Chapter 05

Effective Training: Systems,
Strategies, and Practices, 4th

Edition
Chapter Five
P. Nick Blanchard and James W.
Thacker
Copyright c 2010 Pearson Education, Inc. Publishing as

Prentice Hall
5-1
Design Phase
Input
Process
Output
Learning
Theory
Determine factors
that facilitate
learning & transfer
Training
Needs
Develop
Training
Identify alternative
method of instruction
Chapter 6
Objectives
Organizational
Constraints
Prentice Hall
Evaluation
objectives
Chapter 8
5-2
Some Organizational Constraints

and Ways of Dealing with Them
Part 1 of 3
Constraints
Need high level of stimulation1
because:
Law (fire drills)
Task critical to the job (police
firing gun)
Mistakes costly (airline pilot)
Trainees vary in amounts of
experience
Suggestion for How to Handle

Incorporate a longer lead time to
prepare simulations/role plays.
Purchase Simulators.
Consider modularization.
Use programmed instruction. Have
high level of trainer/trainee interaction.
Trainees have large differences

in ability levels
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5-3

Part 2 of 3
Constraints
Mix of employees and new hires

trained on a new procedure
Consider different training programs;

may be negative transfer for
employees but not for new hires.
Long lag between end of training

and use of the skill on the
job
Short lead time
Distribute practice through the lag.

Provide refresher material and/or
models for employees to follow.
Use external consultant or packaged
training.

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5-4

Part 3 of 3
Constraints
Bias against a type of training
(role play, etc.)

Develop proof of effectiveness into
the training package.
Use another method.
Few trainees available at any

one time
Use programmed instruction.
Small organization with limited

funds
Hire consultant or purchase training.

Join consortium.

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5-5
Guide to determining time

required to prepare training
Part 1 of 4
Variables
Level Of Effort For Design
Who
Low
Medium
High
1.The designers
knowledge related to
instructional design
extensive
knowledge and
skills
Moderate
knowledge and skills
minimal knowledge
and skills
2. The designers
knowledge of the training
subject matter
extensive
knowledge
some knowledge
no knowledge
medium size,
moderately complex
large, complex
3. The size and complexity small,

of the target training group homogeneous
4. The designers and
clients track record for
sticking to plans
always stick
sometimes stick

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never stick
5-6

Part
2
of
4
Variables
What
Low
Medium
5.The number of
instruction modules
few (5 modules)
several (8 modules)
6. The elements included

in the training materials
participant
material only
instructor and
participant manuals
7. The clients or
organizations
expectations regarding
packaging
minimal
(produced inhouse)
modest (desktop
publishing)
8. what is considered
final product
designer
completes first
draft, client rest
designer completes
up to the pilot

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High
many (12
modules)
instructor and
participant manuals,
overheads, job aids
extensive
(professionally
produced)
designer completes
all drafts, finalizes
after pilot
5-7

Part 3 of 4
Variables
How
9.data collection
Low
a focus group made
up of a few wellinformed people
10.the designers
deals directly with
interaction with the top decision maker
client
Medium
High
a focus group and a

few interviews
several focus groups

and several interviews
deals with more than

one level of decision
makers
deals with a complex

labor-management
committee
11.The clients level approves general

reviews and
of involvement
direction and final draft approves key
materials

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reviews and approves

all materials
5-8

Part 4 of 4
12. The
programs degree
of interactivity
minimal
moderate
extensive
Low
Medium
High
x 1 =
x 2 =
x 3 =
Effort
Totals
Add the weighted totals from the high, medium and low columns to get an
estimate of the number of days it will take to develop one day of instructor-led
training
Prentice Hall
5-9
Proposal for developing a one day

workshop on Effective
Communication
Action
Time
Rate
Total
Prepare
Interview relevant employees to determine
issues and context to develop training
1 day
$1,000
$1,000
Develop objectives and plan for developing

training. Includes identifying appropriate
instructional methods and developing
evaluation objectives
2.5 days
$1,000
$2,500
Develop training materials based on

objectives
8 days
$1,000
$8,000
Develop usual aids and evaluation material

Miscellaneous
TOTAL
2.5 days

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$1,000
$2,500
$1,400
$15,400
5-10
Types of Costs in Training

Programs
Development Costs
Direct Costs
Indirect Costs
Overhead Costs
Participant Compensation
Evaluation Costs
Prentice Hall
5-11
Training Costs for Grievance

Reduction Training Part 1 of 2
Developmental Costs
1.
20 days of directors time at $50,000 per

year
2. 5 days of trainers time at $30,000 per year
3. Materials
Direct Costs
$ 4,000
$ 600
$ 1,000
1. 5 days of trainers time at $30,000 per year

2. Training facility rental 5 days at $150 per day
3. Materials and equipment
4. Coffee, juice, and muffins
$ 600
$ 750
$ 2,000
$ 600

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5-12
Training Costs for Grievance

Reduction Training Part 2 of 2
Indirect Costs
1.
2.
1 day trainer preparation

3 days administrative preparation at
20,000 per year
$ 120
$ 240
Participant Compensation
1.
30 supervisors attending 5-day

workshop
(Average $35,000 / yr.)
Evaluation Costs
$21,000
1. 6 days of evaluators time at $30,000 per year

2. Materials
$ 720
$ 800
Total Training Costs
$32,430

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5-13
Types of Training Objectives

Part 1 of 2
1. Trainee Reaction
Objectives:
Describes the desired trainee attitudinal

and subjective evaluations of training by
the trainee
2. Learning Objectives:
Describes the type of behavior that will

demonstrate the learning, the
conditions under which the behavior
must occur, and the criteria that will
signify that a sufficient level of learning
has occurred

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5-14
Types of Training Objectives

Part 2 of 2
3. Transfer of Training
Objectives:
Describes job behaviors that will be

affected by training, the conditions
under which those behaviors must
occur, and the criteria that will
signify that a sufficient transfer of
learning from training to the job has
occurred
4. Organizational
Outcome
Objectives:
Describes the organizational outcomes

that will be affected by the transfer of
learning to the job and the criteria
that will signify that organizational
outcome objectives were achieved

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5-15
Learning Objectives Improved

Part 1 of 3
After
Before
Upon completion of training the
trainee:
Upon completion of training the trainee:
Will be able to apply theories of

motivation to different situations
After reading a scenario of an

unmotivated student, and without the
use of any outside material, identify
orally to the class what you would do
to motivate the student, and explain
which theory you used and why.
Trainee must identify at least three
motivators and tie to correct theory.
Must be correct on four of the five
scenarios

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5-16

Part 2 of 3
After
Before
Upon completion of training the
trainee:
Will be able to recognize and

identify different personalities, and
know how to motivate them
Will understand what is needed

to have an effective team
Upon completion of training the trainee:
Will be able to watch a fellow trainee roleplay a situation and correctly explain in
writing what type of personality is being
exhibited and what to do motivate the
trainee. Trainee must be 100 percent
correct on the personality and identify at
least two motivators
When asked, correctly identify to the

trainer five things that are necessary to
have an effective team and be 100
percent correct.

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5-17

Part 3 of 3
Will have knowledge of three types

of active listening, and will be able to
use the appropriate one in a
particular situation
Will be able to say no to boss

and peers when asked to do
extra work
Correctly identify in writing three

types of active listening that were
identified in training, when asked
In a role play, respond verbally to
an angry comment using one of
Appropriate active listening types
In a role-play, respond correctly to the
situation using one of the ways of
saying no from the training manual,
then explain to the class which
was used and why with 100 percent
accuracy

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5-18
No Trait and Treatment

Interaction
High
Training Design A
Training Design B
Low
Low
High
Individual Trait

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5-19
A Trait and Treatment

Interaction
High
Training Design A
Training Design B
Low
Low
High
Individual Trait

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5-20
Learning Processes and

Corresponding Training Events
Attention/Expectancy
Retention
Learning environment, pre-training

communications, statement of objectives and
process, highlighting of key learning points
Activation of memory
Stimulation of prior related learning
Symbolic coding and

cognitive organization
Presentation of encoding schemes and images,

associations with previously learned material,
order of presentation during training
Symbolic rehearsal and

cues for retrieval
Case studies, hypothetical scenarios, aids for

transfer (identical elements and principles)
Behavioral Reproduction
Active and guided practice (role plays

and simulations)
Assessment and feedback (positive and/or
negative)
Reinforcement

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5-21
Comparison of Traditional and

Strategic Knowledge Training
Traditional
PartTraining
1 of 3
Step 1. Declarative knowledge (what)
is presented Workers are told that the
materials are designed to teach them to
read and interpret quality control charts
used
throughout their organization.
Step 1. Declarative knowledge is

presented the same way as in
traditional training.
Step 2. The context of the

procedures (why and when) is added
by instructing workers about the
importance of the skill and the
appropriate time for its use.
It is explained that reading and
interpreting quality control data allows
mistakes to be caught earlier, saving
more of the product than with traditional
methods.
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5-22

Part 2 of 3
Traditional Training
Step 2. Procedural knowledge (how)
is presented.
Workers are assisted in recalling
specific math skills. Then stimulus
materials and information required to
master the task are presented.
Examples of charts with various
readings are provided and the
workers are shown how to record
charts during production, and
interpret the data

Step 3. Procedural knowledge (how)
would be presented the same way as
in traditional training.

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5-23

Part 3 of 3
Traditional Training
Step 3.
Workers practice using the charts
and interpreting the results.
Step 4.
Workers practice using the charts
and also practice determining
when and why to use them.
Workers are provided opportunities for
rehearsal and reinforcement of both
conditional and procedural
knowledge.
Step 4.
Workers are given feedback
Step 5.
Workers would be given feedback
(same as in traditional training).

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5-24
Seven Step Relapse-Prevention

Training
Step
1. Choose a skill to retain
2. Set goals
3. Commit to retain the skill
4.
Learn coping (relapse prevention)

strategies
5.
Identify likely circumstances for first

relapse
6. Practice coping (relapse prevention)

strategies
7. Learn to monitor target skill

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5-25
A Plan to Apply Skills Back on

the Job
1.
What is the skill/technique? (Be specific)
2.
What will using skill/technique look like? (Be specific)
3. What are the positive and negative consequences of using and not
using the skill?
Positive (+)
Negative (-)
Using Skill
Not Using
Skill
4.
What will a slip look like?
5.
How will you feel if you slip back to old techniques?
6.
Under what circumstances is a slip likely to occur?
7.
What support is needed?

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5-26
Coping Strategies for Relapse

Prevention Part 1 of 2
Step
Understand the relapse process
Recognize difference between training and work setting
Create an effective support network on the job
Identify high risk situations

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5-27
Coping Strategies for Relapse

Prevention Part 2 of 2
Step
Reduce emotional reactions that interfere with learning
Diagnose specific support skills necessary to retain
new skill
Identify organizational support for skill retention

Prentice Hall
5-28
Comparison of Topical and Spiral

Sequencing 1 of 2
Topical Sequencing
5-
Topic A
Spiral Sequencing
Module 1
Topic A
Topic B
Topic C
Module 2
Module 1
Module 1
Module 1
Module 3
Topic B
Module 1
Module 2
Topic A
Topic B
Topic C
Module 2
Module 2
Module 2
Module 3

Prentice Hall
5-29

Sequencing 2 of 2
Topic CTopic A
Module 1
Topic B
Topic C
Module 3
Module 3
Module 3
Module 2
Module 3
Topical Sequencing
Spiral Sequencing

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5-30

Sequencing
Advantages
Disadvantages
Topical
Concentrate on topic, no
interference from other
topics
Once learned you move to

the next topic and the first is
forgotten
Spiral
Built in synthesis and

review Interrelationships
are more obvious and
understood
Disruption of learners
thought process when move
to next topic

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5-31
Gagne-Briggs Nine Events of

Instruction Part 1 of 2
Instructional Event
Relation to Social Learning Theory
Gain attention
Attention
Informing the trainee of Goal

(objectives)
Attention
Stimulate recall of prior

knowledge
Retention: Activation of memory
Present the material
Retention: Activation of memory,

symbolic coding, cognitive
organization

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5-32
Gagne-Briggs Nine Events of

Instruction Part 2 of 2
Instructional Event
Relation to Social Learning Theory
Provide guidance for learning
Retention: Symbolic coding/ cognitive

organization through guided discovery
Retention: Symbolic Rehearsal
Elicit performance (practice)
Behavioral Reproduction
Provide informative feedback
Reinforcement
Assess performance
Enhance retention and transfer
Reinforcement

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5-33
Learning and Transfer Factors as

related to Social Learning theory
and Gagne Briggs
theory of
Gagne Briggs
Social learning
events
Factors to Consider
design
1 ofnine
5
Theory
of instruction
Pretraining 5-
Attention/Expectancy
Influence expectations
& attitudes of trainees.
Demonstrate the need

for training and set
goals

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Identify those with low expectations/

poor attitudes send to pre-training
workshop
Provide information to influence
expectancies/ identify positive outcomes.
Do needs analysis so only relevant
trainees attend.
Discuss performance of trainee (at
supervisory level) and set mutual goals.
Have learning objectives distributed
ahead of time.
5-34

and Gagne Briggs
theory of
Gagne Briggs
Social learning
events
design
2 of9instruction
5 of Factors to Consider
Theory
Training
Beginning
Attention/
Expectancy
Create/reinforce
positive attitude
toward training
Gain Attention
Allow time for instructor and trainee
introductions and develop a
relaxed atmosphere
Inform trainee
of goals
Eliminate
distractions
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Allow for time to go through needs

analysis, show learning
objectives, and discuss
usefulness on the job; draw
example from trainees
Choose site where anxiety level will
be low (see classical
conditioning). Choose proper
facilities.
5-35

and Gagne Briggs
theory of
Gagne Briggs
Social learning
events
design
3 of9instruction
Theory
During
Retention
Make relevant
Continue to focus on training

objectives
Stimulate
recall of prior
knowledge
Develop links between previous

learning and the new learning
(activation of memory).
Present
material
Use multiple media and make

interesting
Ask questions and get involvement

Prentice Hall
5-36

and Gagne Briggs
theory of
Gagne Briggs
Social learning
9 events
of
Factors to Consider
design
4 of
5
Theory
instruction
Make interesting
Provide
guidance for
learning
Behavioral
Elicit
Reproduction/
performance
Reinforcement
Encourage learning
Provide
feedback
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Get trainees involved (symbolic

rehearsal)
Use relevant examples and offer
many of them
Provide relevant practice process

(including maximum similarity
and/or different situations).
Let trainees know how they are

doing.
5-37

and Gagne Briggs
theory of
Gagne Briggs
Social learning
events
design
4 of9instruction
Theory
Ending
Reinforcement
Be sure trainees see
results of training
Sensitize trainees to
difficulty in transfer
of training
Assess
Provide time for examining objectives
performance to see what was accomplished.
Provide time to evaluate performance
level accomplished and provide
feedback
Enhance
retention
and transfer
Incorporate relapse-prevention
strategy. Provide commitment of
trainer to meet with trainees to
facilitate transfer.
Develop trainees goals for transfer of
training

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5-38

and Gagne Briggs
theory of
Gagne Briggs
Social learning
events
design
5 of9instruction
Theory
PostTraining
Reinforcement
Facilitate transfer
Obtain support from supervisor/

peers/ trainer to help trainee in
transferring the training to the
workplace.
Ensure that reward systems are in
line with newly trained behaviors.

Prentice Hall
5-39

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Effective Training: Systems,

Strategies, and Practices, 4th

Copyright c 2010 Pearson Education, Inc. Publishing as

Some Organizational Constraints

Suggestion for How to Handle

Trainees have large differences

Some Organizational Constraints

Suggestion for How to Handle

Mix of employees and new hires

Consider different training programs;

Long lag between end of training

Distribute practice through the lag.

Copyright c 2010 Pearson Education, Inc. Publishing as

Some Organizational Constraints

Suggestion for How to Handle

Few trainees available at any

Use programmed instruction.

Small organization with limited

Hire consultant or purchase training.

Copyright c 2010 Pearson Education, Inc. Publishing as

Guide to determining time

3. The size and complexity small,

Copyright c 2010 Pearson Education, Inc. Publishing as

Guide to determining time

6. The elements included

Copyright c 2010 Pearson Education, Inc. Publishing as

Guide to determining time

a focus group and a

several focus groups

deals with more than

deals with a complex

11.The clients level approves general

Copyright c 2010 Pearson Education, Inc. Publishing as

reviews and approves

Guide to determining time

Proposal for developing a one day

Develop objectives and plan for developing

Develop training materials based on

Develop usual aids and evaluation material

Copyright c 2010 Pearson Education, Inc. Publishing as

Types of Costs in Training

Training Costs for Grievance

20 days of directors time at $50,000 per

1. 5 days of trainers time at $30,000 per year

Copyright c 2010 Pearson Education, Inc. Publishing as

Training Costs for Grievance

1 day trainer preparation

30 supervisors attending 5-day

1. 6 days of evaluators time at $30,000 per year

Total Training Costs

Copyright c 2010 Pearson Education, Inc. Publishing as

Types of Training Objectives

Describes the desired trainee attitudinal

Describes the type of behavior that will

Copyright c 2010 Pearson Education, Inc. Publishing as

Types of Training Objectives

Describes job behaviors that will be

Describes the organizational outcomes

Copyright c 2010 Pearson Education, Inc. Publishing as

Learning Objectives Improved

Upon completion of training the trainee:

Will be able to apply theories of

After reading a scenario of an

Copyright c 2010 Pearson Education, Inc. Publishing as