Objectives
1. Define training.
2. Compare training with the processes of education, development, motivation, and consulting.
3. Describe three approaches to consulting.
4. Define and describe the communication process.
5. List skills that are frequently presented in communication, leadership, and management training seminars and workshops.
6. Identify and describe the nine steps involved in designing and presenting a training workshop.
 

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Chapter Overview
This chapter presents an overview that compares training to education and other methods of enhancing organizational effectiveness. Training may be part of the overall process of organizational development when the need is for employees to develop certain skills in order to more effectively perform a specific job or task.
The needs centered model of communication training is described.
 

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Chapter Lecture
I. Training is the process of developing skills in order to more effectively perform a specific job or task.
A. Communication, leadership, and management training involves teaching “people skills”.
1. A skill is an ability to do something as opposed to knowing something.
2. The goal of communication training is the performance of an observable and measurable skill that can be assessed in some way.
3. Over $200 billion dollars is spent annually on organizational training.
B. Education is the process of imparting knowledge or education.
1. Emphasizes knowledge.
2. Emphasizes achieving often in comparison to the knowledge level of others.
3. Emphasizes an open system perspective where there are many ways to achieve the goal.
a. Emphasizes knowledge that is not linked to a specific job or career.
b. Emphasizes an open ended approach where not every step in the process is described.
C. Training is the process of developing skills for a specific job or task.
1. Emphasizes doing rather than knowing.
2. Emphasizes achieving a certain level of skill attainment.
3. Emphasizes a closed system perspective with specific right and wrong ways of performing a skill.
4. Emphasizes a comprehensive listing and description of the skills required to perform a specific behavior.

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II. Motivation is useful for change.
A. Motivation is an internal state of readiness to take action or achieve a goal.
1. Motivation speakers seek change by using emotions to encourage people to take action to achieve a worthwhile goal.
2. Trainers seek change through teaching skills.
B. Change may require more than an emotional state of readiness.
1. Motivational messages may not have staying power.
2. Listeners may still need strategies and skills to enact change.

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III. Organizational development is linked to both training and human resources.
A. Development is any behavior, strategy, design, structuring, skill or skill set, strategic plan or motivational effort that is designed to produce growth or change over time.
1. Development encompasses education and training.
2. Combining training and development suggests training is designed to achieve a broader function than performing a specific skill.
3. Organizations may hire consultants to offer insight, advice, wisdom, research, or experience based intervention strategies to help solve the organization’s problems.
B. Communication or management consultants provide advice about some aspect of the organization’s communication or leadership.

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IV. There are three different approaches to consulting.
A. The Purchase approach is used when a member of the organization has diagnosed the problem and purchases a solution from the consultant.
B. The Doctor-Patient approach is used when the consultant diagnoses the problem and recommends a solution.
C. The Process approach uses a variety of assessment measures to determine the overall vitality of an organization and recommend strategies for improvement.
V. Understanding “Soft Skills”
A. “Soft Skills” are skills that focus on managing people, information, and ideas.
B. Communication and leadership skills are “soft skills” that are valued in the workplace.

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VI. Defining Communication
A. Human communication is the process of making sense out of the world and sharing that sense with others by creating meaning by verbal and nonverbal messages.
1. It is inescapable.
2. It is irreversible.
3. It is complicated.
4. It emphasizes both content and relationships.
5. It is governed by rules.

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B. Communication is described as a transactive process in which both sender and receiver of a message simultaneously express and respond to messages.
1. The sender is the originator of the message.
2. The receiver is the person who decodes or makes sense of the message.
3. The message is the written, spoken, and unspoken elements of communication to which we assign meaning.
4. The channel is the pathway through which messages are sent.
5. Noise is interfering messages that decreases the accuracy of the communication.
6. Feedback is response to the message.
7. Context is the physical and psychological communication environment.

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VII. Communication, management, and leadership training is designed to teach people specific skills that will enhance the quality of messages and human relationships.
A. Helping people enhance the quality of communication is a positive, direct way of helping an organization become more effective.
B. Understanding communication as a transactive process helps learners understand and learn the skills taught in communication training.

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VIII. The needs-centered model of communication training.
A. Identify and understand the needs of the organization and the specific trainees.
1. Learn what the trainees need to know.
2. Analyze what the organization needs to achieve its mission.
3. Determine how training can help address those needs.
B. Analyze the training task.
C. Develop training objectives.
D. Organize training content.
E. Determine training methods.
F. Select training resources.
G. Complete training plans
H. Deliver training.
I. Assess training.

 

Objectives
 
1. Define and explain learning.
2. List and explain the three general laws of learning.
3. Differentiate andragogy from pedagogy.
4. List and explain the five principles of andragogy.
5. Define learning style.
6. Differentiate visual, aural, and kinesthetic learners and explain how trainers can
accommodate these types of learners.
7. Differentiate reflective and impulsive learners and explain how trainers can
accommodate these types of learners.
8. Differentiate whole-part and part-whole learners and explain how trainers can
accommodate these types of learners.
9. Differentiate divergers, assimilators, convergers, and accommodators and explain
how trainers can accommodate these types of learners.
10. Differentiate the matching, bridging, and style-flexing approaches to training.

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Chapter Overview
 
This chapter helps students understand the three general laws of learning that are relevant to the training practitioner, explains and compares the concepts of pedagogy and andragogy, explains different learning styles, and offers suggestions on how to apply this information to a training session.

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Chapter Lecture
 
I. Learning is a change in individuals, due to the interaction of the individuals and their environment, which fills a need and makes them more capable of dealing adequately with their environment.
A. After trainees have learned something, trainers should be able to recognize changes in the trainee’s behavior and attitudes.
B. Change addresses the need or reason for training.
C. New behavior or attitude allows trainees to more effectively manage their environment.

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II. A law of learning is a statement that describes the condition that must be met in order for trainees to learn.
A. The law of effect states that people learn best under pleasant and rewarding circumstances.
1. Create a pleasant physical environment.
a. Classrooms that are well lighted, temperature controlled, and clean promote learning.
b. Large table and chairs arranged in a horseshoe or circle invite interaction and allow trainees room to spread out.
2. Accommodate the trainees’ work schedule by allowing trainees to choose from a list of training times.
3. Schedule appropriate breaks to allow for a change of scenery and/or refreshments after about 90 minutes.
B. The law of frequency suggests that the more often you practice a trained behavior, the more likely you will continue using the trained behavior.
1. Make sure trainees are practicing the correct skills.
2. Use “plus-one” mastery technique to learn a process one step at a time while adding a new step to the steps already mastered.
3. Have trainees train the trainer by switching roles.
C. The law of association suggests that every new fact, idea, concept, or behavior is best learned if you can relate it to or with something you already know.
1. Use analogies
2. Compare and contrast with other familiar processes.

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III. Teaching and training adults is not the same as teaching and training young students.
A. Pedagogy is the science and art of teaching children.
1. Children learn for learning’s sake.
2. Children have limited life experience on which to build (limited schema).
3. Children are motivated by external rewards or punishment.
4. Children are more dependent on others for what they “should” know.
5. Children are learning to learn and approach learning subject by subject.
B. Andragogy is the science and art of teaching adults.

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IV. Applying the five assumptions of andragogy.
A. Adult learners need to see the meaning and relationship of what they are learning to their lives and experience.
1. A needs assessment will identify what learners do not yet know or the important or necessary skills they can’t yet perform.
2. Train employees for their “in baskets” - those action items that need immediate attention.
B. Adult learners will use their own experience and information in the classroom.
1. Get information from trainees about how training can be applied immediately.
2. Negative experience can be used in a positive way.
a. Acknowledge their less than positive experiences and empathize with trainees.
b. Suggest that training can be used to reduce the number of negative experiences.
c. Ask trainees how new training content might address some negative experiences.
d. Place the negative experiences in context.
C. Adult learners tend to be self or internally motivated.
1. They are motivated by increased job satisfaction, self esteem, sense of accomplishment, and quality of life issues.
2. Job promotions or terminations may provide motivation to learn.
3. Challenge employees to focus on the task.
4. Set realistic expectations and provide constant support, praise,
encouragement, and constructive feedback.
D. Adult learners are self directed and know their learning deficiencies.
1. Make training “needs based” or “learner centered”.
2. Encourage self directed learning to allow trainees to target their specific problems and control their own stop and start times.
3. Make training timely by providing smaller chunks of “just in time” information when it is needed.
4. Coach trainees through mistakes by providing a safe environment and address performance deficiencies using specific behavioral and descriptive terms.
E. Adult learners are task or problem centered.
1. Group trainees by years of experience or types of problems experienced.
2. Ask trainees to forward problems ahead of time so they can be addressed in training.
3. Provide trainees with a bibliography or set of resources.
4. Provide trainees with a series of training classes ranging from basic to more complex.

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V. Learning styles are the ways individuals perceive, organize, process and remember information.
A. Perceptual differences (modalities) include auditory, visual, or kinesthetic learners.
1. Learners may prefer learning in one, two, or all three modalities.
2. Visual and mixed visual and auditory are the most common modalities with
each accounting for 30% of the U.S. population.
3. 25% of the population prefers using the auditory modality.
4. 15% prefers the kinesthetic or tactile modality.
C. Visual learners learn by reading or viewing.
1. Training for visual learners will provide modeling, an opportunity for observation of appropriate behavior by others.
2. Use of prepackaged materials, handouts, flip charts, chalkboard and electronic presentation software will be preferred.
a. Set realistic expectations for trainees.
b. Model real, true to life behavior.
c. Praise models for their behavior: acknowledge and reward successful work.
d. Use models that are similar to trainees.
D. Aural (or auditory) learners learn though hearing or speaking.
1. They clarify their understanding by articulating what they learn.
2. Use peer presentations, lectures, audiocassettes and sound tracks.
E. Kinesthetic learners learn by touching and doing.
1. They are partial to action and prefer to be engaged in movement.
2. Engage learners by using simulations, case studies, role playing, and demonstrations.

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VI. Learning styles can be approached by looking at learning time differences.
A. Reflective learners take time to process information and are concerned with accuracy and precision.
1. Allow ample time for trainees to complete work.
2. Set realistic learning objectives.
B. Impulsive learners quickly process information and complete tasks and are less concerned with accuracy and precision.
1. Discourage impulsive learners by not rewarding quantity over quality.
2. Limiting time may encourage quantity.

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VII. Learning styles can be approached by looking at information processing differences.
A. Whole-part learners prefer having the big picture before moving into the details of the concept or idea.
1. These learners need a schema or way to organize big ideas before receiving detailed information.
2. Training applications include showing the trainees what the product will look like when completed before breaking it down into its various parts.
3. Use demonstrations or other visual representations.
B. Part-whole learners prefer learning the small parts or details before learning the big picture.
1. Show the trainees the various parts that make up the whole product.
2. Use demonstrations of other visual representations.

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VIII. The Kolb Learning Style Inventory can be used as a diagnostic instrument to identify a learning style preference.
A. Divergers prefer observing a situation rather than taking action.
1. They are innovative, imaginative, and concerned with personal relevance.
2. They need to know how new information relates to prior experiences before learning new information.
3. Make use of buzz groups, brainstorming, and mentor/mentee relationships.
B. Assimilators learn by listening to experts and prefer sequentially ordering information into logical forms.
1. Make use of lectures, presentations by experts, and assigning individual research projects.
C. Convergers learn by analyzing problems and doing the work themselves.
1. They prefer to find solutions by thinking logically through problems.
2. Introduce new problem-solving processes, demonstrate these processes, and
use “problem based” training methods such as case studies, simulations, and
role plays.
D. Accomodators learn by “hands on” field experience and by trial and error.
1. Conduct experiments
2. Place trainees in the field or in an internship program.

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IX. Applying the learning styles information to develop and present training programs.
A. Don’t assume everyone learns like you do.
B. Don’t always train in the way you were trained.
C. Use a variety of training techniques and methods to tap into all learning styles.
1. Matching involves using the trainees’ preferred learning style.
2. Bridging includes accommodating individual trainee’s learning styles when they are having difficulty.
3. Style-flexing accommodates and challenges trainees by learning in ways that are different from their preferred learning styles.

 

Objectives
 
1. Explain why a needs assessment is crucial to developing a successful training program.
2. List, describe, compare and contrast the affective, cognitive, and psychomotor domains of learning.
3. Develop a well-worded needs-assessment survey.
4. Conduct interviews to assess learner needs.
5. Use appropriate observation methods to assess learner needs.
6. Describe and use appropriate assessment tests to identify learner needs.
7. Write an effective task analysis of a skill appropriate for training.

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Chapter Overview
 
This chapter presents the initial steps in designing a training workshop by describing the process of developing needs assessments for the three domain of learning and developing a task analysis of skill to be taught.

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Chapter Lecture
 
I. A needs assessment is a systematic method of determining what skills or deficiencies are needed in order to design an effective training program.
A. Identify what learners do not yet know or the important or necessary skills they can’t perform.
B. Identify what skills and information learners already possess.
C. Assessing trainee needs is the primary way to pinpoint the problem.
D. Confirm that a problem really exists, and develop solutions that may involve training to help manage the problem.

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II. Training may involve different domains of learning.
A. The cognitive domain emphasizes remembering facts, knowledge, principles and theories.
B. The affective domain focuses on changing attitudes, feelings, enhancing motivation, and on enhancing the value or appreciation for something.
C. The psychomotor domain focuses on teaching people behavior or skills.

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III. Conducting a needs assessment may involve several methods.
A. Surveys (or questionnaires) are a series of written questions or statements to gain responses from others to learn about their knowledge, attitudes, or behavior related to your training topic.
1. They may be tailor-made to suit your specific training topic.
2. It is critical to develop clear unbiased questions in order to get accurate information.
B. Surveys can utilize several formats.
1. Likert scales offer a statement and then ask to what degree a respondent agrees, is undecided, or disagrees with the statement.
2. These can be used to measure attitudes, behavior, or skill level.
3. Check lists provide a list of skills and knowledge and asks respondents to indicate their degree of need for the information.
4. Yes and no responses may be used when you need a direct response.
5. Rank order is used to allow respondents to indicate the importance of specific skills and behaviors.
C. Multiple choice questions allow a limited number of choices for a respondent to select.
1. The stem is the question or statement to which you want respondents to select their responses.
2. The foils are the choices following the stem.
D. Open ended questions provide no structure for a respondents’ response.
E. 360 Survey method seeks information from the employee and the employees colleagues, subordinates, and supervisors.
F. Interviews are oral interactions structured to gather information.
1. A focus group interview is conducted by a moderator who asks open ended questions to allow group members to share their views.
2. Interviews may provide richer information because the trainer can ask follow up questions and probe for more detailed explanations.
3. Interviews require more time and skill than other survey methods.
a. The opening of the interview should put the interviewee at ease and develop rapport.
b. The middle of the interview should address the essence of the information.
c. The end of the interview can provide the respondent with a chance to provide general comments or ask questions.
d. Interviews should not be taped or recorded without the consent of the respondent.
G. Observation Methods can be used to assess needs by observing the respondents performing skills you will cover in training.
H. Assessment tests can identify proficiencies or weaknesses in job skills.
I. Results of needs assessments should always remain confidential unless the people completing the assessment instruments give you permission.

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IV. Strategies to assess needs without using the time and money for a formal needs assessment.
A. Make the first training event of the training session a needs assessment activity about the trainee’s experiences.
B. Contact trainees prior to the workshop to ask what they would like to learn.
C. Ask the person who hired or invited you to train what they can share about the trainees’ needs, interests, and attitudes.
D. Ask arriving trainees about their background and interest in the training topic.
E. Ask attending trainees what they would like to learn and demonstrate at the end of training and how these topics have been addressed.
F. Develop a pre-session questionnaire to cover the trainee’s background, experience, or expectations for the training.

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V. Analyzing the training task requires a task analysis that provides a step by step outline of the behaviors and knowledge that are needed to perform the desired behavior. 

A task analysis is a step-by-step procedure that the student will learn. The task analysis describes all mental and physical characteristics. Use complete sentences so the ideas are clear. An annotated bibliography gives a paragraph description of each source.

A. You become knowledgeable about the skill you are teaching by conducting research.
B. The skills should be organized in the order they will be taught and performed.
C. The needs assessment will help determine what is included in the training based on
knowledge and level of need.

Here are some web resources that will provide additional information about task analysis;

http://classweb.gmu.edu/ndabbagh/Resources/Resources2/taskanalysis2.htm

http://www.valdosta.edu/~jhummel/psy310/!bos&ta.htm

Here is an example Task Analysis for writing as essay if you miss a weekly assignment in this course.

Assignment:  Write an additional essay of 750-100 words to accompany your late assignment.

1.  Select the topic for your essay: 

    a.  Sequential learning,

    b. The value of learning over time,

    c. The value of providing prompt feedback to learners/training, or

    d. The ethics of fair treatment of students/trainees.

2. Use the ERIC database or Wilson Education Index (if you have access) to find several peer-reviewed, scholarly articles on the topic of your choice.

3.  Select research-based information from 5 sources you plan to use in your essay.

4.  Write the body of the essay, using about three key ideas, an organizing the sources according to those ideas. 

5.  Use APA citation style to indicate the source of quoted or paraphrased information.

6.  Write and introduction to the essay, which concludes with the thesis statement.

7.  Write the conclusion to the essay.

8.  Use the word count function to check the number of words for the essay to see if it has between 750-1000 words, and adjust accordingly.

9.  Add a page titled References at the end of the essay and include an APA reference listing for each source cited in the essay.

What will your expectations be?
 

Chapter Objectives
 
1. Write training objectives that are observable, measurable, attainable, and specific.
2. Organize training curriculum according to the principle of chronological order.
3. Organize training curriculum according to the principle of teaching simple skills
before complex skills.
4. Teach a skill by showing, inviting, encouraging, and correcting.
5. Perform a set induction for a training session.
6. Use examples of stimulus variation.
7. Provide closure to a training session.

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Chapter Overview
 
This chapter discusses the importance of developing and writing clear training objectives, organizing and constructing your training curriculum, and strategies for teaching skills.

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Chapter Lecture
 
I. Training objectives provide the direction for the training presentation by identifying what the trainees should be able to do when they complete the training.
A. A training goal is a more general statement about what you want to accomplish.
B. A training objective is a precise, specific outcome you are tying to achieve.
C. Training objectives are selected based on the results of the needs assessment.
II. Training objectives should meet the criteria of being observable, measurable, attainable, and specific.
A. An objective is observable if someone could verify whether the desired behavior did or did not occur.
B. An objective is measurable if you can assess how accurately or effectively the behavior was performed.
1. An objective is attainable if it is realistic to expect that trainees can achieve a level of competency based on the trainees’ background, ability, and the amount of time for training.
2. An objective is specific if it includes a criteria based objective or specific guidelines to describe what the trainees should do.

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III. Designing curriculum requires the trainer to identify the overall plan for presenting the information and teaching the skills in the training program.
A. Teach skills in chronological order (organizing information in a time sequence).
B. Teach simple skills before more complex skills so trainees can build on their skills.

IV. Training methods for teaching skills involve the steps of tell, show, invite, encourage, and correct errors.
A. Tell trainees what you want them to do.
1. Describe the skill in a short lecture.
2. Have trainees read a short description of the skill.
3. Have an expert describe or perform the skill.
4. Describe the skill in chronological order or from simplest to most complex.
B. Show trainees the skill by performing or demonstrating.
C. Invite trainees to perform the skill by planning a role play, case study, simulation, or group or individual practice.
1. Trainees appreciate working on an actual project that will transfer to their job.
2. Have trainees practice easy skills first to build confidence and gain
proficiency.
D. Encourage trainees by pointing out what they are doing correctly before offering
what they are doing wrong.
1. Correct trainees by offering specific suggestion for improving their
performance.
a. Feedback can come from trainees themselves, trainees’ observers, or by
providing examples of the skill.
b. Trainees should receive both encouraging and corrective feedback.

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V. Learning is more likely to occur when learners are actively involved in material that directly relates to them.
A. Set induction is a technique that helps get your trainees ready to learn.
1. You must determine what will motivate listeners to learn.
2. The goal is to have the trainees verbally or mentally respond that they are ready to learn.
3. Motivation to learn comes from the promise that learners’ needs will be met by the training.
4. Use a demonstration, analogy, story, quotation, cartoon, statistic, or rhetorical question to open the set.
B. Vary the stimulus to keep trainees’ attention and involvement in the training.
1. Move to a different method or learning activity every twenty minutes.
2. Strategies can be used to provide stimulus variation.
a. Movement
b. Verbal focusing
c. Nonverbal focusing
d. Change interaction style
e. Use pauses
f. Reading
g. Visual aids
h. Audio aids
C. Closure provides a conclusion to one element of the lesson and points to what is next.
1. Summarizes what has been discussed.
2. Provides a psychological conclusion to what was learned.
a. Values the material
b. Shows how new information and skill can be beneficial.
c. Points trainees to the next phase of the training.
 

Chapter 5 Objectives
 
1. Identify and locate credible sources of training topics, content, and materials.
2. Identify criteria to evaluate training resource material obtained from the Internet.
3. Explain advantages and disadvantages in internal and external content sources.
4. List and describe implications for training about copyright laws, citing sources, and
how to obtain permission for information used in training sessions.
5. Develop a content outline for a training session.

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Chapter Overview
 
This chapter offers strategies for using training objectives as starting points for developing training content by using internal sources from experience and external sources from research.
 

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Chapter Lecture
 
I. Developing content for training involves a systematic process to find and develop information from a variety of sources.
A. Internal sources include what you already know from experiences, ideas, and knowledge.
B. External sources cover research, knowledge, and experience you don’t personally have.
C. Internet sources can be found through search engines or specific training sites.
1. Critically evaluate information found on websites.
a. Accountability
b. Accuracy of information
c. Objectivity
d. Date
e. Usability
2. Over reliance on using websites may omit sources that have not been published on the web.
D. Library sources
1. Books and textbooks
2. Periodicals and periodical indexes
3. Full text databases
4. Newspapers
5. References resources for statistics, quotations, and definitions.
6. Government documents
E. Expert resources
1. Professionals
2. Educators
F. Commercial sources
1. Published training books, manuals, and websites.
2. Carefully consider if the training is based on research.
3. Be mindful of ethical and copyright issues when using material.

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II. Processing external materials involves refining and assessing the raw material you have gathered.
A. Evaluate the quality of the material
1. Is it relevant to your training objectives?
2. Is it appropriate for the amount of time you have for training?
3. Is it appropriate for the culture and background of your training group?
4. Is it appropriate for the knowledge level and educational level of the trainees?

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III. Consider whether material is covered under copyright laws.
A. Written permission of the copyright holder is necessary when using material that has been published.
1. Plagiarism is the use of ideas, words, and work of others as if it were your own.
B. Fees may be charged for using information if you are using it to make a profit.
1. Contact the publishing company who holds copyright to material.
2. Obtain a signed release form to keep in your files.
C. Make use of public domain materials, materials you develop, or obtain written permission to use copyrighted material.
D. Give credit for material that was written by someone else.
1. Bibliographies
2. Footnotes

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IV. Preparing training content outlines
A. Present an overview of steps needed to enhance the skills being taught.
B. Emphasize skills rather than theory.
 

There are an array of administrative details, grading, record keeping, and behavior management details, which you will need to figure out for your teaching or training work.

How will you weight grades? Keep attendance? Submit attendance? Advise students or employees? Will you use mastery learning so that people can revise their work? Will you dock grades if assignments are late? What if students fail to complete assignments? What if you expect a round of speeches and no one is ready? How will you know you have more than enough to do in each class so you don't have dead time? What will your backup plans be?

What will your policy be on accepting late work.  Faculty typically use one or more of these policies:

• No late work accepted.
• No late work accepted unless the student has worked out arrangements in advance of the due date.
• Automatic points or percentage deduction.
• A physician's excuse for the absence required.
• An additional assignment required in addition to the original late assignment.
• A course or instructor-specific solution.

USING TASKS TO MANAGE LEARNING

Motivation will improve if the teacher or trainer shifts practices so that students or trainees learn to identify, work on, and master their own goals. This orientation involves modifying six dimensions of the classroom learning environment, called TARGET.

Volitions. Volition is a belief that students or trainees can learn, have an interest in learning, and feel a willingness to put forth effort to learn. Volition may not be sufficient to sustain all students or trainees. Some students or trainees need help to understand how to work effectively and successfully.

Cognitive activities of selecting, comprehending, remembering, integrating, and monitoring are components in the process of learning.

SELECTION ACTIVITIES

1. Where will I find materials that fit my goals?

2. What information do I need?

3. How will I record the information?

4. How will I use the information?

week 5

Objectives
 
1. Recall the strengths and weaknesses of the lecture, experimental activity, and facilitated group discussion training method.
2. Explain the concepts of relevance, organization, schema, redundancy, immediacy, and engagement and demonstrate how you would develop and present a lecture/discussion using each.
3. Compare and contrast case studies, simulations, role-plays and demonstrations.
4. Describe what occurs in each stage of planning, preparing, presenting, and unpacking an activity.
5. List and explain the four steps of the unpacking process including Experience, Description, Inference, and Transference.
6. List prompts or probing questions that will help trainees unpack the Description, Inference, and Transference stages of the E*D*I*T process.
7. Provide examples of leading, factual, direct, general, controversial, provocative, re­direct, yes/no, and why/how questions.
8. Describe what happens in the stages of facilitating a group discussion including
presenting stimulus, providing ground rules, and facilitating group interaction.
9. Demonstrate how the threaded and round robin techniques are used when facilitating a
group discussion.
10. Recall and explain the significance of the four questions a trainer must answer in order to determine which training method is most appropriate.
 

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Chapter Overview
 
This chapter reviews the popular categories of training methods (lecturing, conducting experiential activities, and facilitating group discussions) and discusses the advantages and disadvantages of using each method.
 

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Chapter Lecture
 
I. Training methods are procedures used to present information and demonstrate behaviors you want trainees to learn.
A. Lecturing uses verbal messages to impart large amounts of prepared information using one way communication.
1. Advantages
a. Allows you to cover a lot of material in a short amount of time.
b. Gives you command of what happens in the classroom.
c. Flexible for different size groups.
2. Disadvantages
a. Can be trainer centered rather than trainee centered
b. Can fail to engage trainees in the learning process
c. Can be boring for trainees.
B. Lecture/Discussion conveys a lot of new and prepared information in a short amount of time and is perceived as being interactive.
1. Make lecture content relevant.
2. Organize lecture content by chunking information into manageable and meaningful units.
3. Develop or provide a schema to help trainees organize information.
4. Build in redundancy by repeating and reiterating information.
a. Highlight important information by using feedforward messages.
5. Use an immediate style of delivery
a. Use people’s names
b. Be nonverbally responsive
c. Use appropriate self disclosure.
6. Use engagement strategies to encourage trainees to reflect on or interact with the information they are receiving.
a. Stimulus prompts are partial statements or questions that trainees can complete.
b. Rhetorical questions allow trainees to reflect on their lives and work experience.
c. Personal thought inventories (PTI) engage trainees and get feedback for the trainer.
d. Journal, Lecture, Diagnose, Recommend
C. Experiential activities require trainees to involve themselves physically or psychologically with the training content.
1. Case studies use hypothetical problems to apply the training content.
2. Simulations use role-play or enactments to resolve a communication related problem.
3. Project based learning (PBL) uses actual work based problems.
4. Role-plays allow trainees to act out a particular part they have developed.
5. Demonstrations allow trainees to show the class how a particular behavior
can be used and applied.
D. Advantages of conducting experiential activities
1. Engages trainees.
2. Increases trainees self confidence.
3. Helps trainees transfer training content.
E. Disadvantages of conducting experiential activities
1. Underdeveloped activities may lack clear direction or run out of time.
2. Activities may not be unpacked so trainees understand the value and relevance of the activity.
3. Artificial
4. Trainees can perceive them as threatening.

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II. There are five stages to conducting experiential activities.
A. Planning to make your learning objectives be observable, measurable, attainable, and specific.
B. Preparing by brainstorming possible activities.
1. Develop a clear set of instructions.
2. Gather all instruction materials.
C. Presenting the information.
1. Write out all instructions step by step and provide all trainees with a copy.
2. Ask trainees to paraphrase instructions to ensure understanding.
3. Provide time guidelines
4. Manage the activity by monitoring the trainees.
D. Unpacking asks trainees to make sense out of the experience.
1. Allow 25% of total activity time to unpack.
2. Use E*D*I*T to have a guided discussion
a. Experience the activity.
b. Describe the experience.
c. Infer what trainees have learned from the activity.
d. Transfer experiences and new knowledge and behaviors to trainees’ personal and professional lives.
E. Assess if you reached your learning objectives.

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III. Facilitating Group Discussion allows the trainer to guide the discussion of three to ten trainees toward specific learning objectives.
A. Ask probing questions.
1. Ensure all group members participate equally
2. Bring out difference so opinion.
3. Note areas of agreement and disagreement
4. Provide internal summaries
B. Advantages
1. Involves all trainees.
2. Allows trainees to learn from others’ experiences, attitudes, beliefs, and values.
3. Perceived to be a safe environment.
4. Appropriate for learning objectives that focus on the affective dimension of learning.
C. Problems that can arise due to unskilled facilitators
1. Ability to keep the discussion focused on learning objectives.
2. Not having equal participation of all group members.
3. Inability to manage group members’ emotions.

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IV. Facilitating group discussions begins with a learning objective.
A. Stimulus is used to provoke a reaction from trainees.
1. Trigger questions deal with claims of value, policy, or process.
2. Review the questions with trainees to ensure understanding.
3. Ask trainees to interact and reflect on stimulus.
4. Trainees journal responses to trigger questions.
B. Create a safe environment by setting ground rules and be sure they are followed.
C. Facilitate group discussion by asking additional questions and redirecting conversation to meet your learning objectives.
1. Monitor nonverbal communication behaviors to pull out those who may disagree.
2. Encourage reticent speakers.
3. Carefully shut down those who are too willing to communicate.
4. Provide a final summary.

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V. Use Bloom’s taxonomy to help formulate questions based on levels of learning.
A. Open questions that are more ambiguous and don’t have a single correct or incorrect
response (higher level cognitive learning) tap into higher forms of cognitive learning.
1. Evaluation is determining the value of something based on learned criteria.
2. Synthesis is creating something new based on information and principles
learned.
3. Analysis is breaking information learned into separate parts.
B. Closed questions that require the recall of specific information (lower order cognitive learning) may inhibit trainees’ responses unless they know the correct answer.
1. Application is using information learned to solve a problem or relate information learned to a new context.
2. Comprehension is summarizing information in a way other than how it was originally learned to confirm the information was understood.
3. Knowledge is recalling information as it was learned.
C. Questions can be used to tap into the broad spectrum of Bloom’s taxonomy.
1. Leading questions suggest the answer.
2. Factual questions seek facts, data, information.
3. Direct questions are directed at a specific person.
4. General questions are directed at the entire group.
5. Controversial questions have two or more answers.
6. Provocative questions are used to incite an answer.
7. Re-directed questions are directed at the facilitator but returned to the group.
8. Yes and no questions call for a yes or no response.
9. Why and how questions probe for additional responses following yes or no responses.

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D. Facilitation techniques help discussions flow more smoothly.
1. Suggestions for asking questions.
a. Allow ample wait time after asking a question.
b. Don’t answer your own questions.
c. Probe for additional information when appropriate.
d. Accept and dignify responses.
2. Use threaded discussions
a. Ask an open question.
b. Integrate the response into your next question.
c. Pose the question to the same person or another group member.
3. Use Round Robin techniques
a. Ask a question.
b. Ask each group member in turn for a response. E. Use a computerized channel to facilitate discussion. D. Selecting the best training method considers several variables.
1. Your trainees
2. Your learning objectives.
3. Advantages and disadvantages of each method.
4. Your level of comfort.
 

Chapter 7 Objectives
 
1. List and explain the four purposes of using presentational aids.
2. Discuss and implement five strategies of using presentational aids.
3. List and describe two advantages of two disadvantages for using the following types of presentational aids: handouts, posters and flipcharts, dry erase boards, overhead projectors, and the Internet.
4. Discuss two advantages and two disadvantages regarding the use of the Internet in presentational aids.
5. Describe three strategies for designing and delivering computers to generate presentational aids.
 

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Chapter Overview
 
This chapter looks at using presentational aids and technology in training by focusing on why presentational aids should be used, the basic principles for their uses, and suggestions for using different types of aids.
 

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Chapter Lecture
 
I. Presentational aids can be used to influence how people attend and respond to the message.
A. Promote interest and capture attention.
B. Illustrate and clarify complex concepts.
C. Demonstrate a principle or action.
D. Enhance retention by helping trainees remember information once the training is
over.
E. Motivate trainees to change ineffective behaviors.
F. Provide a context for the skills they are learning.

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II. Presentation aids can be used successfully by following some fundamental principles.
A. Keep it simple by relating it to a training objective.
1. Use key words or bullet points.
2. Use the appropriate fonts for printed or electronic materials.
B. Talk with trainees and not your presentational aids.
1. Maintain eye contact with trainees.
2. Arrange presentational aids in the appropriate order for your presentation.
3. Make sure all equipment is fully functioning and focused.
4. Establish rapport with trainees before using presentational aids.
C. Make presentational aids large enough to be seen easily by those on the last row.
1. Confirm the number of trainees.
2. Confirm the size and shape of your training classroom.
3. Have handouts available and ready to distribute if needed.
D. Be ready to present without presentation aids if problems arise.
1. Don’t make your presentation dependent on presentational aids.
2. Carry the original copy of the presentational aids with you.
3. Anticipate problems or failure of technology.
E. Practice with your presentational aids prior to training.
1. Get the feel of the classroom.
2. Ensure the ease of using the equipment.
3. Ensure the ease of smooth transitions.

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II. Using presentational aids.
A. Handouts are documents you design, copy, and distribute to your trainees.
1. Make sure handouts are free of errors.
2. Distributing handouts while you are speaking is distracting for everyone.
3. Instruct trainees when to view handouts.
4. Consider the advantages and disadvantages.
B. Posters and flipcharts
1. Use with small groups and in small rooms.
2. Write large enough for all to see.
3. Use display and hide techniques to cover material until you are ready to use it.
4. Place the tripod and flipchart in the corner of the classroom.
5. Use quality materials.
6. Practice so presentational aids can be used with ease and comfort.
7. Consider the advantages and disadvantages.
C. Dry erase boards (white boards) are panels that allow trainers to use markers.
1. Use appropriate markers and erasers.
2. Bring your own dry erase markers and erasers.
3. Use markers correctly.
4. Consider advantages and disadvantages.
D. Overhead projectors use transparencies to project large images onto a screen.
1. Place the projector in the appropriate place.
2. Turn the projector off when not in use.
3. Take spare overhead projector lamps with you to the training classroom.
4. Bring an extension cord.
5. Use color when possible.
6. Consider the advantages and disadvantages.
E. Videotape and DVD
1. Use brief clips and excerpts
2. Provide guiding questions.
3. Cue your clip.
4. Provide instructions or context.
5. Consider the advantages and disadvantages.

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III. Designing your computer generated presentation
A. Don’t clutter images by having more than one or two design features.
B. Balance images for symmetry.
C. Use minimal animation and transitions.
D. Use sound effect strategically.
E. Use preprogrammed color schemes and formats.
F. Avoid design shock from garish colors, poor contrast, or limited visibility.
G. Strive for uniformity and consistency.
H. Regulate and coordinate the number of visuals so you present one to two slides per minute.

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IV. Delivering your computer generated presentation
A. Plan for early set up and testing of the equipment.
B. Control the lighting in the training classroom to control ambient light.
C. Turn off the screen saver on the presentation computer.
D. Prepare handouts in case there is a technical problem or to provide a schema for taking notes.
E. Develop a contingency plan in the event you are unable to use the computer.
F. Prepare a closing to the training presentation.

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V. Using the internet as a presentation aid.
A. Advantages
1. Websites can be projected on the screen for the entire group.
2. Provides real time or live information.
3. Allow individual trainees to visit preselected websites relevant to the training content.
4. Can make us of simulations, threaded discussions, or group interactions that provide hands on experience.
B. Considerations
1. Visit the websites beforehand
2. Set up internet connections prior to presentation.
3. Consider the speed of you r internet connection.
4. Consider the possibility of high internet traffic that might slow you presentation.
5. Be prepared to work without the internet if the system is down.

Objectives
1. Describe the key purposes of a training plan.
2. Identify and perform the key steps in writing a training plan.
3. Develop and use three different types of training plan formats.
4. Write a training plan using four practical training planning tips.
5. Identify, describe, and implement three models of testing the quality of a training plan.

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Chapter Overview
This chapter discusses how to prepare the written training plan containing (1) the objectives, (2) a description of the training content, (3) a description of the training methods, and (4) a detailed description of presentation aids and resources.

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Chapter Lecture
I. A training plan is a written description of a training session.
A. Connects what the trainees need to learn (needs assessment) with the training objectives.
B. Connects the training objectives with training methods.
II. Preparing to write a training plan
A. Conduct research to find the most up to date information for your training presentation.
B. Develop training content.
1. Identify key action steps or skills that trainees need to master.
2. Focus your research using your training objectives.
C. Determine training time frames.
1. Typical time frames range from two hours to full day sessions.
2. Training modules are specific blocks of training that focus on a particular skill or concept for one to two hours without a break.

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III. Determine training methods by considering the amount of time and the size of your audience.
A. Adult learners prefer to be actively involved in solving problems that affect them.
B. Choose interactive activities appropriate for the number of trainees.
IV. Select training materials
A. Consider audiovisual needs.
B. The participant’s guide will contain all handouts and other information needed during training.

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V. Drafting your training plan
A. Elements include training objectives, training content, time needed for each activity, training methods to be used, and materials needed.
B. Formats
1. The descriptive format presents the information using a narrative style using subheadings and paragraphs to describe each training element.
2. The outline format organizes content using an annotated outline.
3. Multicolumn training plan format utilizes columns for time, content,
method and materials.

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VI. The Participant’s Guide contains handouts, work information, worksheets and activity
instructions from the workshop.
A. Draft content that relates to each learning objective.
B. Include a table of contents.
C. Include a brief list of information or skill steps.
D. Include page numbers.
E. Include bibliographical citations.

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VII. Practical training planning tips
A. Draft participant’s guide first.
B. Plan for a change of method or activity every 20 minutes.
C. Build in the skill training sequence of tell, show, invite, encourage, correct.
D. Plan for contingencies for slowing down or speeding up the training session.
E. Revise, revamp, and reconstruct the training prior to presentation.
F. Test the effectiveness of your plan.
1. Use a focus group to get feedback.
2. Conduct a pilot test or trial run.
G. Invite a subject matter expert to review the training material.
 

Chapter 9 Objectives
 
1. Deliver a training session that considers the physical and psychological needs of the trainees.
2. Identify and analyze and appropriately use environmental factors to enhance the training sessions.
3. Describe four characteristics of seating arrangements as they relate to training delivery and response.
4. Describe and use nonverbal techniques that promote nonverbal immediacy during a training session.
5. Describe and make language choices that promote verbal immediacy during a training session.
 

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Chapter Overview
 
This chapter offers a discussion of perspectives, skills, and rationale for effective delivery. It includes suggestions on how to plan for the delivery of a training presentation that enhances trainer credibility and facilitates learning.
 

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Chapter Lecture
 
I. Planning the delivery of your training session
A. Consider your trainees
1. Consider the physiological needs such as access to food and water.
2. Vary training methods to allow for an attention span of about 20 minutes.
3. Adopt an extemporaneous approach that allows you the flexibility to adapt to
your audience.
B. Consider your physical training environment
1. Where the training will take place.
2. Access to services and facilities.
3. Other activities taking place in the same building.
4. Room temperature, lighting, and audiovisual controls.
5. Seating arrangements determine the amount of interaction you’ll receive during training.
a. Choose row and column for lecture.
b. Choose horseshoe or circle for interaction and discussion.
6. Consider your position in relation to your audience and your use of visual aids.
7. Potential sources for distraction could come from rules, regulations, activities, or events.
8. Ask trainees to turn off cell phones.
C. Consider your psychological training environment
1. Assess the organizational culture to identify norms, rules, policies, practices, values, history and organizational characteristics.
2. Assess the mindset of your trainees.

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II. Establishing nonverbal immediacy when delivering training
A. Immediacy is the degree of physical or psychological closeness between people (Me Arabian).
B. Instructors who are perceived as immediate enhance student learning, motivation, and ratings of instruction.
C. Verbal immediacy includes the way you use words to convey a sense of interest and involvement with others.
D. Nonverbal immediacy focuses on the unspoken aspects of how you present yourself.
1. Nonverbal communication is more loaded with emotion than verbal communication.
2. Nonverbal communication is more believable than verbal.
3. If there is a discrepancy between the verbal and nonverbal message, trainees will almost always believe the nonverbal.

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III. Nonverbal channels can be used to promote immediacy
A. Your personal appearance affects how your audience will respond to you and your message.
1. Strive for a professional but approachable look.
2. Dress at the same level or slightly more formal than your trainees.
3. Your grooming and attire should be crisp, clean, and professional.
B. Positive, concerned, and sincere facial expressions produce more immediacy.
C. Make sure all trainees receive eye contact during the training.
1. Use an eye scan to start at one side of the room and sweep inclusively to the other side.
2. Use a spot scan to systematically look at specific zones in the room.
3. Garner depth of eye contact to ensure personal visual contact with trainees.
D. Use appropriate gestures and movement.
1. Repeating uses gestures to repeat what you are saying.
2. Make sure your verbal gestures do not contradict with your nonverbal gestures.
3. Substitutions take the place of verbal messages.
4. Complementing uses gestures to add emphasis to your spoken message.
5. Emphasizing can underscore an important point.
6. Regulating gestures and nonverbals can help regulate the interaction between you and your trainees.
7. Movement should be consistent with the verbal content and not distracting.
8. Posture should convey poise, confidence, and professionalism.
E. Monitor adaptors of both you and your audience.
F. Be aware of appropriate use of space
1. Use social and public zones when presenting information during training.
2. Consider appropriate use of social or personal space during breaks.
G. Vocal cues can convey emotions and interest in a topic.

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IV. Establishing verbal immediacy during the training
A. Use personal pronouns that reference you and your trainees as a team.
B. Actively involve trainees in discussion.
C. Use personal examples.
D. Address trainees by their first names.
E. Ask questions and inquire about feelings about the requests and assignments.
V. Strategies for evaluating and improving your training delivery
A. Identify your strengths and weaknesses by viewing a videotape of your training.
B. Pay careful attention to trainee responses on evaluation forms.
C. Evaluate your credibility.
1. Be confident.
2. Be well marinated in your material.
3. Be authentic.
4. Be responsive to trainee comments and needs.
5. Be polished in your delivery.
6. Be open to new perspectives.
7. Be professional.
8. Be prepared.
9. Be on time.
10. Be relevant.
 

You will want to begin preparing your syllabus or agenda now, although it is not due until week 5.  The syllabus or agenda will need to reflect your teaching philosophy, management plan, and many details that require thinking.  Below are templates for three courses and some syllabus content from other faculty.