UNIT 2 THE TRAINING PROCESS
the training program is compiled and produced including workbooks, exercises, and activities. Next there may be a third validation step in which the bugs are worked out of the training program by presenting it to a small representative audience. Fourth, the training program is implemented, using techniques like those discussed in the following chapter. Fifth, there should be an evaluation and follow-up step in which the program‟s successes or failures are assessed.
3.2 Training and Learning
Training is essentially a learning process. To train employees, therefore, it is useful to know something about how people learn. Some suggestions based on learning theory follow.
First, it is easier for trainees to understand and remember material that is meaningful:
1. At the start of training, provide the trainees with a bird‟s-eye view of the material to be presented. Knowing the overall picture facilitates learning.
2. Use a variety of familiar examples when presenting material.
3. Organize the material so that it is presented in a logical manner and in meaningful units.
4. Try to use terms and concepts that are already familiar to trainees.
5. Use as many visual aids as possible.
Second, make sure it is easy to transfer new skills and behaviors from the training site to the job site:
1. Maximize the similarity between the training situation and the work situation.
2. Provide adequate training practice.
3. Label or identify each feature of the machine and /or step in the process.
Third, motivate the trainee:
1. People learn best by doing. Try to provide as much realistic practice as possible.
2. Trainees learn best when correct responses are immediately reinforced, perhaps with a quick “well done.”
3. Trainees learn best at their own pace. If possible, let trainees pace themselves.
Figure 1 Five- Steps in the Training and Development Process
Training techniques
After you have determined the employees‟ training needs, set training objectives.
4.0 CONCLUSION
It requires people who are capable of analyzing and solving job-related problems, working productively in teams, and “switching gears” and shifting from job to job as well. Training is moving to center stage as a means of improving employers‟ competitiveness.
1. Needs Analysis
Identify specific job performance skills needed to improve performance and productivity.
Analyze the audience to ensure that the program will be suited to their specific levels of education, experience, and skills, as well as their attitudes and personal motivations.
Use research to develop specific measurable knowledge and performance objectives.
2. Instructional Design
Gather instructional objectives, methods, media, description of and sequence of content, examples, exercises, and activities. Organize them into a curriculum that supports adult learning theory and provides a blueprint for program development.
Make sure all materials, such as video scripts, leaders‟ guides, and participants‟ workbooks, complement each other, are written clearly, and blend into unified training geared directly to the stated learning objectives.
Carefully and professionally handle all program elements-whether reproduced on paper, film, or tape-to
Guarantee quality and effectiveness.
3. Validation
Introduce and validate the training before a representative audience. Base final revisions on pilot results to ensure program effectiveness.
4. Implementation
When applicable, boost success with a train-the-trainer workshop that focuses on presentation knowledge and skills in addition to training content.
5. Evaluation and Follow-up
Assess program success according to:
Reaction- Document the learners‟ immediate reactions to the training.
Learning- Use feedback devices or pre-and posttests to measure what learners have actually learned.
Behavior- Note supervisors‟ reactions to learners‟ performance following completion of the training. This is one way to measure the degree to which learners apply new skills and knowledge to their jobs.
Results – Determine the level of improvement in job performance and assess needed maintenance.
5.0 SUMMARY
In this unit, we have extensively explained The Five- Step Training and Development Process and Training and Learning.
6.0 TUTOR-MARKED ASSIGNMENT
1. Explain the Five- Step Training and Development Process 2. Differentiate between Training and Learning
7.0 REFERENCES/FURTHER READINGS
Cooperative Management and Administration, ILO/COOP, ISBN 92-2-106319, 1988.
V. Kulandaiswamy, Text Book of Cooperative Management, Arudra Academy, Coimbatore, 2002.
Cooperative Management,
http://www.rurdev.usda.gov/rbs/pub/cir4/cir4.htm Appraising Mangers Performance,
http://www.rurdev.usda.gov/rbs/pub/rr136.pdf
Hagen Henry, Framework for Cooperative Legislation, ILO, 1998
Promoting Cooperatives-A guide to ILO Recommendation 193,
http://www.co-op.ac.uk/downloads/Promoting%20Co-operatives.pdf
Basic Training methodology-Materials for Training of Cooperative Trainers, Trainers Manual, ILO, www.coopnetaldia.org
G. K. Sharma, Cooperative Laws in Asia and the Pacific, COOP TIMES, New Delhi, 1997.
http://ilo.law.cornell.edu/public/english/employment/ent/coop/laws/