Designing Effective Training Courses for Improved Performance

1. DAY-3

2. Design of Training Course

3. DESIGN A plan or scheme conceived in the mind of something to be done; the preliminary conception of an idea that is to be carried into effect by action. Oxford English Dictionary

4. WHY DESIGN? • PROCESS STANDARDISATION • UNIFORMITY IN IMPLEMENTATION • OPTIMISE PRODUCTIVITY • BETTER CLIENT UNDERSTANDING • TAKING CARE OF THE CONSTRAINTS • PLAN ASSESSMENT PROCESS

5. Performance Desired level Existing Level T A S K Gap

6. Organizational Analysis TRAINING NEEDS Job Analysis Task Analysis

7. PERFORMANCE PROBLEM • A PERFORMANCE PROBLEM IS A GAP BETWEEN DESIRED PERFORMANCE AND ACTUAL PERFORMANCE • A DIFFERENCE BETWEEN “WHAT IS”AND “WHAT SHOULD BE” • AN INDEX OF DISSATISFACTION WITH THE WORK BEING DONE.

8. PERFORMANCE PROBLEM • TRAINING IS A POSSIBLE SOLUTION, FOR A PROBLEM • TRAINING IS NOT ALWAYS THE IDEAL SOLUTION FOR EVERY PROBLEM

9. SATISFACTORY PERFORMANCE TRAINING PERFORMANCE PROBLEM

10. ROLE OF DESIGN TEAMS • SHARING PROBLEMS • USING IT FOR DESIGN • WORKING TOGETHER • WILLING TO COLLABORATE • SHARED VIEWS / RESPONSIBILITIES • AVOID PRECONCEIVED SOLUTIONS • ACT AS CONSULTANT

11. ROLE OF CONSULTANT • COMMENTS FOR IMPROVEMENT • AVOID NEGATIVE STATEMENTS • PROVIDE SUGGESTIONS. • NO FAULT FINDING

12. DESIGN CONSTRAINTS • POLICY • PRIORITY • BUDGET • TRAINERS • TRAINEES • RESOURCES • LOCATION • TIME

13. CONSTRAINTS EXERCISE • IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN • COMPLETE DESIGN BRIEF COVERING FOLLOWING POINTS: • -TITLE or TOPIC • - CLIENT or ORGANISATION • - PERFORMANCE PROBLEM • - TRAINING NEED • - TARGET GROUP • - CONSTRAINTS • - AIM OF TRAINING • - BENEFITS • CONSULTANTS TO REVIEW & GIVE FEEDBACK • DESIGN TEAM TO PRESENT DESIGN BRIEF

14. DESIGN BRIEF • TITLE or TOPIC • CLIENT or ORGANISATION • PERFORMANCE PROBLEM • TRAINING NEED • TARGET GROUP • CONSTRAINTS • AIM OF TRAINING • BENEFITS

15. Learning Unit, Course & Training Programme Training Programme Dealing with learning whole, or part of, a job or occupation Learning Unit Dealing with learning required for a single task.

16. DESIGN PERSPECTIVES Training Programme Training Course Learning Unit

17. Learning Curve Performance Time

18. TRAINING STRATEGY Learning Curve On Job Training Performance Course Time

19. TRAINING STRATEGY Learning Curve 2. Word Processing Skills Performance 1. Keyboard skills Time

20. The Learning Unit Objective FEED BACK Performance Assessment Entry Behaviour Learning Event

21. OBJECTIVES: CONDITIONS AND STANDARDS TASK : Overhead Projector Describe it ? Use it? Set it up ? Service it ? Which model ? Where is it to be used ? What about a stand, screen ? Image correctly positioned? Is it square, in focus, no keystone ? Visible to audience ? Use of machine, on/off, masking ? PERFORMANCE CONDITIONS STANDARDS

22. Time Vs Objectives Performance Objective Training Objective • Performance Time

23. AIM & OBJECTIVES AIM TRAINING OBJECTIVE TRAINING OBJECTIVE TRAINING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE

24. Evaluation • Knowledge Bloom’s Taxonomy • Levels of Cognition • Knowledge (verbal recall) • Comprehension • Application • Analysis • Synthesis • Evaluation

25. The Story of Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks.  She  went for a walk in the forest.  Pretty soon, she came upon a house.  She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry.  She tasted the porridge from the first bowl.  "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up.

26. The Story of Goldilocks and the Three Bears After she'd eaten the three bears' breakfasts she decided she was feeling a little tired.  So, she walked into the living room where she saw three chairs.  Goldilocks sat in the first chair to rest her feet.    "This chair is too big!" she exclaimed. So she sat in the second chair. "This chair is too big, too!"  she whined. So she tried the last and smallest chair. "Ahhh, this chair is just right," she sighed.  But just as she settled down into the chair to rest, it broke into pieces!

27. The Story of Goldilocks and the Three Bears As she was sleeping, the three bears came home.  "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

28. The Story of Goldilocks and the Three Bears They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.Just then, Goldilocks woke up and saw the three bears.  She screamed, "Help!"  And she jumped up and ran out of the room.  Goldilocks ran down the stairs, opened the door, and ran away into the forest.  And she never returned to the home of the three bears.

29. Using the story Goldilocks and the Three Bears Applying Bloom’s • Knowledge – List the items used by Goldilocks while she was in the Bears’ house. • Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best. • Application – Demonstrate what Goldilocks would use if she came to your house. • Analysis – Compare this story to reality. What events could not really happen. • Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish. • Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion.

30. DETERMINING FACTORS • HUMAN FACTORS • Trainer • Trainee's learning style & EB • Number of trainees • TRAINING OBJECTIVES • Categories of • knowledge and skill CHOICE OF METHOD • RESOURCE AVAILABILITY • Time • Budget • Facilities • LEARNING PRINCIPLES • Motivation • Participation • Practice • Feedback • Flexibility • Transfer • SUBJECT AREA • Reproductive • Productive • Inter Disciplinary

31. FLIP CHART-D3/1TRAINING METHODS EXERCISE • CHOOSE ONE LEARNING UNIT WITH ITS TRAINING AND ENABLING OBJECTIVES • DISCUSS WHICH METHODS CAN BE USED • SELECT METHOD(S) AGAINST EACH OBJECTIVE TAKING INTO ACCOUNT THE EVALUATION CRITERIA • HAND OVER TO CONSULTANTS WHO WILL PROVIDE FEEDBACK • DESIGN TEAMS TO PRESENT IN THE PLENARY

32. PERFORMANCE AID Performance Aid T A S K PERFORMANCE GAP Formal Training ENTRY BEHAVIOUR

33. DECIDING CONTENT COULD SHOULD MUST OBJECTIVE

34. Training-Cost and Benefit STANDARD OF PERFORMANCE COST of not training Benefits of training

35. DESIGN PRESENTATION PARAMETERS • Title or Topic • Need • Entry Behaviour • Key constraints • Aim of the training • Training and enabling objectives • Proposed training strategy • Proposed validation measures • Outline timetable • Budget • Action plan to develop design

36. EXERCISE LOST AT SEA

37. PREPARING A TRAINING PROPOSAL