Professor Alyssa!!! 2nd assignment out of 2.

Link : http://www.coursesmart.com/SR/6482487/9781285492858/413?__hdv=6.8 They offer free trials which may be more helpful than just having this excerpt. ISBN# is 9781285492858 Train-the-Trainer Programs The purpose of train-the-trainer programs is to provide subject matter experts (SMEs) with the necessary instructional knowledge and skills to design and implement a training program. Train-the-trainer programs are available through local professional associations, colleges, and consultants. These programs range from instruction in a single training technique (e.g., behavior modeling) to a comprehensive program on how to design a training program. The latter would present several training methods and techniques with an emphasis on how each can be used to maximize learning in different situations.39 Some train- ing providers, such as Development Dimensions International (DDI), conduct train-the-trainer programs in which their client’s employees become certified by the consulting firm to present their programs to the organization. Some organizations design their own train-the-trainer programs, which can be desirable when there is a constant demand for skilled or technical trainers, or when employers want to emphasize a particular training technique. These pro- grams should focus on many of the issues discussed in this chapter, including: 1. Developing trainee objectives and lesson plans 2. Selecting and preparing training materials 3. Selecting and using training aids (e.g., Microsoft® PowerPoint® slides, videos, document cameras) 4. Selecting and using different training methods and techniques When it is not possible to design a train-the-trainer program, some organi- zations have developed training manuals that include these various components of the design and implementation process. Manuals can be valuable when there are insufficient numbers of SMEs to warrant a train-the-trainer program or when the potential trainers are in different geographical areas. For example, the Train- ing Center of Alexander Consulting Group in Massachusetts relies on subject matter experts to provide the majority of their technical and financial training. These individuals had the expertise to teach the necessary courses, but often lacked in the skills necessary to design and implement effective training courses. The organization created a self-directed Instructor’s Guide. This guide provided information and techniques to conduct needs assessment, translate this informa- tion into course objectives and course content, and then select appropriate instructional techniques and visual aids. After the subject matter experts com- pleted this self-directed training, trainee reactions were very positive. Further- more, 90 percent of all SMEs indicated that they found the Instructor’s Guide invaluable in preparing them to be a trainer. Overall, the selection of a trainer is an important decision for any HRD effort. Obviously, even a competently designed program that has the potential to address a significant organizational need can be a failure if an incompetent, unmotivated, or disinterested trainer delivers it. An excellent recent book on this topic is by Elaine Biech.41 An ideal trainer will be someone with the requisite competencies as a trainer and recognition for his or her subject matter expertise. If a trainer lacks the necessary subject matter expertise, then it is imperative that this individual work with a subject matter expert in the design phase, so that an effective match- ing of training content with training design and delivery can take place. Sarah Boehle has provided useful guidelines for trainers who need to rely on subject matter experts, especially when those individuals may not see assisting a trainer as an important part of their job.42 Additionally, recent efforts have developed train- the-trainer programs to train peers or coworkers to conduct health, safety, first aid, and risk reduction training.43 As one example, the American Nurses Association offers a course for nurse-trainers entitled “Protecting Nurses from Blood Borne Hazards in the Workplace.” After completing this workshop, nurse-trainers are expected to conduct workshops on this topic in their own workplaces. Preparing a Lesson Plan Program objectives are necessary for pinpointing desired outcomes of a training or HRD program, but these statements alone are insufficient for determining the content of the training program and the training methods, techniques, and mate- rials. To translate program objectives into an executable training session, the development of a lesson plan is recommended. A lesson plan is a trainer’s guide for the actual delivery of training content. Creating a lesson plan requires the trainer to determine in advance what is to be covered and how much time to devote to each part of the session. 45 A lesson plan should specify: • Content to be covered • Sequencing of activities • Selection or design of training media • Selection or development of experiential exercises (or both) • Timing and planning of each activity • Selection of the method of instruction to be used • Number and type of evaluation items to be used46 Some organizations have program designers whose responsibilities include defining training objectives and developing lesson plans. Individuals with educa- tional backgrounds in instructional design (especially from colleges of education) are often hired for such positions. The kind of assistance that program designers can provide is particularly important for subject matter experts who have limited training skills. Some organizations include a section on lesson planning in their train-the-trainer programs. For example, an organization called New Environ- ment Inc. runs a five-day train-the-trainer program concerning hazardous waste operations and emergency response (HAZWOPER) training. This program includes providing videos and complete lesson plans that trainers can use when implementing this training back in their own organizations. 47 To assist trainers, we suggest using a standardized lesson plan form. Figure 5-2 presents a general form recommended by Nadler and Nadler. As an alternative, Figure 5-3 presents a condensed version of a completed lesson plan for an experi- ential team-building training program. As can be seen in this example, the lesson plan serves as a blueprint for conducting the whole weekend training program. Carol Sumner provides an illustration of an experiential classroom exercise to illus- trate the benefits of training to students in an active, “hands-on” manner.48 First Citizens Bank of Raleigh initiated online lesson plans for the majority of its training of new branch employees.49 According to a bank executive, the courseware provides a more flexible and efficient approach to training than past classroom efforts (because employees are spread over 300-plus branches, it would have taken a year to train employees using classroom training alone). KIRKPATRICK’S EVALUATION FRAMEWORK The most popular and influential framework for training evaluation is articulated by Kirkpatrick. 19 Kirkpatrick argues that training efforts can be evaluated accord- ing to four criteria: reaction, learning, behavior, and results. 1. Reaction (Level 1) Did the trainees like the program and feel it was valu- able? At this level, the focus is on the trainees’ perceptions about a program and its effectiveness. This is useful information. Positive reactions to a train- ing program may make it easier to encourage employees to attend future programs. But if trainees did not like the program or think they didn’t learn anything (even if they did), they may discourage others from attending and be reluctant to use the skills or knowledge obtained in the program. The main limitation of evaluating HRD programs at the reaction level is that this information cannot indicate whether the program met its objectives beyond ensuring participant satisfaction. 2. Learning (Level 2) Did the trainees learn what the HRD objectives said they should learn? This is an important criterion that an effective HRD program should satisfy. Measuring whether someone has learned something in training may involve a quiz or test—clearly a different method from asses- sing the participants’ reaction to the program.