Training Programs

Training programs
 Designing of management training
programs
 Clarifying the objectives of training
programs in terms of orientation,
appreciation, application and education
 The learning process
 Psychology of learning
Designing a program
 Model program
 Goal
• It should cover the general focus of the program
 Learning Objectives
• Details of knowledge and skills training that will be imparted
 Action Plan
• This should identify what the manager will do to achieve the
objectives and the roles of other organizational members who
will facilitate the learning
 Resources
• This outlines what is required in terms of time, help,
opportunities and other resources
 Learning outcomes
• This should specify the knowledge and skill behaviors required,
how these should be demonstrated and how evidence will be
collected to assess them
Training Program Development

 Problem Identification and training needs

assessment
 Training program design
 Program implementation and monitoring
 Training evaluation and follow up
 Improving effectiveness of development
programs
Program Development
 Problem Identification and training needs
assessment
 Informal but immediate process
• Performance weakness resulting in being
immediately recommended for a training program
 Blank page process
• How much guidance should be offered on
specifics of performance and skill?
Program Development
 Simple appraisal form
 Current performance against objectives
 Reasons for current performance
 Steps necessary to improve performance
 Potential for promotion
 Reasons for prediction
 Development needs – current and future
Program Development
 Appraisal interview - issues
 Technique of appraisal interview
 Lack of commitment
 Lack of motivation
 Time pressure
 Feedback improper or inadequate
 Conflict of interest
 Discussion on Reward and Development creates
problem
 Improper design of appraisal form
• Lack of focus on skills more on performance
Program Development
 Appraisal Interview
 Advantages
• Links assessment of future development with current
performance
• Provides stronger role for line management in
development
• Provides opportunity to individual to discuss his or her
career intentions, concerns and views with superior
• It can become a vehicle for mentoring where individual is
supported and provided with development opportunities
 Disadvantages
• Process becomes highly destructive and de-motivating if
conducted by untrained and uninterested appraisers
• Assessment for reward can undermine the development
benefits
• Lack of follow up makes the process irrelevant
• Broad span of control and remote location make it difficult
for the appraiser to be well informed about appraisee
• Implementation problems
Program Development
 Interest Inventories
 It seeks to measure, not what a person is good at,
their abilities, but what a person is interested in, for
the purpose of identifying in which direction that
individual may want to go in term of their careers or
occupation
 These typically contain a wide sample of questions
which might cover hobbies, school work and general
life experiences
 These are commonly used at the start of careers
when a person
Program Development
 Advantages
 Interest inventories are particularly useful at
the start of career. It really gives only broad
indications of potential careers
 Disadvantages
 They are less useful when n individual is
aware of the broad direction of his or her
career path
Program Development
 Design a training program
 Identify all needs and group them in terms of program
objectives ( Technical skills / Interpersonal skills)
 Select a group with similar needs
• Have a manageable group size (Around 20)
 Discuss and finalize the program content
• Of the job
• On the job
• Training methods
 Decide on faculty
• Internal
• External
 Number of days required for conducting the program
 Finalize Agenda
• Provide for suitable breaks
 Follow up plan
Objectives of the program
 Orientation
 New colleagues
 Familiarization with the people, policies, business and
organization
 Training Focus
 Appreciation
 Performance
 Participants contribution to organization
 Program suitability
 Education
 Learning's
 Benefits to participants
 Application
 Implementation and
 follow-up plan
Program Implementation
 Program Implementation

 Letter to invite participants, explain importance and

business perspective
 Provide reading material
 Provide sufficient time for preparations
 Choose appropriate venue, for motivation
 Select combination of methods for training
 Ensure everybody is able to arrange timely arrival at the
venue
 Make sure that boarding and lodging arrangements are
appropriate for participants
 Avoid creating class differentiation
 Arrange variety in food based on participants likes and
dislikes
Program Implementation
 Program Implementation contd..
 Make arrangements for audio, video equipments
• Mikes, Computers, Laptops, Screen, Speakers etc.
 Plan proper ambience at the venue
 Build-in some rewards and recognition
 Ensure medical care facility
 Provide for relaxation and entertainment
 Certificate of participation
 Arrange for photograph and recording of all important
events
 Arrange and distribute a group photograph
 Feedback from participants at the end of program
Program Implementation
 Conducting the program
 Check all audio, video equipments are working properly
 All handouts for participants are available
 Faculty has reached the venue
 Check if all participants are comfortable with the
arrangements
 Assure and provide support if necessary
 Explain ground rules and provide information
• All mobiles to be switched off or kept on silent mode
• Question, Answers when? Can the participants interrupt?
• Biological breaks, emergencies
• Evening assignments
• Venue for lunch, dinner etc
Program Implementation
 The program
 Invite top management personnel to inaugurate, give opening
remarks and share his expectations from the program
 Check if everybody received and read the reading material
 Reinforce the objectives of the program and resultant benefits
for the participants
 Highlight the importance of time management and cooperation
from the participants
 Invite the faculty and introduce to the participants with a focus
on his achievements and reputation in the industry
 Make sure faculty is provided with mike, pointer, clip-charts,
markers etc.
 Keep a watch on proceedings and provide assistance if needed
 Use ice-breakers to break monotony
Program Energizers

 [Link]
Program Monitoring
 Monitoring the program
 Ensuring participation by all participants
 Make sure it is not dominated by an individual or a group of
participants
 Have a time keeper
 Check interest of the group and response to the faculty
 Ensure necessary clarifications are provided by the faculty
and provide support if necessary
 Encourage participants to speak and ask probing questions
to ensure learning with focus on a quiet individual or group
 Make sure outside interruptions are avoided
 Ensure timely refills for water, mints etc
 Close each day with thanks and appropriate remarks,
Program Evaluation
 Training evaluation and follow up
 Ask every participant to provide feedback on the pre-
designed format at the end of the program
 Make sure it is easy and not time consuming
 Obtain ratings on 1-5 or 1-10 scale for each faculty / session
 Ask for suggestions for improvement
 Announce and present rewards to good number of
participants
 Present certificate of participation and a memento to every
participant
 Provide a follow up plan for evaluation of implementation and
effectiveness
 Close with motivational comments fro senior management
personnel
Program Effectiveness
 Improving effectiveness of development
programs
 Effectiveness depends on
• Quality of the faculty
• Suitability with respect to skills of his or her job
• Suitable matrix for measuring effectiveness
• Opportunities to implement the program / skills
• Follow up by the management on implementation
• Feedback on the progress
• Periodic review
• Rewards and recognition
• Management support
The Learning Process
 Learning Process
 The need to know
• All adults need to be made aware of why they should learn
something
 The learners self-concept
• Most adults want to be self-directing rather than passive
learners
 Learners experiences
• Everyone has his own experience and may require individual
learning strategy and at the same time may require unlearning
past habits, biases and presuppositions
 Readiness to learn
• Timing of development is very important
 Orientation to learning
• Learning should not be subject centered but the context should
provide access to real life situations
 Motivation (WIIIFM)
• Better jobs, Promotion, Job satisfaction, Quality of life and self
esteem
 The Learning Process
 Learning Principles
 The learner is committed to the process of learning
 The learner is in involved in active exploration of the
experience
 Reflects upon the experience in a critical and selective way
 The trainer imposes some structure on the learning process
so that learner is not left to discover it by chance
 There is a scope for the learner to achieve some
independence
 Learner must feel safe, supported and encouraged to value
their own experience
 The trainer must provide appropriate learning activities and
teaching methods to support different stages of trainees
• The Activist
• The Reflector
• The Theorist
• The Pragmatist
Psychology of learner
 Psychology of learning (Positive)
 Organization cares
 It looks good and I will try it
 Had I learnt it earlier
 I want to learn more about it
 It will help me to grow in my career
 My performance will improve
 I have a support in case I come across a problem
while implementing
 I am thankful to my seniors for nominating me to this
program
 What else can I learn
Psychology of learner
 Psychology of learning (Negative)
 Importance of context
 Is it real
 Is it possible to implement
 It does not apply to me
 Of no use
 How will it help me in my job
 Will it help me grow in my career
 I already know it
 I have tried it already and it does not help
Barriers to learning
 Poor facilitation by trainer or line manager
 Lack of reflection on mistakes
 Inadequate space for personal transition
 Practical difficulties in remedying unbalanced learning
styles
 Skilled incompetence and organizational defenses
 Organizational performance and reward management
structures
 Organizational culture and subcultures
 Peer pressure and group dynamics
 Climate of distrust
 Uncertainty and insecurity
Conclusion
 Developing and implementing a good
training program helps organization to
achieve its goals
 Positive attitude to learning helps the
learners to contribute to organization and
helps achieve his/her career aspirations
 Organizers need to ensure learning process
and learning principles are considered to
achieve maximum benefits for both
participants and organization