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Training for Trainers course free sample

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Training for Trainers course free sample

  1. 1. Training of Trainers Free Sample 25%
  2. 2. FREE SAMPLEFREE SAMPLE Visit our website for full packageVisit our website for full package https://readytotrainmaterials.comhttps://readytotrainmaterials.com
  3. 3. Ground RulesGround Rules
  4. 4. 4 Nam e! Experience Organization Education Position Knowledge about KPI’s! www.ReadytoTrainMaterials.com
  5. 5. Chapter One: IntroductionChapter One: Introduction
  6. 6. Overview of WorkshopOverview of Workshop A train-the-trainer model will be used to assist participants to developA train-the-trainer model will be used to assist participants to develop and/or expand their skills to conduct effective trainings that areand/or expand their skills to conduct effective trainings that are specifically related to the fair housing training curriculum provided.specifically related to the fair housing training curriculum provided. Workshop Overview:Workshop Overview:
  7. 7. ObjectivesObjectives • Develop participants’ capacity to plan, organize, and conduct training. • Introduce participants to principles and concepts of training. • Equip participants with knowledge of effective training methods and visual aids and skills to use them. • Identify effective ways to monitor and evaluate training sessions. • Help participants develop training plans.
  8. 8. Activity: Ice breaking “Lifelines”Activity: Ice breaking “Lifelines” Every participants will introduce himself then draw a line on a piece of flip chart paper turned sidewise. At one end is your date of birth. Along the line you should record the important events in your life that shaped what you have become today. L I f e l i n e
  9. 9. Importance of TrainingImportance of Training Training is showing increasing importance due to: •The Rapid Environmental Changes in all Aspects. •The Significant Changes in Manpower Characteristics. •The Various Challenges Facing Modern Organizations. •Global Competition. •The Need To Have Productive, Stable and Effective Manpower.
  10. 10. Principles of TrainingPrinciples of Training   Motivation   Motivation Learning by  parts Learning by  parts Individual Differences Individual Differences   Feedback   Feedback Principles of TrainingPrinciples of Training   Time   Time   Balance   Balance PracticePractice Known  to  Unknown Known  to  Unknown
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  12. 12. 1. Trainees should be given the opportunity to apply and utilize the theoretical concepts that are presented in the training program. 2. Feedback is helpful since it makes trainees correct their mistakes, makes training more interesting and enables trainees to set goals for improving their performance. 3. Effective training is based on making a balance between a compacted training and lengthy training. 4. Moving from the known topics to the unknown and from the easier subjects to the more difficult ones. Principles of TrainingPrinciples of Training
  13. 13. 5. Effective training should be associated with a motivation for trainees. This motive could be self-development, a promotion or any other motive. 6. Segmentation of training: to provide people with relevant KSAs, this should be done by dividing the whole subject into minor parts and these small parts should be integrated to achieve the training goals. 7. Adequate time that is convenient to the trainee and also this means conducting training on interval basis not on continuous basis. 8. The individual differences among trainees should be observed. Since people are not alike and each trainee is a unique human entity, certain differences will emerge concerning physical, conceptual, mental, social and physiological aspects. Principles of TrainingPrinciples of Training
  14. 14. Utilize and stimulate the SensesUtilize and stimulate the Senses • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we hear & see • 70% of what we do • 90% of what we teach
  15. 15. Training System ComponentsTraining System Components 1. Training Needs Assessment ( TNA). 2. Developing Plans and Designing Programs. 3. Training Implementation. 4. Training Evaluation.
  16. 16. Inputs Processing Outputs • Manpower • Money • Materials • Tools & Aids • Data • Objectives • Polices • Technology • Manpower • Money • Materials • Tools & Aids • Data • Objectives • Polices • Technology • TNA •  Developing plans  &programs •  Implementation •  Evaluation • TNA •  Developing plans  &programs •  Implementation •  Evaluation • Knowledge • Skills • Attitudes • Higher performance • Better quality • Better morale • Higher stability •       =Effectiveness  • Knowledge • Skills • Attitudes • Higher performance • Better quality • Better morale • Higher stability •       =Effectiveness  Feedback
  17. 17. Chapter Two: Planning of theChapter Two: Planning of the TrainingTraining
  18. 18. Training Needs AnalysisTraining Needs Analysis Defining and assessing training needs to find out the deficiencies of knowledge, skills and attitudes according to the organizational analysis. Defining and assessing training needs to find out the deficiencies of knowledge, skills and attitudes according to the organizational analysis. Translating needs into: •Training needs •Mechanisms •Resources •Tasks •Time frame Translating needs into: •Training needs •Mechanisms •Resources •Tasks •Time frame A detailed statement covering a specific training need. A detailed statement covering a specific training need. Training Needs Trainin g Plan Training Program
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  20. 20. What is a Training Need?What is a Training Need? • It is a gap between the current employee’s competence level (what is) and the desired competence level (what should be). • The desired (ideal) level - the current level = the training need
  21. 21. Levels of Training NeedsLevels of Training Needs AssessmentAssessment TNA is carried out on three levels: 1.The organizational level. 2.The task level. 3.The individual.
  22. 22. How Training Needs Assessment isHow Training Needs Assessment is carried out?carried out? TNA is carried out according to the following steps: 1.Revising the objectives to be achieved and relevant activities during a future period. 2.Collecting data about performance. 3.Data analysis. 4.Abstracting performance problems ( problems that can be solved by training). 5.Translating those problems into training needs.
  23. 23. First: Revising Future Objectives and RelatedFirst: Revising Future Objectives and Related ActivitiesActivities This is the first and logical step to start with in order to revise the main objectives of the organization and its divisions during the coming period (e.g. 2020 or 3 years). Analysis also considers the main activities required to attain the objectives. Here we carry out the organizational and task analysis.
  24. 24. Second: Collecting Data about PerformanceSecond: Collecting Data about Performance IndicatorsIndicators Data is collected about : current performance levels, costs of activities and problems associated with each sector or activity. Data is collected using a number of methods including: •Observation •Reporting •Personnel records •Performance appraisal •Job description cards •Interviews •Questionnaires ( addressed for managers and employees).
  25. 25. Third: Data AnalysisThird: Data Analysis • Having secured the provision of data from various sources using the previous methods, data collected is subjected to processing and interpretation via manual or electronic data processing techniques. The purpose is to abstract meaningful indications about performance problems.
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  27. 27. Fourth: Classifying Performance ProblemsFourth: Classifying Performance Problems Once we have reached a list of performance problems, we start classifying these problems into: •Problems that cannot be tackled by training. These are the problems that need certain methods of intervention rather than training. Examples of these problems include: Structural problems, moral problems, resources problem... •Problems that can be addressed by training. These are the problem that caused mainly by deficiencies in knowledge, skills and attitudes and thus training is the effective method to handle these problems and fill the gap of what is and what should be.
  28. 28. Fifth: Translating those KSA PerformanceFifth: Translating those KSA Performance ProblemsProblems In this last step, performance problems that can be solved via training are translated into training needs: •Quantitatively: The numbers of people need to be trained. •Qualitatively: this refers to the KSA needed (by each individual).
  29. 29. Developing Training PlansDeveloping Training Plans Training Plan: is a statement of the organization’s vision, objectives and the mechanisms of achieving these objectives. (1) Motivation (2) Resources (3) Job Redesign (4) Training High Low High To explain the TN as a successful method of intervention to handle performance problems related to the KSA deficiencies, the following figure is inserted to show the cases of performance deficiencies and the adequate method to deal with each case:
  30. 30. Steps Of The Training Plan ProcessSteps Of The Training Plan Process Revising previous training plans Investigating & identifying the resources and factors affecting training Setting up priorities taking in account certain consideration Translating Training needs into training objectives Determining the requirements and mechanisms relevant to the accomplishment of the plan The design of training programs Developing the plan document
  31. 31. Revising the Previous Training PlansRevising the Previous Training Plans • The aim of such a revision is to get certain guidelines and useful indicators so as to identify the new aspects to be addressed in the light of the emerging needs and variables. • Help exclude some irrelevant and obsolete programs. Additionally, we can reach certain new priorities according to the actual implementation of the last year training plan.
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Notes de l'éditeur

  •  
    We can understand from the previous discussion that there are four main training stages: training needs assessment, Planning of training (objectives & programs), implementation and training evaluation.
  • A successful training should be based on a training needs analysis. In the absence of this TNA, it is difficult to conduct other training activities efficiently. This to say in the absence of TNA, setting up training plans, designing programs and implementation are likely to be done improperly. This emphasizes the concept of : Make sure and do not Assume. In practice we have seen the failure of many training programs because no proper attention has been given to TNA; it has been assumed that these are the training needs without making sure that they are real needs.

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