Effective Training: Systems, Strategies, and Practices, 4th Edition

Chapter Five Training Design

P. Nick Blanchard and James W. Thacker

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

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Design Phase
Input
Learning Theory Determine factors that facilitate learning & transfer Training Needs

Process

Output

Develop

Training
Objectives

Identify alternative method of instruction

Chapter 6

Organizational Constraints
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Evaluation objectives
Chapter 8

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Some Organizational Constraints and Ways of Dealing with Them Part 1 of 3

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

Some Organizational Constraints and Ways of Dealing with Them Part 2 of 3

Constraint Mix of employees and new hires trained on a new procedure Suggestion for How to Handle Consider different training programs; may be negative transfer for employees but not for new hires. Distribute practice through the lag. Provide refresher material and/or models for employees to follow. Use external consultant or packaged training.

Long lag between end of training and use of the skill on the job

Short lead time

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Some Organizational Constraints and Ways of Dealing with Them Part 3 of 3

Constraint Bias against a type of training (role-play, etc.) Few trainees available at any one time Suggestion for How to Handle Develop proof of effectiveness into the training package. Use another method. Use programmed instruction.

Small organization with limited funds

Hire consultant or purchase training. Join consortium.

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Guide to Determining Time Required to Prepare Training Part 1 of 4

Variables Level of Effort for Design

Who
1.The designers knowledge related to instructional design 2. The designers knowledge of the training subject matter

Low
extensive knowledge and skills extensive knowledge

Medium
moderate knowledge and skills some knowledge

High
minimal knowledge and skills no knowledge

3. The size and complexity small, of the target training group homogeneous
4. The designers and clients track record for sticking to plans always stick

medium size, moderately complex

sometimes stick

large, complex
never stick

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Guide to Determining Time Required to Prepare Training Part 2 of 4

Variables
What
5.The number of instruction modules 6. The elements included in the training materials 7. The clients or organizations expectations regarding packaging 8. What is considered final product

Level of Effort for Design

Low
few (5 modules)

Medium
several (8 modules) instructor and participant manuals modest (desktop publishing) designer completes up to the pilot

High
many (12 modules) instructor and participant manuals, overheads, job aids extensive (professionally produced) designer completes all drafts, finalizes after pilot
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participant material only minimal (produced inhouse) designer completes first draft, client rest

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Guide to Determining Time Required to Prepare Training Part 3 of 4

Variables Level of Effort for Design

How
9.Data collection

Low

Medium

High

a focus group made a focus group and a several focus up of a few wellfew interviews groups and several informed people interviews deals with more than deals with a complex one level of decision labor-management makers committee reviews and approves all materials

10.The designers deals directly with interaction with the top decision maker client

11.The clients level approves general reviews and of involvement direction and final draft approves key materials

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Guide to Determining Time Required to Prepare Training Part 4 of 4

12. The programs degree of interactivity minimal moderate extensive

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

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Proposal for Developing a One-Day Workshop on Effective Communication

Action Prepare Interview relevant employees to determine issues and context to develop training 1 day $1,000 $1,000 Time Rate Total

Develop objectives and plan for developing training. Includes identifying appropriate instructional methods and developing evaluation objectives
Develop training materials based on objectives

2.5 days

$1,000

$2,500

8 days

$1,000

$8,000

Develop usual aids and evaluation material Miscellaneous

TOTAL

2.5 days

$1,000

$2,500 $1,400
$15,400
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Types of Costs in Training Programs

Development Costs Direct Costs Indirect Costs Overhead Costs Participant Compensation Evaluation Costs
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Training Costs for Grievance Reduction Training Part 1 of 2

Developmental Costs 1. 20 days of directors time at $50,000 per year 2. 5 days of trainers time at $30,000 per year 3. Materials Direct Costs 1. 5 days of trainers 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 $ 600 $ 4,000 $ 600 $ 1,000

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Training Costs for Grievance Reduction Training Part 2 of 2

Indirect Costs
1. 1 day trainer preparation 2. 3 days administrative preparation at $20,000 per year Participant Compensation 1. 30 supervisors attending 5-day workshop (Average $35,000 / yr.) $21,000 $ 120 $ 240

Evaluation Costs 1. 6 days of evaluators time at $30,000 per year 2. Materials Total Training Costs
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$ 720 $ 800 $32,430

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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

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

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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 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
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4. Organizational Outcome Objectives:

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Learning Objectives Improved Part 1 of 3

Before
Upon completion of training, the trainee:

After
Upon completion of training, the trainee:

Will be able to apply theories of motivation to different situations

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 three motivators and tie to correct theory. Must be correct on four of the five scenarios.
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Learning Objectives Improved Part 2 of 3

Before
Upon completion of training, the trainee:

After
Upon completion of training, the trainee:

Will be able to recognize and identify different personalities, and know how to motivate them

Will understand what is needed to have an effective team

Will be able to watch a fellow trainee roleplay a situation and correctly explain in writing what type of personality is being exhibited and what to do to motivate the trainee. Trainee must be 100 percent correct on the personality and identify at least two motivators. When asked, correctly identify to the trainer five things that are necessary to have an effective team and be 100 percent correct.
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Learning Objectives Improved Part 3 of 3

Correctly identify in writing three types of active listening that were identified in training, when asked.

Will have knowledge of three types of active listening, and will be able to use the appropriate one in a particular situation

In a role-play, respond verbally to an angry comment using one of appropriate active listening types.
In a role-play, respond correctly to the situation using one of the ways of saying no from the training manual, then explain to the class which was used and why with 100 percent accuracy.
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Will be able to say no to boss and peers when asked to do extra work

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No Trait and Treatment Interaction

High

Training Design A Training Design B

Low Low Individual Trait

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High

A Trait and Treatment Interaction

High

Training Design A

Training Design B

Low Low Individual Trait

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High

Learning Processes and Corresponding Training Events

Attention/Expectancy
Retention Activation of memory Symbolic coding and cognitive organization Symbolic rehearsal and cues for retrieval Behavioral Reproduction Reinforcement

Learning environment, pre-training communications, statement of objectives and process, highlighting of key learning points
Stimulation of prior related learning Presentation of encoding schemes and images, associations with previously learned material, order of presentation during training Case studies, hypothetical scenarios, aids for transfer (identical elements and principles) Active and guided practice (role-plays and simulations) Assessment and feedback (positive and/or negative)
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Comparison of Traditional and Strategic Knowledge Training Part 1 of 3

Traditional Training Step 1. Declarative knowledge (what) is presented Workers are told that the materials are designed to teach them to read and interpret quality control charts used throughout their organization. Strategic Knowledge Training

Step 1. Declarative knowledge is presented the same way as in traditional training.

Step 2. The context of the procedures (why and when) is added by instructing workers about the importance of the skill and the appropriate time for its use. It is explained that reading and interpreting quality control data allows mistakes to be caught earlier, saving more of the product than with traditional methods.
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Comparison of Traditional and Strategic Knowledge Training Part 2 of 3

Traditional Training
Step 2. Procedural knowledge (how) is presented. Workers are assisted in recalling specific math skills. Then stimulus materials and information required to master the task are presented. Examples of charts with various readings are provided and the workers are shown how to record charts during production, and interpret the data.

Strategic Knowledge Training

Step 3. Procedural knowledge (how) would be presented the same way as in traditional training.

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Comparison of Traditional and Strategic Knowledge Training Part 3 of 3

Traditional Training
Step 3. Workers practice using the charts and interpreting the results.

Strategic Knowledge Training

Step 4. Workers practice using the charts and also practice determining when and why to use them. Workers are provided opportunities for rehearsal and reinforcement of both conditional and procedural knowledge.

Step 4. Workers are given feedback

Step 5. Workers would be given feedback (same as in traditional training).

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Seven-Step Relapse-Prevention Training

Step
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.
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A Plan to Apply Skills Back on the Job

1. 2. What is the skill/technique? (Be specific.) 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 Using Skill

4.
5. 6. 7.

What will a slip look like?

How will you feel if you slip back to old techniques? Under what circumstances is a slip likely to occur? What support is needed?
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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.

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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.

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Comparison of Topical and Spiral Sequencing 1 of 2

Topical Sequencing
Topic A

Spiral Sequencing
Topic B Module 1 Topic C Module 1

Module 1 Module 2

Topic A Module 1

Module 3
Topic B

Module 1
Module 2 Module 3

Topic A Module 2

Topic B Module 2

Topic C Module 2

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Comparison of Topical and Spiral Sequencing 2 of 2

Topic C Topic A Topic B Topic C

Module 1
Module 2 Module 3

Module 3

Module 3

Module 3

Topical Sequencing

Spiral Sequencing

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Comparison of Topical and Spiral Sequencing

Advantages
Topical Concentrate on topic, no interference from other topics Built-in synthesis and review. Interrelationships are more obvious and understood

Disadvantages
Once learned you move to the next topic and the first is forgotten Disruption of learners thought process when move to next topic

Spiral

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Gagn-Briggs Nine Events of Instruction Part 1 of 2

Instructional Event Gain attention Informing the trainee of goal (objectives) Stimulate recall of prior knowledge Present the material Relation to Social Learning Theory Attention Attention

Retention: Activation of memory

Retention: Activation of memory, symbolic coding, cognitive organization

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Gagn-Briggs Nine Events of Instruction Part 2 of 2

Instructional Event Provide guidance for learning Relation to Social Learning Theory Retention: Symbolic coding/ cognitive organization through guided discovery Retention: Symbolic rehearsal Behavioral Reproduction Reinforcement

Elicit performance (practice) Provide informative feedback Assess performance Enhance retention and transfer

Reinforcement
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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 1 of 6
Social learning Theory Pretraining Attention/Expectancy Influence expectations & attitudes of trainees. Gagn-Briggs nine events of instruction Factors to Consider

Identify those with low expectations/ poor attitudes and send to pre-training workshop. Provide information to influence expectancies/ identify positive outcomes. Do needs analysis so only relevant trainees attend. Discuss performance of trainee (at supervisory level) and set mutual goals. Have learning objectives distributed ahead of time.
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Demonstrate the need for training and set goals.

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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 2 of 6
Social learning Theory Training Beginning Attention/ Expectancy Create/reinforce positive attitude toward training. Gagn-Briggs 9 events of instruction Gain Attention Factors to Consider

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. Choose site where anxiety level will be low (see classical conditioning). Choose proper facilities.
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Eliminate distractions.

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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 3 of 6
Social learning Theory During Retention Make relevant Gagn-Briggs 9 events of instruction Factors to Consider

Continue to focus on training objectives.

Stimulate recall of prior knowledge

Develop links between previous learning and the new learning (activation of memory). Use multiple media and make interesting. Ask questions and get involvement.

Present material

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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 4 of 6
Social learning Theory Make interesting Gagn-Briggs 9 events of instruction Provide guidance for learning

Factors to Consider
Get trainees involved (symbolic rehearsal). Use relevant examples and offer many of them.

Behavioral Elicit Reproduction/ performance Reinforcement Encourage learning

Provide relevant practice process (including maximum similarity and/or different situations).

Provide feedback

Let trainees know how they are doing.

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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 5 of 6
Social learning Theory Ending Reinforcement Be sure trainees see results of training. Gagn-Briggs 9 events of instruction Factors to Consider

Assess Provide time for examining objectives performance to see what was accomplished. Provide time to evaluate performance level accomplished and provide feedback. 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.

Sensitize trainees to difficulty in transfer of training.

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Learning and Transfer Factors as Related to Social Learning Theory and Gagn-Briggs Theory of Design 6 of 6
Social learning Theory PostTraining Reinforcement Facilitate transfer Gagn-Briggs 9 events of instruction Factors to Consider 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.

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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.

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