1. Glorify the name of your Lord, the Most High. Who created all things and fashioned them in good proportion. Who determined and guided them, Who brought forth the pasture, and then made it into blackish straw. We shall make you recite and then you will not forget, except what Allah should wish. He knows all that is manifest and all that is hidden. (al-Quran, 87:1-7)

2. DEVELOPMENT TRAINING SETTING DELIVERY CHOICE

3. END PRODUCTS OF DESIGN DESIGN:  PROGRAM GOALS AND OBJECTIVES  TOPICAL OUTLINES (SEQUENCING)  TRAINING SETTINGS TRAINING  TRAINING METHODSSTRATEGIES  EVALUATION METHODS  DURATION OF TRAINING  ADMINISTRATIVE ASPECTS (BUDGET, ETC.)

5. Training settings ClassroomOJTSelf- instruction TBTJob Aids Documentation Knowledge acquisition   Problem Solving  Changing Attitudes  Interpersonal skills  Knowledge retention  Piskurich (2000). Rapid Instructional Design, p 76.

6. Training settings Instructor-led classroom On-the-job training: does not require classroom or training facility but demand good trainer Self-instruction: No instructor and facility for training. Technology-based training: self-instruction, or combination of instructor/self-instruction Job performance aids: specialized materials use on the job to help employees do the tasks properly. It is not training. Documentation: Not training. E.g. technical manuals, flow charts, procedure documents. Documents should be used in support of actual training.

7. Training methods or Media Methods/mediumPercentMethods/mediumPercent Classroom90Case studies33 Workbooks/Manuals74Self-assessment Instruments26 Video69Intranet24 Public seminars56Games/simulations (not CB)23 CBT via CD-ROM54Videoconferencing23 Non-computerized self-study39Satellite/broadcast TV19 Role plays37Outdoor Experiential9 Audiocassettes36CB games/simulations9 Internet36Desktop videoconferencing6 Virtual reality2 Source: Industrial Report 1999 (1999) Training, 36 (10), 37-81 in Desimone, Werner, and Harris, (2002). Human Resource Development. Third Ed.

8. Mixed delivery system Self-instructional + facilitated classroom TBT + classroom or OJT OJT + Simulation (virtual reality)

9. Constraints Logistical: Related to the number of trainees, facilities, and budget Stakeholder: Who is sponsoring the program and their characteristics and expectations Design: Aspects such as time to create and materials available Resources: What is and is not available in the way of instructors and content experts.

10. OJT On-the-job training involves conducting training at trainee’s regular workstation. Usually involve one-on-one instruction between coworkers or between employee and supervisor Most OJT is conducted informally hence it is less effective.

11. Designing OJT A well designed OJT eases the training transfer problems. To design a good OJT the designer should consider the following steps: a.Present the objectives of the program to the executive leadership to ensure support for the program. b.They would identify the specific areas of training c.The areas were then analyzed through a needs assessment process to determine the skills and knowledge required d.Training designer worked with experts in the organization to design training schedule e.Assign mentors for each trainee for each specific area. f.A manual is developed describing all specific area, the mentors for each area, schedule, training specifications, and trainee-reporting forms on accomplishments g.Assessment by the mentor of the trainee’s performance.

12. OJT limitations Job site – physical constraints – noise – distraction Using expensive tools or materials could result costly damage Inconvenience if customers are present Safety threats if working with dangerous materials or machine

13. OJT Techniques Job Instruction Training (JIT) – a sequence of instructional procedures used by trainer to train employees while they work. Job rotation – trainee is expected to learn more by observing and doing. It involves a series of assignments to different position.

14. OJT Techniques Coaching and mentoring – involves one-on- one instruction. – Coaching involves supervisor gives instruction to the worker he supervises, examine his/her performance and take actions to maintain effective performance – Mentoring is pairing senior manager with a junior employee for purpose of support, helping the employee learn the ropes, and preparing the employee for increasing responsibilities.

15. Techniques for OJT Embedded training Apprenticeship

16. Discussion In a group of three, identify area that is most suitable for OJT. Discuss step by step procedures that have to be taken to develop and implement a valid on-the-job training program. Write your proposal and present it to the class. Pass your proposal to the lecturer afterward.

17. Classroom Training Approach Lecture Discussion Audiovisual media Experiential methods Self-paced or computer-based training

18. Classroom Classroom (Conventional) (Resident Instruction) This is used when a large group must be taught the same thing at the same time or the task difficulty requires formal training. Before selecting this type of instruction, ensure that it cannot be taught effectively in another manner due to its high cost. If possible, the instructors that will be teaching the program should help with the development process. This tends to lower the development cost and the initial implementation cost. All lessons should be fully outlined. The advantages are classroom setting permits the use of a wide variety of training methods, e.g. video, lecture, simulation; discussion. Also, the environment can be controlled to create a climate conducive to learning and classrooms can accommodate a large number of learners. The main limitations may involve increased costs, e.g. space rental, travel and the classroom may be quite dissimilar to the job setting. environment

19. Lecture Approach Oral presentation by SME – still one of the most popular techniques because it is an efficient way of transmitting factual information to a large audience. The drawback – one-way communication – promoting negative bahaviour (passivity and boredom). Lack of sharing ideas. Trainer should make lecture more interesting by combining it with other interactive methods.

20. Discussion Involve trainer in two-way communication with trainees; and trainees communicate with each other. Require active participation; offers feedback, clarification and sharing points of view. Need to master questioning techniques i.e. direct questions, reflective questions, and open-ended questions Discussion able to reinforce knowledge

21. Audiovisual media Able to bring to life and describe details complex events Three groups of media: – Static media – Dynamic media – Telecommunication

22. Static media Printed materials Slides - ppt Overhead transparencies

23. Dynamic media Audiocassettes CD Film Videotape Videodisc (Good media for modeling, role plays)

24. Telecommunication Instructional television (ITV) Teleconferencing Mobile learning