1© 2013 by Nelson Education Ltd. CHAPTER NINE Training Delivery.
-
Upload
myles-hodges -
Category
Documents
-
view
233 -
download
12
Transcript of 1© 2013 by Nelson Education Ltd. CHAPTER NINE Training Delivery.
1© 2013 by Nelson Education Ltd.
CHAPTER NINE
Training Delivery
2© 2012 by Nelson Education Ltd.
LEARNING OUTCOMES
Define a lesson plan and describe how to develop one and what information should be included
Describe the characteristics of an effective trainer Describe how to decide who should attend a
training program Describe what makes an effective training site Describe the elements of a positive learning
climate Discuss Gagné’s nine events of instruction Discuss some of the problems and solutions of
training delivery
3© 2013 by Nelson Education Ltd.
LESSON PLAN
Lesson plan: A blueprint that outlines the training program in terms of sequence of activities and events that will take place
Lesson: A cohesive unit of instruction with a specific learning objective
4© 2013 by Nelson Education Ltd.
LESSON PLAN
Lesson plan cover page should include:
Training objectives Trainees and instructor Time allocation and location Classroom requirements and seating Training materials and equipment Trainee supplies and handouts
5© 2013 by Nelson Education Ltd.
LESSON PLAN
The sequencing of the various activities in the lesson is an important consideration
Common approaches include:• General to specific• Easy to difficult• Concrete to abstract • Old to new• Simple to complex• Familiar to unknown• Present to future
6© 2013 by Nelson Education Ltd.
LESSON PLAN
Beginning with simple and familiar eases learners into new content and experiences • It builds trainee self-efficacy • Allows trainees to see how their current level of
knowledge and experience is relevant for the training
• Ultimately it reduces learner anxiety and makes for a more comfortable learning experience
Lesson plan should focus on what trainees will be doing during the session
7© 2013 by Nelson Education Ltd.
LESSON PLAN
Lesson plans are critical in design phase: Allows for approval and smooth operation of
training program Enables expenditures to be budgeted and
monitored Ensures training is directed toward real problems Enhances credibility Sets the tone for professional approach to training
8© 2013 by Nelson Education Ltd.
THE TRAINER
Selecting a trainer is an important factor in the success of the training programInternal (HR, training staff, manager, or SME)External (consultant, volunteer)
Qualities of a good trainer:Knowledgeable or subject-matter expert (SME)Delivery (i.e., verbal/communication, interpersonal, organizing skills)Ability to make material interesting
• Enthusiastic, expressive, and engaging
9© 2013 by Nelson Education Ltd.
SUBJECT-MATTER EXPERTS
Developing an SME: Internal staff/SMEs may need development to be
an effective trainer A Train-the-trainer program teaches SMEs how to
design and deliver training programs Important and valuable investment – enhances the
experience as a trainer, increases effectiveness, and ultimately improves training
10© 2013 by Nelson Education Ltd.
TRAINEES
Kirkpatrick outlined four decisions for selecting participants:
1. Who can benefit from training?
2. What programs are required by law or by government edict?
3. Should training be voluntary or compulsory?
4. Should participants be segregated by level, or should levels be combined?
11© 2013 by Nelson Education Ltd.
TRAINEES
Select trainees based on…• Abilities• Aptitudes• Motivation
…As assessed by:• Person analysis• Tests• Interviews• Trainability test**Test that measures an
individual’s abilityto learn and perform
training tasks
12© 2013 by Nelson Education Ltd.
TRAINEES
Trainability tests involve:
1. Taking a mini-course or learning a sample of the training
2. Taking a test that measures learning Predictive of training success and job
performance in many jobs Used mostly for psychomotor skills
13© 2013 by Nelson Education Ltd.
TRAINEES
All of this information can be incorporated into a training plan that indicates who needs training, the type of training that is needed, and how training will be delivered
14© 2013 by Nelson Education Ltd.
MATERIALS AND EQUIPMENT
Materials: Expendable items i.e., note pads, pens, flipchart, handouts
Equipment: Non-expendable items i.e., computer, DVD player, overhead
The content, methods, and exercises in a training program determine the material and equipment requirements
15© 2013 by Nelson Education Ltd.
TRAINING SITE
The training site can be:Company training facility or training room Rented premises (conference or meeting room)Outdoor site for experiential learning
The site should be:Conducive to learning (comfortable setting)Free of distractions (noise, interruptions)Set up appropriately (seating arrangement to enhance learning)
16© 2013 by Nelson Education Ltd.
TRAINING SITE
Low ParticipantInvolvement
Moderate ParticipantInvolvement
High ParticipantInvolvement
Trainer Trainer
Trainer
17© 2013 by Nelson Education Ltd.
SCHEDULING THE PROGRAM
Scheduling must take into consideration:
Best time for employees to attend Availability of trainer Availability of training site and materials Single or multiple sessions
• Massed vs. distributive
18© 2013 by Nelson Education Ltd.
TRAINING ADMINISTRATION
Coordination of all the people and materials involved in the training program
Success of program depends on coordinating all of these efforts well
19© 2013 by Nelson Education Ltd.
IMPLEMENTING THE PROGRAM
Learning climate: A training climate conducive to learning makes participants feel relaxed, comfortable, and safe
Pre-arrival factors• Contacting trainee before training• Greetings, information, or pre-work
• Reinforces conditions of practice before training Greeting of participants
• Welcoming message• Create relaxed environment
20© 2013 by Nelson Education Ltd.
IMPLEMENTING THE PROGRAM
Learning facility/environment:• Ensure room/site/materials, etc. are
appropriate and ready Trainer’s style and behaviour:
• Provide brief personal introduction• Interact with trainees• Approachable, empathetic, engaging style
21© 2013 by Nelson Education Ltd.
GAGNÉ’S EVENTS OF INSTRUCTION
1. Gain attention
2. Describe the objectives
3. Stimulate recall of prior knowledge
4. Present the material to be learned
5. Provide guidance for learning
6. Elicit performance feedback
7. Provide information feedback
8. Assess performance
9. Enhance retention and transfer
…to which we can add one more:
10.Close the program
Gagné proposed nine events of instruction:
22© 2013 by Nelson Education Ltd.
TRAINING DELIVERY PROBLEMS
The hesitant one The monopolizer The voice of experience The arguer The non-listener The idea zapper The complainer
The rigid one The hostile one The angry one The negative one The clown The show off The tangent taker
See Table 9.5 in text
Problem Participants
23© 2013 by Nelson Education Ltd.
TRAINING DELIVERY PROBLEMS
Novice and experienced trainers can experience training delivery problems
Three basic themes of delivery problems:1. Pertaining to trainer
2. How trainer relates to trainees
3. Presentation techniques
Study of novice trainers identified 12 most common problems
Study of experienced trainers identified solutions
A NOVICE TRAINER’S VIEW TO PROBLEMS
Fear (lack of confidence) Perception of lack of
credibility Lack of personal
experience Handling difficult learners Encouraging participation Timing (too much or too
little material) Adjusting instruction
Responding to questions Feedback (acquiring and
responding) Using media, materials,
facilities Opening and closing
technique Dependence on notes
24© 2013 by Nelson Education Ltd.
25© 2013 by Nelson Education Ltd.
SUMMARY
Described several critical steps to delivering a training program
Lesson plan is critically important in delivering a successful program
Discussed characteristics of effective trainers and determining who should attend training
Reviewed logistical issues of site selection, training administration, and scheduling training
Described how to create training climate; identified events of instruction, and common training problems and their solutions