Chapter 8: Training Delivery

Question 1

What is a lesson plan in the context of training programs?

Answer 1

A lesson plan is a blueprint that outlines the sequence of activities that will take place in the training program, providing a step-by-step breakdown for conducting a training program.

Question 2

How many lesson plans should be developed for a training program?

Answer 2

A lesson plan should be developed for each lesson in a program

Question 3

8.1: Training Delivery Activities

Answer 3

Question 4

What is the purpose of a lesson plan in training programs?

Answer 4

A lesson plan is a guide for the trainer that provides a step-by-step breakdown for conducting a training program, outlining the sequence of activities that will take place during each lesson.

Question 5

What are some of the things that should be listed on the first page or cover of a lesson plan?

Answer 5

The training objectives, the trainees, the trainer, time allocation, location, classroom requirements, seating, training materials and equipment, and supplies and handouts should be listed on the first page or cover of a lesson plan.

Question 6

What is sequencing or ordering of content, and why is it important in lesson planning?

Answer 6

Sequencing or ordering of content refers to the arrangement of training content in a specific order, and it is important in lesson planning because it can affect the ease of learning and trainee self-efficacy.

Question 7

Guidelines for Developing a Lesson Plan (8 steps)

Answer 7

Question 8

Who is responsible for deciding who the trainer will be in a training program?

Answer 8

In many cases, the answer to this question depends on a number of factors. While it may be the job of the human resources department or the training and development staff, there are other factors that may come into play.

Question 9

What is the role of a good trainer in a training program?

Answer 9

Regardless of how well a training program is designed, the success of a program rests in large part on the trainer. In other words, no matter how good the training program, if the trainer is ineffective the program will suffer.

Question 10

What are some qualities of a good trainer?

Answer 10

A good trainer should be knowledgeable about the course material and have subject-matter expertise. Other qualities might include effective communication skills, the ability to engage and motivate learners, and a passion for teaching and learning.

Question 11

What is a subject-matter expert (SME)?

Answer 11

A subject-matter expert is someone who is familiar with the knowledge, skills, and abilities required to perform a task or a job and has subject-matter expertise. SMEs are important in determining the content of a training program.

Question 12

Why is it important for a trainer to be a subject-matter expert?

Answer 12

A trainer who is a subject-matter expert can provide accurate and up-to-date information to learners, as well as answer their questions and address any concerns. This can help build credibility and trust with learners, and ultimately contribute to the success of the training program.

Question 13

Why should a trainer be an expert on the topic or content area being taught?

Answer 13

A trainer who is an expert on the topic or content area being taught can provide more accurate and up-to-date information to learners, and is generally perceived as more credible.

Question 14

Why is it important for a trainer to make the material interesting?

Answer 14

An effective trainer should be enthusiastic and excited about the training material and capable of motivating and arousing the interest of trainees. This can increase trainee engagement and retention of the material.

Question 15

What is trainer expressiveness?

Answer 15

Trainer expressiveness refers to the degree to which a trainer uses linguistic devices and is physically animated during the delivery of a training program.

Expressive trainers are physically animated and use linguistic devices such as an animated and enthusiastic voice to engage trainees.

Question 16

How can trainer expressiveness increase trainee motivation?

Answer 16

Expressive trainers are more engaging and can generate interest and motivation in trainees by using physical gestures, eye contact, and an enthusiastic tone of voice.

This can help keep trainees focused and interested in the material being presented.

Question 17

What are some other qualities of an effective trainer?

Answer 17

Other qualities of an effective trainer may include strong communication skills, the ability to adapt to different learning styles, empathy and patience, a willingness to receive feedback, and a passion for teaching and learning.

Question 18

How does a trainer’s expressiveness impact trainee recall of training content?

Answer 18

Research has found that trainees recall a greater amount of the training content when a trainer is more expressive. Trainer expressiveness can enhance trainees’ training motivation and self-efficacy.

Question 19

Why is it important for a trainer to be engaging?

Answer 19

A good trainer should be able to draw trainees into the training program and keep them interested, focused, and engaged in learning. When a trainer is engaging, trainees are more likely to be motivated to learn and absorb the training content.

Question 20

How does an engaging trainer impact learner engagement?

Answer 20

Learner engagement is influenced by the trainer. When a trainer is engaging, trainees are more likely to be motivated to learn, and they are attentive and absorbed in the learning process.

Question 21

What are some ways a trainer can be engaging?

Answer 21

A trainer can be engaging by using a variety of teaching techniques, such as group discussions, case studies, role-playing, and simulations. They can also use humor, storytelling, and real-life examples to make the training content more relevant and interesting to trainees.

Question 22

How can an engaging trainer contribute to the success of a training program?

Answer 22

An engaging trainer can help build trainee motivation and engagement, which can contribute to the success of a training program. Trainees are more likely to retain the training content and apply it to their job if they are engaged and interested in the learning process.

Question 23

What are seductive details?

Answer 23

Seductive details consist of entertaining and interesting information (such as cartoons, stories, and jokes) that is irrelevant or only tangentially related to the training material and not necessary for achieving the training objective.

Question 24

What is the seductive details effect?

Answer 24

The seductive details effect refers to the impaired learning and retention that can result from the use of seductive details in training.

Question 25

How can trainers use seductive details to make training material more entertaining and engaging?

Answer 25

Trainers can use seductive details to make training material more entertaining and engaging, but should use them sparingly to avoid impairing learning and retention.

Question 26

What are some factors that affect the seductive details effect?

Answer 26

The seductive details effect is affected by factors such as the kind of seductive detail, the presence of time limits for completing training, and the pre-training knowledge of the trainees.

Question 27

Tips for Getting Trainees Engaged

Answer 27

Question 28

What is one of the difficulties of finding a good trainer?

Answer 28

One of the difficulties of finding a good trainer is that individuals who are skilled trainers often do not have the subject-matter expertise to deliver a training program in their organization, while individuals who have subject-matter expertise often are not experienced trainers.

Question 29

What skills are required to be an effective trainer?

Answer 29

Good trainers must have good verbal and communication skills, interpersonal skills, and organizing and planning skills.

They must be able to deliver the training material in a manner that is understandable to trainees and present the material in a structured manner that is easy to follow and understan

Question 30

What is a train-the-trainer program?

Answer 30

A train-the-trainer program is designed to teach subject-matter experts how to be effective trainers. These programs focus on the skills that are required to be an effective trainer.

Question 31

What is the purpose of a train-the-trainer program?

Answer 31

The purpose of a train-the-trainer program is to develop the skills of subject-matter experts and enable them to deliver effective training programs. This can help organizations to develop internal training resources and ensure that training is delivered effectively.

Question 32

How does the CBC develop staff instructors?

Answer 32

The CBC uses train-the-trainer programs to develop staff instructors. These programs focus on teaching subject-matter experts the skills that are required to be effective trainers.

Question 33

Why might subject-matter experts require training on how to be an effective trainer?

Answer 33

Subject-matter experts may require training on how to be an effective trainer because they may not have experience as a trainer, even though they have unique knowledge that is required for a specific training program.

Question 34

What are some things to consider when training subject-matter experts to be trainers?

Answer 34

When training subject-matter experts to be trainers, it is important to explain the specific reasons for their selection, review training materials with them, coach them on facilitation skills, provide information about participants, and teach them how to engage adult learners with interactive activities.

Question 35

How can trainers help subject-matter experts understand adult learners’ needs and learning styles?

Answer 35

Trainers can help subject-matter experts understand adult learners’ needs and learning styles by discussing the different types of learning styles, incorporating tips such as using interactive activities, and encouraging the use of charts, illustrations, and other visuals.

Question 36

What are some ways trainers can support subject-matter experts during a training program?

Answer 36

Trainers can support subject-matter experts during a training program by providing assistance with flipcharts or distributing materials, offering feedback during practice sessions, and providing access to experienced instructional designers and content reviewers.

Question 37

What are the four questions to ask when selecting participants for a training program, according to Donald Kirkpatrick?

Answer 37

Who can benefit from the training?
What programs are required by law or by government edict?
Should the training be voluntary or compulsory?
Should the participants be segregated by level in the organization, or should two or more levels be included in the same class?

Question 38

Why is it important to select the right trainees for a training program?

Answer 38

Selecting the right trainees is important because money and time can be wasted, and performance problems are likely to continue if the wrong people attend training and those who require training do not attend.

Question 39

In which situations are training programs required by law?

Answer 39

Training programs are required by law in situations such as health and safety programs for employees who work with hazardous materials.

Question 40

Why does Kirkpatrick suggest that some training programs should be compulsory?

Answer 40

Kirkpatrick suggests that some training programs should be compulsory because otherwise, some employees who will benefit from the training might not attend.

Question 41

How should the decision to segregate participants by organizational level or include them in the same training session be made?

Answer 41

The decision depends on the culture of the organization and the rapport that exists between different levels. The main issue is whether employees will feel comfortable enough to speak and participate if their supervisors are present.

Question 42

What is one issue to consider when placing trainees from different generations together in a training program?

Answer 42

One issue to consider is the extent to which the trainees belong to different generations and whether they can effectively learn and collaborate in a training program together

Question 43

What are the four distinct generations in the Canadian workforce?

Answer 43

Traditionalists (born between 1945 and 1949)
Baby Boomers (born 1946–1964)
Generation X (1965–1981)
Millennials (1982–1990)

Question 44

By 2020, which generation will be the dominant group in the workforce?

Answer 44

Millennials will be the dominant group in the workforce by 2020.

Question 45

How does the era in which we are born influence our work behavior?

Answer 45

The era in which we are born shapes our tastes, beliefs, and work ethic, as we are largely a product of our times. Each generation shares a place in history, and its members tend to develop personalities based on that common experience.

Question 46

What are the work characteristics of each of the different generations of workers?

Answer 46

Traditionalists value hard work, order, and respect for authority.

Baby Boomers tend to be competitive and think workers should pay their dues.

Generation X members are more likely to be skeptical and independent-minded.

Millennials like teamwork, feedback, and technology.

Question 47

What type of learning materials do Millennials generally prefer?

Answer 47

Millennials tend not to like reading long, detailed case studies; they prefer short, timely examples.

Question 48

What do Baby Boomers generally value in their learning?

Answer 48

Baby Boomers like relevancy in their learning. They prefer examples that are relevant to the workplace and result in actions or knowledge that can be applied to their jobs.

Question 49

Which generations appreciate feedback in a training session?

Answer 49

Generation Xers and Millennials appreciate feedback during a training session.

Question 50

What is the general work preference of Gen Xers in comparison to Millennials regarding teamwork?

Answer 50

Gen Xers tend to prefer working independently, while Millennials like to work in teams.

Question 51

Besides generational differences, what other facets should a trainer consider when designing and delivering training?

Answer 51

A trainer should also consider culture, personality, life experiences, and education when designing and delivering training.

Question 52

How can considering multiple facets of a person ensure effective training?

Answer 52

Considering multiple facets of a person helps ensure the delivery of the most valuable training that caters to diverse individual needs, helping all employees develop and succeed.

Question 53

What is a trainability test?

Answer 53

A trainability test is a test that measures an individual’s ability to learn and perform training tasks in order to predict whether an individual will successfully complete a training program.

Question 54

How are trainability tests typically conducted?

Answer 54

Trainability tests are typically conducted by having individuals take a mini-course or learn a sample of the training that is representative of the content of a training program, and then take a test that measures their learning and performance of the tasks.

Question 55

In which types of jobs have trainability tests been shown to be effective in predicting training success and job performance?

Answer 55

Trainability tests have been effective in predicting training success and job performance in many jobs, such as carpentry, welding, dentistry, and forklift operating

Question 56

What other purposes can training pre-tests serve?

Answer 56

Training pre-tests can be used to determine what kind of remedial training an individual might require to prepare them for a training program, or to tailor a training program to one’s needs.

Question 57

How can managers maximize trainee learning?

Answer 57

Managers can maximize trainee learning by assessing employees’ readiness to learn and trainability prior to training.

Question 58

What are some examples of training materials?

Answer 58

Examples of training materials include expendable items such as note pads, pens, markers, and tape.

Question 59

What are some examples of common supplies used in training programs?

Answer 59

Common supplies used in training programs include computer equipment, projectors, and workbooks or manuals

Question 60

What is the difference between training materials and equipment?

Answer 60

Training materials are expendable items that have limited use, while equipment refers to items that have a life beyond a single use, such as projectors, computers, and DVD players.

Question 61

What are some examples of handouts that can be prepared in advance for a training program?

Answer 61

Handouts for a training program can include course outlines, training objectives, schedules of training activities, articles, and copies of the trainer’s slides.

Question 62

Why is it important to determine the materials and equipment needed for a training program?

Answer 62

Determining the materials and equipment needed for a training program helps in estimating the cost of training and ensures that the actual training session runs smoothly.

Question 63

What is a training site?

Answer 63

A training site is the facility or room where the training will take place, such as an organization’s learning center, headquarters, or a rented facility like a hotel or conference center.

Question 64

What factors should be considered to ensure a training program runs smoothly?

Answer 64

Factors to consider for a smooth training program include: a comfortable learning environment (space, lighting, and temperature), a noise-free setting with minimal distractions, and an appropriate setup for the training program (seating arrangement, visibility, and interaction possibilities).

Question 65

Why is it important to inspect and prepare the training room in advance?

Answer 65

Inspecting and preparing the training room in advance ensures that it is conducive to learning, the room is properly set up, and the required equipment has arrived and is functioning. This ultimately contributes to trainee motivation and learning.

Question 66

What are some concerns when choosing an off-the-job training site?

Answer 66

Concerns when choosing an off-the-job training site include travel time for trainees, transportation, and accommodations and meals if trainees need to stay overnight. These factors can impact the training budget and the time employees spend away from work.

Question 67

Why might it be preferable to conduct a training program away from the organization?

Answer 67

Conducting a training program away from the organization can minimize distractions and prevent trainees from stepping out of the session to take care of business, which can interfere with learning.

Question 68

8.1: Seating Arrangements

Answer 68

Question 69

Why is the seating arrangement important in a training session?

Answer 69

The seating arrangement is important because it can facilitate or limit trainee involvement and participation, energize or inhibit trainees, and communicate the trainer’s style.

Question 70

What does the low-involvement seating arrangement represent?

Answer 70

The low-involvement seating arrangement represents a traditional classroom setup, with the instructor in control at the front of the room. Communication is one-way, flowing from the instructor to the trainees, and communication among trainees is not possible. This arrangement is commonly used for the lecture method.

Question 71

How does the moderate-involvement seating arrangement facilitate trainee interaction?

Answer 71

In the moderate-involvement seating arrangement, the instructor remains at the front of the room, but trainees are seated around a table.

This setup allows trainees to interact and exchange ideas with one another while still having the instructor in control and one-way communication dominating.

Question 72

What characterizes a high-involvement seating arrangement?

Answer 72

In a high-involvement seating arrangement, small groups of trainees are seated together around small tables, enabling group members to interact and work together on projects.

The instructor’s role is more of a resource person or facilitator, allowing them to present material, engage the class in discussions, move around the room, and provide help to each group while they work on projects and solve problems.

Question 73

Why should a trainer carefully choose a seating arrangement for a training program?

Answer 73

A trainer should carefully choose a seating arrangement because it has important implications for both the trainer and trainees.

The seating arrangement should be determined by the objectives of the training program and the desired level of trainee involvement and interaction. It can significantly affect the effectiveness of the methods, activities, and exercises used during the training session.

Question 74

What are the factors to consider when scheduling a training program?

Answer 74

Availability of participants: Determine the best day of the week, time of day, and time of year for employees to attend the training program, taking into account the organization’s busy periods or seasons.

Preferences of employees and supervisors: Consult employees and their supervisors to determine the best time for them to attend the training program, whether during office hours or after hours, such as evenings or weekends.

Availability of the trainer: Consider the trainer’s responsibilities and availability, whether they are from within the organization or external.

Availability of the training site, equipment, and materials: Schedule the training program well in advance if the training site and facilities are frequently used, and ensure materials are designed or purchased in time for the training.

Massed versus distributed practice: Decide whether to offer the training all at once or spread it out over a longer period of time, taking into account resources and logistics.

Question 75

What is ethics in the context of training and development?

Answer 75

Ethics involves the use of systematic thinking about the moral consequences of one’s actions and decisions for various stakeholders in the design, delivery, and evaluation of training and development programs.

Question 76

What are stakeholders?

Answer 76

Stakeholders are people inside or outside the organization who might be affected by the organization’s actions and decisions

Question 77

What is the role of training professionals in terms of ethics?

Answer 77

Training professionals must adhere to a set of ethical principles that guide their behavior and serve as role models of proper ethical conduct to the rest of the organization.

Question 78

What is one ethical issue of concern in training and development?

Answer 78

One ethical issue of concern is refusing to allow some employees to attend a training program, which can result in workplace discrimination and human rights complaints.

Question 79

What laws govern human rights issues such as an employee being denied training in Canada?

Answer 79

The federal Canadian Human Rights Act and the provincial human rights codes govern human rights issues related to employee training.

Question 80

What are the four elements involved in creating a conducive learning climate?

Answer 80

The four elements are pre-arrival factors, greeting participants, the learning facility/environment, and the trainer’s style and behavior.

Question 81

What are some examples of pre-arrival factors in creating a learning climate?

Answer 81

Pre-arrival factors include contacting trainees with a welcome message, providing information about the program, pre-work readings or assignments, and pre-session get-togethers.

Question 82

What aspects of the learning facility/environment should be considered for creating a positive learning climate?

Answer 82

Factors to consider include lighting, noise, space, room temperature, cleanliness, and timely provision of drinks, refreshments, and meals.

Question 83

What are some ways a trainer can interact with trainees to create a positive learning climate?

Answer 83

A trainer can circulate throughout the room, sit with trainees, mingle during breaks, join them at meals, and make themselves accessible for questions.

Question 84

What are some elements of a trainer’s style that contribute to a positive learning climate?

Answer 84

Elements include listening with empathy, accepting different ideas, showing sensitivity to communication, supporting risk-takers, providing a fun atmosphere, emphasizing opportunities for discovery, making learning gradual, and asking for feedback.

Question 85

What is the purpose of Gagné’s nine events of instruction?

Answer 85

The purpose is to stimulate and activate trainees’ internal learning processes, leading to effective learning.

Question 86

What are Gagné’s Nine Events of Instruction?

Answer 86

Gain Attention - Capture trainees’ interest and motivate them for the training program.
Describe the Objectives - Clearly communicate the training objectives, expectations, and desired outcomes.
Stimulate Recall of Prior Knowledge - Help trainees connect their existing knowledge and experience with the new training material.
Present the Material to be Learned - Organize and present the training content in a logical and consistent manner.
Provide Guidance for Learning - Offer examples, ask questions, and facilitate discussions to guide trainees through the learning process.
Elicit Performance Practice - Give trainees opportunities to actively practice and apply the training material.
Provide Informative Feedback - Ensure trainees understand their performance and how to improve.
Assess Performance - Test trainees on their learning during and after the training program.
Enhance Retention and Transfer - Help trainees understand how to apply the training material on the job and discuss real-life work situations.