1. Systematic Approach to Training
Uttam Acharya
NASC

2. Preview of Session Training concept Philosophy of training
Training Cycle
Training methods
Training evaluation
Focus of training

3. Discussions
Let us re-check our perception of what “training” and “learning” ?

4. Training: Some Concepts
Training is a means of learning or making others learn.
Training is concerned with gaining learning experience that leads to relatively permanent change in an individual’s ability to perform job.
Training is a process of changing one’s habits in the form of re-shaping of ice-berg, i.e., unfreezing, processing and re-freezing of the habits of trainees.
Training is a systematic process of creating learning environment

5. Training and Education

6. Philosophy of Training
Training is different from education
Training is concerned with action (doing) rather than knowledge (knowing)
Training is a learning process rather than teaching
Training is a means for introducing changes in organisation
Training is not a panacea for all ills

7. What training can do?

8. What training can do? Improves one’s knowledge and skill levels
Helps to change one’s attitudes
Enhances job performance level
Links individual’s career goals with organization's development goals
Minimizes the cost of trial and error in learning

9. What training can not do?

10. What training can not do?
Does not ensure increased job performance
Does not increase learning potentialities
Does not make anyone learn everything

11. How can we make training effective?
Undertaking training as a process
Adopting a learning-focused training strategy

12. Training cycle/process

13. Training Phase (discussion)
Pre training
Training
Post training

14. Training Cycle Course Design Evaluation / Feedback Implementation
Training Needs
Assessment
(TNA )
Course
Design
Evaluation /
Feedback
Objective Setting
Design Session plan
Implementation

15. Training is systematic process to be followed.
Training Process:
Training is systematic process to be followed.
It is also an activity that has three main phases involving three types of actors.

16. Training phases and actors ?
Pre training phase and actors ?
During training and actors ?
Post training phase and actors?

17. Phases: Actors: Pre-training (Planning / Designing)
During Training (Implementation)
Post-training (Application after training + Evaluation)
Actors:
Training institutions/centre/trainers
Work organization / unit /employer
Trainees

18. (I) Pre-training phase (Actors: training institution, work org.)
Identification of training needs:
Design of training program
- Setting training objectives
- Designing curriculum
- Choosing appropriate training methods
- Selecting trainers
- Designing trainee selection criteria
- Planning and preparing training materials
- Ensuring availability of physical facilities
Selection of trainees as per set criteria

19. II) Training phase (Actors: training institution and trainees)
Implementation of training course or program
Ensuring active participation in training sessions
Facilitating and maintaining learning environment

20. III) Post-training phase
(Actors: trainees, work organisation and training institution)
Placement of trainees on the jobs for which they are trained
Providing support to the trained staff for utilisation of training on their jobs
Follow up and evaluation of usefulness of training: (a) reaction evaluation (b) outcome evaluation

21. TNA?

22. Assessment of Training Needs: (TNA)
What is Training Need?
The training need a gap between the competency required by the job and the competency currently possessed by the job holder.

23. Steps in Assessment of Training Needs:
Step 1: Assess job requirements: (Expected KSA)
Step 2: Assess existing performance of jobholders: (Existing KSA)
Step 3: Identify the need (i.e., the gap)

24. Choice of Training Methods e.g. ring finger
Each method is uniquely useful in a particular situation.
The usefulness depends on:
Training objectives
Content (course)
Level of trainees
Availability of physical facilities and equipment
Time availability
Competency of trainer
Temporal needs of the situation

25. How do we evaluate training?
Discussions

26. Training Evaluation: Levels of Evaluation: Reaction level
Learning Level
Behaviour Level
Outcome/Impact Level

27. Approaches or methods for evaluating training
Observation method
Test / re-test methods
Pre-post performance method
Experimental/ control group
Trainee surveys
Cost effectiveness analysis.

28. Evaluation of Outcomes
Immediate outcomes (changes at the levels of trainees’ learning after training)
Intermediate outcomes (changes or improvement in trainees’ behaviours on the job after training)
Ultimate outcomes (improvements in performances of trainees after training)

29. Focus of Training
Creating an awareness, on the part of learner, of the need for change
helping the learners to learn how to learn

30. Learning-focused Training Strategy
Help trainees to progress through four levels of learning
Help trainees to move around a cycle of experiential learning

31. Experiential Learning Cycle
Undergoing certain activity or concrete experience;
Reflecting on experiences;
Conceptualising from the reflection; and
Applying learning in a new situation

32. Training sequencing
Experiencing: engaging in one or more structured experiences, etc.
Reflecting / processing
Generalizing: inferring principles about the real work
Applying

33. Training strategies based on focus
Development of individuals
Development of organization
Learning of content
Learning of process
Strategies
Individual development
Organization development

34. Revisiting Systematic Training/( training process)

35. Training Cycle Course Design Evaluation / Feedback Implementation
Training Needs
Assessment
(TNA )
Course
Design
Evaluation /
Feedback
Implementation

36. Main Phases of Training
Pre-training
( Planning / Designing )
Post-training
Training
(Implementation)
(Application / Evaluation)
Key Actors / players of training
Training institutions
organizations
Trainees

37. Thank you