CH:5 Training Tools and Techniques

1)      Introduction:

a)      Content delivery methods.

b)      Choose the style which is simple and effective.

c)       It is already defined in the design and development phase of instructional design.

2)      Openers

The way training session begins is critical to the success of the entire session.

a)      First impression

i)        People will instantly judge by the appearance and the behavior when they meet.

ii)       Dress in a manner consistent with what is considered professional.

iii)     Maintain personal hygiene.

iv)     Show degree of enthusiasm.

v)      Punctuality

vi)     Everything done to control the first impression will help to establish credibility.

b)      Introductions

i)        Introduction of the trainer: ( Important to provide information regarding trainer credibility)

(1)    Distribute a written introduction.

(2)    Have someone introduce you.

(3)    Introduce yourself.

ii)       Introduction of the trainee: (focus to introduce participants to each other.)

(1)    Number of trainee

(2)    Importance in training

(3)    Time duration of training

c)       Setting Expectations

i)        Letting know, what they can expect prepare them for the training session.

ii)       Make clear statement about the course objectives and the goals of the session.

iii)     Helps participants to know where it is most appropriate to ask questions.

iv)     It will also give clear view regarding the structure to the session. ( time, subjects, evaluation etc)

v)      Everyone is in the right room for the right reason with the right expectations.

d)      Developing interest

There are two types to participants at the training session either:

i)        they require.( state why it is important to know the issue)

ii)       They want to be.(self motivated people)

e)      Making participants comfortable

Noise is a term that describes the distractions that a participant must deal with.

i)        External noise: Room temperatures, visual line of sight, sound system etc. Physical environment

ii)       Internal noise: What takes place in participant head? Mental environment.

f)       Icebreakers:

i)        It is the activity which helps everyone to get to know the trainer and get to know each other.

ii)       It helps to establish supportive, cooperative and positive climate within the group. (Ex.6)

iii)     Helps to get learners acquainted with the training.

iv)     How Icebreaker help set the tone of the training by : (pg: 167-8)

v)      The type and length of the icebreaker will vary based on the level of intimacy the participants need to have with each other.

vi)     Humor is very effective icebreaker, which will help to reduce stress anywhere, including the training environment.

3)      Exercises/Activities

a)      Role plays:

i)        It is done to help participants revisit past behaviors and to explore and practice new behaviors.

ii)       It helps to participants to receive feedback on their skills and on how well they communicate.

iii)     There are four stage in role play:

(1)    Provide background

(2)    Conduct the role play

(3)    Debrief the participants

(4)    Close the session.

b)      Case Studies:

i)        Participants analyze and resolve a problem individually or in group.

ii)       It can have many possible solutions.

iii)     Encourage group participation and interaction to brainstorm possible solutions.

iv)     Guidelines for Case Study: (pg. 172)

c)       Small group interaction:

i)        This activity can be tied to problem solving or brainstorming activities.

ii)       Mostly favorable in environment when trainees are participating to get something form the discussion.

d)      One –on- One training:

i)        Only two people involve; trainer and trainee.

ii)       Used when high level of detail associated with the skill being taught.

iii)     Suitable

(1)    when limited numbers of trainee

(2)    Trainees with high degree of anxiety or fear.

(3)    If there is language barrier on the part of the trainee.

e)      Shadowing:

i)        Form of one- on- one training.

ii)       It occurs when trainee is paired with a trainer who holds the position that the trainee aspires to.

iii)     Willingness of the trainer is a must.

f)       Simulation:

i)        It is conducted with technology.

ii)       The purpose is to create a realistic environment.

iii)     Trainees are placed at a computer in which the simulation is already loaded.

iv)     It helps to test what –if – scenarios in low risk environment.

v)      Provides immediate feedback.

vi)     It specialist should be available to conduct these training sessions.

g)      Projects:

i)        It is also form of one on one training

ii)       High level of independent study

iii)     High level of trainer guidance

(1)    Is required to reach the end point.

h)      Panel

i)        It is a planned interactive session where three to five experts are assembled to share their viewpoints on a subject.

ii)       The expert share opinions to the participants.

iii)     Then they pick up questions from the participants

iv)     It is most appropriate in general topic where specific performance standards are not required.

i)        Demonstration:

i)        An effective means of showing trainees exactly what topic they are learning.

ii)       Steps of are:

(1)    Show once

(2)    Show second time, talking through each step.

(3)    Have the trainee conduct the steps.

(4)    Provide feedback.

(5)    Repeat.

                (Some training topics conductive to demonstration are:  pg 179)

j)        Games:

i)        It is an exercise, illustration, activity, or incident used to present the trainees learning.

ii)       Each component of the game must be related to the training concept.

iii)     It must be action and learning focused.

iv)     Age of the participants should be considered while introducing games.

v)      Its characteristics are: Brief, Inexpensive, Participative, Low Risk, Adaptable, Single focus.( pg:180)

    Games for training (ex:14)

4)      Support Media:

a)      introduction

i)        They are the informational tools which help to support the training session.

ii)       Media provides the communication system that is to be used in the training session.

iii)     Types of support media to be used in training are:

b)      Hands out:

i)        It is the written document about the content of the training topic.

ii)       It is to be provided as per different session of the training.

c)       Videos:

i)        Videos are another effective medium to transmit the information to the trainee.

ii)       Very useful to the trainees with visual and auditory learners.

d)      LCD or DLP Projection:

i)        Liquid crystal display and Digital light processing.

ii)       This media uses slides to make the information available to trainer.

iii)     (Tips for effective LCD and DLP projection use: Ex: 16)

e)      Flip charts:

i)        A flip chart is a stationery item resembling a whiteboard, typically supported on a tripod

ii)       Flip charts are useful in teaching situations where you need to teach a number of people at a time. They are used

(1)     when books are unavailable, scarce, or too expensive for individuals to have their own copy

(2)    when other media such as overheads and slides are not available.

f)       Overheads

i)        It is media which used overhead transparencies.

ii)       A beam of light projects the image of the transparency into a viewing screen.

g)      Microphones:

i)        A microphone sometimes referred to as a mike or mic, is an acoustic-to-electric transducer or sensor that converts sound into an electrical signal

ii)       Mostly preferred by the auditory learners.

iii)     Can be used in every type of training sessions.

5)      Closers:

a)      It is the final segment of the session

   Its objective is to:

i)        Revisit what is learned, done and covered in the training.

b)      Transfer of learning:

i)        To ensure transfer of learning at closers:

(1)    Restate key points that have been discussed during the training.

(2)    Clarify areas of doubt.

(3)    Restate “What is in it for me?”

(4)    Emphasize the practical application of what they have learned.

c)       Closing Takes Time

i)        “Scheduling adequate time for closing “, the trainees will feel that trainer is well prepared.

ii)       Use:

(1)    12 to 15 minutes for 1 hr session

(2)    25 to 30 min for 3 hr session

(3)    45 to 50 min for 6 hr session.

d)      Closing a closer

i)        With the end of the activities planned for the closer, it must be closed.

ii)       Choose a closer that enhances the session and restates the key points

iii)     Let the trainees feel good about their new knowledge and performance.

6)      The Final Step

a)      Feedback and Evaluation:

i)        Create a simple evaluation tool specific to the session to check and appropriate response.

ii)       Use open ended questions

b)      Quiz / Testing:

i)        It is an examination after the completion of the training.

ii)       Take test by informing participants regarding the modules.

c)       Recognition and certifications:

i)        It is the reward for the accomplishment after the completion of the training session.

ii)       Types of recognition include: Stickers, Certificates, Certifications, etc.

4. Instructional Design

Introduction:

·         Instructional design is the process of applying a set of principles to achieve desire learning outcome.

·         It is systematic development of instruction materials using learning and instructional theory to ensure the quality.

·         Robert Glaser and Robert Gagne published “theories on learning and the criteria to be used for determining whether training was effective”.

History of instructional design

·         1960, Robert Glaser and Robert Gagne published “theories on learning and the criteria to be used for determining whether training was effective”.

·         1980 computer began important part of instructional design.

·         1990 concept of corporate universities for which analyzed the theories on instructional design to make it fit to organizational needs.

Principles of Instructional Design

—  It is a systematic process of providing instruction and training to the people who are most in need of it.

—  It is a process that translates general learning and instructional principles into actual lesson plans, materials, and delivery systems.

System and Strategy

—  Looks into instructional design system and strategies

—  Planning of instruction in a highly systematic manner with attention to consistency and compatibility of technology knowledge at each point of decision and action.

—  ADDIE: Analyze, design, Develop, implement, and Evaluate, are the main parts in system approach.

—  It goal is to make sure that learning transfer takes place.

Instructional Design Model

—  Dick and Carey Design model: This model stresses that each step in the process to be done in a particular order as the feedback from one step will provide the information to perform the next step.

—  Hannafin Peck Design model: This model stress that the three phase i.e. needs assessment, Design, Develop and implement, should be evaluated and revised to ensure better learning outcome.

—  Krink and Gustafson Design Model:  It focus on three phase including problem determination, design of strategies and objectives, and development of materials.

—  Jerrold kemp Design model: This model takes a holistic approach to instructional design. Virtually all factors in the learning environment are taken into consideration including subject analysis, learner characteristics, learning objectives, teaching activities, resources, support services and evaluation. Kemp’s model is most useful for large-scale programs involving groups of people and multiple resources.

—  Gerlach- Ely Design model: This model is used by instructional designers who are new to the process and have more knowledge about content that instructional techniques.

—  Rapid Prototyping design model: This model is use by experienced instructional designers who have a strong grasp of learning styles and are confident in their experience and intuition. The process stages include performing a needs analysis, constructing a prototype, utilizing the prototype to perform research and installing the final system. 

—  Just in time Instructional design: This model focus on faster and cheaper instruction. This is achieved through trading off resources between the steps.

Key factors in successful course

—  Successful learning depends upon the understanding and application of educational theories and strategies.

—  To better understand the above theories we need to look into:

1.       Students as Adult learners: use “LEARN” concept.

1.       L= let discussion take place

2.       E= experience based

3.       A= Active involvement

4.       R=Relevant content

5.       N=Numerous activities

2.       Levels of learning: Developed by Benjamin J. Bloom. It states six level of learning from simple and concrete to complex and abstract. They are: pg(132)

1. Knowledge:
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation         

Steps in Instructional Design

—  Analyze

—  Design

—  Develop

—  Implement

—  Evaluate

Analyze: It focus on determining

—  Who learners are?

—  What is the objective of the instruction?

—  What skill, knowledge and attitudes need to be taught?

—  How much content is needed in the instruction?

AND

—  It will help to determine exactly where to go and what you want to achieve through training.

Analysis stage broken down into:

—  Need analysis: Ideal performance – Actual performance

—  Problem analysis: Helps to determine cause of the problem and whether training is proper solution or not.

—  Goal analysis: Help to set realistic objectives that training want to achieve.

—  Trainee analysis: focus to determine the characteristics of the trainees, to better suit the training materials according to their needs.

—  Resource Analysis: This will determine the availability and the constraints on resources for training.

—  Job and Task analysis: This determines the tasks each employee needs to perform and the standards to which it must be performed.

Design:

—  This phase involves determining specific learning outcomes and defining the scope to the training.

Learning objectives:

—  Is a statement describing instructional outcomes

—  It describes the results; the skills or performance the trainees need to demonstrate after the training.

—  It provides sound basis for:

—  Selecting content and designing methods for presentation.

—  Evaluating the success of the instruction.

—  Organizing the participant activities for the accomplishment of the learning objectives.

—  A good learning objective identifies four components of training: performance, Standard of performance, Repetitions of performance, and conditions of performance.

ü  Performance: What will be trainees will be able to do?

ü  Performance standard: What are the criteria that will demonstrate competence?

ü  Repetitions of performance: how many times the competence must be demonstrated?

ü  Conditions of performance: Under which circumstances will trainees need to be able to complete the performance?

Construction Criterion Measures

—  Use of the Donald Kirkpatrick levels of evaluations.

—  Reaction

—  Learning

—  Behavior

—  Result

Sequencing Content:

—  It is process of keeping in order the content and learning experience to produce greatest learning in least time. It will help to:

—  Help trainees to move from one objective to another

—  Give information to trainees regarding the knowledge  to move on

—  Reduce time

—  Prevent trainee to be confused and failure.

Robert Gagne ‘s nine events of instructions:

—  Gain attention:

—  Inform learners of objectives:

—  Stimulate recall of prior learning:

—  Present stimuli with distinctive features;

—  Guide learning:

—  Encourage active participation:

—  Provide feedback:

—  Assess performance:

—  Enhance learning transfer and learning retention:

Selecting methods and media:

—  Which will best match the learning objectives?

—  Methods are activities and instruction technique.

—  Media is an object that transmits training.

—  The factors to consider for choosing methods and media:

—  Type of objective

—  Cost of method and media

—  Experience and knowledge of trainees.

Develop:

—  It is the stage when all the training materials, documentation, and evaluation are chosen, written, or produced.

—  In this phase evaluation is done of every material to ensure that they are meeting the standards set by the design phase.

Choosing Training materials

—  The amount and type of training materials needed, will directly depend on the methods and scope of the training determined in design phase.

—  Common material in training are : ( pg 146)

—  Consideration for choosing materials are: ( pg 147)

Creating training material

—  Guides for creating training materials are:

—  Accuracy: Every piece of content throughout the materials must be accurate.

—  Focus: The training materials need to be tightly focused on the learning objectives.

—  Difficulty level: The materials should meet the trainees’ level of learning.

Documenting training:

—  It helps an organization make decisions about the effectiveness of training.

—  How to adapt in the future.

—  As reference to use it again.

—  Here documentation plan is made which include:

—  What training records will be kept?

—  How they will be kept.

—  Who will keep it.

—  How long it will be kept.

Implement:

—  It is the stage where actual presentation of training is carried.

—  The steps in implementing training are:

—  Prepare

—  Present

—  Practice

—  Follow up

Evaluate:

—  It is phase of observing whether a program is working as it was panned

—  Whether the trainees are progressing according to plan.

—  It also provide means for :

—  Trainer to improve the training

—  The trainee to make better use of the training.

When to take different approach:

—  If result from evaluation indicates that trainees are not able to successfully perform the learning objectives.

—  Try something different

—  Think outside the box.

—  Choose methods that are better for the trainee rather than what is most comfortable as a trainer.

Technology and instructional Design:

—  Technology has helped in

—  Data management.

—  Task support

—  Decision support.