Identify and describe organizational constraints to trainin

1
Effective Training Strategies, Systems and
Practices, 2nd Edition

• Chapter Five
• Training Design

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Session Overview

• Identify and describe organizational constraints
  to training
• Determine the time required to prepare a training
  program
• List and describe the costs associated with a
  training program
• Describe the purpose of a learning/training
  objective
• Understand the components within a learning
  objective

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Training Design Phase
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Organizational Constraints (1 of 3)
Constraints Suggestion for How to
Handle

• Need high level of stimulation1 because
• Law (fire drills)
• Task critical to the job (police
• firing gun)
• Mistakes costly (airline pilot)

Incorporate a longer lead time to prepare
simulations/role plays. Purchase Simulators.

• Trainees vary in amounts of
• experience

Consider modularization.

• Trainees have large differences in ability levels

Use programmed instruction. Have high level of
trainer/trainee interaction.
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Organizational Constraints (2 of 3)
Constraints Suggestion for How to
Handle
Consider different training programs may be
negative transfer for employees but not for new
hires.

• Mix of employees and new hires trained on a new
  procedure

• Long lag between end of training and use of the
  skill on the job

Distribute practice through the lag. Provide
refresher material and/or models for employees to
follow.

• Short lead time

Use external consultant or training package.
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Organizational Constraints (3 of 3)
Constraints Suggestion for How to Handle

• Bias against a type of training (role play, etc.)

Develop proof of effectiveness into the training
package. Use another method.

• Few trainees available at any one time

Use programmed instruction.

• Small organization with limited funds

Hire consultant/purchase training. Join
consortium.
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Preparing a Training Program

• When estimating the time required to prepare
  training, the three main types of questions
• Who
• What
• How

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Determining time required to prepare training (1
of 4)
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Determining time required to prepare training (2
of 4)
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Determining time required to prepare training (3
of 4)
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Determining time required to prepare training (4
of 4)
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Proposal for developing a one day workshop on
Effective Communication
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Types of Costs in Training Programs (1 of 2)

• Development Costs (costs related to the
  development of
  the training program TNA, piloting
  
  of the training, materials used to
  design the
  program, etc..)

• Direct Costs (costs directly attributed to the
  delivery of the
  training trainer compensation, facilities,
  materials, etc)

• Indirect Costs (cost incurred even if training
  were cancelled
  preparation, marketing, administrative,
  clerical support)

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Types of Costs in Training Programs (2 of 2)

• Overhead Costs (costs associated with purchase
  and maintenance
  of training equipment and
  training facilities)

• Participant Compensation (costs associated with
  
  trainees salary and
  
  benefits)

• Evaluation Costs (costs associated with
  evaluating the
  training assessment tools, etc)

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Example of Training Costs for Grievance Reduction
Training (1 of 2)
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Example of Training Costs for Grievance Reduction
Training (2 of 2)
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Learning Objective
Objectives are statements which describe what
the learner is expected to achieve as a result of
training
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Elements of a Learning Objective

• Condition
• Outcome/Behavior
• Standard/Criterion

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Developing Objectives

• A good objective has three
• components
• Desired outcome type of behavior
• Condition where, when and/or what tools will be
  used
• Standards the criteria that will be used to
  judge the adequacy of the behavior. (minimal
  acceptable level speed, accuracy, or quality)

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Developing Learning Objectives

• Fundamental Rules
• Must be measurable and observable
• Articulates the goal(s) of training
• Communicates the intent to trainee
• Provides a means for evaluation
• Assists in the selection of materials

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I. Observable Outcome/Behavior

• An action verb that you want the participants
  to be able to do as a result of the training
• Measurable

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Examples Action Verbs

• Build
• Demonstrate
• Describe
• Develop
• Draw

• Dissect
• Draw
• Identify
• Implement
• Write

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II. Condition

• Describes the environment under which the work to
  be performed
• How you get to your outcome

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Condition Examples

• After completing this activity
• Using a computer
• After completing this seminar
• After completing this training session
• Using the information in the workbook
• In the classroom
• On the firing range
• Given a hypothetical situation

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III. Criteria/Standard

• A standard which describes how many, how quickly,
  how well (MAY BE IMPLICIT).
• What will happen as a result of the training

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Criterion Examples

• Achieving a score of 75
• According to policy
• Accurately
• With no errors
• Within one hour

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Example 1 Learning Objective

• Condition Using a drop wire, bushing
  and connectors, but without
  the use of a manual
• Behavior the trainee will splice a
  drop wire
• Standard according to the standard
  set in the manual

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Example 2 Learning Objective

• Condition Using a standard climbing
  harness and spikes
• Behavior the trainee will climb a
  standard telephone pole
• Standard within 5 minutes, following
  all safety procedures

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Learning Objectives Improved (1 of 2)
After reading a scenario of an unmotivated
student, and without the use of any outside
material, identify orally to the class what you
would do to motivate the student, and explain
which theory you used and why. Trainee must
identify at least 3 motivators and tie to correct
theory. Must be correct on 4 of the 5 scenarios
Will be able to apply theories of motivation to
different situations
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Learning Objectives Improved (2 of 2)
When asked, correctly identify to the trainer 5
things that are necessary to have an effective
team.
Will understand what is needed to have an
effective team
Will have knowledge of three types of active
listening, and be able to use the appropriate one
in a particular situation
In a role play, appropriately respond to an angry
comment using one of the active listening types,
then correctly explain to the class which was
used and why.