Ch05 Saks7e EIM - SOLUTION MANUAL PDF

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SOLUTION MANUAL...

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CHAPTER 5 TRAINING DESIGN

ESSENTIAL OUTCOME After completing the lesson on this chapter, if nothing else, students should be able to outline the primary steps and activities involved with designing a training program. They should be able describe how the process works, beginning with training objectives, the considerations that go into the “make or buy” decision, and choosing appropriate training methods from the range of options available. CHAPTER LEARNING OUTCOMES After reading this chapter, you should be able to:       

write a training objective that includes the four elements and three components of an objective explain how to decide to purchase or design a training program and how to write a request for proposal (RFP) describe how to determine the content of a training program and the different types of training methods explain how to use the conditions of practice to maximize the benefits of active practice compare and contrast routine expertise and adaptive expertise explain how to design a training program for active learning explain how and why you would design an error-management training program

KEY CONCEPTS: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. Training objectives are the starting point for the process of training design. Once the performance problem has been identified and it has been determined that training is to be part of the solution, well-thought-out and properly written training objects (including statements of performance, condition, and criterion) that clearly state what trainees are expected to be able to do at the completion of training are essential in order to target training to improve the performance that is causing the problem. 2. Depending on factors such as available time, urgency of the training need, financial resources available, number of people in the organization requiring training, specificity of the training need, and internal expertise available to design

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the training program, it might make more sense to purchase a either generic or customized training from a vendor rather than develop the training in-house. If sourcing training from outside, properly prepared and presented RFPs (requests for proposals) are essential in order to secure the right training at an appropriate cost. 3. Training content is determined by the needs analysis and training objectives, which also inform the selection of the most appropriate training methods to use. Choices include off-the-job, on-the-job, and technology-based training, or some blended combination. Whatever methods chosen, incorporating active practice strategies into the training, using pre-training interventions, and thoughtfully determining the conditions of practice such as massed or distributed practice, overlearning, task sequencing, and use of feedback (see Table 5.3 on page 155) are critical considerations for the design of efficient and effective training. 4. Other techniques, including active learning, adaptive expertise, and errormanagement training (EMT), may be employed to increase learner engagement, confidence, and aid in learning tasks that are complex in nature, and which may not be identical in the actual work setting to those practised during training. 5. Well-thought-out training design complements and addresses the characteristics of the trainees and significantly increases the likelihood that the training will have the desired effect of changing individual behaviour and performance, thereby resulting in improved organizational effectiveness (see Figure 5.1 on page 164). STUDENT MOTIVATION: WHY SHOULD STUDENTS CARE? You may safely assume that most, if not all, of the learners in your classroom will have at some point on another have directly participated in some form of workplace training. By encouraging them to reflect on their first-hand experiences (either positive or negative) as a recipient of training, you will help them relate to the benefits of proper and effective training design. It might also help at this point, as well as other times throughout the course, to link back to the concept of strategic human resource management (SHRM) and instructional systems design (ISD), which is a key component of SHRM. Making this connection regularly is important because not all students in your class may truly appreciate the important role of training, particularly if they are taking this class as part of a human resources management program and their interests are geared toward other aspects of HR. In any case, all students should be able to appreciate the importance of wisely investing scarce institutional resources for the purposes of improving institutional effectiveness. By emphasizing that well-thought-out training design is a critical element of ISD, you will help foster an appreciation of its importance to the organization. BARRIERS TO LEARNING: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCK? Copyright © 2013 by Nelson Education Ltd.| C5-2

Even for some experienced teachers and trainers, writing proper training (or learning or instructional) objectives is challenging, so expect this might also be the case for some students. If you choose to have your students practise writing these (see exercises under Engagement Strategies, below), be prepared to spend time reinforcing the components of performance, criterion, and conditions; and also expect to see some objectives written from the perspective of what the trainer will do, rather than the trainee. This is a common mistake, and a perfect opportunity to illustrate the value of error-management training (see page 162). ENGAGEMENT STRATEGIES: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on page 166: Facilitate this exercise as a “think-pairshare” by having each student create their list independently, then share and discuss their list with a partner. Finally, ask for some examples and discuss, adding any factors addressed in the chapter that might not have been covered. 6. For In-Class Exercise 2, on page 167: Divide the class into groups of 4–5 students. Each group is to develop a list of tasks involved in driving and organize these tasks for teaching somebody how to drive. They then should present their list with justification using material they have learned in class. Summarize. As an alternative to the learning to drive example, you may wish to use a technical example most everyone has experience with, such as programming a PVR or learning to use a computer or particular software program. 7. For In-Class Exercise 3, on page 167: As an alternative to having each student conduct this research, divide the class into groups of 4–5. Have each group answer the questions for the current class and then present their analysis in class. Summarize the analysis made by the various groups, concluding with discussion on effectiveness of the class. (Note: If you conducted the “stop-startcontinue” learner feedback exercise suggested last chapter, this would be an opportune time to discuss how the strategies you employ along with those suggested by the class fit with this topic). 8. For In-Class Exercise 4, on page 167: Conduct as a class discussion using two or three examples volunteered by the class. 9. For In-Class Exercise 6, on page 167: Conduct as an in-class exercise. Use responses from randomly selected students to discuss the components of training objectives with the class. 10. For In-Class Exercise 7, on page 167: This can be an individual or group exercise. Ask students to focus on errors made and learning from those errors in their responses. Consider combining this with the previous two exercises, as there will likely be errors made in writing proper training objectives (see note above under Barriers to Learning).

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Suggestion for Large Class Exercises Role play: Divide the class into groups of 5–6 students. Ask each group to select 2–3 students to perform a role play to demonstrate various error-management techniques in a training setting. Have the other students in the group act as observers or recorders. Provide time for the development and enactment of the role play. Ask students to conduct a short debrief of their role play with the feedback from the recorders/ observers. Have them partner up with another group of student to share their findings. *This will require some preparation beforehand from the instructor to guide the development of the role plays and some debriefing on the technique of role play to ensure that students understand it is not a “skit” and that the three stages of a role play are utilized. The instructor will act as facilitator of the various role plays and rove around the classroom observing and guiding the role plays, as well as summing up the debrief points. Suggestions for Technology-Enhanced Classrooms a) Locate a job description on the Internet and have students look at the various elements of the job description. Have them highlight the sections that would translate well into training objectives. b) Locate an external training provider and look at one of his/her course/workshops. Highlight various sections such as “who should attend,” “training objectives,” and the costs/duration of the program. Have students share their observations about the program: Do the training objectives look achievable? Is the cost reasonable? Are the right people attending? Suggestions for Internet Classes a) Locate a job description on the Internet and have students look at the various elements of the job description. Have them post on the discussion board the sections that would translate into training objectives. Have them discuss the similarities/ differences in these objectives and how these would be measured. b) Have students locate an external training provider and look at one of his/her course/workshops. Ask them to highlight various sections such as “who should attend,” “training objectives,” and the costs/duration of the program. Have students share their observations about the program on the discussion board: Do the training objectives look achievable? Is the cost reasonable? Are the right people attending?

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ASSESSMENT TOOLS Youmaywi s ht omak eus eoft heT es tBank ,Power Poi nts l i des,oratt heendofac l as s , askas t udentt osummar i z et hek eypoi nt sf r om t hel es son REFLECTIONS ON TEACHING: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. 2. 3. 4. 5. 6. 7.

What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching?

ADDITIONAL RESOURCES Chapter Summary This chapter described the main activities involved in the design of a training program. First, we described the elements and components of training objectives. Next, we discussed the decision to purchase or design a training program and the factors to consider when making a purchase-or-design decision. The importance of a request for proposal (RFP) was also discussed. We then described the factors involved in the design of a training program, including training content, methods, active practice, and the conditions of practice. This was followed by a discussion on active learning and design elements that promote adaptive expertise with a particular emphasis on errormanagement training. Lecture Outline COMMENTS A. Introduction Consider for a moment the last training session you participated in, and all of things that must have been done leading up to it. Effective training design takes plenty of thought and preparation, and if it is done really well, the trainees most likely won’t be aware of all that work because it

ACTIVITY Have students make comparisons between planning and designing training and planning and designing a great meal (guests, ingredients, preparing, cooking serving, feedback).

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will flow so well! B. Training Objectives Think back to the process of conducting a training needs analysis. In addition to determining whether or not training is the solution to the performance problem, the needs analysis provides the focus for writing training objectives. Well-written training objectives describe the performance required, the conditions under which the task or activity is to be performed, and the standard of performance. C. Purchase or Design Is it better to design your own training materials and methods or buy them “off the shelf”? The answer: “It depends.”

Show some examples of well-written and poorly written training objectives and have students identify which are better, and why (see Web Links, below, for some samples).

Show an example of a sophisticated or high-end purchased training package. Ask for examples and descriptions of workplace training students have experienced. Were they developed inhouse, or where they off-the-shelf? Or could they tell? Discuss advantages and disadvantages of each (see Web Links, below, for examples).

D. Request For Proposal (RFP) When an organization decides to purchase a training program, it needs to find a vendor to design or deliver the program. The process of finalizing this vendor begins with a RFP.

List the components of an RFP. Discuss the ways to create effective RFPs using an example volunteered in class.

E. Training Content Again, the needs analysis and objectives should help with this. The question of content might seem like an easy question to answer, but it is critically important that the content be based on what is needed in order to accomplish the objectives. F. Practice Think about your own experiences with training—under what conditions did you learn best?

State the importance of training objectives and review their importance to trainers, trainees, and managers (Table 5.2, page 146).

Ask students to identify the ways content can be developed (e.g., research or subject-matter experts). List on board or flipchart and discuss.

As students respond to the question, introduce the concept of active practice. Discuss the importance of prepractice

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conditions and conditions of practice during training (Table 5.3). Display and review the definitions in this section. Describe different practices and metacognitive strategies.

Conduct the exercise Rate Your Metacognitive Activity from Table 5.4. (page 156). Have students complete this individually or in pairs.

Discuss conditions of practice during training.

Discuss massed versus distributed practice, whole versus part learning, overlearning and feedback by dividing the class into groups and having a group present on each subtopic.

G. Active Learning and Adaptive Expertise Discuss the importance of developing adaptive expertise through active learning and the role inductive and deductive learning play in it.

H. Error Management Discuss the importance of knowing when to incorporate errors into training or when to avoid errors in training. Error training incorporates learning from these errors into training design. Discuss error-management instructions.

I. Model of Training Effectiveness Review the model discussed earlier in Chapter 3, adding training design to it.

Review slides on active learning and adaptive expertise. Provide examples of where adaptive expertise is beneficial in certain occupations (e.g., a job that might require in-the-field problem-solving, fabrication, or customization to meet an emerging or otherwise previously undisclosed/ unanticipated need, such as emergency response workers). Ask students to work in pairs or small groups and focus on real training experiences to develop the advantages and disadvantages of error and erroravoidant training. Discuss the importance of instructions in error training. Review the model in Figure 5.1.

Web Links

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A Quick Guide to Writing Learning Objectives (from a training and development website): http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html

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A Guide to Writing Learning Objectives (industry example, link to PDF document): http://www.nerc.com/files/Instructional_guide_writing_Objectives.pdf

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IN Training Solutions (outsourcing example): http://www.intrainingsolutions.com/business.html

Suggestions for End-of-Chapter Exercises 

Alternative for In-Class Exercise 4, on page 167: If learners do not have current or recent experience with an actual workplace training event, ask them to analyze an academic class as an alternate. Each student should submit a written answer for this exercise.

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For In-Class Exercise 5, on page 167: Facilitate this exercise in pairs or triads. Have some volunteers present their findings in class. Summarize and debrief.

Case Incident: We ID 25

Answers 1. Students may suggest that training objectives could include how to estimate someone’s age (by physical appearance – i.e. face, dress) or by conduct (body language, voice, mannerisms); or how to engage with customers to ask for identification in an assertive but non-confrontational manner. Others might suggest a training objective having to do with learning the company policy and procedures. In any case, the sample objective they write should include the four key elements and the three components of properly written training objectives (see pages 146147). 2. Building on the responses to the first question, students may suggest content related to assertiveness and conflict resolution training, how to spot fake I.D. cards, and various visual screening techniques to determine if a customer reasonably fits the 25 or under criteria for having to produce identification. Further, they may suggest training content that provides context and rationale for the policy, such as learning statistics related to the hazards of under-age drinking (related to motor vehicle accidents, alcohol poisoning, etc.).

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Case Study: Training the Sales Force

Answers 1. The objectives of the training program had to do with increasing sales, and one can surmise that they mostly had to do with training in basic sales techniques (which many of the trainees indicated they already knew). In writing a sample objective to answer the next part of the question, students should be sure to include the requisite elements and components, and should be able to speak to how a well-written training objective can help focus training, and help provide both trainees and their managers with a better idea of what the focus of the training will be. 2. The decision to purchase was one of convenience and time savings, and suited the decision-makers because they wanted to be seen as taking quick action to solve the problem of declining sales. The advantage of quick implementation was overshadowed by the disadvantage of not having any customization in order to address the specific needs of the company. While a training program developed inhouse would have offered that customization, it still would have been ineffective if it did not focus on solving the real problem – something that was not identified because a proper needs analysis was never conducted. 3. An RFP likely would not have made too much of a difference in the absence of a proper needs analysis, because the deci...