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Solution Manual for Employee Training and

Development 7th Edition by Noe ISBN 0078112850
9780078112850
Full download link at:
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7th-edition-by-noe-isbn-0078112850-9780078112850/
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Chapter Five
Program Design

Program design is the heart of effective training because it directly influences

knowledge and skill
acquisition. Accordingly, it is imperative that training programs be carefully
designed to ensure that
maximum learning is achieved. A host of factors should be considered when designing
training, and the
goal of this chapter is to articulate these considerations. For example, this
chapter reviews practical issues
in training program design, such as preparing a training site, choosing a
consultant or vendor, and
creating a work environment that maximizes learning and transfer of training,
including manager and peer
support. The role of knowledge management in transfer of training is also
discussed.

OBJECTIVES

1. Be able to choose and prepare a training site based on how trainees will be
involved and interact with
the content and each other in the course.
2. Prepare for instruction using a curriculum road map, lesson plan, design
document, and concept map.
3. Explain how trainees’ age, generational differences, and personality might
influence how programs
are designed.
4. Prepare a request for proposal (RFP) and a list of questions to evaluate
training consultants and
suppliers.
5. Explain the program design elements that should be included to ensure near and
far transfer of
training.
6. Develop a self-management module for a training program.
7. Design application assignments and action plans to enhance learning and
transfer of training.
8. Make recommendations about what managers can do before, during, and after
training to facilitate
learning and transfer.
9. Identify different ways to manage knowledge and the conditions necessary for
employees to share
knowledge.

INTRODUCTION

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Program design refers to the organization and coordination of the training program.
Program design is
the heart of effective training because it directly influences knowledge and skill
acquisition. Accordingly, it
is imperative that training programs be carefully designed to ensure that maximum
learning is achieved.

It is important to take a broad perspective when designing training, regardless of

whether it is an online
or a face-to-face program. Employees have to be motivated to attend training,
transfer trained skills, and
share their knowledge with others. As such, program design should not only consider
what happens
during the focal training program, but also in the wider organizational context.

The three phases of the program design process include pre-training, the learning
event, and post-
training. It is important to consider what happens before training, during
training, and after training.
Training should not be considered an isolated event.

Phase 1—Pre-Training
Involves preparing, motivating, and energizing trainees to attend the learning
event

Phase 2—The Learning Event

Involves preparing instruction and the physical environment to facilitate learning

Phase 3—Post-Training
Refers to transfer of training, getting learners to apply what they have learned to
their work

CONSIDERATIONS IN DESIGNING EFFECTIVE PROGRAMS

Selecting and Preparing the Training Site

The training site refers to the room where training will be conducted. A good
training site offers the
following features:
 It is comfortable and accessible.
 It is quiet, private, and free from interruptions.
 It has sufficient space for trainees to move around easily, offers enough
room for trainees to have
adequate work space, and has good visibility for trainees to see each
other, the trainer, and any
visual displays or examples

Training sites can be on-site at the company or off-site such as at a resort or

conference center. There is
no right answer as to whether training should be held on- or off-site. Each has
advantages and potential
limitations.

Details to be Considered in the Training Room

Recognizing that learning can be facilitated through both physical and mental
involvement, it is important
to select a training venue that is conducive to learning. While trainers may not
always have the luxury of a
“perfect” training location, they should strive for a venue that helps facilitate
learning. Important
considerations include:
 noise
 colors
 room structure
 lighting
 wall and floor covering

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 chairs
 glare
 ceiling
 electrical outlets
 acoustics
 technology

Seating Arrangements
Seating arrangements should be based on an understanding of the desired type of
trainee interaction and
trainee-trainer interaction.
 fan-type seating—trainees can easily switch from listening to practicing in
groups
 classroom-type seating—appropriate when lecture and audiovisual
presentations are the primary
training methods
 conference-type seating—appropriate for total groups discussions (with no
small-group
interaction)
 horseshoe type-seating—appropriate for both presentation and total-group
instruction

Choosing Trainers
Trainers, whether from inside or outside the company, should have expertise in the
topic and experience
in training. Trainers need to be both skilled in the subject matter at hand and in
program facilitation.

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How Trainers Can Make the Training Site and Instruction Conducive to Learning

Create a Learning Setting

When choosing a training room, determine the extent to which trainees decide when,
where, and how
they will learn, and whether learning will occur by interaction with others.

Preparation of Materials
You need to know your content very well. Use mental and physical rehearsal to build
your confidence and
assess your strengths and areas for improvement. Observe master trainers to get new
ideas. Design the
training from the audience’s perspective—ask “So what?” about everything you do.

Know the Audience

Trainers need to be aware of the shared values of the learners that may be based
around age, personality,
or other characteristics. Doing so will help you use language, stories,
illustrations, and references that are
relevant for your trainees.

An awareness of learners’ ages and generations is important because it can help

trainers create an
appropriate learning environment.
 Traditionalists prefer a standard training room with a stable, orderly
learning environment. They
do not like to be put on the spot in front of others.
 Baby Boomers prefer classroom learning. Baby Boomers respond well to
interactive training
activities. They like group activities and well-organized training materials
that provide an overview
of the information and an easy way to access more detailed information.
 Members of Generation X prefer a self-directed learning environment that
includes technology-
delivered methods. They respond best to training methods that allow them to
work at their own
pace.
 Although techno-savvy, Millennials like to learn by working alone and helping
others to learn.
They prefer blended learning that includes self-paced online learning for
learning basic concepts
followed by group activities and hands-on practice for further knowledge and
skill acquisition.
 Nexters (like Millennials) prefer entertaining training activities. Training
needs to be interactive
and use music, art, and games.
 Because most training groups include a mix of generations, it is important to
provide a learning
environment that can benefit all learners.

Instructors should consider personality styles when delivering training. Many

companies use the Myers-
Briggs Type Indicator (MBT), which focuses on how people gather information and
make decisions.
Instructors can have trainees complete assessments such as this prior to training
and then use this
information to design training that users will find interesting and meaningful.

Pre-Training: Enhance Motivation to Learn through Communications, Pre-work, and

Management
Involvement
To enhance trainee motivation to learn, it is important to communicate to trainees
the purpose of the
course, learning objectives, course prerequisites, and who else will be attending.

Pre-work, such as readings or application assignments, can motivate trainees and

ensure trainees come to
the program with a sense of purpose and focus. The training program can be more
efficient when trainees
complete pre-work because “the basics” have already been covered.

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Managers can enhance motivation by encouraging employees to attend training and

setting expectations
for learning.

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Provide an Overview of the Course

When beginning a program, it is important to give learners an idea of the big
picture, including the
objectives, timeline, activities, and assignments.

A concept map can be used for organizing and presenting knowledge. A concept map
includes concepts
shown in boxes, with the relationships between the concepts indicated by connecting
lines.

Help Trainees Retain and Recall Training Content

Consider if you can chunk learning topics into short sessions of no longer than 20
minutes. After 20
minutes, you either need to take a break or use different learning techniques, such
as small group
discussion. Doing so helps to maintain attention and help commit learning to
memory.

Mnemonics and metaphors can be useful for recalling important ideas. They help
relate concepts,
behaviors, and knowledge to concepts that the learner already knows. Mnemonics are
acronyms in which
the first letter of the word represents a step in the process. ADDIE, in the
context of trainer, refers to
analysis, design, delivery, implementation, and evaluation.

Another way to help trainees recall what they have learned is to have them consider
how they can use
what they are learning.

Application assignments increase the likelihood that trainees will recall the
training content and apply it to
their work setting when they encounter the appropriate cues in the environment.

Classroom Management
Monitor the room for extra chairs, overflowing trash cans, and piles of materials
left over from previous
training sessions.

Interacting with Trainees

A trainer must communicate the topics that will be covered, the learning approach
that will be used, and
their expectations for trainees. Trainers also need to be dramatic and enthusiastic
to draw attention to
important points.

Trainers should recognize that their expectations of trainees can result in

trainees confirming those
expectations, resulting in a self-fulfilling prophecy. If trainers believe trainees
will be successful, trainees
are more apt to learn. If trainers believe trainees will fail, they likely will.
Trainers’ mindsets impact how
they interact with trainees. The quality of this interaction, in turn, impacts the
learning of others.

How trainers engage trainees is based on the size of the room and the number of
trainees. The larger the
room, the larger gestures need to be. To create intimacy, trainers need to move
toward trainees. One of
the best ways to get trainees’ attention is to facilitate discussions from
different parts of the training
room.

Examples of how to get trainees involved:

 prepare questions to be discussed in breakout groups
 use creative activities and games
 use assessments for trainees to learn about themselves and others
 incorporate roleplaying

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Leading a Discussion
Discussions can be an effective means to engage trainees. They should be based on
clearly defined goals
and rules for participation—discussion should be planned. Discussions can be used
to brainstorm ideas
and solutions, debrief activities, apply knowledge, and evaluate experiences. Open
ended questions
should be used as opposed to questions that elicit no more than “yes” or “no”
responses. It is also
important to have different opening questions, follow-up questions, and discussion
prompts.

Dealing with Disruptive Trainees

For trainees who disrupt, sleep through, or constantly interrupt the training
session, consider using
activities that get them moving, engaged, and energized. Ask disruptive trainees to
leave only as a last
resort when all other options discussed here have failed.

Managing Group Dynamics

To ensure an even distribution of knowledge or expertise in groups, ask trainees to
indicate whether they
consider themselves novice, experienced, or expert in terms of knowledge about a
topic. Arrange groups
so they contain individuals of different expertise. Group dynamics can be altered
by changing learners’
positions in the room. Pay attention to group dynamics by wandering through the
room.

Curriculum, Course, and Lesson Design

A curriculum refers to an organized program of study designed to meet a complex
learning objective,
such as preparing a learner to become a salesperson, certified computer network
technician, licensed
nurse, or manager. In comparison to a curriculum, a course or program usually
covers more specific
learning objectives and addresses a more limited number of competencies.

Curriculum Road Map

A curriculum road map refers to a figure showing all of the courses in a
curriculum, the paths that learners
can take through it, and the sequences in which courses have to be completed.

A design document can be used to guide the development of training and explain the
training to
managers, SMEs, reviewers, or other trainers.

A detailed lesson plan translates the content and sequence of training activities
into a guide that is used
to help deliver the training. Lesson plans include the sequence of activities that
will be conducted in the
training session and identify the administrative details. The lesson plan overview
matches major activities
of the training program and specific times or time intervals.

How to Choose a Vendor or Consultant for Training Services

If a company decides to purchase training, it is important to choose a high quality
provider. Many
companies identify potential vendors by using requests for proposals. A request for
proposal (RFP) is a
document that outlines for potential vendors and consultants the type of service
the company is seeking,
the type and number of references needed, the number of employees who need to be
trained, funding for
the project, the follow-up process used to determine level of satisfaction and
service, and the expected
date of completion of the project.

Program Design Implications of Transfer of Training

Determine if Focus Is on Near or Far Transfer

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One key consideration is whether the focus of training is on near or far transfer.
Near transfer means the
need to apply learned capabilities exactly in a work situation. Far transfer refers
to a trainee’s ability to
apply learned capabilities to the work environment when it is not identical to that
of the training session.

Near transfer is appropriate for closed skills, while far transfer is appropriate
for open skills. Performing a
closed skill involves responding to predictable situations with standardized
responses. In contrast,
performing an open skill involves responding to variable situations with adaptive,
tailored responses.
There is a one best way to perform closed skills; whereas there are multiple ways
to perform open skills
that are contingent upon the situation at hand.

Programs that emphasizes near transfer should include the following:

 using standardized procedures, processes, and checklists
 providing explanations as to any differences between training and work tasks
 encouraging trainees to focus only on important differences between training
tasks and work
tasks vs. unimportant ones
 providing an explanation why the procedure should be performed to help
trainees understand
underlying concepts
 focusing on behaviors and skills that contribute to effective performance

Programs that emphasize far transfer should include the following:

 teaching general concepts, broad principles, or key behaviors
 focusing on general principles that might apply to a greater set of contexts
beyond those
presented in the training session
 providing a list of prompts or questions to help trigger thoughts and
questions from trainees

One way to prepare trainees to deal with the obstacles that they may face in work
environments is to
provide instruction in self-management techniques at the end of the training
program. Self-management
training includes discussing relapses, setting transfer and performance goals,
identifying obstacles that
might inhibit transfer, generating strategies to overcome obstacles and resources,
and administering
rewards for successful transfer.

Encourage Manager Support for Training

Manager support is the degree to which trainees’ managers emphasize the importance
of attending
training programs and stress the application of what is learned back on the job.

Increasing levels of manager support, from low to high, include:

 acceptance of training
 encouragement of training
  participating in training
 reinforcement—discussing progress with trainees
 practice—allowing trainees to practice their skills
 teaching—serving as a trainer

Manager support can involve developing an action plan with trainees. An action plan
is a written
document that details steps that the trainee and his/her manager will take to
ensure transfer of the
training content to the job. It includes:
 a goal identifying what training content will be used and how it will be
used
 strategies for reaching the goal and for receiving feedback

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 expected results

Given the importance of manager support, efforts are needed to garner their
commitment to training.
Manager support can be gained by:
 briefing managers on the purpose of the training and its relationship to the
business strategy
 encouraging trainees to bring work related problems to the training
 sharing information regarding the benefits collected from past participants
 asking trainees to complete action plans with their managers
 using managers as trainers, if possible and when appropriate
 rewarding managers for their support—linking support to performance appraisal
and
compensation systems

Peer Support
Transfer of training can be enhanced by a support network among trainees. A support
network is a group
of two or more trainees who meet and discuss their progress in using new
capabilities back on the job,
whether it is via face-to-face or through online communication. Peers can share
successful experiences,
discuss how they coped with challenges and obtained any resources, and provide
encouragement and
feedback.

Opportunity to Use Learned Capabilities

The opportunity to use learned capabilities is the extent to which the trainee is
provided with, or seeks
out, experiences to use new knowledge, skills, or behaviors. The opportunity to use
learned capabilities is
central to successful transfer.

Opportunity to perform is influenced by the work environment and trainee motivation

to actively pursue
assignments that will utilize their new capabilities. Breadth of opportunity refers
to the number of trained
tasks that are performed on the job. Activity level refers to the frequency with
which these tasks are
performed. Task type is the difficulty or criticality of the trained tasks
performed on the job.

Opportunity to perform can be measured by asking former trainees to indicate:

 whether they perform a task
 how many times they perform the task
 the extent to which they perform difficult and challenging tasks

Low levels of opportunity may indicate that refresher training is needed, the work
environment is
unsupportive, or the training content is not relevant.

Technological Support
A performance support system is computer application that can provide skills
training, information access,
and expert advice. A performance support system can be used to enhance transfer by
acting as an as-
needed reference for trainees attempting to apply new knowledge, skills, and
behaviors on the job.
Trainers can monitor trainees’ use of these systems, which provides the trainer
with valuable information
about the transfer of training problems that trainees are encountering.

Using Knowledge Management for Learning and Transfer of Training

Knowledge management refers to the process of enhancing company performance by
designing and
implementing tools, processes, systems, structures, and cultures to improve the
creation, sharing, and use
of knowledge.

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Ways to create, share, and use knowledge include:

 Use technology, e-mail, and social networking sites to allow people to store
and share
information
 Publish directories of what employees do, how they can be contacted, and what
knowledge they
have.
 Develop informational maps that identify where specific knowledge is stored in
the company.
 Create top management positions for cataloging and facilitating the exchange
of information in
the company.
 Require employees to give presentations to other employees about what they
have learned from
training programs.
 Allow employees to take time off from work to acquire knowledge, study
problems, attend
training, and use technology.
 Create an online library of learning resources
 Design office space to facilitate interaction between employees.
 Create communities of practice using face-to-face meetings, wikis, or blogs
for employees who
share a common interest in a subject Use “after-action reviews” at the end
of each project to
review what happened and what can be learned from it.

Keys for effective knowledge management:

Training and IT collaboration. The training department and the IT department must
collaborate. Training
can help develop the culture, content, and learning strategies. IT can develop the
systems for accessing,
sharing, and storing knowledge and delivering training.

Creating knowledge management leadership positions. Chief learning, or knowledge,

officers (CLOs) are
leaders of a company’s knowledge management efforts. Their job is to:
 develop, implement, and link a knowledge/learning culture with the company’s
technology
infrastructure
 locate knowledge and find ways to create, capture, and distribute it
 ensure that trainers, information technologists, and business units support
and contribute to the
development of knowledge management practices
 provide management direction and support for learning and knowledge
management

Easy-to-use technology. Building the correct technology infrastructure and making

it easy for the
employees to access and share information are necessary for successful knowledge
management efforts.

Employee trust and willingness to share. Trust and a willingness to share

information are key factors that
relate to knowledge sharing. To encourage knowledge sharing, companies must
recognize and promote
employees to learn, teach, and share.

DISCUSSION QUESTIONS

1. What is a design document? What is included in a design document? How is it

useful for training?

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A design document can be used to guide the development of training and to

explain the training to
managers, SMEs, reviewers, or other trainers. Information for the design
document is based on the
information obtained from the needs assessment. The level of detail in the
design document can vary.
 Scope of project includes the goals, outcomes, or achievement
expectations for trainees; a
description of the trainees; a description of how long it will take to
develop the course and
the checkpoints or tasks that need to be completed as the course is
developed; and the
length of the course.
 Delivery includes what the course will cover, how it will be delivered,
an estimate of the
training time, and the identification of any special conditions or
issues that may affect the
course.
 Objectives refer to the course or program objectives. Those are broader
summary statements
of the purpose of the program.
 Resources refer to the materials that need to be purchased or developed
for the course.
 Who is involved includes trainers, program designers, and individuals
who will be involved in
the design, delivery, and evaluation.
 The topical outline includes a brief outline of the topics that will be
covered in the program.
 Administration and evaluation refers to who will be in charge of course
scheduling, how
trainees will enroll, how the course will be evaluated, and who will
review and update the
course.
 Links to other programs refer to any other needs, such as a train-the-
trainer program or
manager introduction or kickoff for the program.

2. How might course design differ for Baby Boomers compared to Gen Xers?

Baby Boomers prefer classroom learning. Baby Boomers respond well to

interactive training
activities—they like group activities and well-organized training materials
that provide an overview of
the information and an easy way to access more detailed information. Compared
to the other groups,
they are especially motivated to learn if they believe that training content
will benefit them personally.
Baby Boomers need to work on translating the knowledge they have into skills.

Gen Xers prefer a self-directed learning environment that includes technology-

delivered methods.
They respond best to training methods that allow them to work at their own
pace, such as through
online learning. Gen Xers are highly motivated to view training as a way to
increase their
employability. They like to learn by doing, experimentation, and feedback.
They respond best to
training materials that provide visual stimulation with relatively few words.

3. How does a concept map help learners?

A concept map can be used for organizing and presenting knowledge. Such a map
includes concepts
shown in boxes, with the relationships between the concepts indicated by
connecting lines. A concept
map helps to frame key concepts and organize content into memory.

4. Explain the three phases of the instructional process, which phase do you
think is most important?
Why?

The three phases of the instructional process include pre-training, the

learning event, and post-
training. Pre-training involves preparing, motivating, and energizing trainees
to attend the learning

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event. The learning event involves preparing and providing instruction. Post-
training refers to transfer
of training.

Student answers would vary as to which phase is most important. Typically,

most effort, attention, and
financial resources tend to be devoted to designing and choosing the learning
event itself. However,
what happens before and after the learning event may be equally, if not more,
important in
determining if learners are motivated to learn and transfer.

5. What could be done to increase the likelihood of transfer of training if the

work environment
conditions are unfavorable and cannot be changed?

One way to prepare trainees to deal with the obstacles that they may face in
work environments is to
provide instruction in self-management techniques at the end of the training
program. Self-
management training includes discussing relapses, setting transfer and
performance goals, identifying
obstacles that might inhibit transfer, generating strategies to overcome
obstacles and resources, and
administering rewards for successful transfer.

6. Customer service training involves far transfer. What design features would
you include in a customer
service training program to ensure that transfer of training occurred? What is
a curriculum road map?
Why is it important?

Programs that emphasize far transfer should include the following:

 teaching general concepts, broad principles, or key behaviors
 focusing on general principles that might apply to a greater set of
contexts beyond those
presented in the training session
 providing a list of prompts or questions to help trigger thoughts and
questions from trainees

A curriculum road map refers to a figure showing all of the courses in a

curriculum, the paths that
learners can take through it, and the sequences in which courses have to be
completed (e.g., identify
prerequisite courses). It is important because for each course, information
can be used to help
develop, design, and evaluate the program.

7. What is an application assignment? Why should it be considered in designing a

training program or
course?

Application assignments refer to assignments in which trainees are asked to

identify work problems or
 situations and to apply training content to solve them. The use of application
assignments in training
helps trainees understand the link between the learned capabilities and real-
world application, which
makes it easier to recall the capability when needed. Application assignments
increase the likelihood
that trainees will recall the training content and apply it to their work
setting when they encounter the
appropriate cues (problems and work situations) in the environment.

8. How might you motivate managers to play a more active role in ensuring
transfer of training?

Manager support can be gained by:

 briefing managers on the purpose of the training and its relationship to
the business strategy
 encouraging trainees to bring work related problems to the training
 sharing information regarding the benefits collected from past
participants

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 asking trainees to complete action plans with their managers

 using managers as trainers, if possible and when appropriate
 rewarding managers for their support—linking support to performance
appraisal and
compensation systems

9. If you were asked to implement a knowledge management system, what would you
recommend to
ensure that employees shared and accessed knowledge? Explain your
recommendations.

There are several strategies to help ensure employees share and access
knowledge:
 use technology, e-mail, and social networking sites to allow people to
store and share
information
 publish directories of what employees do, how they can be contacted, and
what knowledge
they have
 develop informational maps that identify where specific knowledge is
stored in the company
 allow employees to take time off from work for knowledge management
 create an online library of learning resources
 design office space to facilitate interaction among employees
 create communities of practice where employees can collaborate and share
ideas, solutions,
and innovations
 ensure technology is user friendly

10. What type of seating arrangements would you choose for a training course that
involved small-group
case discussions? For a lecture including PowerPoint and use of YouTube videos?
Explain your
choices.

For small-group case discussions, a fan-type arrangement may be most effective

because trainees can
easily switch from listening to groups. For a lecture including PowerPoint and
use of YouTube videos,
classroom seating would be most appropriate because trainees can easily view
these support
materials and because training is more passive.

11. List the steps in project management. Discuss how each step helps in effective
design.

Project management refers to the skills needed to manage a team of people and
resources to create a
learning solution. SPADES includes project management concepts that
incorporate principles of
instructional systems design (ISD).
 Start—involves understanding the stakeholders for the learning
situation and conducting a
needs assessment
  Plan—involves identifying what you need to do and any resources that
may be needed;
identifying tasks, how long it will take to complete them, and any
expertise that is needed
 Administer—involves overseeing tasks and communicating with the project
team,
stakeholders, and SMEs; includes ensuring that tasks are completed
and deadlines and
budgets met
 Development—involves identifying training objectives, methods,
materials, and how the
program will be evaluated
 Engage—involves implementing training and subsequent evaluation
 Stop—involves finishing the project, paying vendors and suppliers, and
meeting with
stakeholders

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