Chapter –8(Eight) Developing & Implementation of Training

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

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

Improving Training: Lecture Lecturing/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.

Questioning Questioning 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: • Closed-ended – asks for specific response • Open-ended – asks for no specific response • Overhead – either open- or closed ended, question directed at the whole group rather one person in particular

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

Improving Training: Lecture 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. 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”

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

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

Improving Training: CBT When developing CBT the following factors need 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 .

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.

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.

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.

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!

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.

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.

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

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

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

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

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

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

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

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

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

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 –8(Eight) Developing & Implementation of Training