Designing of Training (1)

7/29/2019 Designing of Training (1)

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DESIGNING A TRAININGPROGRAM


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A training design is a detailed plan for what you will do,why you will be doing it, and the best ways to reach yourobjective.

The Eight steps to an effective training program are:

Step 1: Define purpose of training and target audience

Step 2: Determine Participants needs Step 3: Define training goals and objectives Step 4: Outline training content Step 5: Develop instructional activities

Step 6: Prepare the written training design Step 7: Prepare participant evaluation form Step 8: Determine follow-up activities for the event


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Step 1: Define purpose of training and

target audience

Be clear about what your trainingneeds hopes to accomplish; prioritize

Be clear who your target audiencewill be.


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Step 2: Determine Participants needsThe more accurately you know the needs of yourparticipants the better your training design will be. Findout their needs and expectation by:

Written survey

Survey a random sample of participants by phone tocollect more detailed information. Ask them:

- current roles and responsibilities- previous training on this topic

- specific needs and expectation of event Review past evaluation and feedback forms


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Step 3: Define training objectives

Clearly defined objective

Clarifying expect outcomes Outlining training content Planning specific training activities Communicating program intent to

participants & others

Ensuring training is realistic andappropriate


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Step 4: Outline training content

Trainings gave 3 components: an introduction; a learningcomponent and a wrap-up and evaluation component.

Introduction: Establish a positive learning environment;stimulate interest; reduce anxiety and build bonds. Includesome content into introductory activities.

Learning component: Concepts and ideas taught andexplored; skills demonstrated, practiced and discussed.Activities should actively involve participants in acquiringknowledge or practicing skills.

Wrap-up and evaluation component: Here pull it alltogether. Highlight essential learnings; summarize centralconcepts and themes; describe next steps. Open up forquestions, concerns, feedback.


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Step 5: Develop instructional activities

Activities should have an introduction, amain segment and a wrap-up segment.

Select training strategies

Effective training design takes intoaccount group size; participant learningstyle; prior experience/education level ofparticipants, type of skill or information to

be presented, and so on.


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Step 6: Prepare the written training design

Write a detailed plan of the training session,including goals and objectives; the sequence ofspecific learning activities and time allotted toeach; directions and key points to cover for each

activity, and the trainer who will be responsiblefor the activity.

Consider the skill, expertise, training style, and

comfort level of each trainer and who will lead infleshing out different sections.


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Step 7: Prepare participant evaluation form

Evaluation determines if the training has achieved itsobjectives and to identify what needs to be improved.

The evaluation form should ask the following:

1. Did participants acquire the skills and knowledge they weresupposed to?2. Were the trainers competent?3. Were the activities interesting and effective?4. Was the training format appropriate?5. Was the training on this topic adequate? Etc.


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Step 8: Determine follow-up activities for the event

Follow-up activities provide continued support andfeedback. Prepare follow-up activities as youdevelop your training design and these activitiesshould make participants reflect on what theyhave learned and the process of implementation.Some activities include:

Newsletters and website postings Peer observation and coaching Mentoring Study groups

Ongoing communication between participants andtrainees


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Inputs of Training &Development


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Any training and developmentprogramme must contain inputs which

enable the participants to gain skills,learn theoretical concepts and helpacquire vision to look into distant

future. In addition to these, there isa need to impart ethical orientation,emphasize on attitudinal changes and

stress upon decision-making andproblem-solving abilities.


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Skill - Training, as was stated earlier,

is imparting skills to employees. Aworker needs skills to operatemachines, and use other equipments

with least damage or scrap. Motor skills

Interpersonalskills

Behavioral Skills etc


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Education - The purpose of education is to teachtheoretical concepts and develop a sense ofreasoning and judgment. Thus any training anddevelopment programme must contain an elementof education

Development - Another component of a training

is development which is less skill oriented butstressed on knowledge. Knowledge about businessenvironment, management principles andtechniques, human relations, specific industryanalysis and the like is useful for better

management of the company.


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Ethics- There is need for imparting greaterethical orientation to a training and development

programme.

Decisions Making and Problem Solving Skills -focus on method and techniques for making

organizational decisions and solving work-relatedproblems. Learning related to decision-making andproblem-solving skills seeks to improve traineesabilities to define structure problems, collect andanalysis information, generate alternative solution

and make an optimal decision among alternatives


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Attitudinal Changes - Attitudes representfeeling and beliefs of individuals towards others.Attitude affects motivation, satisfaction and job

commitment. Negative attitudes need to beconverted into positive attitudes. Changingnegative attitudes is difficult because;

Employees refuse to changes They have prior commitments And information needed to change attitudes may

not be sufficient

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Designing of Training (1)