DESIGNING TRAINING PROGRAM

1. DESIGNING TRAINING PROGRAM HUMAN RESOURCE DEVELOPMENT GROUP 3 PERSONNEL MANAGEMENT II

2. GROUP COMPOSITION

3. NEXT STEP

4. ROADMAP • Determining the objectives of Training • Target Group • Content

5. DETERMINING THE OBJECTIVES OF TRAINING Objectives are not fate; they are direction. They are not commands; they are commitments. They do not determine the future; they are means to mobilize the resources and energies of the business for the making of the future.” ~Peter F. Drucker

6. DETERMINING THE OBJECTIVES OF TRAINING • Robert Mager Defines an Objective as a Description of performance you want learners to be able to exhibit before you consider them competent. • An objective is a more specific statement about what the learner should, or will be able to do, after the training experience.

7. ROLE OF OBJECTIVES • HRD or Training program objectives describe the intent and the desired result of the HRD program. • Objectives are the basis to determine the methods that should be used to achieve the specified outcome. • Training Objectives assist trainers to design the training program.

8. ROLE OF OBJECTIVES • Objectives are used by organization to evaluate the program’s success. • Objectives help participants to focus their own attention and efforts during the program.

9. QUALITIES OF OBJECTIVES • PERFORMANCE The Performance component is a description of the behaviour that learners are expected to perform. It should be measurable and observable. It describes what the learner will be doing when demonstrating mastery of an objective. Mager distinguishes between two types of performances - visible and invisible.

10. QUALITIES OF OBJECTIVES • CONDITIONS The Conditions component of an objective is a description of the circumstances under which the performance will be carried out. It also includes a description of what will be available to learners when they perform the desired behaviour. Specifying the conditions further helps to prevent misunderstanding of your intent.

11. QUALITIES OF OBJECTIVES • CRITERION The criterion is a description of the criteria for acceptance of a performance as sufficient, indicating mastery of the objective. In other words, how well must it be done. In addition, it provides a standard against which to test the success of the instruction, and gives you a way of evaluating whether or not the learners can, in fact, do what you set out to teach them. There are two main ways to define a criterion of acceptable performance: Speed and Accuracy

12. ABCD Components Heinich, Molenda, and Russell (1989) wrote that there are four components of every objective: • Audience — who is the target of this objective, and what are the learner's characteristics. • Behavior — what behavior is expected from the learner to show that he or she has learned the material. Words like “learn,” “appreciate,” and “know” are vague. Instead, use action verbs like “identify,” “demonstrate,” and “list”. • Conditions — under what conditions will the learner be expected to demonstrate her knowledge. Will the learner be given graphs, illustrations, reference material, or must she perform from memory? • Degree —the standard by which acceptable performance will be judged.

13. TRAINING OBJECTIVES

14. Practical Tips • Always spend time considering what the aim and objectives of the training are before designing the programme. In this way well written aims and objectives will help to provide a sound basis for identifying the purpose, content and learning methods required. They will also be key in evaluating whether the training has been successful. • Think of objectives in terms of the outcome of the training, that is what do you want the learner to differently as a result of attending the training? • Use a checklist to see whether performance, condition and criterion are included in all learning objectives. If the condition and criterion apply to all of the objectives, consider including these in the stem sentence for the objectives (for example ‘By the end of the session you will, with the use of your handouts, be able to correctly:’).

15. Practical Tips • Constantly refer to the aims and objectives when designing materials/exercises and ensure that learners are fully aware of them throughout the event. • Write a separate statement for each important outcome or intent; write as many as you need to communicate your intents.

16. Target Audience Think from Their Perspective Whenever any company plans a new training program, there are four basic questions about the proposed training audiencethat must be asked: • Who needs this training? • Why do they need it? • What do they already know? • What do they need to know?

17. Target Audience For example, Jon is a training manager who needs a course that teaches updated inventory procedures to warehouse employees. Jon has never worked in the warehouse, so it takes him a full day to learn how to use the procedures and follow them correctly. However, the people who work with the scanners every day know the procedure inside out. What takes Jon a day to learn can actually be taught in an hour, because the training audience already uses the tool.

18. Target Audience • Information that seems new or difficult to you may seem very familiar and easy to someone else. • Information that seems easy to you may be difficult for others. Therefore, it is critical to know your training audience’s actual needs.

19. Build Courses around Actual Training Needs • During the needs analysis, it is important to examine the training project from the perspective of the target training audience. In many cases, talking with people within the target group helps uncover their actual needs. • Once the training audience has been defined, creating a training plan becomes much easier. The organisation can clearly define the course’s training topics and select the correct delivery method.

20. Potential Training Audience • Existing Employees • New Hires • Managers • Clients

21. Employee Training Train Employees to Improve Workplace Performance A company can create and implement employee training programs to guide people through changes in the workplace. Reasons for employee training: • Changes in customers’ needs • Deployment of IT applications • Growth or restructuring of business • Adoption of best practices or new business processes • Launch of new product or services • Performance improvement for specific tasks

22. Employee Training An employee training program can be part of a comprehensive change management plan; however it is also important to craft the program to meet your training audiences’ individualized needs.

23. Guide Employees Through Change • When change occurs within a business, people need help shifting from familiar habits to the new behaviours. We build comfortable patterns in our daily routine as we seek stability and familiarity. Sometimes we linger with these routines longer than we should, even when a better or easier solution available. • An employee can view change as a threat to their stability or comfort levels. Employee training programs can minimize the discomfort caused by change. When employees feel confident with the new material, they will be more willing to change their own behaviours. Employee training can help a company implement change and achieve success.

24. Guide Employees Through Change Some of the ways to guide employees to feeling more comfortable about changes as they occur will be in the manner the change is presented to them. Incorporating some of the following elements in the employee training would ease the change within the organization. • Discuss current practices • Explain the reasons behind the change • Demonstrate how the change will benefit the employees • Listen to concerns and ideas • Explore goals and envision results together • Offer people a chance to practice in an environment away from clients and customers • Invest resources and time to properly plan and implement change • Praise, recognize, and reward those who adopt change best

25. New Hire Training Welcoming New Hires into Your Company Newly hired employees start their first day with both excitement and worry. They want to excel in their new job, but they do not know where to start. New hire training harnesses their enthusiasm, reduces their fears, and directs their energy.

26. New Hire Training New hire training program should provide the following opportunities: • Create a comfortable learning environment • Acknowledge that new concepts take time to learn • Encourage people to practice new skills during the class • Offer individual feedback to participants • Welcome questions and provide timely, accurate answers

27. New Hire Training The course’s instructional design may include topics such as: • Corporate policies and business processes • Technology and software applications • Compliance requirements • Product and service information

28. Management Training Strengthen the Company’s Management Team • Companies rely on managers to make good decisions, motivate people, and implement policy. • Managers need training before they can lead.

29. Management Training Manager training can be offered for several different situations: • Internal promotions of non-management employees • Hiring of new managers with existing management skills • Ongoing education of existing managers (policy and skill updates)

30. Management Training If the company promotes from within, it may need to teach management skills to new managers. Even if experienced managers join the company, they still need to know the company’s policies and way of doing business. A management training program is supposed to provide instruction on how to lead others within the company.

31. Management Training Offer Courses that Fit within a Busy Day It is difficult to step away for training. In creating a management training program, training delivery methods that respect the audience’s limited time while achieving desired learning objectives, must be formulated.

32. Management Training Here are a few possibilities: • Web/Computer Based Training, e-learning for small policy updates • Synchronous e-learning may be needed if time is in short supply but an instructor is needed • Classroom learning may be useful if time is more available or the subject matter is very complex However, depending on the situation, the ideal solution may involve a combination of several different delivery methods for a blended learning solution.

33. Client Training Maximize the Client's Success Who actually uses the company’s products or services? If a company sells directly to consumers or end-users, then it may be able to hear their feedback directly. However, this is not the case most of the time, and the end users of a company’s product may be: • People who work in the client’s co. • People who work at a co. that buys from the client co. • Consumers who buy from the client co.

34. Client Training Maximize the Client's Success Who actually uses the company’s products or services? If a company sells directly to consumers or end-users, then it may be able to hear their feedback directly. However, this is not the case most of the time, and the end users of a company’s product may be: • People who work in the client’s co. • People who work at a co. that buys from the client co. • Consumers who buy from the client co.

35. CONTENT In preparing the training structure and content the facilitators should consider the following:

36. CONTENT Content is a sequenced list of topics to be covered with anindication of the amount of time to be spent on each.  A parallel list of methods should be developed to be used in covering the content topics.  It is also useful to prepare a parallel list of materials and services that will be required for each topic given the number of participants.  During planning it is useful to set out the contents, methods and materials in parallel rows.

37. CONTENT Training Content comes in various forms and is delivered in various ways. Training Content as such is basically seen as the knowledge or intellectual property behind a training or course you take. Training library provides this intellectual property and offers its customers and users to either learn by themselves or to use the content for training groups and or individuals. Training library converts training content (the intellectual property) and converts this into various user-friendly formats.

38. Questions the facilitator should consider before planning the training session’s content • What do I want to accomplish in this session? • What needs to be done with the group in order to reach the desired goal? • Answering these questions will assist the facilitator in putting together the training plan and selecting the appropriate exercises and content.

39. PROCESS OF CONTENT DEVELOPMENT

40. Programs announcements • Program announcements inform the target audience about the training program. • It is given through : • Supervisory channels • Union stewards • Company intranet • Company newsletters • It should provide information such as: • Purpose of the program • When and Where it will be held • How employee can qualify to participate in the program.

41. Program outlines • Program Outlines are documents that communicate the content, goals and expectations for the program. • It includes: • Objectives • Topical Areas to be covered • Materials or tools needed • Requirement of each trainee • Tentative Schedule of Events

42. Sequence the contents • Contents are then sequenced in a following manner: • From simple to complex • Topics are arranged in terms of their relative importance • From known to unknown • From specific to general • Dependent relationship

43. TRAINING MANUALS & TEXTBOOKS • These are basic instructional material, readings, exercises and self-tests provider most trainers rely upon. • Textbooks provide a broad treatment of the subject whereas Training Manuals are known for their brevity and hands-on approach • While Purchasing text book the content that the book provides, cost involved, the ease of customization is to be taken care of.

44. TRAINING MANUALS & TEXTBOOKS • Training manuals are easy to develop given the purpose, objectives are clearly stated. • With the help of desktop publishing software the training manuals become highly customizable and also the cost involved is drastically reduced.

45. General guidelines for planning the structure of the training and the content of the course material Be specific and address the needs of the participants.  Time allotment should be done judiciously to cover important points. It is advisable to plan materials that are easily comprehendible at the beginning of the class. After this initial groundwork is laid and the participants have a basic understanding, the facilitator can proceed to more complex materials. More complex information should be introduced only after the first break.

46. Build in flexibility.  Be prepared to spend more time on some topics if the need develops.  Have reserve materials on hand.  Be prepared for unexpected questions and problems. Prepare succinct, usable written materials.  Course outlines do not need to be long.

47. Prepare general time guidelines for each session, but remember the need for flexibility.  It can be helpful to put together a plan for the training, which should be displayed in a visible location in the room during the whole training session.  The visibility of the training plan will positively influence the learning process, as it allows the participants to clearly see the objectives of the training session.

48. Use visual supportthroughout. Build in early participation. Involve the participants as early as possible in the program.  Remember that it can be difficult to sit and listen to a presentation for more than one hour. Consider the team approach to planning course structure.  Some of the best courses involve 2-5 training specialists and facilitators planning a unified, coherent course.

49. BIBLIOGRAPHY • Human Resource Development, Jon M. Werner & Randy L. Desimone, Pg. 133-150,Eighth Edition, Cengage Learning India Pvt. Ltd. • http://www.citehr.com/103171-writing-s-m-r-t-training-objectives.html, Writing S.M.A.R.T Training objectives, www. Citehr.com, Accessed on 20th November, 2011