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    Development, Implementation, and Evaluation: Mohammad Haris Minai

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    Raj Patel
    The document discusses various aspects of developing, implementing, and evaluating training programs, including: 1) The development phase focuses on creating an instructional strategy and acquiring materials to achieve training objectives. 2) Implementation involves conducting a dry run and pilot training to test plans before the actual training. 3) Evaluation should assess reactions, learning, behavior changes, and organizational results to determine if objectives were achieved and identify areas for improvement. Process and outcome data should be collected and aligned with the initial training needs analysis.

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    Development, Implementation, and Evaluation: Mohammad Haris Minai

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    Raj Patel
    17 views21 pages
    The document discusses various aspects of developing, implementing, and evaluating training programs, including: 1) The development phase focuses on creating an instructional strategy and acquiring materials to achieve training objectives. 2) Implementation involves conducting a dry run and pilot training to test plans before the actual training. 3) Evaluation should assess reactions, learning, behavior changes, and organizational results to determine if objectives were achieved and identify areas for improvement. Process and outcome data should be collected and aligned with the initial training needs analysis.

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    The document discusses various aspects of developing, implementing, and evaluating training programs, including: 1) The development phase focuses on creating an instructional strategy and acquiring materials to achieve training objectives. 2) Implementation involves conducting a dry run and pilot training to test plans before the actual training. 3) Evaluation should assess reactions, learning, behavior changes, and organizational results to determine if objectives were achieved and identify areas for improvement. Process and outcome data should be collected and aligned with the initial training needs analysis.

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    © All Rights Reserved
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    Download as pdf or txt
    17 views21 pages

    Development, Implementation, and Evaluation: Mohammad Haris Minai

    Uploaded by

    Raj Patel
    The document discusses various aspects of developing, implementing, and evaluating training programs, including: 1) The development phase focuses on creating an instructional strategy and acquiring materials to achieve training objectives. 2) Implementation involves conducting a dry run and pilot training to test plans before the actual training. 3) Evaluation should assess reactions, learning, behavior changes, and organizational results to determine if objectives were achieved and identify areas for improvement. Process and outcome data should be collected and aligned with the initial training needs analysis.

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    Development,

    Implementation, and
    Evaluation
    Mohammad Haris Minai
    Development of Training
    ● The main purpose of the development phase is to develop an
    instructional strategy with a focus on achieving the training objectives
    decided upon
    ● The instructional strategy is a listing of:
    ○ Individual modules
    ○ Organization of modules
    ○ Timing of modules
    ○ Methods and materials
    ● The specific content, materials, manuals, any slides, videos, presentation
    equipment etc. are all decided upon and acquired during the
    development phase.
    The Development Phase
    INPUT PROCESS OUTPUT

    Factors that facilitate ● Training Plan


    learning & transfer ● Instructional
    Material
    ● Instructional
    Equipment
    Instructional Strategy
    ● Trainee and
    (Training Plan)
    Trainer manuals
    ● Facilities
    ● Trainer(s)
    Choice of instructional ● List of items and
    methods actions needed
    Training Method
    Effectiveness
    Selecting Training Methods
    ● Method effectiveness is just one part of the picture
    ● Costs, time to develop material, time allotted for session, are some other
    factors to be considered
    ● Multiple audio-visual aids should also be considered to address the
    differing needs of the trainee diversity
    ● For adults, small group discussions should also be used
    ● Role-plays preferably from actual work situations are particularly useful
    ● While designing material, start from the big picture (global learners),
    explain steps (sequential learners), then close with integration into big
    picture again.
    Instructional Strategy
    ● Often realised in the form of a written document, called a training plan
    ○ Identify target population
    ○ Overall training objective
    ○ Location of training
    ○ Initial configuration of training space (What happens for virtual trainings?)
    ○ Learning Objectives organized into modules
    ○ Materials, equipment, trainer for each module
    ● A module is an uninterrupted sequence of activities that is not broken by
    any non-instructional changes. For instance, change in seating, change
    in trainer
    ● Evaluation process and time for evaluations should also be indicated
    ● A DAY X : XX:XX AM to XX:XX AM format is usually used for indication
    of training flow
    Points to consider
    ● Trainee manual
    ○ Meeting knowledge of results needs of trainees
    ○ Assists in making trainees more self-directed
    ○ Allows trainees to know when a really boring module will come to an end. :-)
    ○ Include guided notes in manual
    ○ Evaluations and reflection pages can be included
    ● A manual for trainers might also be helpful
    ● Facilities. On-site vs off-site? (Recall classical conditioning)
    ○ Make them comfortable (lower distractions)
    ● Identify KSAs of trainer as well. Select trainer from KSAs
    ● For OJT, trainers need to be trained
    Outsourcing development
    ● Consultant with a briefcase of trainings
    ○ Some degree of customization possible
    ○ Could be expensive for few people
    ○ Intellectual property of the training?
    ○ References, Trainer KSAs, Meet-the-trainer
    ● External Seminars
    ○ Pre-packaged training with lesser scope of customization
    ○ Least expensive, best for few employees
    ○ If sufficient employees, could be brought onsite, with some degree of customization
    ○ One-on-one attention is rarely given.
    ○ Not very suitable for developing skills
    Dealing with different types of trainees
    ● Quiet Trainee
    ○ Swap roles to force participation
    ○ Too much pressure is usually not a good idea
    ○ Flow of overall training is of paramount importance
    ● Talkative Trainee
    ○ Specify some other person before asking a question
    ○ Point out the fact that the trainee is hogging all talk in a non-confrontational way
    ■ “We are making Prakash do all the talking, now someone else should take over”
    ○ Privately discuss with the trainee
    ● Angry Trainee
    ○ Some trainees just don’t want to be there
    ○ Tackle them early on
    Implementation
    ● Cross fingers and hope things go as per plan. :-)
    ● In case of any deviations, keep your design plan handy
    ○ What changes are manageable, and which ones would dilute the training
    ○ Build some degree of flexibility in the plan, buffer time helps
    ● Have a dry run
    ○ Rehearsal of material to try it out
    ○ Timings, Settings of furniture etc.
    ○ Audience is not the actual trainees, but other perspective holders (managers of trainees?)
    ● Pilot Program
    ○ Audience is actual trainees, who are supportive of the program
    ○ Attempt is to spread a good word and create a positive vibe for the program
    ○ Any further modifications are noted in the training plan
    Implementation - IPO
    INPUT PROCESS OUTPUT

    Training Plan
    Instructional Material
    Instructional
    Equipment
    Trainee and Trainer
    Manuals Dry run & Actual
    Learned KSAs
    Room setup plans Pilot Training
    Refreshments
    Trainer selection
    …
    … Implementation of
    ... Evaluation
    Training Evaluation
    Why Evaluate?
    ● T&D is a business function and as such needs to demonstrate positive
    returns otherwise it is prone to whims
    ● Reactions assessment is easy but what about learning & transfer of
    training and finally impact?
    ● Helps direct the focus of the HR department on concrete results rather
    than “training as an incentive”
    ● “Training is a very powerful tool for change and growth”, this is just a
    nice sounding slogan, unless properly evaluated
    ● T&D is a complex function, and evaluation is necessary at each stage to
    ensure that all pieces come together nicely
    Evaluation - IPO
    INPUT PROCESS OUTPUT

    Evaluation Objectives Process Measures

    Organizational Evaluation Strategy


    Constraints and Design Outcome Measures
    ● Reaction
    ● Learning
    ● Behaviour
    Design Issues ● Results
    Evaluation Data - I
    ● Process Data
    ○ If evaluation is done only at the end, how do we know what did not work? Too many
    pieces have to fall into place to ensure best returns from the training
    ○ Pre-training process
    ■ Needs diagnosed correctly?
    ■ Suitability of training objectives?
    ■ Evaluation system was sound?
    ■ Methods used appropriate?
    ○ During Training
    ■ Match between trainer, learning objectives, and training techniques?
    ■ Lecture portions effective?
    ■ Training methods appropriately conducted?
    ■ Training plan followed?
    Evaluation Data - II
    ● Outcome Data
    ○ Reaction Data (training experience)
    ■ Check for reaction to trainer, materials, infrastructure
    ■ Isolate possibilities for individual differences
    ○ Learning outcomes
    ■ How well were learning objectives achieved
    ■ Evaluations should have been designed along with objectives (pre-test)
    ○ Transfer objectives
    ■ Performance gaps closed/closing?
    ■ Connect to needs analysis. How were gaps in KSAs identified, use similar process
    to check for closure
    ○ Organizational results
    ■ Are OPGs (Organizational Performance Gaps) closed/closing?
    Align to TNA

    TNA Training Objectives Evaluation

    Measure in the same way


    Outcome Relations and Factors
    External Environment
    Organizational Results Internal Environment
    Employee Performance Changes

    Transfer of training effectiveness


    Behaviour Motivational forces in job setting
    Opportunity to apply learned KSAs

    Trainee readiness for the course


    Learning Trainee motivation to learn
    Design, materials, and content

    Trainee characteristics
    Reactions Training characteristics
    Trainer behaviour
    The ROI question
    Evaluation in
    Action
    Major organizations that deal with T&D
    ● Indian Society for Training and Development (https://www.istd.co.in/)
    ● Association for Talent Development (https://www.td.org/) formerly
    American Society for Training and Development
    ● Society for Human Resource Management (https://www.shrm.org)
    ● UNESCO Institute for Lifelong Learning (https://uil.unesco.org/)

    Magazines:

    ● https://www.entrepreneur.com/topic/employee-training
    ● https://www.td.org/td-magazine
    ● https://hbr.org/topic/talent-management

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