1 A Review Adequate training does not happen without a lot of work It requires significant...
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Transcript of 1 A Review Adequate training does not happen without a lot of work It requires significant...
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How to Design and Develop Effective Training
A Review
Adequate training does not happen without a lot of work
It requires significant planning There are definite steps to follow
Often takes a lot of time
Costs a lot of resources
Develop Training
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There are Differences:
◦ Education signifies learning and understanding of general subjects
◦ Training requires that students, recruits, etc., apply what they learned
◦ Education often only demands a score on a multiple choice exam
◦ Training proof means application of a physical or mental skill
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Training vs. Education
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Before training, they do not know how to do the task or tasks
After training they demonstrate that they can do the task or tasks
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The Students Attend Class to Learn to do Some Task or Tasks
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The students take a written test to prove what they learned
But it is not always so obvious what they accomplished
The written test represents only a sample of the field of study
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The Field of Education
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The instructors must prove the results of their training
The results are demonstrated by the students in an applications test
Ideally, this test is administered by an
expert not Involved in the Instruction
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Training
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It is not a casual thing to develop training
All should be planned carefully There are well defined steps to follow
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Systematic Process
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1. Analyze Job 2. Design Training 3. Develop Objectives 4. Write:
◦ Tests◦ Lessons◦ Application Exercises
5. Implement 6. Evaluate
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The Steps
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Investigate all the elements of a line of work or job being analyzed
Note all the job tasks done by the employees
The analyst will have in hand after analysis:◦ A list of tasks◦ Requirements of recruits to enter the line of work◦ The tools and materials needed◦ Conditions that affect the performance on the job
(Task Performance Conditions)
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1. Analyze
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Read and study the job description
Follow the workers on the job as they perform their tasks
Interview the employees and supervisors
Send a questionnaire to employees and supervisors
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Methods Used to Conduct Analysis
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The Analysts will have lists of:
◦ Tasks for the line of work being analyzed
◦ Necessary equipment
◦ Required tools
◦ Conditions critical to performing the tasks
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Results of the Analysis
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A significant section of a job that has a definite beginning and ending
Represents job performance measure
Done for its own sake
Can be measured and assessed
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What is a Task?
Action – That which the employee must do
Conditions – That material or assistance which is required to complete the task and the environment under which the task is done
Standards – The level which the employee must reach to be considered successful
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Characteristics of a Task
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Group tasks by commonalities
Arrange the tasks into a hierarchy of importance and criticality
The program that follows will be based on the critical tasks selected for training
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Organize Tasks
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TaskTask
Task
Task
Task Task
Use some combination of factors below:1. Importance to overall job2. Frequency of performance3. Consequence of failure4. Ease of learning task
Other factors can be used, but this complicates selection process
Recommend some combination of these four
First two as minimum
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Determine Task Criticality
Convene a group of experts
Select tasks destined for formal training based on criticality
Assign tasks for On Job Training (OJT)
Select tasks for self training
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2. Design Training : Select Tasks
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Requirements that the recruits should possess to enter training :◦ Innate physical and mental attributes ◦ General levels of education needed for success in
program The place where the training will take place Equipment, books, instructors etc. Naturally, the cost
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Identify the Requirements
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Performance
Basic Basic Basic
Interim
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Arrange Tasks into a Hierarchy of Learning
The objectives are based on critical job performances
Reflect the job tasks
However, the objectives are directed at training
Some tasks will become objectives, others subordinate steps
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3. Develop Objectives
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Search existing training for usable training material to avoid “reinventing the wheel”
Create course map◦ Use hierarchy of learning◦ Identify “capper” objectives that represent job
performances◦ Identify subordinate skills that students need first
as building blocks
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Organize Resources
Should reflect the job objectives as closely as possible
There will be some modification of the job task statements for them to be accommodated in a training objective
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Training Objectives
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Capper Objective
Interim
Sub Objective
Sub Objective
Interim
Sub Objective
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Perform Task Analysis
Capper Objective
Interim
Sub Objective
Sub Objective
Interim
Sub Objective
Sub Objective
Break Capper Objectives Into Building Blocks of Basic Skills and Knowledge to Performance Level Objective.
The objective action statement should be the same as in the job task
The conditions should reflect the job conditions
Also, the standards should reflect job standards
All parts of the task need not be in exact accord with the job, but very close
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Training Objectives
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As a police officer, use your service issued pistol to stop an attack and defend yourself, or innocent persons from death or serious harm by a suspect who demonstrates the means and intent to do serious bodily harm
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Example of a Job Task
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Given a firing range, full uniform gear, pistol and loaded magazines, draw and fire your service pistol on targets located at distances of 5, 15, and 25 feet scoring hits sufficient to achieve a minimum of 210 out of a possible 300 points within a time limit of 6 seconds for each target
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Example of the Training Objective
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Training Task: Given a firing range, full uniform gear, pistol and loaded magazines, draw and fire your service pistol on targets………
Pistol Operations Practice
Pistol Safety Maintenance
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Job Task to Training Objective – Training Task
Training Task: On laser range, shoot don’t shoot,
100% standard..
Legal Shoot Situations
Legal Concepts
Job Task: As a police officer, use your service issued pistol to stop an attack and defend yourself, or innocent persons from death or serious harm by a suspect who demonstrates the means and intent to do serious bodily harm ………………………
If the recruits can complete with success the training tasks, it is probable that they can complete the job task
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Presumption
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The closer the training objectives align with the job tasks the greater fidelity instructional programs will have to field reality
The greater the fidelity the more effective the training
In the previous police task, complete training fidelity is impossible
Instructional designers should endeavor to match training closely to job reality
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Training Fidelity
Lesson plans Tests
◦ Written◦ Application
Student Materials◦ Program guides◦ Program objectives◦ Whatever other item needed to help the students
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4. Develop the Training Program
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Introduction
Objectives and sub-objectives Body of content
Instructor demonstration
Application
Test
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Structure of a Lesson Plan
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It must be remembered that application is the key to whatever type of job training is provided
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The Key
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There are key steps
1. Test the instruction on a sample of students2. Correct errors3. Implement4. Observe and gather feedback
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5. Implementation
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Level 1: Reaction of the students Level 2: Test results Level 3: Opinions of the:
• Graduates assigned to the work place after graduation
• Supervisors of the graduates
Level 4: The increased production attributed to training
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Conduct Evaluations
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First reaction by the students
This feedback is often of limited value because:
• Students are sometimes affected by trivial matters
• Students don’t understand enough to judge quality
• Cost a lot of work to gather data
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Evaluation Level 1: Reaction
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Multiple choice exam
Application test under job conditions
Before using the tests:
• Have a sample of employees take exam• Have experts review test items
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Evaluation Level 2: Testing
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After the training has occurred After the graduates have been on the job
from 6-12 months Determines if the training worked or not Solicit the opinions of graduates and their
supervisors Solicit data and opinions via questionnaires
and interviews
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Level Evaluation 3: The Success of the Program
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Identify the increase in production related to training
Should be a scientific study The study should follow the rules of
research: Use a sample of employees called a control groupUse a sample of employees called experimental
group Statistically compare the results of the two
groups
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Evaluation Level 4: Increase in Production due to Training
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Systematic methods
A way to focus on training the most important aspects of the job
Data gathered by evaluators act as a way to auto-correct the training program
Remember that training is based on job requirements and training application
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Review
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