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Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
Training design and development - optimized
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Training design and development - optimized

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  • PASSIVE METHODLecture and discussion Video and films Laboratory demonstration
  • ACTIVE METHODEquipment mock-upsFlat panel simulatorsPart- task simulatorsFull-scope simulators
  • Theorists: These are people who like lecture, facts, and details, critical thinking, textbooks and readings, etc. The brain dominance for theorists is the upper left (cerebral). Organizers: These are people who prefer to learn by outlining, checklists, exercises and problem solving with steps, policies and procedures. People with these preferences have lower left (limbic) brain dominance. Innovators: Innovators prefer brainstorming, metaphors, illustrations and pictures, mind mapping and synthesis, and holistic approaches. The brain dominance for innovators is upper right (cerebral).Humanitarians: Prefer cooperative learning and group discussion, role-playing, and dramatization. Their brain preference is lower right (limbic)
  • Effective training is whole-brainedTrainers typically design learning experiences that reflect their preferencesIn light of the above we need to examine our previous assumptions about teaching and learning
  • Learning must be vivid, exciting and stimulating. This will improve retention. Repetition – Learning should require use and repetition of shills and knowledge acquired Use of knowledge. Knowledge learnt must immediately be put to use to avoid loss of information An Effective Trainer OrganizedPrepared and practicedKnowledgeableEnthusiasticExtremely confident Encourages participation of all7. Use a variety of training material Don’t make the mistake of thinking that because the adult learner must be kept active, theory is not important.
  • Objectives should accomplish the following:Provide a focus for design, Establish clear-cut instructor and student goals, Provide a means of measuring what has been learnedGuide the selection of teaching/learning strategies
  • Onsite Training MethodsJob rotation involves the movement of employees through a range of jobs in order to increase interest and motivation .It can improve “multi-skilling” but also involves the need for greater training.Apprenticeship training is an (earning while learning) arrangement for a required term .On the job training - Most frequently used training method in smaller businesses and among manufacturers. OJT is the preferred method for training employees for new technology and increasing skill in the existing use of existing technology.Offsite Training methodsDemonstration is a visual display of how to do something or how something works. Demonstrations is more effective to increase knowledge and skills (technical or interpersonal).Business games are simulations that attempt to represent the way an industry, company, or unit of a company functions. In-basket -This method assess a participant’s ability to perform a management job from an administrative perspective . in the exercise, the participant is confronted with the issues, problems and complexity of managerial life in the form of documents such as memos from superiors, peers and subordinates Experiential Learning - It is a process of actively engaging participants in an experience that will have real consequences. Participants make discoveries & experiment with knowledge themselves instead of hearing or reading about experience of others.
  • Onsite Training MethodsJob rotation involves the movement of employees through a range of jobs in order to increase interest and motivation .It can improve “multi-skilling” but also involves the need for greater training.Apprenticeship training is an (earning while learning) arrangement for a required term .On the job training - Most frequently used training method in smaller businesses and among manufacturers. OJT is the preferred method for training employees for new technology and increasing skill in the existing use of existing technology.Offsite Training methodsDemonstration is a visual display of how to do something or how something works. Demonstrations is more effective to increase knowledge and skills (technical or interpersonal).Business games are simulations that attempt to represent the way an industry, company, or unit of a company functions. In-basket -This method assess a participant’s ability to perform a management job from an administrative perspective . in the exercise, the participant is confronted with the issues, problems and complexity of managerial life in the form of documents such as memos from superiors, peers and subordinates Experiential Learning - It is a process of actively engaging participants in an experience that will have real consequences. Participants make discoveries & experiment with knowledge themselves instead of hearing or reading about experience of others.
  • Transcript

    • 1.
    • 2. Training Design
      Participants will be able to:
      • Define the term training design
      • 3. Recognize the important role that adult learning theory plays in training design
      • 4. Create a program plan that identifies specific design requirementsand constraints
      • 5. 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
    • 6. TYPES OF TRAINING DESIGN
      PASSIVE METHODS
      Lecture and discussion
      Video and films
      Laboratory demonstration
    • 7. TYPES OF TRAINING DESIGN
      ACTIVE METHOD
      Equipment mock-ups
      Flat panel simulators
      Part- task simulators
      Full-scope simulators
    • 8. 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
    • 9. TYPES OF LEARNERS
    • Implications for Training
      People have different modes of thinking and Learning. Those preferences influence how we:
      • Process and store information
      • 13. Retrieve information
      • 14. Make meaning out of information
      • 15. 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
      • 16. Use of audio visual-equipment
      • 17. Kinesthetic
      • 18. Physically participating in activities
      Adults learn through:
      • Active participation
      • 19. Collaborative efforts
      • 20. Infusing past experiences
      • 21. 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.
    • 22. Types of objectives
    • 23. Format of Objectives
      A good objective statement has the following components (ABCD):
      • Audience
      • 24. Behaviour
      • 25. Conditions
      • 26. Degree
      • 27. 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
    • 28. Sequencing
      Judge importance of sequencing
      • If content is large and interrelated then sequencing becomes important
      • 29. If total instruction time is less than one hour, sequencing is probably not critical
      • 30. 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
    • 31. 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.
    • 32. Training Development
      • Methods
      • 33. Materials and media selection
      • 34. Production
    • COMMON TRAINING METHODS
      ON-SITE METHODS:
    • more COMMON TRAINING METHODS
      OFF-SITE Methods:
    • Materials and Media
      • Audio recordings (CD’s, cassette, Multimedia CBT)
      • 45. Projected materials ( video, film, powerpoint)
      • 46. Non-projected materials (flip charts, charts, graphs)
      • 47. Tangible objects (models, equipment, presenter)
    • PRODUCTION
      • Check and revise all material before beginning production
      • 48. Replication of materials and manuals
      • 49. 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
      • 50. needed facilities
      • 51. necessary funding
      • 52. course content
      • 53. lessons and sequence of lessons
    • References
      • Noe, R. (2005) Employee Training and Development, 3rd Ed., McGraw Hill
      • 54. Moskowitz, M. (2008) A Practical Guide to Training and Development, Wiley and Sons
      • 55. Koslowski, S. and Salas, E (2010) Learning, Training and Development in Organizations, Routledge, Taylor and Francis Group. NY
    • END

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