PRESENTATION

ON
TRAINING
DESIGN
 INTRODUCTION-

The training design is a set of instructions we can follow to design

training for any line position in case of any industry .
The Training Design Model-
A model is a recipe or pattern that when followed results in a desired
The Training Design Model is made up of
outcome.
seven interrelated components within the
Human Resource Model
Step #1 : Need Assessment
Step #2 : Training Plan
Step #3 : Lesson Plan
Step #4 : Trainer Training
Step #5 : Training Implementation
Step #6 : Evaluation
Step #7 : Counselling & Coaching
 SOCIAL LEARNING
THEORY

To develop effective training programs, it is important to

understand the learning theory.
Among many learning theories, Social learning theory is the
most important.
This theory provides a broad understanding of the learning
process.
Various learning processes and corresponding training events
can be categorized as-
 CONTD….

Attention/ Expectancy Learning Environment,

pretraining communication,
statement of objectives and process.

Retention stimulation of prior related learning.

Behavioral Reproduction Active and guided practice( role

play & simulations).

Reinforcement Assessment and feedback

( positive and/or negative).
 STEPS TO TRAINING
DESIGN

The process for developing performance-based training includes the

following 10 steps. The first four steps constitute the task analysis
that is necessary to design and develop relevant, useful training
materials. Steps 5–10 constitute the design and development process.
 CONTD…
TASK ANALYSIS

1. DEFINE THE TARGET POPULATION.

2. LIST THE TASKS TO BE PERFORMED.
3. LIST THE SKILLS AND KNOWLEDGE NEEDED TO DO THE TASKS.
4. SELECT SKILLS AND KNOWLEDGE TO BE TAUGHT.

5. DEVELOP TRAINING DESIGN.

6. DRAFT OUT THE EXPANDED OUTLINES.
DEVELOPMENT

7. USE REALISTIC EXAMPLES IN YOUR EXERCISE.

DESIGN AND

8. DRAFT THE COMPLETE MODULES.

9. FIELD TEST THE TRAINING MATERIAL.

10. REVISE AND FINALIZE.

 DEFINING THE TARGET
POPULATION

To define the target population, ask questions such as:

• What are the job titles of the intended participants in the training?
• How were they originally trained for their jobs?
• What are their educational and professional backgrounds?
• Are they still in school or already on the job?
• How are they accustomed to learning?
• What languages do they speak and read?
• What types of health facilities do they work in, and how are these
facilities equipped?
• By whom are they supervised?
• Is it possible for them to attend a training course away from their
 LISTING THE TASKS TO BE
PERFORMED BY THE TARGET
POPULATION
To list the tasks to be performed by the target population, one must
know what “good
performance” is, in other words, what a good performer would do on the
job. To find out, the
training developers must have access to:
• technical experts who can accurately describe the job,
• good performers who can be observed doing the job, and/or
• documents and manuals that accurately describe the job.
 LISTING THE SKILLS AND
KNOWLEDGE NEEDED
TO DO THE TASKS
For each task involved in a job, the training developers next list the
skills and knowledge
required to perform the task. Skills are generally actions such as
measuring, mixing,
recording, calculating, communicating, or making decisions. Required
knowledge is the
information needed to do a task correctly.
Making a list of required skills and knowledge often necessitates more
questioning of experts to explore what is involved in each task. The
final list of skills and knowledge can be very lengthy, and it becomes
obvious that choices must be made about which skills and knowledge
are most important to teach.
 SELECTING THE SKILLS
AND KNOWLEDGE TO BE TAUGHT
(TRAINING OBJECTIVES)
Possible criteria for inclusion
• Many members of the target population lack
the skill or knowledge.
• Training (including practice and feedback) is
required to learn the skill or knowledge
because it is new or difficult.
• The task for which the skill or knowledge is
needed is important to the patient’s outcome.
• The skill or knowledge is needed frequently.
• It is practical to teach the skill or knowledge in
the given training setting.
 DESIGNING AND DEVELOPING THE
TRAINING COURSE

As part of the design process, the training developers organize the

selected skills and
knowledge to be taught into logical teaching units called modules. The
design for each
module includes its training objectives and a brief outline of the
information, examples and
exercises that will provide opportunities for
practice using the skills and knowledge.
 COMPARISON OF TRADITIONAL
AND STRATEGIC KNOWLEDGE
TRAINING
 STEP 1.  STEP 1.

Declarative knowledge (what) is presented. Declarative knowledge is presented.

 STEP 2.
 STEP 2.
The context of the procedures is added by instructing workers
Procedural knowledge (how) is presented. about the importance of the skill and time for its use.

 STEP 3.  STEP 3.

Procedural knowledge (how) would be presented the same

Workers practice using the charts and way as in traditional training.
interpreting the results.
 STEP 4.
 STEP 4.
Workers practice using the charts and also practice when and
why to use them.
Workers are given feedback.
 STEP 5.

Workers are given feedback.

 CASE STUDY

The Garden Terrace Inn (GTI) is a sixty room full service hotel. Its
target market is upper middle class professionals who desire quiet,
safe, and pleasant surroundings . . . and, excellent service.
GTI is located in Chelsea, Arizona, in the midst of lovely gardens over-
looking Oak Creek just 20 minutes from Chelsea International Airport.
The Living Room welcomes guests with well-stocked library shelves,
comfortable overstuffed chairs, and a large stone fireplace. Guests and
visitors feel at-home in this country inn atmosphere. The Terrace
Lounge is adjacent to the Living Room and provides beautiful garden
views while offering a wide choice of refreshing libations.
 CONTD..

GTI is independently owned and has been in operation six years. In the
past, new hires were trained by other employees and management; but,
as business stabilized, ownership determined there was a need for a
more effective, efficient, and consistent training program. We are going
to approach the training design model as an imaginary consulting firm
hired by GTI—designing imaginary training—for an imaginary inn.
 CONTD..

The Garden Terrace Inn Organizational Chart-

General manager
JIM

Executive chef executive housekeeper assistant general manager

PAUL OLIVIA KELLY

Sous chef book-keepers cooks front desk managers dining managers

Dish washers servers

 CONTD…

1) Needs Assessment
a. What is the problem?
b. Who needs what?
c. Objectives: What should the training outcomes be?
d. Define the trainees
• Who are we training? (common profile)
• What are their learning styles?
• What do they already know?
2) Training Plan
a. Training topics
b. Schedule time and place
c. Select trainers
 CONTD..

3) Lesson Plans
a. Behavioral objectives
b. Select methods
c. Content & materials
d. Trainer directions (script & business)
e. Trainee evaluation instruments
4) Train-the-Trainer
a. Design formal training for trainers including:
• Adult learning principles
• Motivation & communication
• Team building & leadership
• Teaching methods
 CONTD…..

5) Implementation
a. Preparation & practice
6) Evaluating training program
a. Did it meet the objectives?
7) Coaching and Counseling
a. Supervision/On-going training
b. Recognizing and addressing personal problems