PRESENTATION ON

TRAINING DESIGN

INTRODUCTION-

The training design is a set of instructions we can follow to design training for any line

position in case of any industry .

The Training Design Model-

A model is a recipe or pattern that when followed results in a desired outcome.

The Training Design Model is made up of seven interrelated components within the Human Resource Model Step #1 : Need AssessmentStep #2 : Training PlanStep #3 : Lesson PlanStep #4 : Trainer TrainingStep #5 : Training ImplementationStep #6 : EvaluationStep #7 : Counselling & Coaching

SOCIAL LEARNING THEORY

To develop effective training programs, it is important to understand the

learning theory.

Among many learning theories, Social learning theory is the most important.

This theory provides a broad understanding of the learning process.

Various learning processes and corresponding training events can be

categorized as-

CONTD….

Attention/ Expectancy Learning Environment, pretraining

communication, statement of objectives and

process.

Retention stimulation of prior related learning.

Behavioral Reproduction Active and guided practice( role play &

simulations).

Reinforcement Assessment and feedback ( positive and/or

negative).

STEPS TO TRAINING DESIGN

The process for developing performance-based training includes the following 10 steps.

The first four steps constitute the task analysis that is necessary to design and develop

relevant, useful training materials. Steps 5–10 constitute the design and development

process.

TASK

AN

ALYS

ISD

ESIG

N A

ND

DEV

ELO

PMEN

T

1. DEFINE THE TARGET POPULATION.

2. LIST THE TASKS TO BE PERFORMED.

3. LIST THE SKILLS AND KNOWLEDGE NEEDED TO DO THE TASKS.

4. SELECT SKILLS AND KNOWLEDGE TO BE TAUGHT.

5. DEVELOP TRAINING DESIGN.

6. DRAFT OUT THE EXPANDED OUTLINES.

7. USE REALISTIC EXAMPLES IN YOUR EXERCISE.

8. DRAFT THE COMPLETE MODULES.

9. FIELD TEST THE TRAINING MATERIAL.

10. REVISE AND FINALIZE.

CONTD…

DEFINING THE TARGET POPULATION

To define the target population, ask questions such as:

• What are the job titles of the intended participants in the training?

• How were they originally trained for their jobs?

• What are their educational and professional backgrounds?

• Are they still in school or already on the job?

• How are they accustomed to learning?

• What languages do they speak and read?

• What types of health facilities do they work in, and how are these facilities equipped?

• By whom are they supervised?

• Is it possible for them to attend a training course away from their jobs?

LISTING THE TASKS TO BE PERFORMED BY THE TARGET POPULATION

To list the tasks to be performed by the target population, one must know what “good

performance” is, in other words, what a good performer would do on the job. To find out,

the

training developers must have access to:

• technical experts who can accurately describe the job,

• good performers who can be observed doing the job, and/or

• documents and manuals that accurately describe the job.

LISTING THE SKILLS AND KNOWLEDGE NEEDED

TO DO THE TASKSFor each task involved in a job, the training developers next list the skills and knowledge

required to perform the task. Skills are generally actions such as measuring, mixing,

recording, calculating, communicating, or making decisions. Required knowledge is the

information needed to do a task correctly.

Making a list of required skills and knowledge often necessitates more questioning of

experts to explore what is involved in each task. The final list of skills and knowledge

can be very lengthy, and it becomes obvious that choices must be made about which

skills and knowledge are most important to teach.

SELECTING THE SKILLS AND KNOWLEDGE TO BE

TAUGHT (TRAINING OBJECTIVES)

Possible criteria for inclusion

• Many members of the target population lack the skill or

knowledge.

• Training (including practice and feedback) is required to

learn the skill or knowledge

because it is new or difficult.

• The task for which the skill or knowledge is needed is

important to the patient’s outcome.

• The skill or knowledge is needed frequently.

• It is practical to teach the skill or knowledge in the given

training setting.

DESIGNING AND DEVELOPING THE TRAINING COURSE

As part of the design process, the training developers organize the selected skills and

knowledge to be taught into logical teaching units called modules. The design for each

module includes its training objectives and a brief outline of the information, examples and

exercises that will provide opportunities for

practice using the skills and knowledge.

COMPARISON OF TRADITIONAL AND

STRATEGIC KNOWLEDGE TRAINING

STEP 1.

Declarative knowledge (what) is presented.

STEP 2.

Procedural knowledge (how) is presented.

STEP 3.

Workers practice using the charts and interpreting the results.

STEP 4.

Workers are given feedback.

STEP 1.

Declarative knowledge is presented.

STEP 2.

The context of the procedures is added by instructing workers about the importance of the skill and time for its use.

STEP 3.

Procedural knowledge (how) would be presented the same way as in traditional training.

STEP 4.

Workers practice using the charts and also practice when and why to use them.

STEP 5.

Workers are given feedback.

CASE STUDY

The Garden Terrace Inn (GTI) is a sixty room full service hotel. Its target market is upper

middle class professionals who desire quiet, safe, and pleasant surroundings . . . and,

excellent service.

GTI is located in Chelsea, Arizona, in the midst of lovely gardens over- looking Oak Creek

just 20 minutes from Chelsea International Airport. The Living Room welcomes guests

with well-stocked library shelves, comfortable overstuffed chairs, and a large stone

fireplace. Guests and visitors feel at-home in this country inn atmosphere. The Terrace

Lounge is adjacent to the Living Room and provides beautiful garden views while offering

a wide choice of refreshing libations.

CONTD..

GTI is independently owned and has been in operation six years. In the past, new hires

were trained by other employees and management; but, as business stabilized, ownership

determined there was a need for a more effective, efficient, and consistent training

program. We are going to approach the training design model as an imaginary consulting

firm hired by GTI—designing imaginary training—for an imaginary inn.

CONTD..

The Garden Terrace Inn Organizational Chart-

General manager JIM

Executive chef executive housekeeper assistant general manager PAUL OLIVIA KELLY

Sous chef book-keepers cooks front desk managers dining managers

Dish washers servers

CONTD…

1) Needs Assessment

a. What is the problem?

b. Who needs what?

c. Objectives: What should the training outcomes be?

d. Define the trainees

• Who are we training? (common profile)

• What are their learning styles?

• What do they already know?

2) Training Plan

a. Training topics

b. Schedule time and place

c. Select trainers

CONTD..

3) Lesson Plans

a. Behavioral objectives

b. Select methods

c. Content & materials

d. Trainer directions (script & business)

e. Trainee evaluation instruments

4) Train-the-Trainer

a. Design formal training for trainers including:

• Adult learning principles

• Motivation & communication

• Team building & leadership

• Teaching methods

CONTD…..

5) Implementation

a. Preparation & practice

6) Evaluating training program

a. Did it meet the objectives?

7) Coaching and Counseling

a. Supervision/On-going training

b. Recognizing and addressing personal problems