Chapter –8(Eight) Developing & Implementation of Training Effective Training: Strategies, Systems and Practices, 3 rd Edition P. Nick Blanchard and James.

Chapter –8(Eight)

Developing & Implementation of Training

Effective Training: Strategies, Systems and Practices, 3rd Edition

P. Nick Blanchard and James W. Thacker

Development Phase

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Input Process Output

Methods

AlternativeInstructional

Instructional Material

Instructional Equipment

Trainee andTrainerManuals

Facilities

InstructionalStrategy

Determine Factors that Facilitate Learning & Transfer

Improving Training: LectureLecturing/Discussion:A lecture is designed to transmit information, and it is

most appropriate when addressing knowledge or attitudinal objectives.

When training requires that training requires that trainees understand and integrate material before moving forward, you need two -way communication. Two-way communication is accomplished through the discussion method, which including questioning.

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QuestioningQuestioning is a powerful tool that can help trainees

discover for themselves the answers to questions asked. Its also helps the trainer determine whether trainees understand the information

• Forms of question:1. Closed-ended – asks for specific response2. Open-ended – asks for no specific response3. Overhead – either open- or closed ended, question

directed at the whole group rather one person in particular

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Improving Training: Lecture

Forms of question (cont…):

4. Direct – question directed at one particular trainee (nonparticipators)

5. Relay – when the trainer is asked a question, redirects the question to the group

6. Reverse – restating the question back to the person who asked it

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Improving Training: LectureEncouraging Trainees to Respond : Approaches to get

trainees to respond to questions• Guided discovery – when trainee doesn’t respond to a

question, asking a new basic material question. When the correct answer is given, move to a slightly more complex question.

• Ice-Breaker – is a game or exercise that prompts trainees to get involved in meeting and talking with other; It is designed to be fun but at the same time generate energy that will transfer to the rest of the training. Without the ice-breaker, training starts off fast, but because of the lack of “getting to know others”

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Improving Training: Lecture

Listening:“we tend to believe we know what a person is going to say and often interrupt”

• Incorporate active listening by1. Listen carefully to what is said2. Summarize in your mind what was said3. Feed the summary back to the individual

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Other Techniques to Maintain Interest

The following are approaches to obtainand maintain trainees' interest:

– Listening and questioning– Moving around while talking– Use of non verbal communication‑

Keep eye contact– Providing variety– Eliminate Dysfluencies – “um”, “uh”– Use Exercises & Games

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Improving Training: CBTWhen developing CBT the following factorsneed to be considered:• Self pacing – allows trainees to choose topics they

wish to study, the difficulty level, and rate of instruction; pace of learner can be controlled by the learner.

• level of interactivity- refers the program's ability to allow trainees to respond to questions.

• level of sophistication of the multimedia – refers to the relationship between the audio and video portions of the program ; voices are natural and provides clear instruction .

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Improving Training: OJT (1 of 6)

Steps to follow for better OJT:

1. Establish policy.

Prepare a written description that puts the organization “on the record” as supporting structured OJT and makes a commitment to it. Make sure that the purpose of structured OJT is spelled out and is related to the company’s other HRD efforts.

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Improving Training: OJT (2 of 6)

2. Establish accountability.

Make clear who is primarily responsible for OJT. Write it into their job descriptions. Then ensure that part of their performance evaluation is based on how well they carry out this responsibly.

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Improving Training: OJT (3 of 6)

3. Review precedents.

Make a few calls to find out what other organizations in your industry are doing about structured OJT. Do they provide training on the subject? If so, to whom? For how long? What is the course content? Use this information in efforts to design your program.

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Improving Training: OJT (4of 6)

4. Design & routinely give training on the principles of structured OJT. Supervisors and experienced workers are the most likely ones to conduct structured OJT in the workplace. In most organizations, they do not know how to do it. Teach them how and then sit back and take credit for the fantastic result!

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Improving Training: OJT (5 of 6)

5. Provide specialized support for line managers who use structured OJT. In most organizations, certain jobs are common entry points for employees. For these jobs, design “off-the-shelf” lesson plans, job aids, individualized learning contracts, and individualized training progress report forms for those jobs. They will save time and effort while improving the quality of structured OJT. Making that kind of support available enhances OJT by providing users with the tools to do it- and makes the HRD department a real partner with line management in improving structured OJT.

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Improving Training: OJT (6 of 6)

6. Avoid turf battles.

Begin efforts to improve OJT on a small scale, in work units where supervisors or managers are supportive. Use your successes there as a springboard to other units and to additional resources.

7. Consider literacy skills.

Do not assume that employees—or, for that matter, supervisors—are highly literate. Indeed, take advantage of effort to improve OJT to assess performance problems that can be traced to literacy issues.

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Training Environment

The following are important parts ofthe training program environment:

• The Training Room• Furniture• Furniture Setup• The Trainer

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Training Environment: Training Room

The training room should:

• be windowless;• be soundproof;• be equipped with its own temperature control

(quite hvac); and• Walls should be blank and neutral in color

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Training Environment: Furniture

Furniture should consist of:

• Movable tables & chairs (not student desk-chairs)• Tables:

– 5 feet x 2 ½ feet• Chairs:

– Cloth covered – Padded– Swivel & castors– Armrests

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Furniture Setup: Different Seating Arrangements for Training (1 of 4)

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= Trainer

X = Easel/charts

x

A

Used to generate discussion

Focus is evenly distributed

Circular Configuration

Furniture Setup: Different Seating Arrangements for Training (2 of 4)

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= Trainer

X = Easel/charts

x

B

Theater StyleTrainees are

there to listen

Accommodate more trainees

Furniture Setup: Different Seating Arrangements for Training (3 of 4)

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= Trainer

X = Easel/charts

x

C

Semi-circleEncourages discussion

Allows trainees to be face-to-face when trainer is not talking

Furniture Setup: Different Seating Arrangements for Training (4 of 4)

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= Trainer

X = Easel/chartsD

x xU-ShapeMost often used

Allows for larger groups

Trainer must not move too deeply into the U

The Trainer: Requirements (1 of 2)

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Knowledge   Subject matter   Organization   Adult learning process   Instructional methods

SkillsInterpersonal communication skillsVerbal skills    • Active listening    • Questioning    • Providing feedbackPlatform skills Organization skills

The Trainer: Requirements (2 of 2)

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Attitudes

• Commitment to the organization• Commitment to helping others• High level of self efficacy

Implementation Phase

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Input Process Output

DryRun

PilotProgram

Training

Implementation

EvaluationImplementation

and Assessment of

Utility

Instructional Material

Instructional Equipment

Facilities

Trainee and Trainer Manuals