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DESIGNING A TRAINING MODULE






V vineet kumar
mms-b, hr
roll no. 79
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SNAPSHOT
OBJECTIVE:
To prepare a Basic Training Module

AGENDA:
Questions to consider while designing the Training Module

Using the ADD Concept

Effective Tips to ensure that created module is effective
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Designing a Training Module
What is the gap
between what they
know and what
they need to
know?
NEEDS ASSESSMENT:
What are the
learners job
related needs?
What existing
knowledge do
they have?
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Designing a Training Module
Training Implementation
Are the selected
trainers ready to
do the training
Are all training
resources prepared
and details
regarding the
training
addressed?
Training Development
What content
needs to be
created
What appropriate
activities need to
be developed?
What formative
and evaluation
instruments need
to be created?
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Designing a Training Module
The Learners
What do
they expect?
What do
they need?
How can
training meet
their learning
needs?
How can I as a
trainer help
them meet
learning needs?
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Designing a Training Module
Training Design
What kind of
training plan
needs to be
created?
What learning
outcomes will
meet the
learners needs?
What resources
are available?
What are some
potential
challenges to
this training?
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Use the ADD Concept
Assessment: What do your learners
need to know to accomplish job-
related tasks?

Design: What will your training
module look like?

Development: What content,
learning methods, and resources will
you need?
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Assessment (Characteristics of Learners)
Need to know: The learners want training delivered when THEY need it,
when they are ready and wanting to progress to a new task or a new stage

Self Concept: The learners have a desire to be recognized by instructor as
independent and self directed

Life Experience: The learners expect the instructor to recognize their prior
accomplishments and knowledge

Task centered and Practical: The learners feel that the training should help
them meet job related needs

Internally Motivated: The Learners want to be largely (but not exclusively)
driven by internal rewards and not, for e.g., grades or marks.

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Design
Trainer Notes: Detailed explanation with questions from students and trainer

Class Discussion: Conversation with questions posed to elicit thoughtful
responses from learners

Games: Competitive activities that allows learners to test their knowledge and
skill in the subject.

Small Group Exercises: 4-6 people answering questions or solving problems
together

Role Plays: Smaller groups designed for more intense discussion and problem
solving

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Design (Contd.)
Instructional Plan: An instructional plan is a map that outlines the design of
your training module and includes the following
Training Program Title

Overall Description of the Training

Learning Outcomes

Length of Training

Target Learners

Overall Format for Training
Participant Requirements

Instructional Material and Aids
needed

Logistical Issues

Content Outline, including:
Major Topics to be addressed
Brief description for each topic
Identification of learning
methods used
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Development
Consider the following while developing content for the module:
Have you taken into consideration primary content, i.e. one-to-one
conversations/personal experiences/feedback?

Have you provided enough information and learning experiences for trainees
to accomplish the stated learning outcomes?

Is there a balance of interactive, independent, and instructor led training
experiences?

Is there enough detail to allow a trainer to use the content outline to teach the
training program?

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Development (Contd.)
A training module is built on a series of carefully designed learning experiences.
When developing learning experiences, consider the following:
Develop learning experiences based on a specific learning outcome

The learning experience should be appropriate to the learning domain as well
as for accomplishing the learning outcome

Use a variety of learning experiences

Allow for questions and student-to-student interaction in each learning
experience

Consider the constraints in facilitating each learning experience

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Effective Tips
1. Preparing the information: The first task is to
determine what you have to teach and how youre
going to teach it

Figure out the skills you need to teach.
Write an outline of the specific skills you intend to teach and
prioritize those skills in the order they should be taught.

Divide these skills into specific groups.
From your outline, organize the skills you need to teach into
sets of steps.
These groups should provide enough material for two-hour
training increments, including an assessment at the end.

Check for continuity and completeness.
Make sure that the steps you have chosen for each group
include everything needed to learn a particular skill.
STEP 1
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Effective Tips








2. Creating the class: Now that you know what you need to deliver, you have to
decide how to convey the information

Design your presentation.
Ideally, use PowerPoint to design your presentation, take the time to write it down or type it
up, making sure to double-space your lines for easy reading.
STEP 2
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Effective Tips
Read through the presentation as though you had never learned these skills before.
Make notes for additions, changes, screen shots, etc.

Run through the information again.
Ask another trainer to look over your design and give you feedback. If anything is unclear or left
out, this is the time to fix it.

Write the training guideline.
Training Notes should be written with instructions for the trainer in bold letters.

For the Title, use font size 32/36 and you can use fonts like Mercedes (Headings)/Bookman Old
Style/Book Antiqua/Times New Roman.

Make sure that the font you use is large, minimum 16, and in an easy-to-read font, such as
Calibri/Times New Roman, so that you can glance at it quickly and find it easy to follow.

A picture is worth a 1000 words. Use appropriate pictures which depict what you want to say
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Effective Tips
3. Keep it Simple:
Remember to keep it in order, keep it simple and easy to follow.

Make sure you have practiced the presentation several times (enough to
become at ease with the program), and you will be assured of an effective
training presentation.
STEP 3
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