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    TD Module 2

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    John Michael
    The document discusses the training process model known as the ADDIE model. It includes the following key phases: 1. Analysis involves identifying performance gaps between actual and expected organizational performance through a training needs analysis. 2. Design uses the needs identified in analysis to create training objectives and guidelines. 3. Development formulates instructional strategies to meet the objectives. 4. Implementation applies the training plan created in prior phases. 5. Evaluation assesses whether the training process achieved its objectives by comparing outcomes to the preset goals.

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    TD Module 2

    Uploaded by

    John Michael
    10 views32 pages
    The document discusses the training process model known as the ADDIE model. It includes the following key phases: 1. Analysis involves identifying performance gaps between actual and expected organizational performance through a training needs analysis. 2. Design uses the needs identified in analysis to create training objectives and guidelines. 3. Development formulates instructional strategies to meet the objectives. 4. Implementation applies the training plan created in prior phases. 5. Evaluation assesses whether the training process achieved its objectives by comparing outcomes to the preset goals.

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    The document discusses the training process model known as the ADDIE model. It includes the following key phases: 1. Analysis involves identifying performance gaps between actual and expected organizational performance through a training needs analysis. 2. Design uses the needs identified in analysis to create training objectives and guidelines. 3. Development formulates instructional strategies to meet the objectives. 4. Implementation applies the training plan created in prior phases. 5. Evaluation assesses whether the training process achieved its objectives by comparing outcomes to the preset goals.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    10 views32 pages

    TD Module 2

    Uploaded by

    John Michael
    The document discusses the training process model known as the ADDIE model. It includes the following key phases: 1. Analysis involves identifying performance gaps between actual and expected organizational performance through a training needs analysis. 2. Design uses the needs identified in analysis to create training objectives and guidelines. 3. Development formulates instructional strategies to meet the objectives. 4. Implementation applies the training plan created in prior phases. 5. Evaluation assesses whether the training process achieved its objectives by comparing outcomes to the preset goals.

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    Download as pptx, pdf, or txt
    of 32

    MODULE -2

    Training Process Model

     Training should also be part of an integrated system in which performance is measured


    against criteria (best practices benchmarks) that are tied to strategic objectives.
     Training is used to help employees understand how they can assist in meeting corporate
    objectives
     Many open systems exist as part of another open system and, therefore, are called
    subsystems of that larger system
    Training as an Open System

     Open systems have a dynamic relationship with their environment


     The environmental inputs are transformed into outputs by the system's processes.
     A system, such as a business, must be responsive to the needs and demands of its
    environment because the environment provides the input needed for the system to
    replenish itself
    Training as an Open System
    ADDIE MODEL

     Analysis, Design, Development, Implementation, and evaluation


     The training process begins with some type of triggering event. A triggering event
    occurs when a person with the authority to initiate action believes that the
    organization isn't getting the results it should. The results it is getting we call actual
    organizational performance (AOP). When this is less than the expected
    organizational performance (EOP) typically action is initiated (triggering event).
    Analysis

     Analysis Phase The analysis phase begins with the identification of the organizational
    performance gap (PG) (the gap between AOP and EOP). Such as profitability
    shortfalls, low levels of customer satisfaction, or excessive scrap are all examples of a
    current performance gap. Another type of performance gap is future oriented.
     The analysis phase is often referred to as a training needs analysis (TNA)
    Design

     The training needs identified in the analysis phase, as well as areas of organizational
    constraint, are the inputs to the design phase.
     First – Creation of training objectives
     These provide direction for what will be trained and how
     They specify the employee and organizational outcomes that should be achieved as a
    result of training
    Development

     Development of training is the process of using the guidelines from the design phase
    to formulate an instructional strategy that will meet the training objectives. Obtaining
    or creating all the things that are needed to implement the training program are also a
    part of this phase
    Implementation

     All the previous phases of the training process come together during the
    implementation phase. This covers the preparation for training, including the room,
    equipment, and so forth. It also discusses dry runs and pilot programs.
     This phase applies the plan for training that was created in the development phase.
    Evaluation

     In the design phase, the training objectives were identified, and these were used in the
    development phase to create the instruments and measures that will be used to
    evaluate the training. These become inputs to the evaluation phase.
     Process evaluation -training process achieved its objectives
     Outcome evaluation -effects of training on the trainee, the job, and organisation
    SAM Model
    Training Need Analysis

     Training Needs Analysis (TNA) is the process in which the company identifies
    training and development needs of its employees so that they can do their job
    effectively. It involves a complete analysis of training needs required at various levels
    of the organisation.
     Determine the gap (AOP Vs EOP)
     TNA is usually part of the appraisal process and at the end of the year an employee
    has to complete all the training and development needs identified by the manager
    Organisational Analysis

     the effectiveness of the organization as a whole and identifies any discrepancies


     Organizational assessments also take into account external factors such as the
    economy, environmental policies, technological advances and changing workforce
    demographics.
     Support of managers, Strategic decisions, training resources, In house or consultant
    Personal Analysis

     KSA
     Basic skills-skills to perform a job
     Cognitive ability
     Reading ability
     Self-efficacy
     Locus of control
     Awareness of training needs, career interests and goals.
    Input, Output , Consequences

     Input-Characteristics of work environment, Situational Constraints and social support

     Output- Performance standards, awareness –expectations

     Consequences - rewards, incentives. Norms –Motivation


     Feedback
    Determining whether training is the solution

     Performance problem important –potential cost


     Do employees know to perform effectively
     Does EE demonstrate correct behaviour
     Performance expectations were clearly communicated
     Timely and accurate feedback
     Other solutions
    Task Analysis

     Task analysis results in a description of work activities, including tasks performed by


    the employee and the knowledge, skills, and abilities required to complete the tasks.
     A job is a specific position requiring the completion of certain tasks.
    Steps in task analysis

     Select the jobs to be anlysed


     Develop preliminar list of tasks
     Validate and confirm tasks
     Identify KSA
    Competency Models

     Identifies the competencies necessary for each job as well as the knowledge, skill,
    attitude, values and personal characteristics underlying each competency
     Sources of developing competency models: Job Analysis, Performance Management.
    Process to develop competency model
    Training Design Process

     Training/Learning Objectives
     Preparing a Lesson Plan
     Preparing the training materials
     Scheduling the training program
     Implementing the training program(With selecting the right training Method)
     Evaluation of the training program(Next Unit
    Training /Learning Objectives

     Training or learning objectives are the intended measurable outcome that your learners
    will achieve once they’ve finished a course
     Precise and concise – directed towards overall organisational goals
    Training objectives - Need

     More clarity for learners


     Creates a clear path to reaching your business’s overall learning goal
     Helps build more focused courses
     Saves on resources
    Bloom’s Taxonomy
    Preparing the Lesson Plan

     Identify the learning objectives.


     Plan the specific learning activities.
     Plan to assess student understanding.
     Plan to sequence the lesson in an engaging and meaningful manner.
     Create a realistic timeline.
     Plan for lesson closure.
    Daily lesson Plan

     The daily lesson plan includes the following components:


     • Lesson Information.
     • Lesson Topic.
     • Benchmarks and Performance Standards.
     • Intended learning outcomes.
     • Instructional Resources.
     • Arrangement of the Environment.
     • Instructional Activities
    Lesson Plan contd…

     General Outline of a Lesson Plan


     • Title of the training program
     • General goal of the training
     • Specific goal(s) of the training
     • Key points to be covered during the training
     • Company specifics (tools, machines, personal protective equipment, policies, procedures)
     • Audience makeup (beginners, refresher trainees, computer-literate, Spanish speaking)
     • Training materials required for classroom instruction (videos, flip charts)
     • Training materials required for “hands on” training (mannequins, tools, materials)
     • Interactive activities
     • Anticipated questions along with correct answer
    Training Material

     Specify training goals and objectives.


     Present subject matter in a logical order
     Emphasize the points that are most important
     Customize training materials to your company’s situation
     Incorporate interactive methods into your training.
     Write a training session plan
     Question and answer
    Implementation

     Method of training – customise

     Management development program


    Evaluation

     Compare outcome with the preset objectives

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