ESF Total Training System ...

• Phase I: Plan
• Phase II: Run
• Phase III: Evaluate

• Step 1: Management of Training (MOT), 1985
• Step 2: Training Needs Analysis (TNA), 1983
• Step 3: Instructional Development Learning System (IDLS), 1970
• Step 4: Interactive Teaching Skills (ITS), 1981.

• Plan

• Perform a Training Needs Analysis (See Step 2 below)
• Find the Right Training Programs and Gain Organizational Support
• Design, Develop, and Validate training programs (See Step 3: IDLS: Design Training Programs below)
• Project your Return on Investment (ROI)
• Develop a Training Plan
• Prepare a Training Budget
• Forecast training needs for unit's Five-Year Business Plan

• Run

• Facilitate Communications
• Schedule facilities, equipment, programs, and people
• Keep Records and Reports
• Hire and Support Staff
• Arrange Meetings, Correspondence, and Publicity
• Conduct Interactive Classes (See Step 4: Interactive Teaching Skills program below)
• Coach Learners during Interactive Skills Labs (See Step 4: Conducting Skills Labs program below)
• Interact with All Learners, even those who may present classroom challenges (See Step 4: Working with Challenging Learners program below)

• Evaluate

• Develop instruments to Collect Evaluation Data
• Assess Program Effectiveness
• Evaluate Training results in light of Training Needs Analysis
• Calculate Return On Investment (ROI)
• Provide input for new Training Needs Analysis

• Performance Problems relate to the absence of a desired outcome, i.e., a discrepancy between the "should" and the "actual".
  
  To identify the Performance Problem, ask:

• What is missing that you expect to achieve?

• Symptoms are observable indicators of performance problems.
  
  To identify the Symptoms of a Performance Problem, ask:

• What can you observe that indicates the performance problem?

• A Cause explains why a symptom exists. Various possible causes are analyzed in order to determine the root cause, i.e., why the symptom exists.
  
  Causes are EITHER a lack of training or, a lack of Resources, Environment and Systems (RES).
  
  A lack of training is determined by the absence of the specific knowledge skills, physical skills, and attitudinal skills needed to perform specific job tasks.

  Training Causes:

  

  • To identify a lack of training as a possible Cause of the observed Symptoms, ask:

  • Does a lack of training explain the observed symptoms?

  • To identify possible Training Solutions for each of the Training Causes, ask:

  • What changes in training can you make to correct the symptoms?

  Non-Training Causes:

  

  • To identify a lack of Resources, Environment, and Systems (RES) as possible Causes of the observed Symptoms, ask:

  • Does a lack of RES explain the observed symptoms?

  • To identify possible RES Solutions for each of the RES Causes, ask:
  • What changes in RES can you make to correct the causes?

To delve deeper into a lack of Resources, Environment, and Systems as possible causes, RES can be grouped into five categories:

• Physical Resources
• Internal Environment
• External Environment
• Reward Systems
• Organizational Systems

• Symptoms and Causes:
  • To Verify Symptoms and Causes, ask:
  • How can I verify the Symptoms and Causes?

• Solutions, Costs and Benefits:
  
  Solutions are methods of correcting the symptoms by eliminating causes.

• Solution Mix:
  
  A Solution Mix is a combination of training and non-training solutions.

• Cost/Benefit Analysis:
  
  A Cost/Benefit Analysis can be completed for both training and non-training solutions.

• What do I want the learner to do/perform on the job?
• How well do I want the learner to perform on the job?
• How do I create training materials to allow the learner to perform most effectively on the job?
• How do I evaluate the effectiveness of my training materials?

• Task Analysis
• Performance Measures
• Develop Interactive Materials
• Validation

• Read a little (45 minutes to an hour) using a self-paced, self-instructional workbook [What goes into the Learner's Head]
• Talk a little (no more than an hour) through an instructor presentation which ensure the knowledge skills covered in the workbook have been digested by the learner [What comes from the Instructor's Heart]
• Do a lot (2 - 4 hours) in a hands-on applied learning skills lab that can be as close to on-the-job performance of tasks as feasible. [What is produced by the Learner's Hands]

• maximum amount of information in the
• shortest amount of time with the
• greatest amount of efficiency.

• TaskOutliner, software that helps you create your Task Analyses and with a keystroke turn them into Performance Checklists.
• StyleDoc that provides various Templates to guide you in formatting your instructional materials so they are standardized throughout your company.

• Receives Stimulus from either the Workbook or Instructor
• Gives a Response either by answering questions in the Workbook or responding to questions asked by the Instructor
• Receives Feedback from the Workbook through Answer Keys or from the Instructor's positive affirmations

• Use Interactive Teaching Techniques: S-R-F
• Use Media Interactively
• Conduct one of the following types of Interactive Skills Labs:

• Demonstration
• Case Study
• Role Play

• Interact with Challenging Learners
• Develop and Conduct Skills Labs:

• Demonstrations
• Case Studies
• Role Plays