Copyright 2013 Pearson Education Inc publishing as Prentice
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 5 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Design Phase Input Process Learning Theory Output Factors to facilitate learning & transfer Develop Training Needs Training Alternative method(s) of instruction Objectives Organizational Constraints Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Evaluation objectives
Design Phase The TNA Identifies the training needs (KSA gaps) of the trainees. Learning Theory First Step Training Needs Develop Training Objectives Organizational Constraints & resources Constraints place limits on training objectives and methods
“Organizational constraints” determine: Ø The number of training needs you can address, and Ø Certain aspects of the training’s design How can constraints alter the design of the training? Let’s look at some examples Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Constraints and Possible Ways of Dealing with Them Need high level of simulation because: Ø Law (fire drills) Ø Dangerous tasks are critical to the job (police firing gun) Ø Mistakes costly (airline pilot) Trainees vary in amounts of experience Incorporate a longer lead time to: Prepare or purchase simulations/role plays. Purchase Simulators. Consider modularization.
What Types Of Constraints Can Influence Your Design? Ø Date, time of day Ø Time available to design & develop training Ø Location Ø Available equipment Ø Budget Ø Training team talents Ø And many more
Types of Costs in Training Programs §Development Costs §Direct Costs §Indirect Costs §Overhead Costs §Participant Compensation §Evaluation Costs Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5 -7
Four Types of Training Objectives Ø Organizational objectives § Describe the impact training will have on organizational or operational outcomes Ø Transfer of Training objectives § Describe the impact training will have on the trainees’ job behavior Ø Learning objectives § Describe what will signify the desired learning has occurred. Ø Trainee reaction objectives § Describe the desired reactions to training and how/when they will be measured. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Why Use Objectives? It takes time, effort, and careful thought to do… why bother? 1. Guides the development of training 2. Focuses attention of trainers & trainees 3. Enhances transfer of knowledge 4. Reduces anxiety related to the unknown
Writing a Learning Objective
1 st, State The Purpose of Training The Purpose Statement is a general description of what the training is intended to accomplish. Objectives follow from this. It should be written to inform the participants. It should NOT be stated as formally as a learning objective.
Example of a Purpose Statement This training module is intended to provide participants with the competencies required to construct learning objectives in their proper form.
What do Learning Objectives tell you? They answer the question, “What will the trainee be required to do to show that the KSAs have been learned? ”
How are Learning Objectives constructed? Learning Objectives describe: – the type of behavior that will demonstrate learning has occurred, – the conditions under which the behavior must be performed, and – the standards (criteria) that will signify that a sufficient level of learning has occurred.
Behavior • Clearly Describe Expected Behavior – Describe the specific behavior that demonstrates that the trainee has learned the targeted K, S, As Ask yourself: – Is the wording clear and unambiguous? – Will someone unfamiliar with the training know what to look for?
Use action words for behavior • • • List Identify Match Create Attach Lift • Answer • Describe • Categorize • Place • Sort • And so on
Behavior • Example from selection interviewing Bad: The trainee will understand how to ask the right questions. Understand? ? Good: The trainee will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position.
Describing behavior isn’t enough Behavior: The trainee will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position. You also need to describe the conditions under which the behavior occurs: When? Any aids available? What is the context? And so on…
Conditions specify when and under what conditions the behavior must occur, including: – What assistance will be available – What barriers the trainee will face Anything in the situation that will affect performance.
Conditions Example from selection interviewing • After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee, when conducting a job interview, will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position.
Describing behavior & Conditions still isn’t enough After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee, when conducting a job interview, will ask questions that require the applicant to describe his/her past behavior as it relates to the job requirements for the open position. You also need standards for the level of performance required, such as: speed, accuracy, quality etc.
Standards • Standards identify the level of performance that will signify satisfactory learning has occurred. – Typically these are in the form of an accuracy, a quality and or a speed component – However, other standards can exist. It depends on the KSAs to be developed.
Standards v Example – After the completion of training, using notes developed from the Camp, et al. Strategic Interviewing text, the trainee will ask questions during a 60 minute job interview that require the applicant to describe his/her past behavior as it relates to all of the key job requirements for the open position. In addition, the questions will adhere to all EEO laws and regulations. On average, two expert observers will rate the interviewer as an 8 or higher on the 10 point rating scale.
What will evaluation look like for this training in Selection Interviewing? • Each trainee will have to conduct a 60 minute interview of a job candidate (probably role play) • 2 evaluators observing and scoring Your objectives define your evaluation
Summary of the Key Components of Objectives • Behavior should include a “doing” verb and describe the behavior that will show that learning has occurred. • Conditions should include all factors that will influence performance. • Standards should describe the definitions of success (e. g. , accuracy, quality and speed)
Design Phase Input Process Output Learning Theory Develop Training Needs Training Factors to facilitate learning & transfer Alternative method(s) of instruction Objectives Organizational Constraints Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Evaluation objectives
Training Objectives Role The training objectives are the focus for the rest of your design activities … and, for your development and implementation phase activities. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Role of training designer 1. Assure learning objectives reflect training needs. 2. Provide Design Guidelines to meet objectives within the constraints of the organization. A. This means your design will provide the rules for how you will develop and implement your training. B. If your design is faulty, your training will be also. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Design Guidelines Ø Maximize opportunities to learn by applying learning theory concepts to the design of training modules and processes (SLT and G-B) Ø Identifying the number and sequencing of modules Ø Organization of modules {intro, objective, content, activity, review} Ø Identify where to focus on Gen. Principles or Identical Elements Ø Enhance motivation to learn Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Facilitating Learning Ø Use of learning theory Ø Facilitating Transfer through design Ø Organizing to facilitate learning Ø Accommodating Individual differences Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Learning Theory Refresh Learning Theory Determine factors that will facilitate learning & transfer Our model says that learning theory should influence our design so that learning is facilitated and transferred to the job. How does learning theory help us do that? Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
SOCIAL LEARNING THEORY EXTERNAL ENVIRONMENT Stimuli A T T E N T I O N Learner's Cognitive Processes MOTIVATION RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal Consequences of Behavior Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behavioral Reproduction
The Gagne-Briggs Model & SLT The Gagne-Briggs nine step model incorporates most of the Social Learning Theory (SLT) concepts. The only concept missing is motivation. First, let’s examine the G-B model Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
SLT aspects covered by Gagne-Briggs Nine Events Gagne-Briggs Instructional Event Relation to Social Learning Theory 1. Gain attention Attention 2. 2. Inform the trainee of Goal (objectives) Attention Add – Discuss value/relevance Activate motivation to learn (WIIFM? ) 3. Stimulate recall of prior knowledge (learning) Retention: Activation of memory, etc. 4. Present the material Retention: Activation of memory, Symbolic coding, Cognitive organization Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
SLT aspects covered by Gagne-Briggs Nine Events Gagne-Briggs Instructional Event Relation to Social Learning Theory 5. Provide guidance for learning (e. g. , “guided discovery”) Retention: Symbolic coding & cognitive organization through guided discovery Retention: Symbolic Rehearsal 6. Elicit performance (practice) Behavioral Reproduction 7. Provide informative feedback 8. Assess performance at end 9. Enhance retention and transfer Consequences of Behavior Things like relapse prevention Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Motivation to Learn (Gagne-Briggs doesn’t cover) Trainees they need to know why they should care: Ø Trainee wants to know § What’s in it for me? = value/relevance § What does my supervisor think? Ø Supervisor wants to know § What’s in it for me? = value/relevance Where does the training designer get this information? Ø Your Needs Analysis should give you the answers to these questions. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Design: What is the Focus of the Learning? ØIdentical Elements § Learn exactly what to do. § Tasks and environment as similar to job as possible. ØGeneral Principles § Learn concepts and principles that can be applied to many different situations Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Design: Organization How you order your material makes a difference. Elaboration theory (topical vs. spiral) sequencing is a place to start. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Topical Sequencing of Training Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Spiral Sequencing of Training Topic A Topic B Topic C Module 1 Module 2 Module 3 Module 2 Module 3 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Module 3
Individual Differences and Design No interaction between Individual traits and design Interaction between Individual traits and design Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Demographic Data and individual Differences Ø How will demographic data help in the design? q Educational background and current focus q Employment status, functional work area, level q Years of work experience q Preferred training methods q and many, many more Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Design: Index of Learning Styles Ø Learning style is an individual trait that can influence the effectiveness of your design. Ø Styles are: § § Active –Reflective Sensing – Intuitive Visual – Verbal Sequential – Global Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Preferred Learning Style Active Teaching Style Active Processing Reflective Passive Sensory Concrete Perception Intuitive Abstract Visual Input Verbal Sequential Processing Global Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall (time to do) Participation (time to think) (specifics) Content (possibilities) (graphs, models, etc. ) Presentation (reading and talking) (linear) Perspective (circular-big picture)
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