AdvaMed Summit

Selecting the Appropriate Training Approach:

Delivery Decision-Making

By Karl M. Kapp, Ed.D., CFPIM, CIRMProfessor, Instructional Technology

Bloomsburg University

What is this . . .

KNOWLEDGE SUMMIT 2009

The procedure is actually quite simple. First, you arrange things into different groups. One pile may be sufficient, depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set.

It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well.

At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task. After the procedure is completed one arranges the materials into different groups again and puts them into their appropriate places. Eventually, they will be used once more and the whole cycle will then be repeated again. However, that is part of life.

To deliver effective instruction, you must understand the

context in which the learning will be used and choose an

appropriate delivery mechanism.

--Karl’s mom

For More Continued Discussion:www.karlkapp.blogspot.com

Results of Good Instructional Design

• Standardized Process• Research-based principles guide selection

of instructional strategies and media. • Learner assessments are tightly integrated

with the objectives of the instruction.• Learner success increases• Courses are developed from learner’s

perspective• Correct delivery methods if chosen


Agenda

• Adult learning theory applied to your organization

• Introduction to the “ADDIE” model • What Method to Use?: instructor-led, computer

based, OJT, read and understand, etc.• Aligning content and learning approach to your

audience

Which Topic is of the Most Interest?

1. Adult learning theory applied to your organization

2. Introduction to the “ADDIE” model

3. What Method to Use?: instructor-led, computer based, OJT, read and understand, etc.

4. Aligning content and learning approach to your audience

1. Orange

2. Purple

3. Pink

4. Blue

5. All of the Above

6. None of the Above

Describe the Ideal Learning Event?

Ideal Learning Event

• Human interaction • Class size of one• Extremely focused• Takes place within 5 - 10

minutes of need• Answers individual

questions• Effectively solves a

problem

Sad Reality

• People are busy• OJT is not always done

well • Time is a limited

resource• People rush through

training to get “back to real work”

• Best delivery methods are not always chosen

Solutions

• Create a Bill of Learning• Standardize Design of

Instruction • Apply Adult Learning

Principles to Content Delivery

• Apply Distributed Practice Concept

• Focus on Behavioral Changes

ADDIE

One of the most common Instructional System Design models


Analysis

Without careful analysis instructional problems can occur

• Define the characteristics of the prospective learners– Age Grouping– Educational Background– Role within Organization

• Examine the type of content to be taught

• Define the Business Goals

• Identify audit risks

• Define the Learning Objectives

• Determine the delivery format

Measure twice; Cut once Analyze fully; Design once

Analysis

• Teach someone how to write and send a letter

• Write the letter, including the introduction, body, and closing

• Address an envelope properly and legibly

• Affix proper postage to the envelope • Deliver the envelope to the post office

• Fold the letter and put it in the envelope• Seal the envelope • Determine proper postage• Affix the postage stamp in the correct

location

They Write

a Letter!

Analysis

1. Who is the intended training audience?a. What do they know? b. What do they need to know?

2. What risks are involved in terms of personnel and company?

3. What business need is driving this training? 4. What are the goals and objectives for this training?

a. How do we know when they are met?

5. How will you define and measure success for both the learner and the organization?

6. What are my options for delivering this material?7. Is it review or new material?8. What is the criticality of not knowing this

information?

Design

• Determine Knowledge Type and appropriate Instructional Strategies

Facts

• Associations of one piece of information to another and require memorization.

Design

Teaching Facts

- Mnemonics- Chunking- Drill and Practice Drill and Practice- Association Association Chemical Quackers- Organization- Elaboration / Re-teach Put it Together

Concepts• A class of items that share common

features and is known by a common name

• Hero• Disease• Inspection• Audit

Teaching Concepts

• Identification of attributes• Discrimination of examples/non-examples

Design

Manufacturing game

Design for Concepts

– Linking of Facts– Example, Non-Example– Attribute Classification

Design

Example One

Example Two

Design for Concepts

– Linking of Facts– Example, Non-Example– Attribute Classification

Design

Rules

• Rule is a statement that expresses a relationship

between two or more concepts.

Teaching Rules

• If-Then• Cause/Effect• Concept Application

Design

Rules


Design

Rules


Design

Procedures

• Procedure is a sequence of steps the learner performs to accomplish a task.

Teaching Procedures

– Whole to Part Review– Learn Parts– Assemble Procedure

Design

Procedures


Design

Simulations


Design

Procedures

Principles

• A non-sequential guideline that must be adapted to a specific situation when interacting with others.

Teaching Principles– Modeling– Behavior Checklist– Examples

Design

Principles

• Basic Feedback Loop

Q1 Correct

Feedback

Incorrect

Situation 1 Situation 2

or go to Q1

Provide feedback in Situation 2 or independent of Situation 2


Design

Principles


Design

Problem-Solving

• Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles

Teaching Principles

– Realistic Application– Scenarios– Professional Experiences

Design

Example

Pop Quiz

Guess the Type of Content

What Type of Knowledge?

Match a list of dates with events in European history.

1. Facts

2. Concepts

3. Rules

4. Procedures

1. Orange

2. Purple

3. Pink

4. Blue


Compute the Square Root of Number.

1. Concepts

2. Rules

3. Procedures

4. Problem-Solving

1. Orange

2. Purple

3. Pink

4. Blue


Plot the path of a hurricaneusing longitude and latitude.

1. Concepts

2. Rules

3. Procedures

4. Problem-Solving

1. Orange

2. Purple

3. Pink

4. Blue


1. Facts

2. Concepts

3. Rules

4. Principles (Soft Skills)

Explain the idea of Compliance.

1. Orange

2. Purple

3. Pink

4. Blue


1. Rules

2. Procedures

3. Principles (Soft Skills)

4. Problem-Solving

Negotiate for a “win-win” outcome.

1. Orange

2. Purple

3. Pink

4. Blue

Development

• The creation of the content and learning materials based on the Design phase

– Online course• Creation of Media assets (e.g. images,

Flash, Audio, Video)

– Stand Up Instruction• Instructor Guide• Learner Guide• Job Aids

• Formative Evaluation– A test run of the materials

Implementation

• The Course ready to be launched

- Online Course- Course Delivery- Computers and Connections- Registration

- Instructor-led Course- Course Delivery- Room Logistics- Registration

- OJT- Content Delivery- Assessment- Registration/Tracking

Evaluation

• The quality control process that ensures an instructional sound, bug-free course

• Provides opportunity for feedback from the learners and assess learner outcomes

– Do learners like the course? – Do learners achieve the learning objectives

at the end of the course? – Do the learners change their behaviors in

the workplace? – Does the course help the company achieve

its business goals?

Bill of Learning

Maintain a High Level of Product Quality

Learn to use new Quality system

Properly Document and Quality Problems

Identify critical Quality system functions

Understand the process of

documenting problems

Classify different types of errors that occur during production

Explain the concept of“quality related error”

Describe the dataflow of the quality system

Understand integratednature of Quality system

Bill of Material

MountainBike

Frame Assembly

WheelAssembly

2

HandlebarAssembly

RimAssembly

2Tire

2

Spokes36

Hub Rim

• Read and Sign Considerations– Review of content– Focused on awareness– Minimal consequences for failure– Behavior is expected or common practice– No behavior change anticipated as a result– Best for teaching: Facts

Type of Training

• Online Considerations– Consistency of content critical– Evaluation of knowledge required– Large, geographically dispersed population– Material is relatively static– Behavior change expected– Best for teaching: Facts, Concepts, Rules,

Procedures

Type of Training

• Instructor-Led– Opportunity to ask questions necessary– Content can have ambiguity – Initial orientation to organization– Interaction with peers desired for learning results – Best for teaching: Principles, Problem-Solving

Type of Training

• On-the-Job– Manipulation of Equipment Required– Evaluation of performance/behavior required– Small instructor/learner ratio available– Trainer is trained to deliver OJT– Highly specific instructions & directions required – Best for teaching: Rules, Procedural, Problem-

Solving

Type of Training

Type of Training

Considerations Content Behavior Change

Example

Read and Sign

Review of contentFocused on awarenessMinimal consequences for failureBehavior is expected or common practice

FactsConcepts

No Mission StatementEthics Statement

Instructor-Led

Opportunity to ask questions necessaryContent can have ambiguity Initial orientation to organizationInteraction with peers desired for learning results

Problem SolvingPrinciples

Yes Sales Training

Online Consistency of content criticalEvaluation of knowledge requiredLarge, geographically dispersed populationMaterial is relatively static

FactsConceptsRulesProcedures

Yes Lock out, Tag Out TrainingMSDS Training

OJT Manipulation of Equipment RequiredEvaluation of performance/behavior requiredSmall instructor/learner ratio availableTrainer is trained to deliver OJTHighly specific instructions & directions required

ProceduralProblem Solving

Yes Operating a piece of machinery

Online vs. Instructor-Led Checklist

1. Are you teaching declarative knowledge: facts, concepts or rules? (procedures, principles, and problem-solving knowledge are more difficult to teach online without simulations.)

2. Is the material to be taught relatively static? (Material with frequent changes is less appropriate for online instruction)

3. Are the materials straightforward with little complexity?

4. Do you need to distribute the instruction to a large, geographically dispersed population of learners?

5. Do you need to track course completions?

Online versus Instructor-Led Checklist

6. Do you need to evaluate learner achievement via quizzes or tests?

7. Is there time to create an effective online module?

8. Is there enough budget for online learning? (“Effective” online learning may require more budget upfront than ILT but it saves in the long run)

9. Would the learner benefit if the content was animated to show relationships among items or changes over time or how to perform certain actions?

Online versus Instructor-Led Checklist

10. Will potential learners have different knowledge levels prior to taking the instruction?

11. Does an infrastructure already exist for distribution of an online module?

12. Do you have the resources for technically supporting online learning?

13. Do all the potential learners have easy access to a computer and, therefore, the instruction?

14. Are the potential learners comfortable and familiar with using a computer?


General Adult Learning Delivery Principles

• Link Behavior to Learning to avoid learning clutter

• Distributed Practice• Immediate Feedback• Stress “Why”• Illuminate Consequences• Provide Multiple Learning

Paths

ENIAC's main control panel

Link Task to Performance/Behavior

How will this knowledge or skill contribute to

better job performance?

Say Dadda

Refer learners to online site for pre-work

Conduct a classroom session

Review with self-paced e-learning

Learning as a Process

Feedback

If a train left the station at 10:30 AM traveling an average of 90 miles an hour and it was 145 miles to the next city? At what time would the train arrive?

Why don’t we check the TRAIN SCHEULE?

Illuminate Consequences

Use

Multiple

Paths

General Adult Learning Delivery Principles

• Link Behavior to Learning to avoid learning clutter

• Distributed Practice• Immediate Feedback• Stress “Why”• Illuminate Consequences• Provide Multiple Learning

Paths

Summary

Remember...

• Use the ADDIE Model to design instruction• Use the appropriate instructional strategy to deliver content• Tie learning outcomes to performance outcomes• Leverage learning principles for learning success• Match content to learning delivery