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training and development
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DEVELOPMENT AND IMPLEMENTATION
OF
TRAINING
Presented by:
Abhilasha bisht
Saima Perwez
DEVELOPMENT PHASE
DETERMINE
FACTORS THAT
FACILITATE
LEARNING AND
FACTORS
ALTERNATIVE
INSTRUCTIONAL
METHODS
PRORAM DEVELOPMENT PLAN
INSTUCTIONAL MATERIAL
INSTRUCTIONAL EQUIPMENT
TRAINEE AND TRAINER MANUALS
FACILITIES
TRAINER
INPUT OUTPUT
INSTRUCTIONAL
STRATEGY
PROCESS
INSTRUCTIONAL STRATEGY
The strategy is compiled in a written document often
called a program development plan.
This plan details the methods, material, equipment,
facilities and trainers for the training program.
CONTENT: LEARNING POINTS
A learning point is an important piece of information
that a trainee must acquire to accomplish the
learning objectives.
Each objective provides specific information as to
what needs to be learned.
MATERIALS AND EQUIPMENTS
Document all the necessary materials such as text,
overheads, and the like, and the time frames for the
completion
If material is being developed allow sufficient time
to prepare it properly.
Order equipment and anything else provided by
others at off site locations well in advance.
TRAINEES’ MANUAL
The trainees manual is an important learning tool
for training to keep the trainees’ interest and their
involvement in discussion, provide all the notes that
will be presented.
The trainees’ will be able to pay more attention to
what is being said and done, rather than being
concerned about taking notes.
TRAINER'S MANUALS
The trainer’s manual provides all the information in
the trainee’s manual and information on what the
trainer need to do and how to do it
It is the visual aid for the trainer.
FACILITIES
If training is taking place in the company’s facility,
be sure the room is available by reserving it.
If training will be off site be selective as per the
design of the room.
THE TRAINER
How is a trainer chosen?
One of the reason most commonly cited for
ineffective training is its lack of relevance to the
trainee’s situation.
TRAINER KSAS
Knowledge
Subject matter
Organisation
Adult learning process
Instructional methods
o Skillsinterpersonal communication skillverbal skill: active listening questioning & providing feedbackplatform skills(ability to speak with inflection, gesture appropriately, maintain eye contactorganisational skills( ability to present information in logical order and stay on point)
Attitudes
commitment to the organisation
commitment to helping others
high level of self efficacy
ON THE JOB TRAINERS
They are usually classified as job holder or
supervisor for the job for which they are providing
training
For OJT programs to be effective the trainer need to
know the job to be trained , be knowledgeable in
the interpersonal skill necessary to interact with
those they train
be skill as trainers and
be motivated to be trainers.
ALTERNATIVES TO DEVELOPMENT
For several reasons, an organisation may choose
not to develop its own training.
The company could hire a consultant and use one
of their pre-packaged programs or look to outside
training seminars.
CONSULTANTS
If the training required is not specific to the
organisation but more generic(example: conflict
management, interviewing skills and computers
skill, find a consultant with a training package that
can be adapted to fit the company’s needs)..
Using the consultant’s pre packaged program
without any alterations would reduce the overall
cost.
Advantage: they are ready to go
Disadvantage : they are not specific to a company
OUTSIDE SEMINARS
The outside seminar is training offered from time to
time at local hotels, conference centres and
universities.
These seminars are the least expensive and best
alternative if only few employees need training.
IMPLEMENTATION PHASE
Program development plan
Instructional material
Instructional equipment
Trainee and trainers manual
Facilities
trainer
Learned KSAs
Evaluation
implementation
input output
Dry Pilot
run program
Process
IMPLEMENTATION IDEAS FOR TRAINING
Icebreaker
Have an icebreaker to start the training, an
icebreaker is a game or exercise that prompts
trainees to get involved in meeting and talking with
others.
Without the icebreaker, training starts off fast, but
because of lack of “getting to know others” and
making discussions a legitimate part of training.
Learning objectives
Another useful step at the beginning of training is to
review the learning objectives.
Provide variety
Exercises or games
Experience (the exercise/game)
Lecturette(provide information)
Processing (analysis of
experience and information)
Genaralizability
(relevancy to other situations)
Practice (try it out)
IMPLEMENTATION IDEAS FOR TRAINER
Trainers need to consider several issues for training
to be effective. They must ensure that everything is
ready on time, that they provide an initial positive
impression, and that they gain and maintain trainee
interest
PREPARATION
Need to arrive early at the training site
Check seating arrangement and make sure
materials have arrived
Ensure that all equipments is working and that you
know how to operate it.
FIRST IMPRESSION
Typically the favourable (or unfavourable)
impression that a job candidate makes in a
selection interview is made in first few minutes. The
same could be said of the impression that the
trainer makes on trainees.
THE START OF THE TRAINING
When training begin to arrive, greet them
individually.
Small talks with individual trainee before the
session helps make them comfortable and, in turn,
will facilitate discussion once the training begins.
PODIUM
Standing behind the podium or sitting at the desk is
acceptable for the one way communication, but it is
not the most effective style for training adults, for
whom two way communication is important.
In these cases any barriers(desk,podium) present
non verbal impediments to the communication
process.
COMMUNICATION TIPS
Listening and questioning
Providing instruction
Moving around while talking
DRY RUN
In the training model the process component of the implementation phase contains two important steps that should be completed before training is ready for general use: Dry run and Pilot programs
The dry run is not designed to actually train the participants instead it is designed to determine the value and clarity of the various pieces of training program in a controlled setting.
To assess its value it is necessary to get as many key perspective as possible to view the training.
The trainer should be someone involved in the training design and development.
For an effective dry run use some potential trainees but choose them carefully ; consider the diverse backgrounds, their general supportiveness of the value of training, and the willingness to provide feedback.
PILOT PROGRAM
The pilot program is different from the dry run in that trainees are there to be trained. It will be a full fledged training program.
The main goals of the pilot program are to provide the training for the relevant training; to asses further the timing and relevance of modules and various training components; and to determine the appropriateness, clarity, and flow of material.
The pilot program provide valuable responses and view points that are inserted in the trainers manual. These inputs will help guide new trainers to what to expect.
Finally the pilot program will provide valuable feedback to designers regarding the effectiveness of the training.
THANK YOU