The document discusses models for organizing training departments and selecting training sites. It describes the system model, instructional system development model, and transitional model for organizing training. It also provides details to consider for a good training site, such as noise level, lighting, seating arrangement, and technology available. The goal is to choose a site that facilitates learning and allows for different types of trainee interaction.

1. -ISD Model of T&D
-Organizing Training Department
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2. Introduction ofTraining
NeedforTraining
ObjectivesofTraining
ImportanceofTraining
TypesofTraining
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3. 5/10/2023
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 LEARNING OUTCOME:
PO CO K Level LEARNING OUTCOME
PO1-PO8 CO1 K4 The student will be able to discover the
models of Training and Development.
PO1-PO8 CO1 K4 The student will be able to discover the
way to organize Training Department.

4. Lecture Outline
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• Concept of System Model
• Concept of Instructional System Development
Model
• Concept of Transitional Model
• Organizing Training Department

5. “The ADDIE Model for
Instructional Design
Explained”
Source:https://www.aihr.com/blog/addie-model/
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6. Models of Organising Training
Department
The three model of organizing training are:
1. System Model
2. Instructional System Development Model
3. Transitional Model
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7. 1. System Model of Training
 A system is a combination of things or parts that must work
together to perform a particular function. An organization is a
system and training is a sub-system of the organization.
 System Approach can be used to examine broad issues like
objectives, functions, and aim.
 It establishes a logical relationship between the sequential stages
in the process of training need analysis (TNA), formulating,
delivering, and evaluating.
 There are four necessary inputs i.e. technology, man, material,
time required in every system to produce products or services.
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8. 1. System Model of Training
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9. 2. Instructional System
Development Model
 This model is widely used nowadays in the organization because it is
concerned with the training need on the job performance.
 Training objectives are defined on the basis of job
responsibilities and job description and on the basis of the defined
objectives individual progress
is measured.
 This model also helps in determining and developing the favorable
strategies, sequencing the content, and delivering media for the types
of training objectives to be achieved.
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10. 2. Instructional System Development
Model
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11. 3. Transitional Model
• The transitional model focuses on the organization as a
whole.
• The outer loop describes the vision, mission and values
of the organization on the basis of which training model
i.e. inner loop is executed.
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12. 3. Transitional Model
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13. Organizing Training Department
Training is a sub-system of the organization
because the departments such as, marketing
and sales, HR, production, finance, etc.,
depends on training for its survival.
Training is a transforming process that
requires some input and in turn it produces
output in the form of knowledge, skills, and
attitudes (KSAs).
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14. SELECTING AND
PREPARING THE
TRAINING SITE
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15. Recognizing the trainee, learning can be facilitated through both
mental and physical involvement, it is important to consider this when
choosing, designing or deciding a training space.
Because training classes nowadays involve online learning,
teamwork, physical movement and quite contemplation, spaces need
flexible furniture and equipment that can be moved within the class.
The key is to have a classroom that is able to accommodate a wide
variety of activities and instructor-learner, learner-learner and learner
content interaction.
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16. TRAINING SITE
-refers to the room where training will be
conducted.
Features of a good training site
1.It is comfortable and accessible.
2.It is quite private, and free from
interruptions. 3.It has sufficient space
for trainees to move
around easily.
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17. DETAILS TO BE CONSIDERED IN THE TRAINING
ROOM
1.NOISE
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19. for noise from
Check
heating and air conditioning
systems, and
and outside the
corridors
building.
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20. 2. COLORS
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21. Pastel hues such as oranges, greens,
blues, and yellows are warm colors
variation of white are cold and sterile.
Blacks and brown shades will close
the room psychologically and become
fatiguing.
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22. 3. ROOM STRUCTURE
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23. Use rooms that
are somewhat square
in shape.
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24. 4. LIGHTING
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25. The main source of light
should be fluorescent
Incandescent lighting
lights.
should
be spread throughout the room
and used with dimmers.
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26. 5. WALL and FLOOR COVERING
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27. Only meeting related
materials should be
on the wall.
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28. 6.MEETING ROOM CHAIRS
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29. Chairs should have
wheels and swivels, and
backs
support
that
for the
provide
lower
lumbar region.
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30. 7. GLARE
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31. Check and eliminates
glare from metal surfaces,
TV monitors, and mirrors.
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32. 8. CEILING
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33. Ten-foot-high ceiling
are preferable.
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34. 9.ELECTRICAL OUTLET
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35. Outlets should be available
every six feet around the room.
Make sure that outlets are
available for trainees to plug in
their laptops, if necessary.
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36. 10. ACOUSTICS
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37. Check the bounce or
absorption of sound
from the walls, ceiling,
floor, and furniture.
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38. 11. TECHNOLOGY
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39. that the
Check
permanent screens
room has
and a
computer with internet access
for the trainer (if necessary).
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40. SEATING ARRANGEMENT
Seating arrangement at the training
site should be based on understanding of
the desired type of trainee interaction and
trainee- trainer interaction.
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41. Types of Seating Arrangement
1.Fan-type seating
Conducive in allowing trainees to see from
any point in the room. Trainees can easily
switch from listening to a presentation to
practicing in groups. And trainees can
communicate easily with everyone in the
room.
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43. 2.Classroom-type seating
Used if the training involves knowledge
acquisition, with lecture and audiovisual
presentation being the primary training
method.
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44. 3. Conference type seating
Used if the training emphasizes total-group
discussion with limited presentation and no small-
group interaction.
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45. 4.Horseshoe arrangement
Used if the training requires both presentation and
total group instruction.
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46. CLOSURE
“ By failing to prepare,
you are preparing to
fail.”
-Benjamin Franklin
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48. Summary
Training is imparted to employees for whom the training
needs have been recognized. Training needs can arise for
employees at all levels. The determination of training needs
and organization of training programmes would vary from
organization to organization. A training and development
programme must clearly lay down its objectives.
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49. Suggested Readings
• Blanchard, N. P., & Thacker, J. W., Effective Training:
Systems, Strategies and Practices, New York: Pearson
Education.
• Tapomoy Deb, Training and Development : Concepts
& Applications, Ane Book India.
• https://www.aihr.com/blog/addie-model/
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