DESIGNING AND CONDUCTING

A
TRAINING PROGRAM

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 Preview
• Recap - Transfer of training
• Program design implications
• Obstacles
• Positive learning climate
• Knowledge Management
• Phases of Program design
• Considerations for Effective Program Design
• Selecting and Preparing Site
• Selecting Trainers
• Conduct -
• Setting , Preparation of material, Knowing trainees, Pre- training motivation,
Leading discussion, Disruptive trainees, Group dynamics
• Design Document
• Course / lesson plan
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Transfer Process Model

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 Obstacles to Learning at Work
• Work Conditions
• Time pressure
• Lack of equipment
• Lack of opportunities to practice
• Inadequate budget
• Lack of Peer Support
• Discourage
• No / Negative feedback
• Term Training as waste of time
• Lack of Management Support
• Low acceptance of ideas based on training
• Opposion to use of skill learnt at training
• Negative feedback on training
• Term training as waste of time

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 Transfer Theories

• Identical Elements -Near

• Stimulus Generalisation -Far

• Cognitive Theory -Near and Far

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 Environments That Encourage Learning
• Learning organization -Enhanced capacity to learn, adapt, and change.
• Knowledge management - Improve the creation, sharing, and use of knowledge.
• Ways for sharing knowledge
• Use technology, e-mail, and social networking sites or portals on intranet.
• Directories.
• Develop informational maps.
• Allowing time off to acquire knowledge, study problems, train and use technology
• Create information and learning officer positions
• Presentations by employees who learnt new skills
• Online library.
• Office layout to facilitate interaction.
• Create communities of practice
• Use “after-action reviews” at the end of each project
• Ways of effective knowledge management
• Training and IT collaboration.
• Create knowledge management positions.
• Deploy easy to use technology .
• Reward employees who learn, teach, and share.

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 Positive Climate for Learning

• Supervisors and peers encourage use of skill developed in training

• No negative consequences to errors in applying new skills
• Rewards for using new skills- Higher salary
• Higher self efficacy- Praise from peer and supervisor

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 Work Environment
Gaining Management Support
• Written Action plan - written document that includes the steps that the trainee and
manager will take to ensure that training transfers to the job. The action plan
includes
• a goal identifying skill gap.
• strategies to achieve the goal.
• strategies for feedback.
• expected results.
• Progress check schedule - manager and trainee to discuss the progress
• Gaining managers’ support :
• Brief on program and its relationship to business objectives.
• Trainees discuss work problems .
• Share benefits of program.
• Managers as trainers.
• Gain in productivity.

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Levels of Management
Support for Training

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 Work Environment
Gaining Peer Support
• Peer support
• Support network – trainees discuss progress in using learned capabilities
• The more peer meetings, the more learning transferred.
• Newsletter
• Trainers may also provide trainees with a mentor,
• Opportunity to perform.
• work environment and trainee motivation.
• Type of assigned responsibilities and task type.
• Low levels of opportunity :
• the work environment is interfering with using new skills.
• training content is not important.

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 Work Environment
Technological Support

• Technological support
• Electronic performance support systems (EPSSs) - computer applications that gives
feedback on skills training, information access, and expert advice.
• It may also be used to at work when new skills are applied.
• Trainers can monitor trainees’ use of EPSS,.
• Feedback for restructuring training design or work environment.

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 The Learning Process & Terminology
• Meta-cognition - control over one’s thinking.
• Two ways are monitoring and control.
• Advance organizers - outlines, texts, diagrams, and graphs that help trainees
• Over learning - Continuing to practice even after being able to perform to expected
standards
• Error management training –
• opportunities to make errors during training; trainees engage in meta-cognition.
• Practice can be massed, spaced, in whole, or in part.
• It must be related to the training objectives.
• Feedback
• how well people are meeting the training objectives,
• be provided as soon as possible after the trainees’ behaviour.
• Employees learn through observation, experience, and interacting with others.
• Communities of practice - groups of employees who work together, learn from each
other, and develop a common understanding
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 Phases

Phase 1 Phase 2 Phase 3

Pre-training Learning event Post- training

Prepare, motivate and •Prepare instructional material Encourage learners to apply

energise employees •Choose trainers

Ensure work environment •Prepare training site

supports training •Conduct

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 Facilitating Learning

• Clear objectives known to all

• Meaningful content
• Practice
• Memorising techniques
• Feedback
• Observation, experience and interaction among trainees
• Coordination and arrangements
• Good trainers

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 Characteristics of Objectives

• Clear idea of expectation at the end of training

• Performance evaluation
• Resources needed to perform, tools and equipment
• Conditions of performance

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 Training Design

• Key behaviours - set of behaviour as required in a variety of situations.

• Application assignments – trainees apply training to solve work issues.
• Encourage trainee responsibility and self management
• Trainees need to take responsibility for:
• preparation for training.
• being involved and engaged during training.
• using training content back on the job.
• Self-management

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 The Training Site/ Class Room

• Noise
• Colours
• Room Structure
• Lighting
• Wall and Floor Covering
• Meeting Room Chairs
• Glare
• Ceiling
• Electrical Outlets
• Acoustics

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Seating Arrangements

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 Matching Training Rooms With Learning
Type of Learning Types of Rooms

High collaboration- low

self direction

High Collaboration- high •Lecture Hall

self direction •Class Room
•Break out room
Low Collaboration - High •Conference Room
self direction •Project Room
•Distance Learning Room
•Computer Room

Low Collaboration – Low

self direction

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 Trainees’ Involvement

• Discussion in Break Out rooms – open ended questions

• Creative Activities
• Assessment Measures that allow students to evaluate themselves and others
• Role playing
• Question at the end of training- As a result of this training what do you plan to
start, stop, modify or continue in work place.

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 Design Document
• Scope of Project
• Goal
• Audience
• Design Time and check points
• Duration
• Delivery
• Content
• Method
• Training Time
• Problems and opportunities
• Objectives
• Resources
• People involved
• Administration
• Evaluation
• Links to other programs

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 Conduct

• Interacting with trainees

• Leading a discussion

• Dealing with disruptive trainees

• Managing group dynamics

• Curriculum, Course and lesson design

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Sample of a Detailed Lesson Plan

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Sample Lesson Overview

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Sample Content of Self-Management
Module

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