Professional Documents
Culture Documents
Trainees
Trainers
Resources
Materials
Willing to train What to train ? Know how to train Know how people learn Have the right personality Able to Communicate Be flexible Able to Evaluate training
Jobs of Trainers
Tough
The trainer has to identify the training needs of the Organization and its individuals, plan and evaluate training for them
Jobs of Trainers
Middling
The trainer are given overall aims and objectives and have to figure out the details of how to meet them
Jobs of Trainers
Easy
The trainers are given the detailed curriculum and the programme materials and you have to lead people through them
4 Programme Organization
5 Workplace Visiting
1 Business Skills
Budgeting Accounting Office Procedures Time Management Job Pricing Negotiations etc
2Self Development
Keeping pace with Change Evolving Training Methodology Updating Technology Innovation in training Progs Studying Organizational Needs
3Material Development
Materials Production Writing skills, Word processing, Graphics, Editing and layouts, Binding & Xeroxing
Class Rooms Audio-Visuals Trainers Visits Hostel & Food Training Materials Journey Arrangements
5 Workplace Visiting
Meeting Human Resource Studying Job Descriptions Market Development New Entrants Studying Job Obsolescence Need Analysis Need for Counseling Appraisal of Employees Evaluation of Training
Conduct a performance needs assessment ( identify gaps) Find root causes Select interventions Implement interventions Monitor and evaluate performance
Training materials may be designed, developed and implemented using principles of instructional design.
The 5 phases of most ID models are: Analysis Design Development Implementation Evaluation
Group-based learning Individual learning Structured on-the-job training (OJT) Distance learning Technology-assisted learning Self-study (programmed, computer-based)
learning
Supporting audiovisuals
( PowerPoint presentations, posters, training aids, suggestions for flip charts)
Simulations
( instructions for role plays, anatomic models)
Interactive presentations Questioning Case studies and role plays Brainstorming and discussions Problem-solving activities Simulations Working on the Job Variety of audiovisuals
Skills demonstrated within a simulation (anatomic models, role plays) Skills practiced and assessed within a simulation (including feedback from the trainer) Skills demonstrated followed by practice and assessment on the Job
The goal is to strengthen pre-service education and reduce need for in service training. training sites can be shared to serve both in-service and pre-service needs. Learning materials can be used within both in service training and pre service education. Faculty development is an additional benefit Linking pre service and in service leads to strengthened curriculum and/or courses.
Structured development process Clear criteria ( advanced and master trainers) Development of supporting materials ( train-the-trainer courses) Opportunities to conduct training while being observed, coached and provided feedback
Transfer of learning to ensure knowledge and skills acquired during training are applied on the job. Key players include the supervisor, worker as learner, trainer and the co-workers. Specific strategies are implemented before, During and after training.
Level 1: Participant reaction (feedback form) Level 2: Participant learning (tests, checklists) Level 3: On-the-job performance (Behavior) Level 4: Effect of training (Result)
Investment on Training
Investment on Training
U Tube Videos 1 How to Calculate return on Investments u21 global by DR Wang Lam 2 HR Management: Training and Development indiana University Southeast