Download - Training design and development - optimized
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
END