Training Design and Methods of Training

1. Training Design

2.  The design of the training program can be undertaken only
when a clear training objective has been produced.
 Training design or instructional design is the process of creating
a blueprint for the development of instruction.
 Whether the training is to be conducted in a classroom,
delivered using an electronic format or using some combination
of methods, the design process sets the stage for the development
of a program that produces results.

3. FIVE STEPS OF THE DESIGN
TRAINING PROCESS The ADDIE method of instructional
design consists of five phases:

4.  Analysis Phase
The analysis phase clarifies the instructional problems and objectives,
and identifies the learning environment and learner's existing
knowledge and skills
• Who are the learners and what are their characteristics?
• What types of learning constraints exist?
• What are the delivery options?
The process of asking these questions is often part of a needs analysis.

5.  Design phase
The design phase deals with learning objectives, assessment
instruments, exercises, content, subject matter analysis, lesson
planning, and media selection. The design phase should be
systematic and specific.
 Development phase
In the development phase, instructional designers and developers
create and assemble content assets described in the design phase. If
e-learning is involved, programmers develop or integrate
technologies. Designers create storyboards.

6. • Design evaluation is done in the implementation phase.
• The implementation phase develops procedures for training
facilitators and learners. Training facilitators cover the course
curriculum, learning outcomes, method of delivery, and testing
procedures.
 Implementation phase

7.  Evaluation phase
The evaluation phase consists of two aspects: formative and
summative.
Formative evaluation is present in each stage of the ADDIE
process, while summative evaluation is conducted on finished
instructional programs or products.

8. Training Implementation
 Implementation involves a series of activities, through which
training managers bring the course to learners in accordance with
approved design.
 It requires scheduling of courses, faculties, equipment and
service providers apart from arranging for ongoing classroom
support, and ensuring the smooth flow of activities as per the plan.

9. Training Evaluation
• Evaluation involves the assessment of the effectiveness of the
training programs.
• This assessment is done by collecting data on whether the
participants were satisfied with the deliverables of the training
program, whether they learned something from the training and
are able to apply those skills at their workplace.
• The organisation would be interested in knowing whether the
new skills are being put to use at the workplace

10. Methods of Training
 On-the-job Training Method
 Off-the-Job Methods

11. On-the-job Training Method
This is the most common method of training in which a trainee is
placed on a specific job and taught the skills and knowledge
necessary to perform it.
The advantages of OJT are as follows:
On the job method is a flexible method.
•Advertisingis a less expensive method.
• The trainee is highly motivated and encouraged to learn.

12.  On-the-job training methods are as follows:
Job rotation
This training method involves movement of trainee from
one job to another gain knowledge and experience from
different job assignments.
Coaching
Under this method, the trainee is placed under a particular
supervisor who functions as a coach in training and
provides feedback to the trainee.

13. Job instructions
Also known as step-by-step training in which the trainer explains
the way of doing the jobs to the trainee and in case of mistakes,
corrects the trainee.
Committee assignments
A group of trainees are asked to solve a given organizational
problem by discussing the problem. This helps to improve team
work.

14. Off-the-job Methods
On the job training methods have their own limitations, and in
order to have the overall development of employee’s off-the-
job training can also be imparted.
Case study Method
Usually case study deals with any problem confronted by a
business which can be solved by an employee. The trainee is
given an opportunity to analyse the case and come out with all
possible solutions.

15. Role play
In this case also a problem situation is simulated asking the
employee to assume the role of a particular person in the situation.
The participant interacts with other participants assuming different
roles.
Lectures
This will be a suitable method when the numbers of trainees are
quite large. Lectures can be very much helpful in explaining the
concepts and principles very clearly, and face to face interaction is
very much possible.

16. Simulation
Under this method an imaginary situation is created and trainees
are asked to act on it. For e.g., assuming the role of a marketing
manager solving the marketing problems or creating a new
strategy etc.
Conferences
A meeting of several people to discuss any subject is called
conference. Each participant contributes by analyzing and
discussing various issues related to the topic. Everyone can
express their own view point.

17. Thank You