Training Design

Participants will be able to: Define the term training design Recognize the important role that adult learning theory plays in training design Create a program plan that identifies specific design requirements and constraints Design goal statements that clarify program outcomes

more Training Design

Set Goals and Objectives

Define Target Audience

Sequence

Select Strategies and Tactics

Selecting an Instructional Programme

TYPES OF TRAINING DESIGN

PASSIVE METHODS

Lecture and discussion

Video and films

Laboratory demonstration

TYPES OF TRAINING DESIGN

ACTIVE METHOD

Equipment mock-ups

Flat panel simulators

Part- task simulators

Full-scope simulators

Understanding the Adult Learner

Andragogy The discipline that studies how adults learn

It is based on five assumptions about the differences between how adults and children learn:

Self –concept Experience Readiness to learn Orientation to learning Motivation to learn

TYPES OF LEARNERS

Theorists Innovators

Organizers Humanitaria

ns

Implications for Training

People have different modes of thinking and Learning. Those preferences influence how we:

Process and store information Retrieve information Make meaning out of information

All learning groups are made up of people with different learning styles, different thinking styles and different ways of knowing.

Guides to Better Learning

Become familiar with learning styles Use of audio visual-equipment Kinesthetic Physically participating in activities

Adults learn through: Active participation Collaborative efforts Infusing past experiences Deciding what is important to their training

Training Goals & Objectives

Goal is a clear statement, usually in one sentence of the purpose and intent of the programme ; who is the training for, what is it about, why is it being conducted.

Objectives are specific results that will be achieved at the end of the programme.

Trainee Reaction Objectives Describes the desired attitudinal and subjective evaluations of training by the trainee

Learning Objectives Describes the type of behavior that will demonstrate the learning, the conditions under which the behavior must occur, and the criteria that will signify that a sufficient level of training has occurred

Transfer of Training Objectives Describes the job behaviors that will be effected by training, the conditions under which those behaviors must occur, and the criteria that will signify that a sufficient transfer of learning from training to the job has occurred

Organizational Outcome Objectives

Describes the organizational outcomes that will be affected by the transfer of learning to the job and the criteria that will signify that organizational outcome objectives were achieved

Types of objectives

Format of Objectives

A good objective statement has the following components (ABCD):

Audience

Behaviour

Conditions

Degree

They should be SMART – specific, measureable, action-oriented, realistic, timely

Defining Target Audience

Aptitude one’s ability to learn information or acquire a

skill.

Attitudes and Perceptions

Sequencing

Judge importance of sequencing

If content is large and interrelated then sequencing becomes important

If total instruction time is less than one hour, sequencing is probably not critical

If topics are independent, then sequencing is not important

Selecting Strategies & Tactics

Learning environment: on-the-job, classroom, or informal

Performance measurement: written tests, role-play and simulation exercises, observation of on-the-job performance

Methods: lecture, tutorial, discussion, self-study, laboratory

Selecting an Instructional Programme

A key decision is whether to develop an HRD programme “in-house” or to purchase it “off the shelf”

The organization may have a staff of instructional designers to design HRD programmes.

You may opt to use other sources such as consulting firms, educational institutions, professional societies, governmental agencies, non-profit organizations etc.

Training Development

Methods Materials and media selection Production

COMMON TRAINING METHODS

ON-SITE METHODS: Apprentice Job rotation Vestibule On-the-job

more COMMON TRAINING METHODS

Lecture Small Group activity Case studies Business games

Role plays Programmed instruction In-basket Exercise Experiential learning

OFF-SITE Methods:

Materials and Media

Audio recordings (CD’s, cassette, Multimedia CBT)

Projected materials ( video, film, powerpoint) Non-projected materials (flip charts, charts,

graphs) Tangible objects (models, equipment,

presenter)

PRODUCTION

Check and revise all material before beginning production Replication of materials and manuals Can be done in-house or sub-contracted to an outside agency

Conclusion

A training system that learners and trainers can implement to meet the learning goals

typically includes: identifying learning objectives needed facilities necessary funding course content lessons and sequence of lessons

References

Noe, R. (2005) Employee Training and Development, 3rd Ed., McGraw Hill

Moskowitz, M. (2008) A Practical Guide to Training and Development, Wiley and Sons

Koslowski, S. and Salas, E (2010) Learning, Training and Development in Organizations, Routledge, Taylor and Francis Group. NY

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