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