Transcript No Trait and Treatment Interaction

Chapter-(5) Five
Training Design
Effective Training: Strategies, Systems
and Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
Design Phase
Input
Process
Output
Learning
Theory
Determine factors
that facilitate
learning & transfer
Training
Needs
Develop
Training
Objectives
Identify alternative
method of
instruction
Chapter 6, 7
Organizational
Evaluation
objectives
Constraints
Chapter 9
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Guide to determining time required to prepare
training – Part 1 of 3
Variables
Level Of Effort For Design
Low
Medium
High
Who
 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
1. Designer knowledge
and skills related to
instructional design
 sometimes stick
 never stick
3
Guide to determining time required to prepare
training – Part 2 of 3
Variables
Level Of Effort For Design
Low
Medium
High
What
5. the number of
instruction modules
6. Elements included in
the training materials
7. client’s or organization’s
expectations regarding
packaging
8. what is considered
final product
 few (5 modules)
 several (8
modules)
 many (12
modules)
 trainee manual
only
 instructor and
participant manuals
 instructor and
participant manuals,
overheads, job aids
 minimal
(produced inhouse)
 modest (desktop
publishing)
 extensive
(professionally
produced)
 first draft by
designer, client
does rest
 designer
completes up to the
pilot
 designer
completes all drafts,
finalizes after pilot
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Guide to determining time required to prepare
training – Part 3 of 3
Variables
Level Of Effort For Design
Low
Medium
High
How
9. data collection
10. designer’s
interaction with the
client
11. client’s level of
involvement
12. Amount of
interactivity
 a focus group
made up of a few
well-informed people
 deals directly with
top decision maker
 approves general
direction and final
draft
 minimal
 a focus group and
a few interviews
 deals with more
than one level of
decision makers
 reviews and
approves key
materials
 moderate
 several focus
groups and several
interviews
 deals with a
complex labormanagement
committee
 reviews and
approves all
materials
 extensive
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Proposal for developing a one day workshop on
Effective Communication
Action
Time
Rate
Total
Interview relevant employees to determine
issues and context to develop training
1 day
$1,000
$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
Prepare
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
(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)
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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…)
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Training Costs for Grievance Reduction Training
– Part 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
$ 600
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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
$ 120
$ 120
Participant Compensation (may include travel)
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
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Learning Objective
Objectives are statements which describe
what the learner is expected to achieve as a
result of training
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Developing Objectives
A good objective has three
components:
1.
2.
3.
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)
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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
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I. Observable Outcome/Behavior
An action verb that you want the participants
to be able to do as a result of the training
Measurable
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Examples Action Verbs
•
•
•
•
•
Build
Demonstrate
Describe
Develop
Draw





Dissect
Draw
Identify
Implement
Write
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II. Condition
• Describes the environment under which the
work to be performed
How you get to your outcome
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Learning Objective
Objectives are statements which describe
what the learner is expected to achieve as a
result of training
17
Developing Objectives
A good objective has three
components:
1.
2.
3.
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)
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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
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I. Observable Outcome/Behavior
An action verb that you want the participants
to be able to do as a result of the training
Measurable
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Examples Action Verbs
•
•
•
•
•
Build
Demonstrate
Describe
Develop
Draw





Dissect
Draw
Identify
Implement
Write
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II. Condition
• Describes the environment under which the
work to be performed
How you get to your outcome
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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…
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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
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Criterion Examples
•
•
•
•
•
Achieving a score of 75%
According to policy
Accurately
With no errors
Within one hour
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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”
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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”
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Program Objectives
• Mager: “Description of a performance you
want learners to be able to exhibit before you
consider them competent”
• Specify what learners should be able to do,
conditions under which they must do it, and
criteria in judging success
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• Objective
Performance Objectives
Indicator
• Understand how to
read X-rays
Discriminate between
normal and abnormal
X-rays
• Knowledge of loans
Recall procedure for
making a loan
• Ability to read
diagrams
Identify transistors
on a schematic diagram
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False Objectives
• Show an appreciation for loan procedures
• Be able to think critically and analytically
• Have a deep awareness and thorough
humanizing grasp of interpersonal relations
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Conditions for Performance
• Relevant and important conditions under
which performance is expected to occur
• “Repair a motor with two minor defects using
a standard set of tools and diagrams”
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Criterion for Performance
• How well trainees should be able to perform
in order to be acceptable.
• Includes speed, accuracy and quality
• Examples: finish in 20 minutes, no more that 2
errors, within a tolerance of .1 inch
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Types of Training Objectives –
Part 1 of 2 (Kirkpatrick)
1. Trainee Reaction
Objectives:
Describes the desired trainee attitudinal
and subjective evaluations of training
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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Trainee Characteristics
• Trainability = f(Motivation, Ability, Perceptions
of work environment)
– Perceptions of training
– Self-efficacy
– Factors that increase motivation
• Personality and attitudes
– Extraversion, openness, conscientiousness,
agreeableness, stability
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No Trait and Treatment Interaction
High
Training Design A
Training Design B
Low
Low
High
Individual Trait
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A Trait and Treatment Interaction
High
Training Design A
Training Design B
Low
Low
High
Individual Trait
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Social Learning Processes and Corresponding
Training Events
Attention/Expectancy
Learning environment, pre-training
communications, statement of objectives and
process, highlighting of key learning points
Retention
Activation of memory
Stimulation of prior related learning
Symbolic coding and
cognitive organization
Presentation of encoding schemes and images,
associations with previously learned material,
order of presentation during training
Symbolic rehearsal and
cues for retrieval
Case studies, hypothetical scenarios, aids for
transfer (identical elements and principles)
Behavioral Reproduction
Active and guided practice (role plays
and simulations)
Assessment and feedback (positive and/or
negative)
Reinforcement
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Conditions of Practice
• Active practice – can be mental practice
• Massed vs. spaced practice
– Rest intervals early in training
– Less meaningful, greater difficulty and amount the better
spaced practice
– Less capable, less experienced learner does better with
spaced practice
– Retention better with spaced practice
• Whole vs. part
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Conditions of Practice
• Overlearning
• Knowledge of results/feedback
– Important aspects
– Provisions of feedback
– Specify corrective actions
– Reward/punishment consequences
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Retention
• Meaningfulness of material
• Degree of original learning
• Retroactive interference – new learning
interferes with old learning
• Proactive – old learning interferes with the
retention of new learning
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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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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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Transfer of Training
Stimulus
Response
same
same
same
different
different
different
Transfer
positive
negative
zero/none
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Increasing Transfer
•
•
•
•
•
•
•
•
Maximize similarity
Practice
Provide a variety of situations and examples
Understand general principles
Support
Opportunity to perform on the job
Feedback and reinforcement
Develop and follow learning objectives
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A Plan to Apply Skills Back on the Job
1.
What skill/technique: (be specific)
2.
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.
What will a “slip” look like?
5.
How will you feel if you slip back to old techniques?
6.
Under what circumstances is a slip likely to occur?
7.
What support is needed?
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Gagne-Briggs Nine Events of Instruction – Part 1
of 2
Instructional Event
Relation to Social Learning Theory
Gain attention
Attention
Informing the trainee of Goal
(objectives)
Attention
Stimulate recall of prior
knowledge (learning)
Retention: Activation of memory
Present the material
Retention: Activation of memory,
Semantic coding, Cognitive
organization
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Gagne-Briggs Nine Events of Instruction – Part 2
of 2
Instructional Event
Relation to Social Learning Theory
Provide guidance for learning
Retention: Semantic coding/ cognitive
organization through guided discovery
Retention: Symbolic Rehearsal
Elicit performance (practice)
Behavioral Reproduction
Provide informative feedback
Reinforcement
Assess performance
Enhance retention and transfer
Reinforcement
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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 1 of 5
Social learning
Theory
Pretraining
Attention/Expectancy
Influence expectations
& attitudes of trainees.
Demonstrate the need
for training and set
goals
Gagne Briggs
9 events of
instruction
Factors to Consider
Identify those with low expectations/
send to pre-training workshop
Provide information to influence
expectancies/ identify positive outcomes.
Do needs analysis so only relevant
trainees attend.
Have supervisors discuss
performance of trainee and set
mutual goals.
Have learning objectives distributed
ahead of time.
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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 2 of 5
Social learning
Theory
Training
Beginning
Attention/
Expectancy
Create/reinforce
positive attitude
toward training
Gagne Briggs
9 events of
instruction
Gain Attention
Inform trainee
of goals
Eliminate
distractions
Factors to Consider
Allow time for instructor and trainee
introductions and develop a
relaxed atmosphere
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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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 3 of 5
Social learning
Theory
During
Gagne Briggs
9 events of
instruction
Retention
Make relevant
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).
Present
material
Use multiple media and make
interesting
Ask questions and get involvement
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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 4 of 5
Social learning
Theory
Make interesting
Gagne Briggs
9 events of
instruction
Provide
guidance for
learning
Behavioral
Elicit
Reproduction/
performance
Reinforcement
Encourage learning
Provide
feedback
Factors to Consider
Get trainees involved (symbolic
rehearsal)
Use relevant examples and offer
many of them
Provide relevant practice process
(including maximum similarity
and/or different situations).
Let trainees know how they are
doing.
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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 4 of 5
Social learning
Theory
Ending
Reinforcement
Be sure trainees see
results of training
Sensitize trainees to
difficulty in transfer
of training
Gagne 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
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Learning and Transfer Factors as related to Social
Learning theory and Gagne Briggs theory of
design – 5 of 5
Social learning
Theory
PostTraining
Reinforcement
Facilitate transfer
Gagne 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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Learning Curves
• Negatively accelerated – material easy,
experienced learner, high ability
• Positively accelerated – material complex,
learner inexperienced
• S shaped – positively accelerated in early
stages negatively in later (common)
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Plateaus in Learning
•
•
•
•
Hierarchy of habits
Motivation declines
Incorrect learning being eliminated
Learning material that is complex whole
composed of several simple parts
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Perceptual Preferences
•
•
•
•
•
•
•
Print
Visual
Aural
Interactive
Tactile/manipulative
Kinesthetic/psychomotor
Olfactory
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