Gart Sutton & Associates, Inc.

Training

The following is Gart Sutton & Associates recommended framework and basic philosophy about training. As a supplier-partner, GSA will incorporate these principles in its training technology.

The difference between education and training
Educating and training are very different functions. Educating usually involves listening and watching. Training involves doing!

GSA's philosophy about instructional design
Instructional design can follow a very simple and straightforward approach. The intent of the design is to get the learner to do some very specific things. This is the process:

Needs are discovered through a needs analysis.

The needs are organized into topics or module names.

The modules must contain learning objectives.

	These objectives ask: "What do we want the learner to do as a result of this training?"
	The learning objectives are promises to the client as to what the learner will accomplish in the learning environment.
	When learning objectives are not achieved, the learning success has been compromised or denied.

What format does GSA plan to use for the instructional design?

a.	Each module contains an outline format for the learner to follow.
b.	The course outline incorporates facilitator/learner interaction.
c.	A learner-focused process takes the attention away from the facilitator and places it on the audience.
d.	The audience feels a part of the process and this involvement keeps their attention.
e.	In order to keep the learning objective "promise" each module has application exercises.

What are application exercises?
Application exercises are activities that focus what the learner is expected to do as a result of the training. These can then prove that the learner has gained knowledge or skills by the results of the application exercises. Facilitators must include proof that the learner has internalized the information presented. Written examinations provide some proof, however, this must be carried one step further. If the facilitator can get the learner to articulate what they have learned or experienced, the outcome is enhanced. This enhancement allows a greater chance of transference to the work place.

What's the correct method for critiquing a role-play activity?
The critique must follow some very definite steps:

a.	After the role-playing, the evaluator will start with statements revealing what was done correctly. In other words, communicating positive reinforcement.
b.	Second, the evaluator should ask learners who played the role how they think they did.
c.	Third, ask the observers how they think the volunteer can improve.
d.	Lastly, give recognition and show appreciation for the effort that has been given.

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