1. Effective Training: Strategies, Systems and Practices, 2nd Edition
Chapter Five
Training Design

2. Session Overview
Identify and describe organizational constraints to training
Determine the time required to prepare a training program
List and describe the costs associated with a training program
Describe the purpose of a learning/training objective
Understand the components within a learning objective
Chapter 5

3. Training Design Phase Input Process Output Develop Training Objectives
Needs
Organizational
Constraints
Learning
Theory
Develop
Training
Objectives
Determine factors
that facilitate
learning & transfer
Identify alternative
method of
instruction
Chapter 6
Evaluation
objectives
Chapter 8
Chapter 5

4. Organizational Constraints (1 of 3)
Constraints Suggestion for How to Handle
Need high level of stimulation1 because:
Law (fire drills)
Task critical to the job (police
firing gun)
Mistakes costly (airline pilot)
Incorporate a longer lead time to
prepare simulations/role plays.
Purchase Simulators.
Trainees vary in amounts of
experience
Consider modularization.
Trainees have large differences in ability levels
Use programmed instruction. Have high level of trainer/trainee interaction.
Chapter 5

5. Organizational Constraints (2 of 3)
Constraints Suggestion for How to Handle
Mix of employees and new hires trained on a new procedure
Consider different training programs; may be negative transfer for employees but not for new hires.
Long lag between end of training and use of the skill on the job
Distribute practice through the lag. Provide refresher material and/or models for employees to follow.
Short lead time
Use external consultant or training package.
Chapter 5

6. Organizational Constraints (3 of 3)
Constraints Suggestion for How to Handle
Bias against a type of training (role play, etc.)
Develop proof of effectiveness into the training package.
Use another method.
Few trainees available at any one time
Use programmed instruction.
Small organization with limited funds
Hire consultant/purchase training.
Join consortium.
Chapter 5

7. Preparing a Training Program
When estimating the time required to prepare training, the three main types of questions:
Who
What
How
Chapter 5

8. Determining time required to prepare training (1 of 4)
Variables
Level Of Effort For Design
Low
Medium
High
Who
1. Designer knowledge and skills related to instructional design
 extensive knowledge and skills
 Moderate
knowledge and skills
 minimal knowledge and skills
2. Designer knowledge of subject matter
 extensive knowledge
 some knowledge
 no knowledge
3. Size and complexity of the target training group
 small, homogeneous
 medium size, moderately complex
 large, complex
4. Designer’s and client’s track record for sticking to plans
 always stick
 sometimes stick
 never stick
Chapter 5

9. Determining time required to prepare training (2 of 4)
Variables
Level Of Effort For 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, overheads, job aids
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
Chapter 5

10. Determining time required to prepare training (3 of 4)
Variables
Level Of Effort For 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
 minimal
 moderate
 extensive
Chapter 5

11. Determining time required to prepare training (4 of 4)
Effort
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
Chapter 5

12. 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 usual aids and evaluation material
2.5 days
$1,000
$2,500
Miscellaneous
$1,400
TOTAL
$15,400
Chapter 5

13. 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 compensation, facilities, materials, etc)
Indirect Costs (cost incurred even if training were cancelled: preparation, marketing, administrative, & clerical support)
Chapter 5

14. Types of Costs in Training Programs (2 of 2)
Overhead Costs (costs associated with purchase and maintenance of training equipment and training facilities)
Participant Compensation (costs associated with trainees salary and benefits)
Evaluation Costs (costs associated with evaluating the training; assessment tools, etc…)
Chapter 5

15. Example of Training Costs for Grievance Reduction Training (1 of 2)
Developmental Costs
1. 20 days of director’s time at $50,000 per year
2. 5 days of trainer’s time at $30,000 per year
3. Materials
$ 4,000
$ 600
$ 1,000
Direct Costs
1. 5 days of trainer’s time at $30,000 per year
2. Training facility rental 5 days at $150 per day
3. Materials and equipment
4. Coffee, juice, and muffins
$ 600
$ 750
$ 2,000
Chapter 5

16. Example of Training Costs for Grievance Reduction Training (2 of 2)
Indirect Costs
1. 1 day trainer preparation
2. 3 days administrative preparation at 20,000 per year
$ 120
Participant Compensation
1. 30 supervisors attending 5-day workshop
(Average $35,000 / yr.)
$21,000
Evaluation Costs
1. 6 days of evaluator’s time at $30,000 per year
2. Materials
$ 720
$ 800
Total Training Costs
$32,310
Chapter 5

17. Learning Objective
Objectives are statements which describe what the learner is expected to achieve as a result of training
Chapter 5

18. Elements of a Learning Objective
Condition
Outcome/Behavior
Standard/Criterion

19. Developing Objectives
A good objective has three
components:
Desired outcome – type of behavior
Condition – where, when and/or what tools will be used
Standards – the criteria that will be used to judge the adequacy of the behavior. (minimal acceptable level; speed, accuracy, or quality)
Chapter 5

20. Developing Learning Objectives
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
Chapter 5

21. I. Observable Outcome/Behavior
An action verb that you want the participants to be able to do as a result of the training
Measurable

22. Examples Action Verbs Build Demonstrate Describe Develop Draw Dissect
Identify
Implement
Write

23. II. Condition
Describes the environment under which the work to be performed
How you get to your outcome

24. 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…

25. III. Criteria/Standard
A standard which describes how many, how quickly, how well (MAY BE IMPLICIT).
What will happen as a result of the training

26. Criterion Examples Achieving a score of 75% According to policy
Accurately
With no errors
Within one hour

27. 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”
Chapter 5

28. 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”
Chapter 5

29. Learning Objectives Improved (1 of 2)
Before
Upon completion of training the trainee:
After
After reading a scenario of an unmotivated student, and without the use of any outside material, identify orally to the class what you would do to motivate the student, and explain which theory you used and why. Trainee must identify at least 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios
Will be able to apply theories of motivation to different situations
Chapter 5

30. Learning Objectives Improved (2 of 2)
Before
Upon completion of training the trainee:
After
When asked, correctly identify to the trainer 5 things that are necessary to have an effective team.
Will understand what is needed to have an effective team
Will have knowledge of three types of active listening, and be able to use the appropriate one in a particular situation
In a role play, appropriately respond to an angry comment using one of the active listening types, then correctly explain to the class which was used and why.
Chapter 5