Module 3 L&D.ppt

Design and Development

Module3



Cont….

Design is a planning activity which in the context of training, refers to the framework for analyzing a training problem, defining the intended outcome, determining how to present the content to learners to achieve those outcomes, developing the training course according to the design, implementing the course, evaluating its effectiveness and devising follow-up activities.

Step 4Evaluate the

TrainingStep 2

Design the Training

Step 1Identify the Needs

Step 3Implement the

Training

Training Process


(1) What materials will be required to implement the programme in a particular way,

(2) what media will be used and

(3) what specialized expertise will be required for implementation of this design (Warren, 1969).

Training Context

Environmental compliance and

competition

Knowledge, skills and attitudes required for

the job

Existing knowledge, skills and attitudes of

the employee

Organizational strategies and needs

Context of training design


Cont….

Principles of training design Gane has suggested six principles of training design as under:1. The objectives should be expressed in performance terms as far as possible.

2. Learners should respond pro-actively to the material in a way that is relevant to the training purpose.

3. Learners should receive immediate and unambiguous feedback as to how correct their responses are.

4. Training systems must be validated and then modified if they do not achieve the intended objectives.

5. Training system must adapt to the individual needs of the trainees.

6. Learners must be involved by having the material expressed in a way which they see as directly relevant to their interest and needs.


Cont….

Nilson (1992) has suggested 10 guidelines for designing training programmes which are as under: 1. Spend a lot of time identifying the target audience (trainees) for this

particular training.2. Think of those trainees as customers and know what they expect regarding

quality and suitability.3. Break the design and development process into activities with beginnings

and ends.4. Hold a design review of each product.5. Identify errors and eliminate them.6. Build broad ownership by involving stakeholders.7. Define objectives for learners not trainers.8. Remember the business reasons, why you are designing this course.9. Let people know that this course is tied into the life and breadth of your

company. 10. Ask for feedback during design activities and incorporate the suitable

suggestions.


Cont….

Similarly, Abella (1986) has suggested some steps for design and development process as under:1. Gather information on training needs to precisely pinpoint the areas to be

addressed.2. Prepare programme specification document and have it approved by the

HRD head. This will contain background of the programme, description of the people to be trained, programme objectives, programme requirements and constraints.

3. Conduct the design meeting with the stakeholders and experts to obtain their inputs and involvement.

4. Prepare the design document, which contains the overall structure, individual units, methodologies, duration, learning conditions and possible

outcome. 5. Gather information on programme materials.6. Write/develop the materials at the development stage. 7. Test the material for validity.8. Hold the pilot programme to see the outcome.


Cont….

Analyzing the general characteristics of trainees for designing training programme

Name of the programme

Objective of the programme

Duration

Physical feature of trainees (like eyesight, hearing impairment, physical strength)

Health conditions

L anguage preference

Gender

Age

Do trainees have any limitation or special needs to be considered?

Previous work experience

Education qualification

Position in the organizational hierarchy

Learning styles

Personality types

Any other characteristics

Trainee characteristics and training design

Design and DevelopmentIssues for consideration Available Required Strategy to fill the

gap

Time

Money

Expertise

Infrastructure facilities

Trainee characteristics

Objectives of the programme

Instructional activities to be included

Methodologies to be us ed

Likely obstacles and limitations

Contingency plans to be kept ready

Safety aspects to be taken into account

Inconvenience to daily operations/ customers

Strategies to overcome the inconvenience

Barriers to transfer of learning

Strategies to overcome such barriers.

Generic issues to be considered for training design


Cont….

Motivational DynamicsMost trainees go through three phases of motivation as under: 1. Initial stage: At this stage, the trainee is a novice. Here, the trainee’s

primary learning goal is getting started and learning enough material to proficiently handle the routine tasks. Trainees only need how-to do

instructions and supervision at this point. Do not overburden trainees with too much content or overwhelm them with unnecessary choices.

2. Intermediate stage: Learners have mastered routine tasks and gained confidence. Now they want to learn how to handle routine tasks more efficiently and how to handle some less common tasks. Learners still want instructions at this point, but some do not want supervision or practice.

3. Matured stage: At this stage, the learning attains a kind of maturity and trainees feel humble to be learned people. This is a realization stage and most trainees are aware of the limits of their capabilities.


Some kinds of learning can occur at individual level, little more at the level of dyads and groups and rest at the organizational level.

Dyads

Groups

Organizational

Learning Pyramid


Identify follow up activities

Define evaluation

criteria

Determine

training content

Identify learning

activities

Identify goals and objectives

Decidetraining

methodologies

Write down the training design

Training design process


Identifying the training objectiveA decision is required to be made on the learning objectives to match job performance, job conditions and job standards (Roscoe, 1995). Objectives should be set out from the learner’s perspective; they should be specific, measurable, attainable, realistic and timebound (Agochia,2002.p.95).For example, the objective for a car driving training programme could be; the trainees after successful completion of the programme: should be able to drive any motor car on city or countryside roads; during any time of the day or night; safely in accordance with law, without causing injuries to others or to

themselves and without causing damage to the vehicle or to any other property.


Cont….

Determine the structureAlways keep in mind the training structure right from the design stage. In this connection Gane (1972) has suggested the following measures: 1. Arrange the activities/concepts in the sequence of logical dependence. If

there is no/little logical dependence, then organize them in the order of easy to difficult sequence.

2. Determine the training structure.3. Determine how much and which of the theoretical aspects are to be

incorporated into the course. 4. Determine the performance outcome expected on the successful completion

of each module.5. Assess and estimate time requirements for successful completion of each

topic/level/ module.6. Identify appropriate methodologies to be used for each of the topic.7. Assemble all the information into a coherent plan which can be understood

by trainers, trainees and organizers.


Cont….

There are basically three kinds of training structures. They are linear, spiral and modular. A linear structure is one in which the lessons are arranged logically one after the other from beginning to conclusion or from simple to complex. Table shows the linear training structure.

Sl.No. Topics to be covered 1 Introduction to training design 2 Objectives 3 Scope 4 Limitation 5 Conclusion

Linear training structure


Cont….

A spiral structure is the one in which easier topics of all the interrelated subjects are taught first, then to the next level of all interrelated subjects and then to the final level and so on. Figure shows the spiral training structure.

Level 1

Level 2

Level 3

Level 4Spiral training structure


A modular structure is one in which a programme is divided into small

independent units with clear-cut beginning and ending. This helps the learner to

begin at any module any time without having to complete the initial modules

since they are independent from one another. Table 4 shows the modular

training structure.

Module 1 Module 6 Module 11





Modular training structure


Cont….

Models of training designThere are various ways of building a training design. But the two important among them are open model and closed model. 1. Open model is one which recognises that outside factors exist which can have an impact on the design process. An open model is a working hypothesis. It provides the designer with possible courses of action and anticipation of outcomes. Unstructured or open skills do not inherently have a single most way of performance. Neither they can be taught exactly the way they have to be practiced nor they can be practiced exactly the way they are taught.


The closed model or structured model is based on the assumption that all inputs can be identified. Closed models endeavour to build all the possible variables into the model. When using a closed model, the designer is being assured that the conclusions and outcomes are predetermined.

Mixed use of structured and unstructured skills

More use of unstructured skills

More use of structured skills

Mixed use of structured and unstructured skills

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Back office ----------Frontline Closed models are also known as structured models. Structured skills are those

which have got a single most way of efficient performance all the time.

Nature of work and skill types


Cont….

Selecting training methodsAppropriateness of the methodology is based on several factors like current level of expertise; nature of learning outcome expected or course objective, time available and required, trainee characteristics, infrastructure and expertise available, funds available and estimated investment on training and so on.


Cont….

Training method

Advantages Disadvantages Appropriate for and when

On the job methods

§ Transfer of learning to work is easier.

§ Less expensive. § Illiterates or

handicapped can also learn.

§ Individualized attention. § Mandays at work are

not lost. § Instant evaluat ion

· Risk of safety, quality, and customer service.

· No uniformity of learning. · Time consuming · Benefit of experts is

minimal · Disturbances and

distractions while learning. · Minimum use of learning

aids.

ü Learning practical skills.

ü Minimizing training cost.

ü Enhancing transfer of learning.

ü Easier evaluation. ü Training illiterates

and handicapped.

Off the job methods

v More trainees and fewer trainers.

v Learn by interaction with group members.

v Multiple learning aids and approaches.

v Experts can be invited. v Distracti ons can be

controlled. v Non-threatening

environment. v Time bound. v No risk of safety, quality

and productivity.

Ø Expensive Ø Transfer of learning is

difficult. Ø Loss of mandays. Ø Evaluation difficult Ø Not ideal for skill focused

outcomes.

ü Generic and knowledge f ocused outcomes.

ü Larger trainee groups.

ü Time bound outcomes.

ü Few trainers and many trainees.

ü Avoiding work place distractions.

ü Trainees want safe and non -threatening environment.

Training approaches and Learning contexts


Self paced training

§ Anytime anywhere learning.

§ No loss of mandays. § Less expensive. § Can be on the job or off

the job. § Can be full-time or part-

time. § Manual or

computerized. § Learner-controlled. § Cost of training per

head is minimum

Ø Control and monitoring is difficult.

Ø Development cost is high. Ø Not having an expert for

instant advice. Ø Learning by interacting with

group of trainees is not possible.

Ø Finding time to learn may be difficult.

Ø Requires high degree of self motivation.

Ø Trainee must be capable of learning correctly by self study independently.

Ø Not ideal for illiterates and the handicapped.

Ø Not ideal for novice.

ü Common timetable cannot be fixed for all.

ü Mandays cannot be wasted.

ü Trainees are high on self monitoring.

ü Trainees are capable of learning on their own.

ü Trainees are literates and able bodied.

Module 3 L&D.ppt

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