Copyright 2013 Pearson Education Inc publishing as Prentice

Development Phase Input Determine factors that facilitate learning & Transfer Output Process Instructional Strategy (Training Plan) Choice of instructional methods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall • Training Plan • Instructional Material • Instructional Equipment • Trainee and Trainer manuals • Facilities • Trainer(s) • List of items & actions needed

Instructional Strategy (Part 1) Program Development Plan Name of Program: Pipe fitting I Target Population: Apprentices who have successfully passed the gas fitters exam Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools; measure, cut, thread, and install the piping according to standards outlined in the gas code. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Instructional Strategy (Part 2) Learning Objective Learning Points 1. Using a tape measure, determine the length and number of pipes necessary to connect the furnace to the gas meter in a manner that meets the gas code. This is just the first item in the training activities Methods Material and AV 1. Account for the Lecture extra length needed due to threading. Simulation 2. Take into account length is reduced by different fittings, e. g. street elbow, etc. • Trainee manual • Overhead • Assortment of 1 inch & ¾ inch fittings, elbows, street elbows, and unions 3. How to construct appropriate drop for furnace Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall • Mock meter and furnace setup. • Tape measure • Note pads

What is an ice breaker? An activity at the BEGINNING of training that engages the trainees. It generates energy for the training. Allows trainees to become acquainted with other trainees making them more comfortable. It should be related to the topic of the training. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Criteria for Evaluating Ice Breakers Did it engage the trainees? Did it generate energy for the training? Did it allow trainees to get to know other trainees and make them comfortable? Was it related to the training purpose? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

From Design: Factors Influencing Learning & Transfer Social Learning Theory (Gagne-Briggs) Attention Retention Symbolic Coding Cognitive Organization Symbolic rehearsal Behavioral Reproduction Appropriate reinforcement Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Use the Gagne-Briggs Nine Events of Instruction 1. Gain attention 6. Provide guidance for learning (e. g. , “guided discovery”) 2. Inform the trainee of Goal 7. Elicit performance (practice) (objectives) NB step: Don’t forget Motivation 3. Stimulate recall of prior knowledge (learning) 8. Provide informative feedback 9. Assess performance 10. Enhance retention and transfer 4. Present the material Use steps 1 -8 for each module Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Motivation to Learn & Transfer Self Efficacy Motivation to Learn Valence of Outcomes Anxiety Climate for Transfer Supervisor and Peer Support Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Other things you need to address in the development of your training: Facilities • Room • Furniture and Set up • Equipment • Trainers & credibility Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Facilities: Room Training Room Limit distractions (visual and auditory) Adjustable lighting if possible Temperature between 70 -71 o (if unable to control, explain…) What issues do you need to think about regarding this room? Decorations, posters, signage (Do not discuss furniture or equipment) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Facilities: Furniture and set up Furniture ▪ Minimum of 2. 5 square feet of table space person. ▪ Chairs that are comfortable and easily movable. Set up ? ? ? ▪Understand the pluses and minuses of various arrangements for what you want to accomplish Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Seating Fig. 8 -1 A Circle B C D Semi-circle Round Table “U” Classroom

Facilities: Equipment Ø Equipment Make sure it does not block view Make sure it is not distracting Make sure it WORKS v. What steps will you take? ? ? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Trainers Ø Credibility of Presenter Background and experience in area Dress and first comments Presentation style – Prepared, articulate, relaxed, friendly, organized and able to respond appropriately to questions. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Program Implementation Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Implementation Phase Input Output Process Training Plan/ Instructional strategy Instructional Material Instructional Equipment Trainee and Trainer Manuals Learned KSAs Dry Run & Pilot Actual Training Room Set up plan Refreshment list Trainer readiness And so on…. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Evaluation Implementation

Dry Run: Things To Think About Ø Who should be at the dry run?

Dry Run: Roles to perform Ø What roles have to be performed during the

Dry Run: More Things To Think About Ø What do you do at the end of each dry run? Ø What happens between the dry run and the actual training? Ø How many dry runs do you need to do? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Actual Training: Things To Think About Ø How will you make sure that you have everything ready to go 10 minutes before the trainees are to arrive? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Actual Training: Ø What feelings do you want the trainees to experience as they arrive? Ø How will training start? Ø How do you want trainees to react during the training? Ø How do you want trainees to feel as they leave the training? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

What will you do before trainees arrive to create the feelings you want them to experience as they arrive? Ø Pre-training communications? Ø Room set up including refreshments, trainers and so on? Ø Decorations? Ø Seating set up? Ø What will they see and hear? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

What will you do as trainees arrive but before training begins to create the feelings you want? Ø As they arrive? Ø While they are waiting for training to begin? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

How will you start the training to get the reactions you want? ØWelcome? ØAgenda? ØGround rules? ØEnergy to start the training? ØPurpose/objectives? ØMotivation to learn? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

What will you do during the training to get the reactions you want? Ø Trainer? Ø Content? Ø Organization of training? Ø Organization of modules & use of learning theory? Ø Learning Styles? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

What will you do to get the reactions you want as trainees leave? Ø How will training end? Ø How will you motivate the trainees to do their best on your training evaluation? Ø How will you influence the trainees’ last impression? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall