Development & Implementation of
Training
Training Processes Model
Needs Analysis Phase
Input
Process
Output
Input
Triggering
Event
Design Phase
Process
Output
Development Phase
Input Process
Output
Implementation Phase
Input Process Output
Outcome
Evaluation
Data
Process
Evaluation Data
Evaluation Phase
Input Process Output
ADDIE “Model”
Design
Analysis
Evaluation
Development
Implementation
3
Design Phase
Input
Process
Output
Learning
Theory
Determine factors
that facilitate
learning & transfer
Training
Needs
Develop
Training
Objectives
Organizational
Constraints
Identify alternative
method of instruction
Evaluation
objectives
Input
Process
Output
Program
Development Plan
Determine Factors
that Facilitate
Learning & Transfer
Alternative
Instructional
Methods
• Instructional
Material
Instructional
Strategy
• Instructional
Equipment
• Trainee and
Trainer Manuals
• Facilities
• Trainer
Development
Instructional Strategy or Training Plan
Instructional Strategy – How are we going to achieve
training objectives
Following are used to shape strategy:
Selected alternative instructional methods
Facilitation of learning
Transfer of Training
Instructional Strategy (Components)
Listing all elements of a Training Programme:
Individual Modules
Organisation of individual modules
Timings
Methods
Materials
Trainers
Evaluation
Practice
Input
Process
Output
Program
Development Plan
Determine Factors
that Facilitate
Learning & Transfer
Alternative
Instructional
Methods
• Instructional
Material
Instructional
Strategy
• Instructional
Equipment
• Trainee and
Trainer Manuals
• Facilities
• Trainer
Output of Development Phase
Overall Training Objectives:
After having attended the training, the participants
will be able to:
1.
2.
3.
Time
Topic
0900-1000
Welcome,
Ground
Rules
Learning
Objective
Evaluation Methods: When to be
conducted, How to be conducted
Learning
Points
Training Title:
Training Duration:
Trainer:
Seating:
Target Population:
Method
Measures to Assist Transfer:
AV & Other
Resources
Seating Arrangements
Classroom
Theatre
U-Shaped
Cafetaria
Circle
Degree of Formality
Focus of Attention
Level of Two-Way communication
Seating Arrangements
Trainer KSAs
What ‘Knowledge’ must the trainer have?
What ‘Skills’?
Attitudes?
Experience or Credibility
SME or a ‘trainer’?
Subject Matter
Interpersonal communication
High Level of Self Efficacy
Adult Learning Process
Verbal Skills (Active Listening, Feedback,
Probing)
Commitment to helping others
Instructional Methods
Implementation
Implementation Sequence
Icebreaker
Variety (20 minute rule)
Exercises, Games, Tasks/Simulations (The Learning Cycle)
Step 1: Experience
(the exercise/game)
Step 5: Practice
(try it out)
Step 2: Lecturette
(provide information)
Step 4:
Generalizability
(relevancy to other
situations)
Step 3: Processing
(analysis of experience
and information)
A Few Tips
First Impression: Time, Dress, Class Set-Up, AV Set-Up
Greet – individually, make it personal
Objective Setting
– Beginning of Group
– Expectations of the Group
- Route Map very critical
– Ground Rules (Times, Breaks, Interruptions, Questions,
Phones) – Consensus and commitment
Movement
Barriers
Difficult Trainees
Quiet Trainee
Talkative Trainee
Angry Trainee
Argumentative Trainee
Joker