Effective Training: Strategies, Systems and Practices, 2nd Edition

Chapter Five

Training Design

Chapter 5 2

Session Overview Identify and describe organizational

constraints to training Determine the time required to prepare

a training program List and describe the costs associated

with a training program Describe the purpose of a

learning/training objective Understand the components within a

learning objective

Chapter 5 3

Training Design PhaseInput Process Output

Training

Needs

Organizational

Constraints

LearningTheory

Develop

Training

Objectives

Determine factors that facilitate

learning & transfer

Identify alternativemethod ofinstruction

Chapter 6

Evaluation

objectivesChapter 8

Chapter 5 4

Organizational Constraints (1 of 3)

Constraints Suggestion for How to Handle

1. Need high level of stimulation1 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.

2. Trainees vary in amounts of

experienceConsider modularization.

3. Trainees have large differences in ability levels

Use programmed instruction. Have high level of trainer/trainee interaction.

Chapter 5 5

Organizational Constraints (2 of 3)

Constraints Suggestion for How to Handle

6. Short lead time Use external consultant or training package.

5. Long lag between end of training and 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 for employees but not for new hires.

4. Mix of employees and new hires trained on a new procedure

Chapter 5 6

Organizational Constraints (3 of 3)

Constraints Suggestion for How to Handle

7. Bias against a type of training (role play, etc.)

Develop proof of effectiveness into the training package.

Use another method.

8. Few trainees available at any one time

Use programmed instruction.

9. Small organization with limited funds

Hire consultant/purchase training.

Join consortium.

Chapter 5 7

Preparing a Training Program

When estimating the time required to prepare training, the three main types of questions: Who What How

Chapter 5 8

Determining time required to prepare training (1 of 4)

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

Chapter 5 9

Determining time required to prepare training (2 of 4)

Variables Level Of Effort For Design

Low 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

Chapter 5 10

Determining time required to prepare training (3 of 4)

Variables Level Of Effort For Design

Low 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

Chapter 5 11

Determining time required to prepare training (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 an estimate of the number of days it will take to develop one day of instructor-led training

Chapter 5 12

Proposal for developing a one day workshop on Effective Communication

Action 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 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

Chapter 5 13

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)

Chapter 5 14

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…)

Chapter 5 15

Example of Training Costs for Grievance Reduction Training (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

Chapter 5 16

Example of Training Costs for Grievance Reduction Training (2 of 2)

Participant Compensation

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

Indirect Costs

1. 1 day trainer preparation

2. 3 days administrative preparation at 20,000 per year

$ 120

$ 120

Chapter 5 17

Developing 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

Chapter 5 18

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)

Chapter 5 19

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”

Chapter 5 20

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”

Chapter 5 21

Learning Objectives Improved (1 of 2)

Before

Upon completion of training the trainee:

After

Upon completion of training the trainee:

Will be able to apply theories of motivation to different situations

After reading a scenario of an unmotivated student, and without the use of any outside material, identify orally to the class what you would do to motivate the student, and explain which theory you used and why. Trainee must identify at least 3 motivators and tie to correct theory. Must be correct on 4 of the 5 scenarios

Chapter 5 22

Learning Objectives Improved (2 of 2)

Before

Upon completion of training the trainee:

After

Upon completion of training the trainee:

Will understand what is needed to have an effective team

Will have knowledge of three types of active listening, and be able to use the appropriate one in a particular situation

When asked, correctly identify to the trainer 5 things that are necessary to have an effective team.

In a role play, appropriately respond to an angry comment using one of the active listening types, then correctly explain to the class which was used and why.