Train & Development - Chapter 5 - Learning & Transfer of Training
Program Design
An effective program needs a high-quality program design to maximize trainee learning and transfer of training. It is important to take a broad perspective when designing training.
Mnemonics
acronyms; WIIFM - what's in it for me
Project Management
Concepts the incorporate principles of ISD.
Task Type
Difficulty trained tasks performed
Off-Site
Good for skills training - less chance of business-related disruptions.
Application Assignent
Helps trainees link training to real world which improves recall.
Knowledge Management
Improves knowledge sharing which gives employees a chance to learn and develop.
Far Transfer
More generalization of knowledge to know when and why to pursue a course of action.
Breadth
Number of trained tasks performed
Providing an Overview
Objectives Timelines Activities Assignments
Program Design Process
Phase 1: Pre-Training Phase 2: Learning Event Phase 3: Post Training
Phase 2: Learning Event
Prepare instruction (classes, course, programs, lessons)
Phase 1: Pre-Training
Prepare, motivate, and energize trainees to attend learning event.
Request for Proposal (REP)
Provides a standard set of criteria for evaluation of consultants.
Curriculum Road Map Definition
Refers to a figure showing all of the courses in a curriculum, the paths that learners can take through it and the sequences in which courses how to be completed.
Curriculum
Refers to an organized program of study designed to meet a complex learning objective, such as preparing a learner to become the profession. Tasks Conditions Standards
Levels of Management Support for Training
The greater the manager level of support, the more likely that transfer of training will occur.
Training Site
The room where training will be conducted. A good training site offers the following features: -Comfortable and accessible -Quiet, private, and free from instructions -Sufficient space
Lesson Plan Overview
Timetable of the training events from introduction to wrap-up.
Peer Support-Support Network
Trainees share successes and failures, how to obtain resources and how to over some obstacles.
Opportunity to Perform
Chances for trainees to use learned capabilities at work. (breadth, activity level, task type)
Low Collaboration, Low Self-Direction
Classroom Computer classroom Lecture hall
Activity Level
# of times trained tasks are performed
High Collaboration, Low Self-Direction
Classroom with breakout rooms Lecture hall with breakout rooms
Curriculum Road Map Steps
1. Brief statement of the course purpose 2. Prerequisite skills needed for the course 3. Learning objective or competencies 4. The format of the content and course expectations 5. Delivery method for the content
Detailed Lesson Plan
1. Define objectives 2. Clarify key topics and related concepts 3. Organize the material 4. Plan presentation techniques 5. Include evaluation 6. Focus on timing
Action Plan
A goal identifying what raining content will be used & how it will be used. Strategies for reaching the goal Strategies for receiving feedback Expected results
Age & Generational Differences
Baby boomers prefer classroom learning Gen. x prefer self-directed learning environment Millenniums learn by working alone and helping others to learn.
Know the Audience
Be able to use relevant studies, surveys and material to meet learner preferences.
Personality
Better understand preferences and characteristics of learner. Thinking learners - logic Feeling learners - gut instance (persona, needs)
High Collaboration, High Self-Direction
Breakout rooms Project room Conference room
Curriculum
Broad outline of courses designed to develop and train an employee.
Encourage Self-Management
Discuss lapses (not using the training, and going back to how they were previously doing it). Identify skills targeted for transfer. Identify persona; or environmental; factors contributing to lapses. Discuss coping skills and strategies (Self-management). Identify when lapses are likely (lapses have to be reinforced and supervisor to discourage lapses). Discuss resources to ensure transfer of skills.
Low Collaboration, High Self-Direction
Distance learning room Media lab computer
Phase 3: Post Training
Encourage learners to apply what they learned to their work
Program Design Implications for Transfer of Training
Encourage trainees to self-manage the use of learned skills. Provide trainees with opportunities to use training content.
Leading Discussion
Learner-learner: group Learner-instructor: protracted training
Near Transfer
Low degree of flexibility and variability and high degree of skills and knowledge (an exact skill).
Manager Support
Manager can provide encouragement & communicate expectations to trainees.
Trainee Perquisites
May include math and reading skills, prerequisite training classes and tests.
SPADES
Start Plan Administer Develop Engage Stop
Choosing vendor or consultant for Training Services
Type of service the company is seeking Type and number of references needed Number of employees who need to be trained. Funding for the project Expected date of completion of project, & date when proposals must be received by the company.
Course or Program
Units or lessons in small modules covering skills and knowledge needed to perform a job. Time management Self-management
Preparation of Materials
Use mental & physical rehearsals to build confidence & evaluate pace & timing of material.
Technological Support Performance Support System
Used to enhance transfer of training
