At this stage we should have collected a
considerable amount of information
about the target group and their training needs.
Now we can look at the development of objectives and detailed session content.
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
The planning process must obviously start with the identification of training need which will lead to the definition of target population and topic.
The Aims and Objectives of the training session must then be carefully thought out. These will help identify suitable teaching methods and lesson structure.
Training Methods
When choosing training methods remember:
That we are dealing with adults,
That participatory methods are especially appropriate for this trainee group
That the training method must reflect the training objectives and the way in which people learn.
You will remember in the introduction we saw that the target group is the starting point on which we develop the ‘Training Needs’ and identify the ‘Purpose’ and general content areas of training course.
It is worth remembering that while a number of people can look at end and see the same picture /object/event they do not always see what we see.
We all tend to see things against a background of our experience
This document discusses adult learners and the learning process. It notes that adults have more experience and backgrounds than children. Effective training for adults uses participatory methods that engage the trainees and draw on their experiences. It also discusses different learning styles - active learners learn by doing, thinking learners learn by observing first, logical learners need justification, and practical learners want practical solutions. The learning cycle involves doing, thinking, analyzing, and planning, and trainers should aim to incorporate activities that support all stages and learning styles.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
The planning process must obviously start with the identification of training need which will lead to the definition of target population and topic.
The Aims and Objectives of the training session must then be carefully thought out. These will help identify suitable teaching methods and lesson structure.
Training Methods
When choosing training methods remember:
That we are dealing with adults,
That participatory methods are especially appropriate for this trainee group
That the training method must reflect the training objectives and the way in which people learn.
You will remember in the introduction we saw that the target group is the starting point on which we develop the ‘Training Needs’ and identify the ‘Purpose’ and general content areas of training course.
It is worth remembering that while a number of people can look at end and see the same picture /object/event they do not always see what we see.
We all tend to see things against a background of our experience
This document discusses adult learners and the learning process. It notes that adults have more experience and backgrounds than children. Effective training for adults uses participatory methods that engage the trainees and draw on their experiences. It also discusses different learning styles - active learners learn by doing, thinking learners learn by observing first, logical learners need justification, and practical learners want practical solutions. The learning cycle involves doing, thinking, analyzing, and planning, and trainers should aim to incorporate activities that support all stages and learning styles.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
This document discusses the key steps in designing an effective training program:
1) Conducting a needs assessment to determine organizational and employee training needs. This involves examining objectives, skills gaps, and performance reviews.
2) Selecting appropriate trainers and trainees for the program. Trainers should have the necessary qualifications and skills to train employees.
3) Choosing relevant content and training methods such as on-the-job training, lectures, case studies, simulations, and e-learning.
4) Setting learning objectives for what employees should be able to do after completing training.
5) Creating a budget and timeline for training implementation and employee participation. Effectiveness is then evaluated by assessing whether learning objectives
The document discusses training design, implementation, and evaluation. It outlines the 5 phases of the ADDIE model for instructional design: analysis, design, development, implementation, and evaluation. The analysis phase identifies learner characteristics and needs. The design phase deals with objectives, assessment, and content. Development creates materials. Implementation delivers training. Evaluation assesses effectiveness. Training methods can be on-the-job like coaching or off-the-job like lectures. The goal is to provide effective training that improves workplace skills.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Training design refers to factors built into training programs to increase transfer of training. These include identifying training needs, setting objectives, organizing training, evaluating outcomes, and considering trainees' learning styles and the training climate. An effective training program is designed based on needs, is flexible, prepares trainees mentally, and is supported by management and a system of evaluation to appraise outcomes and improve future training.
This document discusses various training techniques that can be used to engage trainees and promote learning. It describes techniques such as lectures, demonstrations, small group activities, case studies, and role plays. It also covers principles of adult learning such as using a variety of senses, active participation, feedback, and repetition to enhance retention. The goal is to aim for a training approach that incorporates these varied techniques and learning principles.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
Designing and Conducting Training Program
Trainer’s Role: Role of Trainers, Qualities of a good Trainers, Internal Trainer Vs External Training, Training of Trainees
Designing training program is a crucial part of any training organization. The main objective of training is to enhance the performance of the employee. Knowledge,skill and attitude are very much related with performance. Through identifying the needs of the clientele training design can be formulated.
The document outlines the steps to develop and conduct training: 1) develop learning objectives, 2) outline training content, 3) develop a training plan, and 4) conduct training. It discusses selecting appropriate training methods based on the learning objective, learners, and practical requirements. Common training methods include case studies, demonstrations, group discussions, role plays, structured exercises, and trainer presentations.
There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
The training manual provides guidance for a 10-day Training of Trainers (ToT) program with the objectives of building the capacity of participants to develop, organize, and facilitate training courses for Dhaka Mass Transit Company Ltd. The ToT covers topics such as training needs assessment, adult learning principles, communication skills, training methods, and evaluation techniques through participatory learning methods. The manual includes detailed lesson plans, materials, and schedules to equip participants with the skills and knowledge to become trainers for DMTCL.
The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver short sample training sessions, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain skills and confidence for developing and conducting effective training programs.
The document discusses effective training design for adult learners. It outlines conditions for adult learning, including that adults need to understand why they are learning something, learn best through hands-on experience, and see the immediate value of what they are learning. The document then presents three training module designs that incorporate these principles, with each module including a rationale, objectives, activities, and evaluation components. Design #1 on video story forms is proposed as an example that asks learners to assess an poorly designed video and provide feedback.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
The document discusses various aspects of training aids and facilitation. It provides:
1. An overview of the purpose of training aids in enhancing learning through variety, impact, reinforcement and clarity.
2. A list of common training aids and their frequency of use, as well as how different aids can be used in various training methods like presentations, group discussions, demonstrations etc.
3. Guidance on selecting appropriate training aids based on the session objectives, content and feasibility of using different resources. Questions are provided to help evaluate what aids would be most effective.
4. Formats for writing learning objectives, designing lessons and courses, and determining training needs to ensure effective facilitation.
This document discusses the importance and principles of training. It defines training and differentiates it from education and development. There is a nine step training process outlined that includes assessing needs, designing objectives and programs, implementing, and evaluating. Key aspects of training covered are the ASK concept of addressing attitudes, skills and knowledge, and the five principles of learning. The document provides examples and exercises to illustrate applying training concepts.
This document discusses the key steps in designing an effective training program:
1) Conducting a needs assessment to determine organizational and employee training needs. This involves examining objectives, skills gaps, and performance reviews.
2) Selecting appropriate trainers and trainees for the program. Trainers should have the necessary qualifications and skills to train employees.
3) Choosing relevant content and training methods such as on-the-job training, lectures, case studies, simulations, and e-learning.
4) Setting learning objectives for what employees should be able to do after completing training.
5) Creating a budget and timeline for training implementation and employee participation. Effectiveness is then evaluated by assessing whether learning objectives
The document discusses training design, implementation, and evaluation. It outlines the 5 phases of the ADDIE model for instructional design: analysis, design, development, implementation, and evaluation. The analysis phase identifies learner characteristics and needs. The design phase deals with objectives, assessment, and content. Development creates materials. Implementation delivers training. Evaluation assesses effectiveness. Training methods can be on-the-job like coaching or off-the-job like lectures. The goal is to provide effective training that improves workplace skills.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Training design refers to factors built into training programs to increase transfer of training. These include identifying training needs, setting objectives, organizing training, evaluating outcomes, and considering trainees' learning styles and the training climate. An effective training program is designed based on needs, is flexible, prepares trainees mentally, and is supported by management and a system of evaluation to appraise outcomes and improve future training.
This document discusses various training techniques that can be used to engage trainees and promote learning. It describes techniques such as lectures, demonstrations, small group activities, case studies, and role plays. It also covers principles of adult learning such as using a variety of senses, active participation, feedback, and repetition to enhance retention. The goal is to aim for a training approach that incorporates these varied techniques and learning principles.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
Designing and Conducting Training Program
Trainer’s Role: Role of Trainers, Qualities of a good Trainers, Internal Trainer Vs External Training, Training of Trainees
Designing training program is a crucial part of any training organization. The main objective of training is to enhance the performance of the employee. Knowledge,skill and attitude are very much related with performance. Through identifying the needs of the clientele training design can be formulated.
The document outlines the steps to develop and conduct training: 1) develop learning objectives, 2) outline training content, 3) develop a training plan, and 4) conduct training. It discusses selecting appropriate training methods based on the learning objective, learners, and practical requirements. Common training methods include case studies, demonstrations, group discussions, role plays, structured exercises, and trainer presentations.
There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
The training manual provides guidance for a 10-day Training of Trainers (ToT) program with the objectives of building the capacity of participants to develop, organize, and facilitate training courses for Dhaka Mass Transit Company Ltd. The ToT covers topics such as training needs assessment, adult learning principles, communication skills, training methods, and evaluation techniques through participatory learning methods. The manual includes detailed lesson plans, materials, and schedules to equip participants with the skills and knowledge to become trainers for DMTCL.
The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver short sample training sessions, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain skills and confidence for developing and conducting effective training programs.
The document discusses effective training design for adult learners. It outlines conditions for adult learning, including that adults need to understand why they are learning something, learn best through hands-on experience, and see the immediate value of what they are learning. The document then presents three training module designs that incorporate these principles, with each module including a rationale, objectives, activities, and evaluation components. Design #1 on video story forms is proposed as an example that asks learners to assess an poorly designed video and provide feedback.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
The document discusses various aspects of training aids and facilitation. It provides:
1. An overview of the purpose of training aids in enhancing learning through variety, impact, reinforcement and clarity.
2. A list of common training aids and their frequency of use, as well as how different aids can be used in various training methods like presentations, group discussions, demonstrations etc.
3. Guidance on selecting appropriate training aids based on the session objectives, content and feasibility of using different resources. Questions are provided to help evaluate what aids would be most effective.
4. Formats for writing learning objectives, designing lessons and courses, and determining training needs to ensure effective facilitation.
This document discusses the importance and principles of training. It defines training and differentiates it from education and development. There is a nine step training process outlined that includes assessing needs, designing objectives and programs, implementing, and evaluating. Key aspects of training covered are the ASK concept of addressing attitudes, skills and knowledge, and the five principles of learning. The document provides examples and exercises to illustrate applying training concepts.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
The document outlines a training and development presentation which discusses why training is important for organizations, defines the concepts of training needs analysis and the systematic approach to training. It provides examples and exercises to illustrate the 9 steps in the training process from assessing needs to planning future training.
1. Training is important for organizations to fill performance gaps and maintain high standards. It develops employee skills, knowledge, and attitudes.
2. A systematic approach to training involves assessing needs, setting objectives, designing the program, selecting methods, implementation, and evaluation.
3. Key aspects of designing a training program include determining the topic, structure, methods, trainers, and evaluating learning and the program. Role-plays, games and simulations are good for changing attitudes.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
The document outlines a training and development presentation which discusses why training is important for organizations, defines the concepts of training needs analysis and the systematic approach to training. It also provides examples of training methods and a nine step process for effective training program development, including assessing needs, setting objectives, program design, implementation, and evaluation.
The document outlines a training and development presentation which discusses why training is important for organizations, defines the concepts of training needs analysis and the systematic approach to training. It provides examples and exercises to illustrate the 9 steps in the training process from assessing needs to planning future training.
TRAINING AND DEVELOPMENT - Training as a Management Skill / Training and Deve...RAVENALDELAFUENTE2
The document outlines a training and development presentation which discusses why training is important for organizations, defines key training concepts like needs assessment, learning principles and a systematic 9-step training process, and provides examples and exercises to illustrate how to develop a training plan and lesson plan. The goal is to help trainees understand the need for training, how to design an effective training program, and develop their own training lesson plan.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
This document provides an overview of training and development as a management skill. It discusses why training is important for organizations and outlines a systematic 9-step approach to conducting training. The key steps include assessing training needs, preparing a training plan with objectives, designing the program, selecting instruction methods, implementing the program, and evaluating the results. An example training lesson plan template is also provided to illustrate how to structure a training session. The goal of the training discussed would be to provide employees with the knowledge, skills, and attitudes needed to improve performance and meet organizational goals.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
The document outlines a training and development presentation which discusses why training is important for organizations, defines the concepts of training needs analysis and the systematic approach to training. It provides examples and exercises to illustrate the 9 steps in the training process from assessing needs to planning future training.
Training development and evaluation processBereketua
The document outlines a training and development presentation which discusses why training is important for organizations, defines key training concepts like needs assessment, learning principles and a systematic 9-step training process, and provides examples and exercises to illustrate how to develop a training plan and lesson plan. The goal is to help trainees understand the need for training, how to design an effective training program, and develop their own training lesson plan.
This document provides an overview of training and development. It discusses why training is important for organizations and outlines a systematic 9-step approach to training. This includes assessing needs, setting objectives, designing the program, selecting instruction methods, implementation, and evaluation. Examples are given for each step, such as conducting a needs analysis, writing objectives, and creating a sample training lesson plan. The goal is to provide a framework for developing effective internal training programs.
This document discusses training and development in organizations. It begins by outlining why training is important for maintaining qualified staff and services. It then defines training and differentiates it from education and development. A systematic nine step process for effective training is outlined, including assessing needs, setting objectives, designing the program, implementation, and evaluation. Key concepts in preparing training plans and lesson plans are also discussed.
This document discusses training and development in organizations. It begins by outlining why training is important for maintaining qualified staff and services. It then defines training and differentiates it from education and development. A systematic nine step process for effective training is outlined, including assessing needs, setting objectives, designing the program, implementation, and evaluation. Key concepts in preparing training plans and lessons are also covered. The overall document provides a comprehensive overview of developing and implementing training programs in organizations.
Training is important for organizations to maintain qualified services, achieve standards, and reduce mistakes. A systematic approach to training involves assessing needs, preparing a plan with objectives, designing the program, selecting methods, implementing, evaluating, and planning future training. Key steps include analyzing performance gaps, ranking what employees need to know, and specifying measurable objectives. Effective methods vary based on the topic but may include on-the-job or off-the-job approaches like role-playing or games. Evaluation ensures training is effective and informs future improvements.
This document discusses training and development in organizations. It explains that training is important for maintaining qualified services, achieving standards, and reducing mistakes. A systematic approach to training involves assessing needs, preparing a plan, setting objectives, designing the program, selecting methods, implementation, and evaluation. The ideal training process has 9 steps: needs assessment, preparation, objectives, design, method selection, completion, implementation, evaluation, and future planning. Effective training methods depend on the topic and can include on-the-job or off-the-job approaches.
Similar to Chapter 10: Self Study Training on Objectives (20)
The document introduces Green Africa Villages, a program aimed at creating sustainable communities in Africa. It discusses three meanings of "green" - treating people with ethics and life skills training, promoting health and sustainable livelihoods, and conserving the environment. Green Africa Villages bring people together around activities like renewable energy, agroforestry, and waste management to improve lives while reducing environmental impact like depletion of trees. Becoming a Green Africa Village provides benefits such as access to virtual markets, participation in sustainable development goals, and monitoring of community projects.
The document discusses the approach an auditor should take when conducting an internal audit. It emphasizes that the auditor's attitude and communication skills are critical for a successful audit. The auditor must create a positive environment and be a cooperative team member. They should understand communication barriers and make efforts to minimize them such as actively listening and considering cultural sensitivities. Proper interviewing techniques like asking open-ended questions and putting interviewees at ease are also important aspects discussed.
Objective evidence exists showing that:
a requirement has not been addressed
(intent)
practice differs from the defined system (implementation)
the practice is not effective
(effectiveness)
Systematic, independent and documented process for obtaining audit evidence and evaluating it objectively to determine the extent to which audit criteria are fulfilled
Support, Operation, Performance Evaluation and Improvement ElementsTeam Web Africa
Ensure persons doing work under it’s control are aware of:
the environmental policy;
significant environmental aspects and related actual or potential environmental impacts associated with their work
their contribution to the effectiveness of the EMS;, including the benefits of environmental improved performance;
Availing resources
Communicating the importance of an effective EMS
Ensuring EMS achieves intended outcomes
Promoting continual improvement
Supporting other relevant management roles to demonstrates their leadership as its applies to their areas of responsibility.
ISO 14001 Context of the Organization Elements Team Web Africa
Understanding the Organization and its context
Understanding the needs and expectations of interested parties
Determining the scope of the EMS
Environmental Management System
Environmental Aspect – Element of within UNON – activities products or services that interacts or can interact with the environment
Environmental Impact – change to the environment whether adverse or beneficial, wholly or partially resulting from UNON environmental aspect
OVERVIEW -RS ISO22000 RS 184 HACCP QUIREMENTS (Chapter 0 - 2 )Team Web Africa
Course Objectives
Refresh knowledge, skills, strategies and understanding on delivering food safety management systems (FSMS) course in the food chain.
Provide an open forum for discussion, questions and answers in breakouts sessions
improve the confidence in training since there is micro/peer teaching sessions from each delegate.
ISO 22000 Clauses Requirements and Documentation training ISO 22000 RS 184 HA...Team Web Africa
This document discusses ISO 22000, an international food safety standard. It provides an overview of ISO as an organization, Rwanda's membership and benefits, the history and family of ISO 22000 standards. It also describes the application and scope of ISO 22000:2018, its four key pillars, and requirements in more detail. Finally, it notes that the domesticated Rwandan version can be purchased from Rwanda Standards Board.
RS184 HACCP Clauses Requirements and Documentation Training ISO 22000Team Web Africa
The document discusses RS 184 HACCP requirements and documentation training. It covers key aspects of HACCP including:
1. Documentation requirements for establishing a HACCP manual and controlling documents and records.
2. Management responsibilities for developing a food safety policy, defining roles and responsibilities, appointing a HACCP team leader, providing resources and reviewing the HACCP system.
3. Prerequisite programs that focus on facility design, equipment, and personnel hygiene to control hazards and prevent contamination.
Introduction Requirements and Documentation Training ISO 22000_rs 184 haccp_m...Team Web Africa
The objective of this course is to enable the delegates: 1 To gain knowledge on ISO 22000:2018
2 Gain knowledge of technical specifications
G-ISO/TS 22002-5:2019-Prerequisite programmes on food safety — Part 5: Transport and storage
D-ISO/TS 22002-6:2016-Prerequisite programmes on food safety — Part 6: Feed and animal food production
E-ISO/TS 22002-2:2013-Prerequisite programmes on food safety — Part 2: Catering
3. Food hygiene principles
4 Prepare documentation for the FSMS
This document outlines prerequisite programs for food safety in catering. It discusses the layout of premises including infrastructure, workspace design, lighting, ventilation, and facilities for personal hygiene. It also covers water supply, equipment and utensils, personnel hygiene training and health, and purchasing management. The document provides detailed requirements and guidelines for these prerequisite programs to ensure food safety.
This document outlines prerequisite programs for transport and storage as it relates to food safety. It discusses general requirements for transport and storage including categorizing product groups, preventing contamination during transport and loading/unloading, and maintaining suitable conditions. It also provides details on facilities, equipment, purchasing controls, and specific transport and storage operations that are important to control food safety hazards.
ISO 22000 Requirements Documentation Training Team Web Africa
This document discusses prerequisite programs for animal feed production facilities. It outlines requirements for facility design, layout, utilities, waste disposal, and equipment cleaning and maintenance. The goals are to prevent contamination, control food safety hazards, and allow for proper operations, cleaning and maintenance. Specific requirements addressed include facility construction, traffic flow, storage conditions, water quality, ventilation, drainage, and ensuring equipment is suitable for its purpose and can be properly cleaned.
The document provides an introduction to Hazard Analysis and Critical Control Points (HACCP). It defines HACCP and explains that it is a preventative food safety system that identifies hazards and puts control measures in place at critical points during food production. The document outlines the key aspects of developing and implementing a HACCP plan, including hazard analysis, identifying critical control points, establishing critical limits, and monitoring procedures. It also discusses documentation requirements for the HACCP manual and records.
Comparing Stability and Sustainability in Agile SystemsRob Healy
Copy of the presentation given at XP2024 based on a research paper.
In this paper we explain wat overwork is and the physical and mental health risks associated with it.
We then explore how overwork relates to system stability and inventory.
Finally there is a call to action for Team Leads / Scrum Masters / Managers to measure and monitor excess work for individual teams.
Sethurathnam Ravi: A Legacy in Finance and LeadershipAnjana Josie
Sethurathnam Ravi, also known as S Ravi, is a distinguished Chartered Accountant and former Chairman of the Bombay Stock Exchange (BSE). As the Founder and Managing Partner of Ravi Rajan & Co. LLP, he has made significant contributions to the fields of finance, banking, and corporate governance. His extensive career includes directorships in over 45 major organizations, including LIC, BHEL, and ONGC. With a passion for financial consulting and social issues, S Ravi continues to influence the industry and inspire future leaders.
Enriching engagement with ethical review processesstrikingabalance
New ethics review processes at the University of Bath. Presented at the 8th World Conference on Research Integrity by Filipa Vance, Head of Research Governance and Compliance at the University of Bath. June 2024, Athens
Public Speaking Tips to Help You Be A Strong Leader.pdfPinta Partners
In the realm of effective leadership, a multitude of skills come into play, but one stands out as both crucial and challenging: public speaking.
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1. Train the Trainer
Chap 10- TRAINING ON
OBJECTIVES
self study
www.mmcafrica.com
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2. TRAINING ON OBJECTIVES
• At this stage we should have collected a
considerable amount of information
about the target group and their training
needs.
• Now we can look at the development of
objectives and detailed session content.
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4. TRAINING ON OBJECTIVES
• We now need to use this information to guide
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the process of selecting what we will include in
the Training Programme.
• Planning training is like planning for a
journey.
• The first thing you need is a destination.
• With a destination:
a. You can choose a route
b. You can decide the best method of transport
(car, ship, air etc)
c. You can plan detail like timing and what
preparation you need to make
However, if you have no destination, any route,
transport and preparation will do.
5. TRAINING ON OBJECTIVES
•In training, we can compare a destination with
what we want our trainees to achieve at the end
of the training input.
• We call this our objective.
• A training session without an objective is the
same as a journey without a destination and
any content and approach will do.
• As we have seen above we must define our
objectives before we can select the content.
• This is done by referring to the TNA Sheets for
statements of what we want our trainees to
achieve.
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6. TRAINING ON OBJECTIVES
What are objectives?
•Objectives are statements of what the trainees
should be able to do as a result of the training
they receive.
EXAMPLE of an objective
The trainee will describe the steps in
calibrating monitoring and measurement
equipment and demonstrate the calibration
process
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7. TRAINING ON OBJECTIVES
•When you are constructing objectives you
should concentrate on finding the verb which
best describes what you want your trainees to be
able to do after training.
•We usually describe activity by usingAction
Verbs
•Some examples of suitable action verbs are:
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• Identify, explain, define, assess, list,
name, compare, measure, calculate, select,
demonstrate, use, adjust, diagnose, evaluate,
apply.
8. TRAINING ON OBJECTIVES
• Some more examples of objectives
1.The trainee will identify and name the main
parts of a chill blaster.
2.The trainee will explain how the main parts of
the chill blaster operate.
3.The trainee will identify and describe the
main symptoms of the most common hazards
in tomatoes preparation .
4.The trainee will sort samples of diseased
tomatoes into specific common hazards types.
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9. TRAINING ON OBJECTIVES
•Writing objectives
•Remember that you are trying to design
objectives that reflect the training needs you
have identified in the Training NeedsAnalysis
process.
•Some key points when designing objectives.
•The objectives must be a statement of an activity
that you can observe and assess if it is being
done to the standard required.
•Don’t use verbs such as “understand”
“appreciate” or “know” as they tend to take
place in the trainees head and are difficult to
observe and verify.
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10. TRAINING ON OBJECTIVES
•Objectives must be realistic in terms of what we
can expect a trainee to do at that stage of
training and what we are able to observe and
evaluate.
•Also remember that knowledge, skills and
attitudes are often applied together when people
are carrying out their work.
•In training we separate them because it helps us
to make sure we are aware of what we are trying
to help the trainees to do or achieve.
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11. TRAINING ON OBJECTIVES
•Example
•Use the simple table layout below to help you to
select and describe the knowledge (K), skills (S)
and attitudes (A) that the trainee must have to
achieve the objective below.
•Objective
The trainee will describe the steps in calibrating
the chill blaster and carry out the volume rate
calibration process effectively and safely.
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12. TRAINING ON OBJECTIVES
Action verb from Objective
(what the trainee will do)
Content
(what you need to teach)
Explain the steps in volume rate calibrating The main parts of the sprayer
Purpose of calibration
Steps in the process and key points
Nozzle selection
Fill sprayer with water to mark
Mark out 100m2
Spray area with water
Measure water used and multiply by 100 to give
Volume rate
Calculate tank dose and add to tank water
Accuracy and care in calculations
Attention to safety needs
Demonstrate the calibration process and achieve the
correct dosage rate and operate safely
Demonstration of the tasks in each of the practical
steps in the process and emphasizing the key
points in each step and safety rules.
How to make the correct calculations.
Achieving correct application rate.
Individual practice by all trainees 12
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13. TRAINING ON OBJECTIVES
•If we look at this example we can see that
learning is progressive.
•We start with the simple aspects like the parts of
the sprayer and the principles of calibration.
•We then build on this by identifying the main
steps in calibration and explaining what we do in
each step.
•When we move to the second part, which is how
we calibrate, we are linking the practical steps
with the knowledge by demonstrating them and
getting the trainees to practice them.
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14. TRAINING ON OBJECTIVES
Remember to structure the training content so
that you go from:
The simple to the complex
The easy to the difficult
The known to the unknown
Each learning cycle should be planned to take
the learner to a higher level of knowledge, skill
and positive attitude. Just like progressing up a
spiral stairway. (check in the hard copy notes)
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15. TRAINING ON OBJECTIVES
• A final point in selecting the content of your
training
• Most trainers try to include more that they
should for the time available so it is a good
idea to set targets.
1.Decide what you must achieve
2.Then decide what you should achieve
3 Lastly consider what you could achieve if there
is enough time
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16. TRAINING ON OBJECTIVES
•Try to keep a good balance between the needs
of Knowledge, Skills andAttitudes.
•Too much lecturing and talking will mean that the
trainees will not be given enough time to watch
demonstrations and practice new skills.
•Leaving no time for discussion will mean that
trainees do not have the opportunity to discuss
misunderstandings or develop positive attitude to
new methods and ideas through reflection and
discussion.
•Failure to provide enough information will lead to
misunderstandings.
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17. TRAINING ON OBJECTIVES
•Some key points to remember:
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•Your own attitude and approaches to work can
have a big impact on your trainees. If you are
enthusiastic, motivated, interested and
professional in your approach then your trainees
are also likely to learn these from you
•To define the content of a session you must
always start by stating what you want you
trainees to do as a result of your training. This
statement is called an objective
•The objective indicates the content (knowledge,
skills and attitudes) of the session. The objective
also directs the trainer to what training methods
could be used
18. TRAINING ON OBJECTIVES
•Building Objectives
Category Capability and associated
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action verbs
1.Knowledge Ability to recall or recognize items
of information, ideas etc.
Define underline
state
Recall identify
write
select
name
list
label
Reproduce
measure
19. TRAINING ON OBJECTIVES
2.Comprehension Ability to show
understanding of ideas, e.g. by expressing
ideas in own words or transposing into
alternate forms:
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Identify explain justify
Judge illustrate select
Contrast indicate formulate
represent
name
classify
20. TRAINING ON OBJECTIVES
3.Application Ability to apply knowledge in
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order to meet the demands of situations or
problems which are new to the learner.
Predict choose construct
select
Find
Use
compute
explain
assess
perform
show
demonstrate
21. TRAINING ON OBJECTIVES
4.Analysis Ability to deal with situations
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or problems which demand more than the
straightforward application of ideas, i.e.
situations where elements have to be
analyzed and reconstructed before relevant
ideas can be applied.
Analyse select justify
Separate resolve conclude
Compare criticize contrast
identify
break down
differentiate
22. TRAINING ON OBJECTIVES
5.Synthesis Ability to put ideas together in
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new ways that reach beyond what
has been specifically taught.
Combine argue
Discuss relate
Precise derive
select
summarise
conclude
restate
organize
generalise
23. TRAINING ON OBJECTIVES
6.Evaluation Ability to judge the quality or
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value of material by reference to
appropriate criteria.
support identify
avoid determine
recognize choose
Judge
evaluate
Defend
attack
Select
criticize
24. TRAINING ON OBJECTIVES
EDUCATIONAL OBJECTIVES IN
PSYCHOMOTOR DOMAIN
1. Imitate Objectives skill and tries to repeat
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Repeats duplicates
copies
Replicates reproduce
imitates
recreate re-
do
Mimic emulate
25. TRAINING ON OBJECTIVES
2.Manipulation Follows instructions to
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perform skill
Act
Handle
follow
Control
manipulate
use
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TRAINING ON OBJECTIVES
Benefits of using objectives in training
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Trainers are encouraged to make sure that the
training content is relevant to the needs of the
trainees.
They encourage trainers to make the intentions
of the training clear to the trainees.
They make the learning outcome clear and
provide a sound basis for evaluating learning.
They improve the communication of the content
of training programme to trainees, other trainers
and employers.
They set targets for the trainees.
They provide a basis for setting levels and
standards of performance.
31. 31
TRAINING ON OBJECTIVES
Translating objectives into content
•The content of training sessions can be divided into
three parts;
•Knowledge: Facts, names, rules, procedures,
structures, analyses, solve
etc
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•Skills :
•Attitudes:
well,
relations with
Ability to do things – select repair,
diagnose, identify.
positive attitude mean trainees;
-Pay attention to detail,
-Demonstrate a desire to do the job
-Pay attention to safety,
-Develop and maintain good
colleagues etc.
32. TRAINING ON OBJECTIVES
•When planning the content of training, the trainer
must select the knowledge, skills and positive
attitude required to achieve the objective (s) of
the session.
•Also remember that knowledge, skills and
attitudes are often applied together when people
are carrying out their work.
•In training we separate them because it helps us
to make sure we are aware of what we are trying
to help the trainee to do or achieve.
32
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33. TRAINING ON OBJECTIVES
•Example
•Using the simple table layout below to help you
select and describe the knowledge (K), skills (S)
and attitudes (A) that the trainee must have to
achieve the objective below.
•Objective
•The trainee will describe the steps in washing a
production floor and carry out the washing
process effectively and safely.
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TRAINING ON OBJECTIVES
Action verb from objective
(what the trainee will do)
Content
(what you need to teach)
Describe the steps in washing The main parts of the production floor
Purpose of washing
Steps in the process and key points
Choice of washing agents
Their advantages and disadvantages
Frequency of washing
After washing procedures
Attention to safety needs
Carry out the washing process
effectively and safely
Demonstration of the tasks in each of the practical steps in
the process and emphasizing the key points in each step and
safety rules
How to mix the correct washing agent
Ensuring coverage and drainage
Putting equipment away
Individual practice by all trainees
Observing safety procedures
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35. TRAINING ON OBJECTIVES
•If we look at this example we can see that
learning is progressive.We start with the simple
aspects like surveying the features of the floor to
be cleaned, and the principles of washing.
•We then build on this by identifying the main
steps in washing and explaining what we do in
each step.
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36. TRAINING ON OBJECTIVES
•When we move to the second part, which is
how to mix the agent, how we achieve
effective coverage and removal of agent and
surplus water, we are linking the practical
steps with the knowledge by demonstrating
them and getting the trainees to practice
them.
Remember to structure the training content so
that you go from:
•The simple to the complex
•The easy to the difficult
•The known to the unknown
36
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37. TRAINING ON OBJECTIVES
•Each learning cycle should be planned to take
the learner to a higher level of knowledge, skills
and positive attitude. Just like progressing up a
spiral stairway.
•A final point in selecting the content of your
training
•Most trainers try to include more that they should
for the time available so it is a good idea to set
targets.
•Decide what you must achieve
•Then decide what you should achieve
•Lastly consider what you could achieve if there
is enough time 37
4/22/2021
MMCL/INTAS TOTTraining
38. TRAINING ON OBJECTIVES
•Try to keep a good balance between the needs
of Knowledge, Skills andAttitudes.
•Too much lecturing and talking will mean that the
trainees will not be given enough time to watch
demonstrations and practice new skills.
•Leaving no time for discussion will mean that
trainees do not have the opportunity to discuss
misunderstandings or develop positive attitude to
new methods and ideas through reflection and
discussion.
•Failure to provide enough information will lead to
misunderstanding.
38
4/22/2021
MMCL/INTAS TOTTraining
39. TRAINING ON OBJECTIVES
• Some key points to remember
• Your own attitude and approaches to work can
have a big impact on your trainees. If you are
enthusiastic, motivated, interested and
professional in your approach then your
trainees are also likely to learn these from you
• To define the content of a session you must
always start by stating what you want you
trainees to do as a result of your training. This
statement is called an objective
39
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