Effective Training: Strategies, Systems and Practices, 2nd Edition

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Effective Training Strategies, Systems and
Practices, 2nd Edition

• Chapter Seven
• P. Nick Blanchard and James W. Thacker

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Development Phase
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Experiential Learning Model
Experience (the exercise/game)
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Typical Lecture Presentation Errors and Ways to
Avoid Them Part 1 of 3
Errors Ways to Avoid
Talking with back to Dont talk and write at
the same time.   Have trainees while writing
flip charts prepared ahead of time when possible.
on board or flip chart.    If considerable board
work is required, use overhead
transparencies.
Using highly technical If technical words or
jargon must be used, provide words, unfamiliar
definitions. Simplify the language and sentences
so jargon, or complex meaning is clear. Pilot
test at least part of the sentences. lecture
with an audience similar to the trainees.
Providing examples The lecturer need not provide
all the examples. or asides without
Ask trainees to provide some of the
examples much relevance to or illustrations. In
preparing the lecture, go to the
trainees. the supervisors of the trainees to
get examples that are relevant.
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Typical Lecture Presentation Errors and Ways to
Avoid Them Part 2 of 3
Errors Ways to Avoid
Reading rather than Prepare an outline of points
to be covered rather lecturing. than a word-
for-word script. Be very familiar with each
point on the outline so that you are able to talk
about it without reference to notes.
Speaking in Listen to TV and radio
commentators. Paying close Monotone attention
to when and how they change their tone and
the pitch of their voice. Practice fluctuating
the tone and pitch of your voice on tape and
in everyday conversation. Use pauses in your
lecture so you can think about how you want to
say something.
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Typical Lecture Presentation Errors and Ways to
Avoid Them Part 3 of 3
Errors Ways to Avoid
Making distracting Observe yourself by
videotaping a lecture. If your gestures.
gestures are distracting or irritating to you,
the trainees probably feel the same way. Watch
you posture as well as your gestures. Dont
stand stiff as a board.
Leaving projector on Get in the habit of
glancing at the projection as you with no image
or an are talking about the material it
displays.   When you irrelevant image      are at
the end of the material, you will see that it is
time to turn the projector off.
Losing your place in This happens most
frequently because your notes are the lecture.
too detailed and you cant find your place. One
technique is to check off topics you have
completed.
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Points to Consider in Development of an
interactive multimedia program Part 1 of 3
Factor High If Low If
Self-pacing  The pace of the program is  The
only way to control the pace    entirely
controlled by the   of the presentation is by
using    learner.   the Enter key.
 Trainees can select menu  It is not
menu-driven, i.e., the    options to determine
the   trainee cant select a particular   
order of modules.   lesson segment or skip
segments.  Trainees can skip lessons
 Trainees can exit the program    or segments
at will and   only at certain points.    can
exit the program from any screen.
 Additional practice and more   
in-depth material are available    upon
request.
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Points to Consider in Development of an
interactive multimedia program Part 2 of 3
Factor High If Low If
Interactivity  Trainees responses follow
 The program has long,    instructional
segments.    Uninterrupted lesson segments
that offer no chance for the
trainee to ask or answer
questions.  The program tests skills and
 The program tests recall instead    judgments,
not just facts. of skills.    The
orderly sequence of  Segments do not build
on one    topics is apparent to the
another. learner.  The learners
answers are tagged right or wrong with
no further explanation.
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Points to Consider in Development of an
interactive multimedia program Part 3 of 3
Factor High If Low If
Multimedia  The voices are distinct and  The
sound or visuals are of    natural.   
Poor quality.  A voice
provides program  There is no direct
connection   instructions so that the  
 between the audio and visual    trainee doesnt
have to    material (e.g., the sound is
read them. limited to irrelevant
music).  Sound and visuals reinforce
 The sound is restricted to a    one another.
voice saying, You are correct or Try
again.  Visuals use color and motion  The
visuals dont reinforce    to reinforce the
audio instructional points.    message
presented. and illustrate the idea
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Tips for Developing and Presenting Role Plays
Developing Create characters to prove your
point. Use role playing to illustrate one key
problem. Trying for more than one topic will
diffuse the impact and distract the learners.
Presenting Take the time to introduce the
situation. Give trainees enough background to
understand whats at stake. Make sure
participants understand your instructions. If
the role play gets off topic, stop the
performance and ask, What are the problems
here? Why isnt the conversation moving in the
right direction? After the performance,
discuss what happened. Most learning occurs at
this discussion.
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Things to Consider for Implementing Behavior
Modeling Part 1 of 3
  Carefully select the trainer/program
administrator who will set up and conduct the
sessions. He or she must be skilled and
experienced with this technique. Consider if
this technique will meet your needs within
constraints of time and money.   Identify real
skill deficiencies in advance of training and
involve the potential trainees and their bosses
in this process.   Break the skills into small
behaviors. Build a module around each small
behavior. Do not emphasize more than seven
learning points during any one training module.
Models used to demonstrate the correct way of
behaving/handling a certain situation should
have sufficient status to be credible yet easy
for the trainees to identify with. Using a
videotape of a model performing the correct
behavior ensures that all groups of trainees
will see a positive example and may reduce costs
since it is reusable.
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Things to Consider for Implementing Behavior
Modeling Part 2 of 3
Before trainees actually practice the desired
behavior, have them verbalize the behavioral
cues demonstrated and then have them visualize
their performance.   A supportive climate that
encourages experimentation must be established
for the practice sessions. Emphasis on positive
reinforcement rather than criticism increases
self-confidence and learning.   After each
session, some behavior modeling experts provide a
wallet-sized card that outlines the key learning
points and critical steps. This acts as a
security blanket.   Conduct a review session
after several modules have been completed in
order to reinforce the learning points and to
demonstrate the progress that has been
attained.   Manage the consequences of
attempting the newly trained behaviors in the
actual job situation.
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Things to Consider for Implementing Behavior
Modeling Part 3 of 3
  A supportive climate that encourages
experimentation must be established for the
practice sessions. Emphasis on positive
reinforcement rather than criticism increases
self-confidence and learning.   After each
session, some behavior modeling experts provide a
wallet-sized card that outlines the key learning
points and critical steps. This acts as a
security blanket.   Conduct a review session
after several modules have been completed in
order to reinforce the learning points and to
demonstrate the progress that has been
attained.   Manage the consequences of
attempting the newly trained behaviors in the
actual job situation.
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Job Breakdown Sheet for OJT Part 1 of 4
Dept Metal Decorating Prepared by J. Smith
Job Feeder Pressman Date June 8
Tools/Equipment Main Steps Key
Points Material Safety Factors Part I (Start
of shift) 1. Check level of Ask pressman
which All solutions kept in Do not spill on  
fountain solution      solution to
use.     metal containers     walkway   and
refill if     Scratch mark     in storeroom  
necessary     shows minimum      and
maximum      capacities
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Job Breakdown Sheet for OJT Part 2 of 4
Tools/Equipment Main Steps Key
Points Material Safety Factors Part I (Start
of shift) 2. Check level of Check card for type
of Same as 1 Very volatile and    varnish in
wet     material being     flammable   varnish
machine     used and deter-   and refill if
    mine amount of   necessary     thinner
necessary      to obtain proper     
viscosity 3. Wash sponges, Use same thinner
as Same as 1 Do not wash in   bucket, and gum
    in 2      enclosed area  
containers      because of fumes
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Job Breakdown Sheet for OJT Part 3 of 4
Tools/Equipment Main Steps Key
Points Material Safety Factors Part II (Start
a new bundle in press) 1. Request lift driver
Do not wait until   to bring over new
    bundle on press is   bundle      almost
finished 2. Check new bundle Pull the job
ticket Leather-palmed gloves Always wear
gloves   to be sure it is the     and check
order when handling   correct one and is
    number examine sheets to prevent   in
good condition      top sheets and
cuts      sides and      corners
of bundle
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Job Breakdown Sheet for OJT Part 4 of 4
Tools/Equipment Main Steps Key
Points Material Safety Factors Part
III (Whenever press is stopped) 1. Lower
elevator Lower only until top Leather-palmed
Wear gloves   with bundle on it     of bundle
is at a gloves    and cover with
    convenient height   master sheet
2. Unless otherwise Be sure entire plate
Use sponges and Be sure press is clear  
instructed by     is wet dry spots      clear
water   before wetting plate pressman, wet
can oxidize and    plate on front unit
  damage plate            
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Steps to Follow for Better OJT Part 1 of 2
1. Establish policy. Prepare a written
description that puts the organization on the
record as supporting structured OJT.
2. Establish accountability. Make clear who is
primarily responsible for OJT. Write it into
their job descriptions..
3. Review precedents. Find out what other
organizations in your industry are doing about
structured OJT. Use this information in efforts
to design your program.
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. They
will need training
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Steps to Follow for Better OJT Part 2 of 2
5. Provide specialized support for line managers
who use structured OJT. 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.
6. Avoid turf battles. Begin efforts to improve
OJT on a small scale, in work units where
supervisors or managers are supportive.
7. Consider literacy skills. Do not
assume that employeesor, for that matter,
supervisorsare highly literate. Use
efforts to improve OJT to assess performance
problems that can be traced to literacy
issues.
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Assessment of Need for Coaching
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Audiovisual Aid Part 1 of 2
Charts/Poster Ability to develop lists
Difficult to view from a     with trainees
enhances distance bulky to      group
interaction can  transport      post and
refer to during      training use in
lighted room
Overheads Able to overlay systems, Can be
distracting flowcharts, etc. easy to
projector can block       use can see
from a view distance use in lighted
room
Computer-Generated Able to develop flashy
visual Flashy presentation could     Overheads  
    aids use of color and control distract
from training      of points (one presented
at a rely heavily technology on time)
easily modified easily controlled
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Audiovisual Aid Part 2 of 2
Audiotapes Can learn at any time (even
Single sensory input,      traveling to
work) reusable no interaction
Film and Video Can demonstrate appropriate High
material cost very      behavior good for
receiving high development      personal
feedback can cost need to dim      present
and integrate lights store-bought      concep
tual information not specific to
company      some commercially available
are reasonably priced and
appropriate.
Computer Can be very flashy use of Same as
computer- Generated color and sound provide
     generated overheads Presentation
different stimuli for obtaining
     interest
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Guidelines for Producing Transparencies
For each transparency
 Present one idea or concept  Print in large
letters (1/41/2 inch type, larger if by
hand)  6 or 7 lines with 6 to 8 words per
line  Use color for impact
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Points to Consider in Creating a Story for a
Video Part 1 of 2
Have one main character  must be realistic
(not perfect)  have a problem, but otherwise
successful
The problem  character has a major problem
 can be personal struggle in his mind, or an
actual problem with another employee  must
build tension with this problem, character should
come close to disaster (e.g., threaten to fire
her)

• Intervention/insight character gains insight
  from
• mentor Obi Wan Kenobi in Star Wars
• dream Ghosts in A Christmas Carol

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Points to Consider in Creating a Story for a
Video Part 2 of 2
Too much story/too little story  the general
consensus is that if the story introduces too
much extraneous material and too many actors,
the points get lost  the other extreme is not
enough story so trainees do not really
understand why things are happening. Solid
storyboarding will assist in preventing this.
Use of humor  humor can actually assist recall.
For this reason, if you use humor, make sure
the humor comes from the learning points. This
way when trainees recall the joke they recall
the learning point.
Learn from others  examine video developed by
professional
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Different Seating Arrangements for Training
Part 1 of 6
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Different Seating Arrangements for Training
Part 2 of 6
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Different Seating Arrangements for Training
Part 3 of 6
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Different Seating Arrangements for Training
Part 4 of 6
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Different Seating Arrangements for Training
Part 5 of 6
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Different Seating Arrangements for Training
Part 6 of 6
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Knowledge, Skills, and Attitudes Required of an
Effective Trainer Part 1 of 2
Knowledge    Subject matter    Organization    Adu
lt learning process    Instructional methods
Skills Interpersonal communication
skills Verbal skills      Active
listening      Questioning      Providing
feedback Platform skills Organization skills
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Knowledge, Skills, and Attitudes Required of an
Effective Trainer Part 2 of 2

• Attitudes
• Commitment to the organization
• Commitment to helping others
• High level of self efficacy

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Components of Instructional Strategy Part 1 of 3
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.
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Components of Instructional Strategy Part 2 of 3
Learning Objective Learning Points Methods
Material and AV
1. Using a tape 1. Take into account Lecture
and Trainee manual   measure, deter-    the
extra length   simulation Overhead    mine the
length    necessary Assortment of and
number of    due to threading 1-inch and
3/4-   pipes necessary 2. Take into account
inch fittings, to connect the length is
reduced by   elbows, street    furnace to the
gas different fittings,   elbows, and  
meter in a manner   e.g., street elbow,  
unions that meets the gas   union, elbow,
etc.   Mock meter    code 3. How to
construct and furnace      appropriate drop
   setup for furnace Tape measure,   
   note pads   
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Components of Instructional Strategy Part 3 of 3
Learning Objective Learning Points Method Material
and AV
2. Use threading 1. Length of thread Lecture
and Trainee manual   machine to cut   
required     simulation VCR and TV   and thread
length 2. Importance of Threading tape   of
pipe required   cutting and Threading machine
   reaming, mea- Steel pipe    suring, and
use Oil    of threading Tape measure   
machine oil
Facility and configuration Trainer Measures to
assist transfer Method of evaluation
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Implementation Phase