CHAPTER 5: training design Flashcards
training design
preparing and planning events to facilitate learning
training objectives
statement that answers the questions: what should trainees be able to do at the end of a training program?
4 key elements of training objectives:
1) who is to perform the desired behaviour?
2) what is the actual behaviour to be used to demonstrate mastery of training content/objective?
3) where and when is the behaviour to be demonstrated and evaluated (under what conditions)?
4) what is the standard by which the behaviour will be judged?
3 key components included in training objective:
1) performance
2) condition
3) criterion
RFP
request for proposal
-document that outlines to potential vendors and consultants an organization’s training and project needs
7 training design activities:
1) write training objectives
2) decide to purchase or design a training program
3) create a RFP to purchase training services & programs
4) determine training content
5) decide on the training methods
6) incorporate active practices and conditions of practice into the training program
7) consider design elements for active learning if adaptive expertise is required
SME
subject matter expert
-familiar with KSAOs required for a job
blended training
use of a combination of approaches
- classroom training
- on the job training
- computer technology
practice
physical or mental rehearsal of a task, skill, knowledge to increase proficiency
active practice
providing trainees with opportunities to practise
conditions of practice
enhance the effectiveness of active practice and maximize learning and retention
conditions of practice: 6 pre training interventions
1) attentional advice: providing info about task process and general task strategies
2) metacognitive strategies: ways trainees can be instructed to self regulate learning (thinking about one’s thinking-thinking out loud, posing questions)
3) advance organizers: activities that provide structure to assimilate/integrate info learned during training -outlines, diagrams, graphic organizers
4) goal orientation: goal set during training (learning orientation/performance orientation)
5) preparatory information: providing info about what they can expect to occur during training
6) pre-practice briefs: sessions where team members establish roles and responsibilities and performance expectations prior to team practice session
conditions of practice: 5 during training
1) massed (cramming) or distributed practice: whether training is done in one session or several sessions
2) whole or part learning: whether material is learned and practised at one time or one part at a time
3) overlearning: continued practice until the behaviour is automatic
4) task sequencing-gagné: dividing material into an organizes and logical sequence of sub tasks
5) feedback and knowledge of results
routine expertise
ability to reproduce specific behaviours in similar settings and situations -not effective for complex jobs
adaptive expertise
for complex jobs
- ability to use knowledge and skills across a range of tasks, settings and situations
- requires deeper understanding of task
