J2CLQ Training Materials

Dear Employees of A-Z Manufacturing, 

J2CLQ Consulting is looking forward to meeting with you for the training session "The A-Z's of Time Management" on Monday, December 2nd, 2013 at 5:30 pm. Part of this training includes a short online component that trainees need to access prior to the training.


This portion of the training can be accessed at http:/timemanagement.articulate-online.com/0134459432.


Please be aware that you will not be unable to return to the training portion during the test, therefore we suggest that participants take notes during the presentation of the online content. 

J@CLQ Consulting is looking forward to meeting with you personally.


The J2CLQ Consulting Team

Chapter 12: Getting the Training Job

Throughout the semester, we’ve learned a lot about Training and Development theories and uses. How does one become an actual trainer? Chapter 12 explores this in depth. Here are a few strategies for becoming a trainer: as you start nearing graduating and looking for a career, finding one can be difficult if you aren’t aware of the actual titles. You can’t just type in “Trainer” in Career Builder. There are several titles to search though that bring up pages of positions here in Houston such as: needs analyst, task analyst, program designer, media specialist, presenter, assessment specialist, training and development manager, training and development administrator, and web based specialist. Internships are also a great way to get your foot in the door at any company. That way you have on the job training and can hopefully advance in that company, if not, then gain experience and find something else at another company. When looking for any position, you should focus less on just being a trainer and more on working in an industry that excites you. If you haven’t joined a professional training organization, I urge you to check out ASTD.org. They have a lot of wonderful information. Joining for the year is $200 and could be worth it considering all of the resources they have. They have other packages for extended amounts of time as well. Also, not in the book, but I find just talking to someone who is already in field, asking if they could mentor you, take them to lunch and talk to them how they started out helps a lot. Generally, people want to help people out getting their first job, they’ve been there before and they know it’s not always a easy. Once you have those basic steps down, you need to develop a portfolio. Your portfolio is so much more than just your resume. You will need to write out your career summary and goals, what have you done in your career thus far and where do you plan to go? Write out your professional philosophy or mission statement. Include your traditional resume with work experience, education, skills, abilities, marketable qualities, and, list of professional accomplishments. You will also need to add examples of your work: reports, training plans and presentations. If you have conducted any research, have publications, or reports that have been published for a client, add that. Include your training courses, workshops, and seminars that you have attended and describe how it helped enhance your skill sets. Add any copies of certificates or professional licenses that you have earned in professional development. I found this article with great tips for when you first start your new career. http://www.mindtools.com/pages/article/newCDV_29.htm. The key points touch on the following: BREATHE! Once you have been hired, if you are panicking about not being able to do the job give yourself at least 90 days. People feel it takes 90 days in order to feel at ease at their new company. Starting a new career is exciting but it is important to slow down, and take time to learn the culture of the company first. Create personal goals for yourself, or because you are a T&D pro you can do a SWOT analysis on yourself to see what you need to work on and what you already know. Create goals for your first 6- 12 months. You may be new, but you wouldn’t have hired you if they didn’t have faith in you. Also, they wouldn’t have hired you if they thought you could do everything perfectly because you may not stay long if you’re not being challenged in your new position. It is important to learn the office politics. Remember that you’re the new kid on the block! So, let them get to know you first before you try to do any drastic changes. Never compare your old company to your new one negatively. No one wants to hear constantly, “well, at my old company we used to…” You may start to annoy people (again, know the office culture) and they will start to wonder “ If you liked it so much, why did you leave?” Start learning about your team or department, know who everyone is and what exactly their job entails, learn who your allies are. If someone does not respond well to you, do not take offense at first. Remember that someone else probably had this position before you and you might have replaced them. That person could have been a friend or a mentor to them, you don’t know the issue. Establishing trust takes time. Try to stay diplomatic. This will help you later as you develop your T&D strategies. Know that it is not a sign of weakness to ask for help! Now that you have your new fancy career- it’s time to get to work! You should start to identify the training needs. Are they in need of soft skills training or project management skills? As a trainer, you must be current with industry needs and demands by being able to use e-learning and blended learning programs. The list of the types of careers there are under the training umbrella as mentioned previously are becoming morphed into one. There are two categories, training generalists who preform all the tasks and jobs associated with the needs centered training model and the training specialist who only has one area of expertise. Companies are finding that they have more need for the generalist rather than the specialists. You may be recruited to do “on the go” training. That means being called at a moments notice put together things quickly. In order to do that, you will have to conduct your needs assessment over the phone. Define the goals, information about the participants, prior knowledge, the time allotted, and contact info for the tech person as well as point person when you arrive. You will then need to confirm the terms of your training assignment in a followup e-mail, this should include: payment, cost of travel, food and lodging. In order to get all this done quickly, you may have to modify previous training materials. Copy all material and send in a PDF and have them collate it for the amount of people in attendance. Bring your training kit with you on location that has all of your things you may need, computer, clicker, thumb drive, etc. Lastly, you must be able to develop a training proposal. This is the who, what, where, when, how and why of your program. You have to be able to convince executive management to support your program. You need to have your analysis data to back up and support your proposal.

By: Kelly Leng

Chapter 11 Part One: Assessing Learning Outcomes

Throughout the semester our class has engaged in how to present, develop, and assess a training plan. The process of training and development may almost seem complete; however chapter 11 will engage in understanding assessment and justifying the outcomes of the training session. In the beginning of the chapter it discusses a term called the “training assessment” which is similar to needs assessment, but it allows us to evaluate the outcomes of training session at the end of the session. For example, the Model of Assessment assures trainers that they have developed learning objectives, measured learning outcomes, and interpret assessment information. This model is a cycle and continuously repeats each stage in order to analyze room for improvement during a training session. Another important factor in understanding assessment is for two reasons. First, it ensures survival of the fittest. Survival of the fittest is basically what it implies; if a trainer cannot show value in the organization then they will not survive within that organization. Competition is always vast and low cost or laying-off employees is some organizations choice of survival to reach their accomplishments. Second, assessment is important for trainers to ensure quality remains consistent with organizational cultures and contemporary management philosophies. The second factor includes an important philosophy term totally quality management. Total quality management explains that doing the job is more efficient when there is a steady pace versus doing the job quickly and inadequately. If the training was not effective and the trainees did not learn the need of the session Kirkpatrick’s Level of Assessment reiterates four levels to evaluate starting from level one to four: reaction, learning, behavior, and results. Domain of learning is also important in understanding assessment. Affective learning focuses on: if the trainees valued the training content, new behaviors, the trainer, and did they like it enough to imply the new content and skills. All of these factors help trainers analyze if the training was effective and what tools helped motivate the trainees to learn the content and imply the new skills to the job. The tools for motivational and effective learning are both formal and informal. Formal tools would be the instrument use of surveys and questionnaires. Informal tools would be used more efficiently for a multiday program. A few other tools that can be used for feedback at the end of the training session is a flipchart page (to list likes on one side and changes on the other), sticky notes, index cards(ask participants to rate one to seven on the session of the day), and use text messages (to indicate work was well or changes he/she would like to see). Cognitive learning also need to be assessed in order to see if the trainees learned the need of the session. The domain of cognitive learning highlights the key point at the end of the training session, that trainees should leave new knowledge that can help them make better decisions. Cognitive learning assesses three domains that are important to training: Assess if trainees understand training content, if trainees can analyze and synthesize training content, and if trainees can evaluate the training content. Tools also must be acquired to assess cognitive learning. The following are tools that can be used to assess cognitive learning: multiple-choice exam items, matching exam items, and essay items. The cognitive tools help measure the outcomes and focus on the task the trainees are trying to achieve in the training session in different formats. By: Heather Plyler The following link is the article: Kirkpatrick's Four-Level Training Evaluation Model http://www.mindtools.com/pages/article/kirkpatrick.htm

Chapter 10

How to Manage Potential Conflict in Training Situations Conflict can occur at any time when you least expect it. Yes, even during meetings. It is a good idea as a trainer to be prepared for any type of conflict that could possibly occur during your training sessions. Conflict can take place if individuals disagree on a particular topic, subject, or goal. As a trainer it is your responsibility to handle and put an end to the conflict during your training session. Using conflict management skills will help you to target the problem yet maintain a professional manner so that your training session runs smoothly. There are four problem trainees to be aware of during your training session. • Dominant Trainees • Negative Trainees • Aggressive Trainees • Quiet Trainees Don’t ignore or pretend these individuals don’t exist if they are in your training. Identify the problem by managing instead of avoiding. With precise planning and strategies these conflict areas can be controlled. If tempers flare during a training session it is extremely important to manage your emotions. As a trainer you want to make sure you remain in control and don’t lose your cool. If you feel yourself becoming upset take time to calm down. When you feel the need to address an individual that may have upset you make sure you select the appropriate time and place. Don’t shut down with the individual that you are addressing your concerns with about what has upset you. Lastly, plan your conversation with things you want to mention that has bothered you. Describe behaviors that are not suitable during the training sessions with the problem trainees. Be careful not to make the trainee feel as if they’re under attack. Consider your approach when you confront the trainee. The goal is to keep a professional and friendly temperament. If this is not displayed you are likely to experience defensiveness or a trainee that’s not willing to cooperate. Paraphrase your content and emotions with positive and supportive things to say. Make sure you choose your words correctly and wisely to eliminate misinterpretation. It is okay to use immediacy and affinity to have positive effects not only in training but also in conflict circumstances. It is a good idea to be firm however, remember to remain your professionalism. Know your audience and know when to use prosocial behavioral alteration techniques. If you are conducting a training session for students it is better to use the behavior alteration technique. Prosocial behavior should be used on a more positive level to get individuals to do what you want them to do. Lastly, evaluate and improve your delivery by recognizing your strengths and weaknesses. Take your time on important material and explain in full detail. Allow trainees to talk during your training session. Be mindful not to stand in front of your visual aids. Offer your trainees an approachable demeanor so they can feel comfortable coming to you. Evelyn Rideau Pete http://www.mindtools.com/pages/article/newTMM_65.htm

Training Delivery

When planning an effective training delivery, it involves careful consideration of integrating training methods, content, and objectives. You have to consider your audience (trainees) and the training environment. Think about your trainees’ needs and the physical and psychological environment. Try not to keep adults sitting for more than two hours. You’ll find when you approach the ninety minute mark most trainees’ are ready for a break. When considering your trainees’ needs, remember not to talk too much without changing methods or without taking a break. Be sure to plan stretch breaks in to your training sessions. Although, there aren’t usually any physical threats during soft skill training. The environment where training takes place should be a secure one. Trainees are a part of a professional team and trainers should treat them as professionals in a training session. As a trainer, you should focus on content and delivery that will increase trainee effectiveness, efficiency and self-actualization. Another aspect of consideration of the audience is attention span. Long, drawn out lecture sessions are likely to lose trainees’ attention even when the information and delivery are effective. A motivated audience can focus on any task for only a certain amount of time- roughly, twenty minutes. Trainers should keep this in mind when developing the curriculum design, content development, training methods and the use of presentation aids. In addition to being mindful of the length of training sessions and using a variety of methods of presentation, consider the overall tone you want to establish. Your training style should connect with people rather than emphasize information. Successful presentations are interactive dialogues between trainer and trainees. To create a sense of dialogue is to adopt a conversational delivery style. Asking strategic questions during lecture and through- out the session will stimulate dialogue and interaction. In chapter 6, it provides more ideas on training methods that will actively engage trainees. Talk to trainees conversationally, just as you would talk to a colleague or a friend. The four classic methods are Manuscript delivery, Memorized delivery, Impromptu delivery and Extemporaneous delivery. A conversational delivery style is most readily achieved through extemporaneous delivery. I will discuss the others in more detail during class. Extemporaneous style of delivery allows trainers flexibility to adapt and respond to trainees comments and reactions, trainers can also ask questions, trainers can engage trainees in small group activities, and experiential exercises. As mentioned before the physical and psychological environment influences the delivery of the training. Room temperature and the lighting can be physical issues. Making sure the PowerPoint screen is sufficiently bright and trainees can see their materials are very important to the trainer. Other physical aspects are the seating arrangements, which often determines the amount and the types of interaction during training. There are three types of seating arrangements, which are traditional, horseshoe seating and modular seating. Traditional is generally best. The horseshoe is when you want to promote interaction and discussion among trainees. If you want to promote team brainstorming activities, modular seating will work best. Psychological environment are things like the organizational culture. Organizational culture refers to the norms, rules, policies, customs, practices, values, history and characteristics of an organization. As you deliver your training material, monitor your appearance, facial expressions, eye contact, movement, space use, and vocal cues, using them in such a way that trainees are drawn to you and your material. Establish nonverbal immediacy between you and the trainees. Immediacy cues communicate liking and closeness between you and others; they include professional appearance, making eye contact with your trainees, and appropriately reinforcing your movement and gestures to support your message. Use verbal immediacy; speak with rather than at trainees. Use effective affinity-seeking strategies to establish good interpersonal relationships with trainees. Please review this article: https://www.ashfordglobalit.com/article/business-courses/10-tips-developing-successful-training-session.html By Latoya Harris

Chapter 9: Part 2

The second part of chapter 9 focuses on testing the training plan, for developing a participant’s guide and tips to keep in mind when creating a training plan. The book mentions three methods used for testing a Training plan. They are the following: Focus Group, Pilot Test, and having your plan reviewed by an expert. A focus group is a few people selected to discuss a particular topic so that others can better gauge how people will respond to it. A pilot test is a limited trail run that is performed before the official release. When preparing a participant’s guide it is important to comprehend the significantly of have a guide. To answer this question let think back to how adults learn. Adults like to have a comprehensive summary of the information. It is also important for the trainer because the participant’s guide indicates the trainer’s creditability. Preparing a participant’s guide is a 7-step process. The first step is using the training objective to determine the content that will appears on guide. The objectives will work as your overall outline. The second step is making sure to include all activities and instructions in the guide. All activities and exercise should be present in the order which you plan to use them. It is ideal to include instruction for each activity and exercise (even for easy ones). Keep in mind you have the option of handing out activates/exercise separate from the participant’s guide to avoid an incident like this: “I see that some of you are interested in activity on page 27; we’ll get to that activity later in the day. We’re now on page 14.” The third step is using a lesson plan to organize the guide. This is simply asking you to give titles to module and including a table of contents. The fourth step is determining the format of the guide. This step is meant to further aid you in organizing you information in order to maintain the attention and control of the trainees. The fifth step is number all pages of your guide. The sixth step is citing all borrowed information. It is important that when you cite others information that you provide a bibliographical page at the end of guide or Insert citation at bottom of page. If you are unsure when you should ask for permission on copyrights just remember it applies if you more than 250 words of someone else material. In addition, a general rule of thumb is when in doubt, cite! The final step is using the participant’s guide as your trainer’s guide. The preparation of the trainer’s guide will vary on your experience as a trainer. This book also gives us seven practical tips to keep in mind when creating a training plan. The first step is to determine the amount of detail needed by using the three general levels of details. Level one is a highly detailed plan. This plan is prepared for someone else to use. Level two is moderately detailed. This plan is for you to use in the future. Level three is nondetailed. This plan for yourself and includes minimal detail because you are the subject matter expert. The second step is to draft your participant’s guide. Once you have done the participant’s guide you have essentially created your training plan. The third step is review for the 20-minute rule, which state that should strive to change you method and activity every 20 minutes. The fourth step is to incorporate the 5 -step process for teaching a skill, which is tell, show, invite, encourage and correct. The sixth step is to plan for contingency. The seventh step is revising, revamping, and reconstructing your material. Please read the following article it will provide more information on testing training plan. http://smallbusiness.chron.com/company-success-failure-employee-evaluation-methods-24220.html By: Kimberly Velasquez

Developing a Training Plan

A training plan is a detailed document that guides the planning and delivery of instruction. Whether training people one-on-one or in groups, in person or online, a well developed training plan allows you to prepare for and deliver thorough and effective classes. Connecting Needs with Objectives - Define the needs of the trainees and devise methods to engage and facilitate the learning process - Organize activities that will appeal to the various learning styles of the participants and focus material on objective Connecting Training objectives with Methods - Align training methods with the training objectives creating multiple opportunities for trainees to demonstrate, perform and present material. For example, performing tasks that will allow trainees to familiarize themselves with the process. - To have trainees demonstrate their understanding of how the parts fit into the whole - An assessment that measures how well trainees have mastered the methods Conducting Research Read Articles, periodicals and newsletters to keep up to date with new knowledge as well as new experiences and techniques. Develop Training Content - Training content is information, definition, description, concepts and skills that you present to the trainees - Place more emphasis on skills development by editing material geared towards training objectives i.e. action steps that allows trainees to master tasks - Develop general key points then narrow down to specific objectives Determine Training time Frames - Assess the skills that you want to develop and determine a reasonable time frame in which the trainee can achieve this. - Some skills take more time than others and with the budget and time constraints this can be a challenge - The more time allotted for a training session, the more likely you will be able to incorporate appropriate skill practice time, shorter time’s means trainers must rely on the less effective lecture approach. - Some training sessions are conducted in modules to facilitate focus on particular skills in blocks Determine Training Method - Since time is limited the trainer must select a method that is efficient as well as effective - Adults learn better by way of work sheets, structured discussions, videos and reading materials - Smaller training groups of 20 or fewer is best to conduct interactive training where participants practice listening and feedback skills, while role playing, with larger groups is more difficult - Strategically using structured worksheets and dyadic (face to face dialogue involving two persons exchanging ideas) activities large groups can still be interactive Select and Develop Training Materials - Using audiovisual equipment, Power point slides, activities, case studies and role play instructions should be clearly described. - Use a participant’s guide to serve as a resource reference after the training Training Plan Formats There are three formats of training plans and they include: Objectives- A complete statement of all training objectives Training content- A summary of the information you will present either in the lecture, lecture/discussion, video or key information from the participant’s guide Time – An estimate of the amount of time needed for each lecture, activity, video, or other component of the training Method - A clear description of the methods to be used Materials – A brief description of all materials to be used in the training session Descriptive Format Consists of a narrative summary that describes the training content and methods using sub-headings and paragraphs to describe each training element. Outline Format The Training contents are listed and the methods and materials needed in the training are integrated in the list. Multicolumn Format The most structured plan, this format organizes the information in four columns that support each training objective. The four columns include information about time, content, methods and materials. An example of each type is on page 205-206, 207 & 208 respectively. By: Andre Scott

Chapter 8: Part 2 – Types of Presentation Aids

As a visual learner I depend on visual aids for effective learning. But presentation aids such as participant guides, Power Points, chalk boards and video do not only benefit this type of learner, but also promote interest, clarify, demonstrate and enhance retention and training transfer within all learning styles. Since we have already covered the purposes and strategies for using presentation aids, let’s discuss the types of presentation aids a trainer can utilize to increase the effectiveness of his or her presentation. This section will also cover the advantages and disadvantages of these tools and how to prevent excessive use. Participant guides can be extremely helpful during training, as they allow the trainee to follow along with the training content and to take notes of pertinent information. Furthermore, a handout can be quite useful when problems with technological devices occur. A great disadvantage of handouts is the cost associated with printing the materials. The text suggests that the preparation and implementation of handouts should be guided by three essential principles. 1.) Make sure handouts are error free 2.) Do not distribute handouts while you are speaking 3.) Let trainees know when to reference handouts. Dry-Erase boards are another visual aid available to the trainer. This aid is especially useful when technological devices are not available. Personally, I have found a few disadvantages of dry erase boards in the past. I have noticed that it can be very time consuming to write material on a board that could have been prepared on another visual aid prior to the training. I also found handwriting to be another obstacle that a presenter has to overcome with this type of visual aid. The book mentions a few other downfalls with dry-erase boards such as transportation of the board and the inability to prepare graphics beforehand. But Dry-Erase boards also have great advantages. Not only are they easy to use, but help in brainstorming sessions and generated ideas can be immediately presented. Furthermore, a Dry-Erase board can double as a projection screen as well. Document Cameras are another presentation device a trainer can use. Printed text and handwritten content are an ideal media to present with a document camera. A challenge I have encountered with this device is the size of the print and lighting. However, document cameras can be used for collecting ideas, presenting data or to highlight passages within printed text. Videos can be another powerful way to present training content. This type of media does not only stimulate the viewer’s senses but grabs the attention of the audience more than any other presentation device. The text suggests several strategies concerning the use of video in training. 1.) Determine your relationship as a trainer with the video, 2.) Use brief clips 3.) Provide an introduction or context, 4.)cue up your clip and 5. ) Apply and discuss the video clip. The Internet can also be an excellent choice for training presentations. Whether it is a youtube video, a website or other content, the internet is perfect for presenting up-to date information. However, the trainer should always choose credible sources and verify the validity of the information. Power Point Presentations are among the most used Presentation Aids today. The endless design options and content selections such as graphics, pictures, sounds and video clips make this type of presentation aid an essential part of training. We will discuss the principles for using Power Points and tips on designing them during our class discussion. We will also discuss the content of the article “Ten Sins of Power Point.” You can access this article at the following link. http://www.utexas.edu/lbj/21cp/syllabus/powerpoint_tips.htm Claudia Richardson

Chapter 8: Using Presentation Aids

Have you ever put a project together and wondered, “Which training aid should I use? And how do I use this aid effectively?” Chapter 8, Using Presentation Aids, has been designed to help answer these questions in just two easy parts. For this class presentation, we will focus on part one which discusses the purposes of presentation aids along with the strategies for using presentation aids. First, let’s discuss the purposes of presentation aids. Before designing presentation aids, the trainer must first analyze the purpose of their aid. It is important to understand that a presentation aid is not the actual presentation but a benefiting factor to what is being discussed. Aids can help with the success of a topic or the downfall of one. To ensure success, any aids used in a presentation should do the following: Promote interest by capturing the attention of the trainee, Clarify complex concepts or ideas, Demonstrate how to complete a skill, Enhance retention by finding a way to relate information, and Enhance training transfer by ensuring a trainee is able to successfully use the new behavior or skill. Now that purposes of presentation aids have been listed, let’s move on to strategies for using presentation aids. The strategies for using presentation aids have been written to ensure that trainers are using presentation aids to their fullest potential. Keeping presentation aids simple, is the first fundamental in the strategies for using presentation aids. By keeping the aids simple, the trainer will want to make sure that the focus of each aid has been narrowed down, aids are being used to explain a concept or skill through key words and phrases rather than paragraphs, appropriate fonts are used, and that words are replaced with pictures for subjects that make retention easier through visuals. The second fundamental refers to communication with trainees and not presentation aids. In order to successfully build a relationship with your audience rather than having focus on the provided aid is to make sure that the content being covered is already understood by the trainer, the sequence of the presentation is memorized, and that a relationship of the trainer and trainee has been made before the start of the presentation or the introduction to the aids have been made. The third fundamental continues with making sure presentation aids are large enough to be seen. Some things that should be taken into consideration when preparing presentation aids include examining the size and shape of the room being used for the training session, making sure that if a projection screen is used the size is large enough for everyone to see or small enough not to overpower the room, handwriting is neat and visible if using a while board, and that handouts are available in any training session. Fundamental four is making sure that in an absence of presentation aids, the trainer is still ready to present. The text uses the definition of Murphy’s Law, anything that can go wrong will go wrong, to show the importance of being prepared. The best thing to do when getting ready for a presentation is to make sure that your presentation has a backup and that your backup has a backup. When using a technology based presentation aid, make sure that an extra electronic copy is readily available to you and that your presentation aides are accessible through an online source. For example, presentation aids could be saved on flash drive or disk, and also sent through email or saved to a website. Always remember that hard copies are important to have on hand too. Our final fundamental is practicing with your presentation aids. A great trainer knows their presenting area and presentation aids backwards and forwards by rehearsing with them. Practicing will allow for easy transitions and ease when using projectors, laptops, and any other necessary equipment. Basically, when a trainer is prepared by rehearsing their presentation it can make a good presentation into a great one. Now that we have discussed part one of Using Presentation Aids in Training, it is hopeful that there is now a better understanding of the purposes of presentation aids and the strategies for using presentation aids. Good Luck! Please check out the following link on how to promote interest through visual aids before class on Monday. This will help you understand the references in the speech: http://www.businessballs.com/visualaids.htm By: Amanda Caston

Chapter 7: Needs Centered

The second part of Chapter 7 continues with the Needs-Centered Training Model for E-Learning. This model can be referred back to Chapter 1 of the text, which many of you should already be familiar with. The same model applies when conducting a needs-centered training for E-learning. We begin with 1) Analyze the training task. First, we must determine what dynamics that influence e-learning that we discussed earlier in the chapter, which are ambiguity and media richness. The text gives an example of both of these. If you’re going to train people to use complex negotiation skills that include reading and interpreting nuanced nonverbal messages, then an e-learning environment that is media rich allows for synchronous communication is recommended (Bebbe, Mottet, Roach, p. 163). A second example would be if you’re training people on etiquette and telephone skills that are highly scripted and routine, then web-based or distance education delivery is appropriate (Bebbe, Mottet, Roach, p.163). Next we move onto 2) Develop Training Objectives which talks about the objectives being observable, measurable, attainable, and specific. These are the same objectives that we talked about in Chapter 4. 3) Organize Training Content discusses the four-level approach. Level 1: Previews training program, Level 2: Previews Chapters, Level 3: Reviews course content within chapters, Level 4: Drills deeper into course content. Quianna went over these in the first portion. When organizing training content we look to set inductions, making sure that the e-leaners are ready to learn, and understand why the program is going to help them. Stimulus Variation focuses on making sure the trainees stay on track with the e-learning. Making sure that they stay focused and motivated throughout the duration of the course. Trainers achieve this by using the level four drill approach. Lastly, closure refers to level three where we assess the trainees. 4) Determine Training Methods is the trainers approach on how to teach the e-learning course. It is very important to understand your trainees, and what learning styles works best. Listening/Audio, Tours/Watching Video, Text/Reading, Simulation/Exercises, Testing/Assessment. You may also want to consider constructing a blended course or hybrid that allows trainees a more flexible way to learn. Next, trainers have to select a proper 5) Training Resources. There are a number of them online, and the text gives you just a handful of some web based training programs you can use to construct your own. They have instructor training programs, Authoring tools, and virtual classroom websites that a trainer can use. 6) Training plans is a description of the training session. The plans should include training objectives, a summary of training content, a description of methods, and a detailed description of all the presentational aids needed to transform the plan into a high-quality training program (Bebbe, Mottet, Roach, p. 167). Next, we 7) Deliver Training by selecting web-based training programs, and use tools such as Skype, podcast, screenshots, etc. Trainers can also choose to blend these methods. Lastly, 8) Assess the training by using surveys and quizzes throughout the course. Make sure the trainees learn within the chapter by incorporating test items. Prepare a quiz at the end of each chapter to make sure the trainees have read and interpreted the material correctly. Finally, we assess at the end of the entire program. This focuses on all three training outcomes of cognitive, behavioral, and affective. A cognitive approach in e-learning would be to quiz them, and a survey would ass the affective outcomes. To see the behavioral outcomes, the trainees can upload their own YouTube videos or podcast to see if they have demonstrated the objectives correctly. Most of the second half of Chapter 7 can be referred to all previous chapters in our text. A lot of the material most of us should already be familiar with it. We learn to apply these techniques on e-learning, which mostly everything is on a computer and Internet. By: Alex Aphay

Chapter 7: Using Web Training for E- Learning

BEFORE READING PLEASE DOWNLOAD THE APP SOCRATIVE STUDENT APP In chapter 7 we read about web training also called E-learning and how it is a popular training method. Let’s start by defining E-learning. The E refers to computerized and online training material. The learning refers to cognitive, affective, and behavioral learning. It is needed for three reasons: 1) it minimizes costs for organizations- they do not have to pay for materials or overhead for the classes 2) minimizes employee downtime – employees can complete these courses when they have downtime between job task, 3) appeals to contemporary learners – millennial and generation Y age group employees enjoy this approach. E learning is also considered ubiquitous learning because it is “anywhere and anytime learning” Rapid learning is a type of E-learning. It uses software tools that make it possible for subject matter experts to create and publish interactive e-learning quickly. A SME is a person who has considerable knowledge about the training topic through formal education or professional experience. An SME is used instead of an instructional designer; instructional designers are people who develop training objectives, curricula, methods, and assessment instruments). The elimination of the instructional designer saves time and allows the SMEs to have direct access to the trainees. Rapid E- learning is also preferred since the content is updated as things change. It is also better for training cognitive outcomes instead of behavioral. It is important to select the appropriate delivery option for each training. Technology can affect two training dynamics: synchronous communication which is in real time and allows trainer and trainees to have discussion; or asynchronous communication which does not allow real time discussion since the people are in different places and communicate at different times. The amount of control trainer and trainee have over training content is trainer-trainee directedness. Trainer-directed courses the trainer presents and paces the training content. The opposite is trainee-directed where the trainee controls pacing and covering material. When deciding the best delivery mode you must consider the following question how ambiguous or complex is the training task. Ambiguity means there are conflicting interpretations of the idea, like soft skills for example communication skills, conflict management, etc. There is a lot of gray area and different people will handle those situations differently. Unlike hard skills that are less ambiguous because there is a right and wrong way to complete those tasks for example operating a computer program, driving a manual car, etc. The next factor in deciding the delivery mode is the richness of the mode. The technology’s ability to simulate fact to face communication is media richness. Robert Lengel and Richard Daft management and marketing researchers state the channel of media effects how messages are received. They define two types of training media: lean training media does not allow immediate feedback channels for questions to be asked and clarified; rich training media offer instant feedback, allowing real time communication. The four delivery modes listed below. 1)Face to face is synchronous and trainer directed. It is great for training with high ambiguity since it has media richness and there are multiple channels that can be used like simulations and discussion. 2) Web/video conference delivery like webinars or virtual meetings requires internet access and phone conferencing or voice communication on computer. It is synchronous and trainer directed. There are times where the trainees can interact with polls or questions. This is ideal for moderately high ambiguity skills and is less media rich since trainer cannot see trainees. 3) Web-based delivery is trainer and trainee directed since it is not in real time. This requires a learning management system also known as course management system or virtual learning environment like Blackboard. This incorporates synchronous and asynchronous communication. This method is ideal for tasks moderately low in ambiguity and for hard skills since synchronous communication is not always available. 4) Distance education delivery uses training modules that are entirely or partially online. This is asynchronous communication since there is no real time discussion. It is good for trainees who have busy schedules because they decide when to go online. There are plenty of technology training tools like: Web 2.0, Social Networking, Wikis, Online Forums, RSS Feeds, Social Bookmarking, Skype, Podcasts, YouTube, Twitter, Screencasts, and Screenshots. Web 2.0 is the second generation of internet. Web 1.0 was read focused companies and such posted information to be read by public. Web 2.0 is a read-write web. Rapid E-learning software have the following general features: PowerPoint converters to turn slides into training programs, templates to provide flexibility and consistent look, multimedia features to find graphics, videos, audio, etc., browser compatibility to different browsers internet explorer or Google chrome, smartphone capability to use on the go, multiple languages, drill down features options to learn more, interactive activities to engage trainees to learn from practice, assessments, surveys, glossary pages. Predesigned templates give you a model that has already been created that allows consistency across web pages. You will just need to insert your information. On the shelf training programs are already created. This allows trainers to focus on other areas. Though keep in mind it might not contain everything that is needed for your training. There are effective practices for web training design. 1) Keep it simple user face is more effective like Google. 2) Use three clicks trainees should find what is needed in three clicks, navigation tools should be easy to use. 3) Avoid dead ends there should not be any links that do not allow trainees to get back to main page, site should have continue, return, and escape buttons. 4) Make it sticky- make it so interesting trainees cannot get distracted by making it simple, unexpected, concrete, credible, etc. 5) Ensure rapid download make sure the site loads easily. 6) Brand it the training should reflect organization use their motto, logo, or such. 7) Chunk it in courses or chapters one minute per page. 8) Use levels to organize: level 1 previews training program, level 2 preview chapters, level 3 reviews course content within chapters, level 4 drills deeper into course content. The rules for designing a curriculum still apply! You must tell, show, invite, encourage, and correct the trainees. The rules are the same but the implementation is different. For example for telling you can use a podcast, showing a YouTube video, inviting a simulation, encouraging by encouraging trainees to encourage each other, correcting give immediate feedback. By: Quianna Martinez

Chapter 6: Part 2

The second part of Chapter 6 follows up the chapter from beginning of lecture and experiential activities. As andragogy is very different from pedagogy, we learn in the second part of Chapter 6 to indentify the criteria for selecting the best training method for adults. We can see that facilitating group discussions is an adult activity that can be used in training. As adults we are mature enough to deal with group discussion, and if it is facilitated successfully then adults will want to have their input into a group discussion. As trainers we must understand that in group discussions we are facilitators, and we are not necessarily contributors. This can be difficult as we are human, we have ideas, biases, and can be provoked to want to interject our input. However we must remember that as a trainer and facilitator we have two jobs. One is to ask probing questions to keep the discussion cohesively flowing. The second is to ensure that each participant has had the opportunity to speak. Research has proved that one of the most effective ways to have participants involved is to hold safe and open forums can provide a thought provoking environment. As to how to manage a group discussion, that can be more difficult. There is a three-part process that trainers must keep in mind when manager a group discussion. First, trainees must be exposed to a stimulus. Second, trainees must have a set of group rules laid out, this way it promotes a safe environment to have trainees feel more comfortable about speaking. Lastly, thoughtful and well planned questions must be asked by the trainers. Let begin with the stimulus. Although there can be many types of facilitated group discussions, there must always be a stimulus. We learn that two successful and popular stimulus are media and trigger questions. Media can be anything from social media clips, articles, or music. This way, trainees feel that the up-to-date and relatable topics are those that they can comfortably discuss. Trigger questions are those that evoke emotion. These can be topics that deal with highly opinionated questions, morality questions, or controversial issues. These are all examples of a stimulus, which we keep in mind as the first part of the three-part process trainers use to manage a group discussion. Next, the trainer moves into setting the group rules. These rules are similar to those rules that one would set in a pedagogy discussion, and are very basic. They go along the lines of listening to others, respecting others’ comments, no verbal abuse or bullying, etc. Lastly, as a trainer and facilitator we can begin to ask questions. We want to try to steer away from questions that would promote a yes or no answer. As we have learned from a previous lecture, Bloom’s Taxonomy can be rather helpful for trainers in regards to formulating engaging questions. Bloom’s taxonomy states that in lower-order cognitive learning, comprehension and application can interrupt a conversation. To fully understand and break down Bloom’s taxonomy we can think about it in more simple terms. If question requires prior knowledge of specific information, the question has a right or wrong answer. This is an interruption in conversation, because trainees may be hesitant to respond to this newly absorbed knowledge. Now that we have learned of training methods from lectures, experiential activities, guided questions, the EDIT, and facilitated group discussions, just how exactly can we select the best training method for our trainees? Let’s break this down into four variables that we as trainers must consider. You must consider your trainees, your learning objectives, advantages and disadvantages, and your level of comfort. First and foremost you must consider your trainees everywhere from their background, work experiences, to age. Training a group of young professionals in an industry is extremely different from training a group of senior level executives in a company. Your learning objectives also plays a vital role in your training. Are your training objectives cognitive, behavioral, or affective? These all would be best paired with different methods. Next you would want to consider the advantages and disadvantages of using the training method that you are considering. Lastly, you should assess your level of comfort with the training method. Overall these strategies and this knowledge put together can help support a trainer put together a training method of their choice. By: Hannah Hoang

Chapter 6: Lecture and Experiential Activities

How do we make sure that trainees take away what we want them to learn? It’s not as easy as just telling them the information, or even showing them. So, an important step is identifying what training method you want to use, and fully preparing the lesson. There are several options from which to choose. The first part of Chapter 6 covers two popular training methods: Lecture and Experiential Activities. Below we’ll cover how to effectively use these methods to deliver training. While lecturing is one of the most widely used training methods, it’s easy to drone on and lose the trainees to boredom. With adult learners, it’s especially important to remember how they learn, and incorporate these aspects into a lecture. It starts with making the training relevant. In fact, the first thing trainees will want to know is, “how does this material apply to me?” Explaining or demonstrating this early will help to start the training session off right. We do this by such things as storytelling, where we give trainees a problem for them to create an ending to, so that they can see how the training applies. We also can share videos or pictures that describe the issue, so that the trainees they see. Another way to make training relevant is to test their knowledge up-front, so they can see how their skill and knowledge improves through the course. Next, when lecturing we want to organize content similar to writing an essay – with an introduction, middle section which covers the main points and a conclusion. With this, the first thing we want to be sure to do is to package the material, also called chunking, into understandable sections. Along the way, there are several techniques that can be used to keep trainees on track. Using signposts can help – they are similar to transitions in an essay that take the learner from one point to the next. Trainers an also review what has already been covered, and preview what’s next to come, which helps solidify the intended messages. Handouts or manuals help to allow trainees to follow along and take notes during the lecture. Finally, the use of mnemonic devices can also help to make information easier to understand, such as using acronyms (e.g. SWOT stands for Strengths, Weaknesses, Opportunities and Threats). Another technique that helps to reinforce learning is through redundancy. Repeating content helps to solidify a message. Restating information in different ways also helps to ensure that the message is understood. Highlighting specific points helps trainees understand material that is of particular importance. Finally, any pieces of information that are critical to the trainee’s understanding can be called out by using a feedforward message (such as, “listen to this next point, which is critical”), which tells the trainee to sit up and take notice of the information being covered. When lecturing we also want to be sure to engage trainees and use immediacy behaviors that relate to them in an intimate way – doing so will help trainees to pay attention during the lecture. Examples of immediacy behaviors might be nodding in approval, using trainee names and using body language that shows interest. How do we engage trainees? By asking rhetorical questions, allowing the trainees to finish sentences or interact with their classmates, to write down their thoughts on the topic. All of these techniques will help to add interaction to the lecture. Another training method used is experiential activities, such as role plays or case studies, which get the trainees directly involved in learning. To use these methods, we start by planning the activity - identifying the learning objective, and then preparing materials and instructions for the students. Next, the activity is presented to the trainees, with an explanation of the purpose and instructions on how to complete the activity. Afterwards, it’s important to have each trainee assess what they learned, as well as “unpack” the experience. By using the EDIT method, trainees further understand the experiential activity. With the EDIT method, we ask trainees to participate in the Experience; we ask trainees to Describe what occurred during the activity; we ask trainees to Infer what would happen if they used the knowledge they learned; finally, we have trainees Transfer the knowledge by explaining how they will use the information they have learned. With the experiential activity of role playing, trainees can practice skills through acting them out. The role play is scripted and then staged. With scripting, trainees are provided information that enables them to act out the role play. Role plays range from improvisation, where trainees create a detailed situation from a general scenario they are given; to participant-prepared skits, where trainees create their own script to address a problem. Staging refers to the way the role play is acted out. In stage-front role playing, one set of trainees acts out their play and the rest of the class observes to provide feedback. With simultaneous role playing, the entire class acts out their parts at once, with the trainer overseeing. Again, role playing allows the trainees to actively participate by acting out the scenarios. The experiential activity of a case study allows trainees to problem-solve a detailed situation that is given to them. Case studies can be provided to trainees, or they can be asked to create their own based on experiences they have had. If trainees create their own, as trainers we need to give them guidance on how to create it. They should be advised to change the names of players in the case study and describe who they are, to give the context of the case study and to explain the problem in detail. Then, to process the case study trainees read through it and discuss through comparing and contrasting their thoughts on the problem, reasons for the problem, and recommended solutions for the problem. Multiple training methods may work in any given situation. By following the guidelines above for lecturing or experiential activities, we can help to ensure that if one of these methods is chosen, trainees will take away a good understanding of the material. Link to article for discussion: “Experiential Learning” http://facdevblog.niu.edu/experiential-learning By: Sherry Hanna

Chapter 5: Developing Training Content

After you have developed your training objectives and designed the curriculum based on your needs assessment and task analysis, the next step is to develop your training content. Chapter 5 deals with how and where to find information that will help you lend credibility to your training objectives, as well as examples of how to organize the content. Developing training content with credible and pertinent information is important because it validates the necessity of the training. Taking the time to research sources thoroughly enhances the integrity of the training as well as the trainer. In this chapter, the book discusses several sources of training material, how to process training material, and closes with samples of training content outlines. There are a wealth of places to begin searching for information for your training topic that include experimental sources, library sources, internet sources, professional training organizations, subject matter experts (SMEs), and commercial sources. Experimental sources are experiences that the trainer has had or what knowledge they possess about a certain subject. For example, if your training topic is teaching students how to navigate Blackboard you as the trainer would ask yourself questions like “What do I know about navigating Blackboard?” “What problems have I encountered?” “What shortcuts have I found work best?”. If you have personal experience with the training topic, it adds credibility to the training and makes you feel more confident when you deliver it. Libraries provide many avenues to locate materials for training content. Not only are they physical locations, but their resources can also be retrieved online. Books, periodicals, internet databases, newspapers, reference materials (i.e. dictionaries, almanacs), and government documents are available in a wide variety of topics. Internet sources have fast become a much-used way of finding and researching different subjects. In addition to the library, information from public and corporate websites, training websites, commercial websites, and government websites can also be accessed. However, unlike books or periodicals not all of the information found on the internet is as reliable. It is important to evaluate the information on each site such as the author of the site, the last time it was updated, the type of site. The trainer should use the following steps when evaluating websites: 1) accountability – who “owns” the site and to whom are they accountable 2) accuracy – is the information reliable and is it true 3) objectivity – is the information biased or objective, does the author have ties to any products that may influence their opinion 4) date – is the information current, is the website maintained on a regular basis 5) usability – is the information presented in a way that is easy to access. Since anyone can post anything on the internet, it is important for the trainer to keep these steps in mind to ensure their training content is as flawless as possible. Professional training organization such as the American Society for Training and Development (ASTD) can be instrumental in developing training content because they provide their members with online information, news, and networking opportunities. Subject Matter Experts (SMEs) can also be useful to the trainer because if the training topic is in their field, they have firsthand knowledge of the content. Commercial sources can be found in bookstores and training business, and offer training packets they may aid in developing training content. These materials are prepared in advance, organized, available for immediate use. However, some drawbacks of using this method is with pre-packaged materials it may be difficult for the trainer to incorporate it into their presentation and they have to be purchased which would affect the trainer’s budget. Once you have compiled the research materials, it is important to evaluate the information collected. There are important factors to consider when assembling training content. First, the trainer must ensure that the materials are relevant to the training topic. Just because the information is interesting does not mean it is relevant to the task the trainer hopes to accomplish. Second, the trainer needs to identify the sources of the materials used and make sure trainee’s needs are met by the content. Third, the trainer should be aware of the time they have allotted and scale their content accordingly. However, the trainer should still make sure that the most important information is included. Fourth, trainer needs to cater their content to the different cultures and backgrounds of the trainees. Lastly, the content needs to cover all learning styles so that all of the trainees are able to understand and follow along with the information being presented. In addition, it is the trainer’s responsibility to cite sources correctly and make sure they are not using copyrighted materials in their content. Disregarding either will have a negative effect on the training and cast doubt on the trainer’s integrity. After all of the materials have been assembled, the trainer has to determine the order they should be presented. It is always a good idea to research other training modules, and tailor what was successful to your training outline. Not everything will work with the topic and/or goals of your training, but it could provide you with a starting point when compiling your data. The book provides some basic examples of training content outlines to give you an idea of how they can be composed. Whatever method you choose, it is always important to remember that the needs of the trainees should be your main priority. Please read the following article: http://everydaylife.globalpost.com/can-one-tell-information-credible-20211.html By: Crystal Sullivan

Chapter 4: Developing Objectives and Designing a Curriculum

In this chapter you will learn that in training and development you must start off with one key element in order to have an efficient and successful training course, this being a training objective. The training objective is the seed to which from this creates your training goals and curriculum for actually training each individual. Without this objective, you would have no direction in which to follow to create the training curriculum, the text states a great example on understanding just how important these training objectives are. With a group of people take a moment from reading and all point which way each person believes is north. You should get a variation of answers. The point of that activity is to show you that if you do not know where you are headed, you will not likely get there. Organizing your training content and designing the general structure of your training will help build your training curriculum. Although a training objective is as simple as a one single statement that will describe what the trainees should be able to do when they complete the training, it consists of 5 specific steps. Step one is to identify the training skill outcomes; this is achieved by looking back over your task analysis and needs-assessment of the trainees. This needs to be done because everything revolves around the specific needs of the trainee. After identifying the specific training outcomes the next part, step 2, is to make your objectives observable. You need to recognize one type of behavior you can observe the trainee doing at the end of the course. Next is step 3, with this you should assess the measurable side of your training objective. You will need to be able to evaluate how effectively the behavior was performed. Step 4 states that the objectives need to be attainable. This is meaning that given the trainees background, these objectives should be achievable. Lastly, you have step 5. This is the final part in writing your training objective and making it specific. In this step you make sure to have a verb such as “feel”, “understand”, “know”, and identify precise actions that you expect the trainee to perform. As stated earlier, with this training objective and course outcome developed, you are now able to start creating your core curriculum. This curriculum is essentially the content of your training program with organization and the teaching skills of the information needing to be used in this training session. With designing a curriculum, you as the trainer need to understand a few things about training yourself. First is teaching information, whether it being technological or simple leadership skills, it needs to always be in chronological order. In doing so, make sure you are teaching and helping the trainees understand the more simple skills before moving into the more complex skills when it comes to dealing with students during advising. The next principle with it comes to designing a curriculum is showing the trainees each problem identification and then each problem solution. By showing them each problem and then addressing the problem solution you are presenting that trainee with specific skills on how to better diagnose the students issues and questions. This principle has helped the trainees in bettering their knowledge of problem-centered and has practical inferences for improving work productivity and effectiveness. Once you have organized your training curriculum principles you can now move into the physical part of the curriculum, training methods. These training methods are procedures you use to show information and establish actions you want the trainees to use. There are several different training methods such as group participation, role plays, discussions, and more. Out of all training methods, you still only have one goal, and that is to teach a skill. Whether you pick group participation or role play as a training method there will always be 5 simple steps in structuring your effective skill training. (1) Tell them what you want to do, what skills you want them to develop, and what your goals of the training are. (2) Show the steps on how to perform the certain skill by seeing that skill done, also known as behavior modeling. (3) Invite those trainees to perform each skill you have taught them by practicing it in role playing by providing the scenarios, case study simulations, and many more. (4) Encourage the trainees by coaching them to perform each new skill they have learned right away. You do this by providing feedback, point out what they are doing correctly, along with incorrectly, and possibly ask the trainee themselves what they feel are doing correctly. (5) Correct the trainees in what it is they are doing wrong by structuring this feedback, all while making sure to remain positive. Please Review this Article: http://www.forbes.com/sites/mikemyatt/2012/12/19/the-1-reason-leadership-development-fails/ By: Anna Brockley