Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.

2. 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

3.  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
http://www.instructionaldesign.org/
http://www.nwlink.com/~donclark/hrd/sat.html
http://en.wikipedia.org/wiki/Instructional_design
http://www.afc-ispi.org/Repository/hptprimer.html

4. Analyze ADDIE
Determine needs and
Analyze
performance gap
Evaluate Design Write learning objectives
Design Plan the training
Develop evaluation plan
Develop Build the course
Implement Teach or make available
Implement Develop
Measure effectiveness or
Evaluate
impact

5. Objective Part Description Example
Statement describing
Given 5 case examples where a
Condition circumstances under which
clear need is presented…
behavior is to be performed
The agent will determine and
Behavior What the student will say or do explain why term or whole life
insurance is a better choice
Statement that specifies how
Within 5 minutes per case, with
Criterion well the student must perform
80% accuracy (4 of 5 cases).
the behavior
At the end of this module, given <a set of conditions>, you will be able to <action verb
and behavior> to <criterion - level of accuracy>.

6. • Remembering
Knowledge Acquisition
• Understanding
• Applying
Knowledge Deepening
• Analyzing
• Evaluating
Knowledge Creation
• Creating

8. Chunk Sequence
1 2 3 4 5
Layer
C. Then This
B. Then This
6
4 A. This First
5 3 1 2

9. 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
 Review:
• 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.

10. 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)

11.  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?)

12.  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.

13.  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 transfer occurs? will
Stakeholder Before During After
Learner
Trainer
Learner’s Supervisor
Adapted from Broad and Newstom’s book: Transfer Of Training: Action-packed Strategies To Ensure
High Payoff From Training Investment

14. Reaction
Learning
Names to Know
 Donald, Jim and Wendy Kirkpatrick
Application of Kirkpatrick Partners
 Jack and Patti Phillips of the ROI
Institute
Results  Jac Fitz-enz of Success Factors and
founder, Saratoga Institute
ROI / ROE (Expectations)

15.  Stolovitch & Keeps: Telling Ain’t Training
 Mager: The New Mager Six-Pack
 Hodell: ISD From the Ground Up
 Swanson: Analysis for Improving Performance
15