HRM635 Week 5 Discussion

Rymario1

saks8e_ppts_ch08_final.pptx

Home >Business & Finance homework help >Management homework help >HRM635 Week 5 Discussion

PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

8-1

Chapter 8

Training Delivery

8-2

Learning Outcomes

After reading this chapter, you should be able to:

Develop a detailed lesson plan

Describe the characteristics of an effective trainer

Determine who should attend a training program

Explain the role of ethics in training and development

Explain how to create a positive learning climate

Explain how to use Gagné’s nine events of instruction

Develop solutions to training delivery problems

8-3

Introduction

The delivery of training involves issues such as deciding who should attend training, who the trainer will be, how to train the trainers

The starting point is the development of a lesson plan

8-4

Important decisions to be made regarding training, including who should attend training, who the trainer will be, and how to train the trainers

Training Delivery Activities

8-5

All the training delivery activities should be carefully considered

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

8-6

Provides a guide for the trainer that gives a step-by-step breakdown for conducting a training program

Should be prepared in advance for each lesson in a program

Should be detailed enough that any trainer could use as a guide through the program

A lesson plan should reflect the interaction of content, sequence, trainer, trainee, and norms of the organization

The sequencing of the content is very important and should be planned in a way that it builds trainee self-efficacy and allows trainees to see how their current levels of knowledge and experience are relevant for the training

The Lesson Plan

8-7

Provides a guide for the trainer that gives a step-by-step breakdown for conducting a training program

Should be prepared in advance for each lesson in a program

Should be detailed enough that any trainer could use as a guide through the program

A lesson plan should reflect the interaction of content, sequence, trainer, trainee, and norms of the organization

The Lesson Plan

8-8

Provides a guide for the trainer that gives a step-by-step breakdown for conducting a training program

Should be prepared in advance for each lesson in a program

Should be detailed enough that any trainer could use as a guide through the program

A lesson plan should reflect the interaction of content, sequence, trainer, trainee, and norms of the organization

The Lesson Plan

8-9

Provides a guide for the trainer that gives a step-by-step breakdown for conducting a training program

Should be prepared in advance for each lesson in a program

Should be detailed enough that any trainer could use as a guide through the program

A lesson plan should reflect the interaction of content, sequence, trainer, trainee, and norms of the organization

The Trainer

What are the qualities of an effective trainer?

8-10

Discuss the qualities of an effective trainer

Qualities of an Effective Trainer

Subject-matter expert (SME)

Ability to make the material interesting

Expressiveness

Engaging

Use of seductive details

8-11

Subject-matter expert (SME): the trainer should have expertise on the topic or content being taught

Ability to make the material interesting: enthusiastic and excited about the training material and capable of motivating and arousing the interest of trainees

Expressiveness: using linguistic devices and physical animation; research shows that trainees recall more of the content when a trainer is more expressive

Engaging: draw trainees into the training program and keep them interested, focused, and engaged in learning

Uses seductive details—cartoons, stories, jokes; however, too much seductive detail can be harmful for learning

Seductive Details Effect

Seductive details are 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

8-12

Not all subject-matter experts are experienced trainers

These programs focus on the skills required to be an effective trainer (good organizational skills, planning skills, good verbal and communication skills, interpersonal skills)

Refer to The Trainer’s Notebook 8.3 on page 256 for some of the considerations to determine whether or not you need a train-the-trainer program

Train-the-Trainer

Training programs that teach subject-matter experts how to design and deliver training programs

8-13

Not all subject-matter experts are experienced trainers

These programs focus on the skills required to be an effective trainer (good organizational skills, planning skills, good verbal and communication skills, interpersonal skills)

Refer to The Trainer’s Notebook 8.3 on page 256 for some of the considerations to determine whether or not you need a train-the-trainer program

The Trainees

Donald Kirkpatrick provides four questions when selecting participants:

Who can benefit from the training?

What programs are required by law or by government edict?

8-14

“Who should attend a training program?” is an important question because time and money can be wasted and performance problems will continue if the wrong people attend training

Who can benefit? Who are the employees requiring training to improve their performance?

What programs are required by law, such as health and safety training for employees who work with hazardous materials?

The Trainees

Should training be voluntary or compulsory?

Should participants be segregated by level in the organization, or should two or more levels be included in the same class?

8-15

When should programs be required? What happens if someone refuses to attend?

Segregating participants by organizational level or including them in the session depends on the organizational culture and the rapport that exists between levels

Trainability Test

A test that measures an individual’s ability to learn and perform the training tasks

For example, have trainees take a mini-course and then take a test that measures their learning and performance of the tasks

8-16

These tests have proven effective in predicting success in many jobs such as welding, dentistry, and forklift operating

Very common with psychomotor skills, though can be used for other types of skills

Training Plan

Indicates who in an organization needs training, the type of training that is needed, and how the training will be delivered

8-17

Training Materials and Equipment

Training materials are expendable items such as note pads, pens, markers, and tape

Equipment refers to things that have a life beyond a single use, such as projectors, computers, and DVD players

8-18

All training programs require the use of training materials, supplies, and equipment, and this should be on the lesson plan on the cover page

Training Site

A training site is the facility or room where the training will take place

The training site should be:

Conducive to learning

Free of noise or distractions

Set up in a manner appropriate for the training program

Inspect the room in advance, arrive early, BE PREPARED!

8-19

Preparation is absolutely critical for the success and smooth execution of the training event

The site should be inspected in advance of the training and on the day of the training; the facilitator must arrive early to ensure conditions are conducive to learning

Seating Arrangement

8-20

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

The seating arrangement can facilitate or limit trainee involvement and participation; it can also energize or inhibit trainees

Figure 8.1 shows examples of seating arrangements for low, moderate, and high levels of trainee involvement

A high-involvement seating arrangements will provide group members the ability to interact and work together

The type of seating arrangement should be determined by the objectives of a training program and the desired level of trainee involvement and interaction

Seating Arrangement

8-21

The seating arrangement can facilitate or limit trainee involvement and participation; it can also energize or inhibit trainees

Figure 8.1 shows examples of seating arrangements for low, moderate, and high levels of trainee involvement

A high-involvement seating arrangements will provide group members the ability to interact and work together

The type of seating arrangement should be determined by the objectives of a training program and the desired level of trainee involvement and interaction

Scheduling the Training Program

Accommodating participants

When is the best day of the week?

When is the best time of day?

When is the best time of year?

During office hours? After hours? Weekends?

2. Be sensitive to the needs and desires of employees and their supervisors

Availability of trainer

8-22

Kirkpatrick recommends that it is best to spread the training out as an ongoing program, such as three-hour sessions once a month

Sometimes, however, it is not feasible or necessary to conduct a training program over a longer period of time

Scheduling the Training Program

4. Availability of the training site, equipment, materials

5. Massed vs. distributed practice (all at once or broken into more than one session)

8-23

Kirkpatrick recommends that it is best to spread the training out as an ongoing program, such as three-hour sessions once a month

Sometimes, however, it is not feasible or necessary to conduct a training program over a longer period of time

Training Administration

The coordination of all the people and materials involved in a training program

Records

Training histories

Customized learning opportunities

Schedules

Course and material inventories

Tracking registrations

8-24

Training administration involves maintenance of trainee records, histories, customized learning opportunities, schedules, and course and material inventories as well as tracking registrations for programs

Software can help with tracking processes

Training Administration

Inform supervisors of objectives and content

Inform supervisors and participants of location

Enrol trainees

Number of trainees attending (trainer must know)

Distribution of pre-session materials (if appropriate)

Site booked

Equipment arranged

Supplies ordered

Budget prepared

8-25

These items can be detailed and tedious; however, each is extremely important to ensure the effective execution of a training event

Training and Development Ethics

Ethics involves the use of systematic thinking about the moral consequences of one’s actions and decisions on various stakeholders

Stakeholders are people inside or outside the organization who might be affected by the organization’s actions and decisions

8-26

Stakeholders are people inside or outside the organization who might be affected by one’s actions and decisions

In T&D, ethics involves a set of standards and principles in the design, delivery, and evaluation of training programs

Training professionals must adhere to ethical principles to guide their behaviour as they serve as role models to the rest of the organization

CSTD has a member code of ethics that sets standards of practice and professionalism for its members

Training and Development Ethics

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

8-27

Stakeholders are people inside or outside the organization who might be affected by one’s actions and decisions

In T&D, ethics involves a set of standards and principles in the design, delivery, and evaluation of training programs

Training professionals must adhere to ethical principles to guide their behaviour as they serve as role models to the rest of the organization

CSTD has a member code of ethics that sets standards of practice and professionalism for its members

Training and Development Ethics

8-28

Stakeholders are people inside or outside the organization who might be affected by one’s actions and decisions

In T&D, ethics involves a set of standards and principles in the design, delivery, and evaluation of training programs

Training professionals must adhere to ethical principles to guide their behaviour as they serve as role models to the rest of the organization

CSTD has a member code of ethics that sets standards of practice and professionalism for its members

Steps to Implementing the Training Program

Learning climate

Gagné’s nine events of instruction

Closing a training program

8-29

Each item is critical to ensure that the learning climate supports learning so that trainees feel relaxed, comfortable, and safe in the training environment

Learning Climate

Ensuring the learning climate is positive and conducive to learning involves four elements:

Consider pre-arrival factors

Greet participants

Ensure learning facility/environment is appropriate

Consider trainer’s style and behaviour

8-30

Each item is critical to ensure that the learning climate supports learning so that trainees feel relaxed, comfortable, and safe in the training environment

Gagné’s Nine Events of Instruction

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

8-31

Gagné’s Nine Events of Instruction

Gain attention

Describe the objectives

Stimulate recall of prior knowledge

Present the material to be learned

Provide guidance for learning

8-32

Gagné’s Nine Events of Instruction

Elicit performance practice

Provide informative feedback

Assess performance

Enhance retention and transfer

8-33

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

8-34

Training Delivery Problems

8-35

One of the most common problems is an uncooperative and difficult trainee

Dealing with problem participants requires patience and avoiding arguments and put-downs

It is usually best to deal with them politely and let the group decide how to manage them

One of the most common problems in training is an uncooperative and difficult trainee

Such an individual makes it difficult for a trainer to deliver a training program when he talks too much, puts others down, complains, or displays negative or hostile behaviours

Problem Participants

8-36

One of the most common problems in training is an uncooperative and difficult trainee

Such an individual makes it difficult for a trainer to deliver a training program when he talks too much, puts others down, complains, or displays negative or hostile behaviours

Twelve Common Delivery Problems

Fear

Credibility

Personal experiences

Difficult learners

Participation

Timing

Adjusting instruction

Questions

Feedback

Media, materials, facilities

Opening, closing techniques

Dependence on notes

8-37

Fear—lack of confidence and anxiety while training

Credibility—the perception that trainer lacks credibility as SME

Personal experiences—lack of stories that can be used to relate to the content

Difficult learners—not knowing how to handle problem trainees

Participation—lack of participation from trainees

Timing—trouble with the timing and pacing (worried about too much or too little)

Adjusting instructions—trouble adjusting the material to needs of trainees

Questions—not using questions effectively and trouble responding to difficult questions

Feedback—unable to read trainees and to use feedback and evaluations effectively

Media, materials, facilities—concerns about how to use media and training materials

Opening, closing techniques—need for techniques to use as ice-breakers, introductions, and effective summaries and closings

Dependence on notes—too dependent on notes

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

8-38

Delivery problems can be clustered into three basic themes

Explore the solutions to training problems found in The Trainer’s Notebook 8.4 on page 270

Solutions to Training Delivery Problems

8-39

Delivery problems can be clustered into three basic themes

Explore the solutions to training problems found in The Trainer’s Notebook 8.4 on page 270

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

8-40

Summary

Discussed the role of ethics in training and development

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

8-41

Key Terms

Ethics

Events of instruction

Learning climate

Lesson

Lesson plan

Seductive details

Seductive details effect

Stakeholders

Subject-matter expert (SME)

Train-the-trainer

Trainability test

Trainer expressiveness

Training administration

Training materials

Training plan

Training site

8-42