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Effective Training: Strategies,

Systems and Practices, 2nd


Edition
Chapter Five
Training Design

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

Training Design Phase


Input

Process

Output

Learning
Theory
Determine factors
that facilitate
learning & transfer
Training
Needs

Develop
Training
Objectives

Identify alternative
method of
instruction
Chapter 6

Organizational

Evaluation
objectives

Constraints

Chapter 8
Chapter 5

Organizational Constraints
(1 of 3)

Constraints
1.

Need high level of stimulation1


because:
Law (fire drills)
Task critical to the job (police
firing gun)
Mistakes costly (airline pilot)

2.

Trainees vary in amounts of


experience

3.

Trainees have large


differences in ability levels

Suggestion for How to Handle


Incorporate a longer lead time to
prepare simulations/role plays.
Purchase Simulators.

Consider modularization.
Use programmed instruction. Have
high level of trainer/trainee
interaction.
Chapter 5

Organizational Constraints
(2 of 3)

Constraints

Suggestion for How to Handle

4.

Mix of employees and new


hires trained on a new
procedure

Consider different training


programs; may be negative
transfer for employees but not for
new hires.

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.

6.

Short lead time

Use external consultant or


training package.

Chapter 5

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

Preparing a Training
Program
When estimating the time required
to prepare training, the three main
types of questions:

Who
What
How

Chapter 5

Determining time required to


prepare training (1 of 4)
Variables

Level Of Effort For Design


Low

Medium

High

Who
1. Designer knowledge
and skills related to
instructional design

extensive
knowledge and
skills

Moderate
knowledge and skills

minimal knowledge
and skills

extensive
knowledge

some knowledge

no knowledge

3. Size and complexity of


small,
the target training group homogeneous

medium size,
moderately complex

large, complex

4. Designers and clients


track record for sticking
to plans

sometimes stick

never stick

2. Designer knowledge
of subject matter

always stick

Chapter 5

Determining time required to


prepare training (2 of 4)
Variables

Level Of Effort For Design


Low

Medium

High

What
5. the number of
instruction modules
6. Elements included in
the training materials
7. clients or organizations
expectations regarding
packaging
8. what is considered
final product

few (5 modules)

several (8 modules)

many (12 modules)

trainee manual
only

instructor and
participant manuals

instructor and
participant manuals,
overheads, job aids

minimal
(produced inhouse)

modest (desktop
publishing)

extensive
(professionally
produced)

first draft by
designer, client
does rest

designer
completes up to the
pilot
Chapter 5

designer
completes all drafts,
finalizes after pilot
9

Determining time required to


prepare training (3 of 4)
Variables

Level Of Effort For Design


Low

Medium

High

How
9. data collection

10. designers
interaction with the
client
11. clients level of
involvement
12. Amount of
interactivity

a focus group made


up of a few wellinformed people
deals directly with
top decision maker

approves general
direction and final
draft
minimal

a focus group and a


few interviews

several focus
groups and several
interviews

deals with more


than one level of
decision makers

deals with a complex


labor-management
committee

reviews and
approves key
materials

reviews and
approves all
materials

moderate
Chapter 5

extensive
10

Determining time required to


prepare training (4 of 4)
Effort

Totals

Low

Medium

High

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

11

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


Miscellaneous

2.5 days

TOTAL

$1,000

$2,500
$1,400
$15,400

Chapter 5

12

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

13

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

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Example of Training Costs for


Grievance Reduction Training

(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

Chapter 5

$ 600
$ 750
$ 2,000
$ 600

15

Example of Training Costs for


Grievance Reduction Training

(2 of

2)
Indirect Costs
1.
2.

1 day trainer preparation


3 days administrative preparation at
20,000 per year

$ 120
$ 120

Participant Compensation
1.

30 supervisors attending 5-day


workshop
(Average $35,000 / yr.)
Evaluation Costs

$21,000

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


2. Materials

$ 720
$ 800

Total Training Costs

$32,310
Chapter 5

16

Learning Objective
Objectives are statements which
describe what the learner is expected
to achieve as a result of training

Chapter 5

17

Elements of a Learning
Objective
I. Condition

II. Outcome/Behavior

III. Standard/Criterion

Developing Objectives
A good objective has three
components:
1.
2.
3.

Desired outcome type of behavior


Condition where, when and/or what
tools will be used
Standards the criteria that will be
used to judge the adequacy of the
behavior. (minimal acceptable level;
speed, accuracy, or quality)
Chapter 5

19

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

Chapter 5

20

I. Observable
Outcome/Behavior
An action verb that you want the
participants to be able to do as a
result of the training

Measurable

Examples Action Verbs

Build
Demonstrate
Describe
Develop
Draw

Dissect
Draw
Identify
Implement
Write

II. Condition

Describes the environment under


which the work to be performed
How you get to your outcome

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

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

Criterion Examples

Achieving a score of 75%


According to policy
Accurately
With no errors
Within one hour

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

27

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

28

Learning Objectives
Improved
(1 of 2)
Before
Upon completion of training the
trainee:

Will be able to apply theories of


motivation to different situations

After
Upon completion of training the trainee:

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

29

Learning Objectives
Improved
(2 ofBefore
2)
Upon completion of training the
trainee:

After
Upon completion of training the trainee:

When asked, correctly identify to the


Will understand what is needed
trainer 5 things that are necessary to
to have an effective team
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

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.

Chapter 5

30

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