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Dear All,
Please find the various steps involved in Training.
Mentioned below are the steps from "Awareness of Need to End of course validation and action planning".
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 Systematic Approach to Training.
Trainer will need to develop own approach to do the following:
1.Training is suitable to meet identified training needs
2.Collaborate with a variety of client organization to meet their requirements
3.Use available resources effectively and efficiently
4.Plan action for yourself and others
5.Ensure a satisfactory outcome from the training
BUILDING TRAINING DESIGN
Planning Training Session Involves:
1.Establishing learning Objectives.
2.Identifying the components to be covered in session.
3.Assemble specific methods and activities in designing.
4.Learning objectives are statements of what we want learner to know, feel, or be able to do at the end of training.
For example, the learning objectives for a training session on the principles of adult learning might be.
5.Learners 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 exercise.
6.Learners 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.
7.Learning Components are statements of what will be covered in the training session. For the same session, components might be:
TRAINING DESIGN PROCESS
STEP 1: Awareness of need-
The trainer is made aware of the potential need for some form of training in variety of ways.
STEP 2: Consult with client-
Whenever 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 questions as ‘exactly what’, ‘who’, ‘over what period’ is and is asked until the trainer is satisfied that sufficient information is held to provide the training intended.
STEP 3: Specify symptoms-
New requirement training the symptoms are that function ‘X’ is required and therefore, the people concerned do not have skills ‘X’. Training for existing functions, which are not performed effectively, requires a diagnosis of the symptoms, which show what is going wrong.
STEP 4: Analyze training needs-
Armed with the knowledge that there is training need for which the symptoms new or existing have been determined, a final analysis of the training needs is undertaken. Required skill- Existing Skill = Training Need
STEP 5: Define existing capabilities of proposed audience and define selection criteria-
The course content should meet the needs of a ‘median’ participant and include material, which would hopefully be of use to those participants above and below the median. Selection Criteria keeps participants close to median to make material relevant to each participant.
Example: At this stage, the Department of Public Enterprise establishes selection criteria for the participants in its course. A participant is expected to have had at least two years, experience in project appraisal or development. The trainee should have high level of skill in at least one area of project appraisal.
STEP 6: Select program objectives and define specific learning objectives-
Classify different types and levels of learning are:
Knowledge: Simple access to information.
Skill : The ability to use the learning
Attitude: What 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.
Consider following factors for selecting Program Objectives:
1. Determine needs of organization whether it is an operating, planning or financing organization.
2. Needs of participants, given their qualifications and degree of homogeneity or heterogeneity of the group as defined.
3. Consider constraints to accomplish program objectives like course length, lecturing staff, facilities and fund, types of courses which can be taught
4. Need for flexibility to change if participants changes.
STEP 7: Build curriculum (content and sequence)-
The curriculum is the course calendar and it specifies the content and sequence of the subject matter. Initially, a calendar is developed, noting the topics of discussion for each session. A 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.
Factors to be considered for calendar development
1. Internationalization: Participants should be given opportunity for subconscious thought over time to relate the new material to past experience. Thus instructor should allow sometime between sessions on a certain topic but not so much that the participants lose their train of thought.
2. Boredom Potential: Instructors favor splitting a subject up (rather than giving several consecutive sessions on the topic) in order to relieve boredom while providing time for internationalization.
3. Participant’s Culture Shock: As part of socialization 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 acquainted in small “primary” groups. Another aspect of this process is to form relationship across regional or cultural lines.
STEP 8: Select methods and materials-
There are various methodologies available to group leaders like lectures, discussions, cases, exercises, field trips, programmed teaching , packaging , role playing, workshops, games and post work or project workshop.
Methods and materials should be chosen to maximize learning for the participant subject matter and type of learning described
Retention is a critical factor of learning process. The greater the number of exposure the greater, the greater is the retention. For instance, on the first day, subject would be introduced in the seminar room with a short lecture, example, and discussion. On the second day, the participant has a reading and an exercise to be done at home. The following day, the exercise is reviewed in the seminar room, points already mentioned are amplified and new ideas are brought out.
STEP 9: Conduct training-
This is implementation phase. The first seven steps have been involved with defining and preparing the program. New materials should be tested before they are used in the class.
STEP 10: Decide the evaluation methods-
The minimum requirements for evaluation process:
1. Statement for Learning Requirement
2. Level of skill of learners before training.
3. Methods to assess process during training.
4. Methods of validating training at the end of the event.
5. Long term approach to ensure learning is transferred to the job
STEP 11: Produce the evaluation instruments-
Full considerations must be given to the most effective formats for the processes to be assessed.
Example - For soft or subjective training it is necessary to design and use more subjective form of assessment.
STEP 12: End of course validation 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. In this way the extent and level of change can be assessed. The assessment can be in the form of tests, observed actions, testing activities or realistic questionnaires.
Regards
Pradeep Vinapamula