building a training program

8/2/2019 Building a Training Program

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BUILDING A TRAINING

PROGRAM


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TRAINING DEVELOPMENT MODEL

Assessment: What do your learners need to know toaccomplish job-related tasks?

Design: What will your training program look like?

Development: What content, learning methods, andresources will you need?

Implementation: Can you deliver the training program

effectively?

Evaluation: How will you know if the training programis meeting/has met the needs of your learners?


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TRAINING DESIGN

Primary questions to answer when designing a trainingprogram:

1. What do I want learners to be able to do as a result of

this training program?2. What methods will I use to assist them to reach this

level of performance and knowledge?

3. What resources will be used to deliver this training

program?4. How will this training be structured overall?


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TRAINING DESIGN

1. What do I want learners to be able to do as a result of thistraining program?

Identify the learning outcomes what is to be

learned.

Create objectives purpose of learning (why and

how it is going to be learned).


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TRAINING DESIGN


Identify the learning outcomeswhat is to be learned.

Learning outcomes comprise the framework of a

training plan.

Identify what trainees will be able to do as a result of

participating in the training program.

For example:Trainees in this workshop will be able to write

explicit, concisely worded and precisely defined

statements that clearly identify a behavior that is

expected to be performed by learners at the end of


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TRAINING DESIGN


Learning outcomes should include the following

components:

Results/outcome oriented

MeasurableFocused on only major job-related tasks

Behavioral statements (e.g., not just knowing or

understanding something but demonstrating that they

know it and understand it)Specific and precise about what they are to be able

to do

Clearly stated, no clutter


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TRAINING DESIGN


For example:

As a result of participating in this workshop, traineeswill be able to comfortably apply the sales techniques to

ensure increase in sales profit.


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TRAINING DESIGN


Create objectives purpose of learning (why and

how it is going to be learned).


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TRAINING DESIGN

Create objectivespurpose of learning (why and how itis going to be learned).

Writing a Good Learning Objective

When you are writing learning objectives, think not only

about what will be learned, but also how learning will be

demonstrated.


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TRAINING DESIGN


The desired behavior must be clearly and

unambiguously worded. Anyone reading the objective

should be able to understand what will be required by the

learner to demonstrate she has learned the KSAs.

For example: The trainee will be able todifferentiate (by sorting into two piles) between computer

chips that are within specifications and those that are

outside the specifications.


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TRAINING DESIGN


Explaining the conditions under which the behavior

must occur further clarifies exactly what is required. A

description of conditions (assistance or barriers) under

which the desired behavior will be performed should be

provided.

For example: Using a chart, the trainee will be ableto differentiate (by sorting into two piles) between

computer chips that are within specifications and those

that are outside the specifications.


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TRAINING DESIGN


Define criteria or standards that signifies that training is

acceptable. Standards are the criteria for success. Three

potential standards are represented by accuracy, quality,

and speed.

For example (accuracy): Using a chart, the trainee

will be able to differentiate (by sorting into two piles)between computer chips that are within specifications and

those that are outside the specifications with less than five

mistakes.


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TRAINING DESIGN





and speed.

For example (quality): Using a chart, the trainees


those that are outside the specifications as indicated by the

standard quality procedures.


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TRAINING DESIGN





and speed.

For example (speed): Using a chart, the trainees


those that are outside the specifications which should be

done in less than an hour.


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TRAINING DESIGN

Formula for Writing the Learning Objective

Write out the desired behavior. The verb needs to

describe clearly what will be done. Use Doing verbs

such as count, place, install, list, solve, replace, recite, etc.,

to indicate some action.

Add the conditions under which the behavior must be

done. Remember that the use or non-use of aids needs tobe indicated.

It needs to be clear what standards/criteria for success

will be used.


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TRAINING DESIGN

Formula for Writing the Learning Objective

For example: After completing the training,

trainees, at their regular job station and using a chart, will

be able to separate acceptable from unacceptable

computer chips with less than five mistakes set by standard

quality procedures which should be done in less than an

hour.


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TRAINING DESIGN

Designing Training: Learning Outcomes

C:\Users\dess\Documents\COLEGIO DE SAN

JUAN DE LETRAN\TRAINING AND

DEV\Designing Training Learning

Outcomes.doc
http://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.dochttp://c/Users/dess/Documents/COLEGIO%20DE%20SAN%20JUAN%20DE%20LETRAN/TRAINING%20AND%20DEV/Designing%20Training%20Learning%20Outcomes.doc


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TRAINING DESIGN

Examples of objectivesTrainee Reaction Objective

During the course, it is expected that trainees will

have a meaningful training experience as demonstrated

by their active participation and cooperation in the

lecture and workshop.

Transfer of Training Objectives

At the end of the training course, the trainees willbe able to apply convincing techniques learned as

illustrated by their confident and spontaneous product

presentation to difficult clients within the allotted time

period.


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TRAINING DESIGN

Examples of objectivesOrganizational Training Objective

At the end of the training, it is expected that the

trainees will be equipped with sales skills as shown in

their increase in sales which aims to meet the sales

target of the organization within the year.


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TRAINING DESIGN

SELECTING LEARNING EXPERIENCESInteractive Lecturette: Detailed explanations with

questions from students and trainer.

Class Discussion: Conversation with questions posed to

elicit thoughtful responses from learners.

Small Group Exercises: 4-6 people answering questions

or solving problems together.

Two & Three-person Exercises: Smaller groups

designed for more intense discussion and problem solving.

Case Studies: Learners analyze a written account of a

realistic situation and how it was solved.


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TRAINING DESIGN

SELECTING LEARNING EXPERIENCESRole-playing: Realistic situation played out by learners.

Simulations: Lengthy scenarios similar to problems in a

job-related environment.

Games: Competitive activity that allows learners to test

their knowledge of and skill in a subject.

Surveys, Quizzes, and Short Writing Exercises: Answer

questions or write one or two paragraphs.Observations and Hands-on Work in Field: Students

watching others accomplish a job-related task or practice

skills they learned in training.


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TRAINING DESIGN

IDENTIFYING TRAINING RESOURCES

Content Experts: Available/willing to assist in

development of training?

Trainer(s): Available? Relevant experience? Cost?Location(s): Where? Multiple sites?

Building: Suitable rooms available? Adequate seating

and media available (if applicable)?


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TRAINING DESIGN

IDENTIFYING TRAINING RESOURCES

Travel: How will participants travel to learning site(s)?

What funds are available?

Materials: Books, pens, manuals, equipment, name

cards, food, etc.

Time: How long? Training delivered across several

months or concentrated in a few days? Multi-part training?

When are learners available?


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TRAINING DESIGN

DEVELOPING AN INSTRUCTIONAL PLANAn instructional plan is a map that outlines the design of your

training program and includes the following:

Training Program TitleOverall Description of Training

Learning Outcomes

Length of Training

Target Learners

Overall Format for TrainingParticipant Requirements/Participation

Instructional Materials and Aids NeededLogistical Issues

Content Outline, including:

Major topics to be addressed

Brief description for each topic

Identification of learning methods tobe used


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TRAINING DESIGN

IDENTIFYING TARGET LEARNERS

Major characteristics of adult learners as related to training:

Need to Know: Want training delivered when they need

it, when ready to progress to a new task or next stage.Self Concept: Desire to be recognized by instructor as

independent and self-directed.

Life Experience: Expect instructor to recognize their prior

accomplishments and knowledge.


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TRAINING DESIGN


Major characteristics of adult learners as related to training:

Task-centered and Practical: Training should help them

meet job-related needs.

Internally Motivated: Largely (but not exclusively) driven

by internal rewards and not, for example, grades or parental

approval.


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TRAINING DESIGN


Four categories of learning experiences or styles:

Doer: Like to be actively involved in learning process,

want to know how they will apply learning in real world,

like information presented clearly and concisely.

Feeler: People-oriented, expressive, focus on feelings and

emotions, thrive in open, unstructured learning environment.


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TRAINING DESIGN

IDENTIFYING TARGET LEARNERSFour categories of learning experiences or styles:

Thinker: Rely on logic and reason, like to share ideas and

concepts, analyze and evaluate, enjoy independent work.

Observer: Like to watch and listen, tend to be reserved,will take their time before participating, thrive on learning

through discovery.


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TRAINING DESIGN

TRAINING METHODS AND LEARNING STYLES

Strive for

Variety

Doer

Practice

Apply conceptsSimulations

F

D

T

O

Feeler

Personal Experience

Role playsGroup exercises

Thinker

ReadingQuestioning

Independent activities

Observer

LecturesDiscussion

Problem solving


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TRAINING DEVELOPMENT

Primary questions to answer when developing content,learning experiences, and materials for a training program:

What content do I want to teach learners that willenable them to accomplish the stated learning

outcomes?

What learning experiences do I want to use to teach

this content to the target learners?What materials will I develop to supplement this

learning?


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DEVELOPING MATERIALSTraining materials should be:

Easy to understand.

Economically produced.

Relevant to one or more learning outcomes.

Contribute as a secondary source of information and

not act as the primary source.

Complement the learning experiences in whichlearners are engaging.


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DEVELOPING MATERIALSTraining materials should be:

Include as much practical, direct job-based

information as possible.

Describe process-oriented tasks in a step-by-step

format, free of extraneous detail.

Include illustrative examples that support text-based

information.Minimal -- students will use them primarily as a

reference.


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TRAINING IMPLEMENTATION

PRIMARY QUESTIONS TO ANSWER WHENDELIVERING TRAINING:

Is the trainer prepared to facilitate the learning

experiences in an engaging manner?

Have the appropriate training materials been

developed?

Have questions been developed to challenge learners

and debrief the learning experience?


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ENGAGING LEARNERSTen Steps to Being Positively Engaging:

Ask learners what they want to learn from the

training, and then list them.Probe learners with questions frequently; interactivity

should be an primary characteristic of the training.

Encourage application of material by providing

examples, posing job-based problems, and asking

learners to consider how they might apply what they are

learning.


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Quiz and give feedback in a nonthreatening way.

Start with questions instead of with providing

information (talking at students).

Pose alternative, thought-provoking questions and

scenarios to get students to critique and question and get

beyond the obvious.Start with what learners know to empower them and

identify what to build on.

Use both visual and aural (hearing) modes of learning.


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Use organizing techniques (e.g., Okay, weve just

addressed...now that lets move to...)that help learnerskeep track of where they are and what theyve learned.

Use humor and stories to enhance content and maintain

learner motivation.