Designing and Conducting Training Program

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DESIGNING AND CONDUCTING TRAINING PROGRAM
Guest and Kenney present the criteria influencing the design of training programme and list these influences as resources available, skills of trainer(s), types of trainees, principles of learning, learning objective and methods and media for learning. The design and implementation of training is done by the trainer, but it will also involve others such as direct trainers, training institutions, departments and most importantly trainees. The design of training is a vital part of the Systematic Approach to Training. * Trainer will need to develop own approach to do the following : * Training is suitable to meet identified training needs

* Collaborate with a variety of client organization to meet their requirements. * Use available resources effectively and efficiently.
* Plan action for yourself and others.
* Ensure a satisfactory outcome from the training.
BUILDING TRAINING DESIGN:
Planning Training Session Involves:
* Establishing learning Objectives.
* Identifying the components to be covered in session.
* Assemble specific methods and activities in designing.

Learning objectives are statements of what we want learner to know, feel, or be able to do at the end of training. For example, the learning objectives for a training session on the principles of adult learning might be.

Learners will understand the basic principles of adult learning and be able to apply them by developing training strategies appropriate to different learners in a structured exercise.

Learners will be able to describe their own individual learning styles and the general styles of other learners; they will be able to vary their training methods so that they appeal to a variety of learners, not just with similar styles.

Learning Components are statements of what will be covered in the training session. For the same session, components might be:

Basic principles of Adult Learning:
* Relationship of principles to learner’s experience.
* Discovery of Individual Styles.
* Select training strategies to match learning styles
* Experience in working with peers.

A training design arranges specific methods and activities in order to accomplish the learning objectives. The training design for our example might look like this: * Census: Learners are asked to remember times in their adult lives when they started to learn some new skill, and then abandoned it. They are asked to think about the factors that led to ceased learning, writing the factors individually on sheets of paper. The trainer takes a census of the factors and records them on newsprint. Trainer then asks learners to comment on the data about adult learner. * Flip Charts: Presentation of basic adult learner characteristics, differences between adults and children as learners and between teachers and trainers. Dunn and Dunn model of factors influencing adult learning. * Flip Chart: Adult learning stage is explained.

* Instrument: Participants are given McBer Learning Styles inventory. * Flip Charts: Models of LSI are explained.
* Discussion: Participants discuss personal LSI with partners; trainer encourages community discussion after Partner discussions.

* Exercise: Participants are divided into small groups. Using LSI grid, this each draws on a flip chart, the group lists training strategies that would be appropriate with each of the learning styles represented .Trainer uses Gallery Technique to enable each group to present its ideas briefly to the community. * Review: Trainer briefly reviews major points that have come up in the session. TRAINING DESIGN PROCESS

Step by Step process for developing a Training Program:
STEP 1: AWARENESS OF NEED:
The trainer is made aware of the potential need for some form of training in variety of ways.
STEP 2: CONSULT WITH CLIENT:...
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