By Ravi Kapila
Post on 31-Dec-2015
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The Objective…..
By the end of this session, you will understand the mechanics of a training intervention allowing
you to independently construct and deliver training modules.
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TRAINING
A planned process to modify attitude, knowledge or skill behaviour through learning experiences to achieve effective performance in an activity or range of activities
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WHY TRAINING ?
Achieving the highest levels of performance requires continuous improvement and learning
Better products and services More responsive, adaptive and efficient staff giving
the organization additional market place and performance advantage
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BENEFITS OF TRAINING
SUPERVISOR Has more time for other tasks Can take more responsibility Improves Career potential Builds a strong department team Decreases absenteeism Reduces turnover Builds trust and respect Promotes good relationships
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BENEFITS OF TRAINING
UNIT Increases productivity Reduces costs Improves career potential Creates a better image Reduces safety hazards Increases referrals Builds repeat business Attracts potential employees
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BENEFITS OF TRAINING
GUESTS Provides high-quality
products Provides high quality services Makes their visit more
pleasant Prepares for promotion Value for money
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BENEFITS OF TRAINING
EMPLOYEE Improves self-confidence Increases motivation levels Improve morale Prepares for Promotion Reduces tension & stress
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What employees expect from training?
Professional growth------- Not grades. Training to be practical. Training to be job related. Their past experiences to be
appreciated. Training to be comfortable and
relaxed. To participate.
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TRAINEES REMEMBER
10% of what they READ 20% of what they HEAR 30% of what they SEE 50% of what they SEE and HEAR 70% of what they TALK OVER with others 80% of what they USE and DO 95% of what they TEACH others
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IDENTYFYING TRAINING NEEDS OBJECTIVES
Identify who the customer is when you’re preparing your TNA
express clearly what different parties expect to get from your TNA.
Design an effective TNA program. Obtain and analyze all relevant data. Prepare and write an effective report with
recommendations to best meet the needs of the customer.
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A Systematic Approach to Training
A ssess th e E ffec tiven ess o f th e Tra in in g
C on d u c t th e Tra in in g
D es ig n an d P lan Tra in in g to M eet th e N eed s
Id en tify Tra in in g N eed
Type of Skills Training
Interpersonal Skills - Telephone Handling, Handling Complaints, etc.
Physical/Practical Skills - Opening Wine Bottles, Making a bed, etc.
Procedural Skills - Writing a KOT, Maintaining AD register, etc.
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Training Need Analysis Process
7 . O p tim u m tra in in g d es ig n
6 . Tra in in g ob jec tives
5 . A n a lys is o f tra in in g n eed s
4 . Tra in in g n eed id en tifica tion
3 . P erfo rm an ce ob jec tives
2 . P erfo rm an ce con cern s
1 . G en era l a le rtn ess fo r p e rfo rm an ce p rob lem s
Other needs
Discard
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Selecting Training Methods
1. Describe accurately the areas in which the key questions relating to our choice of method arise.
2. Put together a specification for the training methods which would be most effective in your organization.
3. Describe the methodology, organizational framework, resource requirements, support structure and target audience involved in group training, side-by-side training, text- based open learning, technology-based training and discovery learning.
4. Undertake a critical evaluation of the methods listed above in the context of your organization.
5. Apply the needs-methods matrices to the selection of training methods in your organization.
6. Describe the aids and techniques necessary to make effective use of the training methods.
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TYPES OF TRAINING
On-the-job training
(a) One-to-one instructions- Helping a trainee to acquire knowledge and skills
(b) Coaching- Developing the ability and experience of trainees by giving them systematically planned and progressively more “stretching” tasks to perform coupled with continuous appraisal and counselling
(c) On-the-job instruction- Used when the trainee is naïve and new to the job. Coaching on the other hand is about helping the trainee to extend, improve or develop already acquired basic skills.
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Off-the-job Training-
Courses/training given by the training department or outside consultants, or personal learning packages etc. or group training by members
Supporting-
is not actually training. The support role is more pastoral by nature. Support trainers by discussing problems and progress, giving encouragement ( specially for those working on an individual personal learning programme).
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Preparing to Train
WHO
WHY + WHERE = HOW
WHAT WHEN
What will the training consist of?
CHECK- LISTS Listing of the tasks and sub tasks carried out by the job holder and arranged
in the sequence in which they are performed.
PROCEDURAL GUIDELINES - When a job involves decision making which would result in any of a number of
options being taken
INTERPERSONAL SKILLS LIST- Demonstrating the appropriate behavior.
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EXAMPLE
Interpersonal Skills List
Greeting Greet and welcome the guest in a warm and professional manner. Radiate cheer while greeting the guest. Remember “eye contact” is vital. Treat every guest as a separate entity.
Show interest and willingness to help when the guest approaches.
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EXAMPLE : PROCEDURAL GUIDES.
Check in Proce
dure
A va il
Tu rn aw ay S ervice
D en ia l
B ook in g
C h eck in g u es tas w a lk in an drecord w a lk in
A va il
Tu rn aw ay S ervice
D en ia l
N o B ook in g
C h eC k fo r g u es t reserva tion
G ive th e g u es t you ru n d ivid ed a tten tion
C om p le te K ey F o ld er D e ta ils
C h eck in G u es ton th e C om p u ter S ys tem
A ss is t G u es t to F illin R eg is tra tion C ard
P resen t R eg is tra tion C ardin a lea th er fo ld er to g u es t
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TRAINING METHOD
1.Lesson PlanI-Introduction- How to get interest.
N-Need-Why does the trainee need to learn.
T-Title-What is being taught in this session.
R-Range-How much is being taught in this session- link back - to previous knowledge, link forward to next session.
O- Objective- By the end of this session trainee will be able to…..
1.Plan 2.Prepare 3.Present
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TRAINING METHOD Contd….
2.Lesson PreparationWHAT? HOW? WHY?
Standards Standards
Prepare the environment and teaching material.
Prepare the learner.
3.Presentation(I)Demonstrate to trainee.
(ii)Slowly do the task together - Step by Step
(iii) Allow trainee to do the task alone.
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NEED Trainers need to know and use questioning technique, for
effective learning. RANGE
We shall discuss ‘Questions’ that can be used for training sessions.
OBJECTIVE At the end of the session, the participants will be able to
questions in training sessions and handle the responses.
QUESTIONING TECHNIQUE
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Why do we ask questions in training sessions?
• To gauge the ability of the trainee• To ensure right level of learning• To maintain interest and involvement• To lead towards logical answers• To determine level of understanding
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QUESTION TECHNIQUE
Question Technique is one of the most powerful tools a trainer can use.
Reasons for asking questions : Establishing existing knowledge Recap on previous sessions Gain interest Maintain interest Check progress - keep trainees interested and alert Encourage trainees to reason things out for themselves
Framing QuestionsWhenever possible, use “OPEN” questions, which should begin with : WHO WHY WHERE WHEN WHAT WHICH HOW
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Always try to encourage questions from trainees
Questions to avoid : Questions which give yes/no answers Vague Questions Questions which end with the question word Questions which allow the trainee to guess
Answers
Correct Answer: praise trainee
Wrong Answer: Re-phrase questions-try to reason why
Partially Correct: Say which part is correct and help the trainee to reason out the answer to the incorrect part
I don’t know : Prompt or re-phrase the question
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EXPLANATIONS
A Good Explanation Will Be: In a logical sequence clear and concise relevant accurate in digestible chunks delivered at an appropriate speed and with interest
A Good Explanation Will Avoid: jargon assumptions ambiguity
A Good Explanation Will Include: asking questions use of visual aids looking at the trainee
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NEED Task analysis is the basis for skill training. Every trainer
needs to master the skill of task analysis RANGE
OBJECTIVE At the end of the session, the participants will be able to do
task analysis, and write standards for a task
TASK ANALYSIS
–Job Description–Tasks–Standards
–Job–Duties–Task Analysis
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Tasks carried out by a particular employee in the completion of his allotted
duties within the setting of his work environment
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A Statement which shows the general purpose of a
particular job and an outline of the main duties involved
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Instructional ObjectivePerformance (Goal)
What do I want the trainees to do?
Condition
Under what condition will the trainees do it?
Standard
How will I judge if the trainees do it correctly?
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At the end of the session, the trainee will be able to:
Typewrite 30 words per minute, using a computer and without looking at the keyboard, without any mistakes.
Name 5 French white wines, without looking at the wine list, with correct pronunciation
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Given a Bordeaux, a Chardonnay, and Champagne, the student will uncork three different wines. This exercise must be completed according to the methods demonstrated
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Performance: Will uncork three different wines
Condition: Given a Bordeaux, a Chardonnay, and
a Champagne
Standard: According to the methods demonstrated
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Given a recipe that serves 50, a student will prepare the item for 180 people yielding consistent 6 oz. Portion sizes.
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Performance: Prepare the item for 180 People
Condition: Given a recipe that serves 50
Standard: Yielding consistent 6 oz. portion sizes
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DEMONSTRATION
A good demonstration will be visible in stages used in conjunction with real material done at an appropriate speed accompanied by an explanation
IMITATION - practicing manual skills observing analyzing any errors intervening, prompting, reminding, stopping encouraging
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GROUP-BASED TRAINING
Learning through spectating Lectures Videos & Films Demonstrations
Learning through Contributing Brainstorming - problem solving, exploring
attitudes Discussions - changing attitudes, comparing
experience, contrasting knowledge, exploring application, developing commitment
Role Play - Attitude, Interpersonal Skill Development
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GROUP BASED TRAINING Contd….
Learning Through Activity& Independently from each other
1.Case Studies :
A. Case Illustration - Describes decision made in a given situation, learners task is to criticize decisions, identify faults and mistakes.
B. Case Problem - Learners analyze data, make decisions, defend their reasons, solve problem.
2.Exercises : Learners do something (explore, discuss,answer, complete, argue, compare, try) and review (analyze, self assess)
3.Simulations : Group simulations - trainees take roles, plan strategies, enact meetings, put arguments.Individual exercises through videos
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Introducing the Training Program Establish or maintain rapport.
Outline the structure of training program.
Confirm details of pre-training sessions.
Establish own credibility
Clarify procedures for testing, appraising and reporting.
Opportunity to ask questions.
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Introducing a training session Introduce the topic.
Confirm trainees’ level of knowledge or skill.
State the objectives.
Motivation by emphasizing on the benefits.
Structure and time sessions
Jargon and technical language.
Emphasis on safety rules, procedure and policy.
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The Four - Step Training Method
Step One : Prepare to TrainWrite Training Objective.
Develop step- by- step plans. Decide on Training Method. Make a schedule for training. Select the Training Location. Get Training Materials/ equipment. Set up of the work stations.
Step Two : Conduct the Training Prepare the trainee. Begin the Training session. Demonstrate the steps. Avoid jargons Take enough time. Repeat the steps.
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Step Three: Coach Trial Performance Let the trainees practice. Coach the trainees.
Step Four : Follow through Coach a few tasks each day. Continue positive support. Give constant feedback. Evaluate Trainee Progress. Get the Trainees Feedback.
The Four - Step Training Method
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Public SpeakingDON’Ts
Don’t panic. Always remember that your audience wants you to succeed. Don’t read a speech word for word. Even if you must use a
script, just glance at key words you’ve marked. Look up at the audience most of the time. Don’t be afraid to repeat your main thoughts several times. Don’t put your hands in your pockets. Use them for at least a few simple gestures. Don’t stand immobile. Move around a bit. Look energetic. Don’t try to be funny unless you’re really good at it. Don’t apologize. Don’t run on too long. Say what you have to say, and then quit.
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Public Speaking
Dos Talk to people in the audience before the program starts. It will warm
them up. Start off with a Grabber. Slow down, slow down, slow down when you speak. Take a few deep
breaths before you begin. Be as natural as possible.Eye ball your audience. Talk to a person at a
time. Pause for emphasis from time to time. Vary your tone of voice, tempo and tactics. Tell stories - About yourself and others. People like to hear about people. Get personal. Use personal pronouns. Be lively and energetic. Keep coming back to Central Theme.
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EVALUATIVE TECHNIQUES STAGE 1: Development test
Informal group discussion.
Personal feedback.
Single postal questionnaire.
Stage 2: Pilot test:
Questionnaires.
Interviews.
Behavioral analysis.
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Stage 3:Validation.
Interviews with sponsoring managers/staff.
Follow-up checks
Exercises and observation.
Questionnaires.
Administrative checks.
Stage 4: Formative.
Informal technique of instinct, observation and questioning.
Formal technique of session review, individual assessment, analysis of performance record & follow-up visits.
EVALUATIVE TECHNIQUES
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Stage 5: Summative:
Final learner assessment.
Group discussions.
Individual questionnaires.
EVALUATIVE TECHNIQUES
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MAKING TRAINING FEEDBACK EFFECTIVE.1. Invite trainees to comment on their own performance first.
2. Focus on what actually happened rather than what should have happened.
3. Ask questions to draw out relevant comments.
4. Ensure that strengths as well as development areas are discussed.
5. Do not get involved in arguments.
6. Do not overload the trainee with too much of information.
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7. Ensure that feedback is clear, factual and constructive.
8. Avoid comparisons with other trainees.
9. Encourage trainees to identify those areas which would result in improvement.
10. Draw up an action plan with the trainee and keep a copy.
11. Finish on a high note of things well done.
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How to conduct a successful meetingBefore Plan step by step what should
be covered. Meeting room-comfortable,
informal, well lighted. Tell in advance, date, time place,
purpose. Prepare meeting materials ahead
of time.
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During. Start on time. Respect opinions expressed by others. Speak clearly and loud enough for all to hear. Ask open ended questions. Encourage to participate. Restate or clarify participant’s ideas if unclear. Do not get one person/group to do all the talking. Be positive and enthusiastic. Stay on schedule. Have a sense of humor. End on time.
After: Follow up on things you promised. Evaluate the meeting.
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You as a trainerSupervisor-Trainer checklist. Know and can perform job skills and procedures. Have self confidence and show they enjoy training. Encourage trainees to think how the training affects their job. Persuade trainees to set goals. Encourage trainees to find better ways to do things. Listens-Praises progress-Encourages-Supports. Invites trainees to ask questions.
Share their experiences and even their mistakes. Have a good sense of humor and use it as a training
tool. Spend the time necessary to properly train employees. Reward trainees for training achievements.
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STAGES OF THE INTERVIEW.A. Job based appraisal section.
1. Opening
2. Appraisee presents self appraisal
3. Agree on what was actually done: appraiser and appraisee. First, discuss what you agree with in the self appraisal. Then, what you disagree.
4. Agree the performance characteristics necessary to carry out the work. Knowledge Skills Behaviour.
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5. Agree on action plan: together. Set goals. Agree on necessary training and, Means for achieving the goals.
B. Development appraisal section.
6. Agree a career and development plan. Appraisee presents own plans for development in work and future
career. Appraiser discusses them in the light of organizational plans. A development and action plan is agreed upon.
Conclusion
Conclude and gain commitment.
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Guidelines for coping with stress Everyone suffers from stress Appreciating what causes stress can help to control it. Stress is subjective. Stress is both physical and physiological. Stress is the consequence of anticipation.
PROBLEM SOLUTION Drying up or Corpsing -Use notes
-Stay calm-Pause and refer to notes-Repeat last sentence-Ask a question
Lack of credibility -Check level of trainees’ knowledge in advance-Read around the subject-Anticipate problems and
questions-Speak to experts
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PROBLEM SOLUTION
Uhmmming & Ahhing -Know your material -Accept the pauses
-Use breathing as a substitute for uhmms
Distractions -Visualize important people in ankle socks alone
Switching off -Think about group needs’ in advance
-Include breaks and changes in pace and style
-Add visual stimulation-Provide interaction
Fear of appearing an idiot -Build confidence-Eliminate foreseeable difficulties
Missing out information -Divide up complex material-Incorporate interim summaries
New faces -Meet group beforehand
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Physical effects of stress : Shaking hands & knocking knees -Use natural movements to
diffuse energy
-Use index cards
Palpitations -Use breathing to slow down
Dizziness -Keep oxygen going to brain
Dry mouth -Bite edge of tongue
Wet mouth -Slow down presentation
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MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
Flip chart Easy to useEconomicalInstant visualsVersatileCapable of advancepreparationCan be created bygroup
Difficult to write atspeedCanbecumbersome to use
Recording group’sfeedbackProviding asummaryHighlighting keypointsSuitable for groupsof 30 or less
Whiteboards Easy to useEasy to correctUses colourEconomic
Requires specialmarkersAssociated withschoolNon portableReflective surfacecan be difficult toreadNo permanentrecord once erased
As with flip charts,Suitable for groupsof approx 30
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MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
OHP Used in normallighting conditionsFairly simple tooperateCan be transportedTransparencies canbe prepared inadvance andcarried easilyEconomical
Can be distractingProne tobulb/machinefailureNeeds screen/whitewallMinimumprojection-distance3-4 metres
Pictorial dataSmall amounts oftextSuitable for mostsize of group
35mmSlides
StimulatingAddsprofessionalismSlides are portable
Requires darkroomNot flexibleCannot changeslide order duringpresentationEquipment can fail
Ideal for formaltrainingFacts and figuresSuitable for anysize of group
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MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
Models EconomicalEasy to use
Can be distractingTime consuming tomake
Where concept isdifficult to grasp
VideoTrainingSkills
EntertainingInformativeMemorable
Not alwaysrelevantExpensiveRequires TV
Best for groups 10-20 in size
Audio Adds novelty andimpactShows strengthsand weaknessesCan be paused
Can be costlyCan be timeconsuming
Public addresstrainingEvacuationBroadcasting skillsTelephonetechniques
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EVALUATING TRAINING OBJECTIVES
Explain the meanings of the terms evaluation, summative evaluation and formative evaluation.
Describe those aspects of an organisation to which evaluation can make measurable contribution.
Apply various evaluation techniques at key stages in your training development and impletation.
Explain the importance of learning objectives to the evaluation process.
Select the methods of evaluation most relevant to specific circumstances.
Recognise the point at which the training cycle is complete and a new training cycle should start.
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REASONS FOR EVALUATION
Effective use of resources.
Doing better in future.
Solving organization’s problems.
Confirming hunches.
Obtaining feedback.
Justifying the existence of the training function.
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TRAINING EVALUATION
Levels of evaluation How to measure
Measure trainees reaction andacceptance of materials
Questionnaires and Interviews
Measure the trainees learning ofskills and knowledge
Tests and checklists
Measures changes in behaviourand on-the-job improvement.
Supervisory rating
Measure organisation results andimproved operational performance
JudgementsCompanies recordGuest comments
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WHEN TO ASK EVALUATIVE QUESTIONS
1. THE TRIAL PHASE
Developmental test - A small-scale and quite informal trial of a sample set of materials, exercises or activities. Enabling you to decide whether to progress or not.
Pilot test - Tells you whether the training being evaluated is suitable for target population. It helps to sift out weaknesses, incongruities, inconsistencies and missing links.
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YOUR POST LUNCH PRESENTATION
Explain your trainees the benefits of training.
Select one open ended skills training and tell your trainees the reasons for holding this topic and the objectives you wish to achieve.
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SKILLS TRAINING
Step 1 Write down the various activities Break down those activities {what-how-why} Use it for your training content
Step 2 Write down 6 areas of performance improvement into skills-
attitude-knowledge For each of the above write specifically the present level and
the desired level
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SKILLS TRAINING Step 3
take first three areas of improvement from each training type ie skills-attitude-knowledge and prepare a departmental training plan for next six months.
Step 4 Conduct the training
Step 5 Evaluate your training
What will you evaluate How will you measure it How often will you measure it Is it reliable
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PLANNING A TRAINING STRATEGY
OBJECTIVES Identify the business needs of an organization and their training implications.
Categorize the people who use training and analyse their perception of the service they receive.
Identify the training methodology not only available but also acceptable to the organisation.
Analyse the organisation itself.
Decide the resources necessary to provide an effective training function within it.
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Individual Development Planning To Deal With the Needs of the Company and of the
Individual Individual
Training Education Job Assignments Coaching Visits Task Force Rotation Etc.
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COACHING A NERVOUS TRAINEE
Be sure that you are relaxed and patient Spend more time on familiar skills and procedures Compliment the Trainee immediately after he/she
make a good effort Let the Trainee work at his/her own pace Explain the steps – Why Remind the Trainee that skills develop only with
practice
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