Training Design Process

ORGANIZATIONAL ANALYSIS:

~The important questions being answered by this analysis are who decided that training should be conducted,

~why a training program is seen as the recommended solution to a business problem

~what the history of the organization has been with regard to employee training and other management interventions.

PERSONAL ANALYSIS:

~Who will receive the training and their level of existing knowledge on the subject

~ What is their learning style.

~ Who will conduct the training.

TASK ANALYSIS:

~ This is an analysis of the job and the requirements for performing the work.

~ Also known as a task analysis or job analysis.

~ Seeks to specify the main duties and skill level required

~Is correctly identifying what or who needs to be trained.

~Poorly conducted needs analysis can lead to training solutions such as the wrong competencies, people needed or learning methods.

To ensure that employees have the motivation and basic skills necessary to master the training content.

Attitudes and motivation

1. Self-efficacy is the employee’s belief that they can successfully learn the content of the training program.

2. Motivation is the desire of the trainee to learn the content of the training program.

2. Ensuring Employees' Readiness for Training

Learning objectives refer for implementing program to improve performance

Meaningful Material

Identify if the meaning material will be in the form of hardcopy. eg: Textbooks. powerpoint presentation, etc..

Feedback

Information about reaction to product. a person's performance of a task, which is use as a basis for improvement.

Practice

To do or perform something repeatedly in order to acquire a skills

3. Creating a Learning Environment

Self management :

1- ensure the trainee understand and manage their own skill to be apply to the job.

example: Communication skill

Peers and manager support:

1- when the trainee manage their own skills, they will be recognized by colleagues and manager.

2- The trainee will be given promotion during performance appraisal.

example: Communication skill.

4. Ensuring Transfer of Training

5. Developing an Evaluation Plan

Choose evaluation design

- allow trainer to determine the influences of training on these learning outcomes

a. Formative evaluation - The evaluation of training that takes place during program design and development.

b. Summative evaluation - an evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program.

Purpose of evaluation the aim is to determine

~ the relevance and fulfillment of objectives

~ efficiency

~ effectiveness

~ impact

~ sustainability

Training Design Process

7. Monitoring and Evaluating the Program

Monitoring and evaluation are important management tools to track your progress and facilitate decision making.

Purposes of monitoring

1) To learn from experiences to improve practices and activities in the future.

2) To have internal and external accountability of the resources used and the results obtained.

3) To take informed decisions on the future of the initiative.

4) To promote empowerment of beneficiaries of the initative.

Basic skills

1) Cognitive ability

2)Reading ability

1. Conducting Needs Assessment

6. Selecting Training Method

Tradional vs e-learning.

Traditional

1) face to face learning

2) The learning is conducted by supervisor/superior/higher management

Plan cost-benefit analysis

- planning how to demonstrate how training affects the “bottom line”a.

eg: Return on Investment (ROI)ROI = Results/Training costs

E-learning

1) involved technology

2) internet-enabled learning

3) provides faster learning at reduced costs, increased access to learning and clear accountability for all participants in the learning process.

Identify learning outcomes

– identifying what types of outcomes training is expected to influence

a. Reaction outcomes.

b. Learning outcomes

c. Behaviour outcomes

d. Affective outcomes

design by:

Shera Idris

for Prezi