CHAPTER NINE
Training Delivery
© 2013 by Nelson Education Ltd.
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LEARNING OUTCOMES
 Define a lesson plan and describe how to develop
one and what information should be included
 Describe the characteristics of an effective trainer
 Describe how to decide who should attend a
training program
 Describe what makes an effective training site
 Describe the elements of a positive learning
climate
 Discuss Gagné’s nine events of instruction
 Discuss some of the problems and solutions of
training delivery © 2012 by Nelson Education Ltd.
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LESSON PLAN
Lesson plan: A blueprint that outlines the training
program in terms of sequence of activities and events
that will take place
Lesson: A cohesive unit of instruction with a specific
learning objective
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LESSON PLAN
Lesson plan cover page should include:
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Training objectives
Trainees and instructor
Time allocation and location
Classroom requirements and seating
Training materials and equipment
Trainee supplies and handouts
© 2013 by Nelson Education Ltd.
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LESSON PLAN
 The sequencing of the various activities in the
lesson is an important consideration
 Common approaches include:
• General to specific
• Easy to difficult
• Concrete to abstract
• Old to new
• Simple to complex
• Familiar to unknown
• Present to future
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LESSON PLAN
 Beginning with simple and familiar eases learners
into new content and experiences
• It builds trainee self-efficacy
• Allows trainees to see how their current level of
knowledge and experience is relevant for the
training
• Ultimately it reduces learner anxiety and makes
for a more comfortable learning experience
 Lesson plan should focus on what trainees will be
doing during the session
© 2013 by Nelson Education Ltd.
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LESSON PLAN
Lesson plans are critical in design phase:
 Allows for approval and smooth operation of
training program
 Enables expenditures to be budgeted and
monitored
 Ensures training is directed toward real problems
 Enhances credibility
 Sets the tone for professional approach to training
© 2013 by Nelson Education Ltd.
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THE TRAINER
Selecting a trainer is an important factor in the
success of the training program
Internal (HR, training staff, manager, or SME)
External (consultant, volunteer)
Qualities of a good trainer:
Knowledgeable or subject-matter expert (SME)
Delivery (i.e., verbal/communication, interpersonal, organizing
skills)
Ability to make material interesting
• Enthusiastic, expressive, and engaging
© 2013 by Nelson Education Ltd.
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SUBJECT-MATTER
EXPERTS
Developing an SME:
 Internal staff/SMEs may need development to be
an effective trainer
 A Train-the-trainer program teaches SMEs how to
design and deliver training programs
 Important and valuable investment – enhances the
experience as a trainer, increases effectiveness,
and ultimately improves training
© 2013 by Nelson Education Ltd.
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TRAINEES
Kirkpatrick outlined four decisions for
selecting participants:
1. Who can benefit from training?
2. What programs are required by law or by
government edict?
3. Should training be voluntary or compulsory?
4. Should participants be segregated by level, or
should levels be combined?
© 2013 by Nelson Education Ltd.
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TRAINEES
Select trainees based on… …As assessed by:
• Abilities
• Person analysis
• Aptitudes
• Tests
• Motivation
• Interviews
• Trainability test*
*Test that measures an
individual’s ability
to learn and perform
training tasks
© 2013 by Nelson Education Ltd.
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TRAINEES
Trainability tests involve:
1. Taking a mini-course or learning a sample of the
training
2. Taking a test that measures learning
 Predictive of training success and job
performance in many jobs
 Used mostly for psychomotor skills
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TRAINEES
All of this information can be incorporated into
a training plan that indicates who needs
training, the type of training that is needed,
and how training will be delivered
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MATERIALS AND
EQUIPMENT
Materials: Expendable items
 i.e., note pads, pens, flipchart, handouts
Equipment: Non-expendable items
 i.e., computer, DVD player, overhead
The content, methods, and exercises in a training
program determine the material and equipment
requirements
© 2013 by Nelson Education Ltd.
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TRAINING SITE
The training site can be:
 Company training facility or training room
 Rented premises (conference or meeting room)
 Outdoor site for experiential learning
The site should be:
 Conducive to learning (comfortable setting)
 Free of distractions (noise, interruptions)
 Set up appropriately (seating arrangement to
enhance learning)
© 2013 by Nelson Education Ltd.
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TRAINING SITE
Trainer
Trainer
Trainer
Low Participant
Involvement
Moderate Participant
Involvement
© 2013 by Nelson Education Ltd.
High Participant
Involvement
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SCHEDULING THE
PROGRAM
Scheduling must take into consideration:
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Best time for employees to attend
Availability of trainer
Availability of training site and materials
Single or multiple sessions
• Massed vs. distributive
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TRAINING
ADMINISTRATION
Coordination of all the people and materials
involved in the training program
 Success of program depends on coordinating
all of these efforts well
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IMPLEMENTING THE
PROGRAM
Learning climate: A training climate conducive to
learning makes participants feel relaxed, comfortable,
and safe
 Pre-arrival factors
• Contacting trainee before training
• Greetings, information, or pre-work
• Reinforces conditions of practice before training
 Greeting of participants
• Welcoming message
• Create relaxed environment
© 2013 by Nelson Education Ltd.
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IMPLEMENTING THE
PROGRAM
 Learning facility/environment:
• Ensure room/site/materials, etc. are
appropriate and ready
 Trainer’s style and behaviour:
• Provide brief personal introduction
• Interact with trainees
• Approachable, empathetic, engaging style
© 2013 by Nelson Education Ltd.
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GAGNÉ’S EVENTS OF
INSTRUCTION
Gagné proposed nine events of instruction:
1. Gain attention
2. Describe the objectives
3. Stimulate recall of prior
knowledge
4. Present the material to be
learned
5. Provide guidance for
learning
6. Elicit performance
feedback
7. Provide information
feedback
8. Assess performance
9. Enhance retention and
transfer
…to which we can add one more:
10. Close the program
© 2013 by Nelson Education Ltd.
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TRAINING DELIVERY
PROBLEMS
Problem Participants
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The hesitant one
The monopolizer
The voice of experience
The arguer
The non-listener
The idea zapper
The complainer
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The rigid one
The hostile one
The angry one
The negative one
The clown
The show off
The tangent taker
See Table 9.5 in text
© 2013 by Nelson Education Ltd.
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TRAINING DELIVERY
PROBLEMS
Novice and experienced trainers can experience
training delivery problems
Three basic themes of delivery problems:
1. Pertaining to trainer
2. How trainer relates to trainees
3. Presentation techniques
 Study of novice trainers identified 12 most common
problems
 Study of experienced trainers identified solutions
© 2013 by Nelson Education Ltd.
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A NOVICE TRAINER’S
VIEW TO PROBLEMS
 Fear (lack of confidence)
 Perception of lack of
credibility
 Lack of personal
experience
 Handling difficult learners
 Encouraging participation
 Timing (too much or too
little material)
 Adjusting instruction
 Responding to questions
 Feedback (acquiring and
responding)
 Using media, materials,
facilities
 Opening and closing
technique
 Dependence on notes
© 2013 by Nelson Education Ltd.
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SUMMARY
 Described several critical steps to delivering a
training program
 Lesson plan is critically important in delivering a
successful program
 Discussed characteristics of effective trainers and
determining who should attend training
 Reviewed logistical issues of site selection, training
administration, and scheduling training
 Described how to create training climate; identified
events of instruction, and common training
problems and their solutions
© 2013 by Nelson Education Ltd.
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