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DEVELOPMENT AND IMPLEMENTATION 
OF 
TRAINING 
Presented by: 
Abhilasha bisht 
Saima Perwez
DEVELOPMENT PHASE 
PROCESS 
INPUT OUTPUT 
 DETERMINE 
FACTORS THAT 
FACILITATE 
LEARNING AND 
FACTORS 
 ALTERNATIVE 
INSTRUCTIONAL 
METHODS 
 PRORAM 
DEVELOPMENT 
PLAN 
 INSTUCTIONAL 
MATERIAL 
 INSTRUCTIONA 
L EQUIPMENT 
 TRAINEE AND 
TRAINER 
MANUALS 
 FACILITIES 
 TRAINER 
INSTRUCTIONAL 
STRATEGY
INSTRUCTIONAL STRATEGY 
 The strategy is compiled in a written document often 
called a program development plan. 
 This plan details the methods, material, equipment, 
facilities and trainers for the training program.
CONTENT: LEARNING POINTS 
 A learning point is an important piece of information 
that a trainee must acquire to accomplish the 
learning objectives. 
 Each objective provides specific information as to 
what needs to be learned.
MATERIALS AND EQUIPMENTS 
 Document all the necessary materials such as text, 
overheads, and the like, and the time frames for the 
completion 
 If material is being developed allow sufficient time 
to prepare it properly. 
 Order equipment and anything else provided by 
others at off site locations well in advance.
TRAINEES’ MANUAL 
 The trainees manual is an important learning tool 
for training to keep the trainees’ interest and their 
involvement in discussion, provide all the notes that 
will be presented. 
 The trainees’ will be able to pay more attention to 
what is being said and done, rather than being 
concerned about taking notes.
TRAINER'S MANUALS 
 The trainer’s manual provides all the information in 
the trainee’s manual and information on what the 
trainer need to do and how to do it 
 It is the visual aid for the trainer.
FACILITIES 
 If training is taking place in the company’s facility, 
be sure the room is available by reserving it. 
 If training will be off site be selective as per the 
design of the room.
THE TRAINER 
 How is a trainer chosen? 
 One of the reason most commonly cited for 
ineffective training is its lack of relevance to the 
trainee’s situation.
TRAINER KSAS 
 Knowledge 
Subject matter 
Organisation 
Adult learning process 
Instructional methods 
o Skills 
interpersonal communication skill 
verbal skill: active listening questioning & providing feedback 
platform skills(ability to speak with inflection, gesture 
appropriately, maintain eye contact 
organisational skills( ability to present information in logical 
order and stay on point)
 Attitudes 
commitment to the organisation 
commitment to helping others 
high level of self efficacy
ON THE JOB TRAINERS 
 They are usually classified as job holder or 
supervisor for the job for which they are providing 
training 
For OJT programs to be effective the trainer need to 
know the job to be trained , be knowledgeable in 
the interpersonal skill necessary to interact with 
those they train 
be skill as trainers and 
be motivated to be trainers.
ALTERNATIVES TO DEVELOPMENT 
 For several reasons, an organisation may choose 
not to develop its own training. 
 The company could hire a consultant and use one 
of their pre-packaged programs or look to outside 
training seminars.
CONSULTANTS 
 If the training required is not specific to the 
organisation but more generic(example: conflict 
management, interviewing skills and computers 
skill, find a consultant with a training package that 
can be adapted to fit the company’s needs).. 
 Using the consultant’s pre packaged program 
without any alterations would reduce the overall 
cost. 
 Advantage: they are ready to go 
 Disadvantage : they are not specific to a company
OUTSIDE SEMINARS 
 The outside seminar is training offered from time to 
time at local hotels, conference centres and 
universities. 
 These seminars are the least expensive and best 
alternative if only few employees need training.
IMPLEMENTATION PHASE 
input output 
 Program 
development 
plan 
 Instructional 
material 
 Instructional 
equipment 
 Trainee and 
trainers manual 
 Facilities 
 trainer 
 Learned KSAs 
 Evaluation 
implementation 
Process 
Dry Pilot 
run program
IMPLEMENTATION IDEAS FOR TRAINING 
 Icebreaker 
Have an icebreaker to start the training, an 
icebreaker is a game or exercise that prompts 
trainees to get involved in meeting and talking with 
others. 
 Without the icebreaker, training starts off fast, but 
because of lack of “getting to know others” and 
making discussions a legitimate part of training.
 Learning objectives 
Another useful step at the beginning of training is to 
review the learning objectives. 
 Provide variety 
 Exercises or games
Experience 
(the exercise/game) 
Lecturette 
(provide information) 
Processing 
(analysis of 
experience and 
information) 
Practice 
(try it out) 
Genaralizability 
(relevancy to other 
situations)
IMPLEMENTATION IDEAS FOR TRAINER 
 Trainers need to consider several issues for training 
to be effective. They must ensure that everything is 
ready on time, that they provide an initial positive 
impression, and that they gain and maintain trainee 
interest
PREPARATION 
 Need to arrive early at the training site 
 Check seating arrangement and make sure 
materials have arrived 
 Ensure that all equipments is working and that you 
know how to operate it.
FIRST IMPRESSION 
 Typically the favourable (or unfavourable) 
impression that a job candidate makes in a 
selection interview is made in first few minutes. The 
same could be said of the impression that the 
trainer makes on trainees.
THE START OF THE TRAINING 
 When training begin to arrive, greet them 
individually. 
 Small talks with individual trainee before the 
session helps make them comfortable and, in turn, 
will facilitate discussion once the training begins.
PODIUM 
 Standing behind the podium or sitting at the desk is 
acceptable for the one way communication, but it is 
not the most effective style for training adults, for 
whom two way communication is important. 
 In these cases any barriers(desk,podium) present 
non verbal impediments to the communication 
process.
COMMUNICATION TIPS 
 Listening and questioning 
 Providing instruction 
 Moving around while talking
DRY RUN 
 In the training model the process component of the 
implementation phase contains two important steps that 
should be completed before training is ready for general use: 
Dry run and Pilot programs 
 The dry run is not designed to actually train the participants 
instead it is designed to determine the value and clarity of the 
various pieces of training program in a controlled setting. 
 To assess its value it is necessary to get as many key 
perspective as possible to view the training. 
 The trainer should be someone involved in the training design 
and development. 
 For an effective dry run use some potential trainees but 
choose them carefully ; consider the diverse backgrounds, 
their general supportiveness of the value of training, and the 
willingness to provide feedback.
PILOT PROGRAM 
 The pilot program is different from the dry run in that 
trainees are there to be trained. It will be a full fledged 
training program. 
 The main goals of the pilot program are to provide the 
training for the relevant training; to asses further the 
timing and relevance of modules and various training 
components; and to determine the appropriateness, 
clarity, and flow of material. 
 The pilot program provide valuable responses and view 
points that are inserted in the trainers manual. These 
inputs will help guide new trainers to what to expect. 
 Finally the pilot program will provide valuable feedback 
to designers regarding the effectiveness of the training.
THANK YOU

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Training and development (development and implemntation)

  • 1. DEVELOPMENT AND IMPLEMENTATION OF TRAINING Presented by: Abhilasha bisht Saima Perwez
  • 2. DEVELOPMENT PHASE PROCESS INPUT OUTPUT  DETERMINE FACTORS THAT FACILITATE LEARNING AND FACTORS  ALTERNATIVE INSTRUCTIONAL METHODS  PRORAM DEVELOPMENT PLAN  INSTUCTIONAL MATERIAL  INSTRUCTIONA L EQUIPMENT  TRAINEE AND TRAINER MANUALS  FACILITIES  TRAINER INSTRUCTIONAL STRATEGY
  • 3. INSTRUCTIONAL STRATEGY  The strategy is compiled in a written document often called 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 information that a trainee must acquire to accomplish the learning objectives.  Each objective provides specific information as to what 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 the completion  If material is being developed allow sufficient time to prepare it properly.  Order equipment and anything else provided by others at off site locations well in advance.
  • 6. TRAINEES’ MANUAL  The trainees manual is an important learning tool for training to keep the trainees’ interest and their involvement in discussion, provide all the notes that will be presented.  The trainees’ will be able to pay more attention to what is being said and done, rather than being concerned about taking notes.
  • 7. TRAINER'S MANUALS  The trainer’s manual provides all the information in the trainee’s manual and information on what the trainer 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 company’s facility, be sure the room is available by reserving it.  If training will be off site be selective as per the design of the room.
  • 9. THE TRAINER  How is a trainer chosen?  One of the reason most commonly cited for ineffective training is its lack of relevance to the trainee’s situation.
  • 10. TRAINER KSAS  Knowledge Subject matter Organisation Adult learning process Instructional methods o Skills interpersonal communication skill verbal skill: active listening questioning & providing feedback platform skills(ability to speak with inflection, gesture appropriately, maintain eye contact organisational skills( ability to present information in logical order and stay on point)
  • 11.  Attitudes commitment to the organisation commitment to helping others high level of self efficacy
  • 12. ON THE JOB TRAINERS  They are usually classified as job holder or supervisor for the job for which they are providing training For OJT programs to be effective the trainer need to know the job to be trained , be knowledgeable in the interpersonal skill necessary to interact with those they train be skill as trainers and be motivated to be trainers.
  • 13. ALTERNATIVES TO DEVELOPMENT  For several reasons, an organisation may choose not to develop its own training.  The company could hire a consultant and use one of their pre-packaged programs or look to outside training seminars.
  • 14. CONSULTANTS  If the training required is not specific to the organisation but more generic(example: conflict management, interviewing skills and computers skill, find a consultant with a training package that can be adapted to fit the company’s needs)..  Using the consultant’s pre packaged program without any alterations would reduce the overall cost.  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 to time at local hotels, conference centres and universities.  These seminars are the least expensive and best alternative if only few employees need training.
  • 16. IMPLEMENTATION PHASE input output  Program development plan  Instructional material  Instructional equipment  Trainee and trainers manual  Facilities  trainer  Learned KSAs  Evaluation implementation Process Dry Pilot run program
  • 17. IMPLEMENTATION IDEAS FOR TRAINING  Icebreaker Have an icebreaker to start the training, an icebreaker is a game or exercise that prompts trainees to get involved in meeting and talking with others.  Without the icebreaker, training starts off fast, but because of lack of “getting to know others” and making discussions a legitimate part of training.
  • 18.  Learning objectives Another useful step at the beginning of training is to review the learning objectives.  Provide variety  Exercises or games
  • 19. Experience (the exercise/game) Lecturette (provide information) Processing (analysis of experience and information) Practice (try it out) Genaralizability (relevancy to other situations)
  • 20. IMPLEMENTATION IDEAS FOR TRAINER  Trainers need to consider several issues for training to be effective. They must ensure that everything is ready on time, that they provide an initial positive impression, and that they gain and maintain trainee interest
  • 21. PREPARATION  Need to arrive early at the training site  Check seating arrangement and make sure materials have arrived  Ensure that all equipments is working and that you know how to operate it.
  • 22. FIRST IMPRESSION  Typically the favourable (or unfavourable) impression that a job candidate makes in a selection interview is made in first few minutes. The same could be said of the impression that the trainer makes on trainees.
  • 23. THE START OF THE TRAINING  When training begin to arrive, greet them individually.  Small talks with individual trainee before the session 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 is acceptable for the one way communication, but it is not the most effective style for training adults, for whom two way communication is important.  In these cases any barriers(desk,podium) present non verbal impediments to the communication process.
  • 25. COMMUNICATION TIPS  Listening and questioning  Providing instruction  Moving around while talking
  • 26. DRY RUN  In the training model the process component of the implementation phase contains two important steps that should be completed before training is ready for general use: Dry run and Pilot programs  The dry run is not designed to actually train the participants instead it is designed to determine the value and clarity of the various pieces of training program in a controlled setting.  To assess its value it is necessary to get as many key perspective as possible to view the training.  The trainer should be someone involved in the training design and development.  For an effective dry run use some potential trainees but choose them carefully ; consider the diverse backgrounds, their general supportiveness of the value of training, and the willingness to provide feedback.
  • 27. PILOT PROGRAM  The pilot program is different from the dry run in that trainees are there to be trained. It will be a full fledged training program.  The main goals of the pilot program are to provide the training for the relevant training; to asses further the timing and relevance of modules and various training components; and to determine the appropriateness, clarity, and flow of material.  The pilot program provide valuable responses and view points that are inserted in the trainers manual. These inputs will help guide new trainers to what to expect.  Finally the pilot program will provide valuable feedback to designers regarding the effectiveness of the training.