Chapter-Five Training Design

1. Chapter-Five Training Design DESIGN PHASE Process Input Output Learning Theory Determine factors that facilitate Interning & transfer Develop Training Objectives Identify alternative method of instruction Chapters 6 & 7, Training Needs Evolution objectives Chapter 9 Organization Constraints

2. Training Design Introduction to the Design of Training • The design phase of training is a process of identifying the set of specifications that will be used in the development phase for creating the training modules. In the simplest terms, the design phase answers the following questions: • Why is training needed? • Who will be rained? • What are that training objectives, and what methods will be used? • When and where will training take place? • What are the principles that will be used to facilitate the learning of the material and its transfer to the job?

3. Training Design Introduction to the Design of Training/Cont..... • Suppose that an HRD deportment completed a TNA that identified hat supervisors need training in effective communication skills. The next decisions to be made include the following: • What will the training achieve • What method of training will be used • How much time will be allotted for the training • How many trainees will be trained at the same time • Whether this training will be conducted on company time or overtime • Whether this training will be voluntary or mandatory • Where to locate training • Organizational constraints will influence many of these decisions. For example, if the HRD department does not have the resources to develop the program, or if supervisors cannot be off the job for more a half-day, then these factors will help shape what the training will look like and how will be offered.

4. Training Design Some Organizational Constraints and Ways of Dealing with Them

5. Training Design DEVELOPING OBJECTIVES Types of Training Objectives

6. Training Design The Formula for Writing the Objective • The outcome specifies the type of behavior; the conditions state where , when, and what tools will be used; an standards describe the criteria for judging the adequacy of the behavior. Remember that a learning objective should state clearly what the result of the training will be. Here are the steps to follow: • Write out the “desired behavior.” Here, the verb needs to describe clearly what will be done: A “doing” verb is used to indicate some action. Do not use the word understand. Always make sure that the verb describes an action. • Now add the conditions under which the behavior must be performed. This description encompasses the use or nonuse of aids. So “using an ohmmeter,” “using reference material provided,” “using a standard climbing harness and spikes,” “while at the top of a telephone pole,” “without the use of a manual,” “without the use of a calculator” are all examples of conditions that would be expected in certain situations. • Finally, it needs to be clear what standards for success will be used. How will the trainee know that he successfully completed the training? What level of accuracy is required? Is quality or speed an important part of success?” according to code,” following all safety procedures,” “with no more than three errors,” and obtaining score of 80 percent” are all possible standards.

7. Training Design Purpose Statements • Given a set of training needs, organizational priorities, and constraints, the trainees, at the end of training, using notes and materials from the training, will be able to- • Identify the needs that should be met by the training • Write learning objectives for each of the needs that meet the guidelines specified in the training for good objectives (i.e, behavior, standards and conditions) • Write transfer of training objectives for the needs that meet the guidelines specified in the raining for good objectives for the needs that meet the guidelines specified in the training objectives (i.e., behavior, standards an conditions) • Write organizational objectives for the training that meet the guidelines specified in the training for good objective (i.e., observable change in outcomes, standards, and conditions) • The purpose statement might read as follows: “The purpose of the Writing training Objectives workshop is to provide participants with the ability to construct training objectives that effectively facilitate the design, development, and evaluation of training, This conveys the essential purpose of the training in a simple and straightforward manner. However, as we indicate in the following section, there are significant advantages to communicating the specific objectives to various audiences.

8. Training Design Why use training Objectives? • Developing good learning objectives takes time, effort, and careful thought. Why not spend that time constructively developing the actual training? In fact some HRD specialists seriously question the value of specific learning objectives. Some concerns about the use of objectives included the following: • Waste of valuable time • Inhibited flexibility • Focus moved from other areas • Unrealistic of management training and other soft areas of training • Not practical in today’s workplace.

9. Training Design Implications from conditioning and Reinforcement (The Environment) • Operating Conditioning: A particular behavior is immediately followed by a rearward, the behavior is likely to be repeated. Also, punishment that immediately follows a particular behavior will decrease the likelihood of that behavior continuing. The following are important points to consider in the design of effective training: • Know the things your trainees will see as rewarding and those that will be seen as punishing. • Plan to reward at lower levels for effort and at higher levels for success using successive approximations. • Use both tangible and intangible rewards. Do not underestimate the power of trainees learning how to self-reward. Sometimes trainers will give coupons to trainees as a recognition and reward for participating in training exercises. These coupons are than redeemed at the redeemed at the end of the day for prizes such as books and / or other mementos related to the training. • Do not forget that feedback is a reinforcer and key element in learning. Design feedback to show what the trainee did well and what needs improvement.

10. Training Design Implications from conditioning and Reinforcement (The Environment)/Cont... • Goal Setting • Goal-setting research consistently demonstrates that specific, challenging goals result in higher motivation levels than do no goals or the goal of “do the best you can.” Specific goals direct the individual’s energy and attention toward meeting the goal. Several conditions related to goal setting affect performance: • Individuals who are given a specific, hard, or challenging goal perform better than those give specific easy goals, “do the best you can” goals, or no goals. • Goals appear to result in more predictable effects when they are given in specific terms rather than as vague insertions. • Goals must be matched to the ability of the individual so the person is likely to achieve it. Being able to achieve the goal is important for an individual’s self efficacy, for that is how individuals judge their ability to perform well on the tasks. For this reason, the analyst will need to design intermediate goals that reflect progress. • Feedback concerning the degree to which the goal is being achieved is necessary for goal setting to have the desired effect. • For goal setting to be effective, the individual needs to accept the goal that is set.

11. Training Design Seven-Step Relapse-Prevention Training

12. Training Design Seven-Step Relapse-Prevention Training/Cont...