Training and Development 321The training methods often depend on what KSAOCs need to be learned
or practiced. Another consideration is the best way for the participants to
absorb the information. Millennials are likely to be the most comfortable with
technology - based training. It is likely that many of their college courses were
taught online or in a blended format. To them, a computer is an assumed
part of life. Their learning preferences tend toward teamwork, experiential
activities, structure, and the use of technology (Oblinger, 2003).
Each training method has advantages and disadvantages that need
to be weighed in relation to time constraints, staff resources, the agency
budget, targeted audience, and desired outcomes.Delivering Training
Other issues must be addressed in addition to curriculum. Should the train-
ing take place for short periods of time spread over many days (referred to
as distributed practice ), or should it encompass long periods over fewer days
( massed sessions )? The answer depends on the tasks being trained. At what
time of day should the training take place? What size group should be
involved? The answer depends on the information being presented or the
skills that need to be taught, as well as the aptitudes of the participants and
the techniques used. Failing to consider any of these factors can negatively
infl uence the results of training efforts.
In order to arrange the training program to facilitate learning, a num-
ber of variables need to be taken into account: the content and amount
of information to be learned, whether there is a need for sequencing for
the training sessions, whether participants need to practice what they
have learned, retention and transfer issues, and whether trainees need the
opportunity to practice the trained tasks on the job.
The delivery of the training program is the stage where the trainers
and the participants converge. At a well - organized work site, the employees
selected for training understand what the objectives of the training are,
what they can expect, and how the training will benefi t them. This can be
connected to the job or to their personal life since adults value relevance
to their lives. Patricia Murray, a trainer with the New York State Offi ce of
Children and Family Services, notes that one of the most common
training errors is not to recognize that the participants are adults with
life and work experiences. Murray recommends providing an agenda
with training objectives so that participants will know where the train-
ing is headed and what methods and techniques will be used. She also