Eight Development and Implementation of TrainingLearni.docx

Eight Development and Implementation of Training
Learning Objectives
After reading this chapter, you should be able to:
(http://content.thuzelearning.com/books/AUBUS680.16.1/sectio
ns/i113#ch08un�ig01)
Identify the elements in an instructional strategy.
Identify the factors to consider in choosing a trainer.
Choose the most effective seating arrangement on the basis of
the nature of the training.
Examine a room, and determine whether it meets training
requirements.
Describe the alternatives to developing training “in-house.”
Describe the mechanisms that should be put in place to assist in
the transfer of training.
Explain how you would deal with each of the four types of
dif�icult trainee.
https://content.ashford.edu/books/AUBUS680.16.1/sections/i11
3#ch08unfig01
8.1 Case: Jack Goes to Training

Jack, a 43-year-old machinist, had worked for Scanton
Industries for 23 years. It seemed that the need to learn
something new was constant, and Jack was getting nervous
about his job. The nervousness grew last week when he saw a
new batch of equipment arrive. It looked something like the
machinery he uses now, but it was hooked up to
computers. Bill, his foreman, said, “It looks like you’ll be going
back to school for a couple of days, Jack. You’re going to have
to learn how to program your work into the
computer.” Jack smiled but felt sick to his stomach. He always
had been good with his hands, but he had never done well in
school.
All Jack thought about that weekend was the training he would
be going to. He fell asleep Sunday night thinking about it. The
phone awakened him at 7:00 the next morning.
It was Bill telling him that training had been switched from the
local training center downtown to the local school because of a
sudden strike at the training center. The school
was the only place available on short notice.
As Jack walked up the steps of the school, he felt sick to his
stomach again. He entered the hall and then the classroom.
Everything was similar to what he remembered about
school, except that now there was a computer on each desk.
Even the smell was the same, and it brought back memories.
Some were good (the guys getting together between
classes), but most were bad (being yelled at, taking tests, and
doing poorly). As he sat in the wooden chair in the back where
he used to sit, he looked out of the window and
began to daydream, just as he had done in high school.
The other 20 trainees were sitting quietly at their desks. All of
them seemed as nervous as Jack. Suddenly someone burst
through the door. “Hi, my name is Jason Reston. I’m
your instructor for this course. You’re here to learn some basic

computer skills and how to program the machines that you will
be using at work. I realize that you come from
different companies and will operate different machines, but the
process for all of them is similar. First, I am going to show you
how to get signed on and into the program you
will be running. . . .” Jack was back from his daydream. Well,
here we go, he thought.
At lunch, Jack and his classmate Murray went to a local deli.
“Are you keeping up?” Jack asked.
“Are you kidding? Are we going to be tested on this stuff ?”
asked Murray.
“I have no idea. If we are, I’m dead,” said Jack.
The afternoon went slowly. The trainer simply gave an
instruction, and the trainees entered the information into the
computer. Then he gave another and they entered that
as well. “How are we supposed to remember all this?” Murray
whispered. The second day was worse. On a few occasions, Jack
was jolted out of his daydream while staring out
of the window. “Jack,” yelled Jason, “are you with us?” At 3:00
p.m. on the second afternoon, Jason announced that they would
be tested to see what they had learned. Jack
looked at the test questions. Was he that stupid? He did not
even understand many of the questions. Would he lose his job if
he failed this test? He could almost hear his boss
yelling at him, “You are �ired! Get out, get out!”
This case is an example of how not to conduct training. The
training room and the training itself exacerbated the anxiety that
Jack felt about going to training. As we go
through the chapter, think about what you would do to make the
training more conducive to adult learning.

8.2 Development of Training
The �irst step in the development phase of training consists of
formulating an instructional strategy. The focus of the
instructional strategy is on achieving the training
objectives that were created in the design phase. The chosen
alternative instructional methods and the factors related to
learning facilitation and transfer (inputs from the
design phase) are used to shape the strategy so that it will
achieve the objectives. The instructional strategy
ns/i177#glossch08_001) is a listing of all the elements of the
training program, including the individual
modules, their organization, timing, methods, and materials to
be used. The outputs of the development phase are all of the
things needed to deliver the training program to
the participants.
These include the speci�ic content of the training, materials to
be used, any slides, videos and such that are needed,
presentation equipment, manuals, and so forth. All these
outputs will serve as inputs to the implementation phase. The
relationships of these inputs, processes, and outputs are shown
in the model of the development phase at the
beginning of the chapter.
Choosing Instructional Methods
In Chapters 6
(http://content.thuzelearning.com/books/AUBUS680.16.1/s
ections/i84#ch06) and 7
ns/i100#ch07) , we discussed a variety of training methods. Our
discussion included the strengths and
weaknesses of each method. Many of them, such as role-play,
behavior modeling, and case study, are not meant to be stand-

alone methods, but rather, they facilitate learning
by providing alternative mechanisms for providing practice. A
summary of these methods and their effectiveness in developing
knowledge, skills, and attitudes (KSAs) is
presented in Table 8-1.
Table 8-1 Training Method Effectiveness at
Meeting KSA Objectives
ns/i176#ch08biblio_001)
1
7#glossch08_001
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0#ch07
6#ch08biblio_001
Objectives of Training
Knowledge Skills
Training Methods Declarative Procedural Strategic Technical
Inter-
personal
Lecture
Straighta
ns/i116#ch08fnt01)

3 2 1 1 1
Discussion 4 3 2 1 1
Demonstration Computer-Based 1 4 2 4 4
Programmed Instruction 5 3 3 4 1
Intelligent Tutoring 5 4 4 5 2
Interactive Multimedia 5 4 4 5 4
Virtual Reality 3 5 3 4 4
Simulations/
Games
Equipment 1 3 2 5 1
Case Studies 2 2 4 2 2
Business Games 2 3 5 2 2b
(http://content.thuzelearn
In-Basket 1 3 4 1 2c
(http://content.thuzelearn
Role-Play 1 2 2 2 4
Behavior Modeling 1 3 3 4 5
OJT
JIT 3 5 4 4 2

Apprentice 5 5 4 5 2
Coaching 3 5 4 4 4
Scale: 1 5 not effective, 2 5 mildly effective, 3 5 moderately
effective, 4 5 effective, 5 5 very effective.
a
ns/i116#r__ch08fnt01) This rating is for lectures delivered
orally; printed lectures would be one point
higher in each knowledge category.
b
ns/i116#r__ch08fnt02) If the business game is designed for
interpersonal skills, this rating would be a 4.
c
ns/i116#r__ch08fnt03) If multiple in-baskets were used, this
rating would be 3.
d
ns/i116#r__ch08fnt04) This rating applies speci�ically to role
reversal.
Although the method’s effectiveness in meeting the learning
objective should be the major criterion for selection, other
considerations are costs, time needed to develop the
material, and time allotted for the training session. For example,
if cost prevents you from using the best method, then choose a
different method that meets the budget but still
provides the necessary KSAs. The workforce’s literacy is
another issue to consider. Methods such as programmed

instruction and computer-based instruction rely on trainees’
ability to read and understand. If they are not skilled in these
areas, alternative approaches are necessary, particularly if
reading is not an important skill for the job.
What about those individual differences identi�ied in Chapter
5
ections/i68#ch05) ? How can we possibly
design training to meet the needs of different learning styles?
As it turns out, if we pay close attention to the design of our
training, using multiple methods and multiple AV
equipment, the training will meet the needs of many of the
different learning styles. By using multiple visual aids
(diagrams, �low charts, videos), as well as small group
discussions (having trainees explain to each other the material
learned and how it �its in the workplace) the training will
address Visual and Verbal learning styles respectively.
As well, use of small group discussions (for verbal) and having
the groups map out their conclusions (visual) will tap into each
of these learning styles.
6#ch08fnt01
6#ch08fnt02
6#ch08fnt03
6#r__ch08fnt01
6#r__ch08fnt02
6#r__ch08fnt03
6#r__ch08fnt04

#ch05
Role-plays of real workplace examples, or cases based on actual
work examples will provide Sensors with the right type of
presentation. The use of theory to tie the training
concepts together will meet the needs of Intuitives. Good design
also provides rewards for involvement in the training process,
and creating competition between groups can
also increase motivation levels, especially in Intuitives who
might be getting a bit bored.
Using small groups in training also supports different learning
styles. For example, after a lecturette, trainees are put in small
groups and told to �irst think about the issue
just discussed and how the trainee might use the information in
the workplace (symbolic rehearsal). Then to meet in the small
groups and share their thoughts on how to use
the information and come to a consensus of how useful the
information would be in the workplace. Note how the former
(symbolic coding) �its with the Re�lective learning
style, and the latter, the Active learning style.
We tend to present training material in a linear method. A leads
to B that leads to C. This �its well into the Sequential learning
style. To accommodate the Global style we need
to begin this sequential training with an overview of how this
particular set of sequences (A leading to B that leads to C) �its
into the overall training. Also get trainees to
consider how this training �its with what they already know.
By considering all these factors, you will likely meet, for the
most part, the learning style of all trainees. Not only that, but
by mixing up the methods and visual aids, you
make the training less monotonous and therefore, more

interesting.
The knowledge gained from Chapter 5
ections/i68#ch05) provides an awareness of the factors that
facilitate learning and transfer of KSAs back to the job so that
you can meet your training objectives. Of course, you will also
need to operate within the organizational
constraints that you have identi�ied. Keeping all of this in
mind, we now turn to the instructional strategy.
Instructional Strategy
The instructional strategy is a written document, often called a
training plan
ections/i177#glossch08_002) .
We will use these terms interchangeably. This plan details all
aspects of the training, including the methods, materials,
equipment, facilities, and trainers. The following sections
indicate what should be included in the documentation, rather
than the form that it should take. An instructional
strategy should �irst identify the target population, the overall
training objective (purpose), the location of the training, and
the initial con�iguration of the training space. It should then
provide a listing of the learning objectives for the
training. These objectives should be organized into modules that
encompass related topics. For each learning objective, a list of
key learning points should be developed. The
training methods to be used to achieve these objectives, the
materials and equipment needed, and the trainer who will
deliver this module should also be identi�ied. Sometimes
the con�iguration of the training space needs to be changed to
accommodate a different training method. For example, with a
large number of trainees, the appropriate
con�iguration for a lecture will be different from that for a
small-group exercise. Your plan should identify any points in

the training where the seating con�iguration needs to
change. After all the components of the training are identi�ied,
a brief statement as to what actions will be taken to assist
transfer of training to the job should be listed.
Mechanisms used to assist transfer must be documented so it is
clear what will occur once training is completed. It is generally
expected that transfer of training will occur, but
often little is done to ensure that it does. When no one person is
responsible, the feeling of responsibility is diffused, and
transfer is soon forgotten.
Finally, a short description of how the training will be
evaluated should be included. It is important to include the
evaluation process and time frames as these items need to
be included in the time allocation for training if evaluation
occurs at the end of training. This also helps ensure that each
component of the training is focused on achieving the
desired outcomes.
Table 8-2 can serve as a guide for developing your instructional
strategy. To get a better feel for the pipe�itting job you may
want to review Table 6-8
ns/i91#ch06table08) which shows the job breakdown sheet. The
instructional strategy will help you
systematically examine what is required and what ordering of
the material makes the most sense. Each component of the
instructional strategy is discussed in more detail in
the following sections.
Objectives and Learning Points
As stated, the instructional strategy should contain all of the
learning objectives, organized into the modules in which these
objectives will be addressed. Each learning objective
should have the list of key learning points required to achieve
the objective. A learning point

ns/i177#glossch08_003) is an important piece of information
that a trainee must acquire to accomplish
a learning objective. Each learning objective provides speci�ic
information as to what needs to be learned, and that helps
identify the key learning points. Consider this learning
objective: “Solder twenty feet of half-inch copper pipe, using
elbows and unions, in 20 minutes or less with no leaks.” To
ensure that there are no leaks, the trainee must pay
speci�ic attention to the cleaning of the copper pipe, the proper
heating of the pipe, and the correct application of the solder.
These factors would be key learning points, which
the trainer would need to be sure that the trainee had mastered
in order to achieve the objective.
Other Content
As each learning objective is considered (along with its learning
points), the most effective con�iguration of methods, material
and equipment, facilities, and trainers is
determined. In Table 8-2, the lecture method provides the
cognitive information, and the simulation provides the actual
practice. If the training is to teach supervisors how to
deal effectively with con�lict, the methodology might be
lecture and discussion to provide information, and role-play or
behavior modeling to provide practice. Once the
methods to be used and the sequencing of the training are
established, it is necessary to determine time frames for each of
these activities. In most cases time is limited, and
the inexperienced training developer tends to overload the
material to be covered. Always allow for a reasonable amount
of time for discussion and interaction, which is where
much of the learning occurs.
Table 8-2 Components of Instructional Strategy
Instructional Strategy/Training Plan

Name of Program: Pipe Fitting I Classroom
con�iguration: 15 seats in “U” shape with open end facing
projection screen.
Location: Classroom 101 next to Field
simulation site no. 2
Evaluation: conducted at the end of training (Correct connection
of furnace to a gas meter, in a simulation, with no
assistance from readings or instructor.)
Target Population: Apprentices who successfully passed the
gas �itters exam
Overall Training Objective: Trainees will be able to examine
a work project and with appropriate tools measure, cut, thread,
and install the piping according to standards
outlined in the gas code.
#ch05
7#glossch08_002
#ch06table08
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Time Topic Learning Objective Learning Points Method
Material and
Audiovisuals
12:05–
12:25 (20

min)
Trainer:
Mr. XX
Introduction;
Welcome ground
rules, agenda,
etc.
Get individuals in newly
formed groups used to each
other
Create a warm environment
conducive to learning
Icebreaker
activity
Small-
group
discussion
Training manual
Projector
12:25–
1:00 (35
min)
Trainer:
Mr. XX
Determining

number and
length of pipes
needed
1. Using a tape measure, determine the length and number
of pipes necessary to connect the furnace to the gas meter
in a manner that meets the gas code
1. The extra length necessary
because of the threading
2. That length is reduced by
different �ittings, e.g., street
elbow, union elbow, etc.
3. Method for constructing
appropriate drop for furnace
Lecture
and
simulation
Training manual
Projector
Assortment of 1-inch
and 3/4-inch �ittings,
elbows, street elbows,
and unions
Mock meter and furnace
setup
Tape measure, note
pads

1:00–1:45
(45 min)
Trainer:
Ms. YY
Cutting and
threading pipe
2. Using a threading machine, cut and thread length of pipe
required
1. Length of thread required
2. Importance of cutting and
reaming, measuring, and use
of threading machine oil
Lecture
and
simulation
Trainee manual
Videocassette recorder
and television
Threading tape
Threading machine
Steel pipe
Oil

Tape measure
Measures
to assist
transfer:
Coach assigned
on work crew.
On the basis of the type of training, the next step is to decide on
the con�iguration of the room. Clearly, documenting this
information reduces the likelihood of mistakes. For
example, a problem might develop if the training requires a
great deal of face-to-face interaction among the trainees, but the
training facilities are too small to accommodate
those interactions. This is discussed in more depth later, under
the heading “Furniture Setup.”
After agreement is reached on a carefully constructed
instructional strategy, the next step is to obtain or develop the
instructional material, instructional media and
equipment, and so on, that you have identi�ied as needed. This
is your program development plan
ns/i177#glossch08_004) and consists of the checklist (derived
from your instructional strategy) of all
the components of the training that need to be developed or
acquired. The output from the development phase (as shown in
the development phase of our training model at
the start of the chapter) is development or acquisition of all the
items on your program development plan. Methodically
completing the program development plan should
make it possible to identify and develop everything required for
training. The discussion that follows will cover each of the
development plan components in more detail.

Materials and Equipment
Once your training plan is completed, document all the
necessary material you will need such as printed material,
slides, and the like, and the time frames for their completion.
Allow suf�icient time to prepare materials properly. Order
equipment and anything else provided by others at off-site
locations well in advance. Important charts, posters, and
easel sheets can be professionally printed depending on cost and
time constraints.
Trainee’s Manual
The trainee’s manual is an important learning tool for training.
The instructional strategy provides you with an outline of what
needs to be included in the manual. To keep the
trainees’ interest and their complete involvement in discussions,
provide notes on all the key information that will be presented.
The trainees will then be able to pay more
attention to what is being said and done, rather than being
concerned about taking notes. The manual often includes all
lecture materials, learning points, and supplemental
readings. It may also include exercises and some blank sheets
for jotting down notes and lists in small-group meetings.
A good choice for holding the manual’s material is a three-ring
binder, because the trainee can add information as the training
continues. If you will be using handouts, have
them printed on paper with the holes already punched so they
can easily be inserted into the manual. It is sometimes better to
hold back certain information—for example,
exercises—from the trainees until it is time to use it. Trainees
should not be distracted from the current topic by trying to
�igure out various problems ahead of time.
Trainer’s Manual
The trainer’s manual provides all the information in the
trainee’s manual and information on what the trainer needs to

do and how. It is a visual aid for the trainer. One format
is to have the lecture notes on the right-hand side of the page
and the instructions for the trainer on the left-hand side. These
instructions range from indicating when to
generate lists on newsprint to what some of the expected
information on the list might be and how the trainer might want
to respond. A well-prepared trainer’s manual will
provide everything a trainer needs to know to conduct the
training.
7#glossch08_004
Facilities
If training is taking place in the company’s facility, be sure that
the room is available by reserving it. If training will be off-site,
be selective as to the design of the room. Be sure
that the site can accommodate breakout rooms if they are
needed and that the seating can be appropriately con�igured. If
movable dividers separate the room from others,
inquire about the events scheduled next door. Attending a
training session when a motivational speaker or sales rally is
next door can be distracting. If nothing is scheduled,
get assurance that the booking of�ice will be sensitive to your
concerns if they book the rooms next door. Check the
soundproo�ing of the panels that separate the rooms. Avoid
booking rooms that lead directly to the kitchen unless it is
certain that the walls are soundproofed.
Some Advantages to Off-Site Training Facilities
Although a certain pride can come from having your own
training facilities, they can be expensive. Off-site training
offers several advantages.
First, being off-site provides more assurance that trainees will

not be interrupted. It is simply too easy to contact the trainee if
he is on the same �loor or even in the next
building.
Another advantage is the change of pace off-site training offers.
Going to a hotel or conference center is not the same as going to
work. Many trainees will associate staying
in a hotel with a vacation (unless they are traveling
salespersons). This change of pace is even more important if a
great deal of stress is associated with the job. Recall the
discussion of classical conditioning. Regular pairing of work
with stress will result in a feeling of stress upon arrival at the
workplace. Off-site training in this situation might be
more suited to the learning process. However, choose the off-
site facility with care. Remember Jack and his training at the
old school?
Going off-site also allows the trainer to choose a facility
compatible with the needs of the particular training event. If
breakout rooms, a classroom, U-shaped setup, or all
three are required, you can choose the location that best �its
the requirements.
The Training Room
Whether you are designing a training facility or going off-site
to train, many factors contribute to making the training room a
learner-friendly environment. The following
describes the type of training room that is ideal for most types
of training.
A windowless room is best. Windows can distract the trainees,
as was evident in the case at the start of the chapter. Jack was
easily distracted from the training for many
reasons, but the window gave him a way to avoid the training. If
the room does contain windows, be sure that they are �itted
with shades or curtains that you can close.

Unblocked windows, even on upper �loors of a building, can be
distracting when the weather turns bad. Also, light coming
through the windows can create glare. The walls
should be blank—neither decorated with pictures nor brightly
painted—and a neutral color, such as beige. The point of this is
to eliminate things that will distract trainees
from the training. Material that is related to the training can and
should be posted on walls and easels. Lighting should be
adjustable so it can be dimmed for slide shows or
video presentations and can be made brighter for the lecture,
discussions, and exercises. Ideally, the room should be close to
square in shape. Rectangular rooms limit the type
of seating arrangements possible. A rule of thumb is to avoid a
training room whose length exceeds its width by more than 50
percent.
ns/i176#ch08biblio_002) The room should be carpeted and
should have a sound-absorbing ceiling. As
noted earlier, a soundproof facility, whether on premises or off-
site, is very important.
The room should be equipped with its own temperature control
and quiet heating/cooling fans. This point might sound trivial—
after all, who would build a training room
with noisy fans? The problem is that contractors are good at
constructing buildings but do not specialize in any particular
type. When the University of Windsor Business
School was being built, a team of faculty members provided
input into the design of the classrooms. This input helped
tremendously in the development of user-friendly
classrooms, but the team did not think about fan noise. The
result: One of the few complaints about the building is fan
noise. When the fans are on, it becomes dif�icult to hear
the questions being asked.
Under the heading “nice to have,” consider the following for a

multipurpose training room:
Have tracks built onto the walls with a slot into which
newsprint can be pushed, allowing for the hanging of charts and
posters anywhere in the room.
Have whiteboards built into the walls at strategic locations to
allow easy access to large writing surfaces.
Have built-in consoles that control lighting, audiovisuals (AVs),
and computers, to provide easy access to the operation of these
training aids.
Have a working remote control so trainers can operate the lights
and AVs from anywhere in the room.
Have an interactive whiteboard (e.g., SMART board) for
developing models or listing points generated in discussions,
and be able to provide copies to trainees easily.
If AVs are built into the facility, make sure that they are
situated so that all trainees can view and hear them. Also make
sure that AVs are not built into places where the
equipment itself blocks sight lines.
Furniture
Use tables and chairs rather than classroom-type desk chairs.
Tables should be movable so they can be set up in any
con�iguration. An ideal table size is 5 feet long and 21/2
feet wide, as this allows two people to sit comfortably on one
side. Many con�igurations are possible by arranging the tables.
Putting two of these tables together makes a 5-
foot square where eight people can hold a group discussion.
If possible, use padded swivel chairs that are cloth covered (not
…

Required Resources
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· Chapter 8: Development and Implementation of Training
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DISCUSSION 1
Types of Trainees
A successful trainer needs to effectively engage various types of
trainees and adapt quickly in the learning environment to meet
their needs. Chapter 8 of the Blanchard and Thacker (2013) text
lists and offers tips on dealing with different participant
personalities. Review the three scenarios below. Discuss how
you would effectively engage and manage each group of
participants in a 2-day training seminar. Apply two to three
specific adult learning principles and/or techniques to each of
the scenarios listed below.
Respond to at least two other posts regarding items you found to
be compelling and enlightening. To help you with your reply,
please consider the following questions:
· What did you learn from the posting?
· What additional questions do you have after reading the
posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your
initial discussion thread and your classmates' postings?
· What are the differences or similarities in the techniques
recommended in your discussion compared to those identified
by others?
· Analyze the recommendations made by others for each
scenario. Do you agree or disagree with the recommendations?
Why or why not? Provide examples where possible.
Your reply posts should be a minimum of 150-250 words each.

Scenario A
Your colleague is a training specialist who has just concluded
an activity on techniques for overcoming challenges in the
classroom. He clearly understood the content, but did not ask
questions of the group to confirm their understanding. In
addition, when explaining activities, the directions were not
clear and there was never an opportunity to ask for clarification.
What constructive feedback would you give to your colleague?
Scenario B
Your colleague is a department manager who has just opened a
training session. Her opening included group introductions, but
she went directly into presenting content. About an hour later, a
few participants began talking out of turn. What feedback would
you give to your colleague on the impact this may have had on
participants, and what could have been done differently to avoid
this situation?
Scenario C
Your colleague is a human resources manager who just
completed an activity followed by a group discussion. The
activity went well, but the debrief did not. As the facilitator, he
had trouble getting the group to answer his questions. The group
did not appear to be very engaged. What feedback could you
give him on how he could get participants to participate?
Your initial post should be 250 to 300 words. Use this week’s
lecture as a foundation for your initial post. In addition to the
Blanchard and Thacker (2013) text, use at least one additional
scholarly source to support your discussion.
Respond to Jarvis Edwards post
Scenario A
In this scenario, the training was geared towards overcoming
challenges. The trainer was knowledgeable, however, he failed
to engage with attendees. It is important to allow trainees the
opportunity to provide feedback. This feedback can be used to
show how well the trainees understood the material. I
recommend that the trainer incorporate questions to ask the

trainees at various parts of the training. This will keep everyone
one the same page and will allow the trainer to clear up any
misunderstandings. The trainer should also try his best to make
trainees feel safe to ask questions when needed.
Scenario B
This is a scenario that I’m sure a lot of people have experienced
before. Even though this trainer conducted introductions, I
believe the introductions should be more extensive. I would
recommend incorporating some type of ice breaker that allows
the group to warm up to the trainer, then allow a little
intermingling within the trainees. The manager should have also
started with a few ground rules. Since the trainees started
talking out of turn, the ground rules would’ve eliminated that.
Also, I believe that training should go for 50 minutes with a 10-
minute intermission. This will allow members to stretch,
converse, and prepare to refocus on the rest of the material.
Scenario C
Engaging with trainees is a particular aspect of training that
many trainers tend to struggle with. In this scenario, the trainer
could’ve focused on asking open-ended questions or questions
that provoked critical thinking to engage the audience more. It
is very important to continue a strengthening dialogue between
the trainer and the trainers with the trainer fostering further into
discussions that relate to the objectives set in the beginning
(Blanchard & Thacker, 2013). I would also recommend that the
trainer implement a set number of objectives and have a
discussion as a way to ensure the objectives were accomplished.
Reference:
Blanchard, P. N., & Thacker, J. W. (2013). Effective training:
NJ: Pearson.
Reply to Meena Haitram post
Scenario A: In this scenario, I will remind her that not all
trainees are the same. Everyone has different learning styles and
she should use multiple methods "Active learners need to be
involved to get the full benefit of the training session"

(Blanchard, and Thacker, 2013). Reflective learners will be able
to learn and understanding the learning objective but will retain
it better if the trainees were to discuss the information. When
we ask questions concerning the learning objective form the
trainees is allowed to use trainers to gain insight of how much
of the information the trainees understood. "The trainees may
also become bored and distracted, which resulting in the
trainees gaining nothing from the training sessions and could
cause them to become closed minded to further training
sessions" (Gibson, 2016).
Scenario B: An ice breaker enables trainees to become open to
learning by causing them to relax and get to know each other"
(Blanchard and Thacker, 2013). It also creates a warmer
environment for them to learn. The trainees spoke out because
they failed to explain the information. They did not let them
know that they can discuss in groups after. "To retain
information that the trainer is giving the trainees the trainee
needs to be engages and making learning fun helps people to
retain the information better so that they can use it" (Gibson,
2016).
Scenario C: They should engage their audience from the
begging of the session. This can be done with an ice breaker.
The trainee should have they information on hand so they can
see how they can use it. The workshop use role play and games
to actively engage the audience in learning. "You as trainer
have to create an inviting, friendly environment allowing the
trainees to feel emotionally connected. If you don't make
learning fun, trainees will become bored and their mind will
wander elsewhere. "This is why they should practice the trying
session first, offer refreshments, and communicate with the
trainees by providing them with the agenda on how the day will
process, use a variety of methods like games and visual aids to
make sure they're comfortable and the room is inviting.
Reference:
Blanchard, P.N. & Thacker, J.W. (2013). Effective training:

Systems, strategies, and practices(5th ed.). Upper Saddle
River, NJ: Prentice Hall
DISCUSSION 2
Training Methods
There are several instructional methods and activities that can
be used to deliver training. As a trainer, you should have a
broad awareness of different kinds of instructional methods so
that you can recommend and utilize the most appropriate
solutions for the specific learning objectives.
List and describe three types of training methods. What type of
activity is it? What types of activities precede and follow it?
What learning style(s) does this activity accommodate? What
adult learning characteristics does this activity incorporate?
Discuss the pros and cons of each method. Lastly, using
Bloom’s taxonomy, create a training objective for each
instructional method. Be sure to consider the specific skills and
knowledge to be learned in the training in order to appropriately
apply each instructional method.
Your initial post should be 250 to 300 words. Use this week’s
lecture as a foundation for your initial post. In addition to the
Blanchard and Thacker (2013) text, use at least one additional
scholarly source to support your discussion.
Respond to at least two other posts regarding items you found to
be compelling and enlightening. To help you with your reply,
please consider the following questions:
· What did you learn from the posting?
· What additional questions do you have after reading the
posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your
initial discussion thread and your classmates' postings?
· Ask each other questions about why the specific training
methods were selected.
· How do the types of training methods selected by your

classmate apply to other learning style(s)?
· Analyze your classmates' training objectives. Do the learning
objectives describe the key conditions, observable
performance/behavior, and set the standard for performance?
What modifications would you suggest to ensure that trainees
understand the expectations clearly?
Your reply posts should be a minimum of 150-250 words each.
Reply to Audree Moore post
There are several types of training methods that can be utilized
in order to bring employees to higher levels in terms of
retaining knowledge and increasing skills. Straight lecture,
lecture/discussion method, and demonstrations.
Straight lecture is a presentation of information given by a
trainer. In this particular method, the lecture can be in printed
form, as in a book or spoken to in a group. "A good lecture is
well organized and begins with an introduction that lays out the
purpose of the lecture and the order in which topics will be
covered" (Blanchard & Thacker, 2013). Lectures can some
reduce the audiences attention, so in this sense a shorter version
known as the lecturette can be an alternative method. This
method tends to be shorter but with the same characteristics as
the lecture. According to Blanchard & Thacker (2013), "A
major concern about the straight lecture method is the inability
to identify and correct misunderstandings".
In this method the trainee observes, takes notes, and listens.
Despite the chosen form, the lecture must be articulate, clear,
and the trainer should be content with the information being
presented.
Lecture/Discussion Method
This training method utilizes a lecturette to provide trainees
with data that is reinforced, supported, and expanded through
interactions amongst the trainees, as well as between the trainer
and trainees. This is major in terms of building communication
because it provides a two-way flow of communication.
"Knowledge is communicated from trainer to trainees, and

communication from trainees back to the trainer conveys
understanding". Questions can be asked from both parties
which increases engagement. In most cases, it is vital to
encourage trainees to respond but the trainer should be familiar
with the questioning method he or she is utilizing or which will
make the training more successful.
Demonstrations
"A demonstration is a visual display of how to do something or
how something works. To be most effective, a demonstration
should be integrated with the lecture/discussion method"
(Blanchard & Thacker, 2013). In fact, demonstrations are most
useful when the training objectives are set to increase skills and
knowledge. Demonstrations that are effective provide resources
that will be vital to the trainees. Without both key components
which are present and try out, the presentation will lack
engagement with the audience and less learning.
Lectures, demonstrations, and discussion provide a great deal of
trainer control over the content and process. According to
Blanchard & Thacker (2013), "The lecture is most useful to fill
gaps in trainee knowledge and address attitudes that may
conflict with the objectives of training".
References
NJ: Pearson Education, Inc.
Reply to Meena Haitram post
When it comes to training method, they're are several methods
for each training sessions. This enables trainers to reach
different styles of adults. The three methods instructor led,
computer based and e-learning training.
Instructor led is any kind of training that occurs in a classroom.
"This form of training can have one or more instructors; and
they teach skills or material to another person or group through
lectures, presentations, demonstrations, and discussions" (Tyler,
2019). It allows the instructors to interact and discuss the

training materials. Instructors may use blackboard for questions
and examples. The advantage of using this method is that the
trainees can ask questions and engage with the audience. It's
disadvantage may fail to be interactive if the trainer does not
engage his trainees.
According to Bloom's taxonomy, "learning at a higher level is
dependent on having knowledge and skills at a lower level"
(Shabatura, 2013).
Computer based "involves the use of a personal or networked
computer for the delivery and access of training programs. CBT
can be synchronous and asynchronous, as well as online, web-
based, mobile, and distance learning." The advantage of this
computer based is easy to use and cost efficient. It allows for
customization for learning objectives and helps to develop more
skills.One issue they have is that they don't have
enough computers. If theres not enough computers then trainees
will have to wait.
E-Learning requires the internet. Its used in many organizations
for training. They use it to link into their network and watch
videos that relates to what they're developing. For instance,
using the register to ring up transactions. In addition, wed
based training are available to employees to access when needs
to refer back to training. One advantage is that its interactive
and effective. In addition, employees may not like the training
method.
Reference:
Systems, strategies, and practices(5th ed).
Shabatura, 2013. Teaching innovation and pedagogical support.
Tips for university of Arkansas Faculty. Retrieved from
https://tips.uark.edu/using-blooms-taxonomy/ (Links to an
external site.)
Tyler, 2016. Frazzle and Frayed. HR Magazine. Retrieved from
EBSCOhost http://eds.a.ebscohost.com-proxy-
library.ashford.edu/eds

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