Designing and Conducting Training

8/11/2019 Designing and Conducting Training

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TRAINING AIDS - HOW TO MAKE AND USE THEM

WHY USE TRAINING AIDS?

All learning is through the senses. The more senses are brought into use, the more effective is the

learning; 97 percent of learning is achieved through simultaneous appeal to the eye and ear. It is

because of this that we should make use of audiovisual aids in training.

ffective use of audiovisual aids can be included in any sort of presentation. !harts, slides, videos,

overhead transparencies and films can be used to add interest as well as supplement verbal

e"planations.

#roper use of instructional aids saves time, adds interest, helps trainees learn and makes your $ob

easier. %ut remember that aids to training are aids only. They are not substitutes for training.

Trainers should use training aids to supplement their training rather than to replace all or part of it.

CLASSIFICATION OF INSTRUCTIONAL AIDS

Projective

&otion pictures

'ideos

!olour slides

(verhead pro$ector transparencies

No-!rojective

!halkboard

)hiteboard

!harts and diagrams

&odels

"hibits

*andouts

Tape recorder


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SELECTION OF AIDS

In selecting aids, take into account the following+

#racticabilityAttractiveness and interest

uitability

!omple"ity

!larity

#ortability

erviceability

Availability

-ocation

#reparation and presentation

Time factor

CHARTS AND DIAGRAMS

These fall in two main categories+

"o#$ %$ &i'!#e

These are for use during a training session. They should+

%e large enough to be seen by all

ot necessarily be self/e"planatory

%e functionally coloured

Include only the essentials

Det%i#e$

These are for close study at leisure. They should+


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%e more or less self/e"planatory

%e of medium or small si0e

%e suitable for semi/permanent display

%e artistically produced

HANDOUTS

*andouts should+

%e brief and sharp1containing only essential details

%e accurate and complete

%e designed clearly and attractively, with good use of white space

Include diagrams if appropriate

Always have a title

%e planned

%e of a standard si0e

%e presented in a logical se2uence

%e pitched at a level appropriate to the audience

O(ERHEAD TRANSPARENCIES

The overhead pro$ector is one of the most useful training aids. It can replace the need for

chalkboards, whiteboards and charts. The overhead pro$ector can be used for presentation to a group

of any si0e.

All material for use on an overhead pro$ector needs to be reproduced on to transparencies using

either special pens or printers with either non/permanent or permanent ink 3the latter if the trainer

wants to keep and reuse the transparencies4. It is also possible to make either black and white or

colour transparencies using a specially designed photocopier. !omputer/generated transparencies

can be e"cellent.


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The overhead pro$ector is probably the most fle"ible of the aids available to the trainer. 5sed

correctly, it will enhance trainee learning by making presentations more interesting and e"planations

clearer.

COLOUR SLIDES

M%i )e%t*re&

lides are relatively ine"pensive to procure

They are easily used

They facilitate study of a topic one step at a time

All trainees get the same clear view

ach frame can be studied and discussed at leisure during the screening

They can be used in con$unction with a tape/recorder 3tape1slide se2uence4

Ho+ to *&e i$e& e))ective#,

6o not treat as entertainment

elect slides that are relevant

#lan your presentation

Include an introduction and conclusion

6o not prolong the presentation

nsure the e2uipment is sound and well set up before the presentation

(IDEOS

&ake sure videos are directly related to the sub$ect; do not use them merely for entertainment.

&ake sure all trainees can see the monitor

The video should be introduced; trainees should be told what it is about and what they should

look for.

eview the video in a discussion after screening


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RECOMMENDATIONS FOR AN EFFECTI(E PRESENTATION

Always+

Allow ample time for preparation+ sufficient time to plan and construct and sufficient time to

rehearse

&ake a file copy of your visuals

!heck on your worst seats, those on the e"treme right and left

&ount screen high enough for all to see

emove competing attractions; competition will reduce impact of your visuals

!heck all arrangements before you go on, even if it means going without your breakfast, lunch

or dinner; make sure you have done everything possible for a smooth presentation

&aintain constant contact with your audience; know your visuals well enough that you do not

have to break your commentary to check points

Time your visuals to coincide with your comments; mistiming is distracting

&ake your presentation straightforward; be sincere and win the confidence of your audience

8eep your visuals moving; parallel the flow of your words with the flow of visuals

5se only the re2uired number of words; avoid e"cessive wordage

5se only well/trained assistants who know the visuals as well as you do

8eep your visuals; they may be needed again


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SOURCING

Training in organi0ations is offered in many different areas are conducted primarily in/house,

whereas other types of training make greater use of e"ternal training resources.

Iter%# Tr%iiTraining in on/the/$ob locations tends to be viewed as being very applicable to

the $ob, it saves the cost of sending employees away for training, and it often avoids the cost of

outside trainers. *owever, trainees who are learning while working can incur costs in the form of

lost customers and broken e2uipment, and they may get frustrated if matters do not go well.

(ften, technical training is conducted inside organi0ations. Technical training is usually skills based,

for e"ample, training to run precision computer/controlled machinery. 6ue to rapid changes in

technology, the building and updating of technical skills have become crucial training needs.

(ne internal source of training that has grown is i)or'%# tr%ii. which occurs internally

through interactions and feedback among employees. (ne study found that 7: of what employees

know about their $obs they learned informally from other employees, not from formal training

programs.

Sever%# )%ctor& %cco*t )or t/e %'o*t o) i)or'%# #e%ri0

irst, as employees work in teams and on pro$ects with others, they ask 2uestions, receive

e"planation, and share information with coworkers.

econd, rather than relying on the employer to train them and keep their capabilities current,

employees re2uest assistance from other employees more knowledgeable or skilled.

Third, informal learning occurs among employees striving to meet organi0ational goals and

deadlines. *owever, problems with informal training include the fact that some training done by

fellow employees may not be accurate and may miss certain important details.

E1ter%# Tr%ii"ternal training occurs for several reasons+ It may be less e"pensive for an

employer to have an outside trainer conduct training in areas where internal training resources are

limited. There may not be sufficient time to develop internal training materials. The * staff may

not have the level of e"pertise needed for the sub$ect matter where training is needed. There are


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advantages to having employees interact with managers and peers in other companies in training

programs held e"ternally.

(ne growing trend is the outsourcing of training. 'endors are being used to train employees. or

e"ample, many software providers have users< conferences where employees from a number of

employers receive detailed training on using the software and new features being added. Also,

vendors can do training inside the organi0ation if sufficient numbers of employees are to be trained.

everal computer software vendors offer employees technical certifications on their software. or

e"ample, being a &aster !ertified ovell ngineer or &icrosoft !ertified #roduct pecialist gives

employees credentials that show their level of technical e"pertise. The certifications also provide

employees items to put on their resumes should they decide to change $obs. These certifications also

benefit employers, who can use the certifications as $ob specifications for hiring and promotion

purposes. If an employer pays for employees to become certified, employees may view the

employer more positively and be less prone to leave.

"*$eti

* budgets are prepared like any other functional department budget in the stages set out

below.

Stages in the preparation of HR budgets

=. 6efine functional ob$ectives and plans.

>. orecast the activity levels re2uired to achieve ob$ectives and plans in the light of

company budget guidelines and assumptions on future business activity levels and any

targets for reducing overheads or for maintaining them at the same level.

?. Assess the resources 3people and finance4 re2uired to enable the activity levels to be

achieved.

@. !ost each activity area the sum of these costs will be the total budget.

%udgets need to be $ustified and protected. Bustification means ensuring in advance that ob$ectives

and plans are generally agreed there should be no surprises in a budget submitted to top

management. A cast/iron business case should then be prepared to support the forecast levels of

activity in each area and, on a cost1benefit basis, to $ustify any special e"penditure. Ideally, the


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benefit should be defined in terms of a return on investment e"pressed in financial terms. The best

way to protect a budget it to provide in advance a rationale for each area of e"penditure that proves

that it is necessary and will $ustify the costs involved. The worst thing that can happen is to be

forced onto the defensive. If service delivery standards 3service level agreements4 are agreed and

achieved, these will provide a further basis for protecting the budget.

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Designing and Conducting Training