1. DEVELOPMENT AND IMPLEMENTATIONOFTRAININGPresented by:Abhilasha bishtSaima Perwez

2. DEVELOPMENT PHASEPROCESSINPUT OUTPUT DETERMINEFACTORS THATFACILITATELEARNING ANDFACTORS ALTERNATIVEINSTRUCTIONALMETHODS PRORAMDEVELOPMENTPLAN INSTUCTIONALMATERIAL INSTRUCTIONAL EQUIPMENT TRAINEE ANDTRAINERMANUALS FACILITIES TRAINERINSTRUCTIONALSTRATEGY 3. INSTRUCTIONAL STRATEGY The strategy is compiled in a written document oftencalled a program development plan. This plan details the methods, material, equipment,facilities and trainers for the training program. 4. CONTENT: LEARNING POINTS A learning point is an important piece of informationthat a trainee must acquire to accomplish thelearning objectives. Each objective provides specific information as towhat needs to be learned. 5. MATERIALS AND EQUIPMENTS Document all the necessary materials such as text,overheads, and the like, and the time frames for thecompletion If material is being developed allow sufficient timeto prepare it properly. Order equipment and anything else provided byothers at off site locations well in advance. 6. TRAINEES MANUAL The trainees manual is an important learning toolfor training to keep the trainees interest and theirinvolvement in discussion, provide all the notes thatwill be presented. The trainees will be able to pay more attention towhat is being said and done, rather than beingconcerned about taking notes. 7. TRAINER'S MANUALS The trainers manual provides all the information inthe trainees manual and information on what thetrainer need to do and how to do it It is the visual aid for the trainer. 8. FACILITIES If training is taking place in the companys facility,be sure the room is available by reserving it. If training will be off site be selective as per thedesign of the room. 9. THE TRAINER How is a trainer chosen? One of the reason most commonly cited forineffective training is its lack of relevance to thetrainees situation. 10. TRAINER KSAS KnowledgeSubject matterOrganisationAdult learning processInstructional methodso Skillsinterpersonal communication skillverbal skill: active listening questioning & providing feedbackplatform skills(ability to speak with inflection, gestureappropriately, maintain eye contactorganisational skills( ability to present information in logicalorder and stay on point) 11. Attitudescommitment to the organisationcommitment to helping othershigh level of self efficacy 12. ON THE JOB TRAINERS They are usually classified as job holder orsupervisor for the job for which they are providingtrainingFor OJT programs to be effective the trainer need toknow the job to be trained , be knowledgeable inthe interpersonal skill necessary to interact withthose they trainbe skill as trainers andbe motivated to be trainers. 13. ALTERNATIVES TO DEVELOPMENT For several reasons, an organisation may choosenot to develop its own training. The company could hire a consultant and use oneof their pre-packaged programs or look to outsidetraining seminars. 14. CONSULTANTS If the training required is not specific to theorganisation but more generic(example: conflictmanagement, interviewing skills and computersskill, find a consultant with a training package thatcan be adapted to fit the companys needs).. Using the consultants pre packaged programwithout any alterations would reduce the overallcost. Advantage: they are ready to go Disadvantage : they are not specific to a company 15. OUTSIDE SEMINARS The outside seminar is training offered from time totime at local hotels, conference centres anduniversities. These seminars are the least expensive and bestalternative if only few employees need training. 16. IMPLEMENTATION PHASEinput output Programdevelopmentplan Instructionalmaterial Instructionalequipment Trainee andtrainers manual Facilities trainer Learned KSAs EvaluationimplementationProcessDry Pilotrun program 17. IMPLEMENTATION IDEAS FOR TRAINING IcebreakerHave an icebreaker to start the training, anicebreaker is a game or exercise that promptstrainees to get involved in meeting and talking withothers. Without the icebreaker, training starts off fast, butbecause of lack of getting to know others andmaking discussions a legitimate part of training. 18. Learning objectivesAnother useful step at the beginning of training is toreview the learning objectives. Provide variety Exercises or games 19. Experience(the exercise/game)Lecturette(provide information)Processing(analysis ofexperience andinformation)Practice(try it out)Genaralizability(relevancy to othersituations) 20. IMPLEMENTATION IDEAS FOR TRAINER Trainers need to consider several issues for trainingto be effective. They must ensure that everything isready on time, that they provide an initial positiveimpression, and that they gain and maintain traineeinterest 21. PREPARATION Need to arrive early at the training site Check seating arrangement and make surematerials have arrived Ensure that all equipments is working and that youknow how to operate it. 22. FIRST IMPRESSION Typically the favourable (or unfavourable)impression that a job candidate makes in aselection interview is made in first few minutes. Thesame could be said of the impression that thetrainer makes on trainees. 23. THE START OF THE TRAINING When training begin to arrive, greet themindividually. Small talks with individual trainee before thesession helps make them comfortable and, in turn,will facilitate discussion once the training begins. 24. PODIUM Standing behind the podium or sitting at the desk isacceptable for the one way communication, but it isnot the most effective style for training adults, forwhom two way communication is important. In these cases any barriers(desk,podium) presentnon verbal impediments to the communicationprocess. 25. COMMUNICATION TIPS Listening and questioning Providing instruction Moving around while talking 26. DRY RUN In the training model the process component of theimplementation phase contains two important steps thatshould be completed before training is ready for general use:Dry run and Pilot programs The dry run is not designed to actually train the participantsinstead it is designed to determine the value and clarity of thevarious pieces of training program in a controlled setting. To assess its value it is necessary to get as many keyperspective as possible to view the training. The trainer should be someone involved in the training designand development. For an effective dry run use some potential trainees butchoose them carefully ; consider the diverse backgrounds,their general supportiveness of the value of training, and thewillingness to provide feedback. 27. PILOT PROGRAM The pilot program is different from the dry run in thattrainees are there to be trained. It will be a full fledgedtraining program. The main goals of the pilot program are to provide thetraining for the relevant training; to asses further thetiming and relevance of modules and various trainingcomponents; and to determine the appropriateness,clarity, and flow of material. The pilot program provide valuable responses and viewpoints that are inserted in the trainers manual. Theseinputs will help guide new trainers to what to expect. Finally the pilot program will provide valuable feedbackto designers regarding the effectiveness of the training. 28. THANK YOU