Training Methods

Topics: Educational psychology, Learning, Instructional design Pages: 6 (670 words) Published: September 3, 2013
Training is…  The achievement of pre-determined learning objectives through planned instructional techniques  The transfer of knowledge, skills & attitude (KSA) • Training focuses on influencing attitude, providing knowledge and transferring skills 

Developed through a systematic process known as instructional design or instructional systems design

The analysis of learning needs and systematic development of instruction to meet those needs Models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the learner Some Names to Know and Resources:

• • • • • • Robert Mager Robert Gagne Benjamin Bloom Walter Dick, Lou and James Carey (Dick & Carey) Ruth Clark M. David Merrill


Determine needs and performance gap




Write learning objectives Plan the training Develop evaluation plan Build the course



Teach or make available Measure effectiveness or impact



Objective Part

Statement describing circumstances under which behavior is to be performed

Given 5 case examples where a clear need is presented… The agent will determine and explain why term or whole life insurance is a better choice Within 5 minutes per case, with 80% accuracy (4 of 5 cases).



What the student will say or do
Statement that specifies how well the student must perform the behavior

At the end of this module, given , you will be able to to .

Knowledge Acquisition

• Remembering • Understanding

Knowledge Deepening

• Applying • Analyzing

Knowledge Creation

• Evaluating • Creating


1 2 3 4 5

C. Then This

B. Then This

A. This First
1 2



A Simple Method That Works:  Tell: Provide the information, knowledge, expectations. • Include “What, Why, and How” (and sometimes, “When and Where”) • Have them verbally summarize their understanding to your satisfaction   

Show: Demonstrate how to do it
• Have them demonstrate it back to you, to your satisfaction

Do: Set expectations and have them do it
• Observe them do it

• • • • Provide feedback and shape their behavior appropriately Have them do it again, using the feedback Cycle between Do and Review until they master it Monitor results after that, coaching as required.

Adults:  Want to know why they should invest the time  Need to feel responsible for their own learning  Bring valuable experience to learning  Are ready to learn when the need arises  Are task-oriented (hands-on, activity-based)

   

Find ways to restate and review important concepts Get them doing something (Tell, Show, Do, Review) Engage multiple senses when possible Separate review and learning assessment • Review helps them and doesn’t need to be scored • Consider scoring assessments – they tell us whether students “got it” and helps us know how we’re doing, too (was the course effective?)

    

 

Write great objectives Think ADDIE but don’t get locked into a linear model Using objectives as a guide, how deep do they need to go per topic (per Bloom)? Design accordingly Keep Gagne’s Nine Events in mind – flow the events where you can Use the “Tell, Show, Do, Review” method – make training active Treat learners like adults Chunk, sequence and layer Repeat key points where possible Repeat key points where possible Review for them, assess for us.

Transfer, when it occurs, does so via strategy or luck
• Note: Strategy is better! (Hope is not a business strategy.)

Transfer is a purposeful, shared responsibility
What will each stakeholder do to ensure...
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