Chapter-(5) FiveTraining Design
Effective Training: Strategies, Systems and Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
Design Phase
2
Input Process Output
Training
Needs
OrganizationalConstraints
LearningTheory
Develop
Training
Objectives
Determine factors that facilitate
learning & transfer
Identify alternativemethod ofinstruction
Chapter 6, 7
EvaluationobjectivesChapter 9
Guide to determining time required to prepare training – Part 1 of 3
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Variables Level Of Effort For Design Low Medium High
Who
2. Designer knowledge of subject matter
extensive knowledge
some knowledge no knowledge
1. Designer knowledge and skills related to instructional design
extensive knowledge and skills
Moderate knowledge and skills
minimal knowledge and skills
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 sometimes stick never stick
Guide to determining time required to prepare training – Part 2 of 3
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Variables Level Of Effort For DesignLow Medium High
What
6. Elements included in the training materials
trainee manual only
instructor and participant manuals
instructor and participant manuals, overheads, job aids
5. the number of instruction modules
few (5 modules) several (8 modules) many (12 modules)
7. client’s or organization’s expectations regarding packaging
minimal (produced in-
house)
modest (desktop publishing)
extensive (professionally
produced)
8. what is considered final product
first draft by designer, client does rest
designer completes up to the
pilot
designer completes all drafts, finalizes after pilot
Guide to determining time required to prepare training – Part 3 of 3
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Variables Level Of Effort For DesignLow Medium High
How
10. designer’s interaction with the
client
deals directly with top decision maker
deals with more than one level of decision makers
deals with a complex labor-management
committee
9. data collection a focus group made up of a few well-informed people
a focus group and a few interviews
several focus groups and several interviews
11. client’s level of involvement
approves general direction and final
draft
reviews and approves key
materials
reviews and approves all materials
12. Amount of interactivity
minimal moderate extensive
Proposal for developing a one day workshop on Effective Communication
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Action Time Rate TotalPrepare
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
Develop usual aids and evaluation material 2.5 days $1,000 $2,500Miscellaneous $1,400
TOTAL $15,400
Types of Costs in Training Programs (1 of 2)
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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)
Types of Costs in Training Programs (2 of 2)
Overhead Costs (costs associated with purchase and maintenance of training equipment and training facilities)
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Participant Compensation (costs associated with trainees salary and benefits)
Evaluation Costs (costs associated with evaluating the training; assessment tools, etc…)
Training Costs for Grievance Reduction Training – Part 1 of 2
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Developmental Costs1. 20 days of director’s time at $50,000 per
year2. 5 days of trainer’s time at $30,000 per year3. Materials
$4,000$ 600$1,000
Direct Costs1. 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
Training Costs for Grievance Reduction Training – Part 2 of 2
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Participant Compensation (may include travel)1. 30 supervisors attending 5-day
workshop(Average $35,000 / yr.)
$21,000
Evaluation Costs1. 6 days of evaluator’s time at $30,000 per year2. Materials
$ 720$ 800
Total Training Costs $32,310
Indirect Costs1. 1 day trainer preparation 2. 3 days administrative preparation at
20,000 per year
$ 120$ 120
Learning Objective
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Objectives are statements which describe what the learner is expected to achieve as a result of training
Developing Objectives
A good objective has threecomponents:1. Desired outcome – type of behavior2. Condition – where, when and/or what tools will be
used 3. 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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Performance Objectives• Objective Indicator
• Understand how to Discriminate between read X-rays normal and abnormal X-rays
• Knowledge of loans Recall procedure for making a loan
• Ability to read Identify transistors diagrams 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)
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1. Trainee Reaction Objectives:
2. Learning Objectives:
Describes the desired trainee attitudinal and subjective evaluations of training
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
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
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Training Design A
Training Design B
Low HighIndividual Trait
Low
High
A Trait and Treatment Interaction
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Training Design A
Training Design B
Low HighIndividual Trait
Low
High
Social Learning Processes and Corresponding Training Events
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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 Presentation of encoding schemes and images, cognitive organization associations with previously learned material,
order of presentation during training
Symbolic rehearsal and Case studies, hypothetical scenarios, aids for cues for retrieval transfer (identical elements and principles)
Behavioral Reproduction Active and guided practice (role plays and simulations)
Reinforcement Assessment and feedback (positive and/or negative)
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
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1. Choose a skill to retain
Step
2. Set goals
3. Commit to retain the skill
4. Learn coping (relapse prevention)strategies
5. Identify likely circumstances for firstrelapse
6. Practice coping (relapse prevention) strategies
7. Learn to monitor target skill
Coping Strategies for Relapse Prevention – Part 1 of 2
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Understand the relapse process
Step
Recognize difference between training and work setting
Create an effective support network on the job
Identify high risk situations
Coping Strategies for Relapse Prevention – Part 2 of 2
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Step
Reduce emotional reactions that interfere with learning
Diagnose specific support skills necessary to retain new skill
Identify organizational support for skill retention
Transfer of Training
Stimulus Response Transfer
same same positive
same different negative
different different 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
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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.
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?
Positive (+) Negative (-)Using SkillNotUsingSkill
Gagne-Briggs Nine Events of Instruction – Part 1 of 2
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Instructional Event Relation to Social Learning TheoryGain 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
Gagne-Briggs Nine Events of Instruction – Part 2 of 2
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Instructional Event Relation to Social Learning Theory
Provide informative feedback Reinforcement
Assess performance
Enhance retention and transfer Reinforcement
Provide guidance for learning Retention: Semantic coding/ cognitive organization through guided discoveryRetention: Symbolic Rehearsal
Elicit performance (practice) Behavioral Reproduction
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 1 of 5
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Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Pre-training
Attention/Expectancy Influence expectations & attitudes of trainees.
Identify those with low expectations/ send to pre-training workshop Provide information to influence expectancies/ identify positive outcomes.
Demonstrate the need for training and set goals
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.
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 2 of 5
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Training Beginning
Attention/Expectancy Create/reinforce
positive attitude toward training
Gain Attention Allow time for instructor and trainee introductions and develop a relaxed atmosphere
Inform trainee of goals
Allow for time to go through needs analysis, show learning
objectives, and discuss usefulness on the job; draw example from trainees
Eliminate distractions
Choose site where anxiety level will be low (see classical
conditioning). Choose proper facilities.
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 3 of 5
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During RetentionMake relevant 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 interestingAsk questions and get involvement
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 4 of 5
46
Make interesting Provide guidance for learning
Get trainees involved (symbolic rehearsal)
Use relevant examples and offer many of them
Behavioral Reproduction/ Reinforcement
Encourage learning
Elicit performance
Provide feedback
Provide relevant practice process (including maximum similarity and/or different situations).
Let trainees know how they are doing.
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 4 of 5
47
Ending ReinforcementBe sure trainees see
results of trainingAssess performance
Provide time for examining objectives to see what was accomplished.Provide time to evaluate performance level accomplished and provide feedback
Sensitize trainees to difficulty in transfer of training
Enhance retention and transfer
Incorporate relapse-prevention strategy. Provide commitment of trainer to meet with trainees to facilitate transfer.
Develop trainees goals for transfer oftraining
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
Learning and Transfer Factors as related to Social Learning theory and Gagne Briggs theory of
design – 5 of 5
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Post-Training
ReinforcementFacilitate transfer
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.
Social learning Theory
Gagne Briggs 9 events of instruction
Factors to Consider
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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