Ch 5L Designing Training Flashcards
What are three constraints HRD may face in designing training, and how would they address them?
Differences amongst trainees: modularization, PI and high trainer-trainee interaction, separate programmes altogether
Lag between training and use on the job- have practice/ refresher material
Short Lead time- buy package/get consultant
What are the purposes of learning objectives?
To give direction for the design, development, and implementation of training
To provide standards for the evaluation of training outcomes
List the reasons that learning objectives are a benefit to the trainee, training
designer, trainer, and training evaluator.
Trainee: reduces anxiety of unknown, focus attention, increases chance of success in training and relevant learning
Training Designer: Gives guidance in designing/ purchasing training package
Trainer: Help them facilitate learning more effectively- help them track trainee progress and make adjustments; relevant teaching
Training Evaluator: Can easily see if the training was successful or not (in terms of outcome), and determine what can be done
Individual Differences
Differences in KSAs
Differences in Learning Styles
What are the different learning styles
Sensing(need facts that fit closely with practical application) vs Intuitive(possibilities and relationships in info)
Sequential vs Global
Active vs Reflective
Visual vs Verbal
How to help each type of learner
Sensors: Learns best when they see the connection to the real world. Even content is theory-heavy, try and give ways they apply in real life
Intuitive: they don’t like memorizing details- but incase they have to, ask them to find connections in the data at least, and give incentives for memorizing details
Visual- self-explanatory
Verbal- self-explanatory
Sequential- give lecture material beforehand with blank spaces- ask them to fill in blank spaces as training goes on and at the end, as a review, go through the black spaces ad let them tell you what should be in the space- this strengthens global skills by asking them to relate new topics to things they already know.
Global: Before beginning each module, indicate how
that module fits into the overall purpose of the training. Follow this up with how the module
fits into the world of the trainees
Active: Create time for group discussion or problemsolving activities as part of the training. If training requires work outside the classroom, have
the trainees work in teams
Reflective: Before moving to group activities, have
the trainees engage in individual thinking. At the end of each module, ask trainees questions
about the content. Also, ask them to think of possible applications. It will also help this type of
learner if you allow some time at the end of the module for them to write down a summary of
the material in their own words.
Factors that influence self-efficacy(which itself is a factor that influences motivation [P= M x KSA x E])
person’s prior experiences (can be influenced during training), feedback from others, behavior models, and emotional arousal(influenced before training).
How to influence self-efficacy before training
Feedback from others: Supervieors and peers need to provide positive feedback, or even constructive criticism- but indicate their confidence in the employees’ ability to complete training successfully
Behavioural Models: Vicarious learning- have them observe peers similar to them who have already passed the training and transferred the learning to the job
Emotional Arousal- Use the objectives- give before training; give pre-training communications to put them at ease about the material
Use expectancy theory to explain how to motivate a trainee to attend training.
Using the concept of self-efficacy and converting to expectation theory- when we boost self-efficacy, we are boosting E1.
Recall the expectation theory formula: E1 x E2x V
E1= belief that effort will lead to desired performance( basically I can do it)
E2= belief that desired performance will lead to the desired outcome
Valance: the value placed on reward
So basically- we need to make them belive in themselves, make them see that if they do well they will the rewards and give them reward that is valuable to them
Find out from workers what outcomes they would want from the training, find out if they think they can do it(and encourage them), and if they believe that if they perform well, that they will get the desired outcomes
The formula for learning Objectives
Desired Behaviour:
K- cite, analyse, compare, define
S- assemble, create, operate, solve
A- Align, commit, decide, choose
Now add conditions: when, where, tools and aids to be used/lack of aids
Then add standards: Accuracy, speed, quality- according to the manual/code, within 5 minutes
Learning theories for design
SLT
Ex and motivation to attend
Reinforcement Theory/Conditioning
Design Theories
Elaboration Theory- macro
Gagne-Briggs Nine Instruction model- Micro
Gagne-Briggs Nine steps of Instruction- Unmodified
Get Attention
State Objectives
Stimulate prior knowledge
Present Material
Give guidance
Have them perform task
Give feedback
Assess performance
Enhance retention and transfer through practice
Modified Nine steps of Instruction
Beginning: Get attention, inform of objectives, activate motivation to learn
During: Stimulate prior knowledge, present material, give guidance, elicit performance, provide continuous feedback
Ending: Assess performance, enhance retention and transfer
Enhancing transfer
In training:
Practice: Mass vs spaced,
Part vs whole learning,(depends on task organization and complexity)
Maximize similarity- after learning, practice ksa in environment similar to work
Vary the situation (similarity easier for technical work- but for conceptual work the general principles approach is better- like how we learn in school)
Combination of relapse prevention and Goal setting(Marx)
In the ORG:
Supervisor support- give desired outcomes after training, show trainig relevance and reduce negative side effects of training
Peer support- involve them in training so that they can give positive peer pressure
Trainer support- reach out to trainees after training- trainee must agree to this of own free will
