1. Development & Implementation of Training

2. Training Processes Model
Outcome
Evaluation
Data
Needs Analysis Phase
Input Process Output
Design Phase
Input Process Output
Development Phase
Input Process Output
Implementation Phase
Input Process Output
Evaluation Phase
Process
Evaluation Data
Triggering Event

3. ADDIE “Model”
Analysis
Design
Development
Implementation
Evaluation

4. Design Phase Input Process Output Develop Training Objectives Training
Needs
Organizational
Constraints
Learning
Theory
Develop
Training
Objectives
Determine factors
that facilitate
learning & transfer
Identify alternative
method of
instruction
Evaluation
objectives

5. Input Process Output Program Development Plan Instructional Material
Instructional Equipment
Trainee and Trainer Manuals
Facilities
Trainer
Determine Factors that Facilitate Learning & Transfer
Instructional
Strategy
Methods
Alternative
Instructional

6. Development

7. Instructional Strategy or Training Plan
Instructional Strategy – How are we going to achieve training objectives
Following are used to shape strategy:
Selected alternative instructional methods
Facilitation of learning
Transfer of Training

8. Instructional Strategy (Components)
Listing all elements of a Training Programme:
Individual Modules
Organisation of individual modules
Timings
Methods
Materials
Trainers
Evaluation
Practice

9. Input Process Output Program Development Plan Instructional Material
Instructional Equipment
Trainee and Trainer Manuals
Facilities
Trainer
Determine Factors that Facilitate Learning & Transfer
Instructional
Strategy
Methods
Alternative
Instructional

10. Output of Development Phase
Training Title:
Training Duration:
Trainer:
Seating:
Target Population:
Overall Training Objectives:
After having attended the training, the participants will be able to: 1. 2. 3.
Time
Topic
Learning Objective
Learning Points
Method
AV & Other Resources
Welcome, Ground Rules
Evaluation Methods: When to be conducted, How to be conducted
Measures to Assist Transfer:

11. Seating Arrangements Classroom Theatre U-Shaped Cafetaria Circle
Degree of Formality
Focus of Attention
Level of Two-Way communication

12. Seating Arrangements

13. Trainer KSAs What ‘Knowledge’ must the trainer have? What ‘Skills’?
Attitudes?
Subject Matter
Interpersonal communication
High Level of Self Efficacy
Adult Learning Process
Verbal Skills (Active Listening, Feedback, Probing)
Commitment to helping others
Instructional Methods
Experience or Credibility
SME or a ‘trainer’?

14. Implementation

15. Implementation Sequence
Icebreaker
Variety (20 minute rule)
Exercises, Games, Tasks/Simulations (The Learning Cycle)

16. (provide information) Step 4: Generalizability
Step 1: Experience
(the exercise/game)
Step 5: Practice
(try it out)
Step 2: Lecturette
(provide information)
Step 4: Generalizability
(relevancy to other situations)
Step 3: Processing
(analysis of experience and information)

17. A Few Tips First Impression: Time, Dress, Class Set-Up, AV Set-Up
Greet – individually, make it personal
Objective Setting
– Beginning of Group
– Expectations of the Group
- Route Map very critical
– Ground Rules (Times, Breaks, Interruptions, Questions, Phones) – Consensus and commitment
Movement
Barriers

18. Difficult Trainees Quiet Trainee Talkative Trainee Angry Trainee
Argumentative Trainee
Joker