human resource development chapter 5

7/27/2019 Human Resource Development Chapter 5

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Effective Training: Systems,Strategies, and Practices, 4thEdition

Chapter Five

Training DesignP. Nick Blanchard and James W. Thacker

5-1Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall


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Design PhaseInput Process Output

Training

Needs

Organizational

Constraints

Learning

Theory

Develop

Training

Objectives

Determine factorsthat facilitate

learning & transfer

Identify alternativemethod of instruction

Chapter 6

Evaluationobjectives

Chapter 8



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Some Organizational Constraints andWays of Dealing with Them

Part 1 of 3

Constraint Suggestion for How to Handle

Need high level of simulation

because:

Law (fire drills)

Task critical to the job (police

firing gun)

Mistakes costly (airline pilot)

Incorporate a longer lead time to

prepare simulations/role-plays.

Purchase Simulators.

Trainees vary in amounts of

experience

Consider modularization.

Trainees have large differencesinability levels

Use programmed instruction. Havehigh level of trainer/trainee interaction.



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Part 2 of 3


Short lead time Use external consultant or packagedtraining.

Long lag between end of trainingand use of the skill on the job

Distribute practice through the lag.

Provide refresher material and/or

models for employees to follow.

Consider different training programs;

may be negative transfer foremployees but not for new hires.

Mix of employees and new hires

trained on a new procedure



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Part 3 of 3


Bias against a type of training

(role-play, etc.)Develop proof of effectiveness intothe training package.

Use another method.

Few trainees available at anyone time

Use programmed instruction.

Small organization with limited

fundsHire consultant or purchase training.

Join consortium.



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Guide to Determining Time Required

to Prepare Training

Part 1 of 4Variables Level of Effort forDesign

Who Low Medium High

2. The designersknowledge of the trainingsubject matter

extensiveknowledge

some knowledge no knowledge

1.The designersknowledge related toinstructional design

extensiveknowledge and

skills

moderate

knowledge and skills

minimal knowledgeand skills

3. The size and complexityof the target training group

small,homogeneous

medium size,moderately complex

large, complex

4. The designers andclients track record forsticking to plans

always stick sometimes stick never stick



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to Prepare Training


What Low Medium High

6. The elements includedin the training materials

participantmaterial only

instructor andparticipant manuals

instructor andparticipant manuals,overheads, job aids

5.The number ofinstruction modules

few (5 modules) several (8modules)

many (12modules)

7. The clients ororganizationsexpectations regardingpackaging

minimal(produced in-house)

modest (desktoppublishing)

extensive(professionallyproduced)

8. What is consideredfinal product

designercompletes firstdraft, client rest

designer completesup to the pilot

designercompletes all drafts,finalizes after pilot



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to Prepare Training


How Low Medium High

10.The designers

interaction with theclient

deals directly withtop decision maker

deals with more thanone level of decisionmakers

deals with a complexlabor-managementcommittee

9.Data collection

a focus group madeup of a few well-informed people

a focus group and afew interviews

several focusgroups and several

interviews

11.The clients levelof involvement

approves generaldirection and final draft

reviews andapproves keymaterials

reviews andapproves all materials



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to Prepare Training

Part 4 of 4

Effort

Low Medium High

Totals x 1 = x 2 = x 3 =

Add the weighted totals from the high, medium, and low columns to get anestimate of the number of days it will take to develop one day of instructor-ledtraining

12. Theprograms degreeof interactivity

minimal moderate extensive



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Proposal for Developing a One-Day

Workshop on Effective CommunicationAc tion Time Rate Total

Prepare

Interview relevant employees to determine

issues and context to develop training

1 day $1,000 $1,000

Develop objectives and plan for developingtraining. Includes identifying appropriateinstructional methods and developingevaluation objectives

2.5 days $1,000 $2,500

Develop training materials based onobjectives

8 days $1,000 $8,000

Develop usual aids and evaluation material 2.5 days $1,000 $2,500

Miscellaneous $1,400

TOTAL $15,4005-10Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall


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Types of Costs in Training Programs

Development Costs

Direct CostsIndirect Costs

Overhead Costs

Participant Compensation

Evaluation Costs



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Training Costs for Grievance

Reduction Training

Part 1 of 2

Developmental Costs

1. 20 days of directors time at $50,000 per year

2. 5 days of trainers time at $30,000 per year

3. Materials

$ 4,000

$ 600

$ 1,000

Direct Costs

1. 5 days of trainers 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

Participant Compensation

1. 30 supervisors attending 5-day workshop

(Average $35,000 / yr.)

$21,000

Evaluation Costs

1. 6 days of evaluators time at $30,000 per year

2. Materials

$ 720

$ 800

Total Training Costs $32,430

Indirect Costs

1. 1 day trainer preparation

2. 3 days administrative preparation at $20,000

per year

$ 120

$ 240



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Types of Training Objectives

Part 1 of 2

1. Trainee ReactionObjectives:

2. Learning Objectives:

Describes the desired trainee attitudinaland subjective evaluationsof trainingbythe trainee

Describes the type ofbehavior that willdemonstrate the learning, theconditions under which the behavior

must occur, and the criteriathat willsignify that a sufficient level of learninghas occurred



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Types of Training Objectives

Part 2 of 2

3. Transfer of TrainingObjectives:

4. OrganizationalOutcomeObjectives:

Describesjob behaviorsthat will beaffected by training, the conditions

under which those behaviors mustoccur, and the criteriathat willsignify that a sufficient transfer oflearning from training to the job hasoccurred

Describes the organizational outcomesthat will be affected by the transfer oflearning to the job and the criteriathat will signify that organizationaloutcome objectives were achieved



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Learning Objectives Improved

Part 1 of 3Before

Upon completion of training, the

trainee:

After

Upon completion of training, the trainee:

Will be able to apply theories ofmotivation to different situations

After reading a scenario of anunmotivated student, and without theuse of any outside material, identifyorally to the class what you would doto motivate the student, and explainwhich theory you used and why.Trainee must identify at least threemotivators and tie to correct theory.Must be correct on four of the fivescenarios.



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Part 2 of 3Before

Upon completion of training, the

trainee:

Will be able to recognize andidentify different personalities, andknow how to motivate them

After

Upon completion of training, the trainee:

Will be able to watch a fellow trainee role-play a situation and correctly explain inwriting what type of personality is beingexhibited and what to do to motivate thetrainee. Trainee must be 100 percent

correct on the personality and identify atleast two motivators.

Will understand what is needed tohave an effective team

When asked, correctly identify to the trainerfive things that are necessary to have aneffective team and be 100 percent correct.



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Part 3 of 3

Will have knowledge of three types

of active listening, and will be able touse the appropriate one in aparticular situation

Correctly identify in writing threetypes of active listening that were

identified in training, when asked.

In a role-play, respond verbally toan angry comment using one ofappropriate active listening types.

Will be able to say no to bossand peers when asked to doextra work

In a role-play, respond correctly to thesituation using one of the ways ofsaying no from the training manual,then explain to the class whichwas used and why with 100 percentaccuracy.



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No Trait and Treatment Interaction

Training Design A

Training Design B

Low High

Individual Trait

Low

High



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A Trait and Treatment Interaction

Training Design A

Training Design B

Low HighIndividual Trait

Low

High



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Learning Processes and

Corresponding Training EventsAttention/Expectancy Learning environment, pre-training

communications, statement of objectives andprocess, highlighting of key learning pointsRetention

Activation of memory Stimulation of prior related learningSymbolic 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-playsand simulations)

Reinforcement Assessment and feedback (positive and/ornegative)



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Comparison of Traditional andStrategic Knowledge Training

Part 1 of 3Tradi t ional Train ing Strategic Knowledge Train ingStep 1. Declarative knowledge(what) is presented Workers are toldthat the materials are designed to teachthem to read and interpret quality

control charts used throughout theirorganization.

Step 1. Declarative knowledge ispresented the same way as intraditional training.

Step 2. The context of theprocedures (why and when) is addedby instructing workers about the

importance of the skill and theappropriate time for its use.

It is explained that reading andinterpreting quality control data allowsmistakes to be caught earlier, savingmore of the product than with traditionalmethods.



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Part 2 of 3

Tradit ion al Training Strategic Know ledge Training

Step 2. Procedural knowledge (how)

is presented.Workers are assisted in recalling

specific math skills. Then stimulusmaterials and information required tomaster the task are presented.Examples of charts with variousreadings are provided and the

workers are shown how to recordcharts during production, andinterpret the data.

Step 3. Procedural knowledge (how)

would be presented the same way asin traditional training.



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Part 3 of 3Tradit ional Training Strategic Know ledge Training

Step 4.

Workers practice using the chartsand also practice determining

when and why to use them.Workers are provided opportunities for

rehearsal and reinforcement of bothconditional and proceduralknowledge.

Step 3.

Workers practice using the chartsand interpreting the results.

Step 4.

Workers are given feedback

Step 5.

Workers would be given feedback(same as in traditional training).



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Seven-Step Relapse-Prevention

Training

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.



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A Plan to Apply Skills Back on the

Job1. What is the 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 notusing 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 Skill

Not UsingSkill



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Coping Strategies for Relapse

Prevention

Part 1 of 2

Understand the relapse process.

Step

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 2Step

Reduce emotional reactions that interfere with learning.

Diagnose specific support skills necessary to retainnew skill.

Identify organizational support for skill retention.



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Comparison of Topical and Spiral

Sequencing 1 of 2Topical Sequencing Spiral Sequencing

Module 1

Module 2

Module 3

Topic B

Module 1

Module 2

Module 3

Topic A Topic B Topic C

Module 1 Module 1 Module 1

Topic A Topic B Topic C

Module 2 Module 2 Module 2

Topic A



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Sequencing 2 of 2Topic C Topic A Topic B Topic C

Module 1 Module 3 Module 3 Module 3

Module 2

Module 3

Topical Sequencing Spiral Sequencing



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SequencingAdvantages Disadvantages

Topical

Spiral

Concentrate on topic, nointerference from other

topics

Once learned you move tothe next topic and the first is

forgotten

Built-in synthesis andreview. Interrelationshipsare more obvious and

understood

Disruption of learnersthought process when moveto next topic



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Gagn-Briggs Nine Events of

Instruction

Part 1 of 2Instru ct ion al Event Relat ion to Social Learning Theory

Gain attention Attention

Stimulate recall of prior

knowledge

Retention: Activation of memory

Present the material Retention: Activation of memory,symbolic coding, cognitiveorganization

Informing the trainee of goal(objectives)

Attention



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Gagn-Briggs Nine Events of

Instruction

Part 2 of 2Instru ct ion al Event Relat ion to Social Learning Theory

Provide informative feedback Reinforcement

Assess performance

Enhance retention and transfer Reinforcement

Provide guidance for learning Retention: Symbolic coding/ cognitive

organization through guided discoveryRetention: Symbolic rehearsal

Elicit performance (practice) Behavioral Reproduction



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Learning and Transfer Factors asRelated to Social Learning Theory and

Gagn-Briggs Theory of Design

1 of 6Social learningTheory

Gagn-Briggsnine events ofinstruction

Factors to Consider

Pre-

training

Attent ion/Expectancy

Influence expectations& attitudes oftrainees.

Identify those with low expectations/poor attitudes and send to pre-trainingworkshop.

Provide information to influenceexpectancies/ identify positiveoutcomes.

Demonstrate the needfor training and setgoals.

Do needs analysis so only relevanttrainees attend.

Discuss performance of trainee (atsupervisory level) and set mutual goals.

Have learning objectives distributedahead of time.



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2 of 6

Training

Beginning

Attent ion/

ExpectancyCreate/reinforce

positive attitudetoward training.

Gain Attent ion

Allow time for instructor and traineeintroductions and develop arelaxed atmosphere.

Inform trainee

of goals

Allow for time to go through needsanalysis, show learning

objectives, and discussusefulness on the job; drawexample from trainees.

Eliminatedistractions.

Choose site where anxiety level willbe low (see classicalconditioning). Choose properfacilities.

Social learningTheory

Gagn-Briggs9 events ofinstruction

Factors to Consider



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3 of 6

During RetentionMake relevant Continue to focus on training

objectives.

Stimulate

recall of pr io r

knowledge

Develop links between previouslearning and the new learning(activation of memory).

Present

material

Use multiple media and makeinteresting.

Ask questions and get involvement.



Factors to Consider



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4 of 6

Make interesting Provide

guidance forlearning

Get trainees involved (symbolic

rehearsal).Use relevant examples and offermany of them.

Behavioral

Reproduct ion/

Reinforcement

Encourage learning

Elici t

performance

Provide

feedback

Provide relevant practice process(including maximum similarityand/or different situations).

Let trainees know how they aredoing.



Factors to Consider



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5 of 6

Ending

Reinforcement

Be sure trainees seeresults of training.

Assess

performanceProvide time for examining objectives

to see what was accomplished.

Provide time to evaluate performancelevel accomplished and providefeedback.

Sensitize trainees todifficulty in transferof training.

Enhanceretent ion

and transfer

Incorporate relapse-preventionstrategy. Provide commitment oftrainer to meet with trainees tofacilitate transfer.

Develop trainees goals for transfer of training.



Factors to Consider



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6 of 6

Post-

Training

Reinforcement

Facilitate transfer

Obtain support from supervisor/

peers/ trainer to help trainee intransferring the training to theworkplace.

Ensure that reward systems are inline with newly trained behaviors.



Factors to Consider



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means, electronic, mechanical, photocopying, recording, or otherwise,without the prior written permission of the publisher. Printed in the

United States of America.

Copyright 2010 Pearson Education, Inc.publishing as Prentice Hall

human resource development chapter 5

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