step 2: design training (continued). steps to effective training 1. assess needs – organizational...
Post on 21-Dec-2015
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STEPS TO EFFECTIVE TRAINING
STEPS TO EFFECTIVE TRAINING
1. Assess Needs– Organizational Analysis– Person Analysis– Task Analysis– Ensure Readiness
2. Design Training– Create a learning environment– Set Objectives– Develop manual and lesson plan – Select methods/techniques– Select trainer and site
Learning Principles:Practice Makes Perfekt Active Focussed Massed vs. Distributed Whole vs. Part
– Sequencing Feedback (knowledge of results) Learning Curve
Learning Principles:Retaining What you Learn Practice and Overlearning Interference and practical limits Cues for recall Transfer of Training
SAMPLE OBJECTIVES Stoney will attend therapy
3 times a week Stoney will do trunk
rotations, swing therapy, ball therapy…
Stoney will show an increase in strength and stamina
Stoney will have greater balance and control.
SAMPLE OBJECTIVES
All supervisors will attend Paul Green’s Behavioral Interviewing Course
All supervisors will improve their interviewing skills
SAMPLE OBJECTIVES
Receive a job relevance rating of at least 4.5 out of 5.0– (Reaction)
Demonstrate awareness of B.I. principles in a written test with at least 70% accuracy
– (Learning) All interviewing supervisors will review job description and
develop at least 5 open-ended questions that focus on past behavior
– (Behavior) Increase validity of interviews by .30 within 6 months
– (Results)
STEP 2: DESIGN—Select Methods/Techniques/Location
Based on learning objectives On-the-Job vs. Off-the-Job
– – – – –
Methods/Techniques
Training MethodsPresentation Methods
Trainees are passive recipients of information Advantages
– Disadvantages
– – –
Good for teaching? Best use?
Training MethodsHands-On Methods Require active involvement of trainees
– OTJ; Simulations; games; cases; role plays Advantages
– – – –
Disadvantages?– –
Good for teaching:
Training MethodsTeam-building
Increase skills needed for effective teamwork–
Advantages?–
Disadvantages?– –
CHOOSING A METHOD
KNOW the model Learning Outcomes Learning Environment & Transfer Cost Relative to Benefits Combine Methods
Skills Training Programs
Most common type of training– Yet frequently done poorly
Consider “Safety Training” mini-case– How could delivery have been improved?
Role of behavior modeling
Steps in Training Work Skills
Introduce the skill Demonstrate the skill Explain the skill Demonstrate the skill again Practice the skill Provide feedback to improve performance
Step 1: Introduce the Skill
Get the learners’ attention Make sure all learners can see and hear Clarify why they want to learn the skill
– How?– Safety Training?
Describe the skill– Safety Training?
Your hands?
Step 2: Demonstrate the Whole Skill Technically correct Repeated several times Done from different perspectives
– Safety Training?– Golf?
Step 2: Demonstrate the Whole Skill Technically correct Repeated several times Done from different perspectives
– Safety Training?– Golf?
Your mouth? Your body?
Step 3: Explain the Skill
Clear, concise, enthusiastic Direct attention to important cues
– Safety training?– Golf?
Consider using learning aids to highlight and reinforce key points
Step 3: Explain the Skill
Clear, concise, enthusiastic Direct attention to important cues Consider using learning aids to highlight
and reinforce key points Your mouth? Your body?
Step 4: Second Demonstration
Demonstrate parts of skill sequentially– Safety Training?– Golf?
Alternate demonstration with explanation Finish with demonstration of whole skill
Step 5: Provide Practice
Active practice by learner is critical Create practice environment that is:
– Safe (Safety Training?)– non-threatening (Mr. Gleason?)– motivating and successful
Repeated, short practice is generally best Have learner explain and demonstrate skill
Step 5: Provide Practice (cont.)
Expect mistakes and build motivation– Provide for progression at individual rates– Separate practice from evaluation
Alternate demonstration and practice Allow for enough practice
– Until when?