Chapter –8(Eight)
Developing & Implementation of Training
Effective Training: Strategies, Systems and
Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
Development Phase
Input
Process
Output
Instructional
Material
Determine Factors
that Facilitate
Learning &
Transfer
Alternative
Instructional
Methods
Instructional
Equipment
Instructional
Strategy
Trainee and
Trainer
Manuals
Facilities
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Improving Training: Lecture
Lecturing/Discussion:
A lecture is designed to transmit information, and it is
most appropriate when addressing knowledge or
attitudinal objectives.
When training requires that training requires that
trainees understand and integrate material before
moving forward, you need two -way communication.
Two-way communication is accomplished through
the discussion method, which including questioning.
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Questioning
Questioning is a powerful tool that can help trainees
discover for themselves the answers to questions
asked. Its also helps the trainer determine
whether trainees understand the information
• Forms of question:
1.
Closed-ended – asks for specific response
2.
Open-ended – asks for no specific response
3.
Overhead – either open- or closed ended, question
directed at the whole group rather one person in
particular
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Improving Training: Lecture
Forms of question (cont…):
4.
Direct – question directed at one particular trainee
(nonparticipators)
5.
Relay – when the trainer is asked a question,
redirects the question to the group
6.
Reverse – restating the question back to the
person who asked it
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Improving Training: Lecture
Encouraging Trainees to Respond : Approaches to get
trainees to respond to questions
• Guided discovery – when trainee doesn’t
respond to a
question, asking a new basic material question. When the
correct answer is given, move to a slightly more complex
question.
• Ice-Breaker –
is a game or exercise that prompts trainees to
get involved in meeting and talking with other; It is designed to
be fun but at the same time generate energy that will transfer to
the rest of the training. Without the ice-breaker, training starts
off fast, but because of the lack of “getting to know others”
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Improving Training: Lecture
Listening:
“we tend to believe we know what a person is
going to say and often interrupt”
•
Incorporate active listening by
1.
2.
3.
Listen carefully to what is said
Summarize in your mind what was said
Feed the summary back to the individual
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Other Techniques to Maintain Interest
The following are approaches to obtain
and maintain trainees' interest:
– Listening and questioning
– Moving around while talking
– Use of non-verbal communication
Keep eye contact
– Providing variety
– Eliminate Dysfluencies – “um”, “uh”
– Use Exercises & Games
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Improving Training: CBT
When developing CBT the following factors
need to be considered:
• Self pacing – allows trainees to choose topics they
wish to study, the difficulty level, and rate of
instruction; pace of learner can be controlled by the
learner.
• level of interactivity- refers the program's ability to
allow trainees to respond to questions.
• level of sophistication of the multimedia – refers to
the relationship between the audio and video portions
of the program ; voices are natural and provides clear
instruction .
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Improving Training: OJT (1 of 6)
Steps to follow for better OJT:
1. Establish policy.
Prepare a written description that puts the
organization “on the record” as supporting
structured OJT and makes a commitment
to it. Make sure that the purpose of
structured OJT is spelled out and is
related to the company’s other HRD
efforts.
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Improving Training: OJT (2 of 6)
2. Establish accountability.
Make clear who is primarily responsible for
OJT. Write it into their job descriptions.
Then ensure that part of their performance
evaluation is based on how well they carry
out this responsibly.
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Improving Training: OJT (3 of 6)
3. Review precedents.
Make a few calls to find out what other
organizations in your industry are doing
about structured OJT. Do they provide
training on the subject? If so, to whom?
For how long? What is the course
content? Use this information in efforts to
design your program.
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Improving Training: OJT (4of 6)
4. Design & routinely give training on the
principles of structured OJT.
Supervisors and experienced workers
are the most likely ones to conduct
structured OJT in the workplace. In
most organizations, they do not know how
to do it. Teach them how and then sit back
and take credit for the fantastic result!
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Improving Training: OJT (5 of 6)
5. Provide specialized support for line managers who
use structured OJT. In most organizations, certain jobs
are common entry points for employees. For these jobs,
design “off-the-shelf” lesson plans, job aids,
individualized learning contracts, and individualized
training progress report forms for those jobs. They will
save time and effort while improving the quality of
structured OJT. Making that kind of support available
enhances OJT by providing users with the tools to do itand makes the HRD department a real partner with line
management in improving structured OJT.
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Improving Training: OJT (6 of 6)
6. Avoid turf battles.
Begin efforts to improve OJT on a small scale, in work units
where supervisors or managers are supportive. Use your
successes there as a springboard to other units and to
additional resources.
7. Consider literacy skills.
Do not assume that employees—or, for that matter,
supervisors—are highly literate. Indeed, take
advantage of effort to improve OJT to assess
performance problems that can be traced to literacy
issues.
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Training Environment
The following are important parts of
the training program environment:
•
•
•
•
The Training Room
Furniture
Furniture Setup
The Trainer
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Training Environment: Training Room
The training room should:
• be windowless;
• be soundproof;
• be equipped with its own temperature control
(quite hvac); and
• Walls should be blank and neutral in color
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Training Environment: Furniture
Furniture should consist of:
• Movable tables & chairs (not student desk-chairs)
• Tables:
– 5 feet x 2 ½ feet
• Chairs:
–
–
–
–
Cloth covered
Padded
Swivel & castors
Armrests
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Furniture Setup: Different Seating
Arrangements for Training (1 of 4)
x
Used to
generate
discussion
Circular
Configuration
Focus is evenly
distributed
= Trainer
X = Easel/charts
A
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Furniture Setup: Different Seating
Arrangements for Training (2 of 4)
x
Theater Style
Trainees are
there to listen
Accommodate
more trainees
= Trainer
X = Easel/charts
B
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Furniture Setup: Different Seating
Arrangements for Training (3 of 4)
Encourages
discussion
Semi-circle
x
Allows trainees
to be face-toface when
trainer is not
talking
= Trainer
X = Easel/charts
C
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Furniture Setup: Different Seating
Arrangements for Training (4 of 4)
Most often used
x
x
U-Shape
Allows for larger
groups
Trainer must not
move too deeply
into the U
= Trainer
X = Easel/charts
D
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The Trainer: Requirements (1 of 2)
Knowledge
Subject matter
Organization
Adult learning process
Instructional methods
Skills
Interpersonal communication skills
Verbal skills
• Active listening
• Questioning
• Providing feedback
Platform skills
Organization skills
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The Trainer: Requirements (2 of 2)
Attitudes
•
•
•
Commitment to the organization
Commitment to helping others
High level of self efficacy
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Implementation Phase
Input
Process
Output
Instructional
Material
Instructional
Equipment
Trainee
and Trainer
Manuals
Facilities
Dry
Run
Pilot
Program
Training
Implementation
Evaluation
Implementation
and
Assessment of
Utility
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