We’re here to consider the question…….

“How can we keep

our employees
retented in their
work, in the current
economic climate?”
By discussing, debating, sharing experience, learning…….
DESIGNING TRAINING
METHOD

Prepared by:-

Priyanka dubey
Swatiprakash
Karuna kumari
Nivedita
Samrendra mohan
Shreyata gupta
Gaitri choudhary
Meaning of Training design

A training system that learners and trainers can

implement to meet the learning goals, typically
includes identifying learning objectives (which
culminate in reaching the learning goals), needed
facilities, necessary funding, course content, lessons
and sequence of lessons.
In simple words

A training method is a strategy or tactic that a

trainer uses to deliver the content so that the
trainees achieve the objective
Factors considered when selecting
training method

Learning objectives
The content
The trainees
Practical requirements
TYPES OF TRAINING DESIGN

PASSIVE METHOD ACTIVE METHOD

Lecture and discussion Equipment mock-ups

Video and films Flat panel simulators

Laboratory demonstration Part- task simulators

Full-scope simulators
 NECESSARY COMPONENTS OF
TRAINING DESIGN

• Trainer-Before starting training program, a trainer

analyzes , interpersonal, judgmental skills in order to
deliver quality content to trainees.

• Trainees-In training design there should be a close

scrutiny of the trainees and there profiles , age ,
experience, need and acceptance of the trainees are
some of the important factors that effects the
training design.
• Training climate-There should be a good training
climate environment comprising of positive
perception of the training program etc. is one of the
necessary conditions of training design. Therefore
when the climate is favorable nothing goes wrong
and when the climate is unfavorable things go
haywire.
• Trainees learning style- The learning style of the
trainees, age, experience, educational background
should be kept in mind in order to get the right
pitch to design the program.
• Training strategies-Once the objectives have been
identified the trainers translates it into specific
training areas and module. The trainer prepares
the priority list about what must to be included
and what could be included.
• Training topics-After formulating a strategy the
trainer decides upon the contents to be delivered.
The trainers break the concepts into headings ,
topics and modules. These concepts are then
classified into knowledge, skills and attitude.
Sequence of the contents:
• From simple to complex
• Topics are arranged in terms of there relative importance
• From known to unknown
• From specific to general
Training tactics- Once the objectives and strategy of the
training program becomes clear trainer comes in a position to
select the most appropriate tactics and methods of training.
The method selection depends on the following factors:
 Trainees background
 Time allocated
 Style preference of trainer
 Level and competence of trainer
 Availability of facilities and resources
• Support facilities-It can be audio visual and printed . The various
requirements on the training program are whiteboards ,flip charts
and markers.
Constraints- The various constraints that lay in the
trainers mind are:
 Time
 Accommodation facilities and their
availability
 Furnishing and equipment
 Budgets
 Design of the training
Information- as the term denotes it refers to some
basic stastical data fact and figure which are the part
of training input.
Knowledge -means dynamic and analytic
understanding of theories, concept , principles and
issues related to the job of the participants and their
application to specific situations in the performance
of their job or in social interaction.
Skills and competencies - is manifested in an action ,
whether in the actual performance of a job related
task or any aspect of life. While knowledge is shared
through verbal or written communication , skills or
competencies are located in the mind and perceived
through action and accomplished tasks.
Knowledge of skills – to make knowledgeable about
skills and competencies.
Attitude and values
 OFF THE SITE
ON THE SITE Methods
METHODS •Lecture
•Small Group activity
•Apprentice •Case studies
•Job rotation •Business games
•Vestibule •Role plays
•On-the-job •Programmed
instruction
•In-basket Exercise
•Experiential learning
On the site
methods
 Job rotation

Job rotation involves the movement of employees

through a range of jobs in order to increase interest
and motivation .It can improve “multi-skilling” but
also involves the need for greater training.
Job rotation offers following benefits-

Organisation productivity and competitiveness

increases due to improved skills and knowledge of
employees.
Employees experience personal growth through
upskilling.
 Educational •Utilize gained
training knowledge & skills
planning

•Better chances for

future career.

Organizational
objectives

•Better chances on
getting a job.
•Find another
substitution position.
Selection training substitution
•Regular job
 Apprenticeship

Apprenticeship training is an (earning while

learning) arrangement for a required term .
Is a perternship among labour unions , employers
,schools and government.most apprenticeship are in
skilled ,trade and professional unions such as
boiler , engineers, electrical workers , pipe fitters and
carpenters.
 VESTIBULE TRAINING

It combined the benefits of class room with the

benefits of on-job training.A special area or class
room is set aside from the main production area and
is equiped with furnishings similar to those found in
the actual production area .
Primary advantages
It relieves the employee from the pressure of
having to produce while learning.
Disadvantages are –
i. Difficult to duplicate the pressure and realities of
actual decision –making on the job ,and
ii. Individuals often act differently in the real –life
situations than they do in acting out a simulated
exercise.
 On The – Job Training

 Most frequently used training method in smaller bussinesses and

among manufacturers. OJT is the preferred method for training
employees fornew technology and increasing skill in the existing use of
existing technology.
OJT plan should include -vhbhbjhijkmklm
 Lecture As a method of training

The lecture is , by defining , words spoken by the trainer.

i.e verbal symbol medium.
Types:-
Straight Lecture & Printed material
Key factors :
Why and When to use the lecture method?
Why and When not to use the lecture method?
Enhancing the usefulness of the lecture method?
 Demonstrations as method of
training
Demonstration is a visual display of how to do
something or how something works. Demonstrations
is more effective to increase knowledge and skills
(technical or interpersonal).
How to use demonstrations effectively

Prepare the lesson plan by breaking down the task to

be performed into smaller , easily learned parts.
Then sequentially organize the parts of the tasks and
prepare an explanation for why each action is
required.
 Small group activities

This approach places the learners in a series of carefully constructed

problem solving or discovery situation where they asked as a group to
apply their own experiences combined with information and resources
provided in the training and solving that are relevant to their day to day
experiences.

Advantage to this approach:-

 Maximize participation without loss of structure.
 Places a high value on the sharing of information and experience.
 Develop leadership skills.
 Develop a shared pedagogy.
 Business games as a method

Business games are simulations that attempt to

represent the way an industry, company, or unit of a
company functions. Typically they are based on a set of
relationships , rules and principles derived from theory
or research.

Types of business games:-

 Inter company business games.
 Intra company business games.
 Purpose for which business have
been developed
 Strengthen executive and upper management skills
 Improve decision –making skills at all levels
 Demonstrate principled and concepts
 Combine separate components of training into an
integrated whole
 Explore and solve complex problems of training into an
integrated whole.
 Develop leadership skills
 Develop skill in using quality tools
 Role Play

Role plays may be defined as a dynamic process that involves

participants assuming specified roles and acting out
significantly.

Role play develops the following skills in the participants:-

 Communication skills,
 Research skills,
 Problem solving and critical thinking,
 Team work skills.
 Types of Role Play

 Simple role play:- Group performs before a group or an audience that act as the
observer at the end, analysis and evaluate the exercise.

 Multiple role play:- The group is divided into convenient role playing groups, and
the various subgroups play the roles, working on the same situation.

 Reverse role play:-when two participants have reached what appears to be an

intractable situation of their discussions.

 Spontaneous role play:-There are no preparation and the participants are

instructed to play the role as directed by the trainer.
 CASE STUDY METHOD

It is description of a real life experience, related to the field

of study or training which are used to make points raise
issue or enhance the participants understanding &
learning experience.
It focuses on
 Building decision making skills
 Assessing and developing Knowledge, Skills and Attitudes
(KSAs)
 Developing communication and interpersonal skills
 Developing management skills
 Developing procedural and strategic knowledge
 In basket Exercise

This method assess a participant’s ability to perform a

management job from an administrative perspective . in the
exercise, the participant is confronted with the issues, problems
and complexity of managerial life in the form of documents such
as memos from superiors, peers and subordinates ; reports of
various kinds; letter from stakeholders that have accumulated in
the manager’s in basket.
 Experimental learning

It is a process of actively engaging participants in an

experience that will have real consequences.
Participants make discoveries & experiment with
knowledge themselves instead of hearing or
reading about experience of others.
Major experiential learning method are:
 Sensitivity/T-Group Training
 Transactional Analysis
Sensitivity , T-group or laboratory training attempts to
change individual behaviour by placing participants in an
unstructured, ambiguous situation and having them
resolve the conflicts , which emerge as a result of ambiguity
through interpersonal interactions.
Basic goals of this method are-
 To increase self-insight concerning why one acts in certain ways in
interpersonal situations , and to develop an understanding of how
others see these behaviours.
 To increase individual sensitivity to bahaviours of others of others and
underlying emotional bases.
 To increase awareness of the types of interactions which enhance or
reduce the effectiveness of groups.
 To increase diagnostic skills so that problem areas in group
functioning may be recognised and treated.
 To teach individuals to analyze their behaviours so that they may
improve their interactions with others.
 Transactional Analysis

It is a social psychology developed by Eric Berne

(1970). Over the past four decades Eric Berne’s
theory has evolved to include applications the
psychotherapy,counseling, education and
organisational development.