Defining the objective of the training program

DESIGNING OF THE TRAINING AND DEVELOPMENT PROGRAMME - college presentation

1. DESIGNING OF THE TRAINING AND DEVELOPMENT PROGRAMME

2. Defining the objective of the training program

3. What are objectives? Objectives are statements about what is expected to be accomplished. Objectives of the training programme tells the means and ends .

4. Why we need to define the objectives? They are so important in shaping the direction of the work. It Brings out desired results of the program It provides clear goals for the training. Objectives aid in determining which method of training will be most suitable to achieve its objectives.

5. Importance of training objective

6. Make or buy decision The major decision has to be made – whether to design the programme internally or purchase it from outside vendor or have a combination of both.

7. Deciding factors for an external trainer or HRD programme!

8. Deciding factors for out sourcing!

9. Qualities of effective trainer A trainer should: – Be polite while dealing with trainees. Be empathetic to the problems of trainees. Learn to disagree without hurting the sentiments of others. Pay equal attention to all trainees. Do not project himself as favoring a few trainees and unsympathetic to others. Respect and tolerate others’ point of view. Have consistency in thought and actions .

10. Competencies of trainers   Technical competencies Business Competencies Interpersonal Competencies Intellectual Competencies

11. Technical competencies Business Competencies Adult-learning understanding Competency identification skill Electronic-systems skill Media selection skill Budget and resource management skill Business understanding Organization behavior understanding Organization development theories and techniques

12. Interpersonal Competencies Coaching skill Feedback skill Negotiation skill Questioning skill Writing skill Intellectual Competencies Data-reduction skill Information-search skill Visioning skills

13. Subject matter expertise (SME ) Subject expertise refers to one’s knowledge of domain areas. For ex, a trainer in the banking industry should have thorough knowledge of banking law and practices in India, the Reserve Bank guidelines, the credit procedure and foreign exchange regulations. Mastery can be attained only by constant practice. A novice can prepare and present a talk using audiovisual gadgets, but the reality of the expertise comes out when he has to satisfactorily answer the questions of trainees. There is no short-cut to mastery of the subject, except by experience and practice.

14. SME in the training program Teaming Package or programmed instruction Train the trainer

15. About Lesson Plan One which translates programme objective in to executable training sessions. Long (5-10 years), Medium (3-5 years) or Short (1 year) term plan. Content, Methods, Materials, Technique etc.,

16. Includes.., Unit wise coverage of the programme Sequencing of the units Time allotment for each unit Training media for each unit Experimental exercises, cases, games etc., included for each unit. Method of instruction to be used Overall evaluation method.

17. Training Lesson plan Topic Summary of Key Points Training Objectives Duration of Each Activity in Each Session Training Contents Training Methods / Activities Break(s) Exercise to Warm Up Questions to test Understanding Conclusion

18. Factors Affection Selection Objective of the program Time and Money available Availability of other resources Trainee characteristics and preferences

19. Preparing Training Materials Programme announcement Programme outline Training manual and textbooks

20. How to choose effective training methods Determine the goals for the training Recognize the Audience Constraints Training methods

21. https://www.youtube.com/watch?v=nz6SwliUWoE

22. Scheduling the Training Program Scheduling the training program can be done either during the working hours or after the working hours. Two important theories concentrating on the micro and macro level as are as follows : - Elaboration Theory – Macro Level - Gagne and Briggs Theory – Micro Level

23. Elaboration Theory Sequencing is the process of how to group and order the consent of the training. Elaboration Theory is an useful guide for determining sequencing of events and how to present in a training content. Two strategies in sequencing the topics are, Topical Sequencing Spiral Sequencing

24. Differentiation between the two strategies Topical Sequencing : Requires complete learning of one topic before moving to next. Advantage - Concentrating on one topic and helps the trainees to understand the topic completely. Disadvantage – Makes the learner move from one topic to next, so there is a danger of trainee forgetting the previous learnt topic. Spiral Sequencing : Requires learning the basics of the first topic, then the basics of second topic and so on. Synthesis and review among the topics learnt is possible as inter-relationships are understood. Affects the learner thought process when moving to next topic continuously.

25. Topical Sequencing Spiral Sequencing Topic A Topic B Topic C Topic A Topic B Topic C

26. Gagne – Briggs Theory Gain Attention : i ) Gaining the attention of the trainees is the first step to enhance learning in a training programme. ii) Few ways - Having CEO/President in welcoming the trainee as it easily gain attention of the trainees. - Raising one’s voice, clapping hands etc. Informing the learner of the goals : i ) The next step is to make the trainees focused and be aware of what needs to be learnt and implementing after the training is complete. Stimulating recall of prior relevant knowledge : In order to ensure that the trainees have accessed the necessary information, stimulating recall of relevant prior knowledge is done.

27. Present the material : Use of questions eliciting response from the trainees use presentation sheets with colours or bold letters to emphasize important points and voice modulation can be done. Provide guidance for learning : The trainees should be guided to reach the solution and not to be provided with the solution straightaway. Elicit the performance : Allowing the trainees to try out what they have learned. Exercises can be given focusing on teamwork to solve the problems.

28. Provide Feedback : Feedback can be given depending upon the time of the training sessions, number of trainees etc., Assess Performance : Assessment of the skills taught need not be formal, can be done at the end of the training programme. Different methods like questioning , asking trainees or behavioural response etc., can be used. Enhancing retention and transfer : Transfer of training to the job is an important part of any training programme. It should be designed to facilitate the transfer of knowledge and learing .

29. Output from the Training Design System There are three major outputs from the design phase are, - Factors that facilitate learning and transfer of skills, knowledge or behaviour in the work place is identified. - Evaluating the objectives are identified which helps in determination of the effectiveness of the training programme. - Identification of selective methods of instruction, suitable for the selected trainees, for the training programme.

30. Thankyou