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4-IRE347-TrainingDesign.pdf

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IRE347 TRAINING & DEVELOPMENT Anny Fong M.Eng, MBA, LL.M, PMP

July 13, 2022

Agenda

¨ Common questions from exit cards ¨ Recap from previous class ¨ Training design ¨ Case Discussion ¨ A look into the (near) future ¨ Group work

Case study

Announcement ¨ Due date extended to July 22, 11:59pm

Reminder ¨ Sign up for case study via Quercus > People >

Case Study

Common questions ¨ Are we expected to use the needs analysis

framework in the assignment? ¨ Will the assignment of the individual case be

discussed in class?

Questions from exit cards Course Content ¨ Is rewarding trainees always an obstacle? (e.g. if it’s funded higher-

level education, wouldn’t employees willingly join?) ¨ What kind of metrics might we use for needs analysis? ¨ How do we convince management that needs analysis is important?

What if they don’t listen? ¨ What if we train someone and they leave for another organization? ¨ Does training always lead to a positive outcome? Are there

instances where training does not lead to efficiency? How does the HR department deal with this?

In-class case discussion ¨ If something bad happens to the customer, who is liable? ¨ What did Tim Hortons do afterwards? ¨ Will questions from the case discussions be on the final exam?

Quick recap of previous class

¨ Needs analysis process ¨ Steps in the needs analysis process ¨ Levels of needs analysis ¨ Outcomes of needs analysis ¨ Methods and sources for needs analysis ¨ Barriers to effective performance ¨ Developing solutions to performance problems ¨ Performance problems and training ¨ Obstacles to needs analysis and ways to overcome

them

First impressions of training design

¨ Kahoot!

¨ To participate, join at ¤ www.kahoot.it or Kahoot! App ¤ Enter the game PIN when it’s time

https://create.kahoot.it/share/t-d-week-4/e63f5020-35ed-4c8b-bcc9-8218f6cd1459

http://www.kahoot.it/

Training Design Activities 7

Training Objectives 8

¨ A statement of what trainees are expected to be able to do after a training program

Who will perform? What behaviours demonstrate mastery?

What conditions? (where/when)

What are the standards?

Image sources: The Noun Project: Who by 16 Data Studio, graduation by ToZIcon, weather by Lero Keller, measure by Creaticca Creative Agency

Training Objectives – The final objective 9

Who will perform? What behaviours demonstrate mastery?

What conditions? (where/when)

What are the standards?

Image sources: The Noun Project: Who by 16 Data Studio, graduation by ToZIcon, weather by Lero Keller, measure by Creaticca Creative Agency

Final statement ¨ Performance ¨ Condition ¨ Criterion

Training Objectives - Example 10

The technical support representative (who) will be able to resolve 5 tickets per hour (what) for customers who raise technical issues through our online portal (conditions, where/when), and will be able to achieve or exceed a customer satisfaction rating of 4/5 (standards)

Performance

Condition

Criterion

To build or to buy? 11

¨ Outsourcing ¤ Using external sources to provide

T&D programs and services ¨ Request for proposal (RFP)

¤ Announce a project ¤ Solicit bids from qualified

contractors to complete it ¤ Bids are reviewed after deadline ¤ Sometimes further information is

required from shortlisted candidates

¤ Conduct due diligence prior to signing contract

Did you know? Many orgs allocate up to 39% of direct training expenditures to external sources

To build or to buy? – Factors to consider 12

Cost-benefit

Time to design

program

Time to implement Expertise

Resources available

# of employees who need

training Future

employees requiring training

Compliance and

accuracy

Risk

Image sources: The Noun Project: hourglass by Ilham Fitrotul Hayat, moneybag by Nattapol Seengern, palette by Smallike, rocket by nopixel, expert by Alzam, invisible by Gan Khoon Lay, dice by counloucon, population by Adrien Coquet, checkmark by Design Circle

Training Content 13

• Relevant to task performance • Meaningful to traineesRelevance

• Based on training needs and objectives • Can be determined by gap between current

state and future state Validity

• May be determined by legislative requirementsRegulations

• SMEs may specify training contentExpertise

Training Methods 14

How

• Active vs. Passive

• One-way vs. Two-way

• Informational vs. Experiential

Where

• On-the-job • Off-the-job • Technology-

delivered

Considerations: • Learning and retention

are best achieved through methods that promote productive responses and actively engage trainees

• Blended training uses a combination of approaches

• Conditions of practice (pre-training and during training)

Pre-training interventions 15

¨ Prepare trainees for receiving and using information

•Info about the task to help performance/learning

Attentional advice

•Think about one’s thinkingMetacognitive strategies

•Framework to help organize and learn contentAdvice organizers

•Learning and performance goalsGoal orientation

•What to expectPreparatory information

•Roles, responsibilities, expectationsPre-practice briefs

Active learning 16

¨ Give trainees control over their learning so that they become active participants in their own learning experience

Exploratory

• Explore and experiment with training tasks

• Infer and learn the rules, principles, strategies

Error framing

• Encouraging trainees to make errors

• View errors as instrument for learning

Emotion control

• Strategy to help trainees control their emotions during learning

Error-Management Training (EMT) 17

¨ Training that explicitly encourages trainees to make errors during training and to learn from them

Image sources: The Noun Project: cheer by Adrien Coquet, ride bike by corpus delicti

Error-avoidant Error-management instructions

Error-Management Training (EMT) 18

Trainees are ¨ Provided with basic,

training-relevant information

¨ Told to explore problems on their own

¨ Told to expect errors and frame them positively

Error-Management Training (EMT) 19

¨ Errors inform of areas for improvement

¨ Develop thoughtful strategies and deeper info processing

¨ Errors lead to greater practice

¨ Learn error-recovery strategies

¨ Errors lead to greater exploration

Effectiveness of EMT 20

¨ EMT is more effective than error- avoidant training for learning and performance

¨ EMT is especially effective in certain circumstances: ¤ Post-training performance ¤ Tasks that require adaptive expertise ¤ Accompanied by error-management

instructions

The Beer Store case

Breakout Discussion 1. Write three training objectives of We ID 25. 2. If you were to hold an RFP to outsource this

training, what evaluation criteria would you use?

3. What training method(s) would you use and why?

4. How might EMT be incorporated in the training?

5. What could be some practical challenges of implementing this training?

Summary

¨ Training design activities ¨ Training objectives ¨ Build or buy decisions ¨ Training content ¨ Training methods ¨ Pre-training interventions ¨ Error-management training

Exit cards! 24

¨ Before you leave today, please fill in the exit card ¤ Instead of an ‘attendance’ sign in ¤ Opportunity to reflect on today’s class

¨ Quercus > Quizzes > Exit Card – Class 4

Looking Forward

July 18 •On-the-job and off-the-job training

•“The altercation” case

July 20 •Technology- based training methods

•“e-Learning at Flotation Ltd” case

July 25 •Training delivery •“The Houghton Refrigeration Company” case

July 27 •Transfer of training

•The School Board case

Image sources: The Noun Project: Crystal ball by Sumit Saengthong, running by DinosoftLab, tech by Wenjie, recharge by SBTS, delivery by Hasanudin