Technology

Training
Services

Introduction to
Training Delivery

Table of Contents
Class Description and Objectives ....................................................................................... 1
Terminology........................................................................................................................ 2
Objectives ........................................................................................................................... 3
Objectives Good vs. Bad ................................................................................................. 4
Objectives vs. Activities ..................................................................................................... 6
Sequence ............................................................................................................................. 9
Learning Theories & Instructional Strategies................................................................... 11
The 3 Brain Decision Factors ........................................................................................... 13
Information Processing Model.......................................................................................... 14
Deep Approach to Learning.............................................................................................. 17
Instructional Strategies ..................................................................................................... 18
Learning Styles ................................................................................................................. 21
Adult Learners .................................................................................................................. 23
Evaluation ......................................................................................................................... 25
Classroom Assessment Techniques .................................................................................. 26
Summative Evaluation Techniques .................................................................................. 28
Gagns Nine Events of Instruction.................................................................................. 30
Effective Trainers ............................................................................................................. 33
Positive First Impression .................................................................................................. 34
Good Introduction............................................................................................................. 36
Communication and Presentation Skills ........................................................................... 38
Training Plan..................................................................................................................... 39
Dry-Run ............................................................................................................................ 40
References......................................................................................................................... 42
Index ................................................................................................................................. 45

Class Description & Objectives

Class Description
This four-hour training session provides employees with tools and resources for the
effective delivery of training. Its focus is on instructional strategies that foster a deep
approach to learning. A desired outcome of the training is to have employees deliver
more effective training and to feel more confident about delivering training.
Objectives
1. Explain the importance of well-written objectives.
2. Differentiate between bad and good objectives.
3. Develop well-written objectives for your training project.
4. Use the Information Processing Model to explain how the brain processes information.
5. Explain the importance of sequence and how it impacts your training.
6. Describe a deep approach to learning.
7. Describe instructional strategies and activities that foster a deep approach to learning.
8. Describe different learning styles and how they impact your training.
9. Use Gagns Nine Events of Instruction to deliver training effectively.
10. Describe four essential trainer elements and explain their importance:
* Knowledge, and transfer, of subject matter

* Positive first impression

* Excellent communication & presentation skills

* Good Introduction

11. Develop a Training Plan for the delivery of a training session.

12. Define the purpose of a Dry Run.
13. Explain the importance of evaluation.
14. Differentiate between formative and summative evaluation, and determine when
you would use which.
15. Describe different formative and summative techniques and explain how you
would use them in your training sessions and programs.

Terminology
Listed below are some terms and concepts that will be used throughout the training.
Some of them will be discussed in more detail at appropriate times in the training.
Training
Training is instruction provided for the purpose of improving performance on the present
job. 1 The goal of training is to have participants acquire new skills, knowledge, or attitude. 2
Objective
An objective is a specific statement of the skill that training participants are to acquire from
the training. Objectives are the new skills you want your participants to have when they
return to their jobs. You should always be able to assess, or measure, your objectives. 3
Training Materials
Training materials are the product developed for your training project. Materials may
consist of training manuals, computer-based training, handouts, quick-reference guides,
booklets, reference materials, resources, online instruction, videos, audio cassettes, or any
other product developed through ISD. 4
Instructional Strategies
Instructional strategies are the various methods and activities used to help the training
participants acquire the learning objectives. Examples include chunking information,
using analogies, storytelling, peer teaching, etc. Activities may include hands-on
activities, writing papers, group work, computer simulations, reflection after reading,
completing study guides, etc. 5
Evaluation
Evaluation is the ongoing process of developing and improving instruction and materials
based on evaluations conducted during (formative) and following (summative) training. 6
Evaluations help to measure the gap between what the trainer teaches and what the
participant learns by determining the value and effectiveness of a learning program. 7

Objectives
Objectives drive your training. Objectives are the skills you want your training
participants to acquire from the training. Objectives should be worthwhile. Good
instructional objectives are the foundation for competency-based instruction.
Competency-based instruction teaches training participants to accomplish something. 8
Its not merely participating or discussing an issue; its solving it or reconstructing it,
or analyzing it, or defining it, or categorizing it, or . . .
Robert Magers central concept of a well-written objective is that the desired behavior
should be specific, observable, and measurable. 9
Communicate Objectives
Before training, it is extremely important to successfully communicate your objectives to
your training participants. At the end of training, it is just as important to measure, or
assess, whether or not your training participants acquired those objectives.
The Key Specific, Measurable Verbs
The key to writing good objectives is to use specific, measurable verbs when describing
the desired outcome. 10 To find out whether or not your training participants have
acquired the desired behavior, youll have to measure, or test, their new knowledge and
skills. You can only do this properly if you know what youre checking for. Your
objectives have to clearly state the desired behavior. Youll go back to those objectives
to find out whether or not they got it. You will base your evaluation (your assessment)
of your training on those objectives.
The Problem Vague Verbs
The problem with bad objectives is using vague verbs. Vague verbs are open to too
many interpretations. For example, the verb know is open to too many interpretations
by different people. What do you mean when you say you want a training participant to
know something? Do you mean that you want her to be able to recite a poem, to solve
an equation, or to construct something? How will you measure that she knows it? Just
to say that you want her to know something isnt enough. The word know can mean
many things to many people. 11 The same goes for a lot of words.
Your best bet in selecting the right words for your objectives is to ask yourself whether or
not you can accurately measure that behavior. Take a look at the lists on the next page to
see the difference between vague verbs that are open to misinterpretation and specific
verbs that are less likely to be misinterpreted and can be objectively measured.

Objectives Good vs. Bad

Vague Verbs

Specific Verbs

Open to Misinterpretation

Can be Measured

(Bad!)

(Good!)

Know

Define

Understand

Differentiate

Appreciate

Compare and Contrast

Grasp the significance of

Explain

Learn about

Solve

Believe

Construct

Be aware of

Write

Value

Critique

Identify with

Interpret

Empathize

Relate

Be familiar with

Categorize

Take in

Comprehend

Figure out

Analyze

Get the picture

Demonstrate

Absorb

Appraise

You need to make sure your objectives are clear, concise, and measurable.

Well-written Objectives Exercise

Work with a partner to identify the well-written objectives. Put an X in the blank next to
the objectives that are well-written. For those objectives that are not well-written, discuss
why they are not well-written, and rewrite them in a better way.
_____ The training participant will learn how to use the new loading equipment.

_____ The training participant will differentiate between a word processing application
and a desktop publishing application.

_____ The training participant will compare and contrast two of Shakespeares plays.

_____ The training participant will understand competency-based instruction.

_____ Using DreamWeaver, the training participant will create and post two working
pages to the class website.

_____ The training participant will appreciate instructional design.

_____ Using Outlook, the training participant will compose, edit, save, and send an
electronic mail message.

Objectives vs. Activities

A common error in working with objectives is confusing objectives with activities.
An objective describes a skill that training participants are expected to know after the
training. In contrast, an activity is a learning experience in which trainees participate for
the purpose of acquiring the objective. The examples below illustrate the distinction
between activities and objectives.
A: The participant will practice entering information into the College Financial System.
O: The participant will create an online requisition in the College Financial System.
A: The participant will complete an online PowerPoint tutorial.
O: The participant will create a 10-slide PowerPoint presentation for a training project.
A: The participant will discuss the advantages of a database and suggest project ideas.
O: The participant will create an Access database containing two tables.
A Means to an End
Another way of thinking about it is that objectives represent the ends of instruction while
activities represent the means to those ends. 12

Means (Activity)

End (Objective)

Practice parallel parking.

Parallel park correctly.

Always shoot 25 free throws after practice.

In game, free throw percentage is 90%.

Perform a dry run for training.

Effectively answer questions in training.

Exercise food portion control for 2 weeks.

Lose 5 pounds.

Do rote typing exercises.

Type 65 words per minute.

Run 3 miles every day.

Run a mile in under 5 minutes.

Participate in an Access training class.

Create a registration database.

Objectives vs. Activities Exercise

Work with your partner to determine whether the following statements are objectives or
activities. Enter an A for Activity or an O for Objective for each statement.
_____ The training participant will attend the Technology in Education conference.
_____ The training participant will discuss in class the differences between a database
application and a spreadsheet application.
_____ The training participant will differentiate between a database and a spreadsheet.
_____ The training participant will practice parallel parking.
_____ The training participant will create a 3-column table in Word.
_____ The training participant will read online articles regarding instructional design.
_____ The training participant will create a design blueprint for his/her training project.
_____ The training participant will conduct a needs analysis using the ASTD needs
analysis 6-step process.
_____ The training participant will create a 4-page newsletter using PageMaker.
_____ The training participant will participate in the Digital Days workshops.
_____ The training participant will edit a digital image using PhotoShop.
_____ The training participant will import Excel information into an Access database.
_____ The training participant will complete a learning theory questionnaire to
determine his/her particular learning style.

Objectives Exercise
Develop two well-written objectives for your training project.

Sequence
Now that you have your objectives, its extremely important that you pay attention to the
sequence, the order, of your objectives.
Building Blocks
The sequencing of your instruction is extremely important. You have to make sure the
building blocks for your instruction are correctly in place. Be aware of the knowledge
and skills training participants need to know before learning something new.
Here are some examples:

Before learning how to format text in a word processing document, users have to
know how to select the text first.

Before learning how to add two digit numbers, students need to know how to add
single digits first.

Before learning to run a report in Access, training participants must be able to

perform queries.

Before learning how to construct well-written objectives, training participants must

be able to differentiate between badly-written objectives and well-written ones. They
must also be able to differentiate between vague and measurable verbs.

The Sequence
The sequence (order) of information depends on the subject matter at hand. Typically,
information goes in sequence from beginning to end when a process is being taught, and
from easy to hard when a concept is being taught. A common exception to this is to
begin with an overview lesson that presents the big picture before going into the details.

Sequence Outline Exercise

Based on your objectives, develop a sequential content outline for your training project.
What do your training participants need to learn first, next, last?
1. Start with your objectives.
2. Write them down in sequential order.
3. Leave plenty of space in between them.
4. Continue to think about the sequence of things. Building blocks remember!
5. Write in information before and after your objectives regarding the things your
participants need to know in relation to that particular objective.
You may realize you need to rewrite your objectives, or that you may have to re-sequence
your objectives, or that you have to add new objectives altogether!

Whats Next?
Now that you know what you want your participants to learn, and in what order, how do
get that knowledge across?

10

Learning Theories & Instructional Strategies

Learning theories and instructional strategies are the tools for transferring knowledge.
They are the tools the trainer uses to help participants learn new information.
Learning theories are just that theories on how people learn. Instructional strategies are
the various methods used to help people learn. Understanding learning theories, and
applying relevant instructional strategies that work best with those learning theories, are
the keys to helping training participants acquire the learning objectives.
Learning theories and instructional strategies include the following:

Brain and Information Processes

This relates to how the brain manages information and the processes that can make
training effective, long-term, and transferable.

Deep Approach Learning

This relates to a certain, purposeful approach to learning. Deep approach learning is
learning for understanding. Its intention is for you to understand ideas for yourself
and to apply these ideas to new situations.

Learning Styles and Instructional Strategies

This relates to the preferred modes of learning for different people and the
instructional strategies and activities most effective for the different styles.

Adult Learner Principles and Instructional Strategies

This relates to the characteristics of adult learners and the way these should be taken
into consideration when developing instructional strategies for adult learners.

Instructional Events
This relates to the sequence of events that should take place during each training
session for effective instruction.

Each of these topics will be discussed in more detail in the following sections.

11

12

The 3 Brain Decision Factors

Attention
There is no way that the brain can pay conscious attention to all the sensory information
that is constantly bombarding it. It filters out information that is not relevant.
Approximately 99% of all information entering through the senses is immediately
dropped. The brain is more like a colander than it is a sponge!
Two factors strongly influence whether or not the brain pays attention to new information:
1. Whether or not the information has meaning.
2. Whether or not the information has an emotional component or an emotional hook.
Meaning
The brain is constantly attempting to determine what is meaningful in what it
experiences. Every encounter with something new requires the brain to fit the new
information into an existing memory category (or network of neurons). The brain tries to
fit the new information into its existing schema mental models of experience. If it
cant, the information will have no meaning; it will have no relevancy.
Two Options to make information relevant to training participants:
1. Find the experience theyve had, and relate the new information to it. OR
2. Create the experience with them.
Emotion
Brains are emotional first, rational second. Emotion is a double-edged sword. At times it
can impede learning, other times it can enhance it. Emotion can impede learning when it
perceives a situation to be threatening. When the brain is threatened, the fight-or-flight
stress response is activated, and emotion takes over rationale. On the other hand,
emotion can enhance learning when it motivates and engages the learner.
Emotional factors to enhance learning:
1. The learning environment must be physically and psychologically safe (non-threatening).
2. Use an emotional component to engage and motivate learners.
Summary
In a nutshell, attention, meaning, and emotion determine what the brain keeps.

13

Information Processing Model

Once the brain decides to keep information, how does it process it? Atkinson and
Shiffrins Information Processing Model proposes that information is processed and
stored in three ways: Sensory Memory, Working Memory, and Long-Term Memory. 13

Sensory Memory
Sensory Memory takes a mental snapshot of raw stimuli corresponding to sounds, sights,
smells or tastes. This snapshot only lasts for 3-5 seconds. Unless this snapshot is
transferred to working memory for actual processing, it is lost.
3 Brain Decision Factors
The three brain decision factors for retaining information in Sensory Memory are:

Attention

Meaning

Emotion

Keep in mind that brains are emotional first, rational second. 14

14

Information Processing Model Continued

Working Memory Organization and Rehearsal
Working Memory relates to what we are thinking at any given moment. This memory
lasts for about 15-20 seconds without rehearsal or repetition. Recent research suggests
the number of units that can be processed at any one time is 5, plus or minus 2.
The longer the information stays in Working Memory, the better the chances of moving
the information from Working Memory to Long Term Memory. Two major concepts for
retaining information in Working Memory are organization and rehearsal (repetition).
Organization of new information is easier to remember than separate bits and pieces. 15
Chunking is a form of organization. It is grouping pieces of data into meaningful units.
Rehearsal is the process of information which allows us to hold information in working
memory for longer than a few seconds and work with it in such a way as to insure its
transfer to long-term memory. There are two types of Rehearsal/Repetition strategies:
rote and elaborative.
Rote: deliberate, continuous repetition of material in the same form in which it entered
working memory. Examples include typing, driving, instrument playing.
Elaborative: integrating information, giving it some kind of meaning, creating chunks of
reminders. Examples include attaching relevancy to the learning, applying the learning to
real-life situations, connecting the learning to prior learning.
Long-Term Memory Elaboration and Organization
Long-Term Memory stores information for future reference. This is thought to have
unlimited capacity and duration. The two processes most likely to move information to
Long-Term Memory are elaboration and organization.
Elaboration is drawing on already existing knowledge to build an understanding of new
information. Its giving the new information meaning.
Organization helps the brain remember new information. Drawing a chart or graph
helps organize new information. Grouping new information with old information helps
the brain retrieve it better.
Context
Another important item is context. Context is an aspect of your physical and emotional
states. Associating the original context of a learned item will help with retrieval.

15

Information Processing Model Exercise

With a partner, complete the Information Processing Model below:

Discuss the 3 factors that help the brain decide what to keep in Sensory Memory and
why information gets dropped. Provide some examples.

Describe and discuss the three ways of processing and storing information.
Be specific about the activities taking place at each stage.

How many items can the brain process at one time?

Describe and discuss the two major concepts for retaining information in Working
Memory.

What is chunking? What role does it play in this process?

Describe and discuss the 2 processes that move information from Working Memory
to Long-Term Memory. Provide some examples.

16

Deep Approach to Learning

Surface Approach vs. Deep Approach 16
In a surface approach to learning, learners are usually memorizing facts and procedures to
meet course requirements. They dont concentrate on a purpose. They treat information
as unrelated bits of knowledge. There is no connection between the items learned and
new situations. Learners find it difficult to make sense of new ideas.
A deep approach to learning is learning for understanding. Its intention is for you to
understand ideas for yourself and to apply these ideas to new situations. Deep approach
learners concentrate on analyzing new situations and determining what knowledge and
skills should be applied. They connect new and old knowledge to new situations.

Surface Approach to Learning

Deep Approach to Learning

Cope with course requirements

Understand ideas for yourself

Treat information as unrelated bits of

knowledge

Relate ideas to previous knowledge and

experience

Memorize facts and procedures

Look for patterns and underlying principles

Find it difficult to make sense of new ideas

Apply knowledge to new situations

Study without reflecting on a purpose

Analyze situations and apply new skills

Trainers Goal to be on the Right Side!

As a trainer, your goal should always be to exercise a deep approach to learning. You
always want to be on the right side of the table above. You want your participants to
apply what they learn in your training classes to their situations in the workplace. Your
participants should be able to analyze real world situations and apply their new
knowledge, their new learning, to new experiences and new situations.
How do you get there?
You can foster a deep approach to learning in your training environments in a variety of
ways. Weve already discussed one method - by using what you know about the way the
brain processes information. Other ways include appealing to a wide range of learning
styles and applying a variety of instructional strategies.

17

Instructional Strategies
For a deep approach to learning, it is important to use instructional strategies that match
how the brain learns best. Instructional strategies are the various methods used to help
participants acquire the learning objectives. 17
Chunking
A chunk is a meaningful group of items of information that we can remember as if it
were a single unit. For example, a word is a chunk of letters that is remembered as easily
as a single letter, but carrying much more information. Chunking is presenting and
organizing information in small, meaningful units.
Elaboration
Elaboration is integrating information into previous knowledge, or giving it some kind of
new meaning. Elaboration also includes sequencing instruction so that the simplest version
of the task is taught first. Instruction then moves on to more difficult concepts in
sequential order. 18
Reciprocal Teaching
Reciprocal/Peer Teaching gives training participants the opportunity to teach each other.
There is no better motivation to learn something than having to know it to teach it!
Visuals and Graphic Organizers
Visuals and Graphic Organizers are used to create a visual framework for representing and
organizing concepts. Examples include flowcharts, diagrams, t-frames, tables, etc.
Projects and Problem-based Learning
Projects and problem-based learning activities are rich sources of both learning and
motivation. They have the potential for integrating multiple concepts.
Analogies
Analogies point out similarities between new concepts and other previously-known material.
Hands-on Activities
Relevant hands-on activities allow for learning by doing. Training participants actually
do what is expected of them in regard to the learning objectives.

18

Instructional Strategies Exercise

Work with a partner to discuss the instructional strategies best-suited for one or two of your
training objectives. For each strategy, provide specific examples. Here are three examples:

Objective

Instructional Strategy (ies)

Create an online requisition Prior Knowledge Recall

in the new College Financial
System.
Analogy
Hands-on Activity

Use the Information

Prior Knowledge Recall
Processing Model to describe
how information moves from
Working Memory to LongTerm Memory

Specific Example(s)

Discuss how to purchase

something.
Compare it to OGF.
Create one in class.

Discuss briefly the 3 factors

the brain uses to decide
whether or not it keeps info:
Attention, Emotion, Meaning

Chunking; Visuals, and

Graphic Organizers

Review the IPM graphic in

sections

Hands-on Activities

Complete diagram; activities

Reciprocal teaching

Discuss questions in group;

apply to own projects.

Write a well-written learning Chunking

objective for your training
project.
Comparison and Graphic
Organizers (Tables)

Hands-on Activities

Train everything in sections.

Objectives vs. Activities;
Vague vs. Specific verbs
Differentiate between good &
bad objectives.
Write well-written objective.

19

Instructional Strategies Worksheet

Objective

Instructional Strategy (ies)

20

Specific Example(s)

Learning Styles
Learning styles theory emphasizes that individuals have a preference in the way they
perceive and process information. Research demonstrates that this is a result of heredity,
upbringing, and current environmental demands. 19 These different preferences are
broadly referred to as learning styles.
Learning Styles 20
Print

the reader or writer who learns well from traditional texts and written exercises.

Visual

the observer who likes to view slides, films, videos, exhibits, charts, and graphs.

Aural

the listener who enjoys lectures and learns well from audiotapes and records.

Interactive

the talker who learns best from discussions and question-and-answer sessions.

Tactile

the toucher/handler who likes hands-on activities, model building, and sketching.

Kinesthetic

the mover who likes role plays, physical games, and activities.

Olfactory

the smeller/taster who associates learning with smells and tastes.

Retention Statistics 21
The average adult remembers:
10% of what s/he reads.
20% of what s/he hears.
30% of what s/he sees.
50% of what s/he hears and sees.
70% of what s/he says.
90% of what s/he says and does.
Multisensory Training
Many learners arent aware of their learning styles. What they do know is which learning
activities they usually like or dislike. However, whatever our preferences, we also learn
just not as efficiently through all our senses. As a trainer, it is important to create
activities that include a variety of sensory activities. Multisensory training increases the
likelihood of appealing to a wider variety of learning styles. It also helps learners
reinforce skills or knowledge already acquired through their preferred learning style.

21

Learning Styles Exercise

With a partner, discuss the activities and training materials that can be incorporated into
training modules to appeal to a variety of learning styles.
Which ones will you incorporate into your training session?
Learning Style

Aural (Listener)

Activities

Training Materials

Lecture

Audio cassettes

Play audio clips

Sound bites

Peer teaching

Recorded lectures

22

Adult Learners
The following information was once believed to apply only to adult learners. As we have
just discussed, learning happens much the same way in everyone. These principles and
guidelines are a summary of what we have been discussing. I have substituted the word
adults with the word learners for this module.
Adult Learning Principles 22

Learners must have a reason for learning something. The learning has to be
applicable to their work or life. The learning must be relevant to them.

Learners report a need for application and how-to information as the primary
motivation for beginning a learning project.

Learners need to be able to integrate new ideas with what they already know. This is
particularly true if they are going to remember, and use, the new information.

Learners bring a great deal of experience and knowledge to the classroom. Trainers
need to connect new learning to this knowledge and experience base.

Learners are autonomous and self-directed. They need to be free to direct themselves
through information and find their own answers.

Learners want their learning to be problem-oriented, personalized, and accepting of

their need for self-direction and personal responsibility.

Training Environment Guidelines 23

Respect different points of view.

Respect the experience of the audience. Increasing or maintaining self-esteem is a

strong motivator for engaging in learning.

Appeal to a range of learning styles. Some people learn best when they listen to new
material; others learn best when they see new material in writing. Still others learn
best when they do something with the new material.

Create a comfortable space. The learning environment needs to be physically and

psychologically comfortable (non-threatening).

WIIFM
Whats In It For Me? is the preeminent motivator for most human activity. If you
cant show your training participants how your training will benefit them, then your
training is unlikely to be a success. 24

23

Adult Learners
What is the WIFM for your training participants in your training? When a participant
asks you, Whats In It For Me? How will you answer?

24

Evaluation
As you are delivering your training, how do you know if participants are getting it?
Or when youre training is complete, how do you know if participants got it?
Evaluation is the ongoing process of developing and improving instruction and materials
based on evaluations conducted during (formative) and following (summative) training. 25
Evaluation helps to measure the gap between what the trainer teaches and what the
participant learns by determining the value and effectiveness of a learning program. 26
Formative Evaluation vs. Summative Evaluation
Formative evaluation is a method of judging the worth of a program while the training is
in process. Formative evaluation assesses activities that are forming or are happening.
Formative evaluation focuses on the process of the training. Are we doing it right?
Summative evaluation is a method of judging the worth of a program at the end of the
training. Summative evaluation assesses the completed activities. It measures whether or
not the learning objectives were achieved. Summative evaluation focuses on the outcome
of the training. 27 Did we do it right?
Formative Evaluation

Summative Evaluation

During training program

After training program

Ongoing

One-time shot

Focus is on process

Focus is on outcome

Goal is to improve

Goal is to prove

Training can be modified on the spot

to address current situation.

Training can be revised after the fact

to better demonstrate the objectives.

Revision
Revising your training is an important part of Evaluation. If your evaluation indicates
that the training objectives were not acquired, you need to adjust your training and find
different ways of communicating the information.

25

Classroom Assessment Techniques 28

How to assess?
During a training session, how do you find out if your participants are getting it?
Formative evaluation doesnt have to be complicated. It can take many forms. These
different types of forms are known as Classroom Assessment Techniques (CATs). CATs
help trainers find out what participants know or dont know.
Following are examples of Classroom Assessment Techniques. You are encouraged to
develop and use your own assessment techniques.
Classroom Assessment Techniques

Problem-Solving Activities

Hands-on Exercises

Case Studies

Group Projects

Journals / Reflections

Quizzes

Essays

Minute Papers (What was the most/least important thing you learned during this session?
What one question about todays topic do you still have?)

Focus Groups

Informal Class Surveys

Questions

Graphic Organizers (Compare & Contrast, Pros & Cons, etc.)

Simulations

Role-Playing

Peer-Teaching

Important
Use the feedback you get from your participants to correct problems as the training
program progresses. Necessary revisions should be made as soon as possible. Some
changes may need to be made on the spot.

26

Formative Evaluation Exercise

With a partner, discuss Classroom Assessment Techniques you can apply during your
training project to acquire participant feedback.
What do you want to evaluate?

How will you evaluate it?

27

Summative Evaluation Techniques 29

How to assess?
After a training session, how do you find out if your participants got it?
Summative evaluation is usually more formal than formative evaluation. However, it doesnt
have to be complicated either. It can take many forms. The following are examples of
summative evaluation techniques. You are encouraged to develop and use your own techniques
for your respective situations.
Summative Evaluation Techniques

Training Evaluation Form

Formal Examinations (Final Exams, Certification Exams)

Post Surveys

Post Interviews with Training Participants

Final Projects

Research Papers

Portfolios

Application Exercises (hands-on exercises reflecting their real work environment)

On-the-Job Application Analysis (can they apply what they learned in class to their work?)

Important
Use this information to determine if the training was effective. If it wasnt, you need to
correct problems in the training program. Any necessary revisions should be made as
soon as possible. You may also follow up with the training participants at a later date to
correct the training if you find out it wasnt completely successful.

28

Summative Evaluation Exercise

With a partner, discuss the evaluation methods youll follow after your training is
complete to find out if your participants got it.
What do you want to evaluate?

How will you evaluate it?

29

Gagns Nine Events of Instruction 30

Use Gagns instructional model for the effective delivery of training. Think of these
steps as a recipe for delivering training. Its a guideline that allows for your own
personal touch to make it effective for you and your training situation. This is actually a
summary of everything weve discussed so far!
Keep in mind that this recipe should be followed for each of your objectives.
1. Gain attention. WIFM Whats In It For Me?
Capture the participants attention. Do this by storytelling, using demonstrations,
presenting a problem to be solved, doing something the wrong way and explaining
how instruction will show how to do it the right way, asking a thought-provoking
question, presenting an interesting fact, or by explaining the relevancy of the training.
2. Inform training participant of learning objective. Why are they here?
State the learning objectives. Explain their relevancy. This allows participants to
organize their thoughts around what they are about to see, hear, and do. Participants
start to attach their own relevancy (meaning) to the training.
3. Stimulate recall of prior knowledge. Get them ready for new learning.
Review prior knowledge and experience that will be relevant to the current training.
This facilitates the learning process. It is easier for learners to encode and store
information in long-term memory when there are links to personal experiences and
knowledge. Provide a framework that helps learning and remembering. You can
stimulate the recall of prior knowledge by asking questions about previous
experiences, asking participants to paraphrase a previous concept, and by providing
relevant examples of previous learning that also apply to the new concept.
4. Present the content. This is what they need to learn.
Chunk the information to avoid memory overload. Keep in mind the importance of
logical sequencing. Go from easy to hard, and from beginning to end. Blend the new
information with prior learning to aid in information recall. Content should be
explained then demonstrated. Appeal to as many different learning styles as possible
by using a variety of media including text, graphics, audio, video, etc.
5. Provide guidance for learning. Help them learn the new material.
Apply instructional strategies to facilitate learning such as chunking information,
using relevant examples, relating the content to real-life situations, using case studies
to apply the new knowledge, using graphical representations to represent information
in different formats, using analogies to bring out the similarities of old and new

30

Instructional Events Continued

knowledge, using simulations for a sense of real application, providing tutorials for
additional practice, using mnemonics to help memorize items, etc. Use instructional
strategies to supplement the content.
6. Elicit performance - Practice.
Have the training participants do something with the newly acquired skills. This
practice allows the participants to confirm their correct understanding. The practice
allows for repetition that further increases the likelihood of retention. Practice can
take all kinds of forms including participating in hands-on activities, paraphrasing the
new concepts, mind-mapping, teaching the new concept to someone else, writing, etc.
7. Provide feedback.
Providing and obtaining feedback is the ability to give and receive, and to accept,
evaluative or corrective information about an action, event, or process. Throughout
the training session, you should analyze training participants behaviors and provide
specific and immediate feedback.
Be sure to validate correct behavior and provide guidance to rectify incorrect
behaviors. Keep the feedback positive as the goal is to reinforce their drive to
perform better, not to criticize. It is important to give positive reinforcement that is
focused and accurate.
8. Assess performance. Did they get it?
Upon completion of the training session, determine whether or not the learning
objective has been acquired. Assessment can take many different forms including
final projects, final papers and reports, comprehensive activities, demonstrations,
presentations, peer-teaching, etc. This type of assessment at the end of the training is
called summative evaluation.
9. Enhance retention and transfer of learning. Can they apply it in the real world?
Transfer of learning is the influence of prior learning on performance in a new
situation. To accomplish this, relate the content and the objective to real-life
situations or to work-related problems. Provide additional practice under a variety of
conditions. Review the training module. Provide participants with references,
templates, wizards, job-aids, online materials, quick-reference cards, etc. Enhancing
retention and transferring knowledge should be happening throughout the training.
Many people in the training field think that applying Gagns nine-step model to any
training session is the single best way to ensure an effective learning session. 31

31

Training Delivery Exercise

Think about one of your learning objectives for your training session. Think about the
instructional strategies and activities you can incorporate into your training session to
foster a deep approach to learning and to appeal to a variety of learning styles. Use
Gagns instructional model to document specific examples for your training objective.
Objective: _____________________________________________________________
Event of Instruction

Instructional Strategy

Activity & Learning Style

*** Keep in mind that you should go through this process for each of your objectives. ***

32

Effective Trainers
One of the most important factors in a training session is the trainer! Good trainers can
make a poorly-developed program work well and they can make a well-developed
program work great . . . . bad trainers cant make either one work. 32
If the training is not successful, there are a lot of negative consequences. A lot of time,
money, effort, and work will be wasted. If training isnt successful, everyone ends up
annoyed and frustrated!
Its in everyones best interest to make sure the training is a success. As the trainer, it is your
job to make it happen!
Effective Training Components

Transfer of knowledge of the subject matter

Positive learning environment

Engaging instructional strategies

Involvement skills

Attention to learning styles

Relevant interactive instructional events

Formative evaluation

Summative evaluation

Essential Trainer Elements

Knowledge of subject matter

Excellent communication and presentation skills

Positive first impression

Good introduction

Winning Combination
A skillful trainer using effective training components makes for a winning combination!
Both have to be present for effective training and learning to take place.

33

Positive First Impression

Making a positive first impression is extremely important in training. It can lend you
credibility, confidence, and a positive base with which to start your training. The
information for this module was obtained from Janet Elseas First Impression, Best
Impression. 33
First Four Minutes
First impressions are made within the first four minutes of meeting someone new.
During your first few minutes of interaction with others, their attention span is at its
greatest and their powers of retention are at their highest. Their eyes and ears focus on
you and tell their brains what they see and hear.
If people dont like what they see or hear in those first four minutes, chances are they
wont pay much attention to what you have to say. Thats why its so important to make
your first impression a best impression.
Four Key Questions
The four key questions that define a successful communicator are listed below. The
recommendations provided are assuming a training situation.

What do I LOOK like?

Always dress professionally. Be aware of facial expressions and body language.

What do I SOUND like?

Vary voice rate. Control the loudness. Use inflections. Sharpen your articulation.

What do I SAY?
Be concise. Avoid fillers and qualifiers. Avoid ums and uhs. Be truthful.

How well do I LISTEN?

Be quiet. Pay attention. Dont interrupt. Check message. Give feedback.

No Second Chance
You never get a second chance to make a first impression. Make it a good one!
Make the best of your four minutes!

34

Positive First Impression Exercise

Minute Paper:

What will you do to make a positive first impression during the first four
minutes of your training session?

35

Good Introduction
A good introduction will get you started on the right foot. Your training introduction
should explain the purpose and relevancy of the training and it should capture your
audiences attention.
Introduction Suggestions
Here are some suggestions for an effective introduction: 34

WIFM! Whats In It For Me?

Point out the relevancy of the training. Create interest in the training by asking
questions, telling an anecdote, giving a demonstration, etc.

Give your training participants a clear picture of the training. State the specific
objectives. Adult learners want to know whats in store and whats expected of them.
Its a good idea to have your objectives written down and available to participants.
This gives them the opportunity to jot down any notes or questions they may have
about the training.

Describe your training approach.

Participants like knowing what theyre in for! Explain how the training will be taking
place. Inform them of your expectations of them.

Keep your personal introduction short.

Maintain eye contact.

Be professional.

Look professional.

Treat your training participants with respect right from the start.

Set the Stage

A good introduction sets the stage for the rest of your training. Make it a good one.

36

Good Introduction Exercise

Plan your training session introduction. Document it.

37

Communication and Presentation Skills

Now that some effective training components have been covered, its time to discuss
essential elements for a skillful trainer. One of the most important elements for an
effective trainer is excellent communication skills. Without excellent communication
skills, the trainer will not be able to accomplish transfer of knowledge to the participants.
In any communication, how you say something is just as important as what you say.
Experts have observed that the techniques used to communicate information often
determine whether or not the information is received. 35
Verbal Communication Suggestions

Speak clearly and pay attention to the sound of your voice. Its all in the way you say it!
Your projection the pitch, tone, and volume of your voice is crucial for effective
delivery. Vary the pitch, tone, and volume to draw emphasis to key points.

Communicate on a personal level with your participants. Participants should feel

positive about being involved in your training.

Emphasize key points through relevant examples, questioning techniques, appropriate

application activities, and the use of visuals.

Make logical transitions between modules. If transitions are too abrupt, participants
may get confused and lose interest or become frustrated.

Nonverbal Communication Suggestions

Dress professionally. First impression, best impression.

Use and maintain eye contact.

Effectively use positive body language, gestures, and facial expressions.

Presentation Suggestions

Be prepared!

Respect your audience. Be flexible to meet their needs.

Dont pace or express annoying habits. Dont stand or walk in front of the screen.

Use technology effectively and appropriately.

38

Training Plan
A Training Plan details instructor preparation for the training session. It helps you prepare
for training. Any trainer should be able to study the Training Plan and implement the
instruction with little or no difficulty. This Training Plan is a guideline. As you plan your
training, add your own materials and activities.
Suggested Training Plan Outline 36
1. Description of any pre-requisites for the training session.
2. Instructor requirements, if applicable. (certifications, degrees, faculty status, etc.)
3. A clear and complete description of the training session.
4. A list of all the learning objectives.
5. A sequential course or module map.
6. Program of Instruction Description of how the course is to be taught.

Explain hands-on approach.

Explain instructor-led strategies and practice activities.

Follow Gagns Nine Events of Instruction.

7. A description of the target audience.

8. Directions for guidance, assistance, and evaluation of the training participants.
9. Directions for administering the course.

Training accounts may need to be created and set up with appropriate information.

Training participants must be scheduled and notified.

Pre-work has to be assigned and distributed, if applicable.

Rosters need to be printed.

10. Directions for administering instructional activities.

11. Directions for assessing the learning objectives.
12. A copy of all the training materials and other documents related to the training.
13. Dry-Run directions and the prep time associated with it. (See next section for Dry-Run.)

Dry-Runs (Training Run-throughs) are extremely helpful in preparing for training.

Try to schedule the Dry-Run in the room in which youll be training.

Schedule someone to evaluate you, the training, and materials during the Dry-Run.

Make changes to your training and to your materials based on the feedback.

39

Dry-Run
A Dry-Run is a training dress rehearsal of your training session. The purpose of a dryrun is to make you a better trainer. Prepare for a dry-run as if it were the real thing.
Deliver your training session as if it is the real deal. A dry-run is invaluable for first-time
trainers and for first-time content. A dry-run is extremely useful for testing the following:

Relevancy of objectives
Are these the correct objectives for this training need?
Are the objectives well-written and easy to understand?

Timing of a session
How long does each module take?
How long does the entire training session take?
When should I break?

Sequence of content
Are the modules in a logical order?
Is the sequence from easy to hard or from beginning to end?
Are there any bumps that dont feel right?

Articulation of content
Did I explain it right? Did I make sense of it?
Was my speech articulate? (no umms, long pauses, annoying phrases)

Applicability of instructional strategies

Did I use the right method to explain things? (chunking, examples, analogies)
Were the activities relevant?

Training Materials
Are the training materials relevant, easy to use, and helpful?

Assessment
Was I able to measure whether or not the participants acquired the objectives?
Do I need more or less formative assessment during the session?

Your dry-run may surface things that need to be changed or it may validate that your
training and materials are solid and ready to go. A dry-run is very worth your time!

40

Dry-Run Exercise
Schedule a dry-run with people you can trust to provide honest, constructive feedback.
Be sure to incorporate the topics discussed throughout this training class.

41

References
1

Merriam-Webster Online Dictionary (2004)

http://www.merriamwebster.com/cgi-bin/dictionary
2

American Society for Training & Development (2003). Info-line, Basic Training for
Trainers
3

Sullivan, Howard and Higgins, Norman (1983). Teaching for Competence. Teachers
College Press, Teachers College, Columbia University, New York and London.
4

Nadler, Leonard (1984). The Handbook of Human Resource Development (Glossary),

John Wiley & Sons, New York
5

Clark, Donald (2000). Introduction to Instructional System Design,

http://www.nwlink.com/~donclark/hrd/sat1.html
6

ASTD (2003) Basic Training for Trainers, Info-line, ASTD, Alexandria, VA

Clark, Donald(2004). Instructional System Development - Evaluation Phase - Chapter VI,

http://www.nwlink.com/~donclark/hrd/sat6.html#introevaluate

Sullivan, Howard and Higgins, Norman (1983). Teaching for Competence, Teachers
College Press, Columbia University, New York and London
9

Mager, Robert F. (1962). Preparing Instructional Objectives, Fearon Publishers, Inc.,

California
10

Kruse, Kevin (2002-2004). E-Learning Blueprints: The Design Phase,

http://www.e-learningguru.com/
11

Mager, Robert F. (1962). Preparing Instructional Objectives, Fearon Publishers, Inc.,

California
12

Sullivan, Howard and Higgins, Norman (1983). Teaching for Competence, Teachers
College Press, Columbia University, New York and London
13

Atkinson, R. and Shiffrin, R. (1968). Human Memory: A Proposed System and its
Control Processes, In K Spence & J Spence (Eds). The Psychology of Learning and
Motivation: Advances in Research and Theory (Vol.2) New York: Academic Press
14

Wolfe, Pat (2003). Brain Matters: Translating Research to Classroom Practice,

Brain Research Dialogue Day hosted by the Maricopa Center for Learning and
Instruction, Maricopa Community Colleges

42

References Continued
15

(2004). Long Term Memory, http://www.more.net/~jeanne/infoproc/longmem.htm

16

Entwistle, N. (1997) The Experience of Leaning: Implications for Teaching and

Studying in Higher Education, Scottish Academic Press, Edinburgh
17

Wolfe, Pat (2003). Brain Matters: Translating Research to Classroom Practice,

Brain Research Dialogue Day hosted by the Maricopa Center for Learning and
Instruction, Maricopa Community Colleges
18

Elaboration Theory,
http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/cognitivism/ElaborationTheory.htm
19

Funderstanding (2001). Learning Styles,

http://www.funderstanding.com/learning_styles.cfm
20

ASTD (1998) Training and Learning Styles, Info-line, ASTD, VA

21

American Media Incorporated (1999). Training Other People to Train, AMI Publishing, IA

22

Knowles, Malcolm S. (1980). The Modern Practice of Adult Learning, Follet, IL

23

Office of Special Education Programs IDEA Amendment of 1997 Curriculum (1997).

Module 2 Preparing A training Session, http://www.nichcy.org/Trainpkg/traintxt/2resc.htm
24

Piskurich, George M. ( 2003) Trainer Basics, ASTD, Alexandria, VA

25

ASTD (2003) Basic Training for Trainers, Info-line, ASTD, Alexandria, VA

26

Clark, Donald(2004). Instructional System Development - Evaluation Phase - Chapter VI,

http://www.nwlink.com/~donclark/hrd/sat6.html#introevaluate

27

Bhola, H. S. (1990). Evaluating Literacy for Development projects, programs and

campaigns: Evaluation planning, design and implementation, and utilization of evaluation
results, Hamburg, Germany: UNESCO Institute for Education
28

Wolfe, Pat (2003). Brain Matters: Translating Research to Classroom Practice,

Brain Research Dialogue Day hosted by the Maricopa Center for Learning and
Instruction, Maricopa Community Colleges
29

Giordano, Victoria, Evaluation in Instructional Systems Development, Barry

University, Florida, http://connect.barry.edu/ect607/SummEval.html

43

References Continued
30

Gagn, Robert (1965). The Conditions of Learning.

31

Kruse, Kevin (2004). Gagn s Nine Events of Instruction: An Introduction,

http://www.e-learningguru.com/articles/art3_3.htm
32

Clark, Donald (2001). Instructional System Design - Implementation Phase - Chapter V

http://www.nwlink.com/~donclark/hrd/sat5.html
33

Elsea, Janet G. (1984). First Impression, Best Impression, Simon & Schuster, New
York, NY

34

ASTD (1998). Making Every Presentation a Winner, Info-line, ASTD, Alexandria, VA

35

ASTD (1998). Making Every Presentation a Winner, Info-line, ASTD, Alexandria, VA

36

Clark, Donald (2001). Instructional System Design - Implementation Phase - Chapter V

http://www.nwlink.com/~donclark/hrd/sat5.html

44

Index
Activities vs. Objectives ..................................................................................................... 6
Adult Learners .................................................................................................................. 23
Brain Decision Factors...................................................................................................... 13
Class Description and Objectives ....................................................................................... 1
Classroom Assessment Techniques .................................................................................. 26
Communication and Presentation Skills ........................................................................... 38
Deep Approach to Learning.............................................................................................. 17
Dry-Run ............................................................................................................................ 40
Effective Trainers ............................................................................................................. 33
Evaluation Techniques, Formative ................................................................................... 26
Evaluation Techniques, Summative ................................................................................. 28
Evaluation, Summative & Formative ............................................................................... 25
First Impression ................................................................................................................ 34
Formative Evaluation Techniques .................................................................................... 26
Formative Evaluation........................................................................................................ 25
Gagns Nine Events of Instruction.................................................................................. 30
Good Introduction............................................................................................................. 36
Information Processing Model.......................................................................................... 14
Instructional Events .......................................................................................................... 30
Instructional Strategies & Learning Theories................................................................... 11
Instructional Strategies ..................................................................................................... 18
Learning Objectives............................................................................................................ 3
Learning Styles ................................................................................................................. 21
Learning Theories & Instructional Strategies................................................................... 11
Objectives Good vs. Bad ................................................................................................. 4
Objectives vs. Activities ..................................................................................................... 6
Objectives ........................................................................................................................... 3
Positive First Impression .................................................................................................. 34
Presentation and Communication Skills ........................................................................... 38

45

References......................................................................................................................... 42
Sequence ............................................................................................................................. 9
Summative Evaluation Techniques .................................................................................. 28
Summative Evaluation...................................................................................................... 25
Terminology........................................................................................................................ 2
Training Objectives............................................................................................................. 1
Training Plan..................................................................................................................... 39

46