Documente Academic
Documente Profesional
Documente Cultură
DEVELOPMENT
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Training
Training is an intentional act, to guide
individual’s learning with a view to bring about
desired change in their behavior.
Training assists the individuals in choosing,
utilizing and evaluating their experience.
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Objectives of training
To improve the work methods and skill so as
to increase the quality and quantity of output
Prepare employees for higher level
responsibilities
To facilitate succession planning
To avoid wastage and accidents
To develop inter-personal relations
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Scope of Training
New entrants lack basic skills
Change in technology
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Training and Development
Training Development
Focuses on technical, mechanical Focus on theoretical & conceptual
oriented operations skills
Specific job skills and behavior General knowledge& non technical
Mostly non-managers skills
Focus on current job Managers & executives
Short-term gains Future job
Job-oriented process Long term
Enhancement of one particular job In general initiative, enterprise,
skill creativity etc
Motivation is extrinsic On-going process
Usually imposed Develops overall personality
Motivation is intrinsic
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Generally voluntary
Training Methods
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We Learn We Remember
1% through taste 10% of what we read
1.5% through touch 20% of what we hear
3.5% through smell 30% of what we see
11% through hearing 50% of what we see and
83% through sight hear
80% of what we say
90% of what we say as
we act
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Case Study
Small Group Activity/
Discussion
Demonstration
Role Play
Lecture
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Types of Training Techniques
‘Traditional’ lecture
Vocational training
Adult education
E-learning
Case-based learning
Class discussion
Group discussion
Practical exercise
Project work
Self learning
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Using Training Techniques
Apply always a combination of techniques
Active participation of students should be encouraged
as much as possible: participative training
Understanding basics and relations of the course
subjects are more important than learning facts
Select a combination of techniques which is 'suitable'
for both trainers as well as participants
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Lecture Training
Advantages :
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Lecture
Convey information, theories or principles
Depends on trainer for content
Uses
Introduce a subject
Bring Facts/statistics
Overview
Large groups
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Demonstration
Show and explain an activity
Provides a model
Learn by doing
Uses
Model a behaviour
Illustrate points
Create a visual impact
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Small Group Activity / Discussion
Learners share their own experience
4- 8 participants in a group
Involve all participants
Uses
Planning / problem solving
In-depth exploration
Learn from each other
Practice new skills 14
Case Study
Analysis of a hypothetical but
realistic situation
No “right answers”
Participant devises his/her own
solution
Uses
Discuss typical situations
Recognize multiple approaches
Safe environment 15
Role-Play
Participants act out a hypothetical situation
Everyone becomes part of the scenario
Participants bring their own experience to role
Uses
Skill building
Affects feelings and attitudes
Rehearsal preview
Pushes for new solutions
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RAMP 2 FAME
R Recency
A Appropriateness
M Motivation
P Primacy
2 2-way communication
F Feedback
A Active Learning
M Multi-sense learning
E Exercise 18
Recency
Things that are learned last are best remembered
Summarize frequently
Plan review sections
Divide subject into mini-topics of about 20
minutes in length
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Appropriateness
All information, training aids, case studies, etc
must be appropriate to participant’s needs
Clearly identify a need
Use descriptions, examples or illustrations that
the participants are familiar with
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Motivation
Participants must want to learn, must be ready to
learn, must have some reason to learn
Presenter must also be motivated
Identify a need for the participants
Move from the known to the unknown
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Primacy
Things learned first are learnt best
Short presentations
Interesting beginning
Updates on direction and progress of learning
Get things right the first time
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2-way communication
Communicate with participants
Include interactive activities in sessions plan
Match body language with verbal message
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Feedback
Trainer and trainee need information from each
other
Include feedback activities (e.g., questions;
tests) in sessions plan
Give feedback on performance immediately
Positive and negative feedback
Acknowledge good work (positive
reinforcement)
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Active learning
Participants learn more when they are actively
involved in the learning process
Use practical exercises
Use questions
Get the participants to DO it
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Multiple-sense learning
Learning is more effective if participants use more
than one of five senses
Tell AND show
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Exercise
Things that are repeated are best remembered
Hear, see, practice, practice
Frequent questions
Frequent recall
Give exercises
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ELEMENTS OF THE TRAINING
CYCLE
Identify
Evaluate Needs
Plan &
Design
Assess
Deliver
ELEMENTS OF THE TRAINING CYCLE
1. TARGET GROUP
2. TRAINING NEED ASSESSMENT
3. TRAINING DESIGN
4. PRE-TRAINING PREPARATIONS
5. TRAINING DELIVERY
6. EVALUATION
7. FOLLOW UP
1. TARGET GROUP
IDENTIFICATION OF THE ISSUE & THE PROBLEM
IDENTIFICATION OF THE TARGET GROUP
UNDERSTANDING THEIR SOCIO-CULTURAL AND
EDUCATIONAL BACKGROUND
THEIR EXISTING LEVEL OF AWARENESS
WHAT THEY NEED TO DO AND KNOW WITH RESPECT TO THE
ISSUE
POPULATION
2. TRAINING NEED ASSESSMENT
DESIRED LEVEL OF PERFORMANCE OR
BEHAVIOUR
EXISTING LEVEL OF THE SAME
THE LEARNING GAP
METHODS OF TNA
DATA COMPILATION & ANALYSIS
DECIDING UPON DEVELOPMENT GOAL
3. TRAINING DESIGN
SETTING OBJECTIVES
FINALISING CONTENT
CREATING TRAINING MODULE
MAKING SESSION PLANS
DECIDING UPON TRAINING
METHODOLOGY
MONITORING & EVALUATION
4. PRE-TRAINING PREPARATIONS
IDENTIFICATION OF RESOURCE
PERSONS
CONFIRMATION OF PARTICIPANTS
MAKING THE VENUE READY
LOGISTICS ARRANGEMENTS
BUDGETING
DEVELOPING TRAINING MATERIALS
ADMINISTRATIVE ARRANGEMENTS
5. DELIVERY OF TRAINING
OPENING THE PROGRAM
DELIVERY OF SESSIONS
MAINTAINING LEARNING CONTINUITY
MONITORING DURING TRAINING
EVALUATION AT THE END OF TRAINING
DOCUMENTATION
6. POST-TRAINING EVALUATION
MID-TERM EVALUATION
LONG TERM EVALUATION
POST TRAINING UTILISATION
IMPACT ASSESSMENT
ASSESSING NEED FOR NEW LEARNING
OR REFRESHER PROGRAM FOR THE
TARGET GROUP
7. FOLLOW UP
DECIDING UPON FURTHER SUPPORT
REQUIRED FOR THE TARGET GROUP
NATURE OF SUPPORT
EXTENSION OF SUPPORT
MONITORING AND EVALUATION DURING
FOLLOW UP
THANK YOU !