training and development

1. DEVELOPMENT AND IMPLEMENTATION
OF
TRAINING
Presented by:
Abhilasha bisht
Saima Perwez

2. DEVELOPMENT PHASE
PROCESS
INPUT OUTPUT
 DETERMINE
FACTORS THAT
FACILITATE
LEARNING AND
FACTORS
 ALTERNATIVE
INSTRUCTIONAL
METHODS
 PRORAM
DEVELOPMENT
PLAN
 INSTUCTIONAL
MATERIAL
 INSTRUCTIONA
L EQUIPMENT
 TRAINEE AND
TRAINER
MANUALS
 FACILITIES
 TRAINER
INSTRUCTIONAL
STRATEGY

3. INSTRUCTIONAL STRATEGY
 The strategy is compiled in a written document often
called a program development plan.
 This plan details the methods, material, equipment,
facilities and trainers for the training program.

4. CONTENT: LEARNING POINTS
 A learning point is an important piece of information
that a trainee must acquire to accomplish the
learning objectives.
 Each objective provides specific information as to
what needs to be learned.

5. MATERIALS AND EQUIPMENTS
 Document all the necessary materials such as text,
overheads, and the like, and the time frames for the
completion
 If material is being developed allow sufficient time
to prepare it properly.
 Order equipment and anything else provided by
others at off site locations well in advance.

6. TRAINEES’ MANUAL
 The trainees manual is an important learning tool
for training to keep the trainees’ interest and their
involvement in discussion, provide all the notes that
will be presented.
 The trainees’ will be able to pay more attention to
what is being said and done, rather than being
concerned about taking notes.

7. TRAINER'S MANUALS
 The trainer’s manual provides all the information in
the trainee’s manual and information on what the
trainer need to do and how to do it
 It is the visual aid for the trainer.

8. FACILITIES
 If training is taking place in the company’s facility,
be sure the room is available by reserving it.
 If training will be off site be selective as per the
design of the room.

9. THE TRAINER
 How is a trainer chosen?
 One of the reason most commonly cited for
ineffective training is its lack of relevance to the
trainee’s situation.

10. TRAINER KSAS
 Knowledge
Subject matter
Organisation
Adult learning process
Instructional methods
o Skills
interpersonal communication skill
verbal skill: active listening questioning & providing feedback
platform skills(ability to speak with inflection, gesture
appropriately, maintain eye contact
organisational skills( ability to present information in logical
order and stay on point)

11.  Attitudes
commitment to the organisation
commitment to helping others
high level of self efficacy

12. ON THE JOB TRAINERS
 They are usually classified as job holder or
supervisor for the job for which they are providing
training
For OJT programs to be effective the trainer need to
know the job to be trained , be knowledgeable in
the interpersonal skill necessary to interact with
those they train
be skill as trainers and
be motivated to be trainers.

13. ALTERNATIVES TO DEVELOPMENT
 For several reasons, an organisation may choose
not to develop its own training.
 The company could hire a consultant and use one
of their pre-packaged programs or look to outside
training seminars.

14. CONSULTANTS
 If the training required is not specific to the
organisation but more generic(example: conflict
management, interviewing skills and computers
skill, find a consultant with a training package that
can be adapted to fit the company’s needs)..
 Using the consultant’s pre packaged program
without any alterations would reduce the overall
cost.
 Advantage: they are ready to go
 Disadvantage : they are not specific to a company

15. OUTSIDE SEMINARS
 The outside seminar is training offered from time to
time at local hotels, conference centres and
universities.
 These seminars are the least expensive and best
alternative if only few employees need training.

16. IMPLEMENTATION PHASE
input output
 Program
development
plan
 Instructional
material
 Instructional
equipment
 Trainee and
trainers manual
 Facilities
 trainer
 Learned KSAs
 Evaluation
implementation
Process
Dry Pilot
run program

17. IMPLEMENTATION IDEAS FOR TRAINING
 Icebreaker
Have an icebreaker to start the training, an
icebreaker is a game or exercise that prompts
trainees to get involved in meeting and talking with
others.
 Without the icebreaker, training starts off fast, but
because of lack of “getting to know others” and
making discussions a legitimate part of training.

18.  Learning objectives
Another useful step at the beginning of training is to
review the learning objectives.
 Provide variety
 Exercises or games

19. Experience
(the exercise/game)
Lecturette
(provide information)
Processing
(analysis of
experience and
information)
Practice
(try it out)
Genaralizability
(relevancy to other
situations)

20. IMPLEMENTATION IDEAS FOR TRAINER
 Trainers need to consider several issues for training
to be effective. They must ensure that everything is
ready on time, that they provide an initial positive
impression, and that they gain and maintain trainee
interest

21. PREPARATION
 Need to arrive early at the training site
 Check seating arrangement and make sure
materials have arrived
 Ensure that all equipments is working and that you
know how to operate it.

22. FIRST IMPRESSION
 Typically the favourable (or unfavourable)
impression that a job candidate makes in a
selection interview is made in first few minutes. The
same could be said of the impression that the
trainer makes on trainees.

23. THE START OF THE TRAINING
 When training begin to arrive, greet them
individually.
 Small talks with individual trainee before the
session helps make them comfortable and, in turn,
will facilitate discussion once the training begins.

24. PODIUM
 Standing behind the podium or sitting at the desk is
acceptable for the one way communication, but it is
not the most effective style for training adults, for
whom two way communication is important.
 In these cases any barriers(desk,podium) present
non verbal impediments to the communication
process.

25. COMMUNICATION TIPS
 Listening and questioning
 Providing instruction
 Moving around while talking

26. DRY RUN
 In the training model the process component of the
implementation phase contains two important steps that
should be completed before training is ready for general use:
Dry run and Pilot programs
 The dry run is not designed to actually train the participants
instead it is designed to determine the value and clarity of the
various pieces of training program in a controlled setting.
 To assess its value it is necessary to get as many key
perspective as possible to view the training.
 The trainer should be someone involved in the training design
and development.
 For an effective dry run use some potential trainees but
choose them carefully ; consider the diverse backgrounds,
their general supportiveness of the value of training, and the
willingness to provide feedback.

27. PILOT PROGRAM
 The pilot program is different from the dry run in that
trainees are there to be trained. It will be a full fledged
training program.
 The main goals of the pilot program are to provide the
training for the relevant training; to asses further the
timing and relevance of modules and various training
components; and to determine the appropriateness,
clarity, and flow of material.
 The pilot program provide valuable responses and view
points that are inserted in the trainers manual. These
inputs will help guide new trainers to what to expect.
 Finally the pilot program will provide valuable feedback
to designers regarding the effectiveness of the training.

28. THANK YOU