Designing a Training Program

A training design is a detailed plan for what you will do, why you will be doing it, and the best ways to reach your objectives.

The eight steps to an effective training program are-

1. Define purpose of training and target audience-

• Be clear about what your training needs hope to accomplish.
• Be clear who will be your target audience.

2. Determine participant’s need-

The more accurately you know the needs of your participants the better your training design will be. Find out their needs and expectations. Tell the participants to complete a brief written survey or survey a random number of participants by phone to get detailed information. Ask them about-

• Current roles and responsibilities
• Previous training on this topic
• Reason for attendance
• Specific need and expectation of the event

 At the end review past evaluation and feedback forms.

3. Defining training objectives-

Clearly defined objective provide criteria for-

• Clarifying expected outcomes
• Outlining training contents
• Planning specific training activities
• Selecting / developing material
• Designing evaluation procedure
• Communicating program intent to participants and others
• Ensuring training is realistic and appropriate

 4. Outline training content-

Training has three components- an introduction; a learning component and a wrap-up and evaluation component.

         Introduction- Establish a positive learning environment; develop interest; reduce anxiety and make good relations. Include some content into introductory activities.

         Learning Component- Concepts and ideas taught and explored; skills demonstrated are practiced and discussed. Activities should actively involve the participants in acquiring knowledge or practicing skills.

          Wrap-up & Evaluation Component- Here ‘pull it all together’. Highlight essential learning; summarize central concepts and describe steps. Open up for questions, concerns and feedback.

5. Develop instructional activities-

·         Organize activities so that outcomes identified are achieved. Activities should have an introduction, a main segment and a wrap-up segment.

·         Select training strategies that meet the objectives. E.g. skill development is best achieved through modeling, practice and feedback while information is achieved through discussion and collaborative group work.

·         Effective training design takes into account principles of adult learning; group size; participant learning style; prior experience/ education level of the participants, type of skill and information to be presented, and so on.

Strategies that promote active learning can be brainstorming, games, mini-lectures, small work group, simulations, role-playing, and case-studies.

6. Prepare a written training design-

• Ø  Write a detailed plan of the training session including goals and objectives, the sequence of specific learning activities and time allotted for each; directions and key points to be covered for each activity and the trainer who will be responsible for the activity.
• Ø  Consider the skill, expert knowledge, training style and comfort level of each trainer.

7. Prepare participant evaluation form-

Evaluation determines if the training has achieved its objectives and to identify what needs to be improved.

The evaluation form should ask the following-

• Did the participants acquire the skills and knowledge that they were supposed to?
• Were the trainers had enough knowledge about the training contents?
• Were the activities interesting and effective?
• Was the training format appropriate?
• Was the training on this topic adequate and satisfactory?

8. Determine follow-up activities for the event.

Follow-up activities provide continued support and feedback. Prepare follow-up activities as you develop your training design and these activities should make the participants reflect on what they have learnt and the process of implementation.

 Some activities include -

• Peer observations and coaching
• Newsletters and web-site postings
• Mentoring
• Study groups
• On going communication between participants and trainees

Training Need and How to Recognize?

A requirement of maintaining the efficiency, productivity and safety of a system or an individual signifies a training need. Training is a tool of effective management.   

Training need analysis is the first step to effective training. Training need analysis means measuring the gap between skills available and skills required for employees and provide measures so that those gaps can be reduced. When training need analysis is done, it is possible to focus attention on the target and identify the means for reaching the target.

The need analysis process also involves others and helps them to understand the issues which they come across.

There are five essential reasons for doing need analysis:

• The business world is changing rapidly and organizations require keeping pace with this change.

·         As result everyone is being asked to stretch and to do more than ever and to do it faster.

·         To ensure solution addresses the issue.

·         To focus resources, time and effort effectively towards a targeted training solution.

• To eliminate the necessity of looking for another job.
               

A training need occurs whenever the procedures, processes and methods of work in an organization are changed. Training can also offer the management an assessment of those within its labor force who might be well suited for new jobs and responsibilities.

           

These needs can be recognized on the basis of:

• Analysis of processes of change
• Analysis of work problems and
• Analysis of the manpower skills of an organization

 The management and human resource systems must be willing to accept the change. The organization must change itself to adjust to the changing outside world. Change would require orienting and training the people to the new techniques, skills and adjustments to new situations.

             

Training needs can be recognized in four sections-

Technological changes-

                Whenever there is some introduction of new ideas in equipment and technology, a technological change is said to take place. E.g. introduction of computers. People have to be oriented to new knowledge; new skills and also they must appreciate the change process.

Environmental changes-

                 There is constant change in consumer’s i.e. user’s habit and taste. For this, new products and services will require change in systems. Survival of any organization lies in understanding and an awareness of the changes in outside world.

Legislative changes-

                   In many basic industries like steel, coal and textiles, there is a legal framework, shape and application to their concepts of social growth. The Legislators at central or local level give such frameworks which can be in area of policy, planning, pricing, wages, and employment policies. Training has to be designed to respond to these.

Manpower composition changes-

Changes in the staff composition due to resignations, dismissals, layovers, retirement and other factors result in changes in internal ratios of manpower. This not only alters the demographic ratio and quality of experience but also may change the education level. Hence training need is justified.

‘Training needs’ also need to be identified because of the changed character of managerial work force

Process of Evaluation of Effectiveness and Shortcomings of Training Sessions

Evaluation ‘is a process that critically examines a program. It involves collecting and analyzing information about a program’s activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its effectiveness, and/or to inform programming decisions’ (Patton, 1987).

Why to Evaluate a Training programme?

• Evaluation helps in controlling and correcting the training programme
• It improves programme design and implementation
• It demonstrates programme effectiveness

There are two categories of evaluations that can/should be done, one is ‘Pre-Evaluation’ done during the program development and implementation stage. Another one is ‘Post-Evaluation’ which will tell us to what extent the training was effective and achieving goals of the programme. The former one includes ‘Needs Assessment’ & ‘Process of Implementation’ while the latter one includes ‘Outcome Evaluation’ and ‘Impact Evaluation’.

Kirkpatrick suggests four level evaluations to which Hamblin divides the fourth level into two to distinguish between effect on organization and economic effects. These five levels will elaborate the categories mentioned above:

1. Reactions: Trainees reactions to the overall usefulness of the training
2. Learning: Evaluated on the basis of quantity of content learned and time taken
3. Behaviour: Includes evaluation of the manner and extent to which the trainee has applied learning in his/her job
4. Organization: Measures the impact of the training in achieving organizational objectives
5. Ultimate Value: Measurement of the ultimate result of the economic contributions

Methods of Evaluation:

1. Questionnaires: To obtain opinions, reactions, views of the trainees
2. Tests: To find out if anything was learnt by standard tests
3. Interviews: To find usefulness of training offered
4. Studies: Comprehensive studies on opinions, judgements of trainers, superiors and peer groups
5. Human Resource Factors: On the basis of Employee Satisfaction, grievances, absenteeism etc.,
6. Cost Benefit Analysis: Cost of conducting a training programme Vs. Value
7. Feedback: collection and implementation of feedback report

Possible Shortcomings and how to overcome?

Shortcomings / Issues	Methods to Overcome
Poor Participation	Ensure Instructional Objective is clearly stated and use few Ice breakers
Confused / unable to follow	Tell them what you told meaning ‘Reiterate’ & check your pace, be clear and audible, check by asking questions
Low energy and enthusiasm, seem to be dry and dull	Involve Trainees by asking to share their experiences, use humor, make learning fun
Poor Understanding of the concept/subject	Use Hands on Training to Demonstrate and apply teaching points
Session is not lively, no encouragement	Engage participants in the learning process by group activities
What’s in it for me, type feeling	Create Win-Win environment to build self-esteem and self-worth
Trainees are often easily offended to the act of disapproval of their activity work	Disapproval should be done in a positive way and should be seen as a means of improving
Participants feeling uncomfortable/inconvenient	Check basic arrangements, change seating arrangements, room temperature etc.,
Poor interaction, not asking questions, not involving in activities	Encourage to ask questions, conduct activity,
Participant offended	Avoid telling jokes, avoid negative feedback, avoid targeting,
Power point turned out to be ineffective	Be ready with alternate strategy like using case studies, role plays, and experiential learning techniques.
Strong Resistance behaviour	Make them realize and accept the benefits of learning. Why to learn and what’s in it for them?
Poor acceptance	Build your credibility, prove your hold on subject, behave like you are there to learn together, be their friend and well wisher
Complicated stuff, hard subjects, statistical information, hard policies, difficult skills etc.,	Make the content easier by breaking it into small segments, present in an attractive manner, avoid jargons, avoid lengthy sentences, reduce speed, avoid distractors, facilitate rather than teaching
Participants are tough	Always be on the lookout for what works best for your participants

Distinction between Training, Development and Learning and the Role of Training & Development in Learning

There is much confusion in understanding the terms ‘Training’, ‘Education’, ‘Development’ and ‘Learning,’ to the point where they are often used interchangeably. In the context of HRD, however, it is often necessary to define and delineate each of these in order to clarify the associated activities and desired outcomes within an organisation and that aspects of each are necessary to ensure full employee potential.

Training may be defined as “a planned process to modify attitude, knowledge or skill behaviour through a learning experience to achieve effective performance in any activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy current and future manpower needs of the organisation”

Development is ‘a long-term process designed to enhance potential and effectiveness. It is also defined as the growth or realisation of a person’s ability, through learning, often from planned study and experience’ There is more theory involved with such education and hence less concern with specific behaviour than is the case with training. The intent of Development is to provide knowledge and understanding that will enable employees to carry out non-technical organization functions more effectively such as problem solving, decision-making etc., Thus, Training is meant to operatives and Development is meant for managers.

Learning Dimension	Training	Development	Education
Who	Non-Managers	Managers	By schools and colleges
What	Technical mechanical operations	Theoretical conceptual ideas	Theory based Knowledge
Why	Specific job related information	General knowledge	Increases general knowledge and understanding of employee
When	Short Term	Long Term	Long Term

Education can be defined as “activities which aim at developing the knowledge, skills, moral values and understanding required in all aspects of life rather than knowledge and skill relating to only a limited field of activity.’ is wider in scope and more general in purpose when compared to training”.

Learning, in contrast to training, is generally defined more holistically, as ‘a process that encompasses training as well as education (Jensen, 2001)’. According to John Sloman (2005: 2), learning can be described as ‘a self-directed, work-based process leading to increased adaptive capacity.’ This process is an ongoing, lifelong journey that may not always be clearly planned or even intentional and can be considered the heart of HRD. Learning process includes the acquisition of skills as well as insights or factual knowledge, and is at play whenever ‘people can demonstrate that they know something that they did not know before (insights and realizations and facts) and/or when they do something they could not do before (skills)’-Mumford

Training for instance, can be associated with ‘learning by doing’ whereas education is more synonymous with ‘learning by thinking’; development involves ‘learning thinking, doing and feeling’ absolutist definitions are not really helpful in understanding the role of training, development, education and learning in the Context of HRM/HRD but in practice such distinctions have occurred and still do occur.’

Role of Training and Development in Learning:

Training efforts must invariably follow certain learning-oriented guidelines with strategic focus on needs of Learning like:

1. Modelling:
2. Motivation
3. Reinforcement
4. Feedback
5. Spaced Practice
6. Whole Learning
7. Active Practice
8. Applicability of Training
9. Environment
10. Areas of Training
1. Knowledge
2. Technical Skills
3. Social Skills
4. Techniques

Planning and Implementation of Career Development Programmes

Today's employees are more career conscious than ever demanding more in terms of personal growth and development. Organizations that fail to meet employee individual needs will be losing valued employees.

A Career Development Program seeks to match to needs of the employee with those of the organization with the major components being counseling and training. Career Development Programs are essential because of changes in the workforce like, work-life balance, diversity, and focus on quality; advances in management theory like, employee motivation; changes in managerial styles and the increasing complexity of technology.

The most important aspect of career Development is that the employee must accept his/her responsibility for development. The career development actions are:

• Job Performance
• Exposure
• Resignations
• Change of job
• Career Guidance
• Internal Mobility

1. Career Development Objectives

1. To improve the effectiveness of the organization
2. To maximize the employee efficiency
3. To ensure discipline
4. To adopt organizational changes

2. Career Development Planning & Evaluation Phase

1. Define what career development means for the organization (by considering views of management vs. employees vs. supervisors and HRD)
2. Determine the organization’s needs for career development
3. Identify goals to be achieved through the program
4. Design a program to meet the identified needs, including finalizing of Internal or External coaches

3. Career Development Implementation Phase

1. Pilot the program with a specific team or department, evaluate results, and revise if necessary
2. Launch and promote the program to employees identified
3. Continue to evaluate results and, if a survey was done at the beginning of the program, survey again in 6-12 months to measure results

As the implementation is being done, both at the pilot level and at the organization-wide level, following are some of the steps that should be considered:

1. Assessment:  of skills, knowledge, values, interests, and work style
2. Exploration of options:  promotions, transfers, rotation and enrichment
3. Identification and resolution of barriers:  if the employee seems to lack education or training or have other barriers to their desired career development within the company, coaching addresses those
4. Goal setting and planning:  specifying what the employee wants to achieve and helping them get there through a Career Development Plan, often working with their direct supervisor
5. Strategizing:  support systems, mentoring, interviewing, training available resources, and timelines

4. Career Development Action plans:

1. The actual steps necessary to prepare the employee for further career growth must be noted down.
2. It must be realistic and measurable as to allow both the employee and organization to evaluate the employee's progress.
3. It must be specific and contain achievable developmental objectives, as well as the resources necessary to achieve these goals.
4. It must be flexible enough to enable the employee to reassess individual needs and desires throughout their careers.
5. A time frame for accomplishing these activities needs to be established and periodic follow-up must be conducted.
6. Continuous monitoring and evaluation are essential, especially in the early part of the employee's career. Employee development is multifaceted and must be viewed as a long-term process as there is no "one best way" to develop employees. 

What is an OD (Organizational Development) Intervention?

The term interventions refer to the range of planned programmatic activities clients and consultants participate, during the course of an organization development programme. Organization Development is “an effort, planned, organization-wide and managed from top, to increase organization effectiveness and health through planned interventions in the organization’s processes using behavioural-science knowledge”.

How to identify an Appropriate Intervention?

Plan an OD Strategy:

1. Desired Objectives
2. Specific Interventions aimed at achieving objectives
3. Time Frame
4. Monitoring, Review & Evaluation System

The strategy must specify contingencies as well as primary interventions and take into account the power and influence dynamics of the Organization. There are six general steps to building a strategy:

1. Defining the Change Problem
2. Determining appropriate OD Objectives
3. Determining the systems and subsystems readiness and capacity to change
4. Determining key subsystems
5. Assessing resources
6. Selecting an approach and developing an action plan for reaching objectives

To understand the type of Intervention required to the identified problem, typology of interventions based on the following questions had to be made.

1. Is the Intervention directed primarily toward individual learning, insight, and skill building or toward group learning?
2. Does the Intervention focus on task or process issues?
3. What interventions are most commonly used to improve their effectiveness?

Focus on the Individual	Focus on the Group
Role Analysis Technique (RAT) Education Career Planning Job Enrichment MBO	Techno structural Changes Survey Feedback Confrontation Meeting Team-Building Sessions Intergroup Activities Grid OD Phases 2,3 Sociotechnical Systems
Life Planning Coaching & Counseling of Individuals Group Dynamics, Planned Change Stranger T-Groups Third Party Peace Making Grid OD Phase 1 Gestalt OD Transactional Analysis	Survey Feedback Team-Building Sessions Intergroup Activities Process Consultation Family T-Group Grid OD Phases 2,3 Gestlat OD

Implementation of  OD Intervention       –             Level of Team Structure and Function

Example: Team Building (based on the working experience with OD Consultant in an exercise conducted for Sr.Management Team of our company recently, initiated by our strategic partner company)

Key Objectives:

• To review and improve the Team effectiveness
• To identify problem areas of team behaviour and corrective actions

Developmental Focus:

• Team Performance
• Team Goals , Goal setting process
• Team norms, culture and feedback processes

Participants:

• The team Leader and all Team members

When to Implement:

• Useful as an early step for the Senior Management team in an organization
• The initial sessions to be followed by a session 3 to 9 months later to evaluate progress on action plans

Time Scale:

• Five to Seven days based on the Team Size

Details of Process of Implementation:

1. Contract Session
• Discussing Needs and Expectations
2. Pre-work Session
• Developing 10 to 20 Interview questions
3. Information Collection
• Conducting Individual Interviews
4. Information Feedback
• Distributing copies of handouts to all group members for review
5. Information Analysis
• Identifying key Strengths and Weaknesses
6. Agenda Development
• Rank ordering key weaknesses / problems according to importance
7. Problem examination
• Discussing each key weakness / problem in depth
8. Option Generation
• Generating ideas for solving each key weakness / problem identified
9. Action Planning
• Developing a written plan of action for each key weakness / problem identified
10. Assessment
• Evaluating the meeting in terms of content and process

Review / Follow-up session