Training Development and Implementation Strategies

Training Development and Implementation Strategies
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This chapter discusses the development phase of training programs, including input, output, and methods for effective instructional strategies. It also covers program development planning and the necessary materials, equipment, and facilities for successful training.

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PowerPoint presentation about 'Training Development and Implementation Strategies'. This presentation describes the topic on This chapter discusses the development phase of training programs, including input, output, and methods for effective instructional strategies. It also covers program development planning and the necessary materials, equipment, and facilities for successful training.. The key topics included in this slideshow are training systems, instructional strategies, program development, trainee manuals, trainer manuals,. Download this presentation absolutely free.

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1. Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Eight Development and Implementation of Training P. Nick Blanchard and James W. Thacker Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-1

2. Development Phase Input Process Output Methods Alternative Instructional Instructional Strategy Determine Factors that Facilitate Learning & Transfer Program Development Plan Instructional Material Instructional Equipment Trainee and Trainer Manuals Facilities Trainer Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-2

3. Training Method Effectiveness at Meeting KSA Objectives Part 1 of 3 Objectives of Training Knowledge Skills Attitude Training Methods Declarative Procedural Strategic Technical Inter- personal Lecture: Straight a 3 2 1 1 1 3 Discussion 4 3 2 1 1 4 Demonstration 1 4 2 4 4 3 Comp.-Based Programmed Instruction 5 4 3 2 2 3 Intelligent Tutoring 5 4 4 5 2 4 Interactive Multimedia 5 4 4 5 4 4 Virtual Reality 3 5 3 4 4 4 Simulation 5 5 5 5 3 3 a This rating is for lectures delivered orally; printed lectures would be one point higher in each knowledge category Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-3

4. Training Method Effectiveness at Meeting KSA Objectives Part 2 of 3 Objectives of Training Knowledge Skills Attitude Training Methods Declarative Procedural Strategic Technical Inter- personal Simulations/Games Equipment 1 3 2 5 1 2 Case studies 2 2 4 2 2 3 Business games 2 3 5 2 2 b 2 In-Basket 1 3 4 1 2 c 2 Role-Play 1 2 2 2 4 5 d Behavior Modeling 1 3 3 4 5 3 b If the business game is designed for interpersonal skills, this would be a 4. c If multiple in-baskets were used, this rating would be a 3. d Specifically role reversal. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-4

5. Training Method Effectiveness at Meeting KSA Objectives Part 3 of 3 Objectives of Training Knowledge Skills Attitude Training Methods Declarative Procedural Strategic Technical Inter- personal OJT JIT 3 5 4 4 2 5 Apprentice 5 5 4 5 2 5 Coaching 3 5 4 4 4 5 Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-5

6. 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. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-6

7. 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 elbows, street furnace to the gas by 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 Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-7

8. 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, measuring, and Steel pipe use of threading Oil machine oil Tape measure Facility and configuration: Trainer: Measures to assist transfer: Method of evaluation: Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-8

9. Different Seating Arrangements for Training Part 1 of 6 = Trainer X = Easel/charts x A Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-9

10. Different Seating Arrangements for Training Part 2 of 6 = Trainer X = Easel/charts x B Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-10

11. Different Seating Arrangements for Training Part 3 of 6 = Trainer X = Easel/charts x C Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-11

12. Different Seating Arrangements for Training Part 4 of 6 = Trainer X = Easel/charts D x x Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-12

13. Different Seating Arrangements for Training Part 5 of 6 = Trainer X = Easel/charts x x E Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-13

14. Different Seating Arrangements for Training Part 6 of 6 = Trainer X = Easel/charts x F Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-14

15. Knowledge, Skills, and Attitudes Required of an Effective Trainer Part 1 of 2 Knowledge Subject matter Organization Adult learning process Instructional methods Skills Interpersonal communication skills Verbal skills Active listening Questioning Providing feedback Platform skills (ability to speak with inflection, gesture appropriately, and maintain eye contact) Organization skills (ability to present information in logical order and stay on point.) Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-15

16. 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 Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-16

17. Implementation Phase Input Process Output Dry Run Pilot Program Learned KSAs Evaluation Implementation Instructional Material Instructional Equipment Facilities Trainee and Trainer Manuals Trainer Program Development Plan Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-17

18. Experiential Learning Model Experience (the exercise/game) Practice (try it out) Lecturette (provide information) Generalizability (relevancy to other situations) Processing (analysis of experience and information ) Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-18

19. Relationship Between the Experiential Learning Model and Gagn-Briggs Nine Events of InstructionPart 1 of 3 Experience: (the exercise/game) Attention : the exercise provides a task that gets trainees sharing their experiences and becoming very involved in the process. Stimulating recall of prior knowledge: Through the exercise, trainees are required to generate ideas and information based on prior knowledge. Lecturette: Providing information Informing trainee of the goal or objective: Prior to providing information, it would be useful to reiterate the objective even if it had been done before the start of the training session. Presenting stimulus material: Lecture material Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-19

20. Relationship Between the Experiential Learning Model and Gagn-Briggs Nine Events of InstructionPart 2 of 3 Processing: Analysis Providing learning guidance: of experience and Discussions allow the trainees Information to explore the previous experience and tie it into what they have learned. Assess performance and provide feedback. Generalizability: Relevancy Providing learning guidance: to other situations Discussions on how the information learned fits similar situations and see where the new information fits in their schema. This discussion will clarify where it fits into the individual trainees schema for ease of retrieval in different relevant situations. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-20

21. Relationship Between the Experiential Learning Model and Gagn-Briggs Nine Events of InstructionPart 3 of 3 Practice: Try it out Eliciting Performance: Practice the new learning. Experience : More complex Enhancing retention and transfer: or varied example of the Here practice on different situations new learning provides increased likelihood that the new learning will not only be retained, but transfer to the job. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-21

22. Transfer of Training Input Process Output Supervisor and Peer Support Post-Training Self-Efficacy Alignment of Reward System Supportive Climate Relapse Prevention and Goal Setting Trainer Support Learned KSAs Practice Learned KSAs on the Job Valence of Outcomes KSAs Transferred to the Job Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-22

23. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 8-23

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