MBA760 Chapter 05
- 1. Program Design Chapter 5 6th Edition Raymond A. Noe McGraw-Hill/Irwin Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
- 2. Learning Objectives • Be able to choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course • Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map • Explain how trainees’ age, generational differences, and personality might influence how programs are designed 5-2
- 3. Learning Objectives Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers Explain the program design elements that should be included to ensure near and far transfer of training Develop a self-management module for a training program Design application assignments and action plans to enhance learning and transfer of training 5-3
- 4. Learning Objectives Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge 5-4
- 5. Introduction Program design: Organization and coordination of the training program 5-5
- 6. Figure 5.1 – The Program Design Process 5-6
- 7. Selecting and Preparing Training Site Training site: Room where training will be conducted Characteristics of good training room Comfortable and accessible Quiet private and free from interruptions Sufficient space for trainees to move around easily Enough room for trainees to have adequate work space Good visibility for trainees to see each other, the trainer and any visual displays 5-7
- 8. Details to Consider When Evaluating a Training Room Noise and colors Room structure and lighting Wall and floor covering Meeting room chairs Glare Ceiling Electrical outlets Acoustics Technology 5-8
- 9. Figure 5.2- Examples of Seating Arrangements 5-9
- 10. Making Training Site and Instruction Conducive to learning Creating learning setting- Determine the extent to which trainees decide When, where, and how they will learn (self-direction) Whether learning will occur by interaction with others (collaboration) Preparation of materials Know the audience Pretraining Provide overview of the course 5-10
- 11. Making Training Site and Instruction Conducive to learning Help trainees retain and recall training content Application assignments Trainees are asked to identify work problems or situations and to apply training content to solve them Class room management Interacting with trainees Dealing with disruptive trainees Managing group dynamics 5-11
- 12. Table 5.2- Matching Training Rooms with Learning Requirements 5-12
- 13. Figure 5.3- A Concept Map for a Course on Conducting an Effective Performance Review 5-13
- 14. Table 5.3- Examples of How to Get Trainees Involved 5-14
- 15. Curriculum Course and Lesson Design Curriculum Organized program of study designed to meet a complex learning objective Includes several courses Learning objectives- Broader and less measurable than course or lesson Course or Program Covers specific learning objectives Addresses limited number of competencies 5-15
- 16. Curriculum Road Map Shows All of the courses in a curriculum Paths that learners can take through it Sequences in which courses have to be completed Includes Brief statement of the course purpose Prerequisite skills needed for the course Learning objectives or competencies covered by the course 5-16
- 17. Curriculum Road Map Format of the content and course expectations Delivery method for the content Design document Outlines scope of project, delivery methods, and objectives Detailed lesson plan Translates the content and sequence of training activities into a trainer guide 5-17
- 18. Curriculum Road Map Lesson plan overview Matches major activities of the training program and specific times 5-18
- 19. Figure 5.4- An example of a curriculum road map for a security management training curriculum 5-19
- 20. Table 5.4- Design Document Template 5-20
- 21. Table 5.5- Design Document 5-21
- 22. Table 5.6- Sample of a Detailed Lesson Plan 5-22
- 23. Table 5.6 cont.- Sample of a Detailed Lesson Plan 5-23
- 24. Table 5.7 Features of an Effective Lesson Plan 5-24
- 25. Figure 5.8- Sample Lesson Overview 5-25
- 26. Choosing Vendor or Consultant For Training Services Request for proposal (RFP) Used for potential vendors and consultants Outlines: 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 Follow-up process used to determined level of satisfaction and service Expected date of completion of project, and the date when proposals must be received by the company 5-26
- 27. Table 5.9- Questions to Ask Vendors and Consultants 5-27
- 28. Transfer of Training Encourage trainees to self-manage the use of learned skills Provide trainees with opportunities to use training content Near transfer Applying learned capabilities exactly in a work situation Training tasks involve responding to predictable situations 5-28
- 29. Transfer of Training In Programs with emphasis on near transfer, trainees Need to follow standardized procedures, processes, and checklists Should be encouraged to focus only on important differences between training tasks and work tasks Should be provided with an explanation of why and how the procedure should be performed Learn behaviors or skills that contribute to effective performance 5-29
- 30. Transfer of Training Far transfer Involves using learned capabilities to novel situations involving original thinking Training tasks require variable interactions and unpredictable responses Programs with emphasis on far transfer should: Teach general concepts, broad principles, or key behaviors Provide a list of prompts or questions to help trigger thoughts and question sets 5-30
- 31. Table 5.10- Content of a Sample SelfManagement Module 5-31
- 32. Encourage Manager Support for Training Manager support: Degree to which managers Emphasize the importance of attending training programs Stress the application of training content to job Provide opportunities for trainees to use what they have learned on the job 5-32
- 33. Encourage Manager Support for Training Action plan Document that includes the steps required to ensure that training transfers to the job Includes A goal identifying what training content will be used and how it will be used Strategies for reaching the goal Strategies for receiving feedback Expected results 5-33
- 34. Figure 5.5- Levels of Management Support for Training 5-34
- 35. Table 5.11- Checklist for Determining a Manager’s Level of Support for Training 5-35
- 36. Peer Support Support network:Group of two or more trainees who: Agree to meet and discuss their progress in using learned capabilities on the job 5-36
- 37. Opportunity to Use Learned Capabilities Opportunity to perform Extent to which the trainee is provided with or actively seeks experiences that allow: Application of the newly learned knowledge, skill, and behavior from the training program Determined by: Breadth- Number of trained tasks performed Activity level- Number of times with which trained tasks are performed Task type- Difficulty of the trained tasks that are actually performed 5-37
- 38. Opportunity to Use Learned Capabilities Can be measured by asking former trainees indicate: Whether they perform a task How many times they perform the task The extent to which they perform difficult and challenging tasks 5-38
- 39. Technological Support Electronic performance support system (EPSS) Computer application that provides skills training, information access, and expert advice 5-39
- 40. Knowledge Management Process designing and implementing tools, processes, structures, and cultures To improve the creation, sharing, and use of knowledge Involves Using of technology Publishing directories Developing informational maps Creating chief information officer (CIO) and chief learning officer (CLO) positions 5-40
- 41. Knowledge Management Giving presentations about learning from training programs attended Taking time off from work to acquire knowledge, study problems, and attend trainings Creating online learning resources Facilitating interactions between employees Creating communities of practice (COPs) Using after-action reviews 5-41
- 42. Keys for Effective Knowledge Management Training and information technology collaboration Create knowledge management leadership positions Chief learning officers (CLOs) or Knowledge officers: Leaders of a company’s knowledge management efforts Develop and link learning culture with the company’s technology infrastructure Locate knowledge and find ways to create, capture, and distribute it 5-42