This document discusses the process of designing training programs. It begins by defining training design and its importance in analyzing training problems, defining outcomes, and developing effective training courses. It then covers two common models for training design: the instructional system development model and transitional model. Finally, it outlines the key steps in the training design process, including identifying objectives, content, methods, activities, evaluation criteria, and follow-up. The overall goal of training design is to create a systematic plan to achieve the desired learning outcomes.

1. Developing
Human Resources
UNIT-3
PRESENTED BY
K.BALASRI PRASAD
B.Sc(KU), M.B.A(OU), NET(UGC)
ASSOCIATE PROFESSOR IN MANAGEMENT

3. Concept Of Training &
Development
TRAINING DEVELOPMENT

4. Role Of Training & Development

5. Identifying Training Needs
Basic aim of Training
• Suitable change in the individual concerned.
• Should be related both in terms of
organization's demand and that of individual’s.
Various Methods for identifying Training Needs
• Organizational Analysis
• Task Analysis
• Man Analysis

6. Training & Development Process

7. Determining Training and
Development Needs
7

8. Establishing Training and Development
Objectives
 Desired end results
 Clear and summarize objectives must be
formulated
8

9. Select T&D Methods
On the job training
 Mentoring
 Coaching
 Job Rotation
 Internships
Off the job training
 Distance Learning and Videoconferencing
 Classroom Programs
 Simulations
 Role Playing

10. Implementing Human Resource
Development Programs
 Implies change
 Qualified trainers must be available
 Trainers must understand company objectives

11. Evaluation

12. Criteria for Evaluation
• Reactions
• Learning
• Behavior – Transfer of Training
• Results or Return on Investment (ROI)

13. Factors Influencing Employee T&D

14. Reasons to Conduct Management
Training Inside of the Company
 Training more specific to needs
 Lower costs
 Less time
 Consistent, relevant material

15. Designing Training
Programs

16. Meaning and significance of training
design

17. Meaning and significance of training
design
• Design is a planning activity which in the
context of training, refers to
– the framework for analyzing a training problem,
defining the intended outcome,
– determining how to present the content to
learners to achieve those outcomes,
– developing the training course according to the
design, implementing the course,
– evaluating its effectiveness and
– devising follow-up activities.

18. Meaning and significance of training
design
• Training designers will have to consider certain
important factors from three perspectives before
designing a program and the three perspectives are
– cost, availability and appropriateness.
• Training designers will have to answer the following
questions -
– What materials will be required to implement the program
in a particular way?
– What media will be used?
– What specialized expertise will be required for
implementation of this design?

19. Meaning and significance of training
design

20. Meaning and significance of training
design
• Training design is nothing but a training plan
and involves three activities —
– Stating the training objectives
– Identifying the learning activities as well as
methodologies
– Sequencing the activities in which they have to be
held for meaningful learning.

21. Training design models
• Designers of learning programs should first
explore existing models before starting to design.
• Below are two training models that training
managers use while designing training programs
– Instruction system development model
– Transitional model
• We will discuss these in brief in the subsequent
slides

22. Training design models
• Instruction system development model

23. Training design models
• The Instructional System Development model
comprises of five stages:
– 1. Analysis
• This phase consist of training need assessment, job analysis,
and target audience analysis.
– 2. Planning
• This phase consist of setting goal of the learning outcome,
instructional objectives that measures behavior of a
participant after the training, types of training material,
media selection, methods of evaluating the trainee, trainer
and the training program, strategies to impart knowledge
i.e. selection of content, sequencing of content, etc.

24. Training design models
• The Instructional System Development model
comprises of five stages:
– 3. Development
• This phase translates design decisions into training material.
It consists of developing course material for the trainer
including handouts, workbooks, visual aids, demonstration
props, etc. course material for the trainee including
handouts of summary.
– 4. Execution
• This phase focuses on logistical arrangements, such as
arranging speakers, equipment benches, podium, food
facilities, cooling, lighting, parking, and other training
accessories.

25. Training design models
• The Instructional System Development model
comprises of five stages:
– 5. Evaluation
• The purpose of this phase is to make sure that the
training program has achieved its aim in terms of
subsequent work performance.
• This phase consists of identifying strengths and
weaknesses and, making necessary amendments to any
of the previous stage in order to remedy or improve
failure practices.

26. Training design models

27. Training design models
• Transitional
model

28. Training design models
• Transitional model
– Vision
• focuses on the milestones that the organization would
like to achieve after the defined point of time
– Mission
• explain the reason of organizational existence.
– Values
• is the translation of vision and mission into
communicable ideals.

29. Factors to be considered for designing
a training

30. Motivational dynamics
• The training manager will also need to
tailor the contents and teaching style to
the motivational dynamics of trainees.
• Most trainees go through three phases
of motivation as under:
–1. Initial stage:
• Here, the trainee’s primary learning goal is
getting started and learning enough material
to proficiently handle the routine tasks

31. Motivational dynamics
–2. Intermediate stage:
• Learners have mastered routine tasks and
gained confidence. They want to learn how
to handle routine tasks more efficiently and
how to handles some less common tasks.
–3. Matured stage:
• At this stage, the learning attains a kind of
maturity and trainees feel humble to be
learned people. This is a realization stage and
most trainees are aware of the limits of their
capabilities

32. Motivational dynamics
• Training managers should also consider the
learning styles of people.
• Such styles can be classified as
–Dependent learners - prefer instructor led
approach
–Collaborative learners — prefer learning by
group work practice
–Independent learners — who want to learn on
their own, whether facilitated or not by the
trainer.

33. Process of training design
• Even though it is the standard
sequence of activities, training
managers may have some
variations depending upon the
situations.

34. Process of training design
• Identifying the training objective
–Training objectives are of great significance
from a number of stakeholder perspectives:

35. Process of training design
• Determining training content
–The major activities involved in the action
plan are:
• Identifying the program contents and
activities.
• Dividing program contents into sub-topics.
• Segregating the contents and activities into
knowledge, skill, and attitude related
• Organizing the content sequentially.

36. Process of training design
• Selecting training methods
–Training methods can be broadly
classified into two groups
•On the job approaches like job
instruction training, job rotation,
coaching, mentoring, etc.
•Off the job approaches like classroom
training, seminars, workshops, etc.

37. Process of training design
• Identifying learning activities and
developing lesson plan
–There are some basic rules for developing
lesson plans:
• There should be proper sequencing of learning.
• The training manger should prepare an instructor
guide
• The training manager should ensure that the
morning sessions are used for difficult topics,
subject to proper sequencing

38. Process of training design
• Defining evaluation criteria
–Training design is incomplete if it does
not contain evaluation criteria
–The objectives of the evaluation are
to see how far the training program
was effective enough in meeting the
training objectives.

39. Process of training design
• Specifying follow-up activities
–Following questions while specifying follow-up
activities and has to find answers for them in
advance:
• Whom can the trainee ask if he requires any
guidance while practicing at workplace?
• What should the trainee do for his part to master
the taught skills?
• Can those trainees who fail to meet the pre-
determined standards of performance be
retrained?