Planning ,

Designing
And
Conductin
g of
Training
&
Developme
nt
 Training Design Process
Designing training

Identifying training Opportunities for maximizing participant learning

cting training priorities and objectives from each programme and checking readine

Drafting training programme and choosing appropriate training method

Pre-testing and review

Abandon, If needed
Modify and try out

Implementing training programme

Communicating training information to all employees

To: Evaluating Training

1.Identifying training
Opportunities for
maximizing participant
learning
• Proper combination of training
methods should be employed to
facilitate the maximum possible
learning of the employees.
• It is desirable to put participants of
almost same of comparable
backgrounds, qualification and
intellectual capability to facilitate
trainers and participants to get the
benefits of the training to the
2. Selecting training priorities and
objectives from each programme
and checking readiness
• Training must reflect training priorities of the
organization.
• Otherwise it may be possible low significant
programme gets more priority than highly
significant training programme .
• Training priorities are based on these criteria:
1.The number of employees experiencing
deficiency in a particular skills.
2.The severity of the deficiency.
3.The importance of the skill for meeting
organizational goals.
3. Drafting training
programme and choosing
appropriate training
method
• Training materials are drafted and the
method of training is decided.
• Deciding on the method of training - on the
job and of the job the training course
material would vary.
Drafting training programmes requires good

planning, hard work and experience on the part

of trainer.
The draft should help participants to meet the

objectives of the training.

4. Pre- Testing and Review
• Feedback on the
effectiveness of the
training programme is
measured
• Thereupon it is decided
which activity can be
improved and which can
be withdrawn.
5. Implementing training
programme
• After modifications in the training
programme, training programme is
ready for implementation.
• Training should continually be
monitored to ensure
1.They are proceeding according to plan
and within the agreed budget
2.All training should be evaluated to
check that training program is
delivering desired results.
5. Communicating
training information to all
employees
• Training time
• Duration
• Venue
• Name of participants
• Objectives
• Guidelines
Are to be communicated through suitable media so

that the participant employees can reach the

training center and training can be successfully
implemented.
 Conduct of training

∗ A final consideration is where the training

and development programme is to be
conducted.
∗ The decision comes from the following
choices:
1.At the job itself
2.On the site but not on the job, for example,
in a training room in the company
3.Off the site, such as university of college
classroom, hotel and conference center.
IMPORTANT CONSIDERATIONS WHILE
DESIGNING A TRAINING PROGRAMME
1 Cover all the contents of the training programme(imp. topics to be
covered)

The training programme should be

2
motivating(purposeful,useful,intresting,new ideas)

Combinations Of Training Method )To motivate the trainees to learn

3
more

4 Simple to Complex ( to avoide psychological feal)

5 Logical sequence of atittudes,knowledge and skills

6 Divide into modules (to increase concentration)

7
Break ups (enhance learning capablities)
 How to Conduct Training Sessions

Icebreaker: Introduce yourself

Training goal

The purpose of the training

is to increase trainers’

knowledge and skills on the

active learning strategies

needed to effectively

communicate Treatnet training

sessions.

12
 Training objectives
At the end of this workshop, you will be able to:
Understand the concepts of active learning

1. Demonstrate one training strategy (in addition to

lecturing using PowerPoint) that will work with
your participants
2. Attract participants and encourage their
attendance
3. Create the proper environment and select
materials for your training

13
How to use PowerPoint presentations

14
Tips for effectively presenting in PP
(1)
Ø Use participants’ names
Ø Face participants
Ø Be aware of your timing: Stay on
schedule
Ø Use the power of your voice
Ø Use non-verbal communication
Ø Use examples as much as you can

Continued 15
Tips for effectively presenting in PP (2)

Ø Avoid simply reading the slides

Ø Establish continuous eye contact
Ø Refer to the pictures, graphics, &
figures
Ø Be aware of participants’
 non-verbal signs
Ø Encourage participation:
 questions, comments, examples,
feedback, etc.
Continued 16
How to use the slides (3)

1.Go straight to the point

2.Make it easy
5.Connect with participants!

17
 What is in the slides? (1)
 Structure of the presentations:


Ø Introductory slides
Ø Pre-assessment
Ø Training goals
Ø Workshop objectives
Ø Content with examples, pictures,
graphics, & figures

Continued
18
 What is in the slides? (2)
 Structure of the presentations:


Ø Case studies
Ø Learning activities
Ø Questions and comments
Ø Post-assessment
Ø Thank you for your time!
Ø

19
Principles of Active Learning

20
 Telling vs. teaching (I)
 Telling only  Teaching
 Does not require an  Requires an active
active audience. role by the person
Ø who learns.

21
 Telling vs. teaching (II)

 Telling only  Teaching

 Unidirectional  Bidirectional
Can somebody tell me what
Blah blah blah…and more blah blah… addiction is?
Let’s use some examples

Zzz ? Addiction is a brain disease

Why?

22
 Active learning requires that…
Ø Participants have an important role
Ø Content should make sense and activate prior
knowledge
Ø Content should be useful
Ø Training should be fun, supportive, & engaging


23
 Active learning: Participants’ role
Active learning requires that participants:


Ø Acquire new knowledge and skills

Ø Solve problems during the training

Ø Demonstrate their understanding

Ø Apply their knowledge and skills

24
 How to produce active learning (2)

Ø Include activities that are useful

Ø Make learning a fun experience
Ø Encourage participation
Ø Answer questions

Ø
Ø

25
 Icebreakers (3)
Dream Vacation:
 Participants introduce themselves and
describe details of their perfect dream
vacation: the place, activities that they would
do, who they would take with them, etc.


26
 Ice breakers (4)

 If you had to move to an uninhabited island,

what 3 things
 would you take with you and why?


 (food and water are provided)


27
 Energisers
 After lunch or late in the afternoon, participants
may become lethargic and unmotivated.


Revitalise their energy with a brief fun activity
(either physical or not) that gets learning moving!

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 The training room

Ø Room temperature, light, noise, etc.

Ø Sitting arrangements
Ø Audiovisual
Ø Resources
Ø Materials
Ø Water, tea, coffee, & snacks
Ø W.C. locations
Ø
Ø 29
The training room: Seating
arrangements for a lecture

1 2

= Trainer
= Participants

30
Recommended materials
Ø White board and markers
Ø Projector
Ø Laptop or desktop computer
Ø Name tags
Ø Certificates of completion
Ø Water, tea, coffee, snacks, etc.

31
 Defination

 MDP is a systematic process of

growth and development by
which employees develop
their skills and abilities and
helps a manager
 to be a better listener,
 a better team member,
 and hopefully a better leader.
 Need for M.D.P
 To help manager understand latest
techniques of management
 To keep managers updated with the latest
changes
 Develop motivation, satisfaction.and success in
the career of the managers
 It is future oriented and is concerned with
education of the employees
 Helps in increasing individual and team
productivity.
Process of M.D.P
Analysis for organisations development needs

Programme targeting

Planning for managemant development

Planning individual development programme

Involvement of managers
Implementing M.D.P

Evaluation of M.D.P

Follow –U p
Thank you for your time!