Glorify the name of your Lord, the Most High. Who created all things and fashioned them in good proportion. Who determined and guided them, Who brought forth the

pasture, and then made it into blackish straw. We shall make you recite and then you will not forget, except what Allah should wish. He knows all that is manifest and all that is

hidden.

(al-Quran, 87:1-7)

DEVELOPMENT

TRAINING SETTINGDELIVERY CHOICE

END PRODUCTS OF DESIGN

DESIGN: PROGRAM GOALS AND OBJECTIVES TOPICAL OUTLINES (SEQUENCING) TRAINING SETTINGS TRAINING TRAINING METHODS STRATEGIES EVALUATION METHODS DURATION OF TRAINING ADMINISTRATIVE ASPECTS (BUDGET, ETC.)

Training settingsClassroom OJT Self-

instructionTBT Job

AidsDocumentation

Knowledge acquisition

EE E EE EE E

Problem Solving EE E E EE EE

Changing Attitudes

EE E E

Interpersonal skills

EE E

Knowledge retention

EE EE EE EE

Piskurich (2000). Rapid Instructional Design, p 76.

Training settings• Instructor-led classroom• On-the-job training: does not require classroom or training facility but

demand good trainer• Self-instruction: No instructor and facility for training.• Technology-based training: self-instruction, or combination of

instructor/self-instruction• Job performance aids: specialized materials use on the job to help

employees do the tasks properly. It is not training.• Documentation: Not training. E.g. technical manuals, flow charts,

procedure documents. Documents should be used in support of actual training.

Training methods or MediaMethods/medium Percent Methods/medium Percent

Classroom 90 Case studies 33

Workbooks/Manuals 74 Self-assessment Instruments 26

Video 69 Intranet 24

Public seminars 56 Games/simulations (not CB) 23

CBT via CD-ROM 54 Videoconferencing 23

Non-computerized self-study 39 Satellite/broadcast TV 19

Role plays 37 Outdoor Experiential 9

Audiocassettes 36 CB games/simulations 9

Internet 36 Desktop videoconferencing 6

Virtual reality 2

Source: Industrial Report 1999 (1999) Training, 36 (10), 37-81 in Desimone, Werner, and Harris, (2002). Human Resource Development. Third Ed.

Mixed delivery system

• Self-instructional + facilitated classroom• TBT + classroom or OJT• OJT + Simulation (virtual reality)

Constraints

• Logistical: Related to the number of trainees, facilities, and budget

• Stakeholder: Who is sponsoring the program and their characteristics and expectations

• Design: Aspects such as time to create and materials available

• Resources: What is and is not available in the way of instructors and content experts.

OJT

• On-the-job training involves conducting training at trainee’s regular workstation. Usually involve one-on-one instruction between coworkers or between employee and supervisor

• Most OJT is conducted informally hence it is less effective.

Designing OJTA well designed OJT eases the training transfer problems. To design a

good OJT the designer should consider the following steps:a. Present the objectives of the program to the executive leadership

to ensure support for the program.b. They would identify the specific areas of trainingc. The areas were then analyzed through a needs assessment process

to determine the skills and knowledge requiredd. Training designer worked with experts in the organization to design

training schedulee. Assign mentors for each trainee for each specific area.f. A manual is developed describing all specific area, the mentors for

each area, schedule, training specifications, and trainee-reporting forms on accomplishments

g. Assessment by the mentor of the trainee’s performance.

OJT limitations

• Job site – physical constraints – noise – distraction

• Using expensive tools or materials could result costly damage

• Inconvenience if customers are present• Safety threats if working with dangerous

materials or machine

OJT Techniques

• Job Instruction Training (JIT) – a sequence of instructional procedures used by trainer to train employees while they work.

• Job rotation – trainee is expected to learn more by observing and doing. It involves a series of assignments to different position.

OJT Techniques

• Coaching and mentoring – involves one-on-one instruction. – Coaching involves supervisor gives instruction to

the worker he supervises, examine his/her performance and take actions to maintain effective performance

– Mentoring is pairing senior manager with a junior employee for purpose of support, helping the employee learn the ropes, and preparing the employee for increasing responsibilities.

Techniques for OJT

• Embedded training• Apprenticeship

Discussion

• In a group of three, identify area that is most suitable for OJT. Discuss step by step procedures that have to be taken to develop and implement a valid on-the-job training program.

Write your proposal and present it to the class. Pass your proposal to the lecturer afterward.

Classroom Training Approach

• Lecture• Discussion• Audiovisual media• Experiential methods• Self-paced or computer-based training

ClassroomClassroom (Conventional) (Resident Instruction)• This is used when a large group must be taught the same thing at the

same time or the task difficulty requires formal training. Before selecting this type of instruction, ensure that it cannot be taught effectively in another manner due to its high cost. If possible, the instructors that will be teaching the program should help with the development process. This tends to lower the development cost and the initial implementation cost. All lessons should be fully outlined.

• The advantages are classroom setting permits the use of a wide variety of training methods, e.g. video, lecture, simulation; discussion. Also, the environment can be controlled to create a climate conducive to learning and classrooms can accommodate a large number of learners. The main limitations may involve increased costs, e.g. space rental, travel and the classroom may be quite dissimilar to the job setting.

Lecture Approach

• Oral presentation by SME – still one of the most popular techniques because it is an efficient way of transmitting factual information to a large audience.

• The drawback – one-way communication – promoting negative bahaviour (passivity and boredom). Lack of sharing ideas.

• Trainer should make lecture more interesting by combining it with other interactive methods.

Discussion

• Involve trainer in two-way communication with trainees; and trainees communicate with each other.

• Require active participation; offers feedback, clarification and sharing points of view.

• Need to master questioning techniques i.e. direct questions, reflective questions, and open-ended questions

• Discussion able to reinforce knowledge

Audiovisual media

• Able to bring to life and describe details complex events

• Three groups of media:– Static media– Dynamic media– Telecommunication

Static media

• Printed materials• Slides - ppt• Overhead transparencies

Dynamic media

• Audiocassettes• CD• Film• Videotape• Videodisc(Good media for modeling, role plays)

Telecommunication

• Instructional television (ITV)• Teleconferencing• Mobile learning