STEP 2: DESIGN TRAINING(Continued)

STEPS TO EFFECTIVE TRAINING

STEPS TO EFFECTIVE TRAINING

1. Assess Needs– Organizational Analysis– Person Analysis– Task Analysis– Ensure Readiness

2. Design Training– Create a learning environment– Set Objectives– Develop manual and lesson plan – Select methods/techniques– Select trainer and site

Learning Principles:Practice Makes Perfekt Active Focussed Massed vs. Distributed Whole vs. Part

– Sequencing Feedback (knowledge of results) Learning Curve

Learning Principles:Retaining What you Learn Practice and Overlearning Interference and practical limits Cues for recall Transfer of Training

STEP 2: DESIGN TRAINING OBJECTIVES

Purpose? Effective Training Objectives:

– – – –

SAMPLE OBJECTIVES Stoney will attend therapy

3 times a week Stoney will do trunk

rotations, swing therapy, ball therapy…

Stoney will show an increase in strength and stamina

Stoney will have greater balance and control.

SAMPLE OBJECTIVES

All supervisors will attend Paul Green’s Behavioral Interviewing Course

All supervisors will improve their interviewing skills

SAMPLE OBJECTIVES

Receive a job relevance rating of at least 4.5 out of 5.0– (Reaction)

Demonstrate awareness of B.I. principles in a written test with at least 70% accuracy

– (Learning) All interviewing supervisors will review job description and

develop at least 5 open-ended questions that focus on past behavior

– (Behavior) Increase validity of interviews by .30 within 6 months

– (Results)

STEP 2: DESIGN—Select Methods/Techniques/Location

Based on learning objectives On-the-Job vs. Off-the-Job

– – – – –

Methods/Techniques

Training MethodsPresentation Methods

Trainees are passive recipients of information Advantages

– Disadvantages

– – –

Good for teaching? Best use?

Training MethodsHands-On Methods Require active involvement of trainees

– OTJ; Simulations; games; cases; role plays Advantages

– – – –

Disadvantages?– –

Good for teaching:

Training MethodsTeam-building

Increase skills needed for effective teamwork–

Advantages?–

Disadvantages?– –

CHOOSING A METHOD

KNOW the model Learning Outcomes Learning Environment & Transfer Cost Relative to Benefits Combine Methods

HRD Applications

Skills and Technical Training

Skills Training Programs

Most common type of training– Yet frequently done poorly

Consider “Safety Training” mini-case– How could delivery have been improved?

Role of behavior modeling

Steps in Training Work Skills

Introduce the skill Demonstrate the skill Explain the skill Demonstrate the skill again Practice the skill Provide feedback to improve performance

Step 1: Introduce the Skill

Get the learners’ attention Make sure all learners can see and hear Clarify why they want to learn the skill

– How?– Safety Training?

Describe the skill– Safety Training?

Your hands?

Step 2: Demonstrate the Whole Skill Technically correct Repeated several times Done from different perspectives

– Safety Training?– Golf?

Step 2: Demonstrate the Whole Skill Technically correct Repeated several times Done from different perspectives

– Safety Training?– Golf?

Your mouth? Your body?

Step 3: Explain the Skill

Clear, concise, enthusiastic Direct attention to important cues

– Safety training?– Golf?

Consider using learning aids to highlight and reinforce key points

Step 3: Explain the Skill

Clear, concise, enthusiastic Direct attention to important cues Consider using learning aids to highlight

and reinforce key points Your mouth? Your body?

Step 4: Second Demonstration

Demonstrate parts of skill sequentially– Safety Training?– Golf?

Alternate demonstration with explanation Finish with demonstration of whole skill

Step 5: Provide Practice

Active practice by learner is critical Create practice environment that is:

– Safe (Safety Training?)– non-threatening (Mr. Gleason?)– motivating and successful

Repeated, short practice is generally best Have learner explain and demonstrate skill

Step 5: Provide Practice (cont.)

Expect mistakes and build motivation– Provide for progression at individual rates– Separate practice from evaluation

Alternate demonstration and practice Allow for enough practice

– Until when?

Step 6: Provide Feedback

Immediate Accurate and specific Focus on one correction at a time Positive Allow for additional practice after feedback