Transcript DESIGNING TRAINING PROGRAM

HUMAN RESOURCE DEVELOPMENT
GROUP 3
PERSONNEL MANAGEMENT II
ROLL NO.
03
12
25
35
49
63
S-4
NAME
Vishal Vats
Ankita Kevin Natal
Ruhama Kachchap
Abhinav Mishra
Hirni Pathak
Ritesh
Tanvi
 Determining
 Target
the objectives of Training
Group
 Content
Objectives are not fate; they are direction.
They are not commands; they are
commitments. They do not determine the
future; they are means to mobilize the
resources and energies of the business for the
making of the future.”
~Peter F. Drucker
 Robert
Mager Defines an Objective as a
Description of performance you want learners
to be able to exhibit before you consider them
competent.
 An
objective is a more specific statement
about what the learner should, or will be able
to do, after the training experience.
 HRD
or Training program objectives describe
the intent and the desired result of the HRD
program.
 Objectives
are the basis to determine the
methods that should be used to achieve the
specified outcome.
 Training
Objectives assist trainers to design
the training program.
 Objectives
are used by organization to
evaluate the program’s success.
 Objectives
help participants to focus their own
attention and efforts during the program.
 PERFORMANCE
The Performance component is a description of
the behaviour that learners are expected to
perform. It should be measurable and
observable. It describes what the learner will be
doing when demonstrating mastery of an
objective. Mager distinguishes between two
types of performances - visible and invisible.
 CONDITIONS
The Conditions component of an objective is a
description of the circumstances under which
the performance will be carried out. It also
includes a description of what will be available
to learners when they perform the desired
behaviour. Specifying the conditions further
helps to prevent misunderstanding of your
intent.
 CRITERION
The criterion is a description of the criteria for
acceptance of a performance as sufficient, indicating
mastery of the objective. In other words, how well
must it be done. In addition, it provides a
standard against which to test the success of the
instruction, and gives you a way of evaluating
whether or not the learners can, in fact, do what you
set out to teach them. There are two main ways to
define a criterion of acceptable performance:
Speed and Accuracy
Heinich, Molenda, and Russell (1989) wrote that there are four
components of every objective:

Audience — who is the target of this objective, and what are
the learner's characteristics.

Behavior — what behavior is expected from the learner to
show that he or she has learned the material. Words like
“learn,” “appreciate,” and “know” are vague. Instead, use
action verbs like “identify,” “demonstrate,” and “list”.

Conditions — under what conditions will the learner be
expected to demonstrate her knowledge. Will the learner be
given graphs, illustrations, reference material, or must she
perform from memory?

Degree —the standard by which acceptable performance will
be judged.

Always spend time considering what the aim and
objectives of the training are before designing the
programme. In this way well written aims and
objectives will help to provide a sound basis for
identifying the purpose, content and learning methods
required. They will also be key in evaluating whether
the training has been successful.

Think of objectives in terms of the outcome of the
training, that is what do you want the learner to
differently as a result of attending the training?

Use a checklist to see whether performance, condition
and criterion are included in all learning objectives. If
the condition and criterion apply to all of the
objectives, consider including these in the stem
sentence for the objectives (for example ‘By the end of
the session you will, with the use of your handouts, be
able to correctly:’).
 Constantly
refer to the aims and objectives
when designing materials/exercises and
ensure that learners are fully aware of them
throughout the event.
 Write a separate statement for each important
outcome or intent; write as many as you need
to communicate your intents.
Think from Their Perspective
Whenever any company plans a new training
program, there are four basic questions about
the proposed training audience that must be
asked:
 Who needs this training?
 Why do they need it?
 What do they already know?
 What do they need to know?
For example, Jon is a training manager who
needs a course that teaches updated inventory
procedures to warehouse employees. Jon has
never worked in the warehouse, so it takes
him a full day to learn how to use the
procedures and follow them correctly.
However, the people who work with the
scanners every day know the procedure inside
out. What takes Jon a day to learn can actually
be taught in an hour, because the training
audience already uses the tool.
 Information
that seems new or difficult to you
may seem very familiar and easy to someone
else.
 Information that seems easy to you may be
difficult for others.
Therefore, it is critical to know your training
audience’s actual needs.
 During
the needs analysis, it is important to
examine the training project from the
perspective of the target training audience. In
many cases, talking with people within the
target group helps uncover their actual needs.
 Once the training audience has been defined,
creating a training plan becomes much easier.
The organisation can clearly define the
course’s training topics and select the correct
delivery method.
 Existing
Employees
 New Hires
 Managers
 Clients
Train Employees to Improve Workplace
Performance
A company can create and implement employee training
programs to guide people through changes in the
workplace.
Reasons for employee training:
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Changes in customers’ needs
Deployment of IT applications
Growth or restructuring of business
Adoption of best practices or new business processes
Launch of new product or services
Performance improvement for specific tasks
An employee training program can be part of a
comprehensive change management plan;
however it is also important to craft the
program to meet your training audiences’
individualized needs.
When change occurs within a business, people
need help shifting from familiar habits to the new
behaviours. We build comfortable patterns in our
daily routine as we seek stability and familiarity.
Sometimes we linger with these routines longer
than we should, even when a better or easier
solution available.
 An employee can view change as a threat to their
stability or comfort levels. Employee training
programs can minimize the discomfort caused by
change. When employees feel confident with the
new material, they will be more willing to change
their own behaviours. Employee training can help
a company implement change and achieve
success.

Some of the ways to guide employees to feeling more
comfortable about changes as they occur will be in the manner
the change is presented to them. Incorporating some of the
following elements in the employee training would ease the
change within the organization.
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Discuss current practices
Explain the reasons behind the change
Demonstrate how the change will benefit the employees
Listen to concerns and ideas
Explore goals and envision results together
Offer people a chance to practice in an environment away
from clients and customers
Invest resources and time to properly plan and implement
change
Praise, recognize, and reward those who adopt change best
Welcoming New Hires into Your
Company
Newly hired employees start their first day with
both excitement and worry. They want to excel
in their new job, but they do not know where to
start. New hire training harnesses their
enthusiasm, reduces their fears, and directs
their energy.
New hire training program should provide the
following opportunities:
 Create
a comfortable learning environment
 Acknowledge that new concepts take time to
learn
 Encourage people to practice new skills
during the class
 Offer individual feedback to participants
 Welcome questions and provide timely,
accurate answers
The course’s instructional design may include
topics such as:
•
•
•
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Corporate policies and business processes
Technology and software applications
Compliance requirements
Product and service information
Strengthen the Company’s Management
Team
 Companies
rely on managers to make good
decisions, motivate people, and implement
policy.
 Managers
need training before they can lead.
Manager training can be offered for several
different situations:
 Internal
promotions of non-management
employees
 Hiring of new managers with existing
management skills
 Ongoing education of existing managers
(policy and skill updates)
If the company promotes from within, it may
need to teach management skills to new
managers.
Even if experienced managers join the
company, they still need to know the company’s
policies and way of doing business.
A management training program is supposed to
provide instruction on how to lead others within
the company.
Offer Courses that Fit within a Busy Day
It is difficult to step away for training.
In creating a management training program,
training delivery methods that respect the
audience’s limited time while achieving desired
learning objectives, must be formulated.
Here are a few possibilities:
Web/Computer Based Training, e-learning for
small policy updates
 Synchronous e-learning may be needed if time is
in short supply but an instructor is needed
 Classroom learning may be useful if time is more
available or the subject matter is very complex
However, depending on the situation, the ideal
solution may involve a combination of several
different delivery methods for a blended learning
solution.

Maximize the Client's Success
Who actually uses the company’s products or services?
If a company sells directly to consumers or end-users,
then it may be able to hear their feedback directly.
However, this is not the case most of the time, and the
end users of a company’s product may be:



People who work in the client’s co.
People who work at a co. that buys from the client co.
Consumers who buy from the client co.
Maximize the Client's Success
Who actually uses the company’s products or services?
If a company sells directly to consumers or end-users,
then it may be able to hear their feedback directly.
However, this is not the case most of the time, and the
end users of a company’s product may be:



People who work in the client’s co.
People who work at a co. that buys from the client co.
Consumers who buy from the client co.
 In
preparing the training structure and
content the facilitators should consider the
following:
What they intend to do
goals and objectives
How are they going to do it
content, methods and
materials
How will they know if they
have succeeded
monitoring and evaluation
 Content
is a sequenced list of topics to be
covered with an indication of the amount
of time to be spent on each.
 A parallel list of methods should be developed
to be used in covering the content topics.
 It is also useful to prepare a parallel list of
materials and services that will be required for
each topic given the number of participants.
 During planning it is useful to set out the
contents, methods and materials in parallel
rows.
Training Content comes in various forms and is
delivered in various ways. Training Content as
such is basically seen as the knowledge or
intellectual property behind a training or course
you take.
 Training library provides this intellectual
property and offers its customers and users to
either learn by themselves or to use the content
for training groups and or individuals.

Training library converts training content (the
intellectual property) and converts this into
various user-friendly formats.

What do I want to accomplish in this
session?

What needs to be done with the group in
order to reach the desired goal?

Answering these questions will assist the
facilitator in putting together the training
plan and selecting the appropriate exercises
and content.
 Program
announcements inform the target
audience about the training program.
 It is given through :
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 It
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Supervisory channels
Union stewards
Company intranet
Company newsletters
should provide information such as:
Purpose of the program
When and Where it will be held
How employee can qualify to participate in the
program.
 Program
Outlines are documents that
communicate the content, goals and
expectations for the program.
 It includes:
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Objectives
Topical Areas to be covered
Materials or tools needed
Requirement of each trainee
Tentative Schedule of Events
 Contents
are then sequenced in a following
manner:
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From simple to complex
Topics are arranged in terms of their relative
importance
From known to unknown
From specific to general
Dependent relationship
 These
are basic instructional material,
readings, exercises and self-tests provider
most trainers rely upon.
 Textbooks provide a broad treatment of the
subject whereas Training Manuals are known
for their brevity and hands-on approach
 While Purchasing text book the content that
the book provides, cost involved, the ease of
customization is to be taken care of.
 Training
manuals are easy to develop given
the purpose, objectives are clearly stated.
 With the help of desktop publishing software
the training manuals become highly
customizable and also the cost involved is
drastically reduced.
 Be
specific and address the needs of the
participants.
 Time allotment should be done judiciously to
cover important points. It is advisable to plan
materials that are easily comprehendible at
the beginning of the class. After this initial
groundwork is laid and the participants have a
basic understanding, the facilitator can
proceed to more complex materials. More
complex information should be introduced
only after the first break.
 Build
in flexibility. Be prepared to spend
more time on some topics if the need
develops.
 Have reserve materials on hand. Be prepared
for unexpected questions and problems.
 Prepare succinct, usable written
materials. Course outlines do not need to be
long.
 Prepare
general time guidelines for each
session, but remember the need for
flexibility. It can be helpful to put together a
plan for the training, which should be
displayed in a visible location in the room
during the whole training session. The
visibility of the training plan will positively
influence the learning process, as it allows the
participants to clearly see the objectives of the
training session.
 Use
visual support throughout.
 Build in early participation. Involve the
participants as early as possible in the
program. Remember that it can be difficult to
sit and listen to a presentation for more than
one hour.
 Consider the team approach to planning
course structure. Some of the best courses
involve 2-5 training specialists and facilitators
planning a unified, coherent course.
 Human
Resource Development, Jon M.
Werner & Randy L. Desimone, Pg. 133150,Eighth Edition, Cengage Learning India
Pvt. Ltd.
 http://www.citehr.com/103171-writing-s-m-rt-training-objectives.html, Writing S.M.A.R.T
Training objectives, www. Citehr.com,
Accessed on 20th November, 2011