1
Q
List the training delivery activities:
A
- Develop a lesson plan
- Choose the trainer
- Decide on the trainees who should attend a training program
- Determine the training materials and equipment required
- Prepare the training site
- Schedule the training program
- Administer the training
- Implement the training program
2
Q
What is lesson plan
A
is the blueprint that outlines the training program in terms of the sequence of activities that will take place.
3
Q
What is a lesson
A
is a cohesive unit of instruction with a specific learning objective.
4
Q
what should a good lesson plan entail
A
A good lesson plan should be prepared in advance of the training program and be detailed enough that a trainer could use it guide him/herself through the program.
5
Q
what is a critical phase to a lesson plan?
A
- The development of a lesson plan is a critical phase in the design of training program.
- It allows for the approval and the smooth operation of training activities.
6
Q
What should be listed on the cover page of a lesson plan
A
Some of the things that should be listed on the first page or cover of a lesson plan are :
- the training objectives
- the trainer
- time allocation
- location
- classroom requirements and seating
- training material and equipment, and supplies and handouts
7
Q
What are the qualities of a good trainer?
A
•Trainer should be an expert on the topic or content area being taught.
o Not only will trainees learn more but the trainer will be perceived as more credible
•Effective trainer must also have the ability to make the material and were able to deliver it, but all the same, they did not make it very interesting.
- One way for trainers to generate interest and increase trainee motivation is by being expressive during the delivery of a training program
8
Q
Trainer expressiveness:
A
refers to a trainer who uses linguistic devices and is physically animated.
Expressive trainers are physically animated (eg: posture, gesturing, eye contact) and use linguistic devices such an animated and enthusiastic voice rather than a monotone voice, and vocal fluency rather than speaking with hesitancies (eg: “ums”).
9
Q
The success of a program rests largely on
A
trainer…no matter how good the training program, if the trainer is ineffective the program will suffer.
10
Q
How does training expressiveness help?
A
- Trainees recall a greater amount of the training content when ta trainer is more expressive
- A trainer’s expressiveness enhances trainees training motivation and self-efficacy
- In addition to being expressive, a good trainer is also engaging.
- In other words, a good trainer is able to draw trainees into the training program and keep them interested, focused, and involved in learning.
- When a trainer is engaging, trainees are more likely to be motivated to learn, and they are attentive and absorbed in the learning process.
11
Q
what is a way trainers can be more expressive?
A
-One way a trainer can do this is by using seductive details: which refers to the use of entertaining and interesting information during the delivery of a training program (eg: showing a cartoon, telling a story, or telling a joke) that is only tangentially related to the training material.
12
Q
What is one of the difficulties of finding a good trainer?
A
- One of the difficulties of finding a good trainer is that the individuals who are skilled trainers often do not have the subject matter expertise to deliver a training program in their organization
- On the other hand, individuals who have subject matter expertise often are not experienced trainers.
- Trainees are more likely to learn and recall training content when the trainer is well organized and easy to follow. The trainer must be able to deliver the training material in a manner that is understandable to trainees.
13
Q
How can an organization develop good trainers?
A
-One solution to this problem is to teach subject matter experts how to be effective trainers.
These programs are known as train the trainer and focus on the skills that are required to be an effective trainer. this is TRAIN the TRAINER
14
Q
Train the trainer:
A
refers to training programs that teach subject matter experts how to design and deliver a training program.
15
Q
Why are more SME are being asked to become traienrs?
A
With the increasing use of tech in the workplace, more SME are being asked to become trainers and attend the trainer programs
16
Q
Why is who is trained an important question
A
This is an important question because money and time can be wasted, and performance problems are likely to continue, if the wrong people attend training and those who require training do not attend.
17
Q
According to Donald Kirkpatrick, the following four questions need to be asked when selecting participants for a training program:
A
- Who can benefit from the training?
- What programs are required by law or government edict?
- Should the training be voluntary or compulsory?
- Should the participants be segregated by level in the organization, or should two or more levels be included in the same class?
18
Q
What is Kirkpatricks point of view on training programs ?
A
According to Kirkpatrick, some training programs should be compulsory otherwise some employees who will benefit from the training might not attend.
19
Q
What is a way for employees to know if they are ready to attend a training program?
A
One way to know whether an employee is ready to attend a training program is to have them take a trainability test.
20
Q
- Trainability test:
A
a test that measures an individual’s ability to learn and perform tasks in order to predict whether an individual will successfully complete a training program.
21
Q
How are trainability test typically done?
A
This is typically done by having individuals take a mini course or learn a sample of the training that is representative of the content of a training program
22
Q
What have trainability test been shown to be effective for? Give examples of job types its good for.
A
Trainability tests have been shown to be effective in predicting training success and job performance in many jobs such as carpentry, welding, dentistry, and forklift operating.
23
Q
How does trainability test help a manager?
A
- Managers can maximize trainee learning by assessing employees readiness to learn and trainability prior to training
- Information on who requires training can be incorporated into a training plan.
24
Q
What is indicated in a training plan?
A
indicated who in an organization needs training (eg: human resource staff), the type of training (eg: structured employment interviewing), and how the training will be delivered (eg: in a formal classroom).
25
What can a training pre test determine?
-Training pre-tests can be also used to determine what kind of remedial training an individual might require to prepare them for a training program
26
What is training materials?
refers to the expendable items such as note pads, pens, markets, tape, and so on.
27
What are common supplies used for training programs?
-Common supplies include computer equipment, a projector, and workbooks or manuals. -Handouts such as course outlines that indicate the course objectives, the material to be covered.
28
What does training equiment refer to?
Training equipment refers to things that have a life beyond a single use, such as projectors, computers, dvd player and so on
29
What is a training site?
facility or room where the training will take place.
30
Companies with no learning/training room must do this and take what into consideration?
- Organizations that do not have learning centre or training rooms will have to find suitable facilities to conduct the training.
- Important concern is the travel time required for trainees to get to the training site and ensuring that trainees have transportation.
31
\*\* Number of factors need to be considered to ensure the training program runs smoothly.
1. Training site should be conducive to learning (this means that the training environment should be comfortable in terms of things like space, lighting, and temperature.)
2. Training site should be free of noise or distractions that might interfere with or disrupt learning.
3. Training site should be set up in a manner that is appropriate for the training program.
32
What is one thing trainer must do on the day of training for things to run smoothly?
Trainer should arrive early on the day of the training to make sure that the room is properly set up and that the required equipment has arrived and is functioning.
33
why seating arrangement important for training?
- The seating arrangement is also important because it can facilitate or limit trainee involvement and participation.
- It can also energize or inhibit trainees and it communicates the trainer’s style.
34
What the types of training seating arrangement?
high, moderate, low
35
low involvement seating
-Low involvement seating represents a traditional classroom arrangement in which the instructor is in control and stands or sits at the front of the room or behind a desk or table.
36
high involvement seating
-High involvement seating arrangement, small groups of trainees are seated together in groups around small tables. As a result, group members can interact and work together on projects.
37
moderate involvement seating
trainee can look at each other and also look at the trainer
38
what implications does the seating arrangements have for the trainer and trainees
Seating arrangement has important implications for the trainer and trainees and should be arranged in accordance with the objectives of a training program and the desired level of trainee involvement.
- Thus, trainer needs to carefully choose a seating arrangement that is appropriate for a particular training program and the methods, activities, and exercises that will be used.
39
What are the facors to take into consideration when scheduling a training program
- one has to arrange the training schedule to accommodate all of the participants.
- It is important to be sensitive to the needs and desires of employees and their supervisors.
- Another factor to consider is the availability of the trainer.
Whether the trainers are from the human resource department or elsewhere in the organization, they will likely have responsibilities that will restrict their availability.
o Trainers from within the organization will have to receive release from their other duties
o If trainers are from outside they will also have restrictions regarding their availability and will have to be contracted for a particular date
-Third consideration in scheduling a training program is the availability of the training site, equipment, materials, and so on.
o If the training site and facilities are frequently used a training program will have to be scheduled in advanced
o Materials need to be designed or purchased, prepared and available for the day
- When scheduling a training program one must also consider whether it would be best to offer it all at one time, such as one day versus four two-hour sessions in the case of an eight-hour program.
- There are also issues of resources and logistics
o Sometimes it is just not feasible to conduct a training program over a longer period of time
40
Training administration
involves the coordination of all the people and materials involved in a training program.
41
What is the next step after the lesson plan has been done?
Once the lesson plan has been done, a number of activities must be undertaken to manage and administer a training program.
42
What is a routine but necessary activity for training adminstration?
The maintenance of trainee records, training histories, customized learning opportunities, schedules, and course and material inventories is a routine, but necessary, activity.
43
Who needs to be informed about the training program and why and with what details?
Employees and their supervisors have to be informed of training programs with respect to the objectives and the content as well as where and when the training will be taking place
44
What does the trainer need to ensure when implementing the training program?
When implementing a training program, the trainer has to ensure that the learning climate is conducive to learning. This means that trainees should feel relaxed, comfortable, and safe in the training environment
45
What is a learning climate
A climate that is conducive to learning and consists of pre-arrival factors, greeting participants, the learning environment, and trainer's style and behaviour.
46
Creating a climate that is conducive to learning involves four elements: 1.Pre-arrival factors:
- Although trainees form perceptions of the learning climate during training, there are some things a trainer can do before their arrival to create a positive learning climate.
- Pre-arrival activities might include pre-work readings or assignments, a pre-session get together(to hand out materials or perhaps a cocktail party or dinner)
47
Creating a climate that is conducive to learning involves four elements:2.Greeting participants
- While the tone can be set before participants arrive, even more important are the perceptions trainees form once they arrive for training.
- Trainees might be anxious about the training and some will be skeptical about its value.
- Therefore trainer should meet and great participants and make them feel welcome when they arrive for training
- Nice touch is to have a welcome message posted on a board or a flipchart in the room.
48
Creating a climate that is conducive to learning involves four elements:3.Learning facility and environment
Major factor in trainee’s climate perceptions is the training site itself. In this regard, the trainer should ensure that the physical set up of the training room is attractive, comfortable, bright, relaxing, and clean.
49
Creating a climate that is conducive to learning involves four elements:4.The trainer’s style and behaviour
- Trainer’s perceptions of the learning climate will also be based on how the trainer interacts and conducts the training.
- If the trainees do not know the trainer, then one of the first things trainers should do is to provide a brief personal introduction about themselves and their involvement in the training program.
- Trainer should circulate throughout the room during training and at times be seated rather than standing at the front of the room throughout the session
- Key to creating a positive learning climate is the style of the trainer
o A trainer can create a positive climate by listening with empathy, accepting different ideas…
50
Critical factor in the sucessful implementation of a training program?
Creating a positive climate that is conducive to learning is a critical factor in the successful implementation of training program.
51
Gagne’s nine events of instruction:
1. **Gain attention:** reflects adult learners need to know why they are learning something and their training motivation.
2. **Describe the objectives:** reflects adult learners need to know how the learning relates to their job and the importance of goals as indicated in goal setting theory
3. **Stimulate recall of prior knowledge:** reflects adult learner’s existing knowledge and experience and how that can be linked to the training material. Proving a framework for learning is similar to an advance organizer.
4. **Present the material to be learned:** reflects task sequencing as well as incorporating adult learners job relevant experiences into the training content
5. **Provide guidance for learning:** reflects the use of metacognitive strategies, attentional advice, and advance organizers
6. **Elicit performance practice:** reflects the importance of active practice and experiential training methods (role plays, games, simulations) 7.**Provide informative feedback**: reflects the importance of feedback and knowledge of results during training.
8. **Assess performance:** reflects the importance of linking training objectives to trainee learning and ensuring that the objectives are being met as well as the stages of learning.
9. **Enhance retention and transfer:** reflects generalization from conditioning theory and self-regulation and self-efficacy from social cognitive theory
52
Gagne’s nine events of instruction: 1. Gain attention:
- First thing a trainer needs to do is to draw trainees into learning process. In other words, get the attention of trainees.
- Getting trainees interested and motivated is an important way to begin a training program. Trainees should know why the training program is important for them and the organization
53
Gagne’s nine events of instruction: 2. Describe the objectives:
- Trainer must communicate to trainees what they will learn in a training program, what to expect, and what they will be able to accomplish at the end of the program.
- Trainees should understand what they will learn and how they will be able to use it on the job
54
Gagne’s nine events of instruction: 3. Stimulate recall of prior knowledge:
- It is important to show trainees that they know some things that are related to what they will learn in training.
- This allows trainees to think about what they know and can do that is related to what they will learn in training program
55
Gagne’s nine events of instruction: 4. Present the material to be learned:
- Organization and presentation of the training material should be done in a logical and consistent manner
- Trainer can ensure learning and understanding by asking questions at various points or junctures during the training and by asking trainees to provide examples from their own work experience.
56
Gagne’s nine events of instruction: 5. Provide guidance for learning:
-Trainer should provide trainees with guidance and direction on how best to learn the material. This can be done by providing trainees with relevant examples that demonstrate what they need to learn and asking questions to help them generate ideas and solution
57
Gagne’s nine events of instruction: 6. Elicit performance practice:
- Trainees should be given the opportunity to practice and apply the training material.
- Trainers should provide sufficient time for trainees to do something with the information they have gotten during training
58
Gagne’s nine events of instruction: 7. Provide informative feedback:
- Trainees should get feedback on their performance during training
- It is essential that trainees know and understand what they did correctly, what they did wrong, and how to correct what they did wrong to improve their performance.
59
Gagne’s nine events of instruction: 8. Assess performance:
- It is important to test trainees on their learning during and after a training program.
- Learning should be assessed after each topic is done
- The assessment of performance can involve a formal test or it might simply involve informal question and answer session
60
Gagne’s nine events of instruction: 9. Enhance retention and transfer:
- Trainees need to know how their learning can be used and applied on the job
- It is important that trainers discuss how the training material can be applied on the job and in actual work situations
61
What should the closing of the training program be similar to?
Like the rest of the program, closing should be well planned and include a closing activity that signals the successful completion of the program.Some sort of recognition is common such as ceremony
62
What is so important about the closing?
The lasting impression following the closing should be that the next step is a change in behaviour and performance
63
To learn about the types of problems that a trainer might encounter, Richard Swanson and Sandra Falkman conducted a study in which they asked novice trainers about the problems they have had when delivering a training program.
12 common training delivery problems:
12 common training delivery problems:
1. Fear: fear that is due to lack of confidence and feeling of anxiety while delivering the training program
2. Credibility: the perception that they lack credibility in the eyes of the trainees as subject matter experts
3. Personal experiences: lack of stories about personal experiences that can be used to relate to the training content
4. Difficult learners: don’t know how to handle problem trainees who may be angry, passive, or dominating
5. Participation: hard getting trainees to participate
6. Timing: trouble with the timing and pacing of the training material and worries about having too much or too little material.
7. Adjusting instruction: difficulty adjusting the training material to the needs of trainees or being able to redesign the presentation of material during delivery
8. Questions: hard using questions effectively and responding to difficult questions
9. Feedback: Unable to read trainees and to use feedback and evaluations effectively
10. Media, materials, facilities: concerns about how to use media and training materials
11. Opening, closing techniques: the need for techniques to use as ice –breakers, introductions, and effective summaries and closing
12. Dependence on notes: feeling too dependent on notes and having trouble presenting the material without them.
64
Solutions to Training Delivery Problems: Fear
- be well prepared and have a detailed lesson plan
- use ice breakers and begin with an activity that relaxes trainees
- acknowledge the fear and use self-talk and relaxation exercises prior to the training
65
Solutions to Training Delivery Problems: Credibility
- don't apologize and be honest about your knowledge on the subject
- have the attitude of an expert and be well prepared and organized
- share personal background and talk about your area of expertise and experiences
66
Solutions to Training Delivery Problems: Personal Experience
- relate to your own personal experiences
- report experiences of others and have trainees share their own
- use analogies, refer to movies or famous people who relate to the subject
67
Solutions to Training Delivery Problems:Difficult Learners
- confront the problem learner and talk to them to determine the problem
- circumvent dominating behaviour by using nonverbal behaviour such as breaking eye contact or standing with your back to the person
- use small groups to overcome timid behaviour and structure exercises where a wide range of participation is encouraged
68
Solutions to Training Delivery Problems: Participation
- ask open-ended questions and provide positive feedback when trainees participate
- plan small group activities such as case studies and role play to increase participation
- invite participation by structuring activities to allow trainees to share early in the program
69
Solutions to Training Delivery Problems: Timing
- plan for too much material and prioritize activities so that some can be omitted if necessary
- practise presenting the material many times so that you know where you should be at 15 minute intervals
70
Solutions to Training Delivery Problems: Adjusting instruction
- determine the needs of the groups early in the training and structure activities based on them
- request feedback by asking trainees how they feel about the training during breaks or periodically during the training
- redesign the program during breaks and have a contingency plan in place
71
Solutions to Training Delivery Problems: Questions (answering and asking)
ANSWERING QUESTIONS
- anticipate questions by writing out key questions that trainees might have
- paraphrase and repeat the questions being asked so everyone can hear and understand what was asked
- redirect questions you can't answer on the spot and try to find answers during the break
ASKING QUESTIONS
- ask simple and concise questions and provide enough time for them to answer
72
Solutions to Training Delivery Problems: feedback
- solicit informal feedback during training or breaks on whether the training is meeting their needs and expectations and watch for nonverbal cues
- do summative evaluations at the conclusion of the training to determine if the objectives and needs have been met
73
Solutions to Training Delivery Problems: media, materials, facilities
MEDIA
- know how to operate every piece of equipment you will use
- have backups such as extra cords, extension cords, marker tape etc.
- as well have the material in another medium in case one has problems
-enlist assistance from trainees if you have a problem and need help
MATERIALS
-be prepared and have all the material placed at trainees workplace or be ready for distribution
FACILITIES
- visit facility beforehand to see the layout and plan out where things can be set up
- arrive at least an hour early to set up and handle any problems
74
Solutions to Training Delivery Problems: opening and closing techniques
OPENING
- develop a file of ideas based experimentation and observation
- develop and memorize a great opening
- relax trainees by greeting them when they enter, taking time for introductions, and creating a relaxed atmosphere
CLOSING
- provide a simple and concise summary of the course contents using objectives
- thank participants for their time and contribution to the course
75
Solutions to Training Delivery Problems: dependence on notes
- notes are necessary
- use cue cards with an outline or the key words as prompts
- use visuals such as notes on the frames of transparencies or your copy of the handouts
- practice and learn the script so you can deliver it from keywords on your cue cards
76
These 12 common delivery problems of novice trainers have three basic themes:
1. Problems pertaining to the trainer
2. Problems pertaining to how the trainer relates to the trainees
3. Problems pertaining to presentation techniques.
77
What is Accelerated Learning:
a multisensory, brain-compatible methodology that can be incorporated into every aspect of the teaching and a learning process from design to delivery.
78
What theories fall under the learning brain?
The Learning Brain
Left Brain-Right Brain Theory
Triune Brain Theory
Multiple Intelligences Theory
79
What represents the left brain?
* Verbal
* Analytical
* Symbolic
* Abstract
* Temporal
* Rational
* Digital
* Logical
* Linear
80
What represents the right brain?
* Non- verbal
* Synthetic
* Concrete
* Analogic
* Non-temporal
* Non-rational
* Spatial
* Intuitive
* Holistic
81
Tip for trainers using the left-right brain theory:
* Pay careful attention to power of the whole brain in designing and presenting information
* Two brain concept – valuable metaphor
* Helps trainers acknowledge two separate but simultaneous tendencies in the brain.
* Review material to ensure the more familiar left-brain techniques of analysis are well balanced with right-brain approaches of synthesis
82
What is TRIUNE BRAIN THEORY and discuss the history?
Three Brains are Better than Two:
Dr. Paul MacLean – 1952 (Bethesda, Maryland)
•Used in conjunction with other theories, provides a powerful perspective on teaching and learning.
•Identifies powerful natural forces at work within people, evolving over millions of years
• Helps us to understand and apply how the brain is organized intellectually and emotionally.
83
According to the Triune theory what are the three primary stages?
MacLean theorizes that the human brain has evolved through three primary stages:
»Reptilian
»Limbic
»Neocortex
84
Tips for trainers for reptilian brain:
Coddle reptile brain:
•Provide comfortable training environment
•Breaks every 50-90 minutes; healthy leisurely lunch break
•Acknowledge initial need to establish “territory” before asking participants to move.
•Build in relaxation techniques
•Build in class rituals
85
Techniques for limbic system
Create familiar and pleasant associations (using stories, myths and fables)
•Build an upbeat emotional and social environment (use plants, flowers, anything attractive in the classroom)
•Use positive suggestion – help trainees transcend doubts, fears
-Play games (engage in interactive exercises and have fun)
•Incorporate music, graphics and art
•Develop interactive activities (use analogies, themes and metaphors)
-Facilitate meaningful exchanges with others
86
Discuss Neocortex
- in consists of waves and steps
-Tapping the pattern-seeking organizing principle of the neocortex is an especially humane tactic for presenting technical information.
•The neocortex likes to see things in familiar places and in relationship to other things it knows.
•Through this processing, new information is quickly and easily absorbed, understood and retained.
87
What is combined approach and what does it do?
* Best training teaches both sides and all three brain regions together.
* Trainers “work” the content
* When learners physically, emotionally and intellectually experience information in different modes – all parts of the brain are satisfied.
88
Music in training as a tool. Discuss.
Essential tool for adult learning
•Highly effective tool for integrating both halves of the brain and all three developmental compartments
•Music influences heart rate and breathing (repitilian brain)
•Stimulates limbic systems emotional core
•Acts as a carrier to integrate brain’s two hemispheres and helps develop the neocortex in newborns
•Directly encodes information into both conscious and unconscious memory systems
•Key element in speeding up (5X) learning of foreign languages
89
Music in training as background
* During interactive exercises and projects
* While telling stories, myths and fables
* During reading/reflection
* During creative and journal writing
* To relax during guided visualization
90
Music in training adding value. Discuss.
- Enliven breaks, stretches and rituals
•Create a sense of ceremony and celebration
•Enliven a metaphor or theme
•Add special effects or excitement during an assignment
91
Mulitple intelligence Theory. Discuss theory and who created the theory.
Howard Gardner (Psychologist)
•Gardner and colleagues proposed that:
–no single way in which everyone thinks/learns
–many forms of intelligence exist by which people learn, understand, think, problem solve, and relate to the world
92
What are the Multiple Intelligences (8) Theory
-Verbal
-Linguistic
•Logical-Mathematical
•Interpersonal
•Intrapersonal
•Musical-Rhythmic
•Bodily-Kinesthetic
•Visual-Spatial
•Naturalistic
93
What are the key points regarding the 8 intellegiences
Everyone possesses all 8 intelligences
•Most people can develop each intelligence to an adequate level of competency
•Intelligences work together in complex ways – defined by individual, social and cultural influences
•No standard set of attributes required to be considered intelligent in a specific area
94
Tips for Music trainers
Musical-Rhythmic
•Singing, humming or whistling
•Putting information into chants or raps
•Hearing songs that teach
•Using music in the background
•Playing all kinds of musical instruments
•Linking old tunes with new concepts
95
tips for trainers: naturalistic
Naturalistic
•Field trips, time outdoors
•Expeditionary activities
•Clarification and activities that locate the connections
•Hands-on experiments
•Activity write-ups
Training and Development
flashcards
Decks in class (3)
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