training in generational differences to help employees understand the differences in how people work.
New technology and economic uncertainty has lead to training that is delivered on an as-needed basis, available 24-7, rather than taking employees away from job sites and into a classroom for on-site learning. New methods of delivering training have made training more cost-effective and increasingly available to employees scattered around the globe.
©SHRM 2009

6. Learning
A relatively permanent change in human capabilities that is not a result of growth processes.
Noe, 2008
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7. Adult Learning Principles
Adult learners are different.
It’s not like working with children.

8. Andragogy
Andragogy: The art and science of helping adults learn.
Educating adults involves understanding adult learning principles.
Knowles, 1970
Malcolm Knowles coined the word andragogy in Most of us are more familiar with the term pedagogy as the process of helping children learn. Andragogy is the art and science of helping adults learn.
Knowles, Malcolm A. (1970). The modern practice of adult education. New York. Association Press.
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9. Adult Learning Theory
The andragogy model is based on several assumptions:
Adults have the need to know why they are learning something.
Adults have a need to be self-directed.
Adults bring more work-related experience into the learning situation.
Adults enter into a learning experience with a problem-centered approach to learning.
Adults are motivated to learn by both extrinsic and intrinsic motivators.
It is especially important to consider principles of adult learning when developing training programs. A common theme of successful adult training is that of mutuality, in which both the trainer and the learner are involved in creating a learning experience and making sure that learning occurs.
Common theme of mutuality: both the trainer and the learner are involved in creating a learning experience and making sure that learning occurs.
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10. Learning Is Change
Learning is a change in behavior or cognitive process.
In training it is a change in knowledge, skill or attitude.
Acquiring new information and knowledge is part of everyday adult life.
Learning is an individual process.
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11. Characteristics of Adult Learners
Control over learning.
High motivation to learn.
Pragmatic in learning.
Immediate application
Learning may be a secondary role.
Less time and energy to study or learn
Resistant to change.
Adult learners are more diverse.
Draw on past experiences in learning.
Learning is often self-initiated.
Learning is aimed at an immediate goal.
Control over learning: Adult learners tend to be self-directed in their lives. To meet this need, training programs should try to include adult learners in the planning of the training program.
High motivation to learn: Since most adult learning is voluntary or optional, adult learners make personal choices to attend training even when such training is tied to professional development of job skills. Trainers do not need to spend a lot of time trying to motivate adult learners but can concentrate on facilitating the learning that adults are already motivated to pursue.
Pragmatic in learning: Adult learners are motivated to learn information that is immediately applicable to their situation and needs. To meet this need, program content must be relevant to the application needs of the learners.
Learning may be a secondary role: For most adult learners, the student role is a minor and/or secondary aspect of their lives. Because of multiple roles, most adults have far less time and energy to read, study or learn. Adult education programs require flexibility and more learning time.
Resistant to change: Learning often involves changes in attitudes or actions. Adults tend to be somewhat resistant to such change and may be comfortable doing things the way they have done them in the past.
Adult learners are more diverse: Adult learners are diverse in terms of age, background, training and experience, much more than traditional age learners. Training programs must allow for a variety of learning styles and use different training methods, allowing more time for interaction between adults to allow learners to network to share perspectives and experiences.
Draw on past experiences in learning: Adult learners tend to link any new learning to their previous experience. They evaluate the validity of new ideas and concepts in light of how the idea or concept “fits” their experience. Trainers should take advantage of adult learner experience and help the adult learner link new ideas to previous learning and encourage discussion on how new ideas fit the experience of learners.
Learning often self-initiated: Adults often recognize a need and will initiate learning on their own without stimulus from outside sources.
Learning aimed at an immediate goal: Adults often engage in learning to solve a problem or to achieve a solution. They are often not interested in the broad picture but instead want specific information from training that they can apply immediately in the workplace.
Sources:
Houle, C. O. (1984). Patterns of learning. Jossey-Bass,
Ball, C. L. (1996). Demystifying adult literacy for volunteer tutors: A reference handbook and resource guide. Retrieved from
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12. What Is Learning?
Learning is a permanent change in human capabilities that is not a result of the growth process.
Learning outcomes: What do we learn?
Verbal information.
Intellectual skills.
Motor skills.
Attitudes.
Cognitive strategy.
Noe, 2008
Learning : A permanent change in human capabilities that is not a result of the growth process.
Learning outcomes: What is learned.
Verbal information : Names, labels, facts, etc. Specific information that employees need for job performance.
Intellectual skills: Understanding concepts and rules that enable individuals to solve problems and make inferences.
Motor skills: Coordination and dexterity necessary to perform job-related tasks. For example, an arborist must learn how to climb trees.
Attitudes: The combinations of beliefs and feelings that influence an individual to behave in a certain way. Beliefs are cognitive components of attitudes and feelings are affective components. Intent to behave in a certain way in response to specific circumstances is the intentional component of attitudes. Training programs are sometimes intended to change employee attitudes.
Cognitive strategies: Methods that regulate the process of learning. These are the learner’s decisions to behave in a certain way that facilitates learning. For example, the learner makes a conscious decision to attend class, pay attention to discussion, take notes, etc. (Noe, 2008.)
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13. The Learning Cycle
The learning cycle is a dynamic process that involves four specific stages:
Concrete experience.
Learner encounters an experience
Reflective observation.
Learner thinks about the experience and problem
Abstract conceptualization.
Learner thinks about different ways to solve the problem
Active experimentation.
Learner implements the ideas about how to solve the problem
The key to effective learning is to be competent in each of the four stages.
Concrete experience: The learner first encounters an experience.
Reflective observation: The learner thinks about the experience and the problem.
Abstract conceptualization: The learner thinks about different ways to solve the problem.
Active experimentation: The learner implements the ideas about how to solve the problem.
Think about a child learning to ride a bicycle. The child jumps on the new bicycle, takes off and probably falls over. Ouch! That’s a concrete experience (or maybe an experience with concrete!) It’s likely he thinks about the fall (reflective observation) and doesn’t want to do that again, so he must think of another way to solve the problem. He may think he never wants to ride again (abstract conceptualization). That’s one way to solve the problem, but when all his friends are riding, he knows it’s not a very good solution. He needs to come up with some other ideas for riding safely, getting in more practice and less pain! Maybe Mom or Dad could hold on to the back of his shirt while he practices or maybe he can try riding at various speeds. Eventually, with enough practice (active experimentation), he gets the hang of it and rides off with his friends! Learning has occurred!
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14. Learning Styles Diverger Assimilator Converger Accommodator
Generates ideas and understands multiple perspectives. Based on concrete experience and reflective observation.
Assimilator
Good at inductive reasoning, can create theoretical models and explanations. Based on abstract conceptualization and reflective observation.
Converger
Good deductive reasoning, decision making and application of ideas. Based on abstract conceptualization and active experimentation.
Accommodator
Involved in new experiences, implements decisions and carries out plans. Based on concrete experience and active experimentation.
The learning styles combine each of the four elements of the learning cycle.
Diverger: Generates ideas and understands multiple perspectives. Based on concrete experience and reflective observation.
Assimilator: Good at inductive reasoning, can create theoretical models and explanations. Based on abstract conceptualization and reflective observation.
Converger: Good deductive reasoning, decision making and application of ideas. Based on abstract conceptualization and active experimentation.
Accommodator: Involved in new experiences, implements decisions and carries out plans. Based on concrete experience and active experimentation.
©SHRM 2009

15. The Learning Process
How do people learn new information?
Visual.
Auditory.
Kinesthetic.
Information is learned from what we see and hear and from the inferences we make from that information
Information is learned from what we see and hear and from the inferences we make from that information. Many adults believe that they learn best from experience. Therefore, it is important that trainers include opportunities for trainees to experience activities and to practice the material learned.
Visual: I see it.
Auditory: I hear it.
Kinesthetic: I do it.
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16. The Learning Process
Learning occurs through both mental and physical processes:
Expectancy.
the mental state that the learner brings to the instructional process
Perception.
ability of the learner to organize the material so that it can be useful and acted on
Working storage.
allows the learner to rehearse and repeat the information so that it can be entered into memory
working storage is limited; no more than five messages can be processed for storage at any one time
Semantic encoding.
actual coding process that enters messages into memory
Rehearsal.
repetition or memorization
Learning is a multi-step process that is both mental and physical.
Expectancy is the mental state that the learner brings to the instructional process. This includes the learner’s motivation to learn and whether the learner has the basic skills necessary to learn the information presented. For example, if the learner is deficient in basic reading skills, the training must be presented without the need for reading—otherwise, the learner will not benefit from the training.
Perception leads to understanding. It is the ability of the learner to organize the material so that it can be useful and acted on.
Both working storage and semantic encoding are related to short-term memory. Working storage allows the learner to rehearse and repeat the information so that it can be entered into memory. Working storage is limited, and research indicates that not more than five messages can be processed for storage at any one time. Semantic encoding is the actual coding process that enters messages into memory.
Rehearsal focuses on learning through repetition or memorization. It is the simplest learning strategy.
Organizing is more complicated and requires that the learner find similarities and themes in the material learned and categorize material accordingly.
Elaboration occurs when the learner relates the material learned to other knowledge and draws appropriate conclusions.
Retrieval involves identifying the new learning in long-term memory and retrieving it for use at another time. Not only does the learner need to retrieve the information learned, but the information then must be generalized to use in similar situations.
Gratifying is the feedback the learner receives from using the information in new situations.
(Noe, 2008)
©SHRM 2009

17. The Learning Process (cont’d)
Learning occurs through both mental and physical processes:
Organization.
learner finds similarities and themes in the material learned and categorizes material accordingly.
Elaboration.
learner relates the material learned to other knowledge and draws appropriate conclusions
Retrieval.
learner identifies the new learning in long-term memory and retrieves it for use at another time
Generalizing.
learner generalizes information and uses it in similar situations
Gratifying.
feedback the learner receives from using the information in new situations.
Learning is a multi-step process that is both mental and physical.
Expectancy is the mental state that the learner brings to the instructional process. This includes the learner’s motivation to learn and whether the learner has the basic skills necessary to learn the information presented. For example, if the learner is deficient in basic reading skills, the training must be presented without the need for reading—otherwise, the learner will not benefit from the training.
Perception leads to understanding. It is the ability of the learner to organize the material so that it can be useful and acted on.
Both working storage and semantic encoding are related to short-term memory. Working storage allows the learner to rehearse and repeat the information so that it can be entered into memory. Working storage is limited, and research indicates that not more than five messages can be processed for storage at any one time. Semantic encoding is the actual coding process that enters messages into memory.
Rehearsal focuses on learning through repetition or memorization. It is the simplest learning strategy.
Organizing is more complicated and requires that the learner find similarities and themes in the material learned and categorize material accordingly.
Elaboration occurs when the learner relates the material learned to other knowledge and draws appropriate conclusions.
Retrieval involves identifying the new learning in long-term memory and retrieving it for use at another time. Not only does the learner need to retrieve the information learned, but the information then must be generalized to use in similar situations.
Gratifying is the feedback the learner receives from using the information in new situations.
(Noe, 2008)
©SHRM 2009

18. Training Design
Learning objectives: By the end of this unit, students should be able to:
Distinguish goals from objectives.
Write SMART goals for training.
Align training objectives to meet the needs of the learners.
Describe the link between training and learning domains
Learning objectives for Unit 4.
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19. Setting Training Goals
Goal: A concise statement of the purpose or intent of the training.
Who is the training for?
What is the training about?
Why is the training being conducted?
Goals establish the overall aim of the training. They are directed at a broader level than objectives and should be aligned with the organization’s strategic plan.
For example, if the organization’s strategic plan indicates that the organization will expand its facilities across national boundaries within the next three years, an appropriate training goal may be:
“The training is designed to increase employee understanding of cultural differences that may be encountered as the organization expands into other countries.”
Notice that the goal statement answers all three questions.
SHRM Learning System. (2008). Human Resource Development, 3-86 – 3-87.
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20. Setting Training Objectives
Objective: The results that the participants will be able to perform at the end of the training.
Provides a focus for training design.
Tells participants what they should know at the end of the program.
Assists in knowledge and skills transfer.
Establishes parameters for evaluation.
Objectives are based on the goals articulated for the training program. They break the goals down into specific task activities related to what skills must be learned by the trainees and how those new skills will be demonstrated and evaluated at the end of training.
Continuing the same example from the previous slide, an appropriate training objective may be: “At the completion of the training, supervisors will conduct performance appraisals that reflect the cultural differences found in employees who are dispersed geographically across the globe.”
SHRM Learning System. (2008). Human Resource Development, 3-86 – 3-87.
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21. A training objective has three components:
Training Objectives
A training objective has three components:
Performance outcomes: A statement about what the employee is expected to do. This is a task or an observable action.
Criterion: A statement about the level of performance that is acceptable.
Conditions of performance: A statement about the conditions under which the trainee is expected to perform.
Training objectives must describe conditions that can actually be observed. Objectives that use phrases like “the employee will understand” are not appropriate because “to understand” is not observable. Good objectives are clear about what the trainee is expected to do and should contain standards for performance that can be measured. They should also identify the conditions under which performance is expected.
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22. The Learning Process for Instruction
To learn effectively, what do employees need?
Employees need:
To know why they should learn.
Meaningful training content.
Opportunities to practice.
To commit training content to memory.
Feedback.
Opportunity for observation, experience and interaction with others.
Training to be properly coordinated and arranged.
(Noe, 2008, 139 – 148).
©SHRM 2009

23. Three Learning Domains
Cognitive
knowledge or mind-based and conveys concepts, ideas and facts
the most commonly used domain and is easily measured
Psychomotor
skill-based
results in a change in the learners’ ability to do something
Affective
beliefs and values
based on changing the behavioral aspects of beliefs
The cognitive domain is knowledge or mind-based and conveys concepts, ideas and facts. It is the most commonly used domain and is easily measured.
The psychomotor domain is skill-based. Training in this domain results in a change in the learners’ ability to do something. It focuses on being able to perform a task or procedure and requires practice and feedback for learning to occur. Learning here is more difficult to measure than in the cognitive domain.
The affective domain is related to learners’ beliefs and values. Learning in this domain is based on changing the behavioral aspects of beliefs. This requires the learner to evaluate and synthesize information, and it is the most difficult to assess.
Source: Honolulu Community College,
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24. Setting SMART Objectives
Objectives must be SMART:
Specific: State desired results in detail.
Measurable: Results must be observable to evaluate what has been accomplished.
Action-oriented: Describe the actions the learner will perform.
Realistic: Objectives must be attainable.
Timely: Objectives identify actions the learner can use immediately.
Well-written objectives use action verbs to describe what the learner will do. Verbs such as identify, list and operate are appropriate because they represent actions as opposed to vague terms and phrases such as “the learner will understand” or “will learn about.”
Specific: The objective is focused on specific results to be accomplished—not generalizations.
Measurable: When the action is observable, it is measurable. Measurable objectives can be evaluated to determine whether or not they have been accomplished.
Action-oriented: The objectives describe the actions the learner will be able to do. The actions must be learner-oriented, not trainer-oriented.
Realistic: Objectives should be realistic in terms of learner abilities, time and resources available. When objectives are so lofty that the learner can’t possibly achieve them, or when they are so simple there is no challenge, this may cause the learner to simply shut down and not engage in the learning process at all.
Timely: Timely objectives outline actions the learner can apply immediately. They may also specify the time frame expected to learn the new skill.
SHRM Learning System (2008). Human Resource Development, 3-87.
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25. Objectives and Learning Domains
Learning objectives can be written for all three learning domains:
Cognitive: Knowledge, mental skills.
Affective: Attitudes, growth in feelings or emotional areas.
Psychomotor skills: Manual or physical skills.
The cognitive domain involves knowledge and the development of intellectual skills. The ability to recall data or facts is an example of cognitive domain learning. Examples of verbs for writing cognitive objectives : define, describe, recall, explain, compute, operate, shows, etc.
The affective domain includes how individuals deal with emotions, values, appreciation and attitudes. Verbs for writing affective domain learning objectives include: differentiates, justifies, proposes, selects, discriminates, influences, questions, etc.
The psychomotor domain includes physical movement and the use of motor-skill areas. Development of psychomotor skills requires practice and is measured in terms of techniques in execution, such as speed or performance of procedure. Verbs for learning objectives in the psychomotor domain would include: displays, moves, reacts, responds, sketches, fixes, mends, etc.
For additional information on the three learning domains and writing objectives within Bloom’s taxonomy see:
Learning Domains or Bloom’s Taxonomy: The Three Types of Learning,
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26. Developing a Training Program
Learning Objectives By the end of this unit, students will:
Develop training content following instructional system design.
Develop training content to attain the learning objectives.
Scope and sequence content according to the objectives.
Describe various logical sequencing techniques.
Develop a lesson plan.
Create appropriate visuals for presentation.
Objectives for this section of the course
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27. Program Design
Program design is the organization and coordination of the training program.
For learning to occur, training programs require:
Meaningful material.
Clear objectives.
Opportunities for practice.
Feedback.
Successful training is based on understanding the needs of the learners. The needs assessment should have clearly identified who the learners are, what their objectives are for training, what skills they already have, and what skills they may be lacking. Ideally, some of the clients (learners) should be involved in the design process. No matter how good the training is, if it doesn’t fit the skill level and the needs of the learners, it will not be successful.
For learning to occur, training programs must contain material that is meaningful to the learners and be based on clear, measurable, learner-centered objectives. The design of training must include opportunities for the learners to practice their new skills and to receive feedback on their progress.
Noe, R.A. (2008). Employee Training & Development, 4th ed., McGraw-Hill Irwin, 155.
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28. Program Design Effective program design includes: Course parameters.
Entry skills and behaviors.
Course objectives.
Program objective.
Learning objectives.
Assessment of learning objectives.
Detailed lesson plan.
Structure and sequence of training.
Evaluation.
The design of the training program begins with the decisions made in the needs analysis and ends with a model for the training program.
Course parameters describe general information about the program, such as course title, audience, prerequisite skills, purpose of the course, location, time, name of trainer and any other details that trainees need to know.
Course objectives were determined in the needs assessment process. A program objective is a broad statement of the purpose of the course. Learning objectives relate to the learning goals established earlier. It is also important to determine how the learning objectives will be assessed. What will the learner do to demonstrate that learning has been accomplished?
The lesson plan will identify the content and sequence of activities that are to occur during training. It is used as a guide by the trainer during delivery of training. Lesson plans ensure that both the trainer and the learners are aware of the program objectives. It also ensures consistency of training even when the training program is repeated and facilitated by a different trainer.
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29. Evaluate Student Learning
Develop tests for student evaluation:
Link evaluation to learning objectives.
Evaluation must simulate conditions of performance in the real world.
Evaluation provides student feedback.
Evaluation aids in learning.
At this point, it’s time to determine how student learning will be evaluated. It may seem that tests and evaluation should be developed at the end of the process after all courseware and instructional material has been developed. But remember, the purpose of evaluation is to promote learning. The evaluation must test the learner’s ability to accomplish the learning objective. Testing will provide feedback to the learner, and it should measure whether the desired behavior changes have occurred following the training.
Just as the learning objective must simulate the conditions of performance in the real world, the evaluation test should do the same. The instructional material is then designed to explain, demonstrate and provide the student with practice. When students learn, they can then perform the test, meet the established objective and perform in the real world. The learning objectives are the focal point of the whole process.
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30. Evaluate Learning Domains
Criterion-referenced test:
Cognitive domain.
evaluate the cognitive domain of learning
includes recall of facts, procedures and concepts
it is most often done with a written test
Performance test:
Psychomotor domain.
often a skill-based test
a timed keyboarding test would be a performance test.
Attitude survey:
Affective domain.
attitudes are not observable, a representative behavior must be observed and measured instead
it is impossible to measure if a person’s motivation has improved, but we can observe behavior changes
Behavior changes such as being on time, working well with others and increased cooperation may indicate that motivation has improved.
There are several varieties of evaluation tests that could be used. Most commonly used in training programs are criterion-referenced written tests, performance-based tests and attitude surveys. Each of the three types of tests is used to assess learning in one of the three learning domains.
Criterion-referenced tests evaluate the cognitive domain of learning. This includes recall of facts, procedures and concepts. This is most often done with a written test. A true-and-false test is an example of a criterion-referenced test usually used to evaluate cognitive learning.
A performance test is given to evaluate the psychomotor domain, which involves physical movement and coordination. This is often a skill-based test. A timed keyboarding test would be a performance test.
An attitude survey evaluates the affective domain, which addresses the manner in which learners deal with things emotionally. As attitudes are not observable, a representative behavior must be observed and measured instead. For example, it is impossible to measure if a person’s motivation has improved, but we can observe behavior changes that might indicate a change in motivation. Behavior changes such as being on time, working well with others and increased cooperation may indicate that motivation has improved.

31. Lesson Plan Lesson plan overview. Detailed lesson plan: Course title.
Lesson title.
Lesson length.
Learning objectives.
Target audience.
Prerequisites.
Room arrangement.
Materials and equipment needed.
Evaluation and assignments.
Wrap-up.
The lesson plan overview is a snapshot of the major activities of the training with time indicated for breaks and wrap-up. It helps the trainer determine the amount of time needed for each topic covered in the program.
The detailed lesson plan is really a roadmap for the trainer. It ensures both the trainees and the trainer are aware of the course and program objectives. It identifies the target audience, the sequence of content, the learning activities, evaluation and wrap-up.
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32. Unit 5: Visual Aids and Training Activities
Visual aids should:
Enhance the presentation.
Summarize main points.
Add variety.
Be simple and clear.
Have lasting effect.
Illustrate and reinforce complex ideas or concepts.
Used poorly, visual aids can be a distraction to an ineffective presentation.
Done well, visual aids can enhance learning material. Done poorly, they are distracters and create obstacles to learning.
Source: Silberman, M. (2006). Active Training, A handbook of Techniques, Designs, Case Examples, and Tips. Pfieffer, John Wiley & Sons, Inc.,
Additional information about how to create PowerPoint presentations can be found at:
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33. Visual Aids Examples PowerPoint slides. Overhead transparencies.
Graphs and charts.
Pictures.
Films and video.
Flip charts.
Sketches.
There are a number of visual aids that can be used to enhance a presentation. Your choice of visuals will depend on the nature of the material being presented, the audience and the available media.
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34. Handouts Handouts can be used for many purposes: Summary of material.
To extend information beyond what is presented.
To allow participation during the seminar.
To involve participants.
Follow-up material.
Handouts are used when the learners desire a hard copy of material presented or when they need additional material beyond what is in the presentation. They are most commonly used when the trainer wants the students to have follow-up material to reinforce the learning after the training is over.
Source: Microsoft,
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35. PowerPoint Basics Use a template. Use a set font and color scheme.
Different styles are disconcerting to the audience.
Too much variety in a PowerPoint presentation is distracting to the audience. Use a template to keep the layout and style as consistent as possible. The audience should be able to focus on the presentation and not on the style of presentation.
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36. Appropriate Composition
One major concept per slide.
Heading for every slide.
Simple and balanced slides.
Slides need to be simple – one concept per slide. If there is too much material on the slide, learners will be so busy reading the slides that they won’t be listening to the presenter.
Source: Silberman, M. (2006), 253.
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37. Maximizing Visibility
Text must be large enough to be visible. (this is a 28 point Arial font).
This is BOLD.
For comparison, this is a 14 point Times New Roman font.
Do not make transparencies directly from pages in books, reports or papers unless they can be enlarged.
Use appropriate font sizes for visibility of presentations. Use appropriate colors.
Many experts suggest that a dark blue or black background works best for presentations in large rooms.
Dark letters against a light background are best for smaller rooms and for teaching.
Avoid red-green combinations to accommodate red-green colorblind people.
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38. Use of Text (6x6 Rule) Outline of talk only. Use 6X6 rule:
≈ 6 lines per slide and 6 words to line.
Full sentences not necessary.
Remove articles (the, a, an).
Illustrate concepts where possible.
Use text appropriately on your slides. Follow the 6 X 6 rule: six lines per slide and six words per line. If you use more, the slide becomes cluttered and is detrimental to the presentation. Remember, your slides are an outline of your presentation, they should not include every word you plan to say. If you wish, you may include the whole talk in the speaker’s notes that are then provided to the participants as a handout.
Use bullet points – full sentences are not necessary unless using a quotation.
Delete articles (the, a, an).
If concepts can be illustrated with images or visuals, use them in addition to the words, or if possible, instead of words. Use of some images adds interest to the presentation, but too many visuals look cluttered.
Source: Silberman, M. (2006).
©SHRM 2009

39. Fonts Choose a font that is easy to read.
4/21/2017
Fonts
Choose a font that is easy to read.
Roman and gothic typefaces are easier to read than Script or Old English.
Do not use more than one or two font types.
Avoid getting carried away with fonts, colors, and text sizes.
Ensure that your chosen font is readable. Fancy scripts, all capitals or strange colors are difficult to read and detract from the presentation.
©SHRM 2009

40. The Color Wheel
Remember the color wheel--it will help you determine which colors work together or against each other.
Source:
For color information in PowerPoint, see:
Remember the color wheel--it will help you determine which colors work together or against each other.

41. Colors
Contrasting or complementary colors are those separated by another color.
Adjacent colors (next to each other) harmonize.
Colors that are directly opposite from one another are said to clash.
Reds and oranges are high-energy but can be difficult to stay focused on in a presentation – use them sparingly.
Greens, blues and browns are mellower but not as attention-grabbing.
©SHRM 2009

42. Light text on dark background is very effective for computer reading.
4/21/2017
Backgrounds
White on dark background should not be used if the audience is more than 20 feet away.
Having a dark background on a computer screen reduces glare.
Be careful of dark backgrounds. If you are presenting in a large room with much of the audience more than 20 feet away, white letters on a dark background will not be readable. Light text on dark background is most effective for documents that will be read on a computer screen because the dark background helps cut down on screen glare.
Light text on dark background is very effective for computer reading.
©SHRM 2009

43. Use of Images Use one image per slide.
Use two images to provide contrast, but make them big.
Draw arrows if needed for emphasis.
Do not enlarge small images – they blur.
Do not distort the image.
Credit the source.
Use images appropriately. Remember, their purpose is to enhance and illustrate the presentation. If that’s not accomplished, then do without the image. Use one image per slide enlarged enough that the audience can see it clearly from the back of the room.
Draw arrows to point to places on the image when needed or to draw attention.
Do not enlarge small images. They blur. Find a larger image.
Do not distort the image. Use the corners to resize the image or hold down the shift key as you resize an image. This maintains the ratio of length to width, enlarging the image without distorting the picture.
©SHRM 2009

44. Citation of References
Credit images on slide:
Include the name of the author, date and title of article and journal.
Include references on last slide.
Appropriately cite all references.
Credit all images below the image telling where you got them if they are not your own. Cite the author, date, title of the article and journal on the slide in small print at the bottom when reporting research results.
Add references on last slide in either APA or AMA format.
Include the author, date, title of book, journal, article or monograph, with date and then the URL.
For further information on reference citations see:
Indiana University,
APA Online,
©SHRM 2009

45. Use of Animation Should enhance, not distract. Should not kill time.
Should be subtle.
Avoid animation schemes.
Use same transition between slides.
Animation should enhance the presentation and should not be a distraction to the audience. Use subtle animation to show concepts, sequence or to focus the audience. Animation schemes should be avoided as they tend to include too may bells and whistles that are distracting. Use the same transition between all slides, not random transitions as this is distracting to the audience.
©SHRM 2009

46. Timing and the Number of Slides
1 slide = 2 – 3 minutes.
Image slides may take less time.
Time yourself.
Leave time for questions.
The seminar should be 45 minutes long.
Plan for the appropriate number of slides for the time allotted for the training. Estimate one slide for every 2-3 minutes allotted. Don’t try to show too many slides; often less is better. Image slides do not take as long as slides with several bullet points.
Time yourself so that the presentation does not go too long or that you don’t have to talk too fast. Leave time for questions.
©SHRM 2009

47. Illustrations Use only when appropriate. Relate to the message.
Use simple diagrams.
Use illustrations only when needed, otherwise they become distracters instead of communicators. Ask yourself if the illustration makes the message clearer. If not – don’t use it!
©SHRM 2009

48. Training Evaluation Kirkpatrick’s Four-Level Model of Evaluation
Level 1: Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results
In 1975, Donald Kirkpatrick first presented a four-level model of evaluation that has become a standard in the training industry.
Source: Chapman, A. (2007). Kirkpatrick’s learning and training evaluation theory. Retrieved 09/03/08 from
©SHRM 2009

49. Level 1: Reaction Reaction: How did participants react to the program?
Smile sheets.
Informal comments from participants.
Focus group sessions with participants.
In the first evaluation level, students are asked to rate the training after completing the program. These are sometimes called smile sheets because in their simplest form, they ask students how well they liked the training. This level is often measured through attitude questionnaires that are distributed at the end of training. It can also be done through focus groups of training participants.
This level measures reaction only; learners identify if they were satisfied with the training. It does not indicate if learners acquired any knew knowledge or skills, nor does it indicate that any new learning will be carried back to the workplace.
If learners react poorly to the training and indicate dissatisfaction at this evaluation level, trainers must determine if the negative results are due to poor program design or unskilled delivery.
Source: Clark, D. R. (2008). Instructional System Design. Retrieved 09/03/08 from
“Why Measure Training Effectiveness?” (2008) Retrieved 09/03/08 from
©SHRM 2009

50. Level 2: Learning
Learning: To what extent did participants improve knowledge and skills and change attitudes as a result of the training?
Pre- and post-tests scores.
On-the-job assessment.
Supervisor reports.
The second evaluation level is used to determine learning results. Did students actually learn the knowledge, skills and attitudes the program was supposed to teach? It asks the questions:
What knowledge was acquired?
What skills were developed or enhanced?
What attitudes were changed?
The results are usually determined by pre-and post-test scores and on-the-job assessments or reports from supervisors. The second evaluation level is not as widely used as the first level, but it is still very common.
“Why Measure Training Effectiveness?” (2008) Retrieved 09/03/08 from
Clark, D. R. (2008), “Instructional System Design;” Retrieved 09/03/08 from
©SHRM 2009

51. Level 3: Behavior
Behavior: Do learners use their newly acquired skills and knowledge on the job?
Transfer of training.
On-the-job observation.
Self-evaluation.
Supervisor and peer evaluation.
Kirkpatrick’s third evaluation level explores the consequences of the learner’s behavior. Has the learner transferred the learning back to changed performance in the workplace? Can the learner actually put the newly acquired skills to use on the job?
This is referred to as transfer of training. No matter how good the training program was, if participants cannot (or will not) use the new skills and knowledge on the job, the training has little value to the employer.
Ideally, this evaluation is conducted three to six months after completion of the training program. This allows time for learners to implement new skills, and retention rates can be evaluated. Evaluation is done by observation of learners on the job, or through self-evaluation or evaluation from supervisors, peers or others who work directly with the learner.
Source: Clark, D. R. (2008).
Kruse, K. Evaluating e-Learning: Introduction to the Kirkpatrick Model. Retrieved 09/02/08 from
©SHRM 2009

52. Level 4: Results
Results: What organizational benefits resulted from the training?
Difficult and costly to collect.
Impossible to isolate the results of training.
Training? …or other environmental factor?
Measuring return on investment.
Financial reports.
Quality inspections.
Interviews.
Kirkpatrick’s level four evaluates the final results of the training. It asks the question – What effect has the training achieved? Effects can include such things as morale, teamwork, and most certainly, the monetary effect on the organization’s bottom line. Management wants to know if they received value for the training dollars spent and what their return on investment was.
Collecting and analyzing evaluation at this level can be difficult and time-consuming. Part of the difficulty comes from the challenge of isolating the training variable from other factors in the organization that may also affect learners’ behaviors. When employee behavior changes, it is difficult to know if the change is the result of training or the result of some other environmental factor.
Level four evaluations are done through financial reports, quality inspections and interviews with management personnel.
Source: Clark, D. R. (2008).
Kruse, K. Evaluating e-Learning: Introduction to the Kirkpatrick Model. Retrieved 09/02/08 from:
____. (2008). Why Measure Training Effectiveness? Retrieved 09/03/08 from
©SHRM 2009

53. Levels of Evaluation vs. Value
The difficulty and cost of conducting evaluations increases as you move up the levels. Organizations and trainers must carefully consider which levels of evaluations are appropriate for which training programs. Most commonly, level one evaluations are conducted for all training. Level two--learning evaluations--are generally conducted for skills training programs. Level three evaluations–behavior—for strategic programs and level four--results evaluations—are appropriate only for broad-based, high-budget training programs.
Unfortunately, the easy evaluation instruments used at level one don’t give results that have much value to the organization. The value of the information obtained from the process increases as evaluation moves to higher levels. Level four–results–is the most difficult to assess and yet reveals the most valuable information.
Source: Kirkpatrick, D.L, Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Barrett-Koehler.
©SHRM 2009
Kirkpatrick, & Kirkpatrick, 2006

54. MGMT 4180 - Workplace Health and Safety
Reactions to Seminar
Facilitator delivered a very engaging seminar.
O True O False
The topics of the seminar were interesting.
Facilitator clearly communicated the seminar’s objectives goals to students.
The seminar was well organized.
I feel I learned a lot from this seminar.
The quality of instruction of the seminar was very good.
The pace of instruction was adequate (not to fast or not too slow).
I had an opportunity to practice what I learned in the seminar
I feel I learned new skills and gained new knowledge through this seminar.
I feel that the topics covered in this seminar will be useful in my career.
Complete one survey for each seminar. You will earn one extra credit point for each completed survey. These surveys are available in Web CT.

55. Maximum Possible Points
MGMT 4180: Occupational Health and Safety
GRADING RUBRIC FOR SEMINAR
(130 POINTS)
PRESENTATION: 45 points
Criterion
Points Earned
Maximum Possible Points
Title Page: Is it relevant? Does it include facilitator’s name(s)?
5 point
Overview Slide: Facilitator provides an advanced organizer?
5 points
Organization: Seminar broken down into clear distinct sections?
Delivery: Is facilitator comfortable with topic? …minimal reading from note cards?
10 points
Use of Visuals and Color:
___ Color
___ Font and Size
___ Slide Background
___ Use of Text (6 x 6)
___ Images or Illustrations
Use of Time: Timing and number of slides (Maximum 1 hour)
Handling of Questions: Professional and non-defensive response to questions
Citations: Appropriate citation references (Author, Year of Publication, Title of Article, Journal)
TOTAL
45 points

56. Maximum Possible Points
LESSON PLAN FOR SEMINAR: 75 points
Criterion
Points Earned
Maximum Possible Points
Objectives: Clearly defined SMART objectives.
Specific: State desired results in detail.
Measurable: Results must be observable to evaluate what has been accomplished.
Action-oriented: Describe the actions the learner will perform.
Realistic: Objectives must be attainable.
Timely: Objectives identify actions the learner can use immediately.
15 points
Mastery of Material: Facilitator demonstrates extensive knowledge of content
___ illustrating diagrams with relevant constructs
___mentioning names of experts in the topic reviewed
___ citing relevant studies
30 points
Thoroughness: Facilitator reviewed major topics discussed in chapter
10 points
Reporting: Facilitator provides enough details about observations/interviews/literature review
____ 3 observations OR ___ 3 interviews OR ___ 3 journal articles
Training Evaluation (Knowledge): Facilitator provides opportunities to practice and receive feedback (e.g., exercise, quiz)
5 points
TOTAL
75 points

57. OVERALL HOLISTIC TOTAL OF ABOVE PLUS MY PROFESSIONAL OPINION: 10 points
TOP NOTCH
PRETTY GOOD
COULD DO BETTER 10 7 3
EXTRA CREDIT
Training Evaluation (Students’ Reactions)
Points Earned
Maximum Points
Average score of students’ reaction to seminar
10 points