designing and implementing training programme

8/8/2019 Designing and Implementing Training Programme

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Designing & Implementing

Training

Programme


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2

Global Model of the Management Development Cycle

Needs

Assessment

1

Objective

Setting

2

Programme

Design

3

Evaluation &

Follow Up5

Programme

Implementation4


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Job Analysis

Trainee Analysis

TNA

Setting Training

Objectives

Designing Training

Sessions

Implementation

Evaluation

Training Needs

Assessment

Designing

Curriculum

Conducting Training Course

and Examine Results

System Approach to Training Programmes


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PARAMJIT SHARMA 5

Few DefinitionsFew Definitions

Job-One or more duties which requirethe services of one employee to perform

Duty-A significant segment of work performedin a job ,usually comprising several Tasks

Tasks-identifiable work activity which comprisesa logical & necessary steps in performance of a

duty


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PARAMJIT SHARMA 6


Job Description- Organised, factual Statementof duties of a specific Job

Job Specification-Statement of Minimumacceptable Human Qualities necessary to

perform a job

Job Analysis-Process of studying andcollecting Information relating to the operations

and Responsibilities of a specific Job


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PARAMJIT SHARMA 7


Responsibility-Ones ability to perform thefunctions assigned to the best of ones ability an accordance

with the directions Received

Authority-Right To Decide what should be doneand the right to do it or require someone else to do it


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PARAMJIT SHARMA9

The JobThe Job Holder

The Organisation

Three components


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PARAMJIT SHARMA10

The Job-defined

It must Have the following:

Responsibility

AuthorityList of Tasks

Resources

Relationship with otherjobs\positions

JOB

Relationship

Resources

List of Tasks

Authority

Responsibility


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PARAMJIT SHARMA11

Job Holder

Recruited and Placed on Job

Perform Job Related Tasks and duties

Contribute to Organizational Goals


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PARAMJIT SHARMA12

THE ORGANISATION

UNDERSTANDING ORGANISATIONAL

CULTUREVISION

MISSION

GOALS

HISTORY

MANAGEMENT PRACTICES


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PARAMJIT SHARMA13

JOBJOB

Holder ORG

Matching

Matching


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PARAMJIT SHARMA14

Job Description

Responsibility

Authority

Tasks\duties

Resources

Relationship

Knowledge

Skill

Attitudes

Physical Req

K& S

Experience

PersonalAttributes

Personal

situation

Job

Specification

Job Requirements


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PARAMJIT SHARMA15

Responsibility

AuthorityTasks

Resources

Relationship

Desired Level of

KSA

Existing Level of

KSA

KnowledgeSkill

Attitudes

COMPARE &

Identifying

GAPS

Job and Job Holder

Job Description Job Specification


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PARAMJIT SHARMA16

Existing level

Of

competence

Desired level of

competence

Gap

( Training)

Training Gaps


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PARAMJIT SHARMA17

KNOWLEDGE

ENVIRONMENT

ORGANISATION

TECHNI

CAL

SKILLSTECHNICAL

INTER-PERSONAL

CONCEPTUAL

ATTITUDES

SELF

SUPERVISORS

SUBORDINATES

COLLEAGUES

EFFICIENCY

ORGANISATION

..


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PARAMJIT SHARMA18

Awareness of facts

Environment- Govt Policies, Rules & Regulations,

Competitors, Demographic

OrganizationBye-Laws ,Structure, personnel Policies

Technical-Job, Accounting Standards, Display of Goods

KNOWLEDGE


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PARAMJIT SHARMA19

Ability to do something

Technicalability to perform technical tasks,B/Sheet,Drive Car, Training Trainers

Interpersonal- Skill in dealing ,Communicating, Motivating,Leading

Conceptual- Visualization of causes & Effect,Foresight & Insight, Mission, Vision

Skill


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PARAMJIT SHARMA20

How a person views ,evaluate, reacts/adjusts to

events, persons, activities

Predisposition towards Self, Organization,

Superiors, Work, Time People, Life

ATTITUDES


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PARAMJIT SHARMA21

TRAINEE NEED ANALYSIS

TASKS KNOWLEDGE/

SKILL

To write cash book 04

To write ledgers 04

To prepare TB 03

To prepare PL/BS 03

To propose dist. Of 01

surplus

RESPONSIBILITY

Maintenance

ofProper

books of

Accounts &

prepareAnnual

statements


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Designing Training Programme

Setting Training Objectives

&

Training Sessions


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Training Objectives 6 basic questions

1 Why identify training Objectives?

2 What are training Objectives ?3 What are the Parts of Training Objectives ?

4 What are the classes of Training Objectives ?

5 What is the hierarchy of Learning ?

6 How are objectives appraised ?


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Why identify training Objectives ?

Objectives give Directions totraining efforts


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If you are not certain of where

You are going.

You may very well end up..

Somewhere else

And not even know it.


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Therefore, objectives are important indetermining a training environment


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Training Objectives help in

Selecting training methods

Creating a learning Situation to meet obj.

Assuring proper evaluation

Understanding training expectations

Guiding trainees-trainers


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What are Training Objectives ?


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What are Training Objectives - example


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3 What are the Parts of an Objective ?

Conditions

Performance

Criterion

1

23


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Performance

An objective includes what the trainee will be able to

do at the end of training. The performance must beobservable ormeasurable


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Performance

Objectives are made measurable with use ofoperative verbs..assemble, find, analyze, design


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Performance

Words open to many interpretations like to know, to

understand, to appreciate..should not be used as

Operative verbs


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Conditions

When relevant, specify conditions under which thePerformance is to be measured. Conditions refers to

the resources ( Books, tools, equipments, materials,)

a trainee will be allowed to use


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Conditions-- examples

Without Electronic Test Equipment-

Diagnose and correct a malfunctioning

engine

There will be an open book test on21st September 2010 in marketing

from Philip Kotlers book on

Marketing


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Criteria

Standards are best based on requirements ofthe workplace i.e. level ofskill required for a

specific job is a realistic standard.


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Criteria---examples

QuantitativeThe trainees will apply two

coats of Luster paints

QualitativeThe trainees will measure

a work piece within .01mmusing a micrometer

Combination

The trainees will apply

2 coats of Luster piants

using Asian Paints


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What are the classes of Objectives ?

Objectives are to be written for each type ofDomain.Many a times the objectives get mixed up


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Cognitive Objectives- example

Given an operational model of four cycle engine,

the students will demonstrate knowledge of itsoperation by correctly pointing to and describing

the function of each part as the model is related

through its four cycles


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Affective Objectives- example

Upon completion of training, the trainees willarrive on this job at the appointed hour for a

Period of six months as verified by the time

keeper or biometric machine


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Psychomotor Objectives- example

Given a piece of stock, working drawings, tools andlathe, the trainees will turn the piece to within or more

or less than.001 of an inch of specification


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4 What is the Hierarchy of Learning ?


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Cognitive Learning


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Cognitive Learning

The levels are based

on a movement

from simple to

complex mental

( Knowledge)

performance


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Affective Learning


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Cognitive Learning

Degree to which an

attitude or value has

Been internalized


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Psychomotor Learning


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Cognitive Learning

Development of

coordination is

Characterized by

Levels of psychomotor

learning


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Cognitive Learning

Affective Learning


Lower

Level

Cognitive Learning

Affective Learning


Higher

Level

Designing Training Programmes


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6 How are training objectives Appraised?

Step-1

Does the objectiveFulfill a training need?

Step-2Does each objective

Include essential elements?

Step-3

Do training programmeObjectives cover an

Appropriate range of KSA?


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PARAMJIT SHARMA

Designing Training Sessions

Deciding the Title of the ProgrammeDeciding the Heading/Topic for the Session

No of Sessions required to cover the Topic

Deciding the learning Objectives of sessions

Determining the learningMethodsPreparing plan for sessions

Preparing/Adapting/Choosing supportive materials


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PARAMJIT SHARMA 55

IMPLEMENTATION

Programme announcement

Mailing Announcement

Scrutinizing the Nomination ReceivedFollow Up

Selection Of the Trainees

Preparing Time Table

Allocating Sessions to Trainers

Arranging Class Rooms & Hostel facilities

Conducting the Programme

Organising Programmes


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PARAMJIT SHARMA 56

EvaluationEvaluation

Reactions of the trainees

Effectiveness of Various inputsTrainers

Programme DesignsDuration

Venue

Physical Facilities

Actual Conduct of the ProgrammeMethods & materials

Coverage of Topics

Sequencing of Topics


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designing and implementing training programme

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