Designing and Conducting Training Program

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DESIGNING AND

CONDUCTING TRAINING

PROGRAM

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ROAD MAP

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_INTRODUCTION

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_{TRAINING DESIGN PROCESS}

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INTRODUCING TRAINING SESSION

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_{LESSON PLAN}

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INTRODUCTION

Identify Training Needs

Design Design Implement Implement Assess Result Assess Result

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Building Training Design

 Planning Training Session Involves:Planning Training Session Involves:

Ø

Ø Establish Establish Learning Learning Objectives.Objectives.

Ø

Ø Identify the Components to be covered in session.Identify the Components to be covered in session.

Ø

Ø Assemble specific methods and activities in designing.Assemble specific methods and activities in designing.

Ø Ø

Principles of Adult LearningPrinciples of Adult Learning

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Ø Relationship of principles to learner’s experience.Relationship of principles to learner’s experience.

Ø

Ø Discovery of Individual Styles.Discovery of Individual Styles.

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Ø Select training strategies to match learning stylesSelect training strategies to match learning styles

Ø

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Methods

Methods to

to Accomplish

Accomplish

Learning

Learning Objectives

Objectives

Ø

Census



Ø

Flip Charts



Ø

Exercise

Ø

Review

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Training design Process



Step by Step Process for Developing Training

Program.

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STEPS:

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1. 1. Awareness

Awareness of

of Need

Need

1.

Ø

Ø Training Training Department Department is is made made aware aware that that training training isis required due to implementation of new system. required due to implementation of new system. 1.

1.

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

2. Consult with Client:



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Ø Consult client for a diagnostic probing interview to obtainConsult client for a diagnostic probing interview to obtain as many details as possible.

as many details as possible.

Ø Ø Ø

Ø Trainer interprets ‘exactly what’ , ‘who’ , ‘over whatTrainer interprets ‘exactly what’ , ‘who’ , ‘over what period’ is interpreted by the trainer

period’ is interpreted by the trainer

Steps of Training Process

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

3. Specify Symptoms



Ø

Ø Symptoms that function ‘X’ is required and peopleSymptoms that function ‘X’ is required and people concerned do not have skills ‘X’.

concerned do not have skills ‘X’.

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4. Analyze Training Needs:4. Analyze Training Needs: 

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Ø Required Skills – Existing Skills= Training NeedRequired Skills – Existing Skills= Training Need

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Steps of Training Process

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

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5 . Define Existing Capabilities of Proposed Audience

. Define Existing Capabilities of Proposed Audience

and Select Criteria

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Ø

Ø Course content should not only meet ‘median’ participantCourse content should not only meet ‘median’ participant but

but participants participants above above and and below below the the median.median.

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Ø Selection Criteria keeps participants close to median toSelection Criteria keeps participants close to median to make material relevant to each participant

make material relevant to each participant

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Steps of Training Process

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

6. Select Program Objectives and

6. Select Program Objectives and Define Specific

Define Specific

Learning Objectives

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Ø Classify different types and levels of learning: KSAClassify different types and levels of learning: KSA

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Program Objectives:Program Objectives:

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Ø Determine needs of organization.Determine needs of organization.

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Ø Needs of participants Needs of participants

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Ø Consider constraints to accomplish program objectives likeConsider constraints to accomplish program objectives like course length, lecturing staff, facilities and fund, types course length, lecturing staff, facilities and fund, types of courses.

of courses.

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Ø Need Need for flexibility for flexibility to change to change if participants if participants changes.changes.

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Steps of Training Process

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7. Build Curriculum

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Ø Is the Course of Content and SequenceIs the Course of Content and Sequence

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Ø Develop course calendar Develop course calendar

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Factors to be considered for calendar development:Factors to be considered for calendar development:

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Ø Internationalization.Internationalization.

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Ø Boredom Potential.Boredom Potential.

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Ø Participant’s Culture Shock Participant’s Culture Shock

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Steps of Training Process

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

8. 8. Select

Select Methods

Methods and

and Material

Material

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9. 9. Other

Other Instructional

Instructional Resources

Resources (Physical,

(Physical,

Personnel, Budget, Time)

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10. Conduct Training.

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Steps of Training Process

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

11. 11. Decide

Decide the

the Evaluation

Evaluation Methods:

Methods:

Ø Ø Ø

Ø The minimum requirements for evaluation process:The minimum requirements for evaluation process:

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Ø Statement for Learning Requirement.Statement for Learning Requirement.

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Ø Level of skill of learners before training.Level of skill of learners before training.

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Ø Methods to assess process during training.Methods to assess process during training.

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Ø Methods of validating training at the end of the event.Methods of validating training at the end of the event.

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Ø Long term approach to ensure learning is transferred to theLong term approach to ensure learning is transferred to the job

job

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Steps of Training Process

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

12. 12. Produce

Produce the

the Evaluation

Evaluation Instruments

Instruments

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13. 13. Involve

Involve Line

Line Manager.

Manager.

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14. 14. Make

Make Environmental

Environmental Preparations.

Preparations.

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15. 15. Line

Line Manager’s

Manager’s Briefing.

Briefing.

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16. Pretest Learners.

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17. End of Course Validation and Action Planning.

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18. Line Manager’s De-briefing.

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19. Review of Validated Training.

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20. 20. Medium

Medium and

and Longer-term

Longer-term Evaluation.

Evaluation.

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Steps of Training Process

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Introduce Training Session

Ø Ø Ø Ø ObjectivesObjectives Ø Ø TopicTopic Ø

Ø Review and ReviseReview and Revise

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Ø Confirm Trainee’s level of Knowledge or SkillsConfirm Trainee’s level of Knowledge or Skills

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Ø Structure and TimingStructure and Timing

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Ø Jargon and Jargon and Technical Language.Technical Language.

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Ø Information in Chunks.Information in Chunks.

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Ø Asking QuestionsAsking Questions

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Ø Use of Visual Aids.Use of Visual Aids.

Introduce Training Session

Can somebody tell me what Can somebody tell me what

addiction is? addiction is?

Addiction is a brain disease Addiction is a brain disease

Why? Why?

Let’s use some examples Let’s use some examples

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Lesson Plan

Ø

Ø Lesson Plan is designed for program lasting a day, a week Lesson Plan is designed for program lasting a day, a week and several hours.

and several hours.

Ø Ø Ø

Ø If training takes place over several days, separate plan isIf training takes place over several days, separate plan is made for each day.

made for each day.

Ø Ø Ø

Ø Detailed Lesson Plan translates the content and sequence of Detailed Lesson Plan translates the content and sequence of training activities into guide which helps trainer.

training activities into guide which helps trainer.

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Ø Lesson Plan includes the sequence of activities that will beLesson Plan includes the sequence of activities that will be conducted in training session.

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Sample a Detailed Lesson Plan

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Ø

Ø Course Title: Conducting a Effective Performance feedbackCourse Title: Conducting a Effective Performance feedback Session

Session

Ø

Ø Lesson Title: Using Problem Solving style in feedback Lesson Title: Using Problem Solving style in feedback interview.interview.

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Ø Lesson Length: Full Day.Lesson Length: Full Day.

Ø

Ø Learning Objective: Demonstrate the Eight key behaviors in Learning Objective: Demonstrate the Eight key behaviors in anan appraisal feedback role play without error.

appraisal feedback role play without error.

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Ø Target Audience: Managers.Target Audience: Managers.

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Ø Room Arrangement: Fan Type.Room Arrangement: Fan Type.

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Ø Material and Equipment: VCR, Projector, Role Play ExerciseMaterial and Equipment: VCR, Projector, Role Play Exercise

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Ø Evaluation and Assignments: Role Play, Read Article “Evaluation and Assignments: Role Play, Read Article “ Conducting Effective Appraisal Interviews”

Conducting Effective Appraisal Interviews”

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Leessssoon n OOuuttlliinnee IInnssttrruuccttoor r Activity Activity Trainee Trainee Activity Activity Time Time

IInnttrroodduuccttiioonn PPrreesseennttaattiioonn LLiisstteenniinngg 88--88..550 0 AAMM V

Viieew w VViiddeeoos s WWaattcchhiinngg 88..5500--1100AAMM B Brreeaakk 1100--1100..2200 AAMM Discussion of Discussion of strength and strength and weakness of styles weakness of styles F

Faacciilliittaattoorr PPaarrttiicciippaattiioonn 1100..2200--1111..3300 AM AM L Luunncchh 1111..3300-- 11..0000 PPMM Presentation of Presentation of behaviors behaviors P

Prreesseennttaattiioonn LLiisstteenniinngg 11--2 2 PPMM R

Roolle e PPllaayy WWaattcch h EExxeerrcciissee PPrraaccttiicce e uussiinngg behaviors behaviors 2-3 PM 2-3 PM W Wrraap p UUpp AAnnsswweerr Questions Questions Q Quueessttiioonnss 33--33..115 5 PPMM

Sample a Detailed Lesson Plan

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