Phase 2: Designing the Training Program

l. INSTRUCTIONAL OBJECTIVES
Instructional Objectives describes the skills or knowledge to be
acquired and/or the attitudes to be change. One type of instructional
objective, the performance-centered objective, is widely used because it
lends itself to an unbiased evaluation of the results.

ll. TRAINEE READINESS AND MOTIVATION

Trainee readiness refers to whether or not the experience of
trainees has made them receptive to the training they will received.
Prospective trainees should be screened to ensure that they have the
background knowledge and the skills necessary to absorb what will be
presented to them. Recognizing the individual differences of trainees in
terms of their readiness is as important in organization training as it is in
any other teaching situation. Consequently, it is often desirable to group
individuals according to their capacity to learn, as determined by test
scores or other assessment information, and to provide alternative types
of instruction for those who need it.
Trainee motivation. The organization needs to help employees
understand the link between the effort they put into training and the
payoff.
Most employees are motivated by training opportunities that allow
them to develop their skills and advance their careers. However,
employees differ from one another in the relative importance of these
needs at any given time.
lll. PRINCIPLES OF LEARNING
One important step in this transition is giving full consideration to
the psychological principles of learning- that is, the characteristics of
training programs that help employees grasp new material, make sense
of it in their own lives, and transfer it back to their jobs.

 The value of GOAL SETTING for focusing and motivating behavior

extends into training. When trainers take the time to explain the
training’s goals and objectives to trainees- or when trainees are
encouraged to set goals on their own- the level of interest,
understanding, and effort directed toward the training is likely to
increase.
 MEANINGFUL OF PRESENTATION. Trainees will be better able to
learn new information if it is presented using terminology they can
understand, and the training is connected with things already
familiar to them. This is the reason why trainers frequently use
colorful examples to which trainees can relate. In addition, material
should be arranged so that each experience builds on preceding
ones. In this way, trainees are able to integrate the experience into a
usable pattern of knowledge and skills.
 MODELING. The old saying “a picture is worth a thousand words”
applies to training. Just as examples increase the meaningfulness of
factual material or new knowledge in a training environment,
modeling increases the salience of behavioral training. Quite simply,
we learn by watching. For example, if you were learning to ride a
horse, it would be much easier someone do it- and then try it
yourself – than to read a book or listen to a lecture and hope you
can do it right.
 INDIVIDUAL DIFFERENCIES. People learn at different rates and in
different ways. Visual learners absorb information best through
pictures, diagrams, and demonstrations. Verbal learners absorb
information best through spoken or written words. Similarly, some
students who do horribly in large lecture settings will excel in small
discussion classes. Trainers can help accommodate different learning
styles in a variety of ways. The keys is to avoid delivering the
material in only one way. Hands- on activities and breaking large
groups into smaller groups for specific activities can also help
trainers accommodate different learnings styles.
 ACTIVE PRACTICE AND REPETITION. Those things we do daily
become part of our repertoire of skills. Trainees should be given
frequent opportunities to practice their job tasks in the way they will
ultimately be expected to perform them. The individual who is being
 taught how to operate a machine should have an opportunity to
practice on it. The manager who is being taught how to train should
be given supervised practice in training.
For example when you first learned to drive a car, you focused
a great deal on the mechanics: “where are my hands, where are my
feet, how fast am I going?” As you practiced driving, you began to
think less about the mechanics and more about the road, the
weather, and the traffic.
 WHOLE-VERSUS-PART LEARNING. Determining the most effective
manner for completing each part then provides a basis for giving
specific instruction. Learning to sell a product, for example, is made
up of several skills that are part of the total process. In evaluating
whole-versus-part learning, it is necessary to consider the nature of
the task to be learned. If the task can be broken down facilitate
learning; otherwise, it should probably be taught as a unit.
 MASSED-VERSUS-DISTRIBUTED. Another factor that determines the
effectiveness of training is the amount of time devoted to practice in
one session. It has been found in most cases that spacing out the
training will result in faster learning and longer retention.
 FEEDBACK AND REINFORCEMENT
Some feedback comes from trainees themselves via self-monitoring,
whereas other feedback comes from trainers, fellow trainers and the
like. Feedback can help individual focus on what they are doing right
and what they are doing wrong.
In addition to providing participants with information about their
performance feedback also plays an important motivation role. For
example, a person’s training progress, measured in terms of either
mistakes or successes, can be plotted on a chart commonly referred
to as a “learning curve”.
IV. CHARACTERISTICS OF INSTRUCTORS

The success of any training effort will depend in large part on the
teaching skills and personal characteristics of those responsible for
conducting the training.

1. KNOWLEDGE OF SUBJECT. Employees expect trainers to know

their job or subject thoroughly. Furthermore, they are expected to
demonstrate that knowledge.
2. ADAPTABILITY. Because some individuals learn faster or slower
than others, the instructor should be able to adapt to the learning
ability of trainees.
3. SINCERITY. Trainees appreciate sincerity in trainers. Along with
this, trainers need to be patient with trainees and tactfully
address their concerns.
4. SENSE OF HUMOR. Learning can be fun; very often a point can be
made with a story or anecdote.
5. INTEREST. Good trainers have a keen interest in the subject they
are teaching; this interest is readily conveyed to trainees.
6. CLEAR INSTRUCTION. Naturally, training is accomplished more
quickly and retained longer when trainers give clear instruction.
7. INDIVIDUAL ASSISTANCE. When training more than one
employee, successful trainers always provide individual
assistance.
8. ENTHUSIASM. A dynamic presentation and a vibrant personality
show trainees that the trainer enjoys training; employees tend to
respond positively to an enthusiastic atmosphere.
RAIN EARL C. MACALALAD NOVEMBER 3, 2018

TOPICS AND SUBTOPICS REFERENCES

Designing the Training Program
INSTRUCTIONAL OBJECTIVES Bohlander and snell 2013

TRAINEE READINESS AND Bohlander and snell 2013

MOTIVATION

PRINCIPLES OF LEARNING Bohlander and snell 2013

 GOAL SETTING
 MEANINGFUL OF PRESENTATION
 MODELING
 INDIVIDUAL DIFFERENCIES
 ACTIVE PRACTICE AND
REPETITION
 WHOLE-VERSUS-PART LEARNING
 MASSED-VERSUS-DISTRIBUTED
LEARNING
 FEEDBACK AND REINFORCEMENT

CHARACTERISTICS OF SUCCESSFUL Bohlander and snell 2013

INSTRUCTORS
 KNOWLEDGE OF SUBJECT
 ADAPTABILITY
 SINCERITY
 SENSE OF HUMOR
 INTEREST
 CLEAR INSTRUCTION
 INDUVIDUAL ASSISTANCE
 ENTHUSIASM