Employee Training Handout PDF

14/07/2024 TRAINING Gerald B. Peñaranda, RPsy. ([email protected]) 1 Lesson Objectives  LIST the steps involved in developing and implementing a trainin...

14/07/2024 TRAINING Gerald B. Peñaranda, RPsy. ([email protected]) 1 Lesson Objectives  LIST the steps involved in developing and implementing a training in an organization  DESCRIBE how needs assessment is conducted  EXPLAIN the various factors that affect learning and transfer of training  DISCUSS the various training methods, including their advantages  DISCUSS how training is evaluated 2 1  14/07/2024 Employee Orientation  Also known as “onboarding”, it is a procedure for providing new employees with basic background information about the firm and also to appreciate the company’s culture and values ▪ The HR Officer: (1) explains basic matters like working hours, benefits, and vacations, then (2) introduces the new employee to his or her new supervisor ▪ The Supervisor: (1) explains the organization of the department and by introducing the person to his or her new colleagues, familiarizing the new employee with the workplace, and helping to reduce first-day jitters 3 Content of a Typical Orientation Program SOURCE: J. L. Schwarz and M. A. Weslowski, “Employee Orientation: What Employers Should Know,” Journal of Contemporary Business Issues, Fall 1995, p. 48. 4 2  14/07/2024 Diversity Training  DEI (diversity, equity, and inclusion) programs are designed to change employee attitudes about diversity and/or develop skills needed to work with a diverse workforce. ▪ Attitude Change: Increase participants’ awareness of cultural and ethnic differences, as well as differences in personal characteristics and physical characteristics (such as disabilities). ▪ Behavior Change: Teaches skills for constructively handling the communication barriers, conflicts, and misunderstandings that necessarily arise when different people try to work together. This includes avoidance of behaviors that intimidate others 5 Preretirement Training  Seminars are offered on such topics as making the retirement decision, retirement plans and options, investment and money management, and services and opportunities for retirees and seniors. ▪ Research suggests that many workers do not prepare well (or at all) for retirement (Kim & Moen, 2001). ▪ A study suggested that employees who think about retirement early by contributing to a retirement savings plan tended to be healthier than noncontributors—a positive outcome for both employees and organizations (Gubler & Pierce, 2014). 6 3  14/07/2024 TRAINING  Definition  An organization’s planned efforts to help employees acquire job-related ▪ The “systematic acquisition of knowledge, skills, abilities, skills, rules, concepts, or and behaviors, with the goal attitudes that result in improved performance” (Goldstein & of applying these on the job. Ford, 2002) 7 Training & Development  Goal: The ultimate purpose of employee training is to increase an organization’s profits Training has an impressive record of influencing performance. It scores higher than appraisal and feedback and just below goal setting in its effect on productivity (Dessler, 2013) 8 4  14/07/2024 The ADDIE Model for instructional design and training development 1) Analyze: Assess the learning needs, identify goals, and analyze the target audience. 2) Design: Create a blueprint for the learning program, including content, activities, and assessments. 3) Develop: Build the learning materials, such as courses, presentations, or resources. 9 The ADDIE Model for instructional design and training development 4) Implement: Roll out the training program to learners, whether through online platforms, workshops, or other channels. 5) Evaluate: Measure the effectiveness of the training, gather feedback, and make improvements. 10 5  14/07/2024 Learning Management System ▪ A computer application that automates the administration, development, and delivery of training programs. ▪ Managers and employees can use the LMS to identify training needs and enroll in courses. ▪ LMSs can make training programs more widely available and help companies reduce travel and other costs by providing online training. ▪ Administrative tools let managers track course enrollments and program completion. ▪ The system can be linked to the organization’s performance management system to plan for and manage training needs, training outcomes, and associated rewards together. 11 DETERMINING TRAINING NEEDS 12 6  14/07/2024 NEEDS ASSESSMENT ▪ The first step in developing an employee training system ▪ The process of evaluating the organization, individual employees, and employees’ tasks to determine what kinds of training, if any, are necessary. ▪ Has three types: (1) organizational analysis, (2) task analysis, and (3) performance analysis ▪ What prompts a company to perform TNA? 13 CAUSES OF NEEDS ASSESSMENT CAUSES (“Pressure Points”) o Legislation o Lack of basic skills o Poor performance o New technology o Customer requests o New products o Higher performance standards o New jobs o Customer dissatisfaction o Reduce scrap o Improve quality 14 7  14/07/2024 NEEDS ASSESSMENT: Organizational Analysis ▪ Purpose: To determine organizational factors that either facilitate or inhibit training effectiveness. Answers the question: What is the context in which training will occur? ▪ Focus: Goals the organization wants to achieve, the extent to which training will help achieve these goals, the organization’s ability to conduct training (e.g., finances, physical space, time), and the extent to which employees are willing and able to be trained (e.g., ability, commitment, motivation, stress) 15 What Managers Should Do to Support Training 16 8  14/07/2024 NEEDS ASSESSMENT: Task Analysis ▪ Purpose: To identify the tasks to be performed by each employee, the conditions under which these tasks are performed, and the competencies (knowledge, skills, abilities) needed to perform the tasks under the identified conditions. Answers the question: What are the requirements for performing the tasks? Methods: Interviews, surveys, observations, and task inventories Is easy and does not take much time if job descriptions are written in a detailed manner 17 NEEDS ASSESSMENT: Performance Analysis ▪ Purpose: To verify that there is a performance deficiency and to determine whether the employer should correct such deficiencies through training, or some other means. Answers the question: Who needs training? ▪ (1) Performance appraisal scores may indicate that additional training for identified dimensions may be needed ▪ (2) A survey can ask employees what knowledge and skills they believe should be included in future training 18 9  14/07/2024 NEEDS ASSESSMENT: Performance Analysis ▪ (3) Interviews can yield more in-depth answers to questions about training needs ▪ (4) Skill and knowledge tests may indicate that if employees score poorly on these tests, training is needed ▪ (5) Critical Incidents will show that dimensions with many examples of poor performance (e.g., productivity, absenteeism and tardiness, grievances, waste, late deliveries, product quality, downtime, repairs, equipment utilization, and customer complaints) 19 NEEDS ASSESSMENT: Demographic Analysis ▪ Purpose: To determine the specific training needs of various demographic groups, such as women and men, certain ethnic minorities, and workers of different age brackets. Answers the question: What kinds of training programs do specific demographic groups need? ▪ For example, a study of the perceived training needs of workers 40 years of age and older found that the younger workers (aged 40–49 years) believed that they needed training in management skills, and the middle-aged group (aged 50–59 years) preferred training in technological skills, whereas the oldest group (60 years and older) showed little interest in any type of training, perhaps because they felt that they had little to gain from additional training (Tucker, 1985). 20 10  14/07/2024 DEVELOPING A TRAINING PLAN 21 Designing Training Programs Planning the overall training program includes: ❑ Setting performance objectives ❑ Creating a detailed training outline ❑ Choosing a program delivery method ❑ Verifying the overall program design with management 22 11  14/07/2024 TRAINING AIM ❖ An aim indicates or provides a general statement of intent ❖ Assuming that the objectives are met, how will the participants be different after going through the training? “To develop the interpersonal skills of hotel receptionists” “To increase line managers’ knowledge and understanding of their responsibilities for health and safety” 23 INSTRUCTIONAL OBJECTIVES ❖ The first step in the design process is to write learning objectives ❖ Learning objectives should be practical given financial (development costs, direct and indirect costs) and time constraints ❖ They should specify in measurable terms what the trainee should be able to accomplish after successfully completing the training program ❖ Example: “The technical service representative will be able to adjust the color guidelines on this HP Officejet All-in-One printer copier within 10 minutes according to the device’s specifications.” 24 12  14/07/2024 Components of a Learning Objective: 1. PERFORMANCE: ▪ Should describe observable behaviors that the participants will be able to do as a result of the training ▪ Must use specific action verbs that are not subject to interpretations ▪ Words such as to understand, know, believe, remember, and learn are NOT ACCEPTABLE because these are not observable ▪ Example: “The technical service representative will be able to adjust the color guidelines on this HP Officejet All-in-One printer copier within 10 minutes according to the device’s specifications.” 25 Examples of Observable Action Verbs Learning Type Related Action Verbs Attitude Adjust Assess Criticize Evaluate Development Analyze Choose Decide Pick Select Skill Assemble Design Prepare Solve Development Compute Develop Process Speak Construct Draw Prove Transcribe Copy Measure Record Type Count Operate Repair Write Demonstrate Knowledge Cite Enumerate Identify Recognize Development Compare Detect List Relate Contrast Differentiate Name Repeat Define Distinguish Quote Reproduce Describe Explain Recite 26 13  14/07/2024 BLOOM’S REVISED TAXONOMY KEY TERMS VERBS Creating Compose, plan, propose, produce, predict, design, assemble, prepare, formulate, organize, manage, construct, generate, imagine, set-up. Evaluating Decide, appraise, revise, score, recommend, select, measure, argue, value, estimate, choose, discuss, rate, assess, think. Analyzing Distinguish, differentiate, separate, take apart, appraise, calculate, criticize, compare, contrast, examine, test, relate, search, classify, experiment. Applying Translate, interpret, explain, practice, illustrate, operate, demonstrate, dramatize, sketch, put into action, complete, model, utilize, experiment, schedule, use. Understanding Explain, restate, alter, outline, discuss, expand, identify, locate, report, express, recognize, discuss, qualify, covert, review, infer. Remembering Memorize, show, pick, spell, list, quote, recall, repeat, catalogue, cite, state, relate, record, name. 27 Components of a Learning Objective: 2. CONDITION: ▪ Pertains to the circumstances under which the participant will be performing the activity ▪ Also describes the equipment, supplies, and job aids; describes the work setting and any given information used to direct the action ▪ Example: “The technical service representative will be able to adjust the color guidelines on this HP Officejet All-in-One printer copier within 10 minutes according to the device’s specifications.” 28 14  14/07/2024 Components of a Learning Objective: 3. STANDARD: ▪ Specifies the level or degree of proficiency that is necessary to perform the task or job successfully ▪ Indicates the quality of the performance required to achieve objectives ▪ May involve speed, accuracy with a margin of error, maximum number of mistakes permitted, productivity level, or degree of excellence ▪ Example: “The technical service representative will be able to adjust the color guidelines on this HP Officejet All-in-One printer copier within 10 minutes according to the device’s specifications.” 29 More Examples of Learning Objectives: o “Using brochures and desk-top charts (condition), customer-service representatives will answer (performance) all customer questions about standard products and services (standard).” o “Employees will answer the telephone (performance) within three rings (standard) using the standard identification message and greeting (condition).” o “Managers will write (performance) a two-page, error-free request proposal (standard) following the proposal format introduced in the business writing workshop (condition).” 30 15  14/07/2024 TRAINING DESIGN  Transfer of Training – A concept dealing with whether training is applied in the work setting. Trainee Characteristics Training Design: Feedback General Principles Transfer of Training Identical Elements Learning Overlearning to the job Sequencing Work Environment 31 Trainee Characteristics  Individual differences in ability and motivation are important factors in learning.  Abilities: Not everyone has the same ability to learn a given task, and training needs to recognize these differences.  Attitudes and Motivation: By giving rewards for successful completion, and by making the training interesting to the trainers, participants can be more motivated. 32 16  14/07/2024 Design factors that affect transfer of training:  Feedback: Should be given to the trainees so that they can tell if they are learning the correct material (e.g., test, asking questions, etc.)  General Principles: This section should teach why something is done, i.e., the general principles behind the material  Identical Elements: The responses in training situation are identical to the job situation (e.g., flight simulator)  Overlearning: Giving the trainees practice beyond what is necessary to reach a criterion and achieve automaticity 33 DECIDING ON TRAINING METHODOLOGY Two broad categories: 1) On-site methods—those conducted on the job site (e.g., OJT, vestibule, and job rotation) 2) Off-site methods—those conducted away from the actual workplace (e.g., lectures, audio- visual instructions, behavior modeling, simulation techniques, programmed instruction) 34 17  14/07/2024 Training Methods Method Advantages Lecture A presentation by a trainer to a group of trainees. Economical, saves time Case Study Presents a trainee with a written description of an Method organizational problem. Allows diagnosis of realistic cases and presentation of proposed solutions. Audio-visual Electronic presentation (e.g., DVD, films, audiotapes). instruction The stop-action, instant replay, and fast- or slow-motion capabilities useful for illustrating how to follow a certain sequence over time. 35 Training Methods Method Advantages Role Playing Having trainees assume roles of specific persons in a realistic situation. Can trigger spirited discussions; may train someone to be more sensitive to other’s feelings Behavior Having trainees watch someone perform a task and then Modelling having them model what they have seen. High level of feedback; provides practice of new skills 36 18  14/07/2024 Training Methods Method Advantages On-the-job- Having a person learn the job by actually doing it; high training level of transfer because a person with job experience and skill guides trainees in practicing job skills at the workplace Apprenticeship: A work-study training method that teaches job skills through a combination of on-the-job training and classroom training. Internship: On-the-job learning sponsored by an educational institution as a component of an academic program. 37 http://www.baerpm.com/blog/wp-content/uploads/2015/02/baer-performance-marketing-video.jpg Typical Jobs for Apprentices and Interns 38 19  14/07/2024 Method Advantages Training Methods Simulation Represents a real-life situation, with trainees making decisions resulting in outcomes that mirror what would happen on the job. Provides risk-free environment Vestibule Trainees learn on the actual or Training simulated equipment they will http://www.baerpm.com/blog/wp-content/uploads/2015/02/baer-performance-marketing-video.jpg use on the job but are trained off the job (a separate room or vestibule). Use when it’s too costly or dangerous to train employees on the job 39 Training Methods Method Advantages Internet- Employing Internet-based Based learning to deliver programs. Training Online courses can be done through company’s own Intranet or from online http://www.baerpm.com/blog/wp-content/uploads/2015/02/baer-performance-marketing-video.jpg training vendors 40 20  14/07/2024 Training Methods Method Advantages Computer- Uses interactive computer-based systems to increase Based knowledge or skills. Participants receive course materials Training and instruction distributed over the Internet or on CD- (CBT) ROM. Mobile Delivering learning content on demand via mobile devices Learning like cell phones, laptops, and iPads. Employers use mobile learning to deliver corporate training and downloads. 41 Use of Instructional Methods SOURCE: “2013 Training Industry Report,” Training, November/December 2013, pp. 22–35. 42 21  14/07/2024 Mentoring  A special kind of work relationship between two employees in which the more experienced one offers career guidance, counselling, and emotional support, and serves as a role model, to the less experienced one  (+) Helps employees develop their careers with the company.  (+) According to research, protégés have better job performance, quicker promotion, better job attitudes, and less turnover 43 Executive Coaching  High level executives are paired with a consultant who serves as executive coach to help them improve performance  The incumbent has significant performance deficiencies and the cost of finding a replacement is high  Plans to enhance specific skills can be devised with the coach based on feedbacks from people who interact with the executive  (+) The coach might work with the executive for an extended period, providing continual advice and feedback 44 22  14/07/2024 Employee Career Development Programs  Career development systems typically offer a variety of programs, including career counseling, courses in career planning, and workshops that provide tools and techniques for helping employees manage their careers.  A career counseling program might help individuals set career goals and develop a plan for getting the type of training and education necessary to meet those goals.  They may also assist in finding jobs for employees who are about to be laid off. 45 DELIVERING THE TRAINING 46 23  14/07/2024 PRESENTATION SKILLS ▪ Make eye contact with the audience ▪ Use gestures effectively ▪ Don’t read your presentation ▪ Don’t hide behind the podium ▪ Use a conversational style ▪ Be confident—avoid the use of fillers, speak at an appropriate volume, and don’t brag about yourself ▪ Speak at a pace that is neither too fast nor too slow 47 PRESENTATION SKILLS ▪ Avoid swearing, making off-color or offensive remarks, and demeaning other people, groups, or organizations ▪ Make the presentation interesting (e.g., stories, humor, variety of activities, sharing, etc.) ▪ When answering questions, repeat, paraphrase, don’t bluff ▪ Don’t force humor 48 24  14/07/2024 EVALUATING THE TRAINING 49 http://www.digitalsherpa.com/blog/wp-content/uploads/2013/04/social-media-marketing-tool.png TRAINING EVALUATION  A training program is not complete until its effectiveness has been evaluated  Evaluation: a piece of research to determine whether the program had its intended effects. Training evaluation requires 5 steps:  Set criteria for evaluation  Select a design for the study  Select measures to assess criteria  Collect data for the study  Analyze and interpret the data 50 25  14/07/2024 5 Steps in Evaluating a Training Program Choose Design Develop Collect Analyze and Criteria Data interpret results Choose Measures 51 1) Set CRITERIA  Criteria are standards of comparison so that you can determine if training has been effective (i.e., what is the training supposed to achieve?)  Training Criteria are classified into two levels:  Training-Level Criteria: concerned with abilities learned and applied by people at the end of training in the training environment itself rather than on the job  Performance-Level Criteria: concerned with person’s performance on the job rather than in the training setting, i.e., transfer of training 52 26  14/07/2024 Kirkpatrick’s 4 Levels of Training Evaluation ❖ L1 - Reactions Criteria: Measure the impressions of trainees, including their assessments of the program’s value, the amount of learning they received, and their enjoyment of the program (evaluation rating surveys given to trainees immediately after training sessions or workshops) ❖ L2 - Learning Criteria: Measure the amount of learning that has taken place (examination at the end of the training) ❖ L3 - Behavior Application Criteria: Measure the amount of newly learned skills displayed once the trainee has returned to the job (performance appraisal, observation methods) ❖ L4 - Results Criteria: Measure the outcomes that are important to the organization, such as increased trainee work output as expressed by production rates, sales figures, or quality of work (cost-benefit analysis, tracking, operational data) 53 LEVEL 1: REACTIONS CRITERIA o Criticisms: Too subjective, may become a popularity contest o Limitations: Does not measure learning or ability to apply learning on the job, cannot measure changes in attitudes or beliefs o Categories: End-of-session evaluation form should include content, materials, instructional methods, trainer, environment, logistics, recommendations o Format: Two-choice questions with room for explanation or comments, short answers, complete the sentence, ratings, rankings, checklist 54 27  14/07/2024 LEVEL 2: LEARNING CRITERIA o “Extent to which participants change attitudes, improve knowledge, and/or increase skill as a result of attending the program” (Kirkpatrick, 1994) o Tests: Give both a pre-test and a post-test to get an even more accurate picture of what the participants have learned o Observation: Trainers can watch participants practicing and applying skills, tools, and techniques during the session o Interviews: Shortly after the training, interview the participants and ask them what they learned in the session 55 LEVEL 3: BEHAVIORAL CRITERIA o Answers the question: “How has the training affected the way participants perform on the job?” o Challenges: Time-consuming and costly; requires good organizational and follow-up skills and processes o Methods: Observations of employees back on the job, interviews of those affected by the training participant, surveys, and control group to compare results o Time considerations: Enough time for the behavior change to take place could be three to six months after attending the training 56 28  14/07/2024 LEVEL 4: RESULTS CRITERIA o Determines the impact of the training on the organization o Critical success factors: Production output, sales, operating costs, customer satisfaction, quality standards, safety record, turnover rate, absenteeism, employee grievances, employee satisfaction, budget variances, promotions o Limitations: Time-consuming, costly, and difficult (many variables come into place after the participant leaves the training) 57 2) Choose DESIGN DESIGN – the structure of a study that specifies how data are collected.  Posttest-Only Design: Measures training success criterion following completion of the training program.  Pretest-Posttest Design: A non-experimental design that compares criterion measures collected before and after the program’s introduction.  Control Group Design: A true experiment design that compares trainees’ performance in the treatment group, which receives the training, and one control group, which does not undergo any training.  Solomon Four-Group Design: This method of evaluation uses four groups, two of which are trained and two that are not (use 2x2 factorial ANOVA)  Nonequivalent Control Group Design: A quasi-experimental design that is used when it is impossible to assign trainees randomly to experimental and control groups 58 29  14/07/2024 Using a Time Series Graph to Assess a Training Program’s Effects 59 Pretest-Posttest Design  A series of performance measures are taken before and after the training program, and are compared for possible improvement  Can be used to assess the amount learned in the training itself or the amount of change in behavior back on the job.  A practical design to use in organizations  A major drawback is the difficulty of attributing changes to the training itself rather than other events in the organization Pretest Posttest Training assessment assessment Delivery of criteria of criteria 60 30  14/07/2024 Control Group Design  Used to compare employees who receive training to equivalent employees who have not been trained  Comparison between two subgroups of employees indicates the effects of the training.  This design is more difficult to use in an organization because it is not always possible to assign employees at random to the two groups  This design is an improvement over the pretest-posttest when you wish to determine the effects of training  Helps control for the possibility that it was something other than training that caused the changes you observed in employees 61 Solomon Four-Group Design  A method of program evaluation using two treatment groups and two control groups The four groups in this design are: 1. A treatment group with both pre- intervention and post-intervention measurements (a.k.a. pretest and posttest) 2. A control group with both pretest and posttest measurements 3. A treatment group with only a post-test measurement 4. A control group with only a post-test measurement 62 31  14/07/2024 3. Choose Measures of Criteria  Criterion determines to a great extent what sorts of measures can be used to assess it  Examples:  Reaction criteria: A questionnaire that asks for employees’ reactions  Learning criteria: Knowledge test to determine what has been learned for knowledge-based training, or role-play and simulation test for skills-based training  Performance criteria: Measuring trainee behavior or results in the job setting rather than training 63 4) Data Collection  Poses many practical problems such as uncooperative people  Best possible design should always be planned ahead  Modifications might have to be made during the study based on the problems that will be faced as the study is being conducted. 64 32  14/07/2024 5) Data Analysis and Interpretation  Data from evaluation studies are analyzed with inferential statistics.  If all four steps have been well done, it is possible to reach a confident conclusion about the effectiveness of the training program.  Training must be effective at both levels (training-level and performance-level) to consider the program effective.  A training program is considered not effective if training does not work in both levels 65 33  Bloom’s Taxonomy of Measurable Verbs Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning. Verbs that demonstrate Critical Thinking EVALUATION Appraise SYNTHESIS Argue Arrange Assess ANALYSIS Assemble Choose Analyze Collect Compare APPLICATION Appraise Combine Conclude Apply Categorize Comply Estimate COMPREHENSION Complete Compare Compose Evaluate Compare Construct Contrast Construct Interpret KNOWLEDGE Describe Demonstrate Debate Create Judge List Discuss Dramatize Diagram Design Justify Name Explain Employ Differentiate Devise Measure Recall Express Illustrate Distinguish Formulate Rate Record Identify Interpret Examine Manage Revise Relate Recognize Operate Experiment Organize Score Repeat Restate Practice Inspect Plan Select State Tell Schedule Inventory Prepare Support Tell Translate Sketch Question Propose Value Underline Use Test Setup  Bloom’s Taxonomy Action Verbs Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom’s Remember Demonstrate an Apply knowledge Break down Compile Make and defend Definition previously understanding of to actual objects or ideas component judgments based learned the facts. situations. into simpler parts ideas into a new on internal information. and find evidence whole or evidence or to support propose external criteria. generalizations. alternative solutions. Verbs Arrange Classify Apply Analyze Arrange Appraise Define Convert Change Appraise Assemble Argue Describe Defend Choose Breakdown Categorize Assess Duplicate Describe Compute Calculate Collect Attach Identify Discuss Demonstrate Categorize Combine Choose Label Distinguish Discover Compare Comply Compare List Estimate Dramatize Contrast Compose Conclude Match Explain Employ Criticize Construct Contrast Memorize Express Illustrate Diagram Create Defend Name Extend Interpret Differentiate Design Describe Order Generalized Manipulate Discriminate Develop Discriminate Outline Give example(s) Modify Distinguish Devise Estimate Recognize Identify Operate Examine Explain Evaluate Relate Indicate Practice Experiment Formulate Explain Recall Infer Predict Identify Generate Judge Repeat Locate Prepare Illustrate Plan Justify Reproduce Paraphrase Produce Infer Prepare Interpret Select Predict Relate Model Rearrange Relate State Recognize Schedule Outline Reconstruct Predict Rewrite Show Point out Relate Rate Review Sketch Question Reorganize Select Select Solve Relate Revise Summarize Summarize Use Select Rewrite Support Translate Write Separate Set up Value Subdivide Summarize Test Synthesize Tell Write Bloom's Taxonomy Verbs Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson plans that ensure your students' thinking progresses to higher levels. Knowledge Comprehend Count Read Classify Interpret Cite Define Recall Locate Describe Recite Conclude Make sense of Draw Record Convert Paraphrase Enumerate Reproduce Describe Predict Find Select Discuss Report Identify Sequence Estimate Restate Label State Explain Review List Tell Generalize Summarize Match View Give examples Trace Name Write Illustrate Understand Quote Apply Analyze Act Imitate Break down Focus Administer Implement Characterize Illustrate Articulate Interview Classify Infer Assess Include Compare Limit Change Inform Contrast Outline Chart Instruct Correlate Point out Choose Paint Debate Prioritize Collect Participate Deduce Recognize Compute Predict Diagram Research Construct Prepare Differentiate Relate Contribute Produce Discriminate Separate Control Provide Distinguish Subdivide Demonstrate Relate Examine Determine Report Develop Select Discover Show Dramatize Solve Draw Transfer Establish Use Extend Utilize  Synthesize Evaluate Adapt Intervene Appraise Interpret Anticipate Invent Argue Judge Categorize Make up Assess Justify Collaborate Model Choose Predict Combine Modify Compare & Contrast Prioritize Communicate Negotiate Conclude Prove Compare Organize Criticize Rank Compile Perform Critique Rate Compose Plan Decide Reframe Construct Pretend Defend Select Contrast Produce Evaluate Support Create Progress Design Propose Develop Rearrange Devise Reconstruct Express Reinforce Facilitate Reorganize Formulate Revise Generate Rewrite Incorporate Structure Individualize Substitute Initiate Validate Integrate  Knowledge Useful Verbs Sample Question Stems Tell What happened after...? List How many...? Describe Who was it that...? Relate Can you name the...? Locate Describe what happened at...? Who spoke to...? Write Can you tell why...? Find Find the meaning of...? State What is...? Name Which is true or false...? Comprehension Useful Verbs Sample Question Stems explain Can you write in your own words...? interpret Can you write a brief outline...? outline What do you think could of happened next...? discuss What do you think...? distinguish Can you distinguish between...? predict What differences exist between...? restate Can you provide an example of what you mean...? translate Can you provide a definition for...? compare describe Application Useful Verbs Sample Question Stems Solve Do you know another instance where...? Show Could this have happened in...? Use Can you group by characteristics such as...? Illustrate What factors would you change if...? Construct Can you apply the method used to some experience of your own...? Complete What questions would you ask of...? Examine From the information given, can you develop a set of instructions Classify about...? Would this information be useful if you had a...? Analysis Useful Verbs Sample Question Stems Analyze Which events could have happened...? Distinguish How was this similar to...? Examine What was the underlying problem with...? Compare What do you see as other possible outcomes? Contrast Why did... changes occur? Investigate Can you compare your... with that presented in...? Categorize Can you explain what must have happened when...? Identify What are some of the problems of...? Explain Can you distinguish between...? Separate What was the problem with...? Synthesis Useful Verbs Sample Question Stems Create Can you design a... to...? Invent Can you see a possible solution to...? Compose If you had access to all resources how would you deal with...? Predict What would happen if...? Plan How many ways can you...? Construct Can you create new and unusual uses for...? Design Can you develop a proposal which would...? Propose Devise Formulate Evaluation Useful Verbs Sample Question Stems Judge Is there a better solution to... ? Select Judge the value of... ? Choose Can you defend your position about...? Decide Do you think... is a good or a bad thing? Justify How would you have handled...? Debate What changes to... would you recommend? Verify Do you believe….? Argue How effective are...? Recommend What do you think about...? Assess Discuss Rate Prioritize Determine  Bloom’s Verbs And Matching Assessment Types Speech Model Photography Conclusion Diagram Implication based on idea Graph Causal relationships Tape recording Own statement Summary Drama Analog Skit Outline Cartoon Compare Story Match Explain Restate Defend Map Paraphrase Distinguish Project Events Forecast Rewrite Summarize People Diagram Give example Interrelate Recordings Illustration Example Interpret Newspapers Describe Paper that Illustrate Extend Memorize Organize Follows an Recognize Generalize outline Magazine articles Identify Dramatize Television shows Locate Prepare Solution Radio Recite Comprehension Produce Question Text readings State Choose Apply List Films/video Label Sketch Solve Project Select Plays Show Drama List Knowledge Application Filmstrips Paint Painting Name Define Sculpture Conclusion Judge Infer Questionnaire Self-evaluation Relate Evaluation Analysis Survey Criticize Argument Recommendation Weigh Compare Select Support Parts of Valuing Analyze Evaluate propaganda Synthesis Classify Consider Word defined Court trial Point out Survey Critique Distinguish Evaluation Recommend Categorize Summarize Statement identified Differentiate Standard Appraise Conclusion checked Subdivide Compared Compare Syllogism Compose Plan broken down Standard Originate Design Create Established Hypothesize Combine Invent Group discussion Develop Report Role-play Organize Survey Construct Graph Produce Article Invention Experiment Report Play Set of rules Game Book Set of standards Song Formulation of Machine hypothesis Alternative course Question of action Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15-18, 2004 Adapted from Benjamin Bloom  Watch Out for Verbs that are not Measurable In order for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases which should be avoided so that the intended outcome is concise and explicit. WORDS TO AVOID PHRASES TO AVOID Believe Evidence a (n): To Become: To Reduce: Hear Appreciation for Realize Acquainted with Capacity Adjusted to Intelligence Awareness of Recognize Capable of Comprehend Comprehension of. Know Cognizant of See Enjoyment of Conceptualize Conscious of Listen Familiar with Self-Actualize Interest in Memorize Interested in. Think Knowledge of Experience Knowledgeable about. Perceive Understanding of Understand Feel TRAINING METHODOLOGIES SOURCE: The Trainer’s Handbook, 3rd Ed., Lawson (2010) METHOD Purpose When to Use Advantages Disadvantages Role Playing: Help participants To practice newly ▪ Develops skills ▪ Some participants Acting out real- practice skills acquired skill ▪ Opportunity for are resistant life situations used in To experience what a participants to ▪ Contrived interactions particular situation practice what they situations feels like learn ▪ Requires To provide feedback to ▪ Participants gain considerable participants about insight into their planning their behavior own behavior Games: An Provides a non- To help grasp the total ▪ Promotes active ▪ Time-consuming activity governed threatening way program content learning ▪ May lead to loss by rules entailing to present or To present dry material ▪ Provides of facilitator a competitive review course in an interesting way immediate control situation material To add a competitive feedback ▪ Sometimes element to the session ▪ Boosts interest difficult to ▪ Stimulates monitor excitement ▪ Some degree of ▪ Increases learning risk ▪ Improves retention Simulations: Re-creates a To integrate and apply a ▪ Promotes high ▪ Can be costly Activity designed process, event, complex set of skills level of motivation ▪ Time-consuming to reflect reality or set of To elicit participants’ and participation ▪ Requires circumstances, natural tendencies and ▪ Provides significant usually complex, provide feedback on immediate planning and so that those tendencies feedback excellent participants can To provide a realistic, ▪ Approximates real- facilitation skills experience and job-related experience world environment ▪ May require more manipulate the than one situation without facilitator risk and then analyze what happened Observation: Certain To show the group how ▪ Generates interest ▪ Focus could easily Watching others participants act to perform the and enthusiasm shift from a without directly out or procedure or apply a ▪ Is less threatening learning factor to participating; demonstrate skill or behavior than other an entertainment give constructive behaviors, tasks, To increase participants’ methods factor feedback or situations observation, critiquing, ▪ Promotes sharing ▪ Demonstrators while others and feedback skills of ideas and may not do an observe and give To demonstrate behavior observations adequate job feedback modeling ▪ Requires skilled facilitator Instruments: Provide To identify areas for ▪ Personalized; helps ▪ Some participants Paper-and-pencil feedback; self- improvement to achieve might be fearful device used to assessment To establish a baseline participant buy-in ▪ Participants might gather for future growth and commitment argue with the information ▪ Helps focus on the data most appropriate ▪ Time-consuming material ▪ Requires skilled ▪ Helps clarify facilitator theory, concepts, ▪ Participants may terminology feel stereotyped or “pigeonholed” Mental Imagery: Helps To address affective ▪ Everyone can ▪ Some participants Visualize participants learning participate may be situations; increase To stimulate thinking, ▪ Stimulates uncomfortable or mentally understanding, imagination thinking, impatient rehearse putting gain insight To replace role playing imagination ▪ No way to skills into action monitor participation  METHOD Purpose When to Use Advantages Disadvantages Writing Tasks: Helps To provide for individual ▪ Everyone can ▪ Individual task; Worksheets in participants input participate little or no conjunction with reflect on their ▪ Particularly interaction materials; list understanding of effective for the ▪ Time-consuming and evaluate concepts, shy participant ▪ Some people have information information, aversion to ideas writing Lecturette: Short, Conveys To convey information ▪ Trainer controls ▪ Participant in structured, one- information quickly within the what material is passive mode way when interaction short time covered ▪ May be boring to communication or discussion is To communicate the ▪ Saves time participants from trainer to not desired or is same information to ▪ One-way participants not possible large numbers of communication people To provide basic information to a group that is not knowledgeable Small-Group Offers To generate ideas ▪ Increases ▪ One participant Discussions: opportunity for To find out what participation might dominate Small groups participants to participants think ▪ Creates a risk-free ▪ No guarantee that formed from express opinions, about a particular environment all will participate; larger group; share ideas, subject ▪ Stimulates thinking some may choose composed of five solve problems, To increase the level of ▪ Draws on the to remain in a to seven interact with participation knowledge and passive role individuals; others To encourage group experience of all ▪ Easy for the group assigned to interaction and build group members to get “off track” discuss a certain group cohesiveness ▪ Helps participants ▪ Time-consuming topic within to assess their certain time limit understanding of the material Case Study: Allows To apply new knowledge ▪ Allows participants ▪ Contrived Written participants to to a specific situation to discover situation description of a discover certain To practice problem- learning points by ▪ No opportunity to problem or learning points solving skills themselves solve a real situation themselves ▪ Participants apply problem trainees might new knowledge to ▪ Can cause be faced with on specific situations frustration the job; working ▪ Stimulates because there is in small groups, discussion and no one “right” trainees read participation answer and discuss the ▪ Participants receive ▪ Time-consuming case to immediate determine the feedback pertinent facts, identify the problem, suggest alternative solutions, and agree on a final solution Task Exercise or Allows To test participants’ ▪ Stimulates thinking ▪ Time-consuming Activity: participants to understanding of ▪ Promotes group ▪ Difficult to keep Participants are work with the concept or process interaction groups on track divided into content in small To promote group small groups of groups collaboration five to seven and To increase participants’ work on a confidence in their specific task or ability to apply activity; often learning on the job present results to the total group