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Human Resource Development

HUMAN RESOURCE DEVELOPMENT

CHAPTER III

DESIGNING THE TRAINING PROGRAM

XAVIER INSTITUTE OF SOCIAL SERVICERANCHI

Submitted by: Submitted to:


Group III Prof. Sajeet LakraPersonnel Management-II2010-2012


GROUP CONSTITUTIONMembers Roll No.Vishal Vats……………..………..

03

Ankita Kevin Natal…..………….

12

Ruhama………………………….

25

Abhinav Mishra…….…………..

35

Hirni Pathak…….…..………….

49

Ritesh……………………………

64

Tanvi…………….………………

S-4


ACKNOWLEDGEMENT

Success of a project depends on the endeavor put behind it. Encouragement and patronization perfect an endeavor.We take this opportunity to express our heartfelt gratitude to our faculty Prof. Sajeet Lakra, for providing us with the opportunity of preparing the study material for the third chapter “Designing the Training Program” of the HRD curriculum and give presentation in the class. The group’s involvement and team work helped us understand the chapter in a lucid manner. The group’s cohesiveness and team work helped us to make this task a success. We thank all the team members and also all our colleagues for their unconditional support.Thank YouGroup III



CONTENTSS.No. Topics Pg. No.1. Determining The Objectives Of The

Training1

2. Role Of Objectives 13. Three Components Of An Effective

Objective3

4. ABCD Components 75. Training Objective Types 86. Guidelines For Framing Objectives 107. Training Audience 118. Building Courses Around Actual

Training Needs11

9. Potential Training Audiences 1210. Content Of Training Program 1711. Content 1812. Process Of Content Development 1913. Program Announcements 2114. Program Outlines 2115. Sequence The Contents 2216. Training Manuals And Textbooks 2317. General Guidelines For Planning The

Structure Of The Training And The Content Of The Course Material

24

18. Bibliography 25

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DETERMINING THE OBJECTIVES OF TRAINING

Objectives are not fate; they are direction. They are not commands; they are commitments. They do not determine the future; they are means to mobilize the resources and energies of the business for the making of the future.”

~Peter F. Drucker

Robert Mager Defines an Objective as a Description of performance you want learners to be able to exhibit before you consider them competent.An objective is a more specific statement about what the learner should, or will be able to do, after the training experience. Objectives, whether training or otherwise, are all about getting from A to B. So any objective needs to imply that something active happens. The verb in a training objective is the key word that denotes observable behaviour.

ROLE OF OBJECTIVES

The objectives of the training program are very necessary during the design phase of training program. There are various roles of the objectives, the most important ones are:-1. HRD or Training program objectives describe the

intent and the desired result of the HRD program.

The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training.

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2. Objectives are the basis to determine the methods that should be used to achieve the specified outcome.Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. The appropriate training methods, such as on the job or off-the-job or class room training, is selected. The trainer prepares the priority list of about what must be included, what could be included.

3. Training Objectives assist trainers to design the training program. After formulating the objectives, trainer decides upon the content to be delivered. He break the content into headings, topics, ad modules. These topics and modules are then classified into information, knowledge, skills, and attitudes.

4. Objectives are used by organization to evaluate the program’s success.After the completion of training program the objectives can be compared with the actual results of the program and its success can be judged. Any improvements, if required, can be implemented from the next time.

5. Objectives help participants to focus their own attention and efforts during the program.The participants, if know about the objectives of the training program, would understand the need of it and will put their best during it.

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THREE COMPONENTS OF AN EFFECTIVE OBJECTIVE

Before attempting to write your own objectives, it's important to understand what an objective should and shouldn't contain. According to Mager (1997), there are three main components of an effective objective:

1.Performance 2.Conditions 3.Criterion

1. Performance

The Performance component is a description of the behavior that learners are expected to perform. It should be measurable and observable. It describes what the learner will be doing when demonstrating mastery of an objective. Mager distinguishes between two types of performances - visible and invisible. With a visible performance the main intent is visible or audible. For example,

Be able to dance. Be able to interview. Be able to paint a picture of a mountain.

In each of these instances you can tell when somebody is performing the task. If a statement does not include a visible performance then it isn't yet an objective. Therefore, you should modify each of your objectives until it answers the question, "What will the learner be DOING when demonstrating achievement of the objective?"

Here are a couple of poor examples:

Be able to understand mathematics. Develop an appreciation of music.

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If you apply the question above, what would somebody be doing if they were "understanding" mathematics or "appreciating" music? There's really no way to tell as both of those statements describe abstract states that are not directly observable. Here are some good examples:

Be able to ride a bicycle. Be able to write a letter.

What would someone be doing if they were demonstrating mastery of these objectives? Well, in the first case they would be riding a bike, and in the second case they would be writing a letter. Those are easily identifiable behaviors.

2. Conditions

The Conditions component of an objective is a description of the circumstances under which the performance will be carried out. It also includes a description of what will be available to learners when they perform the desired behavior. Specifying the conditions further helps to prevent misunderstanding of your intent. For example, if you are given the objective:

Travel from New York to Washington DC in 2 hours You could probably do that - if you were on a plane. However, what if the objective were stated like this?

Given an automobile, travel from New York to Washington DC in two hours or this:

Using your own two feet, travel from New York to Washington DC in two hours?

Those two might be a little more difficult, or impossible. In both cases the conditions of the objective make it clear what the intent is. In order to avoid any confusion regarding your objective you should state the main condition under which the performance will

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occur. In order to identify key conditions, ask yourself the following:

1.What will the learners be expected to use when performing (e.g., tools, forms, charts, etc.)?

2.What will the learner not be allowed to use while performing (e.g., checklists, notes, or other study aids)?

3.What will be the real-world conditions under which the performance will be expected to occur (e.g., on top of a flagpole, under water, in front of a large audience, in a manufacturing plant)?

Here are some examples of conditions:

Using a metric ruler... In the presence of an irate customer... Without the aid of class notes...

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Here are some examples of objectives with conditions:

Given a product and a prospective customer, be able to describe the key features of the product. (The performance is to occur in the presence of a product and a customer - these are the conditions that will influence the nature of the performance.)

Given a bicycle and a flat street, be able to ride the bike to the end and back. (The conditions that will influence the performance are the bike and the flat street.)

3. Criterion

The final component of an effective objective is the Criterion. The criterion is a description of the criteria for acceptance of a performance as sufficient, indicating mastery of the objective. In other words, how well must it be done? Stating the criterion lets learners know how well they will have to perform to be considered competent. In addition, it provides a standard against which to test the success of the instruction, and gives you a way of evaluating whether or not the learners can, in fact, do what you set out to teach them.

The criterion you specify should be what you consider to be the desired or appropriate level of performance, not necessarily minimum level. In some cases (a person stitching up clothes), a certain amount of error might be acceptable, while in other cases (a doctor stitching up a person), no error is acceptable. In addition, you should only impose criteria that are important.

Here's an example of an objective with criteria:

Given a computer with word-processing software, be able to write a simple letter. There should be no spelling, grammar, or punctuation errors. (The criteria are that there should be no errors in the final letter).

There are two main ways to define a criterion of acceptable performance: Speed and Accuracy

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1. Speed - providing a time limit within which a given performance must occur. If a time limit is important, it should be stated as part of the objective. If a time limit is not important, then do not impose a time limit. Some examples:

o in under two hours. o within fifteen minutes.

2. Accuracy - giving a range of acceptable performance. Some examples:

o within two inches of accuracy. o to the nearest whole number.

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Here's an example of an objective containing all three components:

Students will tell the time represented on an analog clock to the nearest minute.

"tell the time" represents the performance"analog clock" represents the condition"to the nearest minute" represents the criterion.

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ABCD Components

Heinich, Molenda, and Russell (1989) wrote that there are four components of every objective:

Audience — who is the target of this objective, and what are the learner's characteristics. In the ISD process, this is normally covered in the Entry Behaviors section.

Behavior — what behavior is expected from the learner to show that he or she has learned the material. Words like “learn,” “appreciate,” and “know” are vague. Instead, use action verbs like “identify,” “demonstrate,” and “list”.

Conditions — under what conditions will the learner be expected to demonstrate her knowledge. Will the learner be given graphs, illustrations, reference material, or must she perform from memory?

Degree —the standard by which acceptable performance will be judged.

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TRAINING OBJECTIVES TYPES

The Terminal Objectives (TO) is a statement of the trainer's expectations of trainees performance at the end a specific lesson or unit. The TO is written from the perspective of what the student will do and not what the trainer will do.

TO consists of three parts: Condition, Task, and Standard.

TOs are precise, observable, and measurable.

TOs are stated in active terms.

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A TO may represent a fairly large block of instruction, but would onlyrarely range beyond a single lesson.

Enabling Objectives (EOs) are concise statements of the trainer's expectationsof trainees performance and might be considered STEPS in accomplishing theTO. The EOs are written from the perspective of the student and what he/she must do to accomplish the TO

They typically provide only tasks.

They are observable and measurable but often do not include thestandard or condition.

Each one involves a single step within a TO.

PURPOSES

The Terminal Objective provides direction for a lesson. It forces the trainer to think through three questions:

What will the student be able to do as a result of completing thelesson?

Under what conditions (setting, supplies, equipment, etc.) will thestudent be required to perform the task?

How well must the student perform the task to PASS?

Enabling Objectives specify a detailed sequence of trainees activities. It forcesthe trainer to think through the steps involved in completing the task in the TO.The EOs usually form the outline for the instruction phase of the lesson plan.

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They force the trainer to think through a cycle of questions:

What is the first thing the student must be able to do (know)?

When that is complete, what must he/she do (know) next?

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GUIDELINES FOR FRAMING OBJECTIVES

Always spend time considering what the aim and objectives of the training are before designing the programme. In this way well written aims and objectives will help to provide a sound basis for identifying the purpose, content and learning methods required. They will also be key in evaluating whether the training has been successful.

Think of objectives in terms of the outcome of the training,

that is what do you want the learner to differently as a result of attending the training?

Use a checklist to see whether performance, condition and

criterion are included in all learning objectives. If the condition and criterion apply to all of the objectives, consider including these in the stem sentence for the objectives (for example ‘By the end of the session you will, with the use of your handouts, be able to correctly :’).

Constantly refer to the aims and objectives when designing materials/exercises and ensure that learners are fully aware of them throughout the event.

Write a separate statement for each important outcome or intent; write as many as you need to communicate your intents.

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TRAINING AUDIENCEThink from Their Perspective

When a company plans a new training program, there are four basic questions about the proposed training audience that need to be asked:

Who needs this training? Why do they need it? What do they already know? What do they need to know?

While initially defining the training project, it is easy to assume that everyone already knows as much about the topic as you do.

For example, Jon is a training manager who needs a course that teaches updated PDA inventory procedures to warehouse employees. Jon has never worked in the warehouse, so it takes him a full day to learn how to use the PDA and follow the correct procedures. However, the people who work with the scanners every day know the PDA inside and out. What takes Jon a day to learn can actually be taught in an hour, because the training audience already uses the tool.

Information that seems new or difficult to you may seem very familiar and easy to someone else.

Information that seems easy to you may be difficult for others.

Therefore, it is critical to know the training audience’s actual needs.

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Building Courses around Actual Training Needs

During the needs analysis, it is important to examine the training project from the perspective of the target training audience. In many cases, talking with people within the target group helps uncover their actual needs.

Once training audience has been defined, creating a training plan becomes much easier. The course’s training topics can be clearly defined and the correct delivery method can be selected.

POTENTIAL TRAINING AUDIENCE

Existing Employees New Hires Managers Clients and End-Users

Employee Training

Train Employees to Improve Workplace Performance

A company can create and implement employee training programs to guide people through changes in the workplace. Some common reasons for employee training include:

Changes in your customers’ needs Deployment of IT applications Growth or restructuring of your business Adoption of best practices or new business processes Launch of new product or services Performance improvement for specific tasks

An employee training program can be part of a comprehensive change management plan; however it is also important to craft the program to meet the training audiences’ individualized needs.

Guide Employees through Change

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When change occurs within a business, people need help shifting from familiar habits to the new behaviours. People build comfortable patterns in our daily routine as they seek stability and familiarity and often linger with these routines longer than advisable, even when a better or easier solution is available.

Employees can view change as a threat to their stability or comfort levels. Employee training programs can minimize the discomfort caused by change. When employees feel confident with the new material, they will be more willing to change their own behaviours. Employee training can help a company implement change and achieve success.

Some of the ways to guide employees to feeling more comfortable about changes as they occur will be in the manner it is presented them. Incorporating some of the following elements in employee training makes change easier.

Discuss current practices Explain the reasons behind the change Demonstrate how the change will benefit the employees Listen to concerns and ideas Explore goals and envision results together Offer people a chance to practice in an environment away

from clients and customers Invest resources and time to properly plan and implement

change Praise, recognize, and reward those who adopt change best

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New Hire Training

Welcome New Hires into the Company

Newly hired employees start their first day with both excitement and worry. They want to excel in their new job, but they do not know where to start. New hire training harnesses their enthusiasm, reduces their fears, and directs their energy.

Training new employees isn't easy, yet it should not be left to chance. One cannot guarantee that a supervisor or peer will have both the free time and skills necessary to instruct the new employees. Therefore, new hire training program should provide the following opportunities:

Create a comfortable learning environment Acknowledge that new concepts take time to learn Encourage people to practice new skills during the class Offer individual feedback to participants Welcome questions and provide timely, accurate answers

New hire training program should help people attain the skills and knowledge necessary to succeed.

Provide the Information People Need

The course’s instructional design may include topics such as:

Corporate policies and business processes Technology and software applications Compliance requirements Product and service information

Once the course content is decided in terms of format and length, the methods of delivery of the training needs to be decided. New hire training can include self-study web-based training, but it is

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often best to utilize a live trainer who can directly provide answers.

If a company has an in-house team of trainers, then they may be able to train new employees as they are hired. However, when a company needs to hire and train many new people at the same time, training outsourcing may make sense.

Management Training

Strengthen the Company’s Management Team

Companies rely on managers to make good decisions, motivate people, and implement policy. However, good managers need training before they can lead. Manager training for several different situations can be offered:

Internal promotions of non-management employees Hiring of new managers with existing management skills Ongoing education of existing managers (policy and skill

updates)

If a company promotes from within, it may need to teach management skills to new managers. However, even if experienced managers join the company, they still need to know the company’s policies and way of doing business. A management training program will provide instruction on how to lead others within the company.

Offer Courses that Fit within a Busy Day

Most managers have very active days; they may find it difficult to step away for training. When creating a management training program, one must strive to find training delivery methods that respect the audience’s limited time while achieving desired learning objectives. A few possibilities are:

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WBT/CBT e-learning for small policy updates Synchronous e-learning may be needed if time is in short

supply but an instructor is needed Classroom learning may be useful if time is more available or

the subject matter is very complex

However, depending on the situation, the ideal solution may involve a combination of several different delivery methods for a blended learning solution.

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Client and End-Users Training

Maximize Client's Success

If a company sells directly to consumers or end-users, then it may be able to hear their feedback directly. However, many companies sell through channel resellers and do not interact with the actual end users, who can be any of the following groups:

People who work inside of the client’s company People who work at a company that buys from the client

company Consumers who buy from the client

Although a company’s sales team may work with purchasing managers, those purchasing managers may never use the product. A company’s reputation relies on the people who will use the product daily.

People who use a particular product become living advertisements for the product. If they believe the product is difficult to use, then they will tell others about their frustration. However, if people feel that the product is easy to use and helps them become successful, then they will spread goodwill about the company and the product. In either case, those impressions will filter to people within the company, the purchasing manager, and perhaps even a CFO looking to justify the return on investment. Customer and client training can mean the difference between a single sale and satisfied long-term clients.

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CONTENT OF THE TRAINING PROGRAMMEIn preparing the training structure and content the facilitators should consider the following:

What they intend to do Goals and objectives

How are they going to do it content, methods and materials

How will they know if they have succeeded

monitoring and evaluation

We need to define the training goals and objectives by: Clarifying expected outcomes Outlining training content Planning specific training activities Selecting/ developing materials Designing evaluation procedures Communicating program intent to the traini9ng participants

and others (such as supervisors and program administrators) Ensuring that the training is realistic and appropriate for the

purpose intended

Once the training objective has been identified the trainer translates it into specific training areas and modules. After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics and modules. These are then classified into information, knowledge and skills.

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CONTENT

Content is a sequenced list of topics to be covered with an indication of the amount of time to be spent on each. A parallel list of methods should be developed to be used in covering the content topics. It is also useful to prepare a parallel list of materials and services that will be required for each topic given the number of participants. During planning it is useful to set out the contents, methods and materials in parallel rows. Training Content comes in various forms and is delivered in various ways. Training Content as such is basically seen as the knowledge or intellectual property behind a training or course you take. Training library provides this intellectual property and offers its customers and users to either learn by themselves or to use the content for training groups and or individuals.

Training library converts training content (the intellectual property) and converts this into various user-friendly formats.

Questions the facilitator should consider before planning the training session’s content

What do I want to accomplish in this session? What needs to be done with the group in order to reach the

desired goal?

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Answering these questions will assist the facilitator in putting together the training plan and selecting the appropriate exercises and content.

PROCESS OF CONTENT DEVELOPMENT

Concern validation study (CVS) is conducted to authenticate the concerns expressed by the client. After this a task analysis is carried out to identify the training related gaps. Based on the findings of CVS , training solution is created.

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Gaps are then identified between the knowledge, skills and abilities required and those already possessed by the employees. It focuses on needs against business strategies and goals.Comprehensive modules are designed and developed for the programs that are relevant. Program content will be supported by building an experiential methodology which will ensure that training not only delivers the key concepts but also provides a base to increase the involvement of the participants.A detailed lesson plan is developed which covers the content , the sequencing of activities, selection of design of training media, timing and planning of each activity and the selection of method to be used.

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CONTENT DEVELOPMENT is a process of researching, writing, gathering, organising and editing information.TTT methodology (Train The Trainer) ensures that the clients have the in-house expertise to deliver the training programmes effectively. It is aimed at honing the ability of the trainers to develop and deliver training sessions. The trainer must

be able to communicate their knowledge clearly, use various instructional techniques, have good interpersonal skills and have the ability to motivate others to learn.

A SME (subject matter expert) should have the ability to train others. TTT programs is to provide SME’s with the necessary instructional knowledge and skills to design and implement a training program. These programs should focus on many of the issues such as

developing trainee objectives and lesson plans selecting and preparing training materials and using

training aids, different methods and techniques. Apart from the TTT, the content design will incorporate learning tools and exercises. Fun learning exercises may be incorporated depending upon the need. Some of the tools and methodologies used are:

relevant examples and illustrations, role plays, case studies, public seminars, audio-visual aids(training videos and props), games, crosswords, action planning tools, etc

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PROGRAMS ANNOUNCEMENTSProgram announcements inform the target audience about the training program.It is given through : Supervisory channels Union stewards Company intranet Company newslettersIt should provide information such as: Purpose of the program When and Where it will be held How employee can qualify to participate in the program

PROGRAM OUTLINES.

Program Outlines are documents that communicate the content, goals and expectations for the program.It includes: Objectives Topical Areas to be covered Materials or tools needed Requirement of each trainee Tentative Schedule of Events

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SEQUENCE THE CONTENTS

We should often remember that the sequencing of the learning contents has to refer to the three types of contents:

– facts, concepts and principles

– procedures and algorithms, and

– attitudes, values and norms.Contents are then sequenced in a following manner:

From simple to complex Topics are arranged in terms of their relative

importance From known to unknown From specific to general Dependent relationship

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TRAINING MANUALS & TEXTBOOKS

The training manual can have different versions for the trainer/presenter and the trainees. The version for the trainer would include the basic text, prompts for discussions and demonstrations or other activities. It could also include information or checklists on preparation for the session. The trainee’s version will have the basic text, examples and exercises, as well as space for making further notes.

These are basic instructional material, readings, exercises and self-tests provider most trainers rely upon.

Textbooks provide a broad treatment of the subject whereas Training Manuals are known for their brevity and hands-on approach

While Purchasing text book the content that the book provides, cost involved, the ease of customization is to be taken care of.

Training manuals are easy to develop given the purpose, objectives are clearly stated.

With the help of desktop publishing software the training manuals become highly customizable and also the cost involved is drastically reduced.

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GENERAL GUIDELINES FOR PLANNING THE STRUCTURE OF THE TRAINING AND THE CONTENT OF THE COURSE MATERIAL

Be specific and address the needs of the participants. Time allotment should be done judiciously to cover

important points. It is advisable to plan materials that are easily comprehendible at the beginning of the class. After this initial groundwork is laid and the participants have a basic understanding, the facilitator can proceed to more complex materials. More complex information should be introduced only after the first break.

Build in flexibility. Be prepared to spend more time on some topics if the need develops.

Have reserve materials on hand. Be prepared for unexpected questions and problems.

Prepare succinct, usable written materials. Course outlines do not need to be long.

Prepare general time guidelines for each session, but remember the need for flexibility. It can be helpful to put together a plan for the training, which should be displayed in a visible location in the room during the whole training session. The visibility of the training plan will positively influence the learning process, as it allows the participants to clearly see the objectives of the training session.

Use visual support throughout. Build in early participation. Involve the participants as early

as possible in the program. Remember that it can be difficult to sit and listen to a presentation for more than one hour.

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Consider the team approach to planning course structure. Some of the best courses involve 2-5 training specialists and facilitators planning a unified, coherent course.

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CONCLUSION

Learning often involves new skills, developing new behaviors. After many years of classroom education, it's easy for us to take a course where all we must do is attend each meeting, take notes and pass tests - and call this learning. One can complete a Masters in Business Administration (MBA), but unless they're willing to actually apply new information, they'll most likely end up with an office full of unreferenced textbooks and a head full of data, but little knowledge and wisdom. If learning is to be more than collecting new information, then we must involve ourselves completely in our learning experiences. Unfortunately, too many development programs still operate from the assumption that the learner can somehow separate personal development from professional development. So we end up getting a great deal of information about finance and sales, but little help with stress and time management. Then, after schooling, when we enter the hectic world of management, we struggle to keep perspective and we're plagued with self doubts. True learning involves looking at every aspect of our lives, not just what's in our heads. And this is where designing a training programme comes into action the knowledge that one has acquired over time and also that one learns in training is used in training programmes and thus a trainee learns new skills and there implementation more efficiently and effectively. A training program thus should be designed to achieve this goal.

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BIBLIOGRAPHY

Human Resource Development, Jon M. Werner & Randy L. Desimone, Pg. 133-150,Eighth Edition, Cengage Learning India Pvt. Ltd.

http://www.citehr.com/103171-writing-s-m-r-t-training- objectives.htm l , Writing S.M.A.R.T Training objectives, www. Citehr.com, Accessed on 20th November, 2011

http://traininganddevelopment.naukrihub.com/training- design.html , Accessed on 18th November, 2011

http://traininganddevelopment.naukrihub.com/training-design.html

http://traininganddevelopment.naukrihub.com/training-design.html

http://www.citehr.com/103171-writing-s-m-r-t-training-objectives.html



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Human Resource Development - हे Buddy Web viewHuman Resource Development. Human Resource Development. ... A management training program will provide instruction on how to lead