By Ravi Kapila

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By Ravi Kapila
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The Objective..
By the end of this session, you will understand
the mechanics of a training intervention allowing
you to independently construct and deliver
training modules.
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CONDUCTING ORIENTATION AND TRAINING
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TRAINING

• A planned process to modify attitude, knowledge
  or skill behaviour through learning experiences
  to achieve effective performance in an activity
  or range of activities

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WHY TRAINING ?

• Achieving the highest levels of performance
  requires continuous improvement and learning
• Better products and services
• More responsive, adaptive and efficient staff
  giving the organization additional market place
  and performance advantage

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• What I hear, I forget
• What I see, I remember
• What I do, I understand

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BENEFITS OF TRAINING

• SUPERVISOR
• Has more time for other tasks
• Can take more responsibility
• Improves Career potential
• Builds a strong department team
• Decreases absenteeism
• Reduces turnover
• Builds trust and respect
• Promotes good relationships

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BENEFITS OF TRAINING

• UNIT
• Increases productivity
• Reduces costs
• Improves career potential
• Creates a better image
• Reduces safety hazards
• Increases referrals
• Builds repeat business
• Attracts potential employees

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BENEFITS OF TRAINING

• GUESTS
• Provides high-quality products
• Provides high quality services
• Makes their visit more pleasant
• Prepares for promotion
• Value for money

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BENEFITS OF TRAINING

• EMPLOYEE
• Improves self-confidence
• Increases motivation levels
• Improve morale
• Prepares for Promotion
• Reduces tension stress

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What employees expect from training?

• Professional growth------- Not grades.
• Training to be practical.
• Training to be job related.
• Their past experiences to be appreciated.
• Training to be comfortable and relaxed.
• To participate.

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TRAINEES REMEMBER

• 10 of what they READ
• 20 of what they HEAR
• 30 of what they SEE
• 50 of what they SEE and HEAR
• 70 of what they TALK OVER with others
• 80 of what they USE and DO
• 95 of what they TEACH others

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IDENTYFYING TRAINING NEEDS

• OBJECTIVES
• Identify who the customer is when youre
  preparing your TNA
• express clearly what different parties expect to
  get from your TNA.
• Design an effective TNA program.
• Obtain and analyze all relevant data.
• Prepare and write an effective report with
  recommendations to best meet the needs of the
  customer.

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A Systematic Approach to Training
FEEDBACK
Type of Skills Training Interpersonal Skills -
Telephone Handling, Handling Complaints,
etc. Physical/Practical Skills - Opening Wine
Bottles, Making a bed, etc. Procedural Skills -
Writing a KOT, Maintaining AD register, etc.
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Training Need Analysis Process
FEEDBACK
Other needs
Discard
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Selecting Training Methods

• 1. Describe accurately the areas in which the
  key questions relating to our choice of method
  arise.
• 2. Put together a specification for the training
  methods which would be most effective in your
  organization.
• 3. Describe the methodology, organizational
  framework, resource requirements, support
  structure and target audience involved in group
  training, side-by-side training, text- based open
  learning, technology-based training and discovery
  learning.
• 4. Undertake a critical evaluation of the methods
  listed above in the context of your organization.
• 5. Apply the needs-methods matrices to the
  selection of training methods in your
  organization.
• 6. Describe the aids and techniques necessary to
  make effective use of the training methods.

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TYPES OF TRAINING

• On-the-job training
• (a) One-to-one instructions- Helping a trainee
  to acquire knowledge and skills
• (b) Coaching- Developing the ability and
  experience of trainees by giving them
  systematically planned and progressively more
  stretching tasks to perform coupled with
  continuous appraisal and counselling
• (c) On-the-job instruction- Used when the
  trainee is naïve and new to the job. Coaching on
  the other hand is about helping the trainee to
  extend, improve or develop already acquired basic
  skills.

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• Off-the-job Training-
• Courses/training given by the training
  department or outside consultants, or personal
  learning packages etc. or group training by
  members
• Supporting-
• is not actually training. The support role
  is more pastoral by nature. Support trainers by
  discussing problems and progress, giving
  encouragement ( specially for those working on an
  individual personal learning programme).

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Preparing to Train

• WHO
• WHY WHERE HOW
• WHAT WHEN
• What will the training consist of?
• CHECK- LISTS
• Listing of the tasks and sub tasks carried
  out by the job holder and arranged in the
  sequence in which they are performed.
• PROCEDURAL GUIDELINES -
• When a job involves decision making which
  would result in any of a number of options being
  taken
• INTERPERSONAL SKILLS LIST-
• Demonstrating the appropriate behavior.

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EXAMPLE

• Interpersonal Skills List
• Greeting
• Greet and welcome the guest in a warm and
  professional manner.
• Radiate cheer while greeting the guest.
• Remember eye contact is vital.
• Treat every guest as a separate entity.
• Show interest and willingness to help when the
  guest approaches.

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EXAMPLE PROCEDURAL GUIDES.

• Check in Procedure

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TRAINING METHOD
2.Prepare
1.Plan
3.Present

• 1.Lesson Plan
• I-Introduction- How to get interest.
• N-Need-Why does the trainee need to learn.
• T-Title-What is being taught in this session.
• R-Range-How much is being taught in this session-
  link back - to previous knowledge, link forward
  to next session.
• O- Objective- By the end of this session trainee
  will be able to..

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TRAINING METHOD Contd.

• 2.Lesson Preparation
• WHAT? HOW? WHY?
• Standards Standards
• Prepare the environment and teaching material.
• Prepare the learner.
• 3.Presentation
• (I)Demonstrate to trainee.
• (ii)Slowly do the task together - Step by Step
• (iii) Allow trainee to do the task alone.

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• There are Five wise men
• I know!

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QUESTIONING TECHNIQUE

• NEED
• Trainers need to know and use questioning
  technique, for effective learning.
• RANGE
• We shall discuss Questions that can be used for
  training sessions.
• OBJECTIVE
• At the end of the session, the participants will
  be able to questions in training sessions and
  handle the responses.

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• What is a question?

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• Why do we ask questions?

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• Why do we ask questions in training sessions?

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QUESTION TECHNIQUE

• Question Technique is one of the most powerful
  tools a trainer can use.
• Reasons for asking questions
• Establishing existing knowledge
• Recap on previous sessions
• Gain interest
• Maintain interest
• Check progress - keep trainees interested and
  alert
• Encourage trainees to reason things out for
  themselves

Framing Questions Whenever possible, use OPEN
questions, which should begin with WHO WHY
WHERE WHEN WHAT WHICH HOW
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• Always try to encourage questions from trainees
• Questions to avoid
• Questions which give yes/no answers
• Vague Questions
• Questions which end with the question word
• Questions which allow the trainee to guess
• Answers
• Correct Answer praise trainee
• Wrong Answer Re-phrase questions-try to reason
  why
• Partially Correct Say which part is correct and
  help the trainee to reason out the answer to the
  incorrect part
• I dont know Prompt or re-phrase the question

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EXPLANATIONS

• A Good Explanation Will Be
• In a logical sequence
• clear and concise
• relevant
• accurate
• in digestible chunks
• delivered at an appropriate speed and with
  interest
• A Good Explanation Will Avoid
• jargon
• assumptions
• ambiguity
• A Good Explanation Will Include
• asking questions
• use of visual aids
• looking at the trainee

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TASK ANALYSIS

• NEED
• Task analysis is the basis for skill training.
  Every trainer needs to master the skill of task
  analysis
• RANGE
• OBJECTIVE
• At the end of the session, the participants will
  be able to do task analysis, and write standards
  for a task

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Instructional Objective

• Performance (Goal)
• What do I want the trainees to do?
• Condition
• Under what condition will the trainees do it?
• Standard
• How will I judge if the trainees do it correctly?

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• At the end of the session, the trainee will be
  able to
• Typewrite 30 words per minute, using a computer
  and without looking at the keyboard, without any
  mistakes.
• Name 5 French white wines, without looking at the
  wine list, with correct pronunciation

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• Given a Bordeaux, a Chardonnay, and Champagne,
  the student will uncork three different wines.
  This exercise must be completed according to the
  methods demonstrated

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• Performance Will uncork three different
  wines
• Condition Given a Bordeaux, a Chardonnay,
  and a Champagne
• Standard According to the methods
  demonstrated

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• Given a recipe that serves 50, a student will
  prepare the item for 180 people yielding
  consistent 6 oz. Portion sizes.

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• Performance Prepare the item for 180 People
• Condition Given a recipe that serves 50
• Standard Yielding consistent 6 oz. portion
  sizes

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DEMONSTRATION

• A good demonstration will be
• visible
• in stages
• used in conjunction with real material
• done at an appropriate speed
• accompanied by an explanation
• IMITATION - practicing manual skills
• observing
• analyzing any errors
• intervening, prompting, reminding, stopping
• encouraging

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GROUP-BASED TRAINING

• Learning through spectating
• Lectures
• Videos Films
• Demonstrations
• Learning through Contributing
• Brainstorming - problem solving, exploring
  attitudes
• Discussions - changing attitudes, comparing
  experience, contrasting knowledge, exploring
  application, developing commitment
• Role Play - Attitude, Interpersonal Skill
  Development

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GROUP BASED TRAINING Contd.

• Learning Through Activity Independently from
  each other
• 1.Case Studies
• A. Case Illustration - Describes decision made in
  a given situation, learners task is to criticize
  decisions, identify faults and mistakes.
• B. Case Problem - Learners analyze data, make
  decisions, defend their reasons, solve problem.
• 2.Exercises Learners do something (explore,
  discuss,answer, complete, argue, compare, try)
  and review (analyze, self assess)
• 3.Simulations Group simulations - trainees take
  roles, plan strategies, enact meetings, put
  arguments. Individual exercises through videos

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Introducing the Training Program

• Establish or maintain rapport.
• Outline the structure of training program.
• Confirm details of pre-training sessions.
• Establish own credibility
• Clarify procedures for testing, appraising and
  reporting.
• Opportunity to ask questions.

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Introducing a training session

• Introduce the topic.
• Confirm trainees level of knowledge or skill.
• State the objectives.
• Motivation by emphasizing on the benefits.
• Structure and time sessions
• Jargon and technical language.
• Emphasis on safety rules, procedure and policy.

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• The Four - Step Training Method
• Step One Prepare to TrainWrite Training
  Objective.
• Develop step- by- step plans.
• Decide on Training Method.
• Make a schedule for training.
• Select the Training Location.
• Get Training Materials/ equipment.
• Set up of the work stations.Step Two Conduct
  the Training
• Prepare the trainee.
• Begin the Training session.
• Demonstrate the steps.
• Avoid jargons
• Take enough time.
• Repeat the steps.

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The Four - Step Training Method

• Step Three Coach Trial Performance
• Let the trainees practice.
• Coach the trainees.
• Step Four Follow through
• Coach a few tasks each day.
• Continue positive support.
• Give constant feedback.
• Evaluate Trainee Progress.
• Get the Trainees Feedback.

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Public Speaking

• DONTs
• Dont panic. Always remember that your audience
  wants you to succeed.
• Dont read a speech word for word. Even if you
  must use a
• script, just glance at key words youve
  marked. Look up at the audience most of the time.
• Dont be afraid to repeat your main thoughts
  several times.
• Dont put your hands in your pockets. Use them
  for at least a few simple gestures.
• Dont stand immobile. Move around a bit. Look
  energetic.
• Dont try to be funny unless youre really good
  at it.
• Dont apologize.
• Dont run on too long. Say what you have to say,
  and then quit.

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Public Speaking

• Dos
• Talk to people in the audience before the program
  starts. It will warm them up.
• Start off with a Grabber.
• Slow down, slow down, slow down when you speak.
  Take a few deep breaths before you begin.
• Be as natural as possible.Eye ball your audience.
  Talk to a person at a time.
• Pause for emphasis from time to time.
• Vary your tone of voice, tempo and tactics.
• Tell stories - About yourself and others. People
  like to hear about people.
• Get personal. Use personal pronouns.
• Be lively and energetic.
• Keep coming back to Central Theme.

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EVALUATIVE TECHNIQUES

• STAGE 1 Development test
• Informal group discussion.
• Personal feedback.
• Single postal questionnaire.
• Stage 2 Pilot test
• Questionnaires.
• Interviews.
• Behavioral analysis.

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EVALUATIVE TECHNIQUES

• Stage 3Validation.
• Interviews with sponsoring managers/staff.
• Follow-up checks
• Exercises and observation.
• Questionnaires.
• Administrative checks.
• Stage 4 Formative.
• Informal technique of instinct, observation and
  questioning.
• Formal technique of session review, individual
  assessment, analysis of performance record
  follow-up visits.

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EVALUATIVE TECHNIQUES

• Stage 5 Summative
• Final learner assessment.
• Group discussions.
• Individual questionnaires.

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MAKING TRAINING FEEDBACK EFFECTIVE.

• 1. Invite trainees to comment on their own
  performance first.
• 2. Focus on what actually happened rather than
  what should have happened.
• 3. Ask questions to draw out relevant comments.
• 4. Ensure that strengths as well as development
  areas are discussed.
• 5. Do not get involved in arguments.
• 6. Do not overload the trainee with too much of
  information.

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• 7. Ensure that feedback is clear, factual and
  constructive.
• 8. Avoid comparisons with other trainees.
• 9. Encourage trainees to identify those areas
  which would result in improvement.
• 10. Draw up an action plan with the trainee and
  keep a copy.
• 11. Finish on a high note of things well done.

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How to conduct a successful meeting

• Before
• Plan step by step what should be covered.
• Meeting room-comfortable, informal, well lighted.
• Tell in advance, date, time place, purpose.
• Prepare meeting materials ahead of time.

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• During.
• Start on time.
• Respect opinions expressed by others.
• Speak clearly and loud enough for all to hear.
• Ask open ended questions.
• Encourage to participate.
• Restate or clarify participants ideas if
  unclear.
• Do not get one person/group to do all the
  talking.
• Be positive and enthusiastic.
• Stay on schedule.
• Have a sense of humor.
• End on time.

• After
• Follow up on things you promised.
• Evaluate the meeting.

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You as a trainer

• Supervisor-Trainer checklist.
• Know and can perform job skills and procedures.
• Have self confidence and show they enjoy
  training.
• Encourage trainees to think how the training
  affects their job.
• Persuade trainees to set goals.
• Encourage trainees to find better ways to do
  things.
• Listens-Praises progress-Encourages-Supports.
• Invites trainees to ask questions.

• Share their experiences and even their mistakes.
• Have a good sense of humor and use it as a
  training tool.
• Spend the time necessary to properly train
  employees.
• Reward trainees for training achievements.

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STAGES OF THE INTERVIEW.

• A. Job based appraisal section.
• 1. Opening
• 2. Appraisee presents self appraisal
• 3. Agree on what was actually done appraiser and
  appraisee.
• First, discuss what you agree with in the self
  appraisal.
• Then, what you disagree.
• 4. Agree the performance characteristics
  necessary to carry out the work.
• Knowledge
• Skills
• Behaviour.

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• 5. Agree on action plan together.
• Set goals.
• Agree on necessary training and,
• Means for achieving the goals.
• B. Development appraisal section.
• 6. Agree a career and development plan.
• Appraisee presents own plans for development in
  work and future career.
• Appraiser discusses them in the light of
  organizational plans.
• A development and action plan is agreed upon.
• Conclusion
• Conclude and gain commitment.

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• Guidelines for coping with stress
• Everyone suffers from stress
• Appreciating what causes stress can help to
  control it.
• Stress is subjective.
• Stress is both physical and physiological.
• Stress is the consequence of anticipation.PROBLE
  M SOLUTION
• Drying up or Corpsing -Use notes -Stay
  calm -Pause and refer to notes -Repeat
  last sentence -Ask a question
• Lack of credibility -Check level of trainees
  knowledge in advance -Read around the
  subject -Anticipate problems and
  questions -Speak to experts

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• PROBLEM SOLUTION
• Uhmmming Ahhing -Know your material
  -Accept the pauses -Use breathing as a
  substitute for uhmms
• Distractions -Visualize important people in
  ankle socks alone
• Switching off -Think about group needs in
  advance -Include breaks and changes
  in pace and style -Add visual
  stimulation -Provide interaction
• Fear of appearing an idiot -Build
  confidence -Eliminate foreseeable
  difficulties
• Missing out information -Divide up complex
  material -Incorporate interim summaries
• New faces -Meet group beforehand

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• Physical effects of stress
• Shaking hands knocking knees -Use natural
  movements to diffuse energy
• -Use index cards
• Palpitations -Use breathing to slow down
• Dizziness -Keep oxygen going to brain
• Dry mouth -Bite edge of tongue
• Wet mouth -Slow down presentation

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MEDIUM ADVANTAGES
DISADVANTAGES APPLICATIONS
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MEDIUM ADVANTAGES
DISADVANTAGES APPLICATIONS
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MEDIUM ADVANTAGES DISADVANTAGES
APPLICATIONS
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EVALUATING TRAINING OBJECTIVES

• Explain the meanings of the terms evaluation,
  summative evaluation and formative evaluation.
• Describe those aspects of an organisation to
  which evaluation can make measurable
  contribution.
• Apply various evaluation techniques at key stages
  in your training development and impletation.
• Explain the importance of learning objectives to
  the evaluation process.

• Select the methods of evaluation most relevant to
  specific circumstances.
• Recognise the point at which the training cycle
  is complete and a new training cycle should start.

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REASONS FOR EVALUATION

• Effective use of resources.
• Doing better in future.
• Solving organizations problems.
• Confirming hunches.
• Obtaining feedback.
• Justifying the existence of the training function.

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FEATURES OF EVALUATION

• Validity
• Objectivity
• Involvement
• Feasibility
• Reliability
• Measurability

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TRAINING EVALUATION
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WHEN TO ASK EVALUATIVE QUESTIONS1. THE TRIAL
PHASE

• Developmental test - A small-scale and quite
  informal trial of a sample set of materials,
  exercises or activities. Enabling you to decide
  whether to progress or not.
• Pilot test - Tells you whether the training being
  evaluated is suitable for target population. It
  helps to sift out weaknesses, incongruities,
  inconsistencies and missing links.

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YOUR POST LUNCH PRESENTATION

• Explain your trainees the benefits of training.
• Select one open ended skills training and tell
  your trainees the reasons for holding this topic
  and the objectives you wish to achieve.

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SKILLS TRAINING

• Step 1
• Write down the various activities
• Break down those activities what-how-why
• Use it for your training content
• Step 2
• Write down 6 areas of performance improvement
  into skills-attitude-knowledge
• For each of the above write specifically the
  present level and the desired level

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SKILLS TRAINING

• Step 3
• take first three areas of improvement from each
  training type ie skills-attitude-knowledge and
  prepare a departmental training plan for next six
  months.
• Step 4
• Conduct the training

• Step 5
• Evaluate your training
• What will you evaluate
• How will you measure it
• How often will you measure it
• Is it reliable

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PLANNING A TRAINING STRATEGY

• OBJECTIVES
• Identify the business needs of an organization
  and their training implications.
• Categorize the people who use training and
  analyse their perception of the service they
  receive.
• Identify the training methodology not only
  available but also acceptable to the
  organisation.
• Analyse the organisation itself.
• Decide the resources necessary to provide an
  effective training function within it.

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EVALUATING PERFORMANCE AND POTENTIAL

• To determine the talent, available-strengths and
  weaknesses.

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CAREER COUNSELLING

• TO DETERMINE EMPLOYEES OWN CAREER GOALS.

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Individual Development Planning

• To Deal With the Needs of the Company and of the
  Individual
• Individual
• Training
• Education
• Job Assignments
• Coaching
• Visits
• Task Force
• Rotation Etc.

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Filling the Gaps

• Promotions
• Transfers
• Internal Search

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• Then recruiting..

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Whose responsibility

• Each manager, supervisor and each employee
  working

Together
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Structure of a Training Session

• INTRODUCTION INTRO
• THE DEVELOPMENT
• THE CONSOLIDATION

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INTRO Format

• Interest
• Need
• Time
• Range
• Objectives

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COACHING A NERVOUS TRAINEE

• Be sure that you are relaxed and patient
• Spend more time on familiar skills and procedures
• Compliment the Trainee immediately after he/she
  make a good effort
• Let the Trainee work at his/her own pace
• Explain the steps Why
• Remind the Trainee that skills develop only with
  practice

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• Please arrange the following in two words
• WOW DROTS

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• TWO WORDS

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Go Forth and Multiply..
..Knowledge
Thank You