Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
Designing and Conducting Training Program
Trainer’s Role: Role of Trainers, Qualities of a good Trainers, Internal Trainer Vs External Training, Training of Trainees
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
Designing and Conducting Training Program
Trainer’s Role: Role of Trainers, Qualities of a good Trainers, Internal Trainer Vs External Training, Training of Trainees
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Explained are the 5 steps that are followed in designing a training session, and the various steps of planning and focus on the context of the Training session. This slide 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
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Read our latest blog at: http://welearnindia.wordpress.com
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This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
Training involves a lot of work. Challenges faced in Training are inevitable. This chapter focuses on understanding different challenges faced in training and also helps understand Learning Organization theory advocated by Peter Senge. This presentation is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Helping employees to become effective in their jobs is one of the fundamentally HR management that any organization has to undertake. This slide explains the Training Methods Technique and Aids, bought 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
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Explained are the 5 steps that are followed in designing a training session, and the various steps of planning and focus on the context of the Training session. This slide 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
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
Training involves a lot of work. Challenges faced in Training are inevitable. This chapter focuses on understanding different challenges faced in training and also helps understand Learning Organization theory advocated by Peter Senge. This presentation is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Helping employees to become effective in their jobs is one of the fundamentally HR management that any organization has to undertake. This slide explains the Training Methods Technique and Aids, bought 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
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
The Top 5 Performance Management ToolsBernard Marr
Summary of a report that looked at the state-of-the-art in performance management. It identifies the top 5 tools used today to manage performance and adds some words of advice.
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
The Buyer’s Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The Guide addresses core improvement by teaching how to develop content for training. The Training Material Development Guide outlines clear expectations in the sequence of building content. The format engages improvement from what is assessed in engaging employees using a Communication and Measuring Learning technology.
UNIT - II: TRAINING & DEVELOPMENT OF EMPLOYEES: Analyzing Training needs &
Designing the program – Implementing different training program – Implementing
Management Development Programs – Evaluating the Training Programs; PERFORMANCE
APPRAISAL: Concept of Performance, Performance Management, Performance Appraisal –
Methods of Performance Appraisal - Assessment Centre.
Chapter 4Conducting a Needs AssessmentKnowing what is WilheminaRossi174
Chapter 4
Conducting a Needs Assessment
Knowing what is necessary is half the battle.
Chapter Four Learning Objectives
Readers will achieve the following learning objectives after reading
Chapter Four.
1 Identify and describe the purpose of a needs assessment at it relates
to knowledge development, skills acquisition, ability development,
and performance improvement.
2 Define and describe the usefulness of a needs assessment required in
designing a training program.
3 Identify and discuss the goals of a needs assessment.
4 Identify and describe the different types of needs assessments.
5 Examine and explain the range of uses and depth of coverage of a
needs assessment.
6 Describe and compare the differences between a formal and informal
needs assessment.
7 List and explain the different types of methods for collecting
information.
8 Identify, describe, and explain the different types of questions to
ask in the needs assessment information gathering stage of the needs
assessment process.
9 Identify, describe, and explain the different circumstances that
require a needs assessment or do not require a needs assessment.
10 Identify, describe, and sketch an example of a needs assessment
information gathering process.
11 Identify, explain, and demonstrate how to present the results of a
needs assessment using a model report and a model presentation
format.
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 8/22/2022 5:14 PM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS
AN: 1881039 ; Stanley C. Ross.; Training and Development in Organizations : An Essential Guide For Trainers
Account: s4264928.main.eds
Book: Stanley C. Ross. (2019). Training and Development in Organizations: An Essential
Guide For Trainers. Routledge
https://eds-s-ebscohost-com.ezproxy.umgc.edu/eds/ebookviewer/ebook?sid=567422cb-4d2e-406e-b915-
c592e5399f40%40redis&ppid=pp_35&vid=0&format=EB
36 Conducting a Needs Assessment
Learning Objective #1: Identify and Describe the Purpose
of a Needs Assessment as It Relates to Knowledge
Development, Skills Acquisition, Ability Development,
and Performance Improvement
A needs assessment represents a methodology for collecting information and
it represents the preliminary step in the process of designing a training pro-
gram. A needs assessment can be organized systematically as a formal process
or it can function as an informal process. A formal needs assessment requires a
structured plan that serves as a blueprint to follow. An informal needs assess-
ment adheres to a process as well, but the process is less structured.
The ...
Using Blended Learning In Professional Development: Advantages And Strategies...Future Education Magazine
Advantages of Using Blended Learning in Professional Development: 1. Flexibility and Convenience 2. Personalization 3. Cost-Efficiency Strategies for Using Blended Learning in Professional Development: 1. Identify the Needs of the Student 2. Create a Learning Path 3. Select Appropriate Learning Modalities
2. Institute of Personnel Management (Inc.) | NDTHRD-2013 | Page 1 of 6
DEVELOPING A TRAINERS
TOOLKIT
Introduction
In designing a learning workshop we have to remember a number of basic principles. The first is
that people learn best by doing rather than listening:
“What I hear, I forget
What I see I remember
What I do, I know”
Therefore, this toolkit is based on an interactive approach that requires workshop participants to
take an active part in learning.
The second principle is that, in order to influence behavioural change, it is not sufficient to
enhance knowledge by providing information. People’s attitudes have to change, a process that
cannot be achieved overnight. People also have to accept and take responsibility for changing
their own attitudes and values.
Training has therefore, to address the key areas of changing values and attitudes and acquiring
knowledge. As people get trained, they get empowered to change their own behaviour.
ADDIER Instructional Design Model
Follow the ADDIER Instructional Design Model in creation of the course: Analysis, Design,
Development, Implementation, Evaluation, and Revision. The standards below are generally
outlined according to the components of the ADDIER model.
ANALYSIS Checklist
Needs Assessment – A needs assessment process has been conducted and has
determined a need for this training.
Previous training evaluations have been reviewed to determine a need for the training.
The purpose of the training has been identified based on the results of the needs
assessment.
The course is related to and furthers the work of the selected strategic objective.
3. Institute of Personnel Management (Inc.) | NDTHRD-2013 | Page 2 of 6
The course is listed in the milestones and/or deliverables of the selected strategic
objective capability team/program.
Leadership for the strategic objective was contacted and necessary approvals obtained
Target audience has been properly identified and clearedwith appropriateauthority
The most appropriate and effective delivery method has been determined. Instructor led:
traditional classroom, video teleconference/webinar/WebEx/; LiveMeeting; Learner
directed/self-paced: online/web-basedor other method .
The most appropriate and effective method/process for course creation has been
determined and budget has been created.
Approval for the budget is obtained.
DESIGN Checklist
The course is competency-based; designedto provide the information needed to assist
participants in achieving the specified competencies.
Specified competencies from a standardizedset of competencies are achievedthrough
this course.
Competencies align with the stated learning objectives for the course. (Only include
competencies that are significantly achievedthrough the course.)
Objectives are written according to the SMART model.
o S – Specific, simple, and easily understood
o M – Measurable against a standard and goals – uses concrete, observable verbs
to describe learner action
o A – Achievable; challenging but not impossible
o R – Realistic and relevant to what you want to accomplish
o T – Time-bound
The objectives address the significant points covered in the training.
o Content not related to the objectives is not included in the course.
o Objectives not covered by course content are not included.
The knowledge, skills, and abilities required to instruct this course are identified.
Detailed course plan, content outline, or storyboard is developed and presented for
internal approval
4. Institute of Personnel Management (Inc.) | NDTHRD-2013 | Page 3 of 6
DEVELOPMENT Checklist
Visual and auditory components maintain attention of the learner – i.e. interactive,
applicable to real world situations, keeps learners engaged, is relevant to job tasks.
Incorporates multiple instructional methods.
Provides opportunity for review of important concepts.
Provides opportunity for evaluation of knowledge and acquisition of skills – i.e. test items
relate to the objectives and are appropriatefor the level of training.
Can be modified and is available for continued use.
Accuracy & Alignment with Objectives –
o Course information matches/satisfies the objectives.
o Contains correct and current information.
o Contains correct spelling, grammar, and punctuation.
Formatting & Text of slides are as per the standards
Background and Colour combinations suits the audience and environment
Graphics and animation are relevant, appropriate and purposeful.
Length and organization of presentation is logical and connecting the audience.
The course contains materials to be used by participants in the course.
Content tests to address the material covered in the course and assess participant
understanding of the course content is available
Does the evaluation of participant learning to be conducted through demonstration of
tasks or skills related to the course that are observed and rated by the instructor.
The course includes a participant survey that includes the following:
o Each learning objective is listed as an item on the evaluation to determine if each
was effectively achieved.
o The course includes a participant survey that includes the following:
Increased participant knowledgeor skill
Usefulness for the participant’s job/response role
Effectiveness of the trainer or facilitator
Effectiveness of the materials
Effectiveness of format or delivery method
Participant overall rating and additional comments
The length of the session or course is appropriately based on the amount of information
covered, with consideration for the amount of time needed for discussion and activities
5. Institute of Personnel Management (Inc.) | NDTHRD-2013 | Page 4 of 6
IMPLEMENTATION Checklist
Group exercise to develop the checklist.
EVALUATION Checklist
Level 1 Reaction evaluation sheet
Level 2 Learning Evaluation Test or other method criteria sheet
Level 3 Application of learning evaluation methodology sheet
Level 4 Impact monitoring scheme explanatory worksheet
REVISION Checklist
Course revision timeline is established
Revision committee / authority is identified and formally communicated
Revisions are done on time and necessary changes are made
Document control procedure is followed and all earlier versions are recalledand
necessary action as per the procedure is taken.
Notes
6. Institute of Personnel Management (Inc.) | NDTHRD-2013 | Page 5 of 6
IMPLEMENTATION RESOURCE Checklist