Designing Training Program - BM2018

BM2018 DESIGNING THE TRAINING PROGRAM PARTS OF A TRAINING PROGRAM Giving emphasis to the Design Phase of the ADDIE Model, it is important to consider the following criteria before creating the training plan (Kokoulina, 2020): Training Needs. The need is the gap...

BM2018 DESIGNING THE TRAINING PROGRAM PARTS OF A TRAINING PROGRAM Giving emphasis to the Design Phase of the ADDIE Model, it is important to consider the following criteria before creating the training plan (Kokoulina, 2020): Training Needs. The need is the gap between the current situation and the desired outcome. Assessing needs before hurrying into action increases the chances of success and reduces the risk of expensive mistakes. The following are some questions used in needs assessment:  Is there really a need for training? Can the desired result be achieved in a different, less expensive, or more efficient way?  Why do they need training? How will it help the client?  What problem does your client want to solve with the help of the training? What is its useful effect?  What will happen if there's no training? Training Goals. Goals should be kept specific and measurable. It is better to use action verbs in developing goals.  Increase employees' efficiency by 80%  Meet workplace safety requirements  Reach 90% Key Performance Indicator (KPI) Targeted Audience. The specific audience should be targeted so as to keep the reason on why you are doing the training.  How many learners are there?  Who are they? What are their positions?  What are their characteristics? Are there any learners with disabilities?  Have the learners received prior training in this field of knowledge? How familiar are they with the subject? Task Environment. Find out who will be in charge of the program and seek management's approval.  Who is the decision-maker? Who are the stakeholders? Who else knows about the project and can provide you with useful information?  Are there any preferences in the usage of certain technologies, tools, and delivery methods?  Are there any restrictions or factors that affect the way in which the result will be achieved?  What is the budget for the project? Outlines used in training programs vary depending on the company. The following are the most essential parts: I. Program Title The title has to show a glimpse of what the program is all about and should be creative, catchy, and compelling. II. Program Rationale This serves as an overview of the training program, which states the reason for the undertaking. III. Program Objectives It states the desired organizational and behavioral attributes or characteristics to be attained during and after the training. 06 Handout 1 *Property of STI  [email protected] Page 1 of 6  BM2018 IV. Course Content/Methodology Course content refers to the logical arrangement and sequencing of a subject matter or topics to be taken up during the training to achieve the objectives of the program. On the other hand, the methodology includes the various ways by which concepts, ideas, knowledge, and skills can be disseminated. V. Project Duration This part plots the preparation time in a calendar style with tasks included. VI. Training Staff/Resource Persons This section states the name, position, and credentials of the training staff or resource persons. VII. Participants This is where the description or job level and number of those who will attend the training, their age, gender, group where they belong, occupation, and socio-economic status are VIII. Venue The place where the training will be held. IX. Program Flow This part shows the schedule of activities before, during, and after the training program. It usually includes persons/parties responsible for the activities and expected outputs for each activity. X. Budget Proposal This gives the details of the expenses, inclusive of the requested budget. 1. Tuition – This includes honoraria, training kit, instructional materials, venue supplies, seminar facilities, and sound system. 2. Board and Lodging (if live-in) – This involves accommodation, transportation, meals, and snacks. 3. Management or institutional fee (15%-30% of total training costs) – This covers the overhead, designing, and coordinating fees. 4. Contingency/emergency – (not more than 10% of total budget) – This includes a budget for emergency purposes. TRAINING METHODS There are various methods of training that can be divided into cognitive and behavioral methods (Corpuz,2016). In order for the training to be effective, one has to take note of the pros and cons of each method to distinguish the most appropriate one. A. Cognitive Methods These dwell on giving theoretical training that provides the rules on how to do specific tasks such as written or verbal information and demonstrate relationships among concepts. These methods are associated with changes in knowledge and attitude by stimulating learning. 1. Lecture/Discussion Approach  This approach involves transmitting a large amount of factual information to a large number of people at a given time. It is the traditional method and primarily one-way from the trainer to the audience.  Main Features Inability to identify and correct misunderstandings Less expensive Can reach a large number of people at once Knowledge-building exercise 06 Handout 1 *Property of STI  [email protected] Page 2 of 6  BM2018 Less effective because lectures require long periods of trainee inactivity 2. Demonstrations/Hands-on Method  This requires the trainee to be actively involved in the learning and is ideal for developing specific skills, understanding how skills can be transferred to the job, and experiencing all aspects of completing a task. Discussion or lectures should always accompany this method.  Main Features Actual demonstration on the steps of doing the tasks Helps the trainees focus their attention on critical aspects of the task Explains why procedures should be carried out in a certain way 3. Computer-based Training (CBT)  This is an interactive training experience in which the computer provides the learning stimulus where the trainee must respond. The computer analyzes the trainees' responses and gives immediate feedback.  Benefits of CBT Provides the instructional consistency Reduces trainees' learning time Increases access to training Affords privacy of learning Allows learning at an individual pace Allows the trainee to master learning Reduces the cost of training 4. Virtual Reality (VR)  It is a training method that puts the participant in a 3-D environment that simulates the situation and events that are experienced in the job.  It allows the trainee to practice dangerous tasks without putting him/herself or others in danger. Its equipment includes the following: Headset – provides audio and visual information Gloves – provides tactile information Treadmill – used for creating a sense of movement Sensory devices – transmit how the trainees are responding in the virtual workplace to the computer B. Behavioral Methods These training are best for skills development. 1. Games and Simulations  A training game is defined as an activity or exercise in which trainees compete with each other according to the defined set of rules.  Simulations create a computer version of real-life scenarios to measure how one will respond. 2. Case Studies and Role Playing  In this type of training, participants assume specific characterizations and act out a particular situation or problem. 3. On-the-Job Training (OJT)  The employee is shown how to perform the job and is allowed to do it under a trainer's supervision. 06 Handout 1 *Property of STI  [email protected] Page 3 of 6  BM2018 Training Options (Corpuz, 2016) There are four (4) training options that an organization can consider before implementing a training program. 1. Outsourcing. It allows organizations to concentrate on their core business by tying up with some reputable training or educational institutes where they can send employees for training. 2. Internal Training. This alternative is generally for new employees who are given the fundamental or job-related training in-house and then later on sent outside for higher training. 3. Product-related Training. The dealer who delivers the apparatus or installs the system gives the initial training. 4. Independent Professionals. In this option, the responsibility for the training is solely on a well- trained professional or an expert in the field. E-Learning (Lawless, 2018) (Lynch, 2020) E-learning (electronic learning) is the delivery of learning and training through digital resources (Lawless, 2018). It's the most modern way of learning that requires only a gadget and internet access. However, it's not for everybody. Being aware of the advantages and disadvantages of e-learning can help a participant decide whether this is for them or not (Lynch,2020). Advantages of E-Learning a. Saves time and money Online learning can be accessible anytime and anywhere. It is also cost-effective since companies can save accommodations and transportation costs, and costs for the venue and materials. b. Better retention Modern learners prefer bite-sized, interactive content. The more engaging the content is, the better the learners remember information. c. Consistent Each learner goes through the same experience regardless of when and where s/he takes the course. d. Scalable The more learners take the course, the faster the management can write off the expense. e. Personalized learning It allows learners to choose their learning path and navigate at their own pace when they decide what to learn and when they remain invested in the course. Disadvantages of E-Learning a. Lack of social interaction E-learning is one of the causes of social isolation because the interaction is very limited to none. b. Inaccessibility Some people do not have a reliable internet connection that is very much needed in e-learning. c. Dishonesty is unavoidable Training programs are known to have assessments, and it is easy to cheat with one's answer or reaction toward the program. However, this disadvantage does not apply to everyone. d. Focuses more on theory E-learning promotes the use of podcasts, videos, and slide presentations which means no hands-on experience can be practiced. 06 Handout 1 *Property of STI  [email protected] Page 4 of 6  BM2018 EVALUATING TRAINING EFFECTIVENESS As the purpose of training is to enhance one's skills, knowledge or abilities, employers also see to it that their training investments on employees are also applied in the workplace. One model to measure the effectiveness of training is the Kirkpatrick Evaluation Model that was first introduced in 1959 by Donald Kirkpatrick, a former Professor Emeritus at the University of Wisconsin. It has since undergone several iterations over the years by Kirkpatrick and his family—the most recent update called the "New World Kirkpatrick Model," was released in 2016 (Lucidchart Content Team, 2019). Figure 1. The new world kickpatrick model Source: https://kodosurvey.com/blog/how-master-kirkpatrick-model-training-evaluation Kirkpatrick's Four (4) Levels of Training Evaluation (Bretz, 2018) Level 1: Reaction  The first thing to do is to document employees' reactions to the training. Employees' engagement (at work or in the "classroom") is crucial for running a productive business—but it's not so easy to achieve. Understanding how employees perceived the training could give insight into what is working well or needs improvement.  To learn what employees think about the training program, sending out a survey immediately following the session is a good option. Consider asking the following questions: Was the presentation engaging? Did you feel the training was worth your time? Can you apply what you learned to your job? Did you like the style or method of training? What would you change or improve for future training? What resources or support do you need to apply what you learned?  Metrics such as participation rate, completion rate, and time spent on training can also be tracked. To identify areas for improvement and consider possible changes for future iterations of the training program, gathering feedback would be of help. Level 2: Learning  At this level, what the employees learned (or didn't learn) in training can be measured. To do this effectively, test the employees before and after the training to measure their progress. Skills-based evaluations or interviews to record your findings can be used to measure their learning.  Unlike simple or subjective reactions to the training, during this stage, it would be useful to measure specific outcomes. Start by identifying the learning outcomes or results aimed for in training, then test these outcomes before and after. 06 Handout 1 *Property of STI  [email protected] Page 5 of 6  BM2018 Level 3: Behavior  The next step is to gauge whether the training has impacted employees' behavior. In other words, do the employees apply what they've learned?  This process takes time—after all, it can take weeks or months for employees to build confidence or have the opportunity to apply their knowledge.  This is done to measure behavior, conduct interviews, record observations on the ground, and provide opportunities (e.g., assign projects) for team members to apply the skills they learned in training. Level 4: Results  The final step of the Kirkpatrick Model is measuring results. This is the stage were evaluating how the changes in behavior have impacted the business and whether the training resulted in a good Return on Investment (ROI). Training Evaluation Strategies  Many trainers use the Kirkpatrick Evaluation Model backward as a guide for developing effective training. They begin by identifying the outcomes they hope to achieve from the training and use those desired results to design a program to achieve them.  One study of Brandon Hall Group in 2018 found that few organizations collect metrics that help link learning to organizational and individual performance (Wentworth, 2018). In fact, only about 8% of companies measure different types of learning with an eye on business results. However, when identifying outcomes and metrics of success expected for training, it would be better to design more effective programs with measurable results. Note: The key to using training evaluation strategies effectively is to make training evaluation an integral part of the training design from the beginning. By working backward on the Kirkpatrick four (4) levels, it is possible to develop training initiatives that are effective and impactful—and directly tied to measurable outcomes. References: Armstrong, M., & Taylor, S. (2014). Armstrong's handbook of human resource management practice. Kogan Page. Bleich, C. (2017, April 27). Top 10 types of employee training methods. EdgePoint Learning. https://www.edgepointlearning.com/blog/top-10-types-of-employee-training/ Bretz, F. (2018, December 15). How to master Kirkpatrick's model of training evaluation. Kodo survey. https://kodosurvey.com/blog/how-master-kirkpatrick-model-training-evaluation Corpuz, C. R. (2016). Human resource management (3rd ed.). Rex Book Store. Dessler, G., & Chhinzer, N. (2017). Human resource management in Canada. Pearson. Kokoulina, O. (2020, April 29). How to develop a successful employee training program. Your Digital Learning Expert. https://www.ispringsolutions.com/blog/how-to-develop-a-training-program Lawless, C. (2018, October 25). What is eLearning? Learnupon. Retrieved March 10, 2021, from https://www.learnupon.com/blog/what-is-elearning/ Lucidchart Content Team. (2019, October 1). How to use the Kirkpatrick evaluation model | Lucidchart blog. In Lucidchart. https://www.lucidchart.com/blog/how-to-use-the-kirkpatrick-evaluation-model Lussier, R. N., & Hendon, J. R. (2019). Fundamentals of human resource management: Functions, applications, and skill development. SAGE Publications. Lynch, M. (2020, September 24). 5 advantages and 5 disadvantages of e-learning. The tech advocate. https://www.thetechedvocate.org/5-advantages-and-5-disadvantages-of-e-learning/ Wentworth, D. (2018, May 31). High-performance learning measurement essentials. Training. https://trainingmag.com/high-performance-learning-measurement-essentials/ 06 Handout 1 *Property of STI  [email protected] Page 6 of 6