Chapter 8: Training Delivery PDF

Chapter 8: Training Delivery Managing Performance through Training and Development, 9e Learning Objectives (1) L.O. 8.1 Describe the activities involved in training delivery, and develop a detailed lesson plan. L.O. 8.2 Describe the qualities of an effective trainer and the impact of trainer...

Chapter 8: Training Delivery Managing Performance through Training and Development, 9e Learning Objectives (1) L.O. 8.1 Describe the activities involved in training delivery, and develop a detailed lesson plan. L.O. 8.2 Describe the qualities of an effective trainer and the impact of trainer characteristics on training outcomes. L.O. 8.3 Explain the considerations for selecting participants in a training program and the importance of conducting trainability tests. L.O. 8.4 Discuss how to effectively manage a training program, including material preparation, training site selection and setup, scheduling, and administration. L.O. 8.5 Explain how to implement a training program effectively by creating a positive learning climate and applying Gagné's nine events of instruction. 2 Learning Objectives (2) L.O. 8.6 Identify training delivery problems, and develop strategies for dealing with them. L.O. 8.7 Understand the role of ethics, and diversity, equity, and inclusion (DEI), in training and development. 3 What Is Training Delivery? Training delivery is the process by which the training program is organized, coordinated, implemented, and received by the trainees. Training delivery activities include: o developing a lesson plan o choosing the trainer o deciding on the trainees who should attend a training program o determining the training materials and equipment required o preparing the training site o scheduling the training program o administering the training o implementing the training program 4 The Lesson Plan A lesson plan is the blueprint that outlines the sequence of activities that will take place in the training program. The lesson is a cohesive unit of instruction with a specific learning objective. A lesson plan should reflect the interaction of content, sequence, trainer, trainee, and the norms of the organization. The detailed lesson plan for each lesson should indicate the activities that will occur during the lesson, as well as what the trainer and trainees will be doing, and when they will be doing it. 5 Lesson Plan for Structured Employment Interviews 6 Guidelines for Developing a Lesson Plan (1) Write the lesson objective (what the trainee will be able to do at the end of the lesson). Determine the knowledge and skills the trainee must learn to accomplish the objective. This enables the developer to determine the subtopics of the lesson. Put the subtopics in a preliminary sequence in a way that is most meaningful to the trainee and enables the trainee to master the knowledge and skills. Identify the content of the various subtopics of the lesson. Answer the following question: “What must the trainee know, or be able to do, for satisfactory performance of each lesson subtopic?” Select the instructional procedures appropriate to the learning of each lesson subtopic. Identify materials and equipment needed. 7 Guidelines for Developing a Lesson Plan (2) Review the instructional sequence. Adjust as necessary to provide variety and movement for the trainees. Provide a means of monitoring, and trainee feedback. Prepare a test to evaluate the degree to which trainees have achieved the learning objective of the lesson. 8 The Trainer The trainer is the person who is responsible for trainees acquiring new knowledge, skills, or behaviours, and acquiring proficiency and awareness of products, processes, or methods. If the trainer is ineffective, the training program will suffer. “Training is only as effective as the trainer providing it.” 9 What are the qualities of an effective trainer? 10 Qualities of an Effective Trainer subject-matter expert (SME) trainer immediacy ability to make the material interesting trainer expressiveness engaging fun and seductive details o seductive details effect 11 Seductive Details Effect Seductive details refers to entertaining and interesting information that is irrelevant, or only tangentially related, to the training material, and not necessary for achieving the training objective. The seductive details effect means that seductive details can impair learning and retention. 12 Train-the-Trainer Training programs that teach subject-matter experts how to design and deliver training programs. 13 The Trainees According to Kirkpatrick, the following four questions need to be asked when selecting participants for a training program: o Who can benefit from the training? o What programs are required by law, or by government edict? o Should training be voluntary or compulsory? o Should participants be segregated by level in the organization, or should two or more levels be included in the same class? 14 Training Plan Indicates who in an organization needs training, the type of training that is needed, and how the training will be delivered. 15 Training Materials and Equipment Training materials are expendable items such as notepads, pens, markers, and tape. Equipment refers to things that have a life beyond a single use—such as projectors, computers, and DVD players. The trainer must identify the materials and equipment that will be required for a training program. 16 Training Site A training site is the facility or room where the training will take place. Factors to consider: o learning environment o minimize noise and distractions o room preparation Inspect and prepare the room in advance, and arrive early on the day of the training to make sure that the room is properly set up, the required equipment has arrived, and the equipment is functioning. 17 Seating Arrangement (1) The seating arrangement is important because it can facilitate or limit trainee involvement and participation, it can energize or inhibit trainees, and it communicates the trainer’s style. 18 Seating Arrangement (2) Seating arrangement has important implications for both the trainer and trainees, and should be determined by the training program objectives and the desired level of trainee involvement and interaction. The trainer needs to carefully choose a seating arrangement that is appropriate for a particular training program, and for the methods, activities, and exercises that will be used. 19 Scheduling the Training Program Scheduling a training program must take into consideration a number of factors: o participant availability o trainer availability o logistical considerations (site availability and materials) o program duration and format 20 Training Administration The coordination of all the people and materials involved in a training program. This involves: o records o informing supervisors and o training histories participants of location o customized learning o enrolling trainees opportunities o number of trainees attending o schedules o distribution of pre-session o course and material materials inventories o site booked o tracking registrations o equipment arranged o informing supervisors of o supplies ordered objectives and content o budget prepared 21 Learning Climate Ensuring the learning climate is positive and conducive to learning. Trainees should feel relaxed, comfortable, and safe in the training environment. Four elements: o pre-arrival factors o greeting participants o learning facility/environment o trainer’s behaviour and style 22 Gagné’s Nine Events of Instruction (1) Events of instruction are external events that are designed to help learning occur. Their purpose is to stimulate and activate trainees’ internal learning processes, which will then lead to learning. The events of instruction stimulate and facilitate encoding, organizing, and retrieving new information. 23 Gagné’s Nine Events of Instruction (2) Gain attention. Describe the objectives. Stimulate recall of prior knowledge. Present the material to be learned. Provide guidance for learning. Elicit performance practice. Provide informative feedback. Assess performance. Enhance retention and transfer. 24 Closing a Training Program The closing should include a closing activity that signals the successful completion of the program. Some kind of event or form of recognition is common. The lasting impression should be that the next step is a change in behaviour and performance. 25 Training Delivery Problems There are many potential problems that can make it difficult to deliver a training program. A common problem is an uncooperative and difficult trainee. When delivering a training program, the trainer is likely to encounter some difficult and problem trainees. Dealing with problem participants requires patience and the avoidance of arguments and put-downs. It is best to deal with them politely, and, if possible, to let the group decide how to manage them. 26 Types of Problem Participants (1) The hesitant one. Shy, reluctant, and silent most of the time. The monopolizer. The “big talker” who will use up all of the available air time if permitted. The voice of experience. Has a strong need to be heard, and to bring in incidents and anecdotes that are tedious and unnecessary. The arguer. Constantly looks for opportunities to disagree, to show up the other participants and the trainer. The non-listener. Tends to interrupt, cuts others off, leaps in before others have had their say, and does not listen to others. The idea zapper. Puts down other participants’ ideas and anything new or different. The complainer. A problem magnifier who finds the world unfair and is a specialist in blaming and fault-finding. 27 Types of Problem Participants (2) The rigid one. Staunchly takes a position on an issue, and will rarely, if ever, move from it. The hostile one. Presents highly hostile questions that are designed to embarrass or inflame the trainer. The angry one. Will find loopholes in your ideas, and present impossible “what- if” scenarios. The negative one. Finds the gloomy side of things, and will dredge up gripes, past grievances, and cantankerous complaints. The clown. Has an abundance of ill-fitting, and sometimes irritating and annoying, humour. The show-off. Likes to parade their knowledge before everyone. The tangent-taker. Has interesting inputs, but they do not relate to the topic. 28 Common Delivery Problems (1) Researchers conducted a study in which they interviewed novice trainers about the challenges they had when presenting a training program in order to learn about the types of problems that a trainer might encounter when delivering a training program. After analyzing the responses, they identified 12 common training delivery problems. 29 Common Delivery Problems (2) fear questions credibility feedback personal experiences media, materials, facilities difficult learners opening, closing techniques participation dependence on notes timing adjusting instruction 30 Common Delivery Problems—Three Basic Themes problems pertaining to the trainer problems pertaining to how the trainer relates to the trainees problems pertaining to presentation techniques 31 Ethics (1) Ethics involves the use of systematic thinking about the moral consequences of one’s actions and decisions on various constituency groups. Constituency groups are people inside or outside the organization who might be affected by the organization’s actions and decisions. Ethics involves following a set of standards and principles in the design, delivery, and evaluation of training and development programs. Training professionals must adhere to a set of ethical principles that guide their behaviour, and they must serve as role models of proper ethical conduct to the rest of the organization. 32 Ethics (2) Trainers must conduct themselves according to a set of ethical guidelines and standards as follows: o voluntary consent o discrimination o cost-effectiveness o accurate portrayal o competency in training o values 33 Diversity, Equity, and Inclusion (DEI) (1) Diversity, equity, and inclusion, or DEI, has to do with a work environment that respects differences in employee characteristics, such as gender, race, age, religion, cultural background, physical ability, or sexual orientation, and provides a fair and inclusive workplace where everyone is valued, respected, and accepted. All trainees, regardless of their differences, have opportunities to attend training and development programs, and to experience a learning environment in which they feel welcome, accepted, and respected. The trainer should be aware of trainees' backgrounds and needs; familiar with their organization's DEI strategy, policies, and practices; and knowledgeable about how to incorporate DEI into training and development programs. 34 Diversity, Equity, and Inclusion (DEI) (2) DEI must be incorporated into the design and delivery of training programs. The trainer needs to ensure that the materials and content are representative of the different perspectives and backgrounds of all trainees. DEI should be factored into the needs analysis, training design and delivery, and training evaluation. 35 Summary Reviewed the steps involved in training delivery. Discussed lesson plans, followed by characteristics of effective trainers and how to select trainees. Described training materials and equipment, training site and seating, scheduling a program, and training administration. Described how to create a positive climate for learning, Gagné’s nine events of instruction, and closing a training program. Reviewed common training delivery problems and solutions. Discussed the role of ethics, as well as diversity, equity, and inclusion (DEI), in training and development. 36 Key Terms constituency group seductive details training delivery diversity, equity, and seductive details training materials inclusion (DEI) effect training plan ethics subject-matter expert training site events of instruction (SME) fun train-the-trainer learner engagement trainability test learning climate trainer lesson trainer expressiveness lesson plan trainer immediacy training administration 37