hi, i am arvind ,serving in a large public sector undertaking. at present i am working as area training officer of a work force above 11000 workers. i am doing a skill gap analysis of a group of supervisors. can any one suggest what should be the methodology for doing the study. i am new to the hr field.
From India, Mumbai
From India, Mumbai
Hi,
Has a competency mapping been done? Have the skills to be measured defined?
With theses things in place an assessment center methodology can be used.
For more details mail me at
From India, Bangalore
Has a competency mapping been done? Have the skills to be measured defined?
With theses things in place an assessment center methodology can be used.
For more details mail me at
From India, Bangalore
Hello Arvind. These comments are very general.
The first step is to define the needed skills, including technical, interpersonal and leadership for the various supervisory roles. You can do this by one of three methods:
1. get a representative sample of supervisors, their direct reports and managers together to brainstorm the necessary supervisory skills.
2. consult one of the available supervisory/leadership models.
3. ask supervisor’s managers
Depending on time and resources available, segment each skill into four or five skill levels, each behaviorally specified.
Compile a draft skills matrix using a spreadsheet or off the shelf software program. If using a spreadsheet, list supervisor roles down the left side and required skills along the top. In each intersecting cell, enter the code for the required skill level for that role and that skill.
Submit the draft skills matrix to supervisors and their managers for input and then get the managers to sign off.
Then compile a mirror skills matrix that shows actual skills held by each supervisor. Using the above matrix as a template, compile another matrix using a spreadsheet or off the shelf software program. If using a spreadsheet, list supervisor names down the left side and skills along the top. In each intersecting cell, enter the code for the achieved skill level for that supervisor and that skill.
Achieved skill levels may be assessed by:
-the individual supervisor
-the supervisor’s manager
-a multi-rater instrument (e.g. 360-degree, appropriate for soft skills)
-a competent internal workplace assessor
-a competent external workplace assessor
-an online assessment tool
To what level you define skills and to what degree you assess skills will depend on your purpose in conducting the gap analysis. Will you be using it to identify skill gaps for training purposes only, or will you be tying skill acquisition to pay scales, bonuses, etc? We can help you construct a matrix to suit your purposes. Just send me an email.
Vicki Heath
Human Resources Software and Resources
http://www.businessperform.com
From Australia, Melbourne
6The first step is to define the needed skills, including technical, interpersonal and leadership for the various supervisory roles. You can do this by one of three methods:
1. get a representative sample of supervisors, their direct reports and managers together to brainstorm the necessary supervisory skills.
2. consult one of the available supervisory/leadership models.
3. ask supervisor’s managers
Depending on time and resources available, segment each skill into four or five skill levels, each behaviorally specified.
Compile a draft skills matrix using a spreadsheet or off the shelf software program. If using a spreadsheet, list supervisor roles down the left side and required skills along the top. In each intersecting cell, enter the code for the required skill level for that role and that skill.
Submit the draft skills matrix to supervisors and their managers for input and then get the managers to sign off.
Then compile a mirror skills matrix that shows actual skills held by each supervisor. Using the above matrix as a template, compile another matrix using a spreadsheet or off the shelf software program. If using a spreadsheet, list supervisor names down the left side and skills along the top. In each intersecting cell, enter the code for the achieved skill level for that supervisor and that skill.
Achieved skill levels may be assessed by:
-the individual supervisor
-the supervisor’s manager
-a multi-rater instrument (e.g. 360-degree, appropriate for soft skills)
-a competent internal workplace assessor
-a competent external workplace assessor
-an online assessment tool
To what level you define skills and to what degree you assess skills will depend on your purpose in conducting the gap analysis. Will you be using it to identify skill gaps for training purposes only, or will you be tying skill acquisition to pay scales, bonuses, etc? We can help you construct a matrix to suit your purposes. Just send me an email.
Vicki Heath
Human Resources Software and Resources
http://www.businessperform.com
From Australia, Melbourne
ARVIND
THIS SKILLS GAP ANALYSIS IS
-SIMPLE
-THOROUGH
-EASY TO IMPLEMENT.
ALL THE ELEMENTS IDENTIFIED ARE FOR AVERAGE
FRONT LINE SUPERVISORS.
The frontline supervisors include
-office supervisors
-foreman
-shopfloor supervisors
etc
1.understand your business requirements.
-study the mission
-study the undertakings objectives
-study the strategies
-study the hr plans
----------------------------------------------------------
2.data collection.
thoroughly understand your organisation’s business
goals by reviewing documentation and conducting
interviews with senior management /departmental heads.
to evaluate the following:
• Business needs and objectives.
• Procedures and processes.
• Desired changes.
The next step to a successful engagement is to
thoroughly identify new skills needed based on an
evaluation of role profiles and assessing your
organisation.
An accurate inventory of current skills is conducted, to
measure the existing skills gap.
complete the following steps:
Develop job profiles/ job description and determine skills needed.
• Identify the most appropriate data collection
technique based on the business goals.
• Pilot test the evaluation method.
• Conduct data collection.
------------------------------------------------------------------
3.determine future skills needs
From the data collected, determine the skills needed
---------------------------------------------------------------------------------
4.inventory and evaluation of current skills
. Interpretation of data and recommendations
The final phase of the Skills Gap Analysis
methodology is to interpret the data collected, develop
curricula and present the recommendations.anning
• Create the inventory of current skills.
• Thoroughly validate and analyse collected data.
• Define the missing knowledge, skills and attitudes.
• Develop custom curricula maps.
• Develop recommendations that address skill gap.
• Plan implementation
----------------------------------------------------------------------------------
5.define missing knowledge/skills/attitudes to perform
future tasks.
Features and deliverables
• Foundation for current and future staff to ensure
proper skills are acquired.
• Methodology that focuses on achieving business
results.
• Definition of skills for all relevant job roles.
• Identification of skills gaps.
• Development plans that cover both technical and
professional skills.
• Recommendations how to improve job performance.
• Customised training curriculum.
------------------------------------------------------------------------------------------------
================================================== ======
The below given is a skills inventory analysis format supervisors.
THIS FORMAT IS FILLED IN BY
-THE SUPERVISORS INDIVIDUALLY
-THE SUPERVISORS' BOSS FOR EACH SUPERVISOR.
if departmental head has 4 supervisors,
-then each of the supervisors will fill in individually.
-and the departmental head will complete one for each supervisor.
THE RATINGS FOR EACH ELEMENTS ARE
1.not at all------rate 1.
2.to a slight extent -----rate 2
3.to some extent -----rate 3
4.to a large extent ------rate 4
5. to a very great extent ------rate 5.
=============================================
SETTING GOALS
WHEN SUPERVISING TO WHAT EXTENT DO
1-set high but realistic performance goals for workers.?
2-set goals for the group as a whole?
3-help employees understand how their work relates to company goals?
4-involve workers in setting their own goals?
5-encourage workers to set high performance goals for themselves?
6-let employees work toward goals they feel are important?
-------------------------------------------------------------------------------------------
PLANNING AND ORGANIZING
WHEN SUPERVISING TO WHAT EXTENT DO
1-make plans which help workers get their jobs done?
2-think ahead and take into account what might happen in the future?
3-organize work so that the job done in the best way ?
4-plan things so work assignments don't conflict?
5-set clear priorities for what work must be done first,second and so on?
6-revise schedules when changes are needed?
------------------------------------------------------------------------------------
DIRECTING AND DELEGATING
WHEN SUPERVISING TO WHAT EXTENT DO
1-begin tasks well ahead of the due date?
2-effectively coordianate the work of employees?
3-set realistic time schedules for workers?
4-give each worker a clear area of responsibility ?
5- consider whether an employee is able to take on responsibility?
6-see if an employee is willing to accept more responsibility before delegating?
7-delegate to employees the responsibility of getting work done?
8-let workers do jobs the way they want as long as the tasks get done right ?
9-get work done on time ?
-------------------------------------------------------------------------------------------
PROBLEM SOLVING
WHEN SUPERVISING TO WHAT EXTENT DO
1-involve people who are affected by a problem in decisions about that problem?
2-identify what the real problems are ?
3-find out the causes of job-related problems?
4-look for information that relates to a problem before making a decision?
5-consider many possible solutions for each problem?
6-encourage and use creative approaches to solving problems ?
7-usually select the right solution?
8-make plans to carry out solutiuons?
9-get the solution underway once the decision is made ?
10-check to see if solutions are working ?
------------------------------------------------------------------------------------------
ENFORCING WORK RULES
WHEN SUPERVISING TO WHAT EXTENT DO
1-explain work rules clearly ?
2-let workers know what to expect if rules are broken?
3-carefully enforce established work rules and procedures ?
4-enforce rules fairly and equally ?
5-notice and praise workers who follow the rules ?
6-set a good example by following the rules ?
-------------------------------------------------------------------------------------------
RELATING TO AND SUPPORTING STAFF
WHEN SUPERVISING TO WHAT EXTENT DO
1-treat employees with respect?
2-seek out and use worker ideas ?
3-listen to employees ?
4-spend time getting to know how workers feel?
5-care about the physical and mental well-being of employees?
6-consider both the imprtance of the job and workers' feelings and needs ?
7-create a climate of trust and honest communication?
8-try to make the work place more pleasant?
9-create a climate of cooperation among group members ?
10-stand up for subordinates?
-----------------------------------------------------------------------------------------
MAINTAINING AND CONTROLLING MATERIALS AND EQUIPMENT
WHEN SUPERVISING TO WHAT EXTENT DO
1-take responsiblity for having the equipment in good working order?
2-make sure workers have the materials and equipment they need?
3-see that workers know how to operate equipment correctly ?
4-make sure workers have the things they need to do the job ?
5-ask workers to report problems with equipment?
6-make sure workers are updated on equipment maintenance rules?
-------------------------------------------------------------------------------------------------------
BUILDING TEAMS
WHEN SUPERVISING TO WHAT EXTENT DO
54-show how teamwork helps get the job done ?
55-encourage employees to work as a team ?
56-encourage workers to exchange ideas and suggestions with each other?
57-help workers review together how they work as a team ?
-----------------------------------------------------------------------------------------------------
ASSURING SAFETY
WHEN SUPERVISING TO WHAT EXTENT DO
1-teach workers to do their jobs safely ?
2-encourage safe working practices?
3-teach workers to take responsibility for their own safety?
4-involve workers in planning and conducting safety programs?
5-work to make the area safe and accident -free?
6-enforce safety standards?
7-set a good example by working safely?
-------------------------------------------------------------------------------------------
EVALUATING PERFORMANCE
WHEN SUPERVISING TO WHAT EXTENT DO
1-involve employees in deciding how their work will be judged?
2-make sure workers know how their performance will be evaluated?
3-evaluate worker performance against agreed -upon goals ?
4-meet in private with a worker to discuss how/she is doing?
5-let workers know promptly how well they are doing?
6- give sincere praise when it is earned?
7-back up evaluations with specific examples of behavior?
8-help employees judge for themselves how well they are doing?
-----------------------------------------------------------------------------------------------
TRAINING AND COACHING
WHEN SUPERVISING TO WHAT EXTENT DO
1-help workers understand their jobs?
2-clearly communicate what is expected of employees?
3-help workers improve their job performance ?
4-encourage employees to learn new skills?
5-find out whether workers need help to learn new skills ?
6- clearly explain how to do new or unfamiliar tasks?
7-provide opportunities for workers to learn by doing?
8-help employees learn from their mistakes ?
---------------------------------------------------------------------------------------------
REACTING TO STRESS
WHEN SUPERVISING TO WHAT EXTENT DO YOU
1-handle stress when things go wrong?
2-stay calm in a crisis?
3-discuss mistakes calmly in terms of causes and remedies?
4-keep small concerns from becoming bigger ones?
5-help reduce on-the-job stress?
--------------------------------------------------------------------------------------------
EXAMPLE OF RATING
BUILDING TEAMS
WHEN SUPERVISING TO WHAT EXTENT DO
54-show how teamwork helps get the job done ? [TO SOME EXTENT = [3] ]
55-encourage employees to work as a team ? [ TO A LARGE EXTENT =[4]]
56-encourage workers to exchange ideas and suggestions with each other?[ TO SOME EXTENT =[3]]
57-help workers review together how they work as a team ? [ TO A SLIGHT EXTENT = [ 2 ] ]
IF there are three supervisors, each gets , say
JOHN GETS , 3+4+3+2= 12 / 4 = averages 3
PETER GETS averages 3
RON GETS averages 2.5
IF THE DEPARTMENTAL MANAGER'S SCORE AVERAGE IS 2.5
then the real need of training in building teamwork is highlighted.
IN THIS WAY, YOU CAN EVALUATE FOR ALL ELEMENTS,
AND FOR ALL SUPERVISORS/ OVERALL.
================================================== ===
THE LOWER THE AVERAGES INDICATES THE
-MUCH NEEDED TRAINING REQUIREMENTS
-PRIORITY TRAINING
-CRITICAL NEEDS
ETC.
MY ADDED SUGGESTIONS,
WHEN YOU ARE IMPLEMENTING THE TRAINING PLAN,
--PHASE IT OVER 18 MONTHS.
--BREAK THE PROGRAM INTO 5 / 6 PHASES
--RUN ONE PHASE EVERY 2/3 MONTHS
-AFTER EVERY SESSION, GIVE THEM HOMEWORK,
WHICH THEY HAVE TO IMPLEMENT ON THE JOB
AND PROVIDE FEEDBACK AT THE FOLLOWING SESSION.
IN THIS WAY, YOU CAN CORRECT / REINFORCE USEFUL
POINTS.
==================================================
HERE IS A SAMPLE TRAINING PLAN
TRAINING PLAN CHECKLIST
1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, skills, and characteristics desired are specified.
9. Constraints like time, budget and participants attitude are identified.
10.Participants' characteristics are identified / listed.
11. Training objectives are defined / listed.
12.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
-key points are specified
-determining the emphasis required on each topic.
-sequencing the topics into a logical progression.
-establishing a learning pace.
13. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
14. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc
15. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc
16. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc
17. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
18. Evaluations.
19. Training schedule.
20. Training Budget
regards
LEO LINGHAM
From India, Mumbai
THIS SKILLS GAP ANALYSIS IS
-SIMPLE
-THOROUGH
-EASY TO IMPLEMENT.
ALL THE ELEMENTS IDENTIFIED ARE FOR AVERAGE
FRONT LINE SUPERVISORS.
The frontline supervisors include
-office supervisors
-foreman
-shopfloor supervisors
etc
1.understand your business requirements.
-study the mission
-study the undertakings objectives
-study the strategies
-study the hr plans
----------------------------------------------------------
2.data collection.
thoroughly understand your organisation’s business
goals by reviewing documentation and conducting
interviews with senior management /departmental heads.
to evaluate the following:
• Business needs and objectives.
• Procedures and processes.
• Desired changes.
The next step to a successful engagement is to
thoroughly identify new skills needed based on an
evaluation of role profiles and assessing your
organisation.
An accurate inventory of current skills is conducted, to
measure the existing skills gap.
complete the following steps:
Develop job profiles/ job description and determine skills needed.
• Identify the most appropriate data collection
technique based on the business goals.
• Pilot test the evaluation method.
• Conduct data collection.
------------------------------------------------------------------
3.determine future skills needs
From the data collected, determine the skills needed
---------------------------------------------------------------------------------
4.inventory and evaluation of current skills
. Interpretation of data and recommendations
The final phase of the Skills Gap Analysis
methodology is to interpret the data collected, develop
curricula and present the recommendations.anning
• Create the inventory of current skills.
• Thoroughly validate and analyse collected data.
• Define the missing knowledge, skills and attitudes.
• Develop custom curricula maps.
• Develop recommendations that address skill gap.
• Plan implementation
----------------------------------------------------------------------------------
5.define missing knowledge/skills/attitudes to perform
future tasks.
Features and deliverables
• Foundation for current and future staff to ensure
proper skills are acquired.
• Methodology that focuses on achieving business
results.
• Definition of skills for all relevant job roles.
• Identification of skills gaps.
• Development plans that cover both technical and
professional skills.
• Recommendations how to improve job performance.
• Customised training curriculum.
------------------------------------------------------------------------------------------------
================================================== ======
The below given is a skills inventory analysis format supervisors.
THIS FORMAT IS FILLED IN BY
-THE SUPERVISORS INDIVIDUALLY
-THE SUPERVISORS' BOSS FOR EACH SUPERVISOR.
if departmental head has 4 supervisors,
-then each of the supervisors will fill in individually.
-and the departmental head will complete one for each supervisor.
THE RATINGS FOR EACH ELEMENTS ARE
1.not at all------rate 1.
2.to a slight extent -----rate 2
3.to some extent -----rate 3
4.to a large extent ------rate 4
5. to a very great extent ------rate 5.
=============================================
SETTING GOALS
WHEN SUPERVISING TO WHAT EXTENT DO
1-set high but realistic performance goals for workers.?
2-set goals for the group as a whole?
3-help employees understand how their work relates to company goals?
4-involve workers in setting their own goals?
5-encourage workers to set high performance goals for themselves?
6-let employees work toward goals they feel are important?
-------------------------------------------------------------------------------------------
PLANNING AND ORGANIZING
WHEN SUPERVISING TO WHAT EXTENT DO
1-make plans which help workers get their jobs done?
2-think ahead and take into account what might happen in the future?
3-organize work so that the job done in the best way ?
4-plan things so work assignments don't conflict?
5-set clear priorities for what work must be done first,second and so on?
6-revise schedules when changes are needed?
------------------------------------------------------------------------------------
DIRECTING AND DELEGATING
WHEN SUPERVISING TO WHAT EXTENT DO
1-begin tasks well ahead of the due date?
2-effectively coordianate the work of employees?
3-set realistic time schedules for workers?
4-give each worker a clear area of responsibility ?
5- consider whether an employee is able to take on responsibility?
6-see if an employee is willing to accept more responsibility before delegating?
7-delegate to employees the responsibility of getting work done?
8-let workers do jobs the way they want as long as the tasks get done right ?
9-get work done on time ?
-------------------------------------------------------------------------------------------
PROBLEM SOLVING
WHEN SUPERVISING TO WHAT EXTENT DO
1-involve people who are affected by a problem in decisions about that problem?
2-identify what the real problems are ?
3-find out the causes of job-related problems?
4-look for information that relates to a problem before making a decision?
5-consider many possible solutions for each problem?
6-encourage and use creative approaches to solving problems ?
7-usually select the right solution?
8-make plans to carry out solutiuons?
9-get the solution underway once the decision is made ?
10-check to see if solutions are working ?
------------------------------------------------------------------------------------------
ENFORCING WORK RULES
WHEN SUPERVISING TO WHAT EXTENT DO
1-explain work rules clearly ?
2-let workers know what to expect if rules are broken?
3-carefully enforce established work rules and procedures ?
4-enforce rules fairly and equally ?
5-notice and praise workers who follow the rules ?
6-set a good example by following the rules ?
-------------------------------------------------------------------------------------------
RELATING TO AND SUPPORTING STAFF
WHEN SUPERVISING TO WHAT EXTENT DO
1-treat employees with respect?
2-seek out and use worker ideas ?
3-listen to employees ?
4-spend time getting to know how workers feel?
5-care about the physical and mental well-being of employees?
6-consider both the imprtance of the job and workers' feelings and needs ?
7-create a climate of trust and honest communication?
8-try to make the work place more pleasant?
9-create a climate of cooperation among group members ?
10-stand up for subordinates?
-----------------------------------------------------------------------------------------
MAINTAINING AND CONTROLLING MATERIALS AND EQUIPMENT
WHEN SUPERVISING TO WHAT EXTENT DO
1-take responsiblity for having the equipment in good working order?
2-make sure workers have the materials and equipment they need?
3-see that workers know how to operate equipment correctly ?
4-make sure workers have the things they need to do the job ?
5-ask workers to report problems with equipment?
6-make sure workers are updated on equipment maintenance rules?
-------------------------------------------------------------------------------------------------------
BUILDING TEAMS
WHEN SUPERVISING TO WHAT EXTENT DO
54-show how teamwork helps get the job done ?
55-encourage employees to work as a team ?
56-encourage workers to exchange ideas and suggestions with each other?
57-help workers review together how they work as a team ?
-----------------------------------------------------------------------------------------------------
ASSURING SAFETY
WHEN SUPERVISING TO WHAT EXTENT DO
1-teach workers to do their jobs safely ?
2-encourage safe working practices?
3-teach workers to take responsibility for their own safety?
4-involve workers in planning and conducting safety programs?
5-work to make the area safe and accident -free?
6-enforce safety standards?
7-set a good example by working safely?
-------------------------------------------------------------------------------------------
EVALUATING PERFORMANCE
WHEN SUPERVISING TO WHAT EXTENT DO
1-involve employees in deciding how their work will be judged?
2-make sure workers know how their performance will be evaluated?
3-evaluate worker performance against agreed -upon goals ?
4-meet in private with a worker to discuss how/she is doing?
5-let workers know promptly how well they are doing?
6- give sincere praise when it is earned?
7-back up evaluations with specific examples of behavior?
8-help employees judge for themselves how well they are doing?
-----------------------------------------------------------------------------------------------
TRAINING AND COACHING
WHEN SUPERVISING TO WHAT EXTENT DO
1-help workers understand their jobs?
2-clearly communicate what is expected of employees?
3-help workers improve their job performance ?
4-encourage employees to learn new skills?
5-find out whether workers need help to learn new skills ?
6- clearly explain how to do new or unfamiliar tasks?
7-provide opportunities for workers to learn by doing?
8-help employees learn from their mistakes ?
---------------------------------------------------------------------------------------------
REACTING TO STRESS
WHEN SUPERVISING TO WHAT EXTENT DO YOU
1-handle stress when things go wrong?
2-stay calm in a crisis?
3-discuss mistakes calmly in terms of causes and remedies?
4-keep small concerns from becoming bigger ones?
5-help reduce on-the-job stress?
--------------------------------------------------------------------------------------------
EXAMPLE OF RATING
BUILDING TEAMS
WHEN SUPERVISING TO WHAT EXTENT DO
54-show how teamwork helps get the job done ? [TO SOME EXTENT = [3] ]
55-encourage employees to work as a team ? [ TO A LARGE EXTENT =[4]]
56-encourage workers to exchange ideas and suggestions with each other?[ TO SOME EXTENT =[3]]
57-help workers review together how they work as a team ? [ TO A SLIGHT EXTENT = [ 2 ] ]
IF there are three supervisors, each gets , say
JOHN GETS , 3+4+3+2= 12 / 4 = averages 3
PETER GETS averages 3
RON GETS averages 2.5
IF THE DEPARTMENTAL MANAGER'S SCORE AVERAGE IS 2.5
then the real need of training in building teamwork is highlighted.
IN THIS WAY, YOU CAN EVALUATE FOR ALL ELEMENTS,
AND FOR ALL SUPERVISORS/ OVERALL.
================================================== ===
THE LOWER THE AVERAGES INDICATES THE
-MUCH NEEDED TRAINING REQUIREMENTS
-PRIORITY TRAINING
-CRITICAL NEEDS
ETC.
MY ADDED SUGGESTIONS,
WHEN YOU ARE IMPLEMENTING THE TRAINING PLAN,
--PHASE IT OVER 18 MONTHS.
--BREAK THE PROGRAM INTO 5 / 6 PHASES
--RUN ONE PHASE EVERY 2/3 MONTHS
-AFTER EVERY SESSION, GIVE THEM HOMEWORK,
WHICH THEY HAVE TO IMPLEMENT ON THE JOB
AND PROVIDE FEEDBACK AT THE FOLLOWING SESSION.
IN THIS WAY, YOU CAN CORRECT / REINFORCE USEFUL
POINTS.
==================================================
HERE IS A SAMPLE TRAINING PLAN
TRAINING PLAN CHECKLIST
1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, skills, and characteristics desired are specified.
9. Constraints like time, budget and participants attitude are identified.
10.Participants' characteristics are identified / listed.
11. Training objectives are defined / listed.
12.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
-key points are specified
-determining the emphasis required on each topic.
-sequencing the topics into a logical progression.
-establishing a learning pace.
13. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
14. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc
15. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc
16. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc
17. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
18. Evaluations.
19. Training schedule.
20. Training Budget
regards
LEO LINGHAM
From India, Mumbai
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