Training Seminar

What Is Training?

• Training:

> A planned effort to facilitate learning of job-related competencies.

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Training Process

1. Needs assessment and analysis.

2. Training program design.

3. Training program development.

4. Implementation and delivery of training.

5. Training evaluation.

United States General Accounting Office. (2004). Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government. GAO-04-

546G.

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What’s Changed the Emphasis on Training?

• Globalization.• Need for leadership.• Increased value of human capital.

> ASTD survey of more than 500 publically traded U.S.-based organizations

• organizations that invest the most in training and development had a shareholder return that was 86 percent higher than organizations in the bottom half of the survey and 46 percent higher than the market average (Noe, 2008, p. 12).

• Link to business strategy.

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What’s Changed the Emphasis on Training?

• Attracting and retaining talent.• Customer service and quality.• Demographics and workforce diversity.

> Eliminate skill deficiencies> Integrate workers

• New technology.• Economic change.

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Learning

A relatively permanent change in human capabilities that is not a result of growth processes.

Noe, 2008

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Adult Learning Principles

Adult learners are different.

It’s not like working with children.

Andragogy

• Andragogy: The art and science of helping adults learn.

• Educating adults involves understanding adult learning principles.

Knowles, 1970

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Adult Learning Theory

• The andragogy model is based on several assumptions:> Adults have the need to know why they are learning something.> Adults have a need to be self-directed.> Adults bring more work-related experience into the learning

situation.> Adults enter into a learning experience with a problem-centered

approach to learning.> Adults are motivated to learn by both extrinsic and intrinsic

motivators.

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Common theme of mutuality: both the trainer and the learner are

involved in creating a learning experience and making sure that

learning occurs.

Learning Is Change

• Learning is a change in behavior or cognitive process.

• In training it is a change in knowledge, skill or attitude.

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Characteristics of Adult Learners

• Control over learning.• High motivation to learn. • Pragmatic in learning.

> Immediate application• Learning may be a secondary role.

> Less time and energy to study or learn• Resistant to change.• Adult learners are more diverse.• Draw on past experiences in learning.• Learning is often self-initiated.• Learning is aimed at an immediate goal.

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What Is Learning?

• Learning is a permanent change in human capabilities that is not a result of the growth process.

• Learning outcomes: What do we learn?> Verbal information.> Intellectual skills.> Motor skills.> Attitudes.> Cognitive strategy.

Noe, 2008

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The Learning Cycle

• The learning cycle is a dynamic process that involves four specific stages: > Concrete experience.

• Learner encounters an experience

> Reflective observation.• Learner thinks about the experience and problem

> Abstract conceptualization.• Learner thinks about different ways to solve the problem

> Active experimentation.• Learner implements the ideas about how to solve the problem

• The key to effective learning is to be competent in each of the four stages.

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Learning Styles

• Diverger> Generates ideas and understands multiple perspectives. Based

on concrete experience and reflective observation.

• Assimilator> Good at inductive reasoning, can create theoretical models and

explanations. Based on abstract conceptualization and reflective observation.

• Converger> Good deductive reasoning, decision making and application of

ideas. Based on abstract conceptualization and active experimentation.

• Accommodator> Involved in new experiences, implements decisions and carries

out plans. Based on concrete experience and active experimentation.

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The Learning Process

• How do people learn new information?> Visual.> Auditory.> Kinesthetic.

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Information is learned from what we see and hear and from

the inferences we make from that information

The Learning Process• Learning occurs through both mental and physical processes:

> Expectancy.• the mental state that the learner brings to the instructional process

> Perception.• ability of the learner to organize the material so that it can be useful and

acted on

> Working storage.• allows the learner to rehearse and repeat the information so that it can be

entered into memory

• working storage is limited; no more than five messages can be processed for storage at any one time

> Semantic encoding.• actual coding process that enters messages into memory

> Rehearsal.• repetition or memorization

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The Learning Process (cont’d)• Learning occurs through both mental and physical processes:

> Organization.• learner finds similarities and themes in the material learned and

categorizes material accordingly.

> Elaboration.• learner relates the material learned to other knowledge and draws

appropriate conclusions

> Retrieval.• learner identifies the new learning in long-term memory and retrieves it

for use at another time

> Generalizing.• learner generalizes information and uses it in similar situations

> Gratifying.• feedback the learner receives from using the information in new

situations.

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Training Design

Learning objectives: By the end of this unit, students should be able to:

1. Distinguish goals from objectives.

2. Write SMART goals for training.

3. Align training objectives to meet the needs of the learners.

4. Describe the link between training and learning domains

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Setting Training Goals

• Goal: A concise statement of the purpose or intent of the training.

> Who is the training for?> What is the training about?> Why is the training being conducted?

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Setting Training Objectives

• Objective: The results that the participants will be able to perform at the end of the training.

> Provides a focus for training design.> Tells participants what they should know at the end of the

program.> Assists in knowledge and skills transfer.> Establishes parameters for evaluation.

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Training Objectives

• A training objective has three components:> Performance outcomes: A statement about

what the employee is expected to do. This is a task or an observable action.

> Criterion: A statement about the level of performance that is acceptable.

> Conditions of performance: A statement about the conditions under which the trainee is expected to perform.

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The Learning Process for Instruction

• To learn effectively, what do employees need?• Employees need:

> To know why they should learn.> Meaningful training content.> Opportunities to practice.> To commit training content to memory.> Feedback.> Opportunity for observation, experience and interaction with

others.> Training to be properly coordinated and arranged.

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Three Learning Domains

• Cognitive> knowledge or mind-based and conveys concepts, ideas and

facts> the most commonly used domain and is easily measured

• Psychomotor> skill-based> results in a change in the learners’ ability to do something

• Affective> beliefs and values> based on changing the behavioral aspects of beliefs

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Setting SMART Objectives

• Objectives must be SMART:> Specific: State desired results in detail.> Measurable: Results must be observable to evaluate what has

been accomplished.> Action-oriented: Describe the actions the learner will perform.> Realistic: Objectives must be attainable.> Timely: Objectives identify actions the learner can use

immediately.

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Objectives and Learning Domains

• Learning objectives can be written for all three learning domains:> Cognitive: Knowledge, mental skills.> Affective: Attitudes, growth in feelings or emotional areas.> Psychomotor skills: Manual or physical skills.

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Developing a Training Program

Learning ObjectivesBy the end of this unit, students will:

> Develop training content following instructional system design. > Develop training content to attain the learning objectives.> Scope and sequence content according to the objectives.> Describe various logical sequencing techniques.> Develop a lesson plan.> Create appropriate visuals for presentation.

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Program Design

• Program design is the organization and coordination of the training program.

• For learning to occur, training programs require:> Meaningful material.> Clear objectives.> Opportunities for practice.> Feedback.

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Program Design

• Effective program design includes:> Course parameters.

• Entry skills and behaviors.

> Course objectives.• Program objective.• Learning objectives.• Assessment of learning objectives.

> Detailed lesson plan.• Structure and sequence of training.

> Evaluation.

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Evaluate Student Learning

• Develop tests for student evaluation:> Link evaluation to learning objectives.> Evaluation must simulate conditions of performance in the real

world.> Evaluation provides student feedback.> Evaluation aids in learning.

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Evaluate Learning Domains• Criterion-referenced test:

> Cognitive domain.• evaluate the cognitive domain of learning

• includes recall of facts, procedures and concepts

• it is most often done with a written test

• Performance test:> Psychomotor domain.

• often a skill-based test

• a timed keyboarding test would be a performance test.

• Attitude survey:> Affective domain.

• attitudes are not observable, a representative behavior must be observed and measured instead

• it is impossible to measure if a person’s motivation has improved, but we can observe behavior changes

• Behavior changes such as being on time, working well with others and increased cooperation may indicate that motivation has improved.

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Lesson Plan

• Lesson plan overview.• Detailed lesson plan:

> Course title.> Lesson title.> Lesson length.> Learning objectives.> Target audience.> Prerequisites.> Room arrangement.> Materials and equipment needed.> Evaluation and assignments.> Wrap-up.

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Unit 5: Visual Aids and Training Activities

• Visual aids should:> Enhance the presentation.> Summarize main points.> Add variety.> Be simple and clear.> Have lasting effect.> Illustrate and reinforce complex ideas or concepts.

Used poorly, visual aids can be a distraction to an ineffective presentation.

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Visual Aids Examples

• PowerPoint slides.• Overhead transparencies.• Graphs and charts.• Pictures.• Films and video.• Flip charts.• Sketches.

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Handouts

• Handouts can be used for many purposes:> Summary of material.> To extend information beyond what is presented.> To allow participation during the seminar.> To involve participants.> Follow-up material.

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PowerPoint Basics

• Use a template.• Use a set font and color scheme.• Different styles are disconcerting to the audience.

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Appropriate Composition

• One major concept per slide.• Heading for every slide.• Simple and balanced slides.

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Maximizing Visibility

• Text must be large enough to be visible. (this is a 28 point Arial font).

• This is BOLD.

• For comparison, this is a 14 point Times New Roman font.

• Do not make transparencies directly from pages in books, reports or papers unless they can be enlarged.

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Use of Text (6x6 Rule)

> Outline of talk only.> Use 6X6 rule:

≈ 6 lines per slide and 6 words to line.

> Full sentences not necessary.> Remove articles (the, a, an). > Illustrate concepts where possible.

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Fonts

• Choose a font that is easy to read.• Roman and gothic typefaces are easier to read than

Script or Old English.• Do not use more than one or two font types.

• Avoid getting carried away with fonts, colors, and text sizes.

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The Color Wheel

40Remember the color wheel--it will help you determine which colors work

together or against each other.

Colors

Contrasting or complementary colors are those separated by another color.

Adjacent colors (next to each other) harmonize.

Colors that are directly opposite from one another are said to clash.

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Backgrounds

• White on dark background should not be used if the audience is more than 20 feet away.

• Having a dark background on a computer screen reduces glare.

Light text on dark background is very effective for computer

reading.

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Use of Images

• Use one image per slide.• Use two images to provide contrast, but make them

big.• Draw arrows if needed for emphasis.• Do not enlarge small images – they blur.• Do not distort the image.• Credit the source.

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Citation of References

• Credit images on slide:> Include the name of the author, date and title of

article and journal.• Include references on last slide.

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Use of Animation

• Should enhance, not distract.• Should not kill time.• Should be subtle.• Avoid animation schemes.• Use same transition between slides.

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Timing and the Number of Slides

• 1 slide = 2 – 3 minutes.• Image slides may take less time.• Time yourself.• Leave time for questions.• The seminar should be 45 minutes long.

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Illustrations

• Use only when appropriate.• Relate to the message.• Use simple diagrams.

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Training Evaluation

Kirkpatrick’s Four-Level Model of Evaluation• Level 1: Reaction• Level 2: Learning• Level 3: Behavior• Level 4: Results

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Level 1: Reaction

• Reaction: How did participants react to the program?> Smile sheets.> Informal comments from participants.> Focus group sessions with participants.

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Level 2: Learning

• Learning: To what extent did participants improve knowledge and skills and change attitudes as a result of the training?> Pre- and post-tests scores.> On-the-job assessment.> Supervisor reports.

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Level 3: Behavior

• Behavior: Do learners use their newly acquired skills and knowledge on the job?> Transfer of training.> On-the-job observation.> Self-evaluation.> Supervisor and peer evaluation.

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Level 4: Results

• Results: What organizational benefits resulted from the training?> Difficult and costly to collect.> Impossible to isolate the results of training.

• Training? …or other environmental factor?

> Measuring return on investment.> Financial reports.> Quality inspections.> Interviews.

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Levels of Evaluation vs. Value

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Kirkpatrick, & Kirkpatrick, 2006

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MGMT 4180 - Workplace Health and Safety

Reactions to Seminar

Facilitator delivered a very engaging seminar.

O True O False

 

The topics of the seminar were interesting.

O True O False

 

Facilitator clearly communicated the seminar’s objectives goals to students.

O True O False

 

The seminar was well organized.

O True O False

 

I feel I learned a lot from this seminar.

O True O False

 

The quality of instruction of the seminar was very good.

O True O False

 

The pace of instruction was adequate (not to fast or not too slow).

O True O False

 

I had an opportunity to practice what I learned in the seminar

O True O False

 

I feel I learned new skills and gained new knowledge through this seminar.

O True O False

 

I feel that the topics covered in this seminar will be useful in my career.

O True O False

 

Complete one survey for each seminar. You will earn one extra credit point for each completed survey. These surveys are available in Web CT.

Criterion Points Earned

Maximum Possible Points

Title Page: Is it relevant? Does it include facilitator’s name(s)? 5 pointOverview Slide: Facilitator provides an advanced organizer? 5 points

Organization: Seminar broken down into clear distinct sections? 5 pointDelivery: Is facilitator comfortable with topic? …minimal reading from note cards?

10 points

Use of Visuals and Color:___ Color___ Font and Size___ Slide Background___ Use of Text (6 x 6)___ Images or Illustrations

5 points

Use of Time: Timing and number of slides (Maximum 1 hour) 5 pointsHandling of Questions: Professional and non-defensive response to questions

5 points

Citations: Appropriate citation references (Author, Year of Publication, Title of Article, Journal)

5 points

TOTAL 45 points

MGMT 4180: Occupational Health and Safety

GRADING RUBRIC FOR SEMINAR

(130 POINTS)

PRESENTATION: 45 points

Criterion Points Earned

Maximum Possible Points

Objectives: Clearly defined SMART objectives. >Specific: State desired results in detail.>Measurable: Results must be observable to evaluate what has been accomplished.>Action-oriented: Describe the actions the learner will perform.>Realistic: Objectives must be attainable.>Timely: Objectives identify actions the learner can use immediately.

15 points

Mastery of Material: Facilitator demonstrates extensive knowledge of content ___ illustrating diagrams with relevant constructs___mentioning names of experts in the topic reviewed___ citing relevant studies

30 points

Thoroughness: Facilitator reviewed major topics discussed in chapter

10 points

Reporting: Facilitator provides enough details about observations/interviews/literature review____ 3 observations OR ___ 3 interviews OR ___ 3 journal articles

15 points

Training Evaluation (Knowledge): Facilitator provides opportunities to practice and receive feedback (e.g., exercise, quiz)

5 points

TOTAL 75 points

LESSON PLAN FOR SEMINAR: 75 points

OVERALL HOLISTIC TOTAL OF ABOVE PLUS MY PROFESSIONAL OPINION: 10 points

TOP NOTCH PRETTY GOOD COULD DO BETTER10 7 3

EXTRA CREDIT

Training Evaluation (Students’ Reactions)

Points Earned Maximum Points

Average score of students’ reaction to seminar 10 points