Effective Training: Systems,

Strategies, and Practices, 4th Edition

Chapter Eight
P. Nick Blanchard and James W. Thacker

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-1

 Development Phase
Input Process Output

Program
Development Plan
Determine Factors • Instructional
that Facilitate Material
Learning & Instructional
Transfer Strategy • Instructional
Equipment
• Trainee and
Alternative Trainer Manuals
Instructional
Methods • Facilities
• Trainer

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-2

 Training Method Effectiveness at
Meeting KSA Objectives – Part 1 of 3
Objectives of Training

Knowledge Skills Attitude

Inter-
Training Methods Declara- tive Procedural Strategic Technical
personal
Lecture:
3 2 1 1 1 3
   Straight
Discussion 4 3 2 1 1 4
Demonstration 1 4 2 4 4 3
Comp. Based
5 4 3 2 2 3
Programmed Instruction
Intelligent Tutoring 5 4 4 5 2 4
Interactive
5 4 4 5 4 4
Multimedia
Virtual Reality 3 5 3 4 4 4
Simulation 5 5 5 5 3 3
a This rating is for lectures delivered orally, printed lectures would be one point higher in each knowledge
category
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-3
 Training Method Effectiveness at
Meeting KSA Objectives – Part 2 of 3
Objectives of Training
Knowledge Skills Attitude
Inter-
Training Methods Declare’ Procedural Strategic Technical
personal
Simulations/
1 3 2 5 1 2
Games Equipment

Case studies 2 2 4 2 2 3

Business games 2 3 5 2 2b 2

In-Basket 1 3 4 1 2c 2

Role play 1 2 2 2 4 5d

Behavior Model. 1 3 3 4 5 3
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 3.
d Specifically role reversal.
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 Training Method Effectiveness at
Meeting KSA Objectives – Part 3 of 3

Objectives of Training

Knowledge Skills Attitude

Training Inter-
Declare’ Procedural Strategic Technical
Methods personal

OJT
3 5 4 4 2 5
JIT

Apprentice 5 5 4 5 2 5

Coaching 3 5 4 4 4 5

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 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 c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-6

 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 by   elbows, street
   furnace to the gas 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
  
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-7
 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 use Steel pipe
   of threading Oil Tape measure
   machine oil

Facility and configuration:

Trainer:
Measures to assist transfer:
Method of evaluation:

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 Different Seating Arrangements
for Training – Part 1 of 6
x

= Trainer A
X = Easel/charts

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 Different Seating Arrangements
for Training – Part 2 of 6
x

= Trainer
B
X = Easel/charts
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 Different Seating Arrangements
for Training – Part 3 of 6

= Trainer C
X = Easel/charts
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-11
 Different Seating Arrangements
for Training – Part 4 of 6
x x

= Trainer D
X = Easel/charts
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 Different Seating Arrangements
for Training – Part 5 of 6
x x

= Trainer
X = Easel/charts E
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 Different Seating Arrangements
for Training – Part 6 of 6
x

= Trainer
F
X = Easel/charts
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 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.)

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-15

 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

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-16

 ALTERNATIVES TO
DEVELOPMENT
 The Consultant
 Advantages

 Limitations

 Considerations

 Outside Seminars
 Implementation Phase
Input Process Output

Instructional Program
Material Development Plan

Instructional
Equipment Learned
Pilot
Dry Program KSAs
Run
Trainee
and Trainer
Manuals Evaluation
Facilities Implementation

Trainer
Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-18
 Experiential Learning Model
Experience
(the exercise/game)

Practice
(try it out)

Lecturette
Generalizability (provide information)
(relevancy to other
situations)

Processing
(analysis of experience
and information)

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-19

 Relationship Between the Experiential
Learning Model and Gagne-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

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-20

 Relationship Between the Experiential
Learning Model and Gagne-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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 Relationship Between the Experiential
Learning Model and Gagne-Briggs Nine
Events of instruction—Part 3 of 3

Practice: Try it out Eliciting Performance: Practice the

new learning

Experience2: 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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COMPONENTS OF
PROCESS
 Dry Run
 Not designed to train
 Trainees may not/may be selectively involved
 Test of all modules
 Checking facilities
 Pilot Program
 A training program indeed
 Trainers involved
 Check relevance of training
 assess modules/timings
 IDEAS FOR
IMPLEMENTATION

 Ice breaker
 Learning Objectives
 Variety
 Games
IDEAS FOR TRAINERS
 Preparation
 First Impression
 The start
 The Podium
 Communication
 Listening/Questioning
 providing instruction
 Running and talking
 Non verbal comm
DEALING WITH DIFFERENT
TRAINEES

Quiet trainees Talkative

Angry Comedian
 Transfer of Training
Input Process Output
Supervisor and Peer
Support

Trainer Support
Post-Training
Self-Efficacy
Practice Learned KSAs Transferred
Learned KSAs to the Job
KSAs on the Job
Relapse Prevention
and Goal Setting
Supportive Climate

Alignment of
Reward System Valence of
Outcomes
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