PowerPoint

Presentation for
Managing Performance
through Training and
Development

Adapted by
Dr. Holly Catalfamo, ED.D.
Niagara College Canada

Copyright © 2016 by Nelson Education Ltd. 5-1

 Chapter 5

Training Design

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 Learning Outcomes
After reading this chapter, you should be able to:
• Write a training objective that includes the four
elements and three components of an objective
• Explain how to decide to purchase or design a
training program and how to write a request for
proposal (RFP)
• Describe how to determine the content of a
training program and the different types of
training methods
Copyright © 2016 by Nelson Education Ltd. 5-3
 Learning Outcomes
• Explain how to use the conditions of practice
to maximize the benefits of active practice
• Compare and contrast routine expertise and
adaptive expertise
• Explain how to design a training program for
active learning
• Explain how and why you would design an
error-management training program

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 Introduction
• This chapter focuses on training design
activities, which involves preparing and
planning events to facilitate an effective
learning process

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Training Design Activities

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 Training Objectives

• A statement of what trainees are expected to

be able to do after a training program

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Purpose of Training Objectives

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 Writing Training Objectives—
4 Key Elements of Desired Outcome

1. Who is to perform the desired behaviour?

2. What is the actual behaviour to be used to
demonstrate mastery of the content or
objective?

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 Writing Training Objectives—
4 Key Elements of Desired Outcome

3. Where and when is the behaviour to be

demonstrated and evaluated (i.e., under
what conditions)?
4. What is the standard by which the behaviour
will be judged?

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 Example of Training Objective with
4 Elements

The sales representative (who) will be able to

make 10 calls a day to new customers (what)
in the territory assigned (where/when), and
will be able to generate 3 sales worth at least
$500 from these calls (how, or the criterion).

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 Final Objective—3 Components
1. Performance: What the trainee will be able
to do after the training
2. Condition: The tools, time, and situation
under which the trainee is expected to
perform the behaviour
3. Criterion: The level of acceptable
performance, standard, or criteria against
which performance will be judged

Copyright © 2016 by Nelson Education Ltd. 5-12

 Purchase-or-Design
• The use of external sources to provide training
and development programs and services is
known as outsourcing
• Organizations allocate more than half of direct
training expenditures to external sources
• Main reasons: cost savings, time savings, and
improvement in compliance and accuracy

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 Purchase Decision Factors
• Cost-benefit analysis
• Time (to design program)
• Expertise
• Time (implementation timelines)
• Number of employees who need training
• Extent to which future employees will require
training

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 Request for Proposal (RFP)
• A document that outlines to potential vendors
and consultants an organization’s training and
project needs

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 Training Content
• Must be based on the training needs and
objectives
• Can also be determined by comparing the gap
between employees’ current levels of
knowledge and skills and the organization’s
desired levels

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 Training Content
• Content may be determined by legislative
requirements
• Subject-matter experts (SME) may also specify
training content

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 Training Methods
• Once content is determined, selection of
training methods is required
• Training methods can be active vs. passive,
one-way vs. two-way, or informational vs.
experiential
• Another distinction is WHERE they take place:
on-the-job, off-the-job, or technology-
delivered training

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 Productive Responses
• Learning and
retention are best
achieved through
methods where the
trainee actively uses
the training content
rather than passively
watching, listening to,
or imitating the
trainer

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 Blended Training
• The use of a combination of approaches to
training such as classroom training, on-the-job
training, and computer technology

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 Active Practice
• Practice: Physical or mental rehearsal of a
task, skill, or knowledge to achieve some level
or proficiency in performing the task or
demonstrating the knowledge
• Active practice: Providing trainees the
opportunities to practise performing a task or
using knowledge during training

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 Conditions of Practice
• Implemented before and during training to
enhance the effectiveness of active practice
and maximize learning and retention

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Conditions of Practice

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 Active Learning
• Routine expertise, a traditional approach to
training, reproduces behaviours in similar
settings
• Adaptive expertise is the ability to use
knowledge and skills across a range of tasks,
settings, and situations

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 Active Learning
• Gives trainees control over their own
experience through exploratory/discovery
learning, which is in contrast to proceduralized
instruction

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 Emotion Control
• A strategy to help trainees control their
emotions during active learning

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Error-Management Training (EMT)
• EMT encourages trainees to make errors
during training and to learn from them
• Training is error-avoidant when it is highly
structured so they are less likely to make
errors

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 Characteristics of EMT
• Trainees are provided only basic, training-
relevant information and told to explore
problems on their own
• Trainees are told to expect errors and frame
them positively (error-management
instructions)

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EMT Improves Learning and Performance

1. Errors inform trainees of knowledge and skills

that need improvement—helps focus
2. Forces trainees to develop thoughtful
strategies and deeper information processing
3. Errors lead to greater practice

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EMT Improves Learning and Performance

4. Errors force trainees to learn error-recovery

strategies
5. Errors lead to greater exploration

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Model of Training Effectiveness

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 Summary
• Described main activities in the design of a
training program
• Illustrated how to write training objectives
(key elements and components)
• Explained purchase or design considerations
including importance of RFP

Copyright © 2016 by Nelson Education Ltd. 5-32

 Summary
• Examined factors in training design, including
training content, methods, active practice, and
conditions of practice
• Discussed active learning and design elements
that promote adaptive expertise
• Explored error management training

Copyright © 2016 by Nelson Education Ltd. 5-33

 Key Terms
• Active learning • Emotion control
• Active practice • Error-avoidant training
• Adaptive expertise • Error-management
• Adaptive tasks instructions
• Advance organizers • Error-management
training (EMT)
• Analogical tasks
• Exploratory/discovery
• Attentional advice learning
• Automaticity • Feedback and knowledge
• Blended training or results
• Conditions of practice • Goal orientation
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 Key Terms
• Massed vs. distributed • Productive responses
practice
• Request for proposal
• Metacognition
(RFP)
• Metacognitive strategies
• Routine expertise
• Outsourcing
• Overlearning • Subject-matter expertise
• Practice (SME)
• Preparatory information • Task sequencing
• Pre-practice briefs • Training design
• Pre-training interventions • Training objective
• Proceduralized instruction
• Whole vs. part learning
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