T&D - EXAM #2 Study Guide with
Complete Solutions
Importance of Program Design - ANS-O Program design refers to the organization and
coordination of training.
O Program design is the heart of effective training because it directly influences.
knowledge and skill acquisition
O Programs must be carefully designed to ensure maximum learning.
Three Phases of Design - ANS-O Phase 1: Pre-Training
O Phase 2: The Learning Event
O Phase 3: Post-Training
Phase 1: Pre-Training - ANS-o Involves preparing and motivating trainees to attend
training.
Phase 2: The Learning Event - ANS-o Involves preparing instruction and the physical
environment.
Phase 3: Post-Training - ANS-o Designing strategies to facilitate transfer.
The Training Site - ANS-O Comfortable and accessible
O Quiet, private, and free from interruptions.
O Sufficient space for trainees to move around easily, offers enough room for trainees
to
have adequate work space, and has good visibility.
The Training Room - ANS-Create an environment conducive to learning—there are a
number of details to consider:
-noise
-colors
-room structure
-lighting
-wall & floor covering
,-chairs
-glare
-ceiling
-electrical outlets
-acoustics
-technology
Seating Arrangements - ANS--Classroom-Type
-Fan-Type
-Conference-Type
-Horseshoe-Type
Fan-type seating - ANS-Trainees can easily switch from listening to practicing in groups.
Classroom-type seating - ANS-Appropriate when lecture and audiovisual presentations
are the primary methods.
Conference-type seating - ANS-Appropriate for total groups discussions (with no small
group interaction).
Horseshoe type-seating - ANS-Appropriate for both presentation and total group
instruction.
Choosing Trainers - ANS-O Trainers need to be both skilled in the subject matter at
hand and in program facilitation.
O Given that trainers are central to learning experience, great care should be taken
when selecting outside vendors.
Create a Learning Setting - ANS-When choosing a training room, determine the extent
to which trainees decide when, where, and how they will learn, and whether
learning will occur by interaction with others.
Preparation of Materials - ANS-O Know content very well
O Use mental and physical rehearsal to build your confidence and assess your
strengths and areas for improvement.
O Observe master trainers to get new ideas
O Design the training from the audience's perspective—ask "So what?"
Traditionalists - ANS-Prefer a standard training
room, an orderly environment, and do not like being put on the spot.
Baby Boomers - ANS-Prefer classroom learning,
,interactive activities, and materials that provide an overview and means to access more
detailed information
Generation Xers - ANS-Prefer a self-directed learning environment that includes
technology-delivered methods.
Millennials - ANS-Like to learn by working alone
and helping others to learn; they prefer blended learning.
Nexters - ANS-Prefer entertaining training
activities; they respond well to training that is interactive and creative.
Pre-Training Motivation - ANS-O Communicate to trainees the purpose of the course,
objectives, prerequisites, and
who else will be attending.
O Assign pre-work to ensure trainees come to the program with a sense of focus and a
basic understand of training content.
O Managers should encourage attendance and set expectations for learning.
Provide an Overview - ANS-O Give the big picture, including objectives, timeline, and
activities, and assignments.
O A concept map can be used for organizing and presenting knowledge.
o Includes concepts shown in boxes, with relationships between concepts indicated by
connecting lines.
Help Trainees Retain & Recall
Content - ANS-O Chunk learning topics into short sessions of no longer than 20
minutes.
O Incorporate mnemonics and metaphors.
O Have trainees consider how they can use what they are learning.
O Incorporate application assignments.
Classroom Management - ANS-O Monitor the room for extra chairs, overflowing trash
cans, and materials left from previous sessions
Why is doing this important?
Why might trainers fail to do this?
, Interacting with Trainees - ANS-O Communicate topics to be covered, the learning
approach, and expectations.
O Be cognizant of the self-fulling prophecy.
O Be dramatic to emphasize key points.
O To create intimacy in large rooms, move toward trainees.
O Facilitate discussions from different parts of the room.
Getting Trainees Involved - ANS-O Involvement is key to engaging trainees and
facilitating learning:
o Prepare questions to be discussed in breakout groups.
o Use creative activities and games.
o Use assessments for trainees to learn about themselves and others.
o Incorporate roleplaying
Discussions - ANS-O Discussions can be an effective means to engage trainees, but
need to be planned.
O Discussions can be used to brainstorm ideas and solutions, debrief activities, apply
knowledge, and evaluate experiences.
O Use open-ended questions, different opening questions, follow-up questions, and
discussion prompts.
Disruptive Trainees - ANS-O Disruptions should be managed, not ignored.
O Address disruptions tactfully.
O For trainees who disrupt, sleep, or interrupt, consider using activities to engage them.
O Ask disruptive trainees to leave as a last resort.
Managing Group Dynamics - ANS-O To ensure an even distribution of expertise, ask
trainees to indicate whether they consider themselves novice, experienced, or expert.
O Arrange groups with individuals of different expertise.
O Group dynamics can be altered by changing learners' positions in the room.
Curriculum, Course, &
Complete Solutions
Importance of Program Design - ANS-O Program design refers to the organization and
coordination of training.
O Program design is the heart of effective training because it directly influences.
knowledge and skill acquisition
O Programs must be carefully designed to ensure maximum learning.
Three Phases of Design - ANS-O Phase 1: Pre-Training
O Phase 2: The Learning Event
O Phase 3: Post-Training
Phase 1: Pre-Training - ANS-o Involves preparing and motivating trainees to attend
training.
Phase 2: The Learning Event - ANS-o Involves preparing instruction and the physical
environment.
Phase 3: Post-Training - ANS-o Designing strategies to facilitate transfer.
The Training Site - ANS-O Comfortable and accessible
O Quiet, private, and free from interruptions.
O Sufficient space for trainees to move around easily, offers enough room for trainees
to
have adequate work space, and has good visibility.
The Training Room - ANS-Create an environment conducive to learning—there are a
number of details to consider:
-noise
-colors
-room structure
-lighting
-wall & floor covering
,-chairs
-glare
-ceiling
-electrical outlets
-acoustics
-technology
Seating Arrangements - ANS--Classroom-Type
-Fan-Type
-Conference-Type
-Horseshoe-Type
Fan-type seating - ANS-Trainees can easily switch from listening to practicing in groups.
Classroom-type seating - ANS-Appropriate when lecture and audiovisual presentations
are the primary methods.
Conference-type seating - ANS-Appropriate for total groups discussions (with no small
group interaction).
Horseshoe type-seating - ANS-Appropriate for both presentation and total group
instruction.
Choosing Trainers - ANS-O Trainers need to be both skilled in the subject matter at
hand and in program facilitation.
O Given that trainers are central to learning experience, great care should be taken
when selecting outside vendors.
Create a Learning Setting - ANS-When choosing a training room, determine the extent
to which trainees decide when, where, and how they will learn, and whether
learning will occur by interaction with others.
Preparation of Materials - ANS-O Know content very well
O Use mental and physical rehearsal to build your confidence and assess your
strengths and areas for improvement.
O Observe master trainers to get new ideas
O Design the training from the audience's perspective—ask "So what?"
Traditionalists - ANS-Prefer a standard training
room, an orderly environment, and do not like being put on the spot.
Baby Boomers - ANS-Prefer classroom learning,
,interactive activities, and materials that provide an overview and means to access more
detailed information
Generation Xers - ANS-Prefer a self-directed learning environment that includes
technology-delivered methods.
Millennials - ANS-Like to learn by working alone
and helping others to learn; they prefer blended learning.
Nexters - ANS-Prefer entertaining training
activities; they respond well to training that is interactive and creative.
Pre-Training Motivation - ANS-O Communicate to trainees the purpose of the course,
objectives, prerequisites, and
who else will be attending.
O Assign pre-work to ensure trainees come to the program with a sense of focus and a
basic understand of training content.
O Managers should encourage attendance and set expectations for learning.
Provide an Overview - ANS-O Give the big picture, including objectives, timeline, and
activities, and assignments.
O A concept map can be used for organizing and presenting knowledge.
o Includes concepts shown in boxes, with relationships between concepts indicated by
connecting lines.
Help Trainees Retain & Recall
Content - ANS-O Chunk learning topics into short sessions of no longer than 20
minutes.
O Incorporate mnemonics and metaphors.
O Have trainees consider how they can use what they are learning.
O Incorporate application assignments.
Classroom Management - ANS-O Monitor the room for extra chairs, overflowing trash
cans, and materials left from previous sessions
Why is doing this important?
Why might trainers fail to do this?
, Interacting with Trainees - ANS-O Communicate topics to be covered, the learning
approach, and expectations.
O Be cognizant of the self-fulling prophecy.
O Be dramatic to emphasize key points.
O To create intimacy in large rooms, move toward trainees.
O Facilitate discussions from different parts of the room.
Getting Trainees Involved - ANS-O Involvement is key to engaging trainees and
facilitating learning:
o Prepare questions to be discussed in breakout groups.
o Use creative activities and games.
o Use assessments for trainees to learn about themselves and others.
o Incorporate roleplaying
Discussions - ANS-O Discussions can be an effective means to engage trainees, but
need to be planned.
O Discussions can be used to brainstorm ideas and solutions, debrief activities, apply
knowledge, and evaluate experiences.
O Use open-ended questions, different opening questions, follow-up questions, and
discussion prompts.
Disruptive Trainees - ANS-O Disruptions should be managed, not ignored.
O Address disruptions tactfully.
O For trainees who disrupt, sleep, or interrupt, consider using activities to engage them.
O Ask disruptive trainees to leave as a last resort.
Managing Group Dynamics - ANS-O To ensure an even distribution of expertise, ask
trainees to indicate whether they consider themselves novice, experienced, or expert.
O Arrange groups with individuals of different expertise.
O Group dynamics can be altered by changing learners' positions in the room.
Curriculum, Course, &
