Delivery of Training Programs

Delivery of Training Programs

1. Training

   • Teaching skills or behaviours to allow for a worker to be more contributive to a corporation
   • ADDIE
     • Analysis, Design, Develop, Implement, and Evaluate
   • Objective of Training
     • Gap analysis between where workers are now and where they should be
   • Training May Be Required For
     • New employees, increasing job-specific competencies, teamwork, development, etc
     • Career growth, safety-specific training (e.g WHMIS)
     • Continuous training (e.g. lift truck), emergent training (new products)
   • Competence
     • Is observed and measure through performance and behaviours
     • Job Task Analyses (JTA) or Task Hazard Analyses (THA) can be used to determine the competencies to measure against
   • Learning Objective
     • Should match the complexity needed and build later objectives from there
   • Creating Objectives
     • Requires the use of action verbs, conditions, standards, and an understanding of your audience
       • Action verbs are crucial as they clearly define the expected outcomes or what the learner will be able to do as a result of the training, making the objectives measurable and specific
   • Scaffolding
     • In education refers to a variety of instructional techniques used to move students progressively toward stronger understanding and ultiately, greater independence in the learning process
       • A method on building upon learner's exisitng knowledge and skills

2. Ways of evaluting each level of learning

   • Satisfaction: Asking student about their experience being taught
   • Goal Achievement: Tests or evaluations to determine if the student acquired the learning objective
   • Learning Transfer: Matching the knowledge ontained to the skills demonstrated to see they transferred over
   • Performance Improvement: Evaluation of skills performed in relation to the work output
   • Evaluation Techniques
     • Informal
       • Questioning
       • Observations
       • Time Sampling
       • Rating scales
       • Checklists
       • Work Samples
       • Interviews
       • Acitivites
       • Anecdotes
       • these are used to guage the effectiveness of training in a more casual and ongoing manner
     • Formal
       • Formal Interviews
       • Written Tests
       • Osbservations
       • Inspections
       • Skill demonstrations

3. Adult learninig Principles

   • Principles of Adult Learning
     • Involves adults in the planning and evaluation of the instruction received
     • Past experiences will form the shape of their learning experience
     • The information taught should be relevant to the person
     • Learning should focus on problem solving not just concepts
   • Adult Learning Motivations
     • Personal Advancement
     • Personal improvement
     • External expectations
     • Cognitive interests
     • Social Relationships
     • Social Welfare
     • Escape
   • Malcolm Knowles proposed the theory that adults bring a wealth of experiences that forms a rich resource for learning
   • Pedagogy
     • The art and science of teaching children
   • Andragogy
     • focuses on adult learning

4. Difference in learning styles

   • Sensory Preferences
     • Include visual, auditory, or kinesthetic
   • Social Preferences
     • Include internal (reflections) and external (discussions)
   • Cognitive Preferences
     • Include global (big picture) and sequential (step-wise)

5. Bloom's Toxonomy

   • Is a heirarchial model used to classify educational goals and objective into level of complexity and specifcally, from simple recall of facts to more complex analytical skills
     • Classifying educations goals and objectives

6. Cone of experience by Edgar Dale, is a visual model that represents various instructional methods and experiences, ranging from the most concrete to the most abstract

7. VARK stands for Visual, Auditory, Reading/Writing and Kineshetic