Chapter 6

Delivering learning and

development interventions

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 Chapter 6: Key points of learning and
development intervention delivery
• The effective delivery of learning and development (L&D)
interventions in the workplace depends on a number of factors
considered in the design of a learning programme.
• Design and delivery decisions are influenced by the characteristics
of the target group and the dynamics of the learning facilitation
process.
• Learning facilitation means making the learner more of an active
and vital component in the training or learning facilitation
process.
• Learning and development (L&D) professionals and training
instructors apply principles of learning facilitation to ensure
optimal transfer of learning to the workplace.
• Effective L&D professionals are skilful in managing the delivery
of learning programmes.
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Chapter 6: Outcomes

• Describe the various methods of learning and development (L&D)

intervention delivery, including their uses and advantages in the
workplace context.
• Explain the elements and characteristics of various forms of
learning delivery.
• Explain the influence of digital technological advancement on
modern learning and the social learning ecosystem elements.
• Describe how learning and development (L&D) professionals in
their role as learning facilitators can ensure the effective transfer of
learning to the workplace.
• Explain how the characteristics of learners and L&D facilitators
influence the learning facilitation process.
• Evaluate the importance of applying L&D principles to learning
facilitation.
• Describe the skills and characteristics of a skilled L&D facilitator.
• Explain the responsibilities of L&D professionals/facilitators in
managing delivery of learning programmes.
•
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The dynamic learning cycle

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Delivery

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Training Delivery Methods

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(i) Classroom Training

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Advantages vs. Disadvantages

• Control • Image trainer

• Effective knowledge + • Communication style
theory • Not cater individual
• Cross cultural differences
• Large + small groups • Structure negates problem
• Effective structured solving
concepts • Learner participation
• Role model limited
• Only certain types skills

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The Different Approaches

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Support material

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PowerPoint
• Keywords
• Use default text style and layout
• Practice
• Attractive background
• Pace the slides
• Check the equipment beforehand
• Use a laser pointer
• Slides must be visible and legible.
• C with red, yellow and orange
• 6x6 rule?

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Overhead Transparencies

• ADVANTAGES:
• Cheap to produce.
• Not require expensive
equipment.
• You can write directly or
print onto
• Used repeatedly
• DISADVANTAGES:
• Bulky
• Damage easily
• Not changed during
presentation

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 Handouts

• Printed sheets to supplement training.

• USED:
• Handouts PowerPoint: ensure learners focus on presentation –
leave spaces for notes
• Games or exercises: prepared outline to learners.
• Provide additional information

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Flipcharts

• Used record learner inputs

• Placed on wall of venue

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Whiteboard

• Record learner inputs

• Summarise key points

• Illustrate diagrams.

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Video

• Relates directly to the topic.

• Viewed beforehand
• Do not expect learners to simply understand and remember
everything
• Ask learners to record key learning points
• Discuss afterwards
• Handout with summary of key points
• Quality!

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Blended Learning Methods

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Programmed Instruction

• Lear at own pace

• Books, Internet, Computer based

• Learner actively invilved

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Internet Based Instruction

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Workplace Training Methods

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Trainer as Facilitator

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Facilitation Skills

• Knowledge of and skills in group processes and group dynamics

• Listening skills
• Questioning skills
• Managing feedback
• Flexibility
• Time management

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Characteristics of Effective Facilitation
• Establish & maintain credibility
• Process structured and organised
• Conducted in responsive & collaborative
manner
• Safe & positive environment
• Positive feedback
• Effective communication & presentation
skills
• Opportunities for application
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The Facilitation Process
(Experiential Learning Cycle)

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Delivering Class-Room Based
Training

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Before: Target Group Analysis

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Schedule/Training Agenda

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The Facilitation Process
(Experiential Learning Cycle)

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Delivering Class-Room Based
Training

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Before: Target Group Analysis

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Schedule/Training Agenda

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Group Dynamics

• Instrumentality - the degree to which learners are

concerned with the immediate applicability of the
knowledge and skills being taught.
• Scepticism - the degree to which learners exhibit a
questioning attitude
• Resistance to change - the degree to which learners fear the
process of moving to the unknown.
• Attention span - the length of time that learners are able to
pay attention.
• Expectation level - the level (quality) and quantity (content)
that learners expect from the training.

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Group Dynamics cont…

• Dominant needs - the internal and external needs that drive

the learners.
• Absorption level - the pace at which learners can absorb new
information.
• Topical interest - the degree to which the learners have a
personal or job-relevant
• interest in the topic.
• Self-confidence - the degree to which learners view their
abilities positively
• Locus of control - the degree to which learners regard their
ability to implement new learning with or without
organisational support.

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Giving & Receiving Feedback
• Give feedback to learners’ answers immediately
• Do not interrupt while a learner is answering a question
• Rather than simply correcting answers that you do not
agree with, probe these answers
• Always start with a positive remark.
• Be as specific as possible.
• Provide reasons for feedback.
• Address the topic; do not attack the learner personally.
• Be realistic

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Reading Body Language

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Handling Problem Behaviours

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Creating a Conducive Learning Environment

• Show real interest

• Unconditional acceptance
• Optimistic and positive attitude
• Authority exercised reasonably &
consistently
• Cherish the relationship with learners
• Understanding & empathy

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Physical Arrangement of Training Room

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Checklist

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Principles of Classroom Training

• Meaningfulness
• Assumed learning
• Open communication
• Essential content
• Learning support material
• Novelty
• Modeling

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Behaviour Modeling

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Principles of Classroom Training cont..

• Practice of learnt skills

• Goal setting
• Pleasant conditions
• Knowledge of results - feedback

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 Barriers to Transfer of Learning

• Learning in artificial conditions

• Training in safe & controlled environment
• Learners not committed
• Not practice new skills
• No direct support from management

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Managing the Training Room

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