This Document Contains Chapters 9 to 10 Chapter 9 Training Delivery Essential Outcome After completing the lesson on this chapter, if nothing else, students should have a grasp on the process of how training is delivered, beginning with a properly written lesson plan and incorporating all of the various elements required to execute an effective training session described in Gagné’s nine events of instruction. Chapter Learning Outcomes After reading this chapter, you should be able to: 1. develop a detailed lesson plan 2. describe the characteristics of an effective trainer 3. determine who should attend a training program 4. explain how to create a positive learning climate 5. explain how to use Gagné’s nine events of instruction 6. develop solutions to training delivery problems Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. A well-executed training session begins with a well-thought-out and properly written lesson plan. The lesson plan guides the trainer and identifies what is required in terms of training materials, equipment, and facilities, so that the important details necessary for a successful training event are not left to chance (see samples in Table 9.2 on page 268 and Table 9.3 on pages 268-269). 2. The effectiveness of a training program depends to a large extent on the effectiveness of the person delivering the training. In addition to having subject-matter expertise, effective trainers need to be able to engage the trainees and make the training material interesting. As developing subject-matter expertise is more difficult than learning training delivery skills, train-the-trainer programs are useful in helping to develop subject-matter experts into effective trainers. 3. When it comes to effective training, details matter—ensuring the training site and the room set-up (i.e., seating arrangements) are suitable for achieving the goals of the training, having the right materials and equipment at the ready, and administrative details such as scheduling and registration are all important details that can make or break a training program. 4. With proper pre-training planning details taken care of, trainers can devote their full attention to implementing the training program, including establishing a positive and effective learning climate and mindfully incorporating Gagné’s nine events of instruction into the delivering the training (see Table 9.4 on pages 280-281). 5. Most every trainer, no matter their level of skill or experience, will eventually encounter challenges while delivering training. Proper preparation along with developing a repertoire of strategies for dealing with these problems is one of the hallmarks of effective trainers (see Trainer’s Notebook 9.3 on pages 285-286). Student Motivation: WHY SHOULD STUDENTS CARE? This chapter gets into the “meat” of the topic of training and development, and therefore will likely be of considerable interest to most of the learners in your class. Establishing relevance is almost automatic, as every learner in your classroom has direct experience as a recipient of training and most will have had both positive and negative experiences, which many will be eager to share. Some students may be surprised to discover through this chapter just how much thought and preparation actually goes in to the design and delivery of effective training, for like many things, when done well it has the appearance of being easy or even effortless. The arrival at this insight is a good opportunity to bring together several of the concepts taught in previous lessons, including learning theories, training needs analysis, and the training methods described in Chapters 6 through 8. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? Reinforced through their own preferences and experiences, cultural or generational norms, a strong emphasis or reliance on technology (e.g., gaming, social media), or a combination of all of these, some students may have acquired a bias toward what some might call “edu-tainment”—meaning that unless learners feel continually entertained while in the process of learning, effective learning will not occur. While there is some truth in this perception, this bias might be worth further exploration and discussion with your class to determine the extent to which it exists and to challenge the veracity of the argument that suggests “learning needs to be fun to be effective.” Engagement Strategies: WHAT can I DO IN CLASS? 1. For In-Class Exercise 1, on page 288: Facilitate this exercise by having students create their list independently. Ask for some examples in class and discuss, adding any factors addressed in the chapter that might not have been covered. 2. For In-Class Exercise 2, on page 288: If you are making training delivery a major focus of your class, you may wish to arrange to have students deliver short presentations on selected topics from the training course and record them for feedback. As an alternative to having students evaluate or critique each other, encourage the students to review and critique their own videos. (If you are using the mini-training session exercise described under Engagement Strategies in Chapter 6, use it to take the place of this exercise.) 3. For In-Class Exercise 3, on page 288-289: Provide a checklist based on Gagné’s list to students and ask them to fill the checklist based on your instruction technique. Divide the class into groups of 4–5 students. Have each group come up with an aggregate assessment of your instruction. Discuss the group evaluation to answer the exercise questions and draw attention to the value of Gagné’s events. 4. For In-Class Exercise 4, on page 289: Facilitate this exercise in groups of 4–5, then summarize and debrief. (Use this exercise as an alternative to Exercise 3, but not in addition to it). 5. For In-Class Exercise 5, on page 289: Facilitate as an in-class exercise, developing a list based on individual student responses. Add factors not brought up by students, summarize, and debrief. Use the white board or flipchart for the list—if neither exist in your classroom (or some reasonable alternative), use this as an illustration of how seemingly simple resources (or lack of) can impact the effectiveness of the training lesson. 6. For In-Class Exercise 6, on page 289: Facilitate this exercise in pairs or triads, then debrief. 7. For In-Class Exercise 7, on page 289: Broaden this to a brief discussion on the overall set-up of classrooms in your institution. If possible, consider taking the class on a brief walking tour of the campus to review and discuss the advantages and disadvantages of the various classroom set-ups. Consider showing examples (photos) of various other training rooms from corporate settings. How similar are they to the ones you have just seen on campus? How are the different? Why do you think they are not the same? Suggestions for Large Class Exercises a) Further to Exercise 5, given that this is a large class, assess the classroom and student size of your current class. What are the factors related to these that inhibit effective participation in the class. How are these addressed? If you have moveable chairs/tables in the classroom, experiment with different classroom set-ups and have students assess their effectiveness. b) Have students break into groups of 3–5 students. Discuss the similarities in managing their college or university education and the challenges in training administration. How does their school assist them in addressing these challenges? How can this be applied to training in organizations? Facilitate the debriefing among the small groups. Summarize key points for the entire class. Suggestions for Technology-Enhanced Classrooms a) Use the Internet to select a public training course. View its agenda or related program materials. Whom is their training suggested for? What elements of the learning climate are featured in their promotional material? b) Use the Internet to select a public training provider. Identify how many training programs they provide, what types of training, and how they appear to have coordinated their training events. Suggestions for Internet Classes a) On the course discussion board, discuss how Gagné’s nine events of instruction can be present in an online course. b) Have students identify which of Gagné’s nine events of instruction are present in this course. What can be added to enhance the class experience? c) Have students assess the learning climate for this course. What can be changed or enhanced to improve the climate for learning? Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter described the steps involved in training delivery. We began the chapter with a discussion of the lesson plan, which should describe how a training program will proceed and how it will be implemented. This was followed by a description of the characteristics of effective trainers and who should attend a training program. We also described the training materials and equipment, the training site and seating arrangement, scheduling a program, and training administration. We then described how to create a positive climate for learning and Gagné’s nine events of instruction. The chapter concluded with a discussion of common training delivery problems and solutions. Case Incident: Training the Trainer at the Running Room Answers 1. What are the potential benefits and drawbacks of implementing a "train-the-trainer" program at the Running Room, especially when store managers are responsible for delivering training at the store level? Answer: In answering this question, students should refer to the brief section on train-the-trainer found on page 272, however they will need to make some their own inferences. They may speak to benefits such as customization and a more natural “fit” as the training is being delivered at the store level by the store manager. A potential downside could be lack of consistency across the Running Room franchises if the managers are not consistently trained on things like policy and standards of customer service, hence the importance of a robust train-the-trainer program for the managers. A "train-the-trainer" program at the Running Room can enhance customization and relevance of training at the store level but may lead to inconsistencies across franchises if not uniformly implemented. Ensuring managers are thoroughly trained and aligned with company standards is crucial. 2. How might the challenge of maintaining consistency in training and customer service standards evolve as the Running Room expands? What potential solution could address this challenge effectively? Answer: In answering this question, students could build upon the previous point about consistency, as it stands to reason that this will become more of a challenge as the company grows and expands, both in number of stores and geographic location. As a potential solution, students could suggest computer-based training as discussed in Chapter 8 as a way of providing consistent training effectively and efficiently to a geographically-disbursed cadre of trainees. As the Running Room expands, maintaining consistent training and service standards may become challenging due to geographic dispersion. Implementing computer-based training can provide a standardized, efficient solution to address this issue. Case Study: The Houghton Refrigeration Company Answers 1. What are the characteristics of an effective trainer, and how did the selected trainer’s characteristics impact the training at Houghton Refrigeration Company? Answer: Students should refer back to the section on the trainer on pages 270-271 when answering this question. They should look at desirable trainer characteristics including being expressive and engaging, and conclude that the trainer selected by the president did not exhibit these characteristics. They might conclude that the president should have made a point of selecting a trainer who was more out-going and engaging, but some might suggest that with some proper train-the-trainer support (and perhaps some coaching) that Bill could learn to deliver the training in a more engaging way. An effective trainer should be expressive and engaging, as noted on pages 270-271. The selected trainer, Bill, lacked these qualities, which likely affected the training's effectiveness. The president should have chosen a more outgoing trainer or provided Bill with train-the-trainer support to enhance his delivery skills. 2. Considering Bill’s subject-matter expertise, what additional strategies could improve his training delivery, particularly in light of social-cognitive theory? Answer: Students should expand upon their answers to the previous question and note that while Bill had some subject-matter expertise (likely from his previous course experience and involvement with the Red Cross), he lacked effective delivery skills. They might suggest that he include aspects of social-cognitive theory such as role modelling, build in a role play demonstrating effective and ineffective lifting techniques, and provide opportunities for active practice followed by feedback. Although Bill had subject-matter expertise, his delivery skills were lacking. To improve, he could incorporate social-cognitive theory by role modeling, using role plays to demonstrate lifting techniques, and providing opportunities for active practice followed by feedback. 3. How did the approach to training at Houghton Refrigeration Company fall short in addressing the specific needs of employees? Answer: It seems that the training was delivered on a department-wide basis, with little or no consideration for the need for the training. Students should be able to pick up on this and suggest that the training be targeted to employees who actually are required to lift heavy objects as a part of their job duties. The training was delivered broadly across the department without considering individual job requirements. It should be targeted specifically to employees who are required to lift heavy objects as part of their duties. 4. What considerations regarding the learning climate were overlooked in Bill’s training, and what suggestions from pages 279-280 could improve this? Answer: It is likely that little or no thought was given to the learning climate, something that Bill might have been more cognizant of had he received some train-the-trainer support. Students should review the suggestions on pages 279-280 and suggest that these ideas be incorporated into the training. Bill likely neglected to address the learning climate. Incorporating suggestions from pages 279-280, such as creating a supportive environment and engaging participants, could enhance the effectiveness of the training. 5. How did Bill’s training align with Gagne’s 9 Events of Instruction, and what does this indicate about the training's effectiveness? Answer: Students should refer to Table 9.4 on pages 280-281 in their answer to this question. They should be able to note that most of the 9 events were either minimally present or altogether absent from Bill’s training, which focused almost entirely on #4 (present the material to be learned), and this was rushed and scant in terms of content. This is an excellent opportunity to reinforce the importance of all 9 events and press the point that effective training is much more than just delivering content material. Bill’s training largely missed most of Gagne’s 9 Events of Instruction, focusing only on presenting material (Event #4), which was done hastily. This highlights the need for a comprehensive approach to training that includes all 9 events for effectiveness. 6. How can Bill improve his training delivery based on the absence of Gagne’s 9 Events of Instruction? Answer: The problems all relate back to the absence of Gagne’s 9 Events of Instruction, and the suggestion students should make would be for him to acquire skill in this area through a train-the-trainer program. Bill should acquire skills in implementing Gagne’s 9 Events of Instruction through a train-the-trainer program to address the gaps in his training delivery and improve overall effectiveness. Flashback Answers 1. How does the on-the-job training at Haughton Refrigeration compare to the methods outlined in Table 7.1, and what are its main issues? Answer: On-the-job training at Haughton Refrigeration: • Refer to Table 7.1 on page 206. On-the-job training is minimal, usually lasting no more than 10 minutes. The type of training provided really does not fit with any of the methods shown in the table, but most closely resembles job instruction training (however, it is not very formalized, structured, or systematic), with some elements of coaching added (more reactive than proactive, involving more experienced workers jumping in when problems arise). The approach is not very effective, as illustrated by the number of injuries experienced and the uneven nature of the training. The on-the-job training at Haughton Refrigeration, which is minimal and typically lasts no more than 10 minutes, most closely resembles job instruction training but lacks formalization, structure, and systematic approach. It also includes reactive coaching by more experienced workers. This approach is ineffective, as evidenced by the high number of injuries and uneven training. 2. What distinguishes job instruction training from the on-the-job training currently used at Haughton Refrigeration, and what steps are needed to implement it? Answer: On-the-job training versus job instruction training: • Job instruction training is more formalized, structured, and systematic. In order for job instruction training to be implemented at Haughton, the four-step process of preparation, instruction, performance, and evaluation would need to put in place. Job instruction training is more formalized, structured, and systematic compared to Haughton’s current minimal on-the-job training. To implement job instruction training, Haughton would need to establish a four-step process: preparation, instruction, performance, and evaluation. 3. What are the potential effects of Joe Gleason’s approach to on-the-job training, and what actions should the company president take? Answer: Joe Gleason’s approach to On-the-job training: • Joe’s approach is extremely detrimental, and undoubtedly has a negative effect on the training and on-the-job performance of the students who have the misfortune of being “trained” by him. His condescending approach may adversely affect employee morale, self-efficacy, and on-the-job performance. The company president should have a serious talk with him about the consequences of his behaviour, and the conversation should be documented and this employee be made aware that this verbal warning is the first step of a performance management process, and know that (in no uncertain terms) his behaviour will not be tolerated. Joe Gleason’s condescending approach to on-the-job training negatively impacts employee morale, self-efficacy, and performance. The company president should address this behavior with a serious discussion, document the conversation, and make it clear that this is the first step in a performance management process with no tolerance for such behavior. 4. How does Bill Young’s use of the lecture method for training fall short, and what could improve his effectiveness as a trainer? Answer: Bill Young’s training method: • Refer to Table 6.1 on page 177. Bill is using the lecture method and not very effectively. His training lacks substance, depth, and interest. In fairness to Bill, he has not had the benefit of any train-the-trainer instruction, which would no doubt assist him to a large degree in his self-efficacy as a trainer and by equipping him with knowledge and skills he could put to use to make his training more content-rich and more engaging. Bill Young’s use of the lecture method lacks substance, depth, and engagement. He would benefit from train-the-trainer instruction, which could enhance his self-efficacy and equip him with skills to make his training more content-rich and engaging. 5. What additional training methods could Bill Young incorporate to improve his training sessions? Answer: Other training methods: • At the very least, Bill could add discussion to his training method to inject some two-way communication. He could go further by introducing a short case study or case incident on the topic of workplace safety. He could use either himself or a volunteer to model effective safety behaviour and perhaps even devise a short role play or training game on the topic (replacing his very dry rendition of how to lift and carry a heavy box), making the training more engaging and effective. Bill could enhance his training by incorporating discussion to foster two-way communication, using case studies or incidents related to workplace safety, modeling effective behavior, and introducing role plays or training games to replace his dry lecture, making the training more engaging and effective. 6. What steps should be taken to design an alternative training program for Haughton Refrigeration, and what options are available? Answer: Designing an alternative training program: • Refer to Table 5.1 on page 145. Begin with writing some carefully thought-out training objectives answering the question of what the trainees will be expected to do after they complete the training. As there is a serious lack of in-house training talent, it might make more sense for Haughton to invest in an off-the-shelf workplace safety training program, of which there is a plethora of choices in the marketplace. Whether the decision is to “make or buy,” the training content and training methods should support the achievement of the learning objectives and incorporate active practice and conditions of practice into the training program. To design an alternative training program, Haughton should start by defining clear training objectives. Given the lack of in-house training talent, investing in an off-the-shelf workplace safety training program might be advantageous. Whether opting to "make or buy," the program should support learning objectives and include active practice and appropriate conditions of practice. Flash Forward Question Have students look ahead and review Table 10.3 Barriers to the Transfer of Training on page 300, and Table 10.4 Transfer of Training Strategies on pages 305-306 to answer this question, and have them suggest what they feel the number one barrier to transfer might be in this case, and point out to them that management, the trainer, and trainees all factor in to effective transfer of training. Running Case Study: Dirty Pools Suggested Answers to Case Questions: 1. How can Tables 9.2 and 9.3 on pages 268-269 be used to ensure that a training program is complete and effective? Answer: Be sure that students reference Table 9.2 and Table 9.3 (pages 268-269) and use this as a checklist to ensure their work is complete. Tables 9.2 and 9.3 provide a checklist of key elements and events of instruction needed for a complete and effective training program. Reviewing these tables helps ensure that all necessary components are included and that the training covers all essential aspects systematically. 2. What are the advantages and disadvantages of using external professional trainers versus internal subject matter experts (SMEs) who have undergone a train-the-trainer program for delivering training? Answer: Students may suggest either a professional trainer from an outside agency, or internal trainers who are SME’s who have been through a proper train-the-trainer program. They should be able to identify positive and negative aspects of both options. They should also be able to conclude that while technical knowledge and skill (subject matter expertise) is important, the characteristics of being expressive, engaging, etc. are also important considerations when selecting who will deliver the training. External professional trainers bring objectivity and specialized expertise but may lack specific organizational context. Internal SMEs offer relevant technical knowledge and organizational insight, but may lack formal training skills unless they have completed a proper train-the-trainer program. Both options require a balance of technical knowledge and engaging delivery skills for effective training. 3. Can you provide detailed examples of how each of Gagne’s 9 Events of Instruction can be applied in a training program? Answer: Students should be able to provide fairly detailed examples of each event of instruction in their examples. This is an opportunity for students to be appropriately creative (in ways to gain attention, for example) and draw on their own experiences as participants of training (either on-the-job or off-the-job). For instance, to apply Gagne’s events: • Gain Attention: Use an engaging video or a dramatic demonstration of a common problem. • Inform Learners of Objectives: Clearly state what learners will achieve by the end of the training. • Stimulate Recall of Prior Learning: Ask participants to share previous experiences related to the topic. • Present the Material: Deliver content through a mix of lectures, demonstrations, and interactive elements. • Provide Learning Guidance: Offer examples and step-by-step instructions. • Elicit Performance: Have participants practice new skills through exercises or simulations. • Provide Feedback: Give constructive feedback on their performance. • Assess Performance: Conduct assessments to evaluate understanding and skills. • Enhance Retention and Transfer: Discuss ways to apply the skills in real-world situations and provide follow-up resources. Chapter 10 Transfer of Training Essential Outcome After completing the lesson on this chapter, if nothing else, students should have a solid grasp on the things that managers, trainers, and trainees can do before, during, and after training in order to increase the likelihood that the skills and behaviours acquired during training will be transferred to the workplace. Chapter Learning Outcomes After reading this chapter, you should be able to: • compare and contrast positive, negative, zero, far, near, horizontal, and vertical transfer • explain the major barriers to transfer of training, when they occur, and who is responsible for them • describe the factors that influence the transfer of training using Baldwin and Ford’s model • explain what managers, trainers, and trainees can do before, during, and after training to improve the transfer of training • explain how to use transfer of training interventions and post-training supplement to improve the transfer of training • analyze the transfer system and its implications for improving the transfer of training Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. Transfer of training means that the knowledge and skills that are acquired during training are put to use back on the job (generalization) and maintained over time (maintenance). 2. The process of transferring skills acquired during training to the workplace involve training inputs (trainee characteristics, training design, and work environment), training outputs (learning and retention), and conditions of transfer (generalization and maintenance). This concept is illustrated in Figure 10.1 on page 301. 3. Before training begins, managers should assess the readiness to learn and the trainability of those selected to participate in the training, and speak to trainees about the reasons for and benefits of the training. The trainer should ensure proper instructional systems design (ISD) principles are applied, and trainees should have a good grasp on the reason for the training and what is expected of them, and should also have completed any pre-work assigned. 4. While training occurs, management should show their support for the training by participating, leading, or attending the training. The trainer can take steps to make the training meaningful and interesting and by encouraging performance contracts, and trainees should attend with a positive attitude and an expectation that they will succeed in the training and be able to use it back on the job. 5. After training concludes, management should support transfer by providing reinforcement and opportunities to apply and use the newly acquired skills. Trainers should follow-up with trainees, and the trainees should begin applying their new skills on the job as quickly as possible. 6. Several transfer of training interventions are available, including strategies such as relapse prevention, self-management, and goal-setting; and post-training supplements such as booster sessions, self-coaching, and upward feedback may be applied. 7. The combination of specific and general factors (16 in all) that relate to the person, the training, and the organization that influence the transfer of training is known as the transfer system. These are listed and described in Table 10.7 on pages 318-319. Student Motivation: WHY SHOULD STUDENTS CARE? By this point in the course, students should appreciate that training is not about isolated events or activities, but rather a critical contributor to organizational effectiveness. As such, the notion that it is important that the skills and behaviours learned during training be transferred to the work setting should be fairly evident. Students who are more focused on other aspects of human resources will be particularly interested in the “return on investment” aspect of training that this chapter represents. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? It is likely that most students in the class will be able to relate some of the content of this chapter to their own experience as trainees. However, they may have more difficulty relating to the aspects dealing with managers and trainers. Beyond this, the subject matter in this chapter should not present too many problems in terms of comprehension. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on page 323: Divide the class into groups of 4–5 and ask the groups to divide a sheet of paper into three columns labelled “before,” “during,” and “after,” using this to organize their responses to the question. After 10 minutes, ask the groups to share their list with the class. Summarize, add points as required, and debrief. 2. For In-Class Exercise 2, on page 323: Ask students to interview a partner. Have students to share their insights and conclusions as a way of debriefing, highlighting near and far transfer, and horizontal and vertical transfer. 3. For In-Class Exercise 3, on page 324: Identify students who have worked or are working among the students in class. Engaging these students in the discussion, facilitate a class discussion to answer these questions. Ask how these examples can be generalized and maintained. (Note: It might be particularly relevant to identify students who are enrolled in co-op programs, if your school has them.) 4. For In-Class Exercise 5, on page 324: Divide the class into groups of 5. Advising the students to use Table 10.4 for reference (pages 305-306), ask each group to do the exercise and present to the class. Ask students to identify which transfer systems factors are likely to represent the most significant problems in organizations. Summarize and debrief. Alternately, divide the class into three sections (or multiples of three, if a larger class) and assign each group to focus on either the “before,” “during,” or “after” elements. Debrief as a class following short presentations of their findings. Suggestions for Large Class Exercises a) To demonstrate the challenge of “transfer” of cognitive content, give students an impromptu “quiz” from last week’s class content. Let them know it’s not being “graded” for marks, so as to alleviate any anxiety. Select a number of themes, concepts, or definitions from your last class. Make if difficult enough so that students do not get 100% of the questions correct. Have them self-grade the quiz and debrief factors leading to the lack of 100% transfer (retention). b) To demonstrate the challenge of “transfer” of psychomotor skills that may not have been practised in some time, give the students a challenge to complete. For example: Divide the class into groups of 4. Provide them with a task that likely some of them have done in the past (e.g., make an animal from origami, tie a necktie, do a braid on a doll’s hair) (you will need to supply the resources to complete the tasks). Ask them to complete the task and discuss their “success” level within their group. Debrief key factors contributing to their lower transfer rate (not a current skill, lack of practice etc.). Suggestions for Technology-Enhanced Classrooms a) Create a quiz using images from popular logos/products or sounds from current songs/TV themes. Have students take the quiz individually then self-score their answers. It is likely that students with context experience with the logos/products or songs/themes will score better than others. For example, international students may not be as familiar with some items. However, in general, students are more likely to be successful with these compared to the quiz in Suggestions for Large Class Exercises. Discuss the learning theories/factors that contribute to the success (repetition, overlearning, visual, stimulus variability). Discuss factors that may have led to poor success rates (low familiarity, low levels of practice/exposure). Suggestions for Internet Classes a) To demonstrate the challenge of “transfer” of cognitive content, give students an impromptu “quiz” from last week’s class content. Let them know it’s not being graded for marks, so as to alleviate any anxiety. Select a number of themes, concepts, or definitions from your last class. Make if difficult enough so that students do not get 100% of the questions correct. Have them self-grade the quiz and debrief factors leading to the lack of 100% transfer (retention). a) Create a quiz using images from popular logos/products or sounds from current songs/TV themes. Have students take the quiz individually then self-score their answers. It is likely that students with context experience with the logos/products or songs/themes will score better than others. For example, international students may not be as familiar with some items. However, in general, students are more likely to be successful with these compared to the quiz in Suggestions for Large Class Exercises. Discuss the learning theories/factors that contribute to the success (repetition, overlearning, visual, stimulus variability). Discuss factors that may have led to poor success rates (low familiarity, low levels of practice/exposure). Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter described the importance of transfer of training and the transfer problem in organizations. The types of transfer of training were discussed and listed, and Baldwin and Ford’s model was presented as the framework for understanding the transfer of training process. Strategies for facilitating the transfer of training were described in terms of when they can be used (before, during, and after training) by managers, trainers, and trainees. The use of transfer of training interventions and post-training supplements for improving transfer were also described. The chapter concluded with a discussion of the transfer system and the importance of a systematic approach to transfer of training that involves all of the key stakeholders throughout the training process and the need to use multiple transfer strategies to improve the transfer of training in organizations. Web Links • Training Zone article: “Applying Training on the Job: How to Turn Hope into Reality”: http://www.trainingzone.co.uk/topic/strategy/applying-training-job-how-turn-hope-reality/162042 Suggestions for End-of-Chapter Exercises For In-Class Exercise 4, on page 324: Use as described as either an in-class or homework assignment. Have students re-read the section on training design on page 303 and then devise a list of questions they could use to find out what might be preventing these strategies from being implemented. For In-Class Exercise 6, on page 324: Have students draw lots to assemble four teams: relapse prevention, self-management, goal-setting, and post-training follow-up. Give the teams 15 minutes to prepare their strategies and then have them present them to the class. Debrief. Case Incident: BC Assessment Answers 1. What does the training evaluation suggest about the trainees' self-efficacy levels after the training, and what was the intended purpose of this training? Answer: The training evaluation suggests that the trainees self-efficacy levels rose significantly after the training, which was intended to help the trainees develop the skills (technical and procedural as well as soft skills) deemed necessary in order to reduce the number of costly appeals. The training evaluation suggests that the trainees' self-efficacy levels rose significantly after the training. The intended purpose of this training was to help the trainees develop the necessary skills (technical, procedural, and soft skills) to reduce the number of costly appeals. 2. Using Figure 10.1 on page 301, what possible barriers could have negatively affected the training outputs and conditions of transfer? Answer: In answering this question students should make use of Figure 10.1 on page 301. They should be able to infer certain possible barriers resulting from the three sources of training inputs (trainee characteristics, training design, and work environment) that might have had a negative effect on the training outputs and conditions of transfer. For example, the high levels of confidence reported by the trainees might have actually been over-reported or a false perception, that could have been tested for during or shortly after the training took place, which would suggest necessary changes to the training design. Similarly, there could be elements of the work environment that acted as barriers to effective transfer of the skills and knowledge acquired in training. Possible barriers that could have negatively affected the training outputs and conditions of transfer include: Trainee Characteristics: The high levels of confidence reported by the trainees might have been over-reported or falsely perceived, which could have impacted the effectiveness of the training. This suggests that confidence levels should have been tested during or shortly after the training to ensure accuracy. Training Design: If the trainees’ perceived confidence was not accurately measured, it indicates a potential flaw in the training design that needs to be addressed. Work Environment: Elements of the work environment might have acted as barriers to the effective transfer of the skills and knowledge acquired during the training. 3. Referring to Table 10.7 on pages 318-319, what recommendations can be made to improve the training design and facilitate the transfer of skills? Answer: Building on the previous question, students should refer to Table 10.7 on pages 318-319, and could recommend changes to the training design such as more rigorous pre-testing and post-testing (a good opportunity to flash-forward to the next chapter on evaluation); look for obstacles in the job design or work environment that might inadvertently be inhibiting transfer of the new desirable skills (a good chance to refer back to the Mager and Pipe flow chart on page 124 in Chapter 4); and some relapse-prevention strategies and post-training supplements. Recommendations to improve the training design and facilitate the transfer of skills include: Implementing more rigorous pre-testing and post-testing to accurately measure the trainees' skill levels and progress. Identifying and addressing obstacles in the job design or work environment that might be inhibiting the effective transfer of newly acquired skills. Introducing relapse-prevention strategies and post-training supplements to reinforce the skills learned and ensure they are applied effectively in the workplace. Case Study: The School Board Answers 1. What barriers to the transfer of training might be identified based on Table 10.3 on page 300 in the case of the School Board? Answer: In answering this question, students should refer to Table 10.3 – Barriers to the Transfer of Training found on page 300. Students might identify lack of management support, the dysfunctional work culture, systems that were not supportive of using the skills acquired during training, difficulties in changing old habits, and even the apparent lack of a reward system, among other possibilities. Barriers to the transfer of training identified based on Table 10.3 include: • Lack of management support. • Dysfunctional work culture. • Systems that were not supportive of using the skills acquired during training. • Difficulties in changing old habits. • Apparent lack of a reward system. 2. Who might be primarily responsible for the issues with training transfer in the School Board case, and what additional factors could be contributing to the problem? Answer: Students can build on their answers to the previous question and will likely assign most of the responsibility to supervisors who appear to favour top-down communication and evidently did not participate in the training program. Notwithstanding, they also might point to senior management as part of the problem for their tacit approval of the current culture, and even the trainees who, at least based on the post-training comments solicited by the trainer, had little expectation of actually transferring the skills acquired in training to the workplace. The primary responsibility for the issues with training transfer appears to lie with the supervisors who favored top-down communication and did not participate in the training program. Additionally, senior management is implicated for their tacit approval of the dysfunctional work culture. Trainees also contribute to the problem due to their low expectations of actually transferring the skills acquired in training to the workplace. 3. What steps should be taken according to Chapter 4 and the Mager and Pipe flow chart for training needs analysis to address the transfer issues in the School Board case? Answer: Again, this is a good time to have students revisit Chapter 4 and work through the Mager and Pipe flow chart for training needs analysis to try to determine if training is in fact the solution (or part of the solution), suggesting that other interventions are necessary such as changing management behaviours around top-down and one-way communication practices, Students might also suggest that while the training seemed to include many positive activities and features, more could have been done to promote transfer, and cite some of the transfer strategies listed in Table 10.4 (pages 305-306), with particular emphasis on the “during training” strategies that the trainer had the most control over. To address the transfer issues, the following steps should be taken: • Revisit the Mager and Pipe flow chart for training needs analysis to determine if training is the appropriate solution or if other interventions are needed. • Consider changing management behaviors, particularly moving away from top-down and one-way communication practices. • Enhance the training design to better promote transfer, including implementing transfer strategies listed in Table 10.4 (pages 305-306), with an emphasis on “during training” strategies that the trainer can control. 4. What evidence suggests that the training transfer climate was poor in the School Board case? Answer: Students should be able to identify and appreciate that the training transfer climate was poor, as evidenced by the lack of management participation and the low expectations of transfer on the part of the trainees, both of which are significant factors contributing to the lack of transfer. Evidence of a poor training transfer climate includes: • Lack of management participation in the training. • Low expectations of transfer on the part of the trainees. 5. What actions might Carlos take to address the underlying problems inhibiting the desired transfer of training, and how could he use the Mager and Pipe needs analysis tool in this process? Answer: Students may suggest that Carlos needs to be assertive with the superintendent in order to address the underlying problems inhibiting the desired transfer. He could use the Mager and Pipe needs analysis tool to guide the conversation with the superintendent, which might lead to changes including the insistence that supervisors participate in the training, the setting of clear expectations and consequences related to post-training behaviours, etc. They might also suggest some changes or enhancement to the training design, including the use of relapse prevention strategies. Carlos should take the following actions to address the problems: • Be assertive with the superintendent to address issues inhibiting transfer. • Use the Mager and Pipe needs analysis tool to guide discussions, which could lead to changes such as: • Insisting that supervisors participate in the training. • Setting clear expectations and consequences related to post-training behaviors. Flashback Answers 1. What types of training methods were employed in the training design, and how appropriate were they for the subject matter? Answer: The training methods: • While the case does not provide details of the learning objectives, it certainly appears that the training methods employed were sound and appropriate for the training subject matter, and based on a needs analysis survey. The training design involved a reasonable blend of off-the-job training methods that were active and experiential, including lectures, role plays, games, exercises, participant presentations, and videos. The training methods employed included a blend of off-the-job training methods that were active and experiential, such as lectures, role plays, games, exercises, participant presentations, and videos. These methods were sound and appropriate for the training subject matter, based on a needs analysis survey. 2. What additional training methods could be considered, and what method was notably missing that could address the transfer problem? Answer: Additional training methods: • Additional training methods could include case studies or case incidents. Otherwise, most of the methods described in Table 6.1 on page 169 were included, with the notable exception of action learning—which may in fact be the key to solving the transfer problem. Action learning entails trainees taking responsibility for solving real-world problems, of which the communications issue certainly qualifies. Additional training methods that could be considered include case studies or case incidents. Among the methods described in Table 6.1 on page 169, action learning was notably missing. Action learning, which involves trainees taking responsibility for solving real-world problems, could be key to addressing the transfer problem, particularly for communication issues. 3. Which learning and motivation theories, concepts, and principles could Carlos have utilized, and how would they have informed his approach to the training? Answer: Learning and motivation theories, concepts, and principles: • Carlos could have learned from conditioning theory to pay more attention to the role that consequences play in learning. Based upon the feedback from trainees, it appears there was no consequence attached to whether or not skills and behaviours acquired during training were transferred to the job. Social cognitive theory might have impressed upon him the importance of modelling of the desired behaviours by upper management, as people learn by observation and are unlikely to practise new behaviours (even if they are told they are important) if those behaviours are not practised by their leaders. Finally, expectancy theory would have informed Carlos that unless trainees expect the results of changing behaviour are worth the effort expended, little change is likely to occur. • A study of training motivation would have informed Carlos of the importance of locus of control, which apparently is externally focused for many of the trainees who believe the ability to affect change lies outside of their control. Carlos could have utilized the following theories: • Conditioning Theory: Highlighting the importance of consequences in learning. The feedback indicated a lack of consequences related to the transfer of skills and behaviors to the job. • Social Cognitive Theory: Emphasizing the need for upper management to model desired behaviors, as people learn by observing others. • Expectancy Theory: Informing Carlos that trainees are unlikely to change behaviors unless they expect the results to be worth the effort. • Training Motivation: Understanding the role of locus of control, as many trainees may have an external focus, believing they cannot affect change. 4. How did Carlos perform in terms of program design, and what is the key issue affecting the transfer of training? Answer: Program redesign: • Refer to Table 5.1 on page 145. Carlos did well with program design: while we do not know what his training objectives were (assuming he had articulated them), he had the expertise required to design an effective training program in-house and had determined appropriate content and training delivery methods. He also incorporated active practice and conditions of practice into his design. The key to this transfer problem lie less in the training design and delivery than with the transfer climate and learning culture of the school board. Carlos performed well in program design, having the expertise to design an effective training program in-house, determining appropriate content and delivery methods, and incorporating active practice and conditions of practice. The key issue affecting the transfer of training lies less in the training design and delivery and more in the transfer climate and learning culture of the school board. Flash Forward Question Encourage students to flip ahead and review Kirkpatrick’s four-level evaluation model, on pages 339-340 in Chapter 11 and consider which of these four levels were utilized in the evaluation of the training, and what more could be done. Students should be able to conclude that a reasonable evaluation was done at Level 1 and Level 2, but not at Level 3 or 4. Students may suggest a more comprehensive post-training evaluation consisting of a questionnaire or key informant interviews, focus groups, etc. would be advisable to help evaluate at these levels more thoroughly, and which may reveal some of the underlying factors that should have been identified at the needs analysis stage. This is an excellent time to refer back to the Instructional System Design (ISD) model and reinforce the importance of the needs analysis step and how it ties in to training design and evaluation. Running Case Study: Dirty Pools Suggested Answers to Case Questions: 1. What are some potential transfer of training problems, and which barriers listed in Table 10.3 might be significant factors? How might these barriers be attributed to management, trainees, or trainers? Answer: Students should be able to anticipate that there will likely be at least some transfer of training problems. Referencing Table 10.3, they could elaborate on many of the barriers listed, including the potential for lack of support or an unsupportive culture, lack of time or resources, old habits, incongruent rewards, etc. On the other hand, as the training is mandatory and the skills acquired through training are likely to be immediately applicable, students should also be able to indicate that some of the barriers listed are not likely to be significant factors. They should be able to attribute the barriers identified to management, the trainees, or trainers and have an idea of if they are likely to be factors before, during, or after training. Potential transfer of training problems include: • Lack of Support or Unsupportive Culture: Barriers such as a lack of support from management or an unsupportive work culture can hinder the application of new skills. • Lack of Time or Resources: Insufficient time or resources can prevent trainees from applying what they have learned. • Old Habits: Difficulty in changing old habits can obstruct the transfer of new skills. • Incongruent Rewards: If rewards do not align with the desired behaviors, it can affect motivation to apply new skills. These barriers can be attributed to: • Management: Issues like lack of support or incongruent rewards are typically managed by upper management. • Trainees: Challenges with old habits or lack of resources can sometimes be a result of the trainees' own habits or the resources allocated to them. • Trainers: If the training design does not consider the work environment or cultural factors, it may be a limitation of the trainers. 2. Using Table 10.4, which strategies would be most effective for enabling transfer of training, and how should these strategies be implemented? Answer: Using Table 10.4, students should be able to devise a list of strategies they feel will be most effective for enabling transfer and explain and defend their choices. They should be able indicate how the training should involve learning principles such as identical elements to have the training mirror the conditions of work (the equipment used in training is the same as the equipment they will be using on-the-job, for example); use general principles that help trainees apply theory; and stimulus variability to provide enough variety in the training to support general application of the skills and knowledge acquired during training, as well as to enhance learner interest and engagement. Effective strategies for enabling transfer of training include: • Identical Elements: Ensure that the training conditions closely mirror the actual work environment. For example, use the same equipment in training as what trainees will use on the job. • General Principles: Incorporate principles that help trainees understand and apply theoretical concepts to practical situations. • Stimulus Variability: Provide a variety of scenarios and contexts in the training to help trainees generalize their skills and knowledge, enhance engagement, and maintain interest. These strategies should be implemented by designing the training to closely replicate the job environment, using practical examples, and including diverse scenarios to prepare trainees for real-world application. 3. If students have not addressed these issues in their previous answers, how should they revisit Tables 10.3 and 10.4 to identify strategies and provide rationale? Answer: If students have not already satisfactorily answered these questions in their responses to the first two previous questions, have them once again re-visit Tables 10.3 and 10.4 to identify their strategies and to provide a rationale for their selections. Students should revisit: • Table 10.3 to identify specific barriers that might affect training transfer and determine if they are relevant before, during, or after the training. They should analyze how these barriers could impact the transfer process and how they might be mitigated. • Table 10.4 to select effective transfer strategies, such as identical elements, general principles, and stimulus variability. They should explain why these strategies would be effective in overcoming the identified barriers and how they can be applied to ensure successful transfer of training. By re-evaluating these tables, students can develop a comprehensive plan for addressing transfer issues and enhancing the effectiveness of the training program. Instructor Manual for Managing Performance through Training and Development Alan M. Saks, Robert R. Haccoun 9780176570293,9780176798079
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