PLANING AND PLANING AND MANAGEMENT OF MANAGEMENT OF TRAININGTRAINING

B R SIWALB R SIWAL NIPCCDNIPCCD NEW DELHINEW DELHI

FRAMEWORK OF FRAMEWORK OF TRAINING – STEPS TRAINING – STEPS INVOLVEDINVOLVED

Training is Training is learninglearning designed to change the designed to change the performanceperformance of of people people doing doing jobjob

LearningLearning - - K A SK A S

KnowledgeKnowledge - - Retention of facts Retention of facts conceptual, cognitive conceptual, cognitive

AttitudeAttitude - - ConfidenceConfidence

MotivationMotivation

Self activismSelf activism

SkillsSkills -- Physical skill (psycho-motor) Physical skill (psycho-motor) Social skillsSocial skills

ORGANISATION’s TRAINING ORGANISATION’s TRAINING NEEDS INDICATORSNEEDS INDICATORS

Change In Objectives !Change In Objectives !

Planned Projects / Programs !Planned Projects / Programs !

Problems !Problems !

Change In Technology !Change In Technology !

Public Reaction !Public Reaction !

THE TRAINING PROCESSTHE TRAINING PROCESS

RESEARCHDIAGONOSE(ON THE JOB SITUATIONS)

ELEMENT PLAN INTO ACTION !

EVALUATION(GET FEED-BACK!)

SET OBJECTIVES(DEVELOPPLAN ANDASSEMBLE

RESOURCES

IDENTIFY TRAININGNEEDS SEPARATE TRAINING FROM NON-TRAINING ISSUES!

WHAT DO WE MEAN BY COMPETETENCY?WHAT DO WE MEAN BY COMPETETENCY?

ATTITUDESATTITUDES

- - ConfidenceConfidence- Motivation- Motivation- Self-activation- Self-activation

SKILLS (ABILITY TO ….)SKILLS (ABILITY TO ….)- Creative skills- Creative skills- Social skills (persuasion ,negotiation, etc)- Social skills (persuasion ,negotiation, etc)- Analytical skills- Analytical skills- Communication skills- Communication skills- Organising skills- Organising skills- Ability to act- Ability to act

KNOWLEDGEKNOWLEDGE- Retention of facts- Retention of facts- Retention of causes and effects in previous - Retention of causes and effects in previous

experienceexperience- Retention of accounts of other’s experiences- Retention of accounts of other’s experiences

ORGANISING A TRAINING ORGANISING A TRAINING PROGRAMPROGRAM

STEP INVOLVEDSTEP INVOLVED

11 PRE-TRAINING PHASEPRE-TRAINING PHASE

22 TRAINING PHASETRAINING PHASE

33 POST TRAINING PHASEPOST TRAINING PHASE

PHASE – I PHASE – I PRE-TRAINING PRE-TRAINING

I.I. Setting the objectives .Setting the objectives .

II.II. Selecting the trainee .Selecting the trainee .

III.III. Terms, conditions between organisation of trainee and Terms, conditions between organisation of trainee and trainer .trainer .

IV.IV. Cost estimation .Cost estimation .

V.V. Venue selected .Venue selected .

VI.VI. Duration of the course & dates, programme scheduled .Duration of the course & dates, programme scheduled .

VII.VII. Preparation of programme design .Preparation of programme design .

VII.VII. Class room arrangements, boarding and lodging .Class room arrangements, boarding and lodging .

VII.VII. Preparation of background of material .Preparation of background of material .

VII.VII. Deciding the methodology.Deciding the methodology.

VII.VII. Selection of faculty .Selection of faculty .

VII.VII. Display, exhibition, field visit arrangement .Display, exhibition, field visit arrangement .

VII.VII. Contact to resource person .Contact to resource person .

PHASE – II PHASE – II TRAININGTRAINING

I.I. Preparation of lesson plan .Preparation of lesson plan .

II.II. Choosing the training aids .Choosing the training aids .

III.III. Choosing the methods of training .Choosing the methods of training .

IV.IV. Preparation of handouts .Preparation of handouts .

v.v. Setting the behavioral objectives of the session.Setting the behavioral objectives of the session.

ViVi Instruction aid .Instruction aid .

VII.VII. Display of posters, charts, other display materials .Display of posters, charts, other display materials .

VIII.VIII. Logistic arrangements . Logistic arrangements .

IX.IX. Seating arrangements . Seating arrangements .

X.X. Feedback from participants / arguments .Feedback from participants / arguments .

XI.XI. Evaluation of session .Evaluation of session .

XII.XII. Learner and trainer activities.Learner and trainer activities.

POST TRAINING POST TRAINING EVALUATIONEVALUATION

WHY EVALUATIONWHY EVALUATIONTo know whether the desired objectives of training To know whether the desired objectives of training programme are achieved.programme are achieved.

WHEN TO EVALUATEWHEN TO EVALUATE- before training- before training - during training- during training- after training- after training

WHY TO EVALUATEWHY TO EVALUATE- Evaluation of the trainees- Evaluation of the trainees- Evaluation of the trainer- Evaluation of the trainer- Evaluation of the course- Evaluation of the course

HOW TO EVALUATEHOW TO EVALUATE- Observation & feedback- Observation & feedback- Question & answer or discussion- Question & answer or discussion- Assignments - Assignments - test and examination- test and examination

HOW DO YOU PLAN A HOW DO YOU PLAN A TRAINING COURSE?TRAINING COURSE?

How would you determine how much How would you determine how much time will be needed?time will be needed?

How will you established and formulate How will you established and formulate the objectives you expect the the objectives you expect the participants to achieve upon completion participants to achieve upon completion of training?of training?

How will you choose the most How will you choose the most appropriate training methods?appropriate training methods?

How will you decide what teaching and How will you decide what teaching and earning materials you will needs?earning materials you will needs?

How will you know if you have How will you know if you have succeeded in achieving your objectives?succeeded in achieving your objectives?

PHASES IN THE TRAINING PHASES IN THE TRAINING PROCESSPROCESS

PLANNING ( CURRICULUM PLANNING ( CURRICULUM DEVELOPMENT) DEVELOPMENT)

Determining what you want to achieve Determining what you want to achieve and how you will achieve.and how you will achieve.

IMPLEMENTATION IMPLEMENTATION Doing what is necessary to achieve your Doing what is necessary to achieve your

goals and objectives.goals and objectives. EVALUATIONEVALUATION Checking to see that you have Checking to see that you have

succeeded in achieving your objectives, succeeded in achieving your objectives, and where necessary, making changes and where necessary, making changes to improve training activity results in to improve training activity results in the future.the future.

PLANNING PHASEPLANNING PHASE

Determine training needsDetermine training needs

Specify training objectivesSpecify training objectives

Organize training contentOrganize training content

Select training methods and Select training methods and techniquestechniques

Identify needed training resourcesIdentify needed training resources Prepare lesson plansPrepare lesson plans Develop tests for measuring Develop tests for measuring

trainee learning trainee learning Develop tests for measuring Develop tests for measuring

trainee learningtrainee learning Revise training curriculumRevise training curriculum

DETERMINEDETERMINE TRAINING NEEDSTRAINING NEEDS

Desired – actual performance = a problem Desired – actual performance = a problem

performanceperformance

THE ROLE OF OBJECTIVESTHE ROLE OF OBJECTIVES

Learning objectives:Learning objectives:

Help the trainer develop and conduct Help the trainer develop and conduct training that provides the trainees training that provides the trainees with the knowledge and skills they with the knowledge and skills they need;need;

Provide the trainees with a clear Provide the trainees with a clear understanding of what thay will be understanding of what thay will be expected to do as a result of training;expected to do as a result of training;

Help both the trainer and the trainee Help both the trainer and the trainee evaluate the learning that has taken evaluate the learning that has taken place through instructionplace through instruction

PRINCIPLES FOR ORGANIZING PRINCIPLES FOR ORGANIZING TRAINING CONTENTTRAINING CONTENT

Move from simple to complex Move from simple to complex

Move from general to specificMove from general to specific

Use an existing logical organisationUse an existing logical organisation

Move from known to unknownMove from known to unknown

Use job performance orderUse job performance order

ORGANIZING TRAINING ORGANIZING TRAINING CONTENT: CONTENT: SUGGESTED PROCEDURESUGGESTED PROCEDURE

Identify the knowledge that is Identify the knowledge that is necessary to accomplish the objectivenecessary to accomplish the objective

Identify the performance of skill Identify the performance of skill requirements of each objectiverequirements of each objective

Identify important attitude elements Identify important attitude elements for the objective for the objective

Organize the knowledge, skill and Organize the knowledge, skill and attitude elements into a logical attitude elements into a logical sequencesequence

Record the topical outline onto the Record the topical outline onto the lesson plan form lesson plan form

SELECTING TRAINING SELECTING TRAINING METHODSMETHODS FACTORS TO BE CONSIDERED WHEN SELECTING FACTORS TO BE CONSIDERED WHEN SELECTING

METHODS:METHODS:

The training objectives :The training objectives : what are the proposed training what are the proposed training outcomes? Does one method ensure reaching the objectives outcomes? Does one method ensure reaching the objectives better than other methods?better than other methods?

The content :The content : depending on the subject matter opt for depending on the subject matter opt for theoretically based or practically oriented methods.theoretically based or practically oriented methods.

The trainers :The trainers : are the trainers competent enough to use are the trainers competent enough to use the various communication tools?the various communication tools?

The trainees : The trainees : does the method take into account group does the method take into account group size, experience levels and other special characteristics of size, experience levels and other special characteristics of the trainees?the trainees?

Practical requirements : Practical requirements : is the method appropriate to is the method appropriate to physical environment, time (preparation / training time), physical environment, time (preparation / training time), materials and cost limitations ?materials and cost limitations ?

SELECT TRAINING METHODS SELECT TRAINING METHODS AND TECHNIQUESAND TECHNIQUES

TRAINING METHODS:TRAINING METHODS:

1.1. Provide and ensure a means for Provide and ensure a means for the trainee to learn the specific the trainee to learn the specific content you have identified;content you have identified;

2.2. Keep the trainee interested and Keep the trainee interested and involved in the training so that involved in the training so that learning is enhanced.learning is enhanced.

COMMONLY USED METHODSCOMMONLY USED METHODS

LECTURE : LECTURE :

You orally present new information to You orally present new information to trainees using a variety of techniques trainees using a variety of techniques and communication tools.and communication tools.

GROUP DISCUSSION :GROUP DISCUSSION :

You lead the group of trainees in You lead the group of trainees in discussing a topic. Group size may discussing a topic. Group size may vary but discussion may be less vary but discussion may be less effective if the group is too large.effective if the group is too large.

COMMONLY USED METHODSCOMMONLY USED METHODSDEMONSTRATION :DEMONSTRATION :

You show the correct steps for completing a You show the correct steps for completing a task, or show an example of a correctly task, or show an example of a correctly task. Various types of communication tools task. Various types of communication tools may be used.may be used.

Exercises :Exercises :

you give trainees assignments to be you give trainees assignments to be completed related to the topic of the completed related to the topic of the activity.activity.

COMMONLY USED METHODSCOMMONLY USED METHODS

Case study :Case study :

you give trainees information about a you give trainees information about a situation and direct them to come to a situation and direct them to come to a decision or solve a problem concerning decision or solve a problem concerning the situation. It can be brief or lengthy.the situation. It can be brief or lengthy.

Role play :Role play :

trainees act out a real life situation in trainees act out a real life situation in an instructional setting.an instructional setting.

PREPARE LESSON PLANSPREPARE LESSON PLANS

To lesson plan is a blueprint and guide for To lesson plan is a blueprint and guide for conducting training activities. It incorporates conducting training activities. It incorporates the following components:the following components:

ObjectivesObjectives Content outlineContent outline Training methodsTraining methods Needed training resourcesNeeded training resources Time estimatesTime estimates Participation assignmentsParticipation assignments Evaluation methodEvaluation method

TYPES OF TRAINING TYPES OF TRAINING SUPPORT MATERIALS:SUPPORT MATERIALS:

PRINTEDPRINTED AUDIO-VISUALAUDIO-VISUAL

TextbooksTextbooks OHP transparencies OHP transparencies

manualsmanuals slides slides

handoutshandouts videotapes videotapes

Instruction modulesInstruction modules chartscharts

Assignment sheetsAssignment sheets postersposters

WorkbooksWorkbooks audiotapesaudiotapes

Magazines/journalsMagazines/journals modelsmodels

etc.etc.

ADVANTAGES OF PRINTED ADVANTAGES OF PRINTED MATERIALSMATERIALS

An alternative mode for transmitting An alternative mode for transmitting information to the traineeinformation to the trainee

Can communicate information in Can communicate information in more depthmore depth

Can be easily and quickly reproducedCan be easily and quickly reproduced Can be distributed to large number of Can be distributed to large number of

trainees at relatively low costtrainees at relatively low cost Can be kept for future referenceCan be kept for future reference Can be used in self or independent Can be used in self or independent

studystudy

ADVANTAGES OF AVDIO-VISUAL ADVANTAGES OF AVDIO-VISUAL MATERIALSMATERIALS

Provides for variety and motivation Provides for variety and motivation within the training session. They within the training session. They help maintain the attention and help maintain the attention and interst of participants.interst of participants.

Learning through more than one Learning through more than one sense results in greater retention.sense results in greater retention.

Can contribute to faster Can contribute to faster understanding and message understanding and message absorptionabsorption

Can provide reality to the trainingCan provide reality to the training They give trainers added They give trainers added

confidence in their delivery and confidence in their delivery and ensure consistency in quality.ensure consistency in quality.

DEVELOPING TRAINING DEVELOPING TRAINING SUPPORT MATERIALSSUPPORT MATERIALS

Establish the purpose for the Establish the purpose for the materials. materials.

Identify the target audience.Identify the target audience. Determine the type of material Determine the type of material

needed.needed. Identify the training objectives that Identify the training objectives that

will be supported by the materials.will be supported by the materials. Prepare an outline of the content.Prepare an outline of the content. Organize the material to facilitate use Organize the material to facilitate use

and learning.and learning. Pretest prototype training materials.Pretest prototype training materials.

MEASURING TRAINEE MEASURING TRAINEE LEARNINGLEARNING

The measurement of trainee learning The measurement of trainee learning has several purposes and uses :has several purposes and uses :

to emphasize important content.to emphasize important content. to facilitate learning of training to facilitate learning of training

contents.contents. to reveal areas of trainee to reveal areas of trainee

weakness weakness or limited learning.or limited learning. to assist in the evaluation of the to assist in the evaluation of the

training course.training course. to aid in curriculum revision.to aid in curriculum revision.

TYPES OF TESTSTYPES OF TESTS

Recognition Recognition constructedconstructed

ItemsItems response itemsresponse items

Multiple choice itemsMultiple choice items short answer items short answer items

True itemsTrue items essay items essay items

Matching itemsMatching items

TRYOUT AND REVISE TRAINING TRYOUT AND REVISE TRAINING CURRICULUMCURRICULUM

The tryout, or pretest, of the curriculum is The tryout, or pretest, of the curriculum is important to :important to :

Ensure that it works as it was intended to.Ensure that it works as it was intended to. Provide evidence to show appropriateness Provide evidence to show appropriateness

of content and its organization.of content and its organization. Provide evidence on appropriateness of Provide evidence on appropriateness of

selected methods, support materials, time selected methods, support materials, time estimates, etc.estimates, etc.

Help in identifying parts of the curriculum Help in identifying parts of the curriculum that may need to be changed or improved.that may need to be changed or improved.

PLAN FOR THE PRETESTINGPLAN FOR THE PRETESTING

A plan for pre-testing should A plan for pre-testing should include :include :

A purpose statementA purpose statement

A set of key questionsA set of key questions

A list of methods that will be A list of methods that will be used.used.

IMPLEMENTATION OF THE PRE-TESTIMPLEMENTATION OF THE PRE-TEST

Tryout the course on a small Tryout the course on a small scale.scale.

Collect information from Collect information from participants and instructors.participants and instructors.

Summarize data and formulate Summarize data and formulate recommendations.recommendations.

Make changes in the curriculum Make changes in the curriculum as recommended.as recommended.

THANK YOU