Welcome to

Training and Development

Lecture 21,22-23.12.22 ( Updated)
Mithibai College – MA – Psychology –
Semester IV
Module – 2d
Source – Effective Training Systems,
Strategies, and Practices
By
P. Nick Blanchard
James W Thacker
V.Anand Ram
Page Nos 284-292
 Development Phase
Input Process Output

Program
Development
Plan
Determine
Factors That •Instructional
Facilitate Instructional Material
Learning & Strategy
Transfer •Instructional
Equipment

Alternative • Trainee and

Instructional Trainer
Methods Manuals

• Facilities

• Trainer
DEVELPOMENT OF TRAINING

The first step in the development phase of training

consists of formulating an instructional strategy. The
focus of the instructional strategy is on achieving the
training objectives that were created in the design
phase. The chosen alternative instructional methods
and the factors related to learning facilitation and
transfer (inputs from the design phase) are used to
shape the strategy so that it will achieve the objectives.

The instructional strategy is a listing of all the elements

of the training program. Including the individual
modules, their organization, timing, methods, and
materials to be used, The outputs of the development
phase are all the things needed to deliver the training
program to the participants.
DEVELPOMENT OF TRAINING

These include the specific content of the training,

materials to be used, any slides, videos and such that
are needed, presentation equipment, manuals, and so
forth. All these outputs will serve as inputs to the
implementation phase.
 Training Method Effectiveness at Meeting KSA
Objectives
Objectives of Training
Knowledge Skills
Training Methods Declarative Procedural Strategic Technical Interpersonal Attitudes

Lecture
Straight 3 2 1 1 1 3
Discussion 4 3 1 1 1 4
Demonstration 1 4 2 4 4 3
Computer-based
Programmed Instruction 5 3 3 4 1 3

Intelligent Tutoring 5 4 4 5 2 4
Interactive Multimedia 5 4 4 5 4 4
Virtual Reality 3 5 3 4 4 4

Simulations/Games
Equipment 1 3 2 5 1 2
Case Studies 2 2 4 2 2 3
Business Games 2 3 5 2 2 2
In-Basket 1 3 4 1 2 2
 Training Method Effectiveness at Meeting KSA Objectives
Objectives of Training
Knowledge Skills

Training Methods Declarative Procedural Strategic Technical Interpersonal Attitudes

Role-Play 1 2 2 2 4 5
Behavior Modeling 1 3 3 4 5 3

OJT
JIT 3 5 4 4 2 5
Apprentice 5 5 4 5 2 5
Coaching 3 5 4 4 4 5

Scale:1 = not effective, 2 = mildly effective, 3 = moderately effective, 4 = effective, 5 = very

effective
Instructional Strategy

The instructional strategy is a written document,

often called a training plan, We will use these
terms interchangeably. This plan details all
aspects of the training, including the methods
materials, equipment, facilities, and trainers. An
instructional strategy should first indentify the
target population, the overall training objective
(purpose), the location of the training, and the
initial configuration of the training space.

It should then provide a listing of the learning

objectives for the training. These objectives
should be organized into modules that encompass
related topics. For each learning objective, a list of
key learning points should be developed.
Instructional Strategy

. The training methods to be used to achieve these

objectives, the materials and equipment needed,
and the trainer who will deliver this module should
also be identified. Sometimes the configuration of
the training space needs to be changed to
accommodate a different training method. For
example, with a large number of trainees, the
appropriate configuration for a lecture will be
different from that for a small-group exercise.
Your plan should identify any points in the training
Instructional Strategy

Where the seating configuration needs to change.

After all the components of the training are
identified, a brief statement as to what actions
will be taken to assist transfer of training to the
job should be listed. Mechanism used to assist
transfer must be documented so it is clear what
will occur once training is completed.

It is generally expected that transfer of training

will occur, but often little is done to ensure that it
does. When no one person is responsible, the
feeling of responsibility is diffused, and transfer is
soon forgotten.
.
Instructional Strategy

Finally, a short description of how the training

will be evaluated should be included. It is
important to include the evaluation process and
time frames as these items need to be included in
the time allocation for training is focused on
achieving the desired outcomes.
 Instructional Strategy

OBJECTIVES AND LEARNING POINTS As stated, the

instructional strategy should contain all of the learning
objectives, organized into the modules in which these
objectives will be addressed. Each learning objectives
should have the list of key learning points required to
achieve the objective. A learning point is an important
piece of information that a trainee must acquire to
accomplish a learning objective. Each learning objective
provides specific information as to what needs to be
learned, and that helps identity the key learning points
 Instructional Strategy

OTHER CONTENT As each learning objective is

considered (along with its learning points), the most
effective configuration of methods, material and
equipment, facilities, and trainers is determined.. If
the training is to teach supervisors how to deal
effectively with conflict, the methodology might be
lecture and discussion to provide information. And
role-play or behavior modeling to provide practice.
 Instructional Strategy

OTHER CONTENT. Once the methods to be used and

the sequencing of the training are established, it is
necessary to determine time frames for each of
these activities. In most cases time is limited, and
the inexperienced training developer tends to
overload the material to be covered. Always allow
for a responsible amount of time for discussion and
interaction, which is where much of the learning
occurs.
 Instructional Strategy
.
After agreement is reached on a carefully
constructed instructional strategy, the next step to
obtain or develop the instructional material,
instructional media and equipment, and so that
you have identified as needed. This is your
program development plan and consists the
checklist (derived from your instructional
strategy) of all the components of the training that
need to be developed or acquired.
Materials and Equipment

Once your training plan is completed, document

all the necessary material you will need such as
printed material, slides, and the like, and the time
frames for their completion. Allow sufficient time
to prepare materials properly. Order equipment
and anything else provided by others at off-site
locations well in advance. Important charts,
posters, and easel sheets can be professionally
printed depending on cost and time constraints.
Trainee’s Manual

The trainee’s manual is an important learning tool

for training. The instructional strategy provides you
with an outline of what needs to be included in the
manual. To keep the trainees interest and their
complete involvement in discussions, provide notes
on all the key information that will be presented.
Trainee’s Manual

The trainees will then be able to pay more attention

to what is being said and done, rather than being
concerned about taking notes. The manual often
includes all lecture materials, learning points, and
supplemental readings. It may also include
exercises and some blank sheets for jotting down
notes and lists in small-group meetings.
Trainee’s Manual

A good choice for holding the manual’s material is a

three-ring binder, because the trainee can add
information as the training continues. If you will be
using handouts, have them printed on paper with
the holes already punched so they can easily be
inserted into the manual.

It is sometimes better to hold back certain

information-for example, exercises-from the
trainees until it is time to use it. Trainees should
not be distracted form the current topic by trying to
figure out various problems ahead of time.
Trainer’s Manual

The trainer’s manual provides all the information in

the trainee’s manual and information on what the
trainer needs to do and how. It is a visual aid for
the trainer. One format is to have the lecture notes
on the right-hand side of the page and the
instructions for the trainer on the left-hand side.

These instructions range from indicating when to

generate lists on newsprint to what some of the
expected information on the list might be and how
the trainer might want to respond. A well-prepared
trainer’s manual will provide everything a trainer
needs to know to conduct the training.
Facilities

If training is taking place in the company’s facility,

be sure that the room is available by reserving it. If
training will be off-site, be selective as to the
design of the room. Be sure that the site can
accommodate breakout rooms if they are needed
and that the seating can be appropriately
configured. If movable dividers separate the room
from others, inquire about the events scheduled
next door. Attending a training session when a
motivational speaker or sales rally can distracting.
Facilities
If nothing is scheduled, get assurance that the
booking office will be sensitive to your concerns
if they book the rooms next door. Check the
soundproofing of the panels that separate the
rooms. Avoid booking rooms that lead directly to
the kitchen unless it is certain that the walls are
soundproofed.
.
Facilities

SOME ADVANTAGES TO OFF-SITE TRAINING

FACILITIES Although a certain pride can come from
having your own training facilities, they can be
expensive. Off-site training offers several
advantages.

First, being off-site provides more assurance

that trainees will not be interrupted. It is simply too
easy to contact the trainee if he is on the same floor
or even in the next building.
Facilities

Another advantage is the change of pace off-site

training offers. Going to a hotel or conference center
in not the same as going to work. Many trainees will
associate staying in hotel with a vacation (unless
they are travelling salespersons). This change of
pace is even more important if a great deal of stress
is associated with the job.
SOME ADVANTAGES TO OFF-SITE TRAINING
FACILITIES

Going off-site also allows the trainer to

choose a facility compatible with the needs of
the particular training event. If breakout rooms,
a classroom, U-shaped setup, or all three are
required, you can choose the location that best
fits the requirements.

.
SOME ADVANTAGES TO OFF-SITE TRAINING
FACILITIES

THE TRAINING ROOM Whether you are

designing a training facility or going off-site to
train, many factors contribute to making the
training room a learner-friendly environment.
The following describes the type of training
room that is ideal for most types of training.

A windowless room is best. Windows can

distract the trainees, as was evident in the case
at the start of the chapter.
Furniture
Use tables and chairs rather than classroom-type
desk chairs. Tables should be movable so they can
be set up in any configuration. An ideal table size
is 5 feet long and 21/2 feet wide, as this allows
two people to sit comfortably on one side. Many
configurations are possible by arranging the
tables. Putting two of these tables together
makes a 5-foot square where eight people can
hold a group discussion.
THANKS!
 Welcome to
Training and Development
Lecture 23,24-24.12.22 ( Updated)
Mithibai College – MA – Psychology –
Semester IV
Module – 2d
Source – Effective Training Systems,
Strategies, and Practices
By
P. Nick Blanchard
James W Thacker
V.Anand Ram
Furniture
Use tables and chairs rather than classroom-type
desk chairs. Tables should be movable so they can
be set up in any configuration. An ideal table size
is 5 feet long and 2.5 feet wide, as this allows two
people to sit comfortably on one side. Many
configurations are possible by arranging the
tables. Putting two of these tables together
makes a 5-foot square where eight people can
hold a group discussion.
Furniture Setup
Seating arrangements depend on the type of
training being conducted. The typical
configurations are classroom, U-shape,
conference, and circle. The arrangement
determines the degree of formality, focus of
attention, and level of two-way communication.
Refreshments

Although this may seem logical and not worth

mentioning, various refreshments are necessary
during a training session. Failure to plan for this
will undoubtedly lead to unrest and irritation
The Trainer

How is the trainer chosen? One of the reasons

most commonly cited for ineffective training is
its lack of relevance to the trainee’s situation.

Comments such as “The training is great but it

will not work in our plant.” “You do not
understand the problems we have, “and” My
boss is the one who should be here, because the
boss makes the decisions” indicate the concern
trainees perceive as to the transferability of the
training to their jobs.
The Trainer

One way to ensure the relevance of the

training is to use managers as trainers. Their
involvement alleviates most of the preceding
concerns, but some other problems may arise.

If the manager also supervises some of the

trainees, his presence could dampen the trainees
enthusiasm for training. Additionally, the
manager may not have the skills needed to be an
effective trainer.
 The Trainer
Another way to develop a successful training
program is to use a seasoned trainer (e.g.
outside or internal consultant ) and a manager
to team-teach the training program could work
from each other’s strengths.

An advantage of this approach is that the

manager receives good on-the-job training on
how to be an effective trainer. The
disadvantage is cost, and for this reason it is
not often chosen.
Experience AND CREDIBILITY
How important is it to have experience related to
the training topic? The more experience a trainer
has in the topic area, the more credibility for the
trainer. Consider, for example, one successful
trainer’s early run-in with trainees because of a
perceived lack of experience.

The trainer was part of a corporate training staff.

The course he was asked to teach was called
“Nonmonetary Motivation Techniques.” The
trainees were first-line supervisors with an average
of six years experience in their positions and more
than 10 years with the company.

.
Experience AND CREDIBILITY

Ten minutes into the first training component (the

lecture), one of the older trainees raised his hand
and said, “Prakash, have you ever supervised a
group of unskilled laborers?” The answer, of
course, was “no,” but he qualified it with the fact
that he had supervised white-collar employees.

Several knowing smirks around the room made it

clear that the trainer’s credibility had been
destroyed. Throughout the rest of the program,
trainees were inattentive, lethargic, and
occasionally rude. This trainer learned early on that
credibility is a key factor in the effectiveness of
classroom training.
TRANSFER OF TRAINING

Transfer of training to the job can be simple and

next to impossible. Consider training on how to
complete a new requisition form. Once training is
complete and the form is available, transfer of the
new behavior should be relatively easy. However,
consider the supervisor training that teaches a
supervisor to take time to use conflict resolution
skills to deal with subordinates.

Back on the job, the supervisor is measured by the

units his subordinates produce. In the past, being
angry and yelling at them resulted in high
productivity. Here, transfer of the new behaviors is
less likely.
 Input Process Output

Supervisor and
peer support

Trainer
Support

Post-Training
Self-Efficacy

Practice Learned KSAs Transferred

Learned KSAs
KSAs on the job to the job

Goal setting

Supportive
Climate

Alignment of Valence of
Reward System Outcomes
THANKS!
 Welcome to
Training and Development
Lecture 27, 28 14.01.22 ( Updated)
Mithibai College – MA – Psychology –
Semester IV
Module 2 d
Topics Covered –
Dealing with difficult trainees – Practice
Sessions
 Training and Development- Module – 2d Practice
Sessions

BLOCKING ROLES HOW TO HANDLE

The Aggressor
 Looks for faults in others  Stay cool and calm
 Aggressively positions  Be firm
himself/herself as a "leader"  Use group dynamics to
 Disagrees with a view to "win" subdue him/her
a discussion
 Criticizes others without
considering their feelings
Training and Development- Module – 2d Practice
Sessions

The Blockers
 Stubbornly disagrees  Isolatehis/her
and rejects others views statements from matters
 Is sometimes illogical in already agreed on
his/her arguments  Point out the "illogic" in
 Returns to topics his/her arguments
already resolved  Give him/her "face
saving" ways out of
his/her position
 Training and Development- Module – 2d Practice
Sessions

The Withdrawer

 Does not participate actively  Build his/her confidence

 Looks bored  Applaud his/her efforts no
 Seems to have "no doubts" matter how small
 Uses others to voice his doubts  Provoke him/her to think
Training and Development- Module – 2d Practice
Sessions
The Recognition Seeker
 Has a personal  Help him/her build his
experience to listening skills
demonstrate " any  Help her appreciate
success" the need for team
 Sulks when proved work
wrong  Show them their
 Loud and a bit pushy strengths. Gently help
 Raises irrelevant him/her realize his
"doubts / questions" weaknesses
 Is a poor listener  Make him/her realize
 Makes "smart that he/she is as
comments" in any important as the rest –
situation not less not more
Training and Development- Module – 2d Practice
Sessions

BUILDING ROLES

THE INITIATOR

* Is the first to “answer” most times

* A good listener
* Proposes new ways to approach problems
* Encourages others to talk
* Presents on behalf of a group
Training and Development- Module – 2d Practice
Sessions

BUILDING ROLES

THE CLARIFIER

* Gives relevant examples

* Offers proofs to support statements
* Goes deep into issues
* Restates problems
Training and Development- Module – 2d Practice
Sessions

MAINTENANCE ROLES

THE TENSION RELIEVER

* Uses humour appropriately

* Looks for compromise solutions
* Does not take “sides”
* Suggests a break at the appropriate time
Training and Development- Module – 2d Practice
Sessions

THE ENCOURAGER- MANINTENANCE

ROLE

* Praises people’s efforts

* Is friendly and pleasant
* Pays attention
* Generous in his appreciation
* Ready to try new ideas
Training and Development- Module – 2d Practice
Sessions

THE HARMONISER- MAINTENANCE ROLE

* Maintains good relations with everyone

* Mediates differences of opinions
* Reconciles points of view
* Is calm and collected
Training and Development- Module – 2d Practice
Sessions

THANKS !