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

1. Effective Training: Strategies, Systems and Practices, 2nd Edition Chapter Seven Developing & Implementation of Training

2. Session Overview • Describe how to improve lecture, CBT, and OJT instructional approaches • Determine the training room requirements • Chose the most effective seating arrangements • Describe the key attributes of an effective trainer Chapter 7

3. Process Output Input Instructional Material Determine Factors that Facilitate Learning & Transfer Instructional Equipment Instructional Strategy Trainee and Alternative Trainer Instructional Manuals Methods Facilities Development Phase Chapter 7

4. Improving Training: Lecture Lecturing/Discussion: • Questioning – helps the trainer determine whether trainees understand the information • Forms of question: • Closed-ended – asks for specific response • Open-ended – asks for no specific response • Overhead – question directed at the whole group Chapter 7

5. Improving Training: Lecture Forms of question (cont…): • Direct – question directed at one particular trainee (nonparticipators) • Relay – when the trainer is asked a question, redirects the question to the group • Reverse – restating the question back to the person who asked it Chapter 7

6. Encouraging 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 • Ice-Breaker – exercise that prompts trainees to get involved; useful way to get training started (Get to Know You exercise; 1st day of class) Chapter 7

7. Improving Training: Lecture Listening: “we tend to believe we know what a person is going to say and often interrupt” • Incorporate active listening by • Listen carefully to what is said • Summarize in your mind what was said • Feed the summary back to the individual Chapter 7

8. Other Techniques to Maintain Interest The following are approaches to obtain and 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 Chapter 7

9. Lecture Presentation Errors(1 of 3) Errors Ways to Avoid Talking with back to Don’t talk and write at the same time.   Have trainees while writing flip charts prepared ahead of time when possible. on board or flip chart.    If considerable board work is required, use overhead transparencies. Using highly technical If technical words or jargon must be used, provide words, unfamiliar definitions. Simplify the language and sentences so jargon, or complex meaning is clear. Pilot test at least part of the sentences. lecture with an audience similar to the trainees. Providing examples The lecturer need not provide all the examples. or asides without Ask trainees to provide some of the examples much relevance to or illustrations. In preparing the lecture, go to the trainees. the supervisors of the trainees to get examples that are relevant. Chapter 7

10. Lecture Presentation Errors(2 of 3) Errors Ways to Avoid Reading rather than Prepare an outline of points to be covered rather lecturing. than a word- for-word script. Be very familiar with each point on the outline so that you are able to talk about it without reference to notes. Speaking in Listen to TV and radio commentators. Paying close Monotone attention to when and how they change their tone and the pitch of their voice. Practice fluctuating the tone and pitch of your voice on tape and in everyday conversation. Use pauses in your lecture so you can think about how you want to say something. Chapter 7

11. Lecture Presentation Errors(3 of 3) Errors Ways to Avoid Making distracting Observe yourself by videotaping a lecture. If your gestures. gestures are distracting or irritating to you, the trainees probably feel the same way. Watch you posture as well as your gestures. Don’t stand stiff as a board. Leaving projector on Get in the habit of glancing at the projection as you with no image or an are talking about the material it displays.   When you irrelevant image      are at the end of the material, you will see that it is time to turn the projector off. Losing your place in This happens most frequently because your notes are the lecture. too detailed and you can’t find your place. One technique is to check off topics you have completed. Chapter 7

12. Improving Training: CBT When developing CBT the following factors need to be considered: • Self pacing – pace of learner can be controlled by the learner • level of interactivity- the program's ability to allow trainees to respond to questions • level of sophistication of the multimedia – voices are natural and provides clear instruction Chapter 7

13. Improving Training: OJT (1 of 2) 1. Establish policy. Prepare a written description that puts the organization “on the record” as supporting structured OJT. 2. Establish accountability. Make clear who is primarily responsible for OJT. Write it into their job descriptions.. 3. Review precedents. Find out what other organizations in your industry are doing about structured OJT. Use this information in efforts to design your program. 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. They will need training Chapter 7

14. Improving Training: OJT (2 of 2) 5. Provide specialized support for line managers who use structured OJT. 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. 6. Avoid turf battles. Begin efforts to improve OJT on a small scale, in work units where supervisors or managers are supportive. 7. Consider literacy skills. Do not assume that employees—or, for that matter, supervisors—are highly literate. Use efforts to improve OJT to assess performance problems that can be traced to literacy issues. Chapter 7

15. OJT Example: Job Breakdown Sheet (1 of 4) Dept: Metal Decorating Prepared by J. Smith Job: Feeder Pressman Date: June 8 Tools/Equipment Main Steps Key Points Material Safety Factors Part I (Start of shift) 1. Check level of Ask pressman which All solutions kept in Do not spill on   fountain solution      solution to use.     metal containers     walkway   and refill if     Scratch mark     in storeroom   necessary     shows minimum      and maximum      capacities Chapter 7

16. OJT Example: Job Breakdown Sheet (2 of 4) Tools/Equipment Main Steps Key Points Material Safety Factors Part I (Start of shift) 2. Check level of Check card for type of Same as #1 Very volatile and    varnish in wet     material being     flammable   varnish machine     used and deter-   and refill if     mine amount of   necessary     thinner necessary      to obtain proper      viscosity 3. Wash sponges, Use same thinner as Same as #1 Do not wash in   bucket, and gum     in #2      enclosed area   containers      because of fumes Chapter 7

17. OJT Example: Job Breakdown Sheet (3 of 4) Tools/Equipment Main Steps Key Points Material Safety Factors Part II (Start a new bundle in press) 1. Request lift driver Do not wait until   to bring over new     bundle on press is   bundle      almost finished 2. Check new bundle Pull the job ticket Leather-palmed gloves Always wear gloves   to be sure it is the     and check order when handling   correct one and is     number; examine sheets to prevent   in good condition      top sheets and cuts      sides and      corners of bundle Chapter 7

18. OJT Example: Job Breakdown Sheet (4 of 4) Tools/Equipment Main Steps Key Points Material Safety Factors Part III (Whenever press is stopped) 1. Lower elevator Lower only until top Leather-palmed Wear gloves   with bundle on it     of bundle is at a gloves    and cover with     convenient height   master sheet 2. Unless otherwise Be sure entire plate Use sponges and Be sure press is clear   instructed by     is wet; dry spots      clear water   before wetting plate pressman, wet can oxidize and    plate on front unit   damage plate             Chapter 7

19. Training Environment The following are important parts of the training program environment: • The Training Room • Furniture • Furniture Setup • The Trainer Chapter 7

20. 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 Chapter 7

21. 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 Chapter 7

22. x A = Trainer X = Easel/charts Furniture Setup: Different Seating Arrangements for Training (1 of 4) Circular Configuration Used to generate discussion Focus is evenly distributed Chapter 7

23. x = Trainer B X = Easel/charts Furniture Setup: Different Seating Arrangements for Training (2 of 4) Theater Style Trainees are there to listen Accommodate more trainees Chapter 7

24. x C = Trainer X = Easel/charts Furniture Setup: Different Seating Arrangements for Training (3 of 4) Semi-circle Encourages discussion Allows trainees to be face-to-face when trainer is not talking Chapter 7

25. x x D = Trainer X = Easel/charts Furniture Setup: Different Seating Arrangements for Training (4 of 4) U-Shape Most often used Allows for larger groups Trainer must not move too deeply into the U Chapter 7

26. The Trainer: Requirements(1 of 2) Knowledge    Subject matter    Organization    Adult learning process    Instructional methods Skills Interpersonal communication skills Verbal skills     • Active listening     • Questioning     • Providing feedback Platform skills Organization skills Chapter 7

27. The Trainer: Requirements(2 of 2) • Attitudes • Commitment to the organization • Commitment to helping others • High level of self efficacy Chapter 7

28. Instructional Strategy Components–(1 of 3) Program Plan Name of Program: Pipe fitting I Target Population: Apprentices who have successfully passed the gas fitters exam Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools; measure, cut, thread, and install the piping according to standards outlined in the gas code. Chapter 7

29. Instructional Strategy Components–(2 of 3) Learning Objective Learning Points Methods Material and AV 1. Using a tape 1. Take into account Lecture and Trainee manual   measure, deter-    the extra length   simulation Overhead    mine the length    necessary Assortment of and number of    due to threading 1-inch and 3/4-   pipes necessary inch fittings, to connect the 2. Take into account elbows, street furnace to the gas length is reduced by    elbows, and    meter in a manner different fittings,   unions    that meets the gas    e.g., street elbow, Mock meter and code   union, elbow, etc.   furnace setup   Tape measure, 3.  How to construct note pads      appropriate drop     for furnace Chapter 7

30. Instructional Strategy Components–(3 of 3) Learning Objective Learning Points Method Material and AV 2. Use threading 1. Length of thread Lecture and Trainee manual   machine to cut    required   simulation VCR and TV   and thread length 2. Importance of Threading tape   of pipe required    cutting and Threading machine    reaming, mea- Steel pipe    suring, and use Oil    of threading Tape measuremachine oil Facility and configuration: Trainer: Measures to assist transfer: Method of evaluation: Chapter 7

31. Output Process Input Instructional Material Instructional Equipment Dry Training Pilot Implementation Run Program Trainee and Trainer Manuals Evaluation Implementation and Assessment of Facilities Utility Implementation Phase Chapter 7