DESIGNING AND CONDUCTING TRAINING PROGRAM

Guest and Kenney present the criteria influencing the design of training programme and list these influences as resources available, skills of trainer(s), types of trainees, principles of learning, learning objective and methods and media for learning. The design and implementation of training is done by the trainer, but it will also involve others such as direct trainers, training institutions, departments and most importantly trainees. The design of training is a vital part of the ystematic !pproach to Training. Trainer will need to develop own approach to do the following " Training is suitable to meet identified training needs #ollaborate with a variety of client organi$ation to meet their re%uirements. &se available resources effectively and efficiently. 'lan action for yourself and others. (nsure a satisfactory outcome from the training. BUILDING TRAINING DESIGN: Planning Training Session Involves: (stablishing learning )bjectives. *dentifying the components to be covered in session. !ssemble specific methods and activities in designing.

+earning objectives are statements of what we want learner to know, feel, or be able to do at the end of training. ,or e-ample, the learning objectives for a training session on the principles of adult learning might be.

+earners will understand the basic principles of adult learning and be able to apply them by developing training strategies appropriate to different learners in a structured e-ercise.

+earners will be able to describe their own individual learning styles and the general styles of other learners. they will be able to vary their training methods so that they appeal to a variety of learners, not just with similar styles.

+earning #omponents are statements of what will be covered in the training session. ,or the same session, components might be"

Basic principles of A !l" Learning: /elationship of principles to learner0s e-perience. 1iscovery of *ndividual tyles. elect training strategies to match learning styles

(-perience in working with peers.

! training design arranges specific methods and activities in order to accomplish the learning objectives. T#e "raining esign for o!r e$a%ple %ig#" loo& li&e "#is: Cens!s: +earners are asked to remember times in their adult lives when they started to learn some new skill, and then abandoned it. They are asked to think about the factors that led to ceased learning, writing the factors individually on sheets of paper. The trainer takes a census of the factors and records them on newsprint. Trainer then asks learners to comment on the data about adult learner. 'lip C#ar"s: 'resentation of basic adult learner characteristics, differences between adults and children as learners and between teachers and trainers. 1unn and 1unn model of factors influencing adult learning. Flip Chart: Instrument: !dult learning stage is e-plained. 'articipants are given 2c3er +earning tyles inventory.
2

Flip Charts: 2odels of + * are e-plained. Discussion: 'articipants discuss personal + * with partners. trainer encourages community discussion after 'artner discussions.

E$ercise: 'articipants are divided into small groups. &sing + * grid, this each draws on a flip chart, the group lists training strategies that would be appropriate with each of the learning styles represented .Trainer uses Gallery Techni%ue to enable each group to present its ideas briefly to the community. Revie(: Trainer briefly reviews major points that have come up in the session. TRAINING DESIGN PROCESS tep by tep process for developing a Training 'rogram" STEP ): A*ARENESS O' NEED: The trainer is made aware of the potential need for some form of training in variety of ways.

STEP +: CONSULT *IT, CLIENT: 4henever the training function is informed of stated training need, other than when it is obtained by the training manager who should have all details available. The first step is to go back to the client for a diagnostic probing interview to obtain as many details as possible. Trainer can then interpret a general statement of need and %uestions as 5e-actly what0, 5who0, 5over what period0 is and is asked until the trainer is satisfied that sufficient information is held to provide the training intended. STEP -: SPECI'. S.MPTOMS/ 6ew re%uirement training the symptoms are that function 570 is re%uired and therefore, the people concerned do not have skills 570. Training for e-isting functions, which are not performed effectively, re%uires a diagnosis of the symptoms, which show what is going wrong. STEP 0: ANAL.1E TRAINING NEEDS !rmed with the knowledge that there is training need for which the symptoms new or e-isting have been determined, a final analysis of the training needs is undertaken. /e%uired skill8 (-isting kill 9 Training 6eed
3

STEP 2: DE'INE E3ISTING CAPABILITIES O' PROPOSED AUDIENCE AND DE'INE SELECTION CRITERIA: The course content should meet the needs of a 5median0 participant and include material, which would hopefully be of use to those participants above and below the median. election #riteria keeps participants close to median to make material relevant to each participant.

(-ample" !t this stage, the 1epartment of 'ublic (nterprise establishes selection criteria for the participants in its course. ! participant is e-pected to have had at least two years, e-perience in project appraisal or development. The trainee should have high level of skill in at least one area of project appraisal. STEP 4: SELECT PROGRAM OB5ECTI6ES AND DE'INE SPECI'IC LEARNING OB5ECTI6ES #lassify different types and levels of learning are" Knowledge" imple access to information. kill " The ability to use the learning

!ttitude" 4hat we believe, our disposition towards knowledge and skills. Types and levels of learning in mind when selecting program objectives. The specific learning objectives are more detailed statements of what a participant should know or should believe at the end of the course. Consi er follo(ing fac"ors for selec"ing Progra% O78ec"ives: 1etermine needs of organi$ation whether it is an operating, planning or financing organi$ation. 6eeds of participants, given their %ualifications and degree of homogeneity or heterogeneity of the group as defined. #onsider constraints to accomplish program objectives like course length, lecturing staff, facilities and fund, types of courses which can be taught 6eed for fle-ibility to change if participants changes. STEP 9: BUILD CURRICULUM :CONTENT AND SE;UENCE< The curriculum is the course calendar and it specifies the content and se%uence of the subject matter. *nitially, a calendar is developed, noting the topics of discussion for each session.
4

! final curriculum is prepared at the end of the course, topics are grouped by seminar and complete reference information is included on the material covered. ,actors to be considered for calendar development" In"erna"ionali=a"ion: 'articipants should be given opportunity for subconscious thought over time to relate the new material to past e-perience. Thus instructor should allow sometime between sessions on a certain topic but not so much that the participants lose their train of thought. Bore o% Po"en"ial: *nstructors favor splitting a subject up (rather than giving several consecutive sessions on the topic) in order to relieve boredom while providing time for internationali$ation. Par"icipan">s C!l"!re S#oc&: !s part of sociali$ation process participants need to know one another in perspective. To accomplish this, it would be desirable to have several smaller group meetings to led the participants become ac%uainted in small :primary; groups. !nother aspect of this process is to form relationship across regional or cultural lines. STEP ?: SELECT MET,ODS AND MATERIALS: There are various methodologies available to group leaders like lectures, discussions, cases, e-ercises, field trips, programmed teaching , packaging , role playing, workshops, games and post work or project workshop. 2ethods and materials should be chosen to ma-imi$e learning for the participant subject matter and type of learning described /etention is a critical factor of learning process. The greater the number of e-posure the greater, the greater is the retention. ,or instance, on the first day, subject would be introduced in the seminar room with a short lecture, e-ample, and discussion. )n the second day, the participant has a reading and an e-ercise to be done at home. The following day, the e-ercise is reviewed in the seminar room, points already mentioned are amplified and new ideas are brought out. STEP @: OT,ER INSTRUCTIONAL RESOURCES :P,.SICALA PERSONNELA BUDGETA TIME<

,or a new program before physical and personnel can be obtained, budget must be secured. Then it is necessary to find ade%uate facilities and %ualified staff.
5

STEP )B: CONDUCT TRAINING: This is implementation phase. The first seven steps have been involved with defining and preparing the program. 6ew materials should be tested before they are used in the class. STEP )): DECIDE T,E E6ALUATION MET,ODS: The minimum re%uirements for evaluation process" tatement for +earning /e%uirement.

+evel of skill of learners before training. 2ethods to assess process during training. 2ethods of validating training at the end of the event. +ong term approach to ensure learning is transferred to the job STEP )+: PRODUCE T,E E6ALUATION INSTRUMENTS: ,ull considerations must be given to the most effective formats for the processes to be assessed. ,or e-ample 8 ,or soft or subjective training it is necessary to design and use more subjective form of assessment. STEP )-: IN6OL6E LINE MANAGERS: !t a late stage involve the line manager, who selects the learners8 is responsible for their costs, and is the most important. STEP )0: MACE EN6IRONMENTAL PREPARATIONS: ! training room and arrangements for the learners to study the learning package at work, keeping order and checking all the e%uipments making all the physical arrangements necessary to ensure the successful operation of the training. STEP )2: LINE MANAGER>S BRIE'ING: The learners0 line manager should give pre8course briefing session with their learners. This will be followed by a discussion on personal and training objectives, attitudes and intentions. STEP )4: PRETEST LEARNERS:

This is the initial stage of the validation and evaluation process, determining the starting point for the training at what level of skill is the learners at this point. STEP )9: END O' COURSE 6ALIDATION AND ACTION PLANNING/ The end of course validation must be linked to the objectives and related to the test etc, made at the start of the event. *n this way the e-tent and level of change can be assessed . The assessment can be in the form of tests, observed actions, testing activities or realistic %uestionnaires. STEP )?: LINE MANAGER>S DEDBRIE'ING: The interview session between the line manager and the learner immediately following the training is even more essential than the pre8course briefing. STEP )@: RE6IE* O' 6ALIDATED TRAINING: Training validation must be analy$ed to assess whether training has fulfilled its objectives or what is necessary to make it effective. STEP +B: MEDIUM AND LONGERDTERM E6ALUATION: The three8si-8twelve month follow up with learners and line managers, looking at whether the learning is still being applied, give a measure of evaluation of the learning activity as whole. CONSIDERATIONS IN DESIGNING E''ECTI6E TRAINING PROGRAMS: Selec"ing an Preparing "#e Training Si"e The training site refers to the room where training will be conducted. ! good training site offers following features" *t is comfortable and accessible. *t is %uiet, private, free from interruptions. *t has sufficient space for trainers to move easily around in and has visibility for trainees to see each other, trainees, and any visual displays or e-amples that will be used in the training. Sea"ing Arrange%en"s: eating arrangements at the training site should be based on an understanding of desired type of trainee interaction and trainee8trainer interaction.
7

 'an TEpe: ,an type seating is very conducive to allowing trainees to see from any point in the room. Trainees can easily switch from listening to a presentation to practicing in groups and trainees can communicate easily with everyone in the room. ,an type seating is effective for trainees working in group and teams to analy$e problems and synthesi$e information. Tra i"ional Class roo%: *f training involves knowledge ac%uisition, with lecture and audio8visual presentation being primary training method used, traditional classroom type seating is appropriate. This method allows trainee interaction with the trainer but makes it difficult for trainees to work in teams. Conference "Epe arrange%en"s: *t training emphasi$es total8 group discussion with limited presentation and no small group interaction a conference type arrangement is most effective. ,orses#oe Arrange%en": *f training re%uires both presentation and total group instruction the horseshoe arrangement is used. Selec"ing Trainers: Trainers are selected from inside and outside the company, should have e-pertise in the topic and e-perience in the training. Train the trainer programs are necessary for managers, employees and :e-perts; who may have content knowledge but need to improve presentation and communication skills, gain an understanding of the key components of the learning process or learn to develop lesson plan.

4hen companies use in8house e-perts for training, it is important to emphasi$e that these e-perts convey training content in as concrete a manner as possible, especially if the audience is unfamiliar with the content.

,O* TRAINERS MACE T,E TRAINING SITE AND INSTRUCTION CONDUCI6E TO LEARNING: Crea"ing a Learning Se""ing: Type of room, audio visual aids and large number makes it impersonal and leaves people feeling insignificant. Prepara"ion: The content of the training program is to .&se mental and physical rehearsals to help build confidence and to evaluate the pace and timing of the material.

 Classroo% Manage%en": The room for e-tra chairs, overflowing trash cans, and piles of materials left over previous training sessions. Engaging Trainees: #ommunicate the topics that will be covered, the learning approach that will be used and e-pectations for trainees. )ne best way to gain trainees5s attention is to facilitate discussion from different places in the room. Managing Gro!p DEna%ics: !rrange group so that they contain a mi- of novices, e-perienced and e-pert trainees. Group should be arranged in a way that everyone in the group has a opportunity to contribute. PROGRAM DESIGN: 'rogram design refers to the organi$ation and coordination of the training program. ! training program may include one or several courses. (ach course may contain one or more lessons .'rogram design includes considering the purpose of the program as well as designing specific lessons within the program. (ffective program design includes co!rse para%e"ersA o78ec"ivesA lesson plan/ Co!rse Para%e"ers: The course parameters refer to general information about training program including the course title, description of the audience, statement of purpose, goals of the course, location, time, prere%uisites and name of the trainer. The course parameters are based on the information obtained from the needs assessment. The table below presents the course parameters for the performance appraisal feedback course. The course was designed for managers. The purpose of the course was to prepare managers to conduct effective performance appraisal feedback sessions with their subordinates. Co!rse Ti"le Targe" A! ience P!rpose Goals To"al Ti%e #onducting an effective 'erformance ,eedback ession. 2anagers To prepare managers to conduct effective performance feedback sessions with their direct reports 2anagers will be able to conduct a performance feedback session using the problem solving approach < day

No/ of Par"icipan"s Per =>8=? session Loca"ions PrereF!isi"es @arious 6one

9

Ins"r!c"or

#aroline )0 #onnel

O78ec"ives: 'rogram )bjectives are broad summary statements of the purpose of the program. #ourse objectives or lesson objectives, relate to goals of the course or lesson. These objectives are more specific than the program objectives in terms of the e-pected behaviors, the content, the condition and the standards. T#e De"aile Lesson Plan: +esson 'lan is designed for program lasting a day, a week and several hours. *f training takes place over several days, separate plan is made for each day. 1etailed +esson 'lan translates the content and se%uence of training activities into guide which helps trainer. +esson 'lan includes the se%uence of activities that will be conducted in training session and identifies administrative details.

Sa%ple of Lesson Plan

Co!rse Ti"le" Lesson Ti"le: Lesson Leng"#: Learning O78ec"ive: play

#onducting a (ffective 'erformance feedback ession &sing 'roblem olving style in feedback interview. ,ull 1ay. 1emonstrate the (ight key behaviors in an appraisal feedback role without error.

Targe" A! ience: Roo% Arrange%en":

2anagers. ,an Type.

Ma"erial an EF!ip%en": @#/, 'rojector, /ole 'lay (-ercise

10

Eval!a"ion an Assign%en"s: /ole 'lay, /ead !rticle :#onducting (ffective !ppraisal *nterviews;
Lesson O!"line *ntroduction @iew videos of three styles 3reak 1iscussion of strength and weaknesses of each style +unch 'resentation of A key behaviors of problem solving /ole 'lays 'resentation +istening ,acilitator 'articipation Ins"r!c"or Ac"ivi"E Trainee Ac"ivi"E 'resentation +istening 4atching Ti%e A8A.?> !2 A.?>8<> !2 <>8<>.=>!2 <>.=>8<<.B> <<.B>8< pm <8= '2

4atch (-ercise

'ractice using key behaviors Cuestions

=8B'2

4rap8 up

!nswer Cuestions

B8B.<? '2

'EATURE O' E''ECTI6E LESSON PLAN: Learning O78ec"ive Targe" A! ience: 4hat is the lesson designed to accomplishD 4hat is the standard for successful learningD 4ho is in the lessonD 4hat are the characteristics of the audienceD

PrereF!isi"e

4hat will trainees need to be able to do before they can benefit from the courseD
11

4ho is %ualified to be an instructorD Ti%e: Lesson O!"line Ac"ivi"E S!ppor" Ma"erials Eow much time is devoted to each part of the lessonD 4hat topics will be coveredD *n what se%uenceD 4hat will trainees0 and instructor0s role be during each topic coveredD 4hat materials e%uipment is needed for delivery of instruction or to facilitate instruction P#Esical Environ%en" Prepara"ion: Lesson Topic: Eval!a"ion Transfer an Re"en"ion *s a certain si$e or arrangement of room necessaryD 1o the trainees have homework that needs gto be completed before the lessonD 4hat the instructor need to doD 4hat topic is the lesson going to coverD Eow will learning be evaluatedD 4hat will be done to ensure that training content is used on the jobD

12