Training Design Discussion:For this discussion, imagine that you are designing a 4-hour  leadership development training session. Identify specific learning  objectives for your training session. Co

WEEK 3 RESOURCES

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

• Chapter 5: Training Design

• Chapter 6: Traditional Training Methods

• Chapter 7: Computer-Based Training Methods

Cherry, K. (2014). What is emotional intelligence? Definitions, history, and measures (Links to an external site.)Links to an external site.. About.com Psychology. Retrieved from http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm

Clark, D. (2014). Why instructional system design and ADDIE? (Links to an external site.)Links to an external site. Retrieved from http://www.nwlink.com/~donclark/hrd/sat1.html

Learning styles (Links to an external site.)Links to an external site.. (n.d.). Retrieved from http://www.mindtools.com/mnemlsty.html

Week 3 Lecture

The design and delivery of training rely on the needs assessment that is conducted to determine training topics and alignment of the topics with organizational strategy. Some important considerations regarding training design include the following:

• What training methods will maximize participant understanding, considering how participants learn, who they are (audience needs), any barriers individuals or the group may have to learning the needed material, and how participants can best be motivated?

• In what formats (traditional methods, such as on-the-job, or electronically) will the training be delivered so it best serves the needs of the individual and the organization?

How training is delivered is a combination of many factors, as is explored in Chapters 6 and 7 of the Blanchard & Thacker (2013) text. Choosing methods of training entails playing to the strengths of training participants, as well as using the strengths of the trainer to best engage in that process.

Theories

 
Blanchard & Thacker (2013, p. 58) assert, “theories are speculative road maps for how things work. In fact, most of us develop our own theories to explain how the world around us works.” This week’s course module calls upon the theories that have been explored in previous weeks of the course. Many will come to mind, but below are a few examples of the theories and concepts that may be helpful to you in addition to ADDIE:
Competitive strategy as related to training and organizational development is explored in theoretical terms in Chapter 2 of the Blanchard and Thacker (2013) text. In short, the training process plays an important role in aligning internal organizational strategy through maximizing employee KSAs and competencies to determine organizational capabilities in a dynamic competitive environment (see Blanchard & Thacker, 2013, Chapter 2).
Learning is ongoing in 21st-century organizations. Learning is a process that relies on motivation and self-efficacy; it is achieved in a variety of environments and for myriad reasons that can benefit individuals, groups, and organizations of all kinds. Essentially, how and why people learn is as important as what, when, and where they learn. In Chapter 3, Blanchard & Thacker (2013) consider theories and perspectives (the lenses through which theories are often considered) in terms of implications of learning on the training process in organizations. In Chapter 6, learning is considered in terms of setting achievable objectives. It is also explored as an ongoing process that can be reinforced through the use of games, simulations, and other training methods (Blanchard & Thacker, 2013, Chapter 6).
Making learning interesting for participants requires consideration of the people (audience) who will complete the training. So, it is important to understand learners from a holistic perspective—and that means it is important to consider the needs of the people who are being trained. SMART (specific, measurable, achievable, realistic, and timely) training objectives must also be defined. Review the resources listed in the references below for directions on how to write objectives so that they will be easier to evaluate at that phase of the training process (see Write SMART Objectives & Goals, 2016; Forrest, 2003). This is an important consideration before moving forward to other aspects of training design.
Forbes School of Business Faculty

References

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Boston, MA: Pearson.

Forrest, C. (2003). Writing training objectives using SMART (Links to an external site.)Links to an external site.. Retrieved from www.structuredlearning.com/uploads/docs/smart_objectives_article.pdf

l8ybugmom. (2012, April 5). How to create a power point presentation (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://youtu.be/OyoeGSFmI4E

Write SMART objectives & goals (Links to an external site.)Links to an external site.. (2016, May 2). Retrieved from http://rapidbi.com/writesmartobjectives/?hvid=4NfieW