1Respond to 2 people, Maria and Amber, using one or more of t.docx

1
Respond to 2 people, Maria and Amber, using one or more of
the following approaches:
· Share additional interview and communication techniques that
could be effective with your colleague’s selected patient.
· Suggest additional health-related risks that might be
considered.
· Validate an idea with your own experience and additional
research.
maria
Week 1
Top of Form
Introduction
The medical interview process is the most important avenue in
building a relationship with the patient regardless of race,
culture, and age. Foundation for building a positive relationship
with the patient based on communication built on courtesy,
comfort, connection, and confirmation (Ball et al, 2015). By
encouraging open communication, we may obtain more
complete information, enhance the possibility of a more
accurate diagnosis, and promote appropriate counseling, thus
potentially improve adherence to treatment plans that benefit
long term health.
Our 76 years old patient who is currently living in an urban
setting and having disabilities. The interview takes place in a
quiet and private environment such as the examination
room. With the patient being disabled, I want to make sure he is
fully accommodated as much as possible. Before I begin with
my interview, I knock on the door as a courtesy, wash my
hands, and since the interview begins with a meeting between
strangers, clear introductions, and as well set of tone are
important. The basic interview would start with

the introduction, establishes names, roles, purpose (including an
interest in the patient's response to illness), the time limits of
the interview, and ask him what he is preferred to be called.
I will provide privacy by closing the door, pulled the curtain,
and make sure that the television is turned off to eliminate
the noise (Ball et al,2015). Next is I will assess the patient
comfort level, make sure he is not in any distress. If family
members or other visitors are in the patient's room, I will also
introduce myself to all those present and explain the purpose of
the interview. I will also ask the patient if they can stay, I will
also inform the family that the patient must be given a chance to
speak without unreasonable interruptions. If the family does not
comply, this problem must be addressed promptly. I will make
sure I am in front of the patient and sitting at eye level if
possible and remove any barrier between me and the patients
such as bedside tables or desk and make certain that his
information is confidential. After introductions completed and
patient comfort assessed I will initiate further questioning by
using an open-ended question to allow my patient freely
and continuously regarding the reason what brought him, his
past medical history, family history, social history and other
concern he has. I will use nondirectional questions to encourage
the patient to report any and all problems he is experiencing, I
will use questions that are worded, avoid using technical terms
and diagnostic level so that the patient has no difficulty
understanding what is being asked. I will let the patient talk
spontaneously rather than restricting and directing the flow of
information with multiple questions because frequently
interrupt patients on the interview will prevent them from
expressing their major concerns. I will respond to the patient in
a non-judgmental manner and use empathetic response,
validation, and reassurance during the interview to be able to
obtain necessary detail without staggering the patient yet aid to
form a picture on what the patient is trying to say to determine
the best care plan.
Risk Assessment

As people age, they become more susceptible to many risk
factors. These factors could potentiate from one factor to
the other. For example, the fact that my patient who is above 65
years old tend to be frail and have poor functional reserve even
a significant slight illness or an adjustment in medication
can predispose to a sudden disastrous functional
decline which precipitates them to fall and becoming immobile
or rapidly confused thus lead to poor adherence to
treatment and automatically set them up to malnutrition
thus induce them to failure to thrive (Fjell et al,
2018). Therefore, the risk assessment tool that I can employ
is the Comprehensive Geriatric Assessment (CGA). It is an
important way to implement the comprehensive management of
aging populations. It integrates physical health, functional
status, social adaptability, mental health, and environmental
conditions and evaluates the elderly overall health objectively.
Additionally, it also formulates and makes treatment plans that
protect the health and functional status of the elderly to
maximize their quality of life. This includes an extensive
review of prescription and over the counter drugs,
herbal products as well as
immunization (Jiang & Li, 2016). The targeted question I
would ask includes.
Do you live alone or your leaving with someone?
What medication are you currently taking and what do you use
to organize them?
Do you drink alcohol or using any recreational drugs?
Are you having trouble remembering stuff?
Have you fallen in the past 3 months?
Do you have trouble with your vision?
Have you lost weight in the past 6 months?
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2015). Seidel’s guide to physical examination
(8th ed.). St. Louis, MO: Elsevier Mosby.
Fjell, A., Cronfalk, B. S., Carstens, N., Rongve, A., Kvinge, L.,

Seiger, Å., Skaug, K., & Bostrom, A. M. (2018). Risk
assessment during preventive home visits among older
people. Journal of multidisciplinary healthcare, 11, 609–
620. https://doi.org/10.2147/JMDH.S176646
Jiang, S., & Li, P. (2016). Current Development in Elderly
Comprehensive Assessment and Research Methods. BioMed
research international, 2016,
3528248. https://doi.org/10.1155/2016/3528248
Amber
Week 1 Health History Discussion
Top of Form
Week 1 Discussion: Building a Health History
Initial Post
Health History
A health history is a conversation between the patient and
health provider. It is
used to build and establish a relationship with the patient as
well as reveal the issues and problems that need attention. The
health perspective is a full report based on the patient’s
perspective not the health care provider’s. It is imperative to
give full attention during the time of interview to collect all
data possible for best diagnosis and treatment. The patient I
choose to do a health history on in this discussion is the 76 year
old male with disabilities in an urban setting.
Interview and Communication Techniques
Before entering in the room to interview my patient I would do
an overview of the patient’s health information that was already
obtained. “A change in knowledge, experience, cognitive
abilities, and personality may occur with aging”(Ball et al.,
2015). Therefore it is important anticipate any effects this may

have on the interview. After entering the room, introducing
myself as a student at Walden University and full name is the
first thing I would say. The older patient may have sensory
losses due to his age such as hearing or seeing. I would speak
clearly and slowly facing the patient due to the older age and
disabilities. It is important not to shout at the patient because
this can magnify the problem by deforming consonants and
vowels. Adapting to the patient’s disabilities is ideal. I would
use the caregiver or family member and health record as
resources to find out the disabilities of the patient so the
interview can be conducted in the best manner possible. If using
a electronic device it is important to not neglect the patient. It
builds trust and makes the interview more personable when
facing the patient and listening as well as possible (Ball et al.,
2015).
Risk Assessment Tool
The OLDCARTS assessment tool is used to ensure a
comprehensive presentation by making sure all characteristics
of the problem are identified. It can be used for the 76 year old
male to get a baseline of what is going on with him. The aim of
the OLDCARTS assessment is listed below (Ball et al., 2015).
1. Onset of the problem
2. Location of the problem
3. Duration of the problem
4. Character of the problem
5. Aggravating/associated factors of the problem
6. Relieving factors of the problem
7. Temporal factors of the problem
8. Severity of symptom
The next assessment tool that would be good to use for the 76
year old black male with disabilities would be the geriatric
assessment. The geriatric assessment tool was created to
evaluate an older person’s functional ability, physical health,
psychological health and socioenvironmental circumstances. It
differs from a regular comprehensive assessment by focusing on
functional capacity and quality of life (Elsawy 2011).

The last assessment tool that could benefit in the proper health
history performed on the older patient with disabilities is the
Fulmer SPICES assessment tool for older adults. Problems seen
in older adult include, sleep disorders, issues with eating or
feeding, incontinence, confusion, problems with falling and
poor skin integrity (Meridith & Terry 2002). SPICES stands for:
S is for Sleep disorders
P is for Problems with eating or feeding
I is for Incontinence
C is for confusion
E is for evidence of falls
S is for the skin breakdown
Heath History Questions
1. What brings you in today?
2. How long has this been going on?
3. What time of day does this effect you the most?
4. What are your living situation and your daily routine?
5. How does your disabilities effect what brought you in today?
Resources
Ball, J.W., Dains, J.E., Flynn J.A., Solomon, B.S., & Stewart,
R.W. (2015). Seidel’s
guide to physical examination (8th ed.) St.Louis, MO: Elsevier
Mosby.
Elsawy, B., Higgins, K.E.(2011). The geriatric
assessment. American Family
Physician. Vol.83 pp.48‐56.
Meredith, W., & Terry, F. (2002). Fulmer SPICES: An Overall
Assessment Tool of
Older Adults. Dermatology Nursing, 2, 124.
Bottom of Form
Bottom of Form

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
#ch06
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
7#glossch08_003
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
Text

Blanchard, P. N., & Thacker, J. W. (2013).Effective training:
Systems, strategies, and practices (5th ed). Upper Saddle River,
NJ: Pearson Education, Inc.
· Chapter 8: Development and Implementation of Training
Articles
Kahane, E. (2014, June 9). Why corporate education needs a
digital strategy to avoid disruption. (Links to an external
site.)Forbes. Retrieved from
http://www.forbes.com/sites/emc/2014/06/09/digital-learning-
strategies-breaking-the-grip-of-the-rip?
· This article focuses on the need for improved corporate
education strategy. Kahene (2014), discusses the need for the
transformation of corporate education to include a digital aspect
in order to remain competitive. This article is part of a series of
articles. The next post by this author will discuss the digital
business model strategy.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Jaidev, U., & Chirayath, S. (2012, October 1). Pre-training,
during training and post-training activities as predictors of
transfer of training. IUP Journal of Management Research,
11(4), 54-70. Retrieved from the EBSCOhost database.
· The purpose of this study is to determine whether pre-training,
during-training and post-training activities significantly
influence transfer of training, and also if the three predictors
have a significant relationship with transfer of training.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Multimedia
Forbes. (2014, May 23). Educating a generation of
matchmakers (Links to an external site.)[Video file]. Retrieved
from
https://www.youtube.com/watch?v=nU2fW199pX0&list=PL841
BABB2A54600E4

CommLab India. (2011, December 5). Employee training
process (Links to an external site.). Retrieved from
https://www.youtube.com/watch?v=p1jmpMHgOPg
Recommended Resources
Articles
Martijn van, D.L., Karen, V.D., & Chiaburu, D.S. (2013).
Getting the most of management training: The role of identical
elements for training transfer. Personnel Review, 42(4), 422-
439. doi:http://dx.doi.org/10.1108/PR-05-2011-0072
· Focusing on management training, the purpose of this paper is
to establish whether identical elements in a training program
(i.e. aspects resembling participants’ work situation) can
improve training transfer and whether they do so beyond the
contribution of two well-established predictors – motivation to
learn and expected utility.
Meyer, S. (2014, July 10). Single-concept learning: A radical
alternative to traditional workplace training (Links to an
external site.). Forbes. Retrieved from
http://www.forbes.com/sites/stevemeyer/2014/07/10/single-
concept-learning-a-radical-alternative-to-traditional-workplace-
training/
· This article focuses on an innovative new type of training. The
author argues that the existing types of trainings do not ensure
learning transfer and that corporate training needs to be re-
designed.
Multimedia
L8ybugmom. (2012, April 5). How to create a power point
presentation (Links to an external site.) [Video file]. Retrieved
from
https://www.youtube.com/watch?v=OyoeGSFmI4E&noredirect=
1
LearnitAnytime (2013, June 6).PowerPoint 2010: Speaker
notes (Links to an external site.)[Video file]. Retrieved from
https://www.youtube.com/watch?v=T4oScGkqMAw

Website
ATD (2014). ATD Best Awards 2014 (Links to an external
site.). Retrieved from http://www.astd.org/About/ASTD-
Awards/Best-Awards
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.
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.
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.

1Respond to 2 people, Maria and Amber, using one or more of t.docx

Recommended

Recommended

More Related Content

Similar to 1Respond to 2 people, Maria and Amber, using one or more of t.docx

Similar to 1Respond to 2 people, Maria and Amber, using one or more of t.docx (13)

More from jesusamckone

More from jesusamckone (20)

Recently uploaded

Recently uploaded (20)

1Respond to 2 people, Maria and Amber, using one or more of t.docx