Program Design
the organization and coordination of training
Program design must be carefully designed to
ensure maximum learning
Program design directly influcences
knowledge and skill aquisition
Three phases of program design
pre-training, the learning event, and post training
Pre-Training
involves preparing and motivating trainees to attend training, it ensures the work environment supports learning and transfer of training
The learning event
involves preparing instruction and the physical environment
Post-training
encourage learners to apply what they learned to their work
Considerations for designing effective programs
training site, trainer, course design, curriculum road map, is it conductive to learning, vendors or consultants, is it good for transfer
a good training site has/is
comfortable, accessible, quiet, private, free from interruptions, sufficient space for trainees to move around easily, offers enough room for trainees to have adequate work space, good visibility
Training rooms should be able to
accommodate a wide variety of activities and instructor-learner, learner-learner, and learner-content interactions
Conference type seating
appropriate for total group discussions with no small group interactions
horseshoe seating
appropriate for both presentation and total group instruciton
classroom type seating
appropriate when lecture and audiovisual presentations are primary methods
fan type seating
trainees can easily switch from listening to practicing in groups
Seating arrangements
conference, horseshoe, classroom, fan
Choosing trainers
trainers need to be both skilled in the subject matter at hand and in program function
Choosing experts as trainers
may have a tendency to use more abstract and advanced concepts that may confuse trainees
if managers or employees are trainers
it can be rewarding to be recognized by the company or if leading training is linked to their development
preparation of materials
know the content well, use mental and physical rehearsal to build confidence, observe master trainers to get new ideas, design training from audience perspective
Different generations who could be in training
traditionalists, boomers, gen Xers, millennials
traditionalists
prefer standard training room, an orderly environment, and do not like being put on the spot
Baby boomers
prefer classroom learning, interactive activities and materials that provide an overview and means to access more detailed information
Gen Xers
prefer a self directed learning environment that includes technology delivered methods
Millennials
like to learn by working along and helping others to learn; they prefer blended learning
Gen Z
prefer entertaining training activities, they respond well to training that is interactive and creative.
For groups that include a mix of generations
provide a learning environment that can benefit all learners
consider language and cultural differences
training content should include language, familiar names and examples audiences can relate to, consider cultural norms that might affect activities and interactions
pre training motivation
communicate prupose of training, assign pre work, managers should encourage attendance and set expectations for learning
Provide an overview
give big picture, concept map, course objectives/timeline
Help trainees retain and recall content
chunk learning into short sessions of no longer than 20 mins, incorporate pneumatics and metaphors, novelty helps commit learning to memory, microlearning
microlearning
uses videos, checklists, diagrams, or visuals to provide trainees with new meaningful content, quiz to check learning
classroom management
monitor room for extra chairs, overflowing trash cans, and materials left from previous sessions
Interacting with trainees
communicate topics to be covered, the learning approach, and exceptions, be cognizant of the self fulfilling prophecy, facilitate discussion from different parts of the room
involvement
is key to engaging training and facilitating learning
discussions
can be an effective means to engage trainees but need to be planned, should be used to brainstorm ideas and solutions
managing group dynamics
arrange groups with individuals of different expertise, group dynamics can be altered by changing learners positions in the room
curriculum
an organized program of study designed to meet a complex learning objective
course or program
covers more specific learning objectives and addresses a more limited number of competencies
curriculum road map
shows all courses in curriculum, paths that learners can take, sequences in which course have to be completed
when choosing if vendor or consultant is right
RFP outlines type of service and references needed, number of employees to be trained, funding for project, follow up process to determine level of satisfaction and service, expected completion date
near transfer
applying learned capabilities exactly as taught in training
far transfer
applying learned capabilities to a work environment that is not identical to training
promoting near transfer
use standardized procedures, processes, and checklists, explain why procedures should be preformed exactly
promoting far transfer
teach general concepts, broad principles, and key behaviors, focus on general principles that apply to a number of situations, provide a list of prompts and questions to help trigger self reflection and questions
self management training
discuss relapses, set transfer and performance goals, identify obstacles, generate strategies to overcome obstacles,
levels of manager support
acceptance and encouragement of training, participation in training, reinforcement, practice, teaching
peer support
transfer can be enhanced by a support network among trainees, peers can share successes, challenges, and feedback
evaluation measures
a programs strengths and weaknesses, what features of training matter, which trainees benefited, gather information for marketing training, financial costs and benefits
formative evaluation
evaluation that takes place during program design, helps to ensure training is organized, runs smoothly, and that trainees are satisfied
summative evaluation
evaluation conducted after instruction to determine if training has lead to desirable outcomes
evaluation process
1. needs assessment 2. develop measurable learning objectives and analyze transfer 3. develop outcome measures 4. choose evaluation strategy 5. plan and execute the evaluation
Kirkpatrick's model
reactions, learning and cognitive outcomes, behavior and skill based outcomes, results, ROI
Reaction outcomes
trainees perceptions of training experience relating to content, facilities, trainer, and methods
Learning and cognitive outcomes
relate to familiarity with information, including principles, facts, techniques, procedures, and processes, typically measured via paper and pencil tests
Behavior and skill based outcomes
relate to proficiency with technical skills, motor skills, and behavior, include learning and transfer
Affective outcomes
include attitudes and motivation often measured via survey
results
did training have an impact on meaningful business outcomes?
relevance
the extent to which training outcomes are related to the learned capabilities emphasized in the program
contamination
the inclusion of inappropriate or irrelevant outcomes
deficiency
refers to the omission of important information
reliability
the extent to which outcomes can be measured consistently over time
discrimination
the extent to which measured performance reflects a true difference, a test that is too easy may not discriminate
practicality
the extent to which outcomes can be easily measured and collected
which training should be collected
ones that are linked to overall business strats
threats to validity
factors that will lead an evaluator to question the results
internal valididty
the believability of the study ie are the results due to the training program and not some other factor
external validity
is the generalizability of the evaluation results to other groups and situations
methods to control threats to validity
use pretests and post tests, use control group, random assignment of employees to control and training groups
types of evaluation design
post test only, pretest posttest, pretest posttest with comparison group, times series, soloman four group
Post test only
only collecting post training outcomes, appropriate when trainees can be expected to have a similar level of proficiency prior to training strengthened with control group
pretest posttest
collects both pre and post training outcomes to determine if a change has occurred
pretest posttest control group design
same as pretest posttest but compared to a group who received no training
Time series
involves collecting measures at periodic intervals pre and post training, strength in design can be improved by using reversal which refers to a time period when participants no longer receive training
Solomon four group
combines pretest posttest comparison group design and posttest only control group design
Solomon four groups
1. pretest, treatment, post test
2. pre test, no treatment, post test
3. no pre test, treatment post test
4. no pretest, no treatment, post test
when evaluation may not be neccessary
time constraints, managers and trainees lack expertise, the company views training as an investment from which it expects little or no return
when evaluation is neccessary
results can be used to change program, training is ongoing, training involves multiple classes and a large number of trainees, to show training worked, there is sufficient time for evaluations
Determining roi
companies may desire to quantify whether the benefits of training outweigh the costs
Cost categories
program development or purchase, instructional materials, equipment and hardware, facilities, lodging and travel, salary of trainer and support staff
methods to identify benefits
literature that summarizes benefits, pilot training programs, observing successful job performers, asking trainees and managers for estimates
utility analysis
assessing dollar value of training based on estimates of the difference in performance between trained and untrained employees, number of individuals trained, length of time training is expected to influence performance, variability in performance in the
success cases
concrete examples showing how learning has led to results the company finds worthwhile and credible
return on expectations
demonstrates to key stakeholders that their expectations about training have been satisfied
big data
complex datasets compiled across different systems, including marketing, sales, HR, finance, accounting, customer service and operations
three dimensions characterize big data
volume, variety, and velocity
70-20-10 model
70% of learning comes from job relating experiences, 20% comes from interactions with others, 10% comes from formal educational events
guided competency learning
well defined competencies trained via lecture and online methods
social competency learning
well defined competencies learned via mentoring, job experiences, and coaching
guided contextual learning
context dependent competencies trained via simulation, on the job training, behavior modeling, and experiential learning
social contextual learning
context dependent competencies learned via social media and informal interactions through other
Lecture
standard- trainer speaks trainees listen, team teaching- 2+ trainers present, guest speakers, panel, student presentations
advantages of lecutre
relativiely inexpensive and efficent for large groups, useful when the instructor is main knowledge holder
disadvantages of lecture
passive learning, potentially weak connection to work environment
Audiovisual
includes overheads, slides, and video, video rarely used alone but can be effective for illustrating communication, interview, and customer services skills, or step by step procedures
advantages of video
can demonstrate easily content that cannot easily be demonstrated live, provides consistency, useful complement to other methods
disadvantages to video
creative approach may be weak, may become obsolete, passive
On the job training
involves learning by observing others and emulating their behavior, considered informal because it does not occur in classroom,
advantages of on the job training
requires less time and cost than formal training, customized and offered at any time, focuses on actual job content
disadvantages of on the job training
may be inconsistent, bad habits may be passed on
self directed learning
places complete responsibility on learner, content is predetermined but trainers can learn the content at their own pace
advantages of self directed learning
flexibility for trainers, fewer trainers, facilities, and resources required, consistent training content
disadvantages of self directed learning
may place too much responsibility on learner, may be costly
apprenticeships
work study type training involving on the job and classroom training, common in skilled trades
employer advantages of apprenticeship
meets specific business needs, attract talented employees, trainees are skilled and motivated
employer disadvantages of apprenticeship
costly, potentially narrow skill set
trainee advantages of apprenticeship
earn pay while learning, wages increase as skills improve, competitive job offers
trainee disadvantage of apprenticeship
historically restricted access to women and minorities
simulations
training methods that represents a real life situation where trainees decisions result in outcomes that mirror what would happen on the job
the best simulations have a high degree of
identical elements
advantages of simulation
highly realistic, hands on practice, allow trainees to make mistakes
disadvantages of simulation
potentially expensive to develop, may be difficult to incorporate identical elements
case study
indepth scenario how employees or an organization dealt with a difficult situation
advantages of case study
useful for developing intellectual skills, engage learners
disadvantages of case study
trainees must be motivated and have a high degree of expertise, recommendations are merely hypothetical
Games
primarily used for management skill development, require trainees to actively gather information, analyze, and make decision
advantages of games
can be used for training that would otherwise involve risk of accident or high cost, active involvement
disadvantages of games
difficult to develop, not always realistic, trainees must be motivated
role plays
require trainees take on a role such as a manager or disgruntled employee and explore what is involved with the role, often included in programs focused on the development of interpersonal skills
advantages of role play
allow trainees to practice skills, trainees are engaged
disadvantages of role play
trainees may not always take role play seriously, scenarios may not be realistic
behavior modeling
hands on method that involves presenting trainees a model, highlighting key aspects of model, practice and feedback, based on social learning theory
advantages of behavior modeling
hands on practice, highly effective in promoting self transfer
disadvantages of behavior modeling
potentially time consuming to implement
adventure learning
method aimed at developing tram work, leadership skills and self awareness
advantages of adventure learning
trainees interact and build relationships, can be self enlightening and invigorating
disadvantages of adventure learning
potential physical harm, costly, not all trainees may be motived
team training
three aspects of team performance behavior, knowledge, attitudes