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Training design and development - optimized

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Training design and development - optimized

  1. 1.
  2. 2. Training Design<br />Participants will be able to:<br /><ul><li>Define the term training design
  3. 3. Recognize the important role that adult learning theory plays in training design
  4. 4. Create a program plan that identifies specific design requirementsand constraints
  5. 5. Design goal statements that clarify program outcomes</li></li></ul><li>more Training Design<br />Set Goals and Objectives<br />Define Target Audience<br />Sequence<br />Select Strategies and Tactics<br />Selecting an Instructional Programme<br />
  6. 6. TYPES OF TRAINING DESIGN<br />PASSIVE METHODS<br />Lecture and discussion<br />Video and films<br />Laboratory demonstration<br />
  7. 7. TYPES OF TRAINING DESIGN<br />ACTIVE METHOD<br />Equipment mock-ups<br />Flat panel simulators<br />Part- task simulators<br />Full-scope simulators<br />
  8. 8. Understanding the Adult Learner<br />Andragogy<br /><ul><li> The discipline that studies how adults learn</li></ul>It is based on five assumptions about the differences between how adults and children learn:<br />Self –concept <br />Experience<br />Readiness to learn <br />Orientation to learning <br />Motivation to learn <br />
  9. 9. TYPES OF LEARNERS <br /><ul><li>Innovators
  10. 10. Theorists
  11. 11. Humanitarians
  12. 12. Organizers </li></li></ul><li>Implications for Training <br />People have different modes of thinking and Learning. Those preferences influence how we:<br /><ul><li>Process and store information
  13. 13. Retrieve information
  14. 14. Make meaning out of information
  15. 15. All learning groups are made up of people with different learning styles, different thinking styles and different ways of knowing. </li></li></ul><li>Guides to Better Learning <br /><ul><li>Become familiar with learning styles
  16. 16. Use of audio visual-equipment
  17. 17. Kinesthetic
  18. 18. Physically participating in activities</li></ul>Adults learn through:<br /><ul><li>Active participation
  19. 19. Collaborative efforts
  20. 20. Infusing past experiences
  21. 21. Deciding what is important to their training </li></li></ul><li>Training Goals & Objectives<br />Goal is a clear statement, usually in one sentence of the purpose and intent of the programme ; who is the training for, what is it about, why is it being conducted.<br />Objectives are specific results that will be achieved at the end of the programme.<br />
  22. 22. Types of objectives<br />
  23. 23. Format of Objectives <br />A good objective statement has the following components (ABCD):<br /><ul><li>Audience
  24. 24. Behaviour
  25. 25. Conditions
  26. 26. Degree
  27. 27. They should be SMART – specific, measureable, action-oriented, realistic, timely</li></li></ul><li>Defining Target Audience<br />Aptitude <br /><ul><li>one’s ability to learn information or acquire a skill.</li></ul>Attitudes and Perceptions<br />
  28. 28. Sequencing<br />Judge importance of sequencing<br /><ul><li>If content is large and interrelated then sequencing becomes important
  29. 29. If total instruction time is less than one hour, sequencing is probably not critical
  30. 30. If topics are independent, then sequencing is not important</li></li></ul><li>Selecting Strategies & Tactics<br />Learning environment: on-the-job, classroom, or informal<br />Performance measurement: written tests, role-play and simulation exercises, observation of on-the-job performance<br />Methods: lecture, tutorial, discussion, self-study, laboratory<br />
  31. 31. Selecting an Instructional Programme<br />A key decision is whether to develop an HRD programme “in-house” or to purchase it “off the shelf”<br />The organization may have a staff of instructional designers to design HRD programmes.<br />You may opt to use other sources such as consulting firms, educational institutions, professional societies, governmental agencies, non-profit organizations etc. <br />
  32. 32. Training Development<br /><ul><li>Methods
  33. 33. Materials and media selection
  34. 34. Production</li></li></ul><li>COMMON TRAINING METHODS<br />ON-SITE METHODS:<br /><ul><li>Apprentice
  35. 35. Job rotation
  36. 36. Vestibule
  37. 37. On-the-job</li></li></ul><li>more COMMON TRAINING METHODS<br />OFF-SITE Methods:<br /><ul><li>Lecture
  38. 38. Small Group activity
  39. 39. Case studies
  40. 40. Business games
  41. 41. Role plays
  42. 42. Programmed instruction
  43. 43. In-basket Exercise
  44. 44. Experiential learning </li></li></ul><li>Materials and Media<br /><ul><li>Audio recordings (CD’s, cassette, Multimedia CBT)
  45. 45. Projected materials ( video, film, powerpoint)
  46. 46. Non-projected materials (flip charts, charts, graphs)
  47. 47. Tangible objects (models, equipment, presenter)</li></li></ul><li>PRODUCTION<br /><ul><li>Check and revise all material before beginning production
  48. 48. Replication of materials and manuals
  49. 49. Can be done in-house or sub-contracted to an outside agency</li></li></ul><li>Conclusion<br />A training system that learners and trainers can implement to meet the learning goals <br />typically includes:<br /><ul><li> identifying learning objectives
  50. 50. needed facilities
  51. 51. necessary funding
  52. 52. course content
  53. 53. lessons and sequence of lessons</li></li></ul><li>References<br /><ul><li>Noe, R. (2005) Employee Training and Development, 3rd Ed., McGraw Hill
  54. 54. Moskowitz, M. (2008) A Practical Guide to Training and Development, Wiley and Sons
  55. 55. Koslowski, S. and Salas, E (2010) Learning, Training and Development in Organizations, Routledge, Taylor and Francis Group. NY</li></li></ul><li>END<br />


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