Developing a Training Program for LIS Professionals

Dheeraj Singh Negi

INTRODUCTION

Training and development is a function of human resource management concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including "human resource development", and "learning and development

Training and development encompasses three main activities: training, education, and development

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.

Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

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DEVELOPING A TRAINING PROGRAM

Learning Objectives

Develop training content following instructional system design.

Develop training content to attain the learning objectives.

Scope and sequence content according to the objectives. Describe various logical sequencing techniques. Develop a lesson plan. Create appropriate visuals for presentation.

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PROGRAM DESIGN

Program design is the organization and coordination of the training program.

For learning to occur, training programs require: Meaningful material. Clear objectives. Opportunities for practice. Feedback.

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PROGRAM DESIGN

Effective program design includes: Course parameters.

Entry skills and behaviors.

Course objectives. Program objective. Learning objectives. Assessment of learning objectives.

Detailed lesson plan. Structure and sequence of training.

Evaluation.

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CONTENT DERIVATION

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EVALUATE STUDENT LEARNING

Develop tests for student evaluation: Link evaluation to learning objectives. Evaluation must simulate conditions of

performance in the real world. Evaluation provides student feedback. Evaluation aids in learning.

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EVALUATE LEARNING DOMAINS

Criterion-referenced test: Cognitive domain.

Performance test: Psychomotor domain.

Attitude survey: Affective domain.

©SHRM 2009

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DEVELOPING CONTENT: SCOPE AND SEQUENCE

SEQUENCE

SCOPE

Topic 1 Topic 2 Topic 3

Topic 4

Objective 1

Objective 2

Objective 3

Objective 4

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SEQUENCE

Job performance order. From simple to complex. Critical sequence. Known to unknown. Dependent relationship. Supportive relationship. Cause to effect.

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LESSON PLAN

Lesson plan overview. Detailed lesson plan:

Course title. Lesson title. Lesson length. Learning objectives. Target audience. Prerequisites. Room arrangement. Materials and equipment needed. Evaluation and assignments. Wrap-up.

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WRITE A LESSON PLAN FOR YOUR PROJECT

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VISUAL AIDS AND TRAINING ACTIVITIES Visual aids should:

Enhance the presentation. Summarize main points. Add variety. Be simple and clear. Have lasting effect. Illustrate and reinforce complex ideas or

concepts.

Used poorly, visual aids can be a distraction to an ineffective presentation.

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VISUAL AIDS EXAMPLES

PowerPoint slides. Overhead transparencies. Graphs and charts. Pictures. Films and video. Flip charts. Sketches.

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HANDOUTS

Handouts can be used for many purposes: Summary of material. To extend information beyond what is presented. To allow participation during the seminar. To involve participants. Follow-up material.

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POWERPOINT BASICS

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APPROPRIATE COMPOSITION

One major concept per slide. Heading for every slide. Simple and balanced slides.

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MAXIMIZING VISIBILITY

Text must be large enough to be visible. (this is a 28 point Arial font).

This is BOLD.

For comparison, this is a 14 point Times New Roman font.

Do not make transparencies directly from pages in books, reports or papers unless they can be enlarged.

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USE OF TEXT (6X6 RULE)

Outline of talk only.Use 6X6 rule:

≈ 6 lines per slide and 6 words to line.

Full sentences not necessary.Remove articles (the, a, an). Illustrate concepts where possible.

©SHRM 2009

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FONTS

Choose a font that is easy to read. Roman and gothic typefaces are easier to

read than Script or Old English. Do not use more than one or two font types.

Avoid getting carried away

with fonts, colors, and text sizes.

©SHRM 2009

USE OF IMAGES

Use one image per slide. Use two images to provide contrast, but make

them big. Draw arrows if needed for emphasis. Do not enlarge small images – they blur. Do not distort the image. Credit the source.

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CITATION OF REFERENCES

Credit images on slide:Include the name of the author, date and

title of article and journal. Include references on last slide.

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USE OF ANIMATION

Should enhance, not distract. Should not kill time. Should be subtle. Avoid animation schemes. Use same transition between slides.

©SHRM 2009

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TIMING AND THE NUMBER OF SLIDES

1 slide = 2 – 3 minutes. Image slides may take less time. Time yourself. Leave time for questions.

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ILLUSTRATIONS

Use only when appropriate. Relate to the message. Use simple diagrams.

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DESIGN VISUAL AIDS FOR YOUR TEAM PROJECT

ANALYZE TRAINING EFFORTS AND THEIR IMPACT 

Training can be costly, so you will want to assess its impact. However, sometimes its effect cannot be translated simply into bottom line dollars and cents. 

Ideally, you might track variables before and after training to verify improvements after development efforts. If the training was on service, the end result may be fewer users complaints and/or an increase in sales of library product . Training on a new computer system may net fewer errors or quicker processing.

THINK LONG-TERM

Changes may not occur overnight, so it's important to be patient. Training is a long-term investment, and often the benefits are not immediately obvious. However, your efforts in developing your people will help you in many ways. Students will be more knowledgeable, they'll be more likely to stick around, and commitment to training will help you earn a reputation as an employer of choice.