Training & Development (Train The Trainer ) Workshop

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Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.
Participants will know what is Training and Development.
Participants will know the difference between Training and Education.
Participants will learn benefits of Training.
Participants will learn how to perform “Training Needs Assessments”
Participants will learn how to Design Training Needs Assessment Surveys.
Participants will learn how to handle requests for Training Requirements Analysis
Participants will learn what are the Misconceptions about Training.
Participants will learn about Training Delivery Methods.
Participants will learn about Determining Training Delivery Methods .
Participants will learn about Evaluating Training and Results.
Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
Participants will learn about Total Quality Management (Training and Human Resources Development )‏
Participants will learn about Examples of Quality Management Training.
Participants will learn about using Ice Breakers in Training
Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.
They will have an opportunity to practice Training.

They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..

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Training & Development (Train The Trainer ) Workshop

  1. 1. Training and Developmentwww.cbl-global.cominfo@cbl-global.com
  2. 2. “If you think training is expensive, try ignorance.”www.cbl-global.cominfo@cbl-global.com
  3. 3. Vision for this Course “To Train Potential Certified Quality Managers to teach, train and present information clearly, credibly and creatively to others in order to stay ahead of their competition .”www.cbl-global.cominfo@cbl-global.com
  4. 4. THIS COURSE  Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.  what is Training and Development.  the difference between Training and Education.  learn benefits of Training.  how to perform “Training Needs Assessments”  how to Design Training Needs Assessment Surveys.  how to handle requests for Training Requirements Analysis  what are the Misconceptions about Training.  about Training Delivery Methods.  learn about Determining Training Delivery Methods .  learn about Evaluating Training and Results.  learn about Guidelines for Evaluating the Effectiveness of Training.  learn about Total Quality Management (Training and Human Resources Development )  learn about Examples of Quality Management Training.  learn about using Ice Breakers in Training  learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.  will have an opportunity to practice Training.  Twill leave with new ideas on how to "spice up" training as well aswww.cbl-global.com reinforce the skills that will make them feel masterful in traininginfo@cbl-global.com others..
  5. 5. What Is Training?  Training is a change in skills. The simple answer is, training deals with building skills. Therefore, in order to build skills, training has to do two things: • Assess learners skill level before training starts. • Design a program based on sound adult learning principles, Including: • Realistic scope Clear objectives Appropriate methodology Numerous opportunities to practice skills with feedback and suggestions for improvements Competent instructors Assess learners skill level after training is over. If your learners skills did not increase, your training did not work.www.cbl-global.cominfo@cbl-global.com
  6. 6.  Education is a change in knowledge. 1. Education is our attempt to give our learners broad information on a subject; no attempt is made to develop skills 2. Education is what survives when what has been learned has been forgotten.www.cbl-global.cominfo@cbl-global.com
  7. 7. The Difference Between Education and Training  What is the difference between education and training?  Are they the same and it is just a matter of semantics, or are they completely different concepts?  Can they be studied together?www.cbl-global.cominfo@cbl-global.com
  8. 8. Education Formal education is usually thought of studies done in schools. The students range from the very youngest through college to those in adult education. There is also informal education or self-study, where adults read books, listen to tapes and learn through other media. Observing life itself is a form of education. The objective of classes or of self-education is usually to gain knowledge about facts, events, principles, concepts, and such. In some classes the student is required to demonstrate the memorization of facts and the association between concepts. In other classes, they must apply rules to solve problems. Testing concerns memorization and understanding, plus perhaps analytic and problem solving skills.www.cbl-global.cominfo@cbl-global.com
  9. 9. Training • On the other hand, formal training is usually concerned with gaining a skill. Training is done in trade schools, seminars, and business training classes. Learners of training are usually adults, although there are some classes to teach youngsters certain skills. • Informal training is usually done through reading, viewing or listening to how-to material. Sometimes that material is then used as a guide, while the person applies the skills learned. For example, you may refer to a how- to book when trying to fix your plumbing at home. • Verification of skills is best achieved by actually doing something in the real world. Sometimes tests given in trade schools check for knowledge, as opposed to skill. Often in corporate training sessions and in seminars, there is no verification that the learner had achieved the desired skills.www.cbl-global.cominfo@cbl-global.com
  10. 10. Training or Education: Does it make a difference?  The education and training paradigms are opposite poles on nine characteristics. Many instructional programs are a mixture to varying degrees of these two paradigms  (A paradigm is "...a constellation of concepts, values, perceptions and practices shared by a community which forms a particular vision of reality that is the basis of the way a community organizes itself."  . Much of what is called training is largely education by definition and that includes many of the instructor-led PowerPoint programs common in many corporations. There is also some training in some educational programs – mostly in the professional schools.www.cbl-global.cominfo@cbl-global.com
  11. 11. www.cbl-global.cominfo@cbl-global.com
  12. 12. What is Training Good for Anyway?  There are good reasons to mandate training and development in your organization, and there are bad reasons for mandating training.  There are ALSO good reasons for NOT training, in some circumstances, and bad reasons to refuse. Knowing what training can and cannot accomplish enables you to make the right decisions at the right time, ensuring that your limited training dollars are used effectively. 200 Production Costs 195 190 Unit Price lars 185 of Dol 180 Profits 175 170 Millions 165 160 155 150 1990 1991 1992www.cbl-global.cominfo@cbl-global.com
  13. 13. What Training Can Do Training CAN accomplish many things. 1. It can help people learn the new skills that are required to meet new expectations, both formal and informal 2. Training can help people accept the challenge of their evolving jobs. 3. Build a common understanding of the organizations purpose. 4. Show managements commitment and loyalty to employees 5. Develop people so they can increase their responsibilities and contribute to the organization in new ways.www.cbl-global.cominfo@cbl-global.com
  14. 14. What Training Cannot Do  Training cannot do many things. Training, on its own, cannot change ineffective employees into effective ones. It is unlikely to address ALL the causes of poor performance. Limited training also will not turn a poor supervisor or manager into an effective one, unless it is coupled with ongoing coaching from above.  Training will not erase problems that occur because of poor structuring of work, mismatching of work with the person, unclear authorities and responsibilities or other organizationally related issues.www.cbl-global.cominfo@cbl-global.com
  15. 15. Training as a Tool  The best way of thinking about training is to think of it as a management tool, much like a carpenters tool. Just as if a carpenter picks the hammer and not a screwdriver to pound a nail, the manager should be choosing training because it is the RIGHT tool for the job.  In addition, to continue the analogy, if the supporting structure (the wood) is rotted, only the foolish carpenter would attempt to pound the nail into the wood, and expect it to help. It is the same with the manager. If a manager expects things to improve because of training, he or she needs to ensure that the supports are there for the use of the tool, and that there are no other non- training related problems hanging about.  Training can be a valuable tool for the organization and the manager, provided it is the RIGHT tool to solve the problem or address the identified issues. Even then, there must be supports in the organization so the training can be effective.www.cbl-global.cominfo@cbl-global.com
  16. 16. Training Needs Assessment What is a training needs assessment? A tool utilized to identify what educational courses or activities should be provided to employees to improve their work productivity. Focus should be placed on needs as opposed to desires. For example, training dollars would be better spent on a new employee in the accounting department who needs to learn Microsoft Excel for their job duties as opposed to learning Microsoft Publisher which the employees wants but does not need.www.cbl-global.cominfo@cbl-global.com
  17. 17. Training Needs Assessment (cont) Why conduct a training needs assessment? · To pinpoint if training will make a difference in productivity and the bottom line. · To decide what specific training each employee needs and what will improve their job performance. · To differentiate between the need for training and organizational issues.www.cbl-global.cominfo@cbl-global.com
  18. 18. Training Needs Assessment (cont)  How is a training needs assessment performed? Several techniques can be utilized individually or in combination with each other. More than one tool should be considered to get a better view of the big picture, however, which tools are used should be left up to the company. 1. Meet with management. 2. Meet with employees. 3. Conduct surveys. 4. Conduct focus groups.. 5. Review company goals and mission statement.www.cbl-global.cominfo@cbl-global.com
  19. 19. Training Needs Assessment (cont) Three things to consider: 1-Consider meeting with employees that are already successfully completing tasks. You may uncover useful techniques that can be taught during training to other employees. 2-Keep surveys brief. More employees will be willing to complete them and tallying the results will be more manageable. 3-Good hand-written notes should be taken during a focus group and consideration should be given to either audio taping or videotaping the session allowing it to be reviewed later for any details initially missed.www.cbl-global.cominfo@cbl-global.com
  20. 20. Analyze What is the problem? Problem Analysis Is it a training problem? Performance Analysis What skills and knowledge should be included in the Task/Competency Analysis training program? Who needs to be trained? Learner Analysiswww.cbl-global.cominfo@cbl-global.com
  21. 21. Steps to be followed during Training Need Analysis:  First we have to fit our Business Goals and then we have to find the necessary skills required to satisfy our Goals  Find the people whom you want to train and how best to reach them.  Find whether the employee accept training and the methods that fit their needs.  Take the decision regarding the Training process, which fits the organization .  Identify the trainee and fix the remuneration.www.cbl-global.cominfo@cbl-global.com
  22. 22. Gagnes Nine Events of Instruction 1. Gain attention 2. Inform learners of objectives 3. Stimulate recall of prior learning 4. Present the content 5. Provide "learning guidance“ 6. Elicit performance (practice) 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer to the jobwww.cbl-global.cominfo@cbl-global.com
  23. 23. The Four Stages of TRAwww.cbl-global.cominfo@cbl-global.com
  24. 24. Task/Competency Analysis “What do learners need to learn?” Task Analysis Competency Analysis  For more skill oriented  Soft skills training such as jobs mgmt, supervision  When need consistent set  Professional jobs of training requirements  Career patching  Leadership developmentwww.cbl-global.cominfo@cbl-global.com
  25. 25. Steps in Task Analysis  Break job into major functions  Break functions into major tasks  Break tasks into steps  Identify training outcomeswww.cbl-global.cominfo@cbl-global.com
  26. 26. Task Analysis Interviews  Managers  Best performers  Job incumbents  Subject matter expertswww.cbl-global.cominfo@cbl-global.com
  27. 27. Competency Analysis  What are competencies?  Enduring characteristics of a person that result in superior on-the-job performance  Areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing taskswww.cbl-global.cominfo@cbl-global.com
  28. 28. What is a competency Model?  Identifies the competencies necessary for each job as well as the knowledge, skills, behaviour, and personality characteristics underlying each competency.www.cbl-global.cominfo@cbl-global.com
  29. 29. Training Delivery Methodswww.cbl-global.cominfo@cbl-global.com
  30. 30. Training Delivery Methods (Cont) A- LECTURE METHOD B- DISCUSSION METHOD C- E-LEARNING D- SIMULATIONS  1- EQUIPMENT SIMULATORS.  2- BUSINESS GAMES.  3- CASE STUDY.  4- ROLE PLAY.www.cbl-global.cominfo@cbl-global.com
  31. 31. Training Delivery Methods (cont) E- BEHAVIOR MODELING. F- ON-THE-JOB TRAINING G- JOB-INSTRUCTION TECHNIQUE (JIT). H- APPRENTICESHIP TRAINING. I-COACHING. J- MENTORINGwww.cbl-global.cominfo@cbl-global.com
  32. 32. www.cbl-global.cominfo@cbl-global.com
  33. 33. (a) Evaluating Training and Results  Kirkpatricks Four Levels of Training Evaluationwww.cbl-global.cominfo@cbl-global.com
  34. 34. Level 1 Evaluation - Reactions Just as the word implies, evaluation at this level measures how participants in a training program react to it. It attempts to answer questions regarding the participants perceptions - Did they like it? Was the material relevant to their work? This type of evaluation is often called a “smile sheet.” According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. In addition, the participants reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility.www.cbl-global.cominfo@cbl-global.com
  35. 35. Level 2 Evaluation - Learning To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test).www.cbl-global.cominfo@cbl-global.com
  36. 36. Level 3 Evaluation - Transfer  This level measures the transfer that has occurred in learners behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner?www.cbl-global.cominfo@cbl-global.com
  37. 37. Level 4 Evaluation- Results •This level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment. •From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. •Determining results in financial terms is difficult to measure, and is hard to link directly with training.www.cbl-global.cominfo@cbl-global.com
  38. 38. Why Evaluation of Training?  Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progresswww.cbl-global.cominfo@cbl-global.com
  39. 39.  There are four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager.  • The Trainee wants to confirm that the course has met personal expectations and satisfied any learning objectives set by the T & D department at the beginning of the Programme.  • The Trainer concern is to ensure that the training that has been provided is effective or not.  • Training and Development want to know whether the course has made the best use of the resources available.  • The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.www.cbl-global.cominfo@cbl-global.com
  40. 40. Important Revision What to Evaluate  Donald Kirkpatrick developed four level models to assess training effectiveness. According to him, evaluation always begins with level first and should move through other levels in sequence. 1. • Reaction Level: 2. • Learning Level: 3. • Behavior Level: . 4. • Result Level: There are three possible opportunities to undertake an evaluation: 1. Pre Training Evaluation:. 2. Context and Input Evaluation improvement and adjustments needed to attain the training objectives. 3. Post Training Evaluationwww.cbl-global.cominfo@cbl-global.com
  41. 41. Total Quality Management Training and Human Resources Development Total quality human resources management (TQHRM) is “an approach to human resources management that involves many of the concepts of quality management especially on Training and Development.” The primary goal of TQHRM is employee empowerment and training.www.cbl-global.cominfo@cbl-global.com
  42. 42. Training and Human Resources Development HR versus TQHRM Traditional HRM TQHRM Process Characteristics Unilateral role Consulting role Centralization Decentralization Pull Release Administrative Developmental and training Content Characteristics Nomothetic Pluralistic Compartmentalized Holistic Worker-oriented System-oriented Performance measures Satisfaction measures Job-based Person-based Source: Adapted from S. Thomas Foster, "Managing Quality an Integrative Approach." Prentice-Hall: New Jersey, 2001. P.21www.cbl-global.cominfo@cbl-global.com
  43. 43. Example of Quality Management Training Why provide training for Quality Management:  To be more competitive in todays changing world  Process improvement becomes a companywide initiative through empowered employees  Successful organizations must continuously improve to survive  Continuous improvement becomes focused on the customer  Prevention is the goal instead of detection of problemswww.cbl-global.cominfo@cbl-global.com
  44. 44. Quality management training addresses the following areas:  The critical essentials of quality management  Understanding and meeting customer expectations  Measuring customer satisfaction  Prevention vs. detection of errors  Management commitment leads the processwww.cbl-global.cominfo@cbl-global.com
  45. 45. Quality management training addresses the following areas (cont)  The elements of a successful quality management implementation  Customer Focus  Leadership for Quality  Education and Training  Continuous Improvement  Teamwork  Empowerment  Measurement  Planning for Qualitywww.cbl-global.cominfo@cbl-global.com
  46. 46. Quality management training addresses the following areas (cont)  The personal aspects of quality  Understand we each have personal customers  Internal customers must be treated the same as external customers  Using functional analysis to identify our personal products and customers  Developing a personal action plan for meeting our customers expectationswww.cbl-global.cominfo@cbl-global.com
  47. 47. Quality management training addresses the following areas (cont)  Developing a quality improvement plan, This plan should include the following:  Mission  Vision  Quality Policy  Critical Success Factors  Evidence of Success  Organization Actions  Function Actionswww.cbl-global.cominfo@cbl-global.com
  48. 48. Quality management training addresses the following  The Critical Outcome is that: areas (cont)  Management leads the process  The Customer defines Quality  Organizations Comply with Customer Expectations (not just specifications)  Zero Defects is the Goal  Continuous improvement is ongoing  Every employee plays a role in continuous improvement  Do it right the 1st time all the time (No Rework)  Focus on prevention rather than detectionwww.cbl-global.cominfo@cbl-global.com

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