Designing a training program calls for a carefully crafted development package. Various considerations made include the aspect of needs assessment, learning objectives, learning style, delivery mode, and budget among others. Needs assessment is a framework which considers the training need requirements in an organization. Learning objectives concentrate on trying to achieve a set target through training. Delivery mode is a concept of trying to pass information on training using the most appropriate method. An appropriate budget should be set aside in ensuring that adequate spending is provided in the entire process. This essay has elucidated on the main design processes; pre-training, learning event, and post-training.
The pre-training stage is all about the preparation and motivation of trainees. All that is required is to ensure the existence of a stable work environment which supports the learning process (Noe, 2016). A learning event is a planning process where instructions are prepared for use in the training process. An example is the use of training lessons and programs among others. Post-training is an attribute of encouraging learners, with a specific component of initiating practical applications of what is learned to areas of work.
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Identification of the Trainer
It is crucial to ensure that a good trainer is available. One should make sure that the trainer possesses the necessary professional expertise in the area of training. It is advisable to ensure that trainers have acquired the necessary ‘train-the-trainer programs’ in ensuring that they are equipped with knowledge which makes them improve their presentation. It involves a case where new trainers are observed in an attempt to coach them (Noe, 2016). Feedback can be given to new trainers from other instructors who are more experienced. Additionally, trainers must be able to communicate clearly. It is through communication that feedback can be provided.
It is possible to have a system where both employees and managers are used as trainers. The reasoning is that these individuals understand the business, thus, being a meaningful workforce in the training content. When these people are involved, there is a direct application of training content to trainers. The result is a situation of increased support in the entire learning process. For this reason, the organization does not necessarily have to rely on expensive workforce from the outsiders (Noe, 2016). For this particular case, it highly advisable to rely on internal employees to take charge in the overall training process. Other benefits of internal trainers are the effectiveness of costs, long-term commitment, and increased knowledge of what the firm requires. However, it is crucial to ensure that all trainers are adequately qualified to handle training programs in the most professional manner. Trainers who are recognized by the company helps in the achievement of personal development plans on behalf of the enterprise.
There are other considerations made while making a choice for the trainer. These includes geographical location and the number of trainees. A coach must be readily available to the team members when needed (Noe, 2016). Someone who is very far away from the organization may not make a suitable trainer. Similarly, the number of trainees means a lot when it comes to the choice of a coach. When there is a huge number of trainees, it is advisable to look for more trainers who can be able to provide the necessary knowledge and skills.
Methods for Transfer of Training
Transfer of training means the passage of knowledge learned in one area to other. In other words, it is the practical application of knowledge to other areas of work. “Types of transfer training include positive transfer, negative transfer, and zero transfer. The positive transfer is when prior learning leads to the acquisition of new skills” (Cekada, 2010). Learned skills help in arriving at a new solution to existing problems (Cekada, 2010). Negative transfer is when the aspect of prior learning hinders the acquisition of new skills. The result is a situation of poor performance. Zero transfer involves a situation where past experiences neither hinders nor enhances the acquisition of new skills.
Acquiring New Information
It is advisable that trainees learn new information in the most successful manner. This is enhanced by ensuring the acquisition of ideas and concepts. Similarly, knowledge should be passed using group activities. Hands-on practice can also be used a guide to enable new trainees to acquire the necessary information and expertise. Motivation among trainees can be enhanced by using role-playing, case studies and the use of questions (Noe, 2016). It is through such a training program that concrete information is acquired in full.
There is the need to apply appropriate instructional strategies in making trainees acquire information. It involves the utilization of methods for helping participants acquire objectives. Instructional strategies mean transferring knowledge to trainees in a satisfying manner (Noe, 2016). An example is the use of visual organizers (diagrams), reciprocal teaching (peer teaching), and elaboration (Brown, 2002). Peer teaching is when trainees are allowed to teach other members. This offers a practical scenario where trainees practice more and more. Elaboration is where information is given a new meaning.
It is essential to ensure that prompt feedback is given to trainees. This achieved when technology-based blends are incorporated into the curriculum. An example is the use of graphics and tools for immediate feedback. Immediate feedback can be provided through ‘face-to-face’ conversations, like with the case of roundtable discussions. It is through such discussion forums that trainees can get feedback on how their performance.
References
Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public personnel management , 31 (4), 569-578.
Cekada, T. L. (2010). Training needs assessment: Understanding what employees need to know. Professional Safety , 55 (03), 28-33.
