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CH 4 - PMTTD

This chapter discusses key aspects of training design such as defining objectives, determining whether to purchase or design training, and selecting appropriate content and methods. It emphasizes the importance of active learning techniques like practice, error framing, and error-management training to develop adaptive expertise. The chapter also covers requesting proposals and conditions that support effective practice.

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Nageshwar Singh
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50 views31 pages

CH 4 - PMTTD

This chapter discusses key aspects of training design such as defining objectives, determining whether to purchase or design training, and selecting appropriate content and methods. It emphasizes the importance of active learning techniques like practice, error framing, and error-management training to develop adaptive expertise. The chapter also covers requesting proposals and conditions that support effective practice.

Uploaded by

Nageshwar Singh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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CHAPTER FOUR

Training Design
LEARNING OUTCOMES

 Define training objectives and describe their four


elements and three components
 Discuss the factors to consider when deciding to
purchase or design a training program
 Discuss the purpose of an RFP and how to create
an effective one
 Describe how to determine the content of a training
program
 Describe the types of training methods and define
blended training
LEARNING OUTCOMES

 Define practice and active practice


 Describe the conditions of practice before (pre-
training interventions) and during training
 Discuss the difference between routine expertise
and adaptive expertise and the implications of each
for training design
 Define active learning and describe training design
elements for it
 Define error-management training and describe
when it is most likely to result in positive training
outcomes
INTRODUCTION

 Training design methods are integral to a program’s


success and potential ROI
 Many considerations – time, cost, who?
INSTRUCTIONAL SYSTEMS
DESIGN MODEL

 Moving on from the first step of the ISD model


(needs analysis), the second step is training
design and delivery

 Concepts related to training design and delivery are


explored in the next five chapters, beginning with
training design in this chapter
INSTRUCTIONAL SYSTEMS
DESIGN MODEL
TRAINING DESIGN
ACTIVITIES
TRAINING OBJECTIVES

A statement of what trainees are expected


to be able to do after a training program
PURPOSE OF
TRAINING OBJECTIVES
WRITING OBJECTIVES

Training objectives should include five key


elements of the desired outcomes:
1. Who is to perform the desired behaviour?
2. What is the actual behaviour (listed as a verb)?
3. Conditions under which they are be performed
(where and when)?
4. What is the standard by which the behaviour will
be judged?
WRITING OBJECTIVES

Final written objectives should contain


three key components:

1. Performance
2. Condition
3. Criterion (standard)
PURCHASE OR
DESIGN?
1. Advantages of outsourced programs
 High quality
 Immediate delivery
 Ancillary services
 Potential to customize
 Benefits from others’ experience
 Extensive testing
 Often less expensive
PURCHASE OR
DESIGN?
2. Advantages of in-house developed
programs:
 Security and confidentiality
 Use organization’s jargon
 Incorporate organization’s values
 Use internal content expertise
 Understand audience
 Pride and credibility
PURCHASE OR
DESIGN?
 Factors considered:
• Economies of scale – cost, number of
employees, and what employees
• Is there organization specific content?
• Organization expertise and time to develop?
• When is it needed?
• Some of both – purchase and design?
REQUEST FOR
PROPOSAL (RFP)
Outlines to potential vendors and consultants an
organization’s training and project needs. Can
include:

 Pre-qualification checklist
 Description of company and opportunity
 Project scope and statement of work
 Instructions on how to respond
 Criteria
 Service level required
TRAINING CONTENT

 Crucial stage:
• Based on training needs and objectives
• Highest priority question: “What is to be learned?”
• Needs analysis and training objectives guide content
decisions
 Considerations of delivery:
• Is it legislated?
• Is it identified by Subject Matter Expert (SME)?
TRAINING METHODS

Training methods is an extensive topic and is covered


in more detail in following chapters.
Training methods can be distinguished by several
factors including where they occur:
 On the job: Job instruction training, coaching,
performance aids
 Off the job: Classroom, simulations
 Technology-based: e-learning, computer-based
TRAINING METHODS

 Methods influenced by time, money, tradition


 Productive Responses
• Learning and retention are best achieved when
the trainee actively uses the training content
rather than passively watches, listens, or
imitates the trainer
 Blended Learning
• Research shows blended learning – a
combination of approaches – is best
ACTIVE PRACTICE

 Practice: Physical or mental rehearsal of a task,


skill, or knowledge with aim of achieving level of
proficiency

 Active practice: Providing trainees with


opportunities to practise performing a training task
or using knowledge during training
CONDITIONS OF
PRACTICE
CONDITIONS OF
PRACTICE
ACTIVE LEARNING AND
ADAPTIVE EXPERTISE

 Analogical/Routine Expertise
• Reproducing specific behaviours in similar
settings and situations
 Adaptive Expertise
• Ability to use knowledge and skills across a
range of tasks, settings, and situations
• Deeper understanding of the task is required to
achieve this
• Achieved through Active Practice
ACTIVE LEARNING AND
ADAPTIVE EXPERTISE

 Training can be designed for active learning using


several design elements:
• Exploratory/discovery learning instead of
proceduralized instruction
• Error framing encouraging errors and viewing
errors as instrumental for learning
• Emotion control strategies, as learning can
evoke stress and anxiety which can hinder
learning and performance
ACTIVE LEARNING AND
ADAPTIVE EXPERTISE

 Key element of active learning is error framing


• Active learning stimulates metacognitive
activities to a greater extent than proceduralized
instruction
• Helps to explain the effects of active learning
strategies on adaptive learning and performance
ERROR-MANAGEMENT
TRAINING (EMT)

 EMT encourages trainees to make errors while


learning and to learn from them
• Done with basic info or minimal instruction
 Errors are a form of negative feedback that can
have a positive and informative function in learning
ERROR-MANAGEMENT
TRAINING (EMT)
 Trainees are introduced to various problems and
invited to explore/solve on their own (active
exploration)
 Trainees will try different approaches, likely making
errors
 Error-management instructions:
• Necessary to avoid frustration and to frame
errors positively
• In contrast to error-avoidant training
– Less likely to make errors
ERROR-MANAGEMENT
TRAINING (EMT)

Error-avoidant training:
Training that explicitly avoids or minimizes trainee
errors while learning to perform a task
 Trainees are given detailed, step-by-step
instructions on how to perform a task with the
goal of avoiding errors
 When errors are made trainer intervenes and
corrects them
ERROR-MANAGEMENT
TRAINING (EMT)

Advantages of Error-Management Training


1. Informs trainees of K/S that need improvement
and provides focus
2. Trainees develop thoughtful strategies and
deeper processing of information leading to
mental models for task performance
3. Greater practice enroute to mastery
4. Trainees learn “error-recovery strategies”
5. Greater exploration to determine reasons for
error
ERROR-MANAGEMENT
TRAINING (EMT)

 Error-management training is particularly effective


• For post-training performance
• On the performance of tasks that require
adaptive expertise, known as adaptive tasks
• When accompanied by error-management
instructions
• As a design element for facilitating active
learning
MODEL OF TRAINING
EFFECTIVENESS
SUMMARY

• Provided overview of design – integral to an ROI on


training programs
• Learning objectives provide an overview of what is
going to be done – they are measurable
• Discussed decision factors related to purchase or
design of training and importance of RFP
• Described factors involved in design of training
program
• Discussed active learning and design elements that
promote adaptive expertise, including error-
management training

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