Chapter 4 Summary
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British Columbia Institute of Technology *
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2005
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Industrial Engineering
Date
Jan 9, 2024
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Uploaded by ProfField1150
Chapter 4: Training Design
Learning Points:
Training design
is outlined as the preparation and planning of events to facilitate learning this occurs
when training has been deemed the solution to performance problems. There are many methods to
designing a training program, however, it is key that the design influences
learner engagement
, which is
the degree to which trainees are cognitively, physically, and emotionally invested in the content and
overall process.
Training Design must dos:
1.
Determine training objective
2.
Purchase or design a training program
3.
Create a request to purchase training services & programs
4.
Discover the training content
5.
Determine the training method
6.
Assimilate active practice and conditions of practice into the program
7.
Outline the design elements for active learning
The first aspect of training design is the
training objective
which is referred to as the outcome after the
completion of a training program (i.e., what will the trainees be able to accomplish at the end? Or what
knowledge and skills were acquired?). Determining the training objectives requires the rework of the
needs analysis information into performance outcomes and should include four key components:
1.
Who is to perform the desired behaviour?
2.
What is the actual behaviour to be used to demonstrate mastery of the training content or
objective?
3.
Where and when is the behaviour to be demonstrated & evaluated?
4.
What is the standard by which the behaviour will be critiqued?
An example of a training objective:
The HR Coordinator will be able to create 10 job descriptions per day for the head office in Vancouver
and will be able to provide without errors to the HR Business Partner.
The final training objective will have three key elements:
1.
Performance: what behaviour the trainee will output
2.
Condition:
where and when the behaviour will show up
3.
Criterion: how the performance be critiqued
Once the overall training objective has been determined the next step is to decide whether the program
should be purchased or created (i.e., design) decision. If an organization decides to use external sources
for the creation of their training program it is known as
outsourcing.
The benefits of outsourcing a
training program are savings on time and cost, compliant and detailed. When we look at the benefits of
creating an in-house training program there are some strong advantages such as: secure and
confidential, able to tailor it to the organization (i.e., language, values, nuances, etc.…), internal expertise
which allows the program to target the right audience.
The best solution to determine whether the organization should create or outsource their training
program is conducting a
cost-benefit analysis
which is the process used to measure the benefits of a
decision/action minus the cost associated with proceeding with the action. Other factors that need to be
examined are:
Does the organization have the resources to create the training program in-house?
Are there any time constraints? (i.e., is the program needed ASAP?)
How many employees (current and future) will need this training?
If the overall consensus is to outsource the training program the organization must:
a)
Determine the vendor or consultant
b)
Request for Proposal (RFP)
The
Request for Proposal
is a document which outlines vendors and consultants who may be suitable to
provide the organization with the appropriate training and project needs. The process of an RFP is critical
to the success of the training program and is outlined below:
1.
Organization creates RFP (outlines training needs, statement of work (SOW), instructions on how
to respond, and a timeline which outlines the selection process)
2.
Vendor/consultants determine if they are suitable to provide the services
3.
Vendor/consultant put a bid for the project
4.
Organization reviews and determines which vendor/consultant is best fit for the project
Should the organization wish to go the route of creating an in-house training program they will need to
determine the contents of the program and is it integral that the contents are relatable and easy to
understand as this will allow for learning and retention. The content of the training program is connected
to the needs and objectives and therefore it is one of the most critical stages in training design.
The next step in the training design process is the methods of training. There are various training
methods and determining which method is the best route for the organizations comes down to the
training objective, time, and money. The following are methods of training:
1.
Active vs. passive
2.
One way vs. two way communication
3.
Informational vs. experiential
4.
Technology to deliver training
5.
On the job and off the job
How the trainee absorbs the training programs is essential and a key element of this is that program
promotes
productive responses,
this is when the trainee actively uses the content versus passively
watching, listening, or imitating. Although there are many routes and option of training methods, most
organizations use the
blended training
approach. This method is a combination of the various methods
of training (i.e., on the job and technology). My thoughts are that a blended training approach allows for
all the trainees to be able to absorb the information one way or another making it equitable and
engaging.
Active practice
is when the trainees are able to use what they have learned and apply it to the task or
knowledge learned in the training. Including active practice in your training program will ensure the
learning, retention and change in behaviours of the trainees. However, it is important to observe the
conditions of practice
to determine the effectiveness of the practice. Conditions of practice is referred to
as the practice conditions that are implemented before and during the training to maximize the learning
and retainment.
Conditions of practice that are implemented pre-training are knowns as
pre-training interventions
which
can be activities or materials that allow the trainee to absorb the information prior to the training
kicking-off. There are six pre-training interventions:
1.
Attentional advice:
providing trainees with information about the process and task strategies
which will enable them to perform the task.
2.
Metacognitive strategies:
a self-regulated process that enables the learning of a task.
3.
Advance organizers:
reminding trainees what they already know to help them organize
information they are about to process/take in to integrate the knowledge
4.
Goal orientation:
trainees set a goal during their training which enables them to focus on
learning the task versus how they perform
5.
Preparatory information:
Providing information about what to expect during their
training/practice (i.e., sending out pre-reads or the events that will take place in their training
program)
6.
Pre-practice briefs:
Is specific to team training and it is where teammates determine their roles,
responsibilities and performance expectations prior to their training or practice sessions
The following are conditions of practice that can be implemented during training:
1.
Massed or distributed practice:
how the program is delivered and conducted
2.
Whole part learning:
how the training materials are learned and practiced (i.e., separately, or
together)
3.
Overlearning:
continuous practice or learning until it becomes automatic/robotic
4.
Task sequencing:
dividing the training materials into an organized and logical sequence
5.
Feedback & knowledge results:
providing trainees with feedback on how they are performing
the task. This is critical for learning. Providing trainees with
corrective feedback
will allow them
to correct and improve their new behaviours
For feedback to be effective in a training environment it has to be specific, timely, corrective, and
encouraging.
T
rainees taught to complete tasks in a specific order which is known as
routine expertise.
However, this
method is not always effective especially for complex tasks. In situations where the tasks are multi-
dimensional,
adaptive expertise
is better suited. This allows the trainee to use their knowledge and skills
through a variety of settings and situations.
Active learning
enables the trainee to control their learning
and provides them with the ability to be active participants in their learning experience which creates a
more holistic and engaging experience. The following design elements are integral to a active learning
training program:
1.
Exploratory/discovery learning: explore and experiment with their learnings
2.
Proceduralized instruction: step-by-step method on how to perform the tasks
3.
Emotional control: how to control emotions during the training
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Allowing people to make mistakes in the learning process allows them to learn from it and then be able
to rectify and complete the tasks correctively.
Error-management training
is the process of allowing the
trainees to make mistakes as this will enable them to learn from it. On the contrary we have
error-
avoidant
which is a highly structured training program that is step-by-step so that the trainees are less
likely to make errors.
There are two key characteristics of EMT:
1.
Trainees are only provided with the basics and are encouraged to explore the problems solo
2.
Expect errors and turn it into something positive (error-management instructions)
The EMT process benefits:
1.
Errors allow for trainees to recognize what needs improvement
2.
Encourages trainees to develop strategies and process information deeper
3.
Errors lead to greater practice
4.
Forces trainees to learn
5.
The ability to explore the reasoning of error
EMT is the most effective in the following circumstances:
1.
Post-training performance
2.
Adaptive tasks vs. analogical tasks
3.
Error-management instructions are embedded
Josh’s personal observations:
I found this chapter particularly interesting as it allowed me to determine what is the best method of
trainings for me and gave me the ability to recognize the various methods of training I have experienced
throughout my life. Ultimately, it is important to allow people to make errors in the process of
learning/training because people will then adapt and change their behaviours. Allowing people to make
mistakes enables growth and confidence in their future abilities which in return increases performance.
Providing people with a safe and thoughtful learning experience will have way more impact on an
organization and their overall culture. I think EMT enables a learning culture.