Encourage Manager Support for Training

1. ENCOURAGE MANAGER SUPPORT
FOR TRAINING
Manager Support- refers to the degree
to which trainees managers
1.Emphasize the importance of attending
training programs.
2.Stress the application of training
content to the job
3.Provides opportunities for trainee s to
use what they have learned on the job.

2. LEVELS OF MANAGEMENT SUPPORT FOR
TRAINING

3. Peer support-transfer of training can also
be enhanced by a support network among
the trainees.
A support network -is a group of two or
more trainees who agree to meet and
discuss their progress in using learned
capabilities on the job.

4. Opportunity to Use Learned Capabilities
-refers to the extent to which the trainee is
provided with or actively seeks
experiences that allow application of the
newly knowledge, skill and behaviors from
the training program.
Technological Support
-a performance support system is a
computer application that can provide
skills training, information access, and
expert advice, as requested.

5. USING KNOWLEDGE MANAGEMENT FOR
LEARNING AND TRANSFER OF TRAINING
Knowledge Management
- refers to the process of enhancing company
performance by designing and implementing
tools, process ,systems, structures, and
cultures to create, capture ,share and use
knowledge.

6. SEVERAL WAYS TO HELP CREATE, SHARE
AND USE KNOWLEDGE.
1.Use technology, e-mail, and social
networking site.
2. Publish directories that list what
employees do, how they can be
contacted, and the type of knowledge
they have.
3. Develop informational maps that identify
where specifics knowledge is stored in
the company.

7. 4. Create chief information officer (CIO) and
chief learning officer (CLO) positions for
cataloging and facilitating the exchange of
information in the company.
5.Require employees to give presentations
to other employees about what they have
learned from training programs that they
have attended.
6.Allows employees to take time off from
work to acquire knowledge, study
problems, attend training, and use
technology.

8. 7. Create an online library of learning
resources, such as journals, technical
manuals, training opportunities, and video
seminars.
8. Design office space to facilitate interaction
between employees.
9. Creates communities of practice using face
to face meetings, wikis, or blogs for
employees who share a common interest in a
subject.
10. Use “after-action reviews’’ at the end of
each project to review what happened and

9. 11. Story telling can be used to pass on
knowledge.
12. Discuss and record top performers
passion from their jobs, what people need
to know, and what they need to learn.

10. KEYS FOR EFFECTIVE KNOWLEDGE
MANAGEMENT
1. Training and Information Technology
Collaboration
- for knowledge management to be
effective, the training department and
information technology department must
collaborate
2. Create Knowledge Management
leadership Positions

11. 3. Easy to use technology
-Knowledge management systems fail for
two reasons : the technology is too
complicated or companies don’t give
enough consideration to how to motivate
employees to share knowledge.
4.Employee Trust and Willingness to
share information
-trust and a willingness to share
information are key personal factors that
relate to knowledge sharing.

12. Chapter 5:
Program Design

13. Introduction
Training Programs need to include:
❏ Meaningful material
❏ Clear objectives
❏ Practice & Feedback
❏ Learner interaction
❏ Supportive work environment

14. Program
Design
▧ Refers to organization
and coordination of the
training program.

15. Pretraining
Learning
Event
Post
Training
▧ Prepare,
Motivate, and
Energize
trainees to
attend
learning event.
▧ Ensure work
environment
▧ Prepare
instruction and
physical
environment
to facilitate
learning and
transfer of
training.
▧ Encourage
learners to
apply what
they learned
to their work.

16. Considerations in
Designing Effective
Programs

17. G T I A N R I N S I T E

18. Selecting and
Preparing the
Training Site
Training site - refers to the room
where training will be conducted. A
good training site offers following
features.

19. 1. It is comfortable and
accessible
1. It is quiet, private, and free
from interruptions
1. It has sufficient space for
trainees to move around easily
Selecting and
Preparing the
Training Site

20. 1.On - site
2.Off - site
Training sites
can be :

21. Details to Consider
When Evaluating a
Training Room

22. 1.Noise
📣

23. 2. Colors

24. 3. Room
Structure

25. G T L H G N I I X A L

26. 4.
LIGHTING

27. 5. Wall &
Floor
Covering

28. 6. Meeting
Room
Chairs

29. 7. Glare

30. X L G N C I E A I L

31. 8. Ceiling

32. 9. Electrical
outlets 🔌

33. 10.
Acoustics

34. G Y C T E N L H O O

35. 11.
Technolog
y

36. Seating
Arrangements

37. 1.Fan - type Seating

38. 2. Classroom - type Seating

39. 3. Conference - type
Seating

40. 4. Horseshoe - type
Seating

41. R I A N X L T E R A Z

42. Choosing
Trainers

43. How Trainers Can Make
the Training Site
and Instruction
Conductive to Learning

44. Creating a Learning Setting
Before choosing a training room,
consider how the trainees are
expected to learn.

45. For Learning That Requires Suggested Training Rooms
High collaboration, low self-direction Classroom with breakout rooms
Lecture hall with breakout rooms
High collaboration, high self-direction Breakout rooms
Project room
Conference room
Low collaboration, low self-direction Classroom
Computer classroom
Lecture hall
Low collaboration, high self-direction Distance Learning room
Media lab
Computer lab

46. Preparation of Materials
You need to know your content very well. If you
are using computers, videos, the internet,
distance learning, or other technologies, make
sure you know how to work the equipment and
have backup materials incase the technology
fails.

47. Know the Audience: Age, Generation,
and Personality Differences
Trainers need to be aware of the shared values of the
learners that may be based around age, personality, or
other characteristics such as geography or
profession. This will help you use language,
examples, stories, illustrations, and references in
training that the learners can relate to based on their
experiences.

48. Age and Generational Differences
Traditionalist prefer a standard training room
with a stable, orderly learning environment. They
don not like to be put on the spot in front of other
trainees. They value direct presentation of
information an training materials that are
organized logically.

49. Personality
Some companies are using other assessment tools to help
instructors better understand the preference and
characteristics of learners who will be in their courses and
programs.
(Sensing or S) (Introversion I)
(Thinking or T) (Judging J)
(Extroversion E) (Perceiving P)

51. Programs Design Implications for
Transfer of Training
▧ Determine if Focus Is on Near or Far
Transfer
the degree of flexibility and variability in the skills and
knowledge that the learner needs for successful performance
is important to consider in determining the extent to which
the learning environment and learning conditions should
match the job and working conditions.

52. Programs that emphasizes near transfer
should include the following:
▧Trainees need to follow standardize procedures, processes, and checklist.
▧Trainees should be given an explanation as to any differences between
training and work tasks.
▧Trainees should be encouraged to focus only on important differences
between training tasks and work tasks rather than unimportant differences.
▧Trainees should be provided with an explanation of why as well as how the
procedure should be performed to help them understand the concepts behind
the procedure.
▧Behaviors or skills that trainees learn in the program should contribute to
effective performance.

53. Programs that emphasizes far transfer
should include the following:
▧ Teach general concepts, broad principles, or key behaviors
▧ General principles that might apply to a greater set of context that those
presented in the training session.
▧ Provide A list of prompts or questions to help trigger thoughts and questions
sets, such as “How is this similar to problems I have encountered before?” and
“Have I identified the real problem?” This helps trainees see connections
among strategies that have been effective in different situations.

54. Encourage Self-Management
.
One way to prepare
trainees to deal with the
obstacles that they may
face in work
environments is to
provide instruction in
self-management
techniques at the end of
the training program.

55. 4. Discuss coping skills and
strategies.
- Time management
- Setting priorities
- Self-monitoring
- Self-rewards
- Creating a personal support network
5. Identify when lapses are likely.
- Situations
- Actions to deal with lapses
6. Discuss resources to ensure
transfer of skills.
- Manager
- Trainer
- Other trainees
1. Discuss lapses.
- Note evidence of inadequacy
- Provide direction or improvement
2. Identify skills targeted for
transfer.
- Specify the skills
- Make them measurable and
countable
3. Identify personal or environment
factors contributing to lapses.
- Low self-efficacy
- Time pressure
- Lack of manager or peer support
Content of a Sample
Self-Management Module

57. Pretraining:
Enhance Motivation to Learn through
Communication, Prework, and Manager
Involvement.

58. Provide an Overview of the Course
When beginning a course or workshop, it is
important to give learners and idea of the “big
picture” (what will be covered), including the
objectives, timeline, activities, assignments,
and other relevant information.

59. Why Conduct Performance
Review?
Preparing for a Performance
Review
Conduct the Problem Solving
Performance Review
Pay
Developmen
t
Promotio
nTraining
Summarizin
g
And
Closing
Targeting
Objectives Using the Feedback
Active
Listening
Upbeat
Opening
Documented Examples of Good
and Poor Performance
Suggestions for
Improvement
List of Question
Anticipated Reactions and
Response
Current
Goals
Previous
Appraisal
Evaluate Form
Job
Decrepitation
Company Goals
Fig 5.3
A Concept Map for a Course
on Conducting an Effective
Performance Review

60. Help Trainees Retain and Recall Training Content
You need to carefully chunk learning topics into
short sessions no longer than twenty minutes in
length.
This helps refresh and maintain
the learners’ attention
to commit learning
content to memory.

61. Classroom Management
A messy, disorganized
uninviting training
room creates
learning distractions.

62. Interacting with Trainees
As a trainer, you carry the responsibility for the
trainees’ learning experience.

63. Leading a Discussion
Effective discussions are based on clearly defined
goals, topic focus, and time frame, planned
questions, and clear rules for participation.

64. Managing Group Dynamics
To ensure an even distribution of
knowledge or e xpertise in groups, ask
trainees to indicate whether they consider
themselves novice, experienced, or expert in
terms of knowledge about a topic.

65. Curriculum, Course, and Lesson Design
Curriculum- refers to an organized program of study
designed to meet a complex learning objective, such as
preparing a learner to become a salesperson, certified
computer network technician, licensed nurse, or manager.
Course (Program)- usually covers more specific learning
objectives and addresses a more limited number of
competencies or skills.

66. Curriculum Road Map
Refers to a figure showing all of the courses in a
curriculum.
1. A brief statement of the course purpose,
including why the course is important.
2. Prerequisites skills needed for the course.
3. Learning objectives or competencies covered
by the course and a supporting or enabling
objective.
4. The format of the content and course
expectations.
5. Delivery method for the content.

67. Design Document
Table 5.4
Design Document Template
Purpose: To prepare managers to conduct effective performance review
sessions with their direct reports
Goals: Managers will be able to conduct a performance review session using
the problem-solving approach
Target audience: Managers
Training Time: 1 day
Method: Lecture, video, role-plays
Number of participants per session: 20-25
Locations: Various
Prerequisites: None
Problems and opportunities: New performance appraisal system introduced;
manager dislikes conducting feedback sessions
Instructor: Caroline O’Connelll and Facilitator
TABLE 5.5
Design
Document