UNIT THREE: DESIGNING, CONDUCTING AND EVALUATION OF TRAINING
NEED FOR IDENTIFYING TRAINING AREAS
MAJOR AREAS OF TRAINING - OVERVIEW
IMPORTANCE OF TECHNICAL TRAINING
BEHAVIORAL TRAINING - MEANING
IMPORTANCE OF BEHAVIORAL TRAINING
COMPARISON OF TRAINING AREAS
METHODS OF ON-THE-JOB TRAINING
ADVANTAGES AND LIMITATIONS OF ON-THE- JOB TRAINING
METHODS OF OFF-THE-JOB TRAINING
ADVANTAGES AND LIMITATIONS OF OFF-THE JOB TRAINING
ON-THE-JOB VS OFF-THE-JOB TRAINING
CHOOSING THE RIGHT TYPE OF TRAINING
PRACTICAL EXAMPLE (INDIAN CONTEXT)
SYSTEM'S APPROACH TO TRAINING
DEFINITION OF SYSTEM APPROACH TO TRAINING
NEED FOR SYSTEM APPROACH IN TRAINING
INPUTS OF TRAINING SYSTEM
PROCESS OF TRAINING SYSTEM
OUTPUTS OF TRAINING SYSTEM
ROLE OF FEEDBACK IN TRAINING
BENEFITS OF SYSTEM'S APPROACH TO TRAINING
PRACTICAL EXAMPLE (INDIAN CONTEXT)
DESIGNING A TRAINING PROGRAM
IMPORTANCE OF DESIGNING TRAINING PROGRAM
STEPS IN DESIGNING A TRAINING PROGRAM
STEP ONE - REVIEW OF TRAINING NEEDS ASSESSMENT
IMPORTANCE OF ALIGNING TRAINING WITH TRAINING NEEDS ASSESSMENT
STEP TWO - SETTING TRAINING OBJECTIVES
CHARACTERISTICS OF EFFECTIVE TRAINING OBJECTIVES
TYPES OF TRAINING OBJECTIVES
STEP THREE - IDENTIFYING TRAINING
SOURCES OF TRAINING CONTENT
PRINCIPLES OF SELECTING TRAINING CONTENT
ALIGNMENT OF OBJECTIVES AND CONTENT
ROLE OF TRAINER IN TRAINING DESIGN
COMMON MISTAKES IN TRAINING DESIGN
PRACTICAL EXAMPLE (INDIAN ORGANIZATIONAL CONTEXT)
BENEFITS OF WELL-DESIGNED TRAINING PROGRAM
TRAINING CONTENT AND SCHEDULING
OBJECTIVES OF TRAINING CONTENT DESIGN
PRINCIPLES OF TRAINING CONTENT DESIGN
SOURCES OF TRAINING CONTENT
STRUCTURING TRAINING CONTENT
MEANING OF TRAINING SCHEDULE
IMPORTANCE OF TRAINING SCHEDULING
FACTORS AFFECTING TRAINING SCHEDULE
FACTORS DETERMINING TRAINING DURATION
FACTORS AFFECTING TRAINING FREQUENCY
MEANING OF TRAINING CALENDAR
CONTENTS OF A TRAINING CALENDAR
BENEFITS OF TRAINING CALENDAR
PRACTICAL EXAMPLE (INDIAN CONTEXT)
MEANING OF STUDY MATERIAL
IMPORTANCE OF STUDY MATERIAL
PRINCIPLES OF GOOD STUDY MATERIAL
STEPS IN PREPARING STUDY MATERIAL
COMMON MISTAKES IN STUDY MATERIAL PREPARATION
QUALITIES OF AN EFFECTIVE TRAINER
CRITERIA FOR SELECTING A TRAINER
TRAINER COMPETENCY FRAMEWORK
ROLE OF TRAINER DURING TRAINING
CLASSIFICATION OF TEACHING AIDS
BENEFITS OF TEACHING AIDS
PART FOUR: AUDIO-VISUAL TOOLS
CHOOSING THE RIGHT TRAINING AID
MEANING OF TRAINING EVALUATION
OBJECTIVES OF TRAINING EVALUATION
WHAT SHOULD BE EVALUATED?
PART TWO: NEED FOR TRAINING EVALUATION
RISKS OF NOT EVALUATING TRAINING
PART THREE: EVALUATION CRITERIA
COMMON EVALUATION CRITERIA
CRITERIA TWO - EFFECTIVENESS
CRITERIA THREE - EFFICIENCY
CRITERIA FIVE - SUSTAINABILITY
PART FOUR: METHODS OF TRAINING EVALUATION
REACTION METHOD (FEEDBACK FORMS)
BEHAVIORAL METHOD (OBSERVATION and APPRAISAL)
RESULTS METHOD (PERFORMANCE METRICS)
Training is incomplete without evaluation.
Effectiveness equals Performance Improvement
PART TWO: KIRKPATRICK MODEL
STRENGTHS OF KIRKPATRICK MODEL
LIMITATIONS OF KIRKPATRICK MODEL
LIMITATIONS OF CIRO MODEL
CASE ONE - HOW TO APPLY KIRKPATRICK MODEL?
CASE TWO - APPLYING CIRO MODEL
WHICH MODEL SHOULD WE USE?