Title: Effective Training: Strategies, Systems and Practices, 2nd Edition
1Effective Training Strategies, Systems and
Practices, 2nd Edition
- Chapter Seven
- P. Nick Blanchard and James W. Thacker
2Development Phase
3Experiential Learning Model
Experience (the exercise/game)
4Typical 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.
5Typical 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.
6Typical 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.
7Points 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.
8Points 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.
9Points 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
10Tips 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.
11Things 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.
12Things 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.
13Things 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.
14Job 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
15Job 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
16Job 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
17Job 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
18Steps 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
19Steps 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.
20Assessment of Need for Coaching
21Audiovisual 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
22Audiovisual 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
23Guidelines 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
24Points 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
25Points 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
26Different Seating Arrangements for Training
Part 1 of 6
27Different Seating Arrangements for Training
Part 2 of 6
28Different Seating Arrangements for Training
Part 3 of 6
29Different Seating Arrangements for Training
Part 4 of 6
30Different Seating Arrangements for Training
Part 5 of 6
31Different Seating Arrangements for Training
Part 6 of 6
32Knowledge, 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
33Knowledge, 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
-
34Components 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.
35Components 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
36Components 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
37Implementation Phase