CHAPTER EIGHT

Training Delivery
 LEARNING OUTCOMES

 Define a lesson plan and describe how to develop

one and what information should be included
 Describe the characteristics of an effective trainer
 Describe how to decide who should attend a
training program
 Describe what makes an effective training site
 Describe the elements of a positive learning
climate
 Discuss Gagné’s nine events of instruction
 Discuss some of the problems and solutions of
training delivery
 LESSON PLAN

Lesson plan: A blueprint that outlines the training

program in terms of sequence of activities and events
that will take place
Lesson: A cohesive unit of instruction with a specific
learning objective
 LESSON PLAN

Lesson plan cover page should include:

 Training objectives
 Trainees and instructor
 Time allocation and location
 Classroom requirements and seating
 Training materials and equipment
 Trainee supplies and handouts
 LESSON PLAN

 The sequencing of the various activities in the

lesson is an important consideration
 Common approaches include:
• General to specific
• Easy to difficult
• Concrete to abstract
• Old to new
• Simple to complex
• Familiar to unknown
• Present to future
 LESSON PLAN

 Beginning with simple and familiar eases learners

into new content and experiences
• It builds trainee self-efficacy
• Allows trainees to see how their current level of
knowledge and experience is relevant for the
training
• Ultimately it reduces learner anxiety and makes
for a more comfortable learning experience
 Lesson plan should focus on what trainees will be
doing during the session
 LESSON PLAN

Lesson plans are critical in design phase:

 Allows for approval and smooth operation of
training program
 Enables expenditures to be budgeted and
monitored
 Ensures training is directed toward real problems
 Enhances credibility
 Sets the tone for professional approach to training
 THE TRAINER

Selecting a trainer is an important factor in the

success of the training program
Internal (HR, training staff, manager, or SME)
External (consultant, volunteer)
Qualities of a good trainer:
Knowledgeable or subject-matter expert (SME)
Delivery (i.e., verbal/communication, interpersonal, organizing
skills)
Ability to make material interesting
• Enthusiastic, expressive, and engaging
 SUBJECT-MATTER
EXPERTS
Developing an SME:
 To be an effective trainer, Internal staff/SMEs need
to develop themselves.
 A Train-the-trainer program teaches SMEs how to
design and deliver training programs
 Important and valuable investment – enhances the
experience as a trainer, increases effectiveness,
and ultimately improves training
 TRAINEES

Kirkpatrick outlined four decisions for

selecting participants:
1. Who can benefit from training?
2. What programs are required by law or by
government edict?
3. Should training be voluntary or compulsory?
4. Should participants be segregated by level, or
should levels be combined?
 TRAINEES

Select trainees based on… …As assessed by:

• Abilities • Person analysis
• Aptitudes • Tests
• Motivation • Interviews
• Trainability test*
*Test that measures an
individual’s ability
to learn and perform
training tasks
 TRAINEES

Trainability tests involve:

1. Taking a mini-course or learning a sample of the
training
2. Taking a test that measures learning
 Predictive of training success and job
performance in many jobs
 Used mostly for psychomotor skills
 TRAINEES

All of this information can be incorporated into

a training plan that indicates who needs
training, the type of training that is needed,
and how training will be delivered
 MATERIALS AND
EQUIPMENT
Materials: Expendable items
 i.e., note pads, pens, flipchart, handouts

Equipment: Non-expendable items

 i.e., computer, DVD player, overhead

The content, methods, and exercises in a training

program determine the material and equipment
requirements
 TRAINING SITE

The training site can be:

Company training facility or training room
Rented premises (conference or meeting room)
Outdoor site for experiential learning
The site should be:
Conducive to learning (comfortable setting)
Free of distractions (noise, interruptions)
Set up appropriately (seating arrangement to
enhance learning)
 TRAINING SITE

Trainer Trainer
Trainer

Low Participant Moderate Participant High Participant

Involvement Involvement Involvement
 SCHEDULING THE
PROGRAM
Scheduling must take into consideration:
 Best time for employees to attend
 Availability of trainer
 Availability of training site and materials
 Single or multiple sessions
• Massed vs. distributive
 TRAINING
ADMINISTRATION
Coordination of all the people and materials
involved in the training program
 Success of program depends on coordinating
all of these efforts well
 IMPLEMENTING THE
PROGRAM
Learning climate: A training climate conducive to
learning makes participants feel relaxed, comfortable,
and safe
 Pre-arrival factors
• Contacting trainee before training
• Greetings, information, or pre-work
• Reinforces conditions of practice before training
 Greeting of participants
• Welcoming message
• Create relaxed environment
 IMPLEMENTING THE
PROGRAM
 Learning facility/environment:
• Ensure room/site/materials, etc. are
appropriate and ready
 Trainer’s style and behaviour:
• Provide brief personal introduction
• Interact with trainees
• Approachable, empathetic, engaging style
 GAGNÉ’S EVENTS OF
INSTRUCTION
Gagné proposed nine events of instruction:
1. Gain attention 6. Elicit performance
2. Describe the objectives feedback
3. Stimulate recall of prior 7. Provide information
knowledge feedback
4. Present the material to be 8. Assess performance
learned 9. Enhance retention and
5. Provide guidance for transfer
learning
…to which we can add one more:
10. Close the program
 TRAINING DELIVERY
PROBLEMS
Problem Participants
 The hesitant one  The rigid one
 The monopolizer  The hostile one
 The voice of experience  The angry one
 The arguer  The negative one
 The non-listener  The clown
 The idea zapper  The show off
 The complainer  The tangent taker

See Table 9.5 in text

 TRAINING DELIVERY
PROBLEMS
Novice and experienced trainers can experience
training delivery problems
Three basic themes of delivery problems:
1. Pertaining to trainer
2. How trainer relates to trainees
3. Presentation techniques
 Study of novice trainers identified 12 most common
problems
 Study of experienced trainers identified solutions
 A NOVICE TRAINER’S
VIEW TO PROBLEMS
 Fear (lack of confidence)  Responding to questions
 Perception of lack of  Feedback (acquiring and
credibility responding)
 Lack of personal  Using media, materials,
experience facilities
 Handling difficult learners  Opening and closing
 Encouraging participation technique
 Timing (too much or too  Dependence on notes
little material)
 Adjusting instruction
 SUMMARY

 Described several critical steps to delivering a

training program
 Lesson plan is critically important in delivering a
successful program
 Discussed characteristics of effective trainers and
determining who should attend training
 Reviewed logistical issues of site selection, training
administration, and scheduling training
 Described how to create training climate; identified
events of instruction, and common training
problems and their solutions