TRAINING DESIGN PROCESS

CONDUCTING NEEDS ASSESSMENT ORGANISATIONA L ANALYSIS PERSONAL ANALYSIS TASK ANALYSIS ENSURING EMPLOYEE READINESS FOR TRAINING ATTITUDES & MOTIVATION BASIC SKILL CREATING A LEARNING ENVIRONMENT LEARNING OBJECTIVES MEANINGFUL MATERIAL PRACTICE FEEDBACK

MONITORING AND EVALUATING THE PROGRAM CONDUCT EVALUATION MAKE CHANGES TO IMPROVE THE PROGRAM

SELECTING TRAINING METHODS TRDITIONAL E LEARNING

DEVELOPING AN EVALUATION PLAN IDENTIFY LEARNING OUTCOMES CHOOSE EVALUATION DESIGN PLAN COST BENEFIT ANALYSIS

ENSURING TRANSFER OF TRAINING SELF MANAGEME NT PEER & MANAGER SUPPORT

STAGE 1-ASSESSMENT METHODS

SUPERVISORY TRAINING SALES TRAINING CLERICAL TRAINING LEARNING & TEACHING

STAGE 2-DESIGNING THE TRAINING PROGRAMME

IT SHOULD FOCUS ON INSTRUCTIONAL OBJECTIVES LEARNING PRINCIPLES

ON THE JOB TRAINING ON LINE TRAINING APPRENTICE TRAINING COACHING TRAINING ON THE JOB

OFF THE JOB TRAINING LECTURE ROLE PLAY

CLASSROOM STUDY
CASE STUDY

BENEFITS OF TRAINING
ORGANISATION AIDS IN HANDLING CONFLICT IMPROVES MORALE OF WORKFORCE PROFITABILITY AND POSITIVE ATTITUDE IMPROVES JOB KNOWLEDGE AND SKILLS AT ALL LEVELS.

INDIVIDUAL MAKE BETTER DECISIONS AND EFFECTIVE PROBLEM SOLVING HELPS IN HANDLING STRESS, TENSION, FRUSTATION AND CONFLICT

video/settelite 3% e-learning content 14%

Chart Title text based

training 2%

CD_ROM 24%

classroom based ILT 57%