Hello members,
I am Anupama. I am not very new to the training field as I was doing OBT's as a freelancer for some time. Now I have joined an organization of approximately 5500 employees. I have taken up the challenge of setting up the T&D department here. I am looking after behavioral training (imparting training myself) but need to take care of functional as well as skill needs also. They are into manufacturing, selling, and dealing with foreign buyers.
Here I have 13 different areas (departments) and people from very diverse backgrounds. The strength consists of very pricy salespeople to very down-to-earth operators and supervisors. No one has exposure to training, not even top management.
I have already conducted TNA (self & immediate supervisor) of all 5500 employees and now need to make the calendar for the year. I am a bit confused about how to decide the topics and days for the training and how to formulate the yearly calendar.
The dilemma here is I have no team or support, and people here are not at all interested in undergoing training, but management is very keen on T&D. I am having difficulty but want to fight back.
Please help me in this.
Leo sir, Rajat sir -- looking forward to your response especially.
Thanks in advance,
Anupama
From India, New Delhi
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I am Anupama. I am not very new to the training field as I was doing OBT's as a freelancer for some time. Now I have joined an organization of approximately 5500 employees. I have taken up the challenge of setting up the T&D department here. I am looking after behavioral training (imparting training myself) but need to take care of functional as well as skill needs also. They are into manufacturing, selling, and dealing with foreign buyers.
Here I have 13 different areas (departments) and people from very diverse backgrounds. The strength consists of very pricy salespeople to very down-to-earth operators and supervisors. No one has exposure to training, not even top management.
I have already conducted TNA (self & immediate supervisor) of all 5500 employees and now need to make the calendar for the year. I am a bit confused about how to decide the topics and days for the training and how to formulate the yearly calendar.
The dilemma here is I have no team or support, and people here are not at all interested in undergoing training, but management is very keen on T&D. I am having difficulty but want to fight back.
Please help me in this.
Leo sir, Rajat sir -- looking forward to your response especially.
Thanks in advance,
Anupama
From India, New Delhi
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Hi Anupama,
The most critical step for such an initiative to succeed is to have the top management buy-in. Have a meeting to understand their expectations and the budgets that they are willing to set aside for such an initiative. Identify if internal training is the solution or whether a solution like eLearning will meet your organization's requirements. eLearning will also ensure that you do not have to continually worry about trainers, schedules, getting people off work, etc.
Identify the first set of people who need the training. Have a presentation with management on the steps forward. Preparing the schedule is a step that happens much later.
Hope this helps.
Cheers,
Rashmi
From India, Pune
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3The most critical step for such an initiative to succeed is to have the top management buy-in. Have a meeting to understand their expectations and the budgets that they are willing to set aside for such an initiative. Identify if internal training is the solution or whether a solution like eLearning will meet your organization's requirements. eLearning will also ensure that you do not have to continually worry about trainers, schedules, getting people off work, etc.
Identify the first set of people who need the training. Have a presentation with management on the steps forward. Preparing the schedule is a step that happens much later.
Hope this helps.
Cheers,
Rashmi
From India, Pune
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Thank you, Rashmi, for the input.
I have implemented various programs targeting people at different levels, but absenteeism is a significant hurdle in executing these programs. People do not attend training sessions and often cite reasons such as workload and lack of time for training.
I have conducted one orientation program for senior executives, which was well received by some. Now, management is eager to review my plans to consider allocating a budget.
Any suggestions?
Anupama
From India, New Delhi
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I have implemented various programs targeting people at different levels, but absenteeism is a significant hurdle in executing these programs. People do not attend training sessions and often cite reasons such as workload and lack of time for training.
I have conducted one orientation program for senior executives, which was well received by some. Now, management is eager to review my plans to consider allocating a budget.
Any suggestions?
Anupama
From India, New Delhi
Acknowledge(0)Amend(0)
Hi Anupama,
Your plan for management should include the following:
1. Industry overview on what similar companies in your industry are doing in the T&D field.
2. From your TNA, identify critical areas in your organization that need training.
3. Plan on how to conduct the training - will you need to engage outside training vendors, or can it be done in-house, etc.?
4. ROI to the company - Clearly outline how the organization benefits in the short term and long term.
5. Support needed from top management to implement the plan - include budgets, manpower, etc.
You have an amazing opportunity to make a difference in your organization, and a successful stint here can work wonders. I run an eLearning company and also offer consultancy to companies on implementing training programs.
Keep writing in and keep me posted.
Cheers,
Rashmi
From India, Pune
Acknowledge(0)Amend(0)
Your plan for management should include the following:
1. Industry overview on what similar companies in your industry are doing in the T&D field.
2. From your TNA, identify critical areas in your organization that need training.
3. Plan on how to conduct the training - will you need to engage outside training vendors, or can it be done in-house, etc.?
4. ROI to the company - Clearly outline how the organization benefits in the short term and long term.
5. Support needed from top management to implement the plan - include budgets, manpower, etc.
You have an amazing opportunity to make a difference in your organization, and a successful stint here can work wonders. I run an eLearning company and also offer consultancy to companies on implementing training programs.
Keep writing in and keep me posted.
Cheers,
Rashmi
From India, Pune
Acknowledge(0)Amend(0)
Hello Anupama,
A calendar approach is fine when you have a large budget. If training is new to the organization, I’d take a project-based approach. What are the key manager/employee capabilities that the organization requires to achieve its strategic and operational objectives – assuming that it has a strategic/operational plan? Work with managers to identify the key needs. This is different to a wish list that I see many organizations come up with – a list of what training managers/employees would “like” to do. Next allocate priorities and budgets.
Some organizations deem so many days compulsory training per employee per year. This can work to change the culture, but should only be used as an interim measure and is not as effective as a project-based approach.
As for wanting to fight back, if your attitude is to “fight”, you have already lost the battle. To turn around employee attitudes to training, you will need to work in partnership with managers/supervisors. Together, there is a lot you will need to do before and after each training session for employees to become engaged. Have a look at our page at:
http://www.businessperform.com/html/..._training.html
This page is specifically about transfer of training back to the workplace, however, the pointers on building a partnership and the pre- and post-training activities are very relevant here. The most useful points are:
************************************************** **
If your organization is struggling to see the skills learned during training transferred to actual application in the participant’s job, here are ten pointers to help you figure out why. Think here about your last course in which the training was not transferred successfully.
· Did instructional designers, trainers and line managers work together in partnership or was work on the program done in isolation with little collaboration?
· Were non-training solutions seriously considered or was a training request received and an off-the-shelf solution delivered?
· Were training outcomes stated in behavior and performance terms or were outcomes unstated or stated in fuzzy terms?
· Were training objectives tied to stated organizational objectives or were they left floating in the organizational ether?
· Were managers and supervisors actively involved before, during and after the program or was the program divorced from the employee's day to day work?
· Was post-training support provided back in the workplace, such as coaching and on-the-job aids, or were employees left to flounder with no opportunity to practice?
· Were new procedures and role expectations clearly communicated to employees or were they left wondering why they were nominated for the program?
· Were workplace performance expectations agreed with employees prior to the training, or was it back to "business as usual"?
· Was the training integrated with a well thought-out and implemented change or improvement program, or was the training a single point "silver bullet" solution?
· Did you measure the organizational impact of the program or rely solely on "happy sheets" for feedback?
How did your last training program measure up? From your answers, draw up an action plan that you can implement for your next program. Remember, the responsibility for transferring training to the workplace is not the sole responsibility of the trainer. It is also neither the sole responsibility of the training participant nor their manager or supervisor. It is a shared responsibility between all three parties acting in partnership. Only with all three roles collaborating to ensure that skills are transferred to the workplace will training participants change their behavior back on the job and the organization reap the benefits of training.
************************************************** **
The most important activity for managers/supervisors is the pre-training and post-training conversations they have with each employee about why the training is important, how the employee will apply the new skills learned and what the employee needs from their manager/supervisor to be able to do this. As well, having managers introduce the trainer at the beginning of each training course emphasizes the credibility of the trainer and management support for the training. The work of Broad and Newstrom in “Transfer of Training” is particularly useful. Also, you might want to check out our book “From Training to Enhanced Workplace Performance” http://www.businessperform.com/html/..._transfer.html
as it goes into the detail of what I am talking about here. It’s one thing for managers to say they support the training, its another for them to visibly demonstrate this to the people who care – the employees/training participants.
Along with this, reporting to managers the absentee rate for courses and the cost to the organization may help to spur them into action. Just make sure that you have an action plan ready to recommended to them.
Vicki Heath
http://www.businessperform.com
From Australia, Melbourne
Acknowledge(0)Amend(0)
A calendar approach is fine when you have a large budget. If training is new to the organization, I’d take a project-based approach. What are the key manager/employee capabilities that the organization requires to achieve its strategic and operational objectives – assuming that it has a strategic/operational plan? Work with managers to identify the key needs. This is different to a wish list that I see many organizations come up with – a list of what training managers/employees would “like” to do. Next allocate priorities and budgets.
Some organizations deem so many days compulsory training per employee per year. This can work to change the culture, but should only be used as an interim measure and is not as effective as a project-based approach.
As for wanting to fight back, if your attitude is to “fight”, you have already lost the battle. To turn around employee attitudes to training, you will need to work in partnership with managers/supervisors. Together, there is a lot you will need to do before and after each training session for employees to become engaged. Have a look at our page at:
http://www.businessperform.com/html/..._training.html
This page is specifically about transfer of training back to the workplace, however, the pointers on building a partnership and the pre- and post-training activities are very relevant here. The most useful points are:
************************************************** **
If your organization is struggling to see the skills learned during training transferred to actual application in the participant’s job, here are ten pointers to help you figure out why. Think here about your last course in which the training was not transferred successfully.
· Did instructional designers, trainers and line managers work together in partnership or was work on the program done in isolation with little collaboration?
· Were non-training solutions seriously considered or was a training request received and an off-the-shelf solution delivered?
· Were training outcomes stated in behavior and performance terms or were outcomes unstated or stated in fuzzy terms?
· Were training objectives tied to stated organizational objectives or were they left floating in the organizational ether?
· Were managers and supervisors actively involved before, during and after the program or was the program divorced from the employee's day to day work?
· Was post-training support provided back in the workplace, such as coaching and on-the-job aids, or were employees left to flounder with no opportunity to practice?
· Were new procedures and role expectations clearly communicated to employees or were they left wondering why they were nominated for the program?
· Were workplace performance expectations agreed with employees prior to the training, or was it back to "business as usual"?
· Was the training integrated with a well thought-out and implemented change or improvement program, or was the training a single point "silver bullet" solution?
· Did you measure the organizational impact of the program or rely solely on "happy sheets" for feedback?
How did your last training program measure up? From your answers, draw up an action plan that you can implement for your next program. Remember, the responsibility for transferring training to the workplace is not the sole responsibility of the trainer. It is also neither the sole responsibility of the training participant nor their manager or supervisor. It is a shared responsibility between all three parties acting in partnership. Only with all three roles collaborating to ensure that skills are transferred to the workplace will training participants change their behavior back on the job and the organization reap the benefits of training.
************************************************** **
The most important activity for managers/supervisors is the pre-training and post-training conversations they have with each employee about why the training is important, how the employee will apply the new skills learned and what the employee needs from their manager/supervisor to be able to do this. As well, having managers introduce the trainer at the beginning of each training course emphasizes the credibility of the trainer and management support for the training. The work of Broad and Newstrom in “Transfer of Training” is particularly useful. Also, you might want to check out our book “From Training to Enhanced Workplace Performance” http://www.businessperform.com/html/..._transfer.html
as it goes into the detail of what I am talking about here. It’s one thing for managers to say they support the training, its another for them to visibly demonstrate this to the people who care – the employees/training participants.
Along with this, reporting to managers the absentee rate for courses and the cost to the organization may help to spur them into action. Just make sure that you have an action plan ready to recommended to them.
Vicki Heath
http://www.businessperform.com
From Australia, Melbourne
Acknowledge(0)Amend(0)
Thanks to all for your valuable inputs.
Thanks, Rashmi, for your suggestions. Yes, I do agree that I have a fair chance to change the organization, but again, this is where I feel stuck.
Most people here are masters of their own areas (skilled) and have been in the trade for long but are not educated.
Jev, thanks for understanding me. Referring to your queries - No, the company has not developed any strategy or plan for training. To be very honest, there are no strategies and plans anywhere in any area, but every year they are adding to their profit.
I've tried to involve top management and others to make a small team and work collectively. The only reply I get is, "Why are you here?" (with a doubtful look on the face).
So at the end of the day, I am left with myself to do everything regarding training.
Also, please tell me:
1. How can I make them see the value training will add to their company (as Jev said)?
2. How can I make a small plan for six months or 1 year that will show the visible contribution training has made?
3. Is it advisable to focus on a small group or only some departments for training, and if it works, then go ahead with the rest of the staff?
Keep suggesting.
Regards,
Anupama
From India, New Delhi
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Thanks, Rashmi, for your suggestions. Yes, I do agree that I have a fair chance to change the organization, but again, this is where I feel stuck.
Most people here are masters of their own areas (skilled) and have been in the trade for long but are not educated.
Jev, thanks for understanding me. Referring to your queries - No, the company has not developed any strategy or plan for training. To be very honest, there are no strategies and plans anywhere in any area, but every year they are adding to their profit.
I've tried to involve top management and others to make a small team and work collectively. The only reply I get is, "Why are you here?" (with a doubtful look on the face).
So at the end of the day, I am left with myself to do everything regarding training.
Also, please tell me:
1. How can I make them see the value training will add to their company (as Jev said)?
2. How can I make a small plan for six months or 1 year that will show the visible contribution training has made?
3. Is it advisable to focus on a small group or only some departments for training, and if it works, then go ahead with the rest of the staff?
Keep suggesting.
Regards,
Anupama
From India, New Delhi
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Dear Anupama,
For your situation, I can suggest only one thing. Just concentrate on line management for training. Right now, you just forget total employees in your organization. If you want to create a real learning environment, train all key persons and heads of your organization. Until and unless they are serious about training matters, no good effect will occur. Once they are trained for what you want to achieve in the organization, participation from all sides will automatically follow, as all heads will recommend it.
So, personally, I believe that you should go for behavioral training for all heads.
Regards,
Virendra
From India, Mumbai
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For your situation, I can suggest only one thing. Just concentrate on line management for training. Right now, you just forget total employees in your organization. If you want to create a real learning environment, train all key persons and heads of your organization. Until and unless they are serious about training matters, no good effect will occur. Once they are trained for what you want to achieve in the organization, participation from all sides will automatically follow, as all heads will recommend it.
So, personally, I believe that you should go for behavioral training for all heads.
Regards,
Virendra
From India, Mumbai
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Thank you, Viren, for the suggestion. In addition to that, CiteHR Supremo has given me great suggestions which are there in the "Talk to Senior" section. Very valuable. Thanks to all for their inputs.
Regards,
Anupama
From India, New Delhi
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Regards,
Anupama
From India, New Delhi
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===============================================
ANUPAMA
I must say, I envy your position.
It is a challenging one. Please don't fight it ,because you will not
win. In support roles like T&D, you must create a WIN-WIN SITUATION.
You should help them to win and you also win along with them.
================================================
ALL YOUR TRAINING & DEVELOPMENT PROGRAMS
MUST CREATE IMPACT ON THE BUSINESS , NOT JUST RIPPLES,
BUT VISIBLE RESULTS, VISIBLE BEHAVIORAL CHANGES,
USABLE TOOLS ETC ETC. THIS IS WIN-WIN SITUATION
================================================
I AM ASSUMING, YOU ARE RESPONSIBLE ONLY FOR
BEHAVIORAL TRAINING, BASED ON YOUR BRIEF.
--------------------------------------------------------------------------------
TRAINING NEEDS ANALYSIS.
As per your brief , TNA has already been done.
Based on the TNA, can you / your immediate supervisor
-identify the programs [ subject/contents]
-also the priority [ what is critical /what is urgent/what is important]
HAVE YOU/YOUR IMMEDIATE SUPERVISOR discussed with
the departmental heads the priority , as they see it.
------------------------------------------------------------------------------------
I HAVE LISTED SOME TRAINING MODULES
AS SAMPLES, BASED ON MY PAST SIMILAR EXPERIENCE,
HERE BELOW.
--------------------------------------------------------------------------------------
when selecting the modules, four things to remember
-TARGET AUDIENCE
-PRIORITY REQUIREMENTS
-WHICH ONE WILL CREATE GREATER BUSINESS IMPACT
IN THE SHORT TERM.
-BUDGET
---------------------------------------------------------------------------------
BUDGET
When it comes to budget--spending on training/development
-it will be never sufficient.
-there will be always some constraint.
-in spite of management desire/ great interest in training/development,
when it comes to releasing budget, it will be hard to come.
----------------------------------------------------------------------------------
SO WHEN YOU PRESENT YOUR PROPOSAL GO WITH
A MINIMUM AND MAXIMUM BUDGET / PROGRAMS.
*what will be conducted / business impact on minimum budget.
*what will be conducted / business impact on maximum budget.
-------------------------------------------------------------------------------------
Apart from the needs/ requirements, another way the management
looks at the spending on training budget is % of sales.
when you complete the mini / maxi budget, check with your
company annual sales budget.
-----------------------------------------------------------------------------------
As a guideline for the selection of programs,
apart from the priority list based on TNA, you will see that
the people who could make the best use of training/development
and create impact on the business are
-the middle management
*regional sales managers
*production managers
*warehousing manager
*planning manager
*purchase manager
*procurement manager
*supply manager
*supply chain manager
*administration manager
etc etc
....................................
-first line managers / supervisors
*foremen
*warehouse supervisor
*office supervisor
PLUS
the frontline staff.
*sales reps
*customer service staff
etc etc.
-------------------------------------------------------------------------------------
TRAINING WORKLOAD
NOW based on the information, can you/ your immediate supervisor
-estimate the program time for each program
-estimate the no of time each program has to be run
-estimate the total no. of hours all together
-estimate who is going to do it [ take logistics into consideration]
-do you need external trainers , as support
-how many / what programs / when/where.
-----------------------------------------------------------------------------------
ANOTHER CAUTION, PLEASE NEVER USE THE WORD
''TRAINING'' WHEN YOU ARE DISCUSSING TRAINING
FOR MANAGERs, BUT ALWAYS USE THE TERM
''DEVELOPMENT'', BECAUSE SOME MANAGERS THINK
THEY ARE ALREADY ''PERFECT'' AND HENCE NO NEED
FOR TRAINING.
TRAINING AND DEVELOPMENT
Training is concerned with the teaching of specific, factual,
narrow - scoped subject matter and skills. It is a formal
classroom learning activities.
Development is concerned with a broader subject matter
of a conceptual or theoretical nature and the development
of personal attitudes. It comprises all learning experiences,
both on and off the job, including formal, classroom training.
DEVELOPMENT CONTRIBUTIONS.
1.Broadens the managers' interests / awareness.
2. Broadens the managers' business perspectives.
3.Exposes the managers to new avenues of management thoughts.
4.Prepares the managers for greater responsibility.
5.Permits managers to greater interaction internal/external channels.
6.Helps to prepare managers for promotions within the organization.
7.Helps to prepare the managers for additional responsibilities.
8.Helps to provide managers with modern practices/ techniques.
9. Helps the managers to share ideas concepts with others.
10. Helps the managers to accept / manage new technologies.
11.Helps the managers to accept / manage new processes.
12.Helps the managers to accepts / manage new culture.
13.Helps the managers to accepts / manage new OD programs.
etc etc.
THIS MATERIAL IS JUST FOR YOU, TO SUPPORT YOUR
TRAINING PROPOSAL.
================================================== ====
FOR EACH PROGRAM , DEVELOP A PLAN USING THE
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
-===============================================
TRAINING AND DEVELOPMENT COURSES
[ hours allocation ] assuming 8hrs a day.
LEADING AND DEVELOPING PEOPLE
Coaching Skills for Managers [ 16 hrs]
Developing High Performance Teams [ 16 hrs]
Human Resource Management for line managers.[24 hrs]
Leading for Results [ 16hrs]
Managerial Leadership and Development. [ 16hrs]
Mentoring in the Workplace [ 8 hrs]
People Management [ 32 hrs]
Performance Management [ 16 hrs]
Recruiting and Selecting Staff [ 16hrs]
Review and Reward Staff Performance . [ 12 hrs]
Strategic Leadership . [ 16hrs]
The Supervisory development course[24 hrs]
Interpersonal skills [ 16hrs]
GENERAL / MANAGEMENT
Effective Office Management [ 8hrs]
Implementing Change [ 8 hrs]
Management Essentials [ 16hrs]
Setting goals/ objectives [ 8hrs]
Problem solving / decision making [ 8hrs]
Team building [ 16hrs]
Performance appraisal / improvement plan [ 16hrs]
Public speaking [ 8hrs]
Time management [ 4 hrs]
Counselling employees on performance [ 8hrs]
INDIVIDUAL PERFORMANCE
Assertiveness Techniques [ 8hrs]
Conflict Resolution [ 8hrs ]
Managing Stress [ 4 hrs ]
NLP for Business/sales [ 8hrs]
Personal Influence Skills [ 8hrs]
Positive Negotiation Skills [ 16hrs]
Time Management [ 4hrs]
BUSINESS COMMUNICATION
Business Writing Skills[ 4 hrs]
Effective Communication [ 8hrs]
Professional Presentations [ 8hrs]
Writing Winning Tenders and Proposals [ 8hrs]
LEARNING AND DEVELOPMENT
Train the Trainer ‑[16-24 hrs]
Training and Assessment Systems [ 8hrs]
Workplace Assessment [ 8hrs]
Continuous Improvement ‑ improving Systems and Processes[16hrs]
Customer Service ‑ Meeting Customer Needs[ 8hrs]
Effective Workplace Retationsh[ps ‑ Working Together [ 8hrs]
Innovation and Change ‑ Making Change Happen [ 8hrs]
Operational Plans ‑ From Thought to Action [ 8hrs]
Personal Work Priorities ‑ Empowering Self [ 8hrs ]
Workplace Information ‑ The Knowledge Advantage[ 8 hrs]
Workplace Leadership ‑ Leading the Way [ 8hrs]
Workplace Learning ‑ The Competitive Edge [ 8hrs]
Workplace Safety ‑ Promote a Safety Culture [ 4 hrs]
================================================== ================
ProbableTraining / Development Needs
area/regional/zone Sales Manager
Your job function has been broadly divided into two areas: Sales Management Functions and Managerial skills.
Sales Management Functions Managerial Skills
• Nature/scope of sales mgmt ‑ Staff selection
• Sales organisation ‑ Motivation of staff
• Recruiting and selection of ‑ Counselling on the job
salesmen ‑ Management of time
• Setting sales objectives * Problem solving
• Psychology in sales mgmt * Decision making
• Evaluation/control of sales ‑ Performance appraisal
performance * Delegating
• AREA sales planning ‑ Communicating on the job
• Budgeting 9 Leadership
• Merchandising ‑ Managing change
• Business management * Managing conflicts
• Financial data USAGE ‑ Coaching on the job
• Pricing * Sales job empowerment
• Sales management audit * Sales team building
• Effective sales meetings ‑ Training
• Major accounts plannning 0
• Major accounts sales
negotiation
• Accounts servicing
• Customer service management
• Strategy for competition
management
• Distribution management
‑Sales strategy development
================================================== ======
People Management
Skills Program
Subject Overview
1 Analysing the subordinate's job.
What is a good job. What do you need to manage a team. Analysing the job. Developing the job profile. Developing the job specification and standards.
---------------------------------------------------------
2. Selection process.
Why improve the selection process. Job requirements and qualifications. Preparation for selection. Areas of probing. Planning for the interview. Conducting the interview. Rating the evaluation.
-------------------------------------------------------
3. Setting objectives.
Managing by objectives. Steps in managing by objectives. Establishing objectives. Developing measurable objectives. Written "objectives" statements. Conducting the objective setting interview.
4.Performance review and development plan.
Preparing for the interview. Importance of advance planning ‑ know you staffs performance ‑ positive feedback ‑ managing negative feedback. Causes of performance problems. Analysing performance problems and critical incidents. Conducting the development interview. Using probing questions. Handling the fear of change. Managing conflicts. Developing and negotiating a development plan.
----------------------------------------------------------------------------------
5.Counselling during the performance interviews communication skills.
-------------------------------------------------------------------------------
6.Managing by situational leadership influence.
Your leadership styles. Personal and individual factors. Situational factors. Assessing the various situations. Developing and adapting appropriate styles for effectiveness. Understanding staff readiness.
---------------------------------------------------------------------------
7.Managing by exception ‑ techniques.
--------------------------------------------------------------------
8.After performance review meeting.
Coaching for improved performance. Mentoring.
--------------------------------------------------------------------
9.Staff counselling and problem solving.
------------------------------------------------------------
10. Managing problem employees.
*Behaviours and intervention strategies.
-----------------------------------------------------------------
11. Motivating people through supporting communication.
*Praise. Positive reinforcement. Continuous feedback. Empowerment ‑ to spark exceptional performance. Enabling ‑ to bring out the best.
------------------------------------------------------------
12. Managing the change.
Changes in market, methods and organisation. Resistance to change. How to initiate change. Managers' roles in change. Communication in change.
------------------------------------------------------------
13. Managing diversity
-------------------------------------------------------------
14. Assertiveness.
-------------------------------------------------------------
15. Delegation
==================================
ONCE YOU GO THROUGH THESE STEPS AS LISTED ABOVE,
YOU WILL KNOW
-WHO ARE YOUR TARGET AUDIENCE
-WHAT DO THEY WANT
-WHAT ARE THEIR PRIORITIES
-WHEN DO THEY WANT
-HOW ARE YOU GOING TO IMPLEMENT EACH PROGRAM
-HOW WILL IT BE ADMINISTERED
-WHO WILL DELIVER THESE PROGRAMS
-WHAT IS THE COST OF IMPLEMENTING
AT MINIMUM LEVEL
AT MAXIMUM LEVEL
-AT WHAT PERIOD OF TIME
-WHAT IS THE TIMING OF EACH PROGRAM
ETC ETC
ONCE YOU HAVE THESE INFORMATION,
YOU CAN NOW CALENDERISE AND DEVELOP
THE SCHEDULE.
hope this is useful to you
regards
LEO LINGHAM
From India, Mumbai
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ANUPAMA
I must say, I envy your position.
It is a challenging one. Please don't fight it ,because you will not
win. In support roles like T&D, you must create a WIN-WIN SITUATION.
You should help them to win and you also win along with them.
================================================
ALL YOUR TRAINING & DEVELOPMENT PROGRAMS
MUST CREATE IMPACT ON THE BUSINESS , NOT JUST RIPPLES,
BUT VISIBLE RESULTS, VISIBLE BEHAVIORAL CHANGES,
USABLE TOOLS ETC ETC. THIS IS WIN-WIN SITUATION
================================================
I AM ASSUMING, YOU ARE RESPONSIBLE ONLY FOR
BEHAVIORAL TRAINING, BASED ON YOUR BRIEF.
--------------------------------------------------------------------------------
TRAINING NEEDS ANALYSIS.
As per your brief , TNA has already been done.
Based on the TNA, can you / your immediate supervisor
-identify the programs [ subject/contents]
-also the priority [ what is critical /what is urgent/what is important]
HAVE YOU/YOUR IMMEDIATE SUPERVISOR discussed with
the departmental heads the priority , as they see it.
------------------------------------------------------------------------------------
I HAVE LISTED SOME TRAINING MODULES
AS SAMPLES, BASED ON MY PAST SIMILAR EXPERIENCE,
HERE BELOW.
--------------------------------------------------------------------------------------
when selecting the modules, four things to remember
-TARGET AUDIENCE
-PRIORITY REQUIREMENTS
-WHICH ONE WILL CREATE GREATER BUSINESS IMPACT
IN THE SHORT TERM.
-BUDGET
---------------------------------------------------------------------------------
BUDGET
When it comes to budget--spending on training/development
-it will be never sufficient.
-there will be always some constraint.
-in spite of management desire/ great interest in training/development,
when it comes to releasing budget, it will be hard to come.
----------------------------------------------------------------------------------
SO WHEN YOU PRESENT YOUR PROPOSAL GO WITH
A MINIMUM AND MAXIMUM BUDGET / PROGRAMS.
*what will be conducted / business impact on minimum budget.
*what will be conducted / business impact on maximum budget.
-------------------------------------------------------------------------------------
Apart from the needs/ requirements, another way the management
looks at the spending on training budget is % of sales.
when you complete the mini / maxi budget, check with your
company annual sales budget.
-----------------------------------------------------------------------------------
As a guideline for the selection of programs,
apart from the priority list based on TNA, you will see that
the people who could make the best use of training/development
and create impact on the business are
-the middle management
*regional sales managers
*production managers
*warehousing manager
*planning manager
*purchase manager
*procurement manager
*supply manager
*supply chain manager
*administration manager
etc etc
....................................
-first line managers / supervisors
*foremen
*warehouse supervisor
*office supervisor
PLUS
the frontline staff.
*sales reps
*customer service staff
etc etc.
-------------------------------------------------------------------------------------
TRAINING WORKLOAD
NOW based on the information, can you/ your immediate supervisor
-estimate the program time for each program
-estimate the no of time each program has to be run
-estimate the total no. of hours all together
-estimate who is going to do it [ take logistics into consideration]
-do you need external trainers , as support
-how many / what programs / when/where.
-----------------------------------------------------------------------------------
ANOTHER CAUTION, PLEASE NEVER USE THE WORD
''TRAINING'' WHEN YOU ARE DISCUSSING TRAINING
FOR MANAGERs, BUT ALWAYS USE THE TERM
''DEVELOPMENT'', BECAUSE SOME MANAGERS THINK
THEY ARE ALREADY ''PERFECT'' AND HENCE NO NEED
FOR TRAINING.
TRAINING AND DEVELOPMENT
Training is concerned with the teaching of specific, factual,
narrow - scoped subject matter and skills. It is a formal
classroom learning activities.
Development is concerned with a broader subject matter
of a conceptual or theoretical nature and the development
of personal attitudes. It comprises all learning experiences,
both on and off the job, including formal, classroom training.
DEVELOPMENT CONTRIBUTIONS.
1.Broadens the managers' interests / awareness.
2. Broadens the managers' business perspectives.
3.Exposes the managers to new avenues of management thoughts.
4.Prepares the managers for greater responsibility.
5.Permits managers to greater interaction internal/external channels.
6.Helps to prepare managers for promotions within the organization.
7.Helps to prepare the managers for additional responsibilities.
8.Helps to provide managers with modern practices/ techniques.
9. Helps the managers to share ideas concepts with others.
10. Helps the managers to accept / manage new technologies.
11.Helps the managers to accept / manage new processes.
12.Helps the managers to accepts / manage new culture.
13.Helps the managers to accepts / manage new OD programs.
etc etc.
THIS MATERIAL IS JUST FOR YOU, TO SUPPORT YOUR
TRAINING PROPOSAL.
================================================== ====
FOR EACH PROGRAM , DEVELOP A PLAN USING THE
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
-===============================================
TRAINING AND DEVELOPMENT COURSES
[ hours allocation ] assuming 8hrs a day.
LEADING AND DEVELOPING PEOPLE
Coaching Skills for Managers [ 16 hrs]
Developing High Performance Teams [ 16 hrs]
Human Resource Management for line managers.[24 hrs]
Leading for Results [ 16hrs]
Managerial Leadership and Development. [ 16hrs]
Mentoring in the Workplace [ 8 hrs]
People Management [ 32 hrs]
Performance Management [ 16 hrs]
Recruiting and Selecting Staff [ 16hrs]
Review and Reward Staff Performance . [ 12 hrs]
Strategic Leadership . [ 16hrs]
The Supervisory development course[24 hrs]
Interpersonal skills [ 16hrs]
GENERAL / MANAGEMENT
Effective Office Management [ 8hrs]
Implementing Change [ 8 hrs]
Management Essentials [ 16hrs]
Setting goals/ objectives [ 8hrs]
Problem solving / decision making [ 8hrs]
Team building [ 16hrs]
Performance appraisal / improvement plan [ 16hrs]
Public speaking [ 8hrs]
Time management [ 4 hrs]
Counselling employees on performance [ 8hrs]
INDIVIDUAL PERFORMANCE
Assertiveness Techniques [ 8hrs]
Conflict Resolution [ 8hrs ]
Managing Stress [ 4 hrs ]
NLP for Business/sales [ 8hrs]
Personal Influence Skills [ 8hrs]
Positive Negotiation Skills [ 16hrs]
Time Management [ 4hrs]
BUSINESS COMMUNICATION
Business Writing Skills[ 4 hrs]
Effective Communication [ 8hrs]
Professional Presentations [ 8hrs]
Writing Winning Tenders and Proposals [ 8hrs]
LEARNING AND DEVELOPMENT
Train the Trainer ‑[16-24 hrs]
Training and Assessment Systems [ 8hrs]
Workplace Assessment [ 8hrs]
Continuous Improvement ‑ improving Systems and Processes[16hrs]
Customer Service ‑ Meeting Customer Needs[ 8hrs]
Effective Workplace Retationsh[ps ‑ Working Together [ 8hrs]
Innovation and Change ‑ Making Change Happen [ 8hrs]
Operational Plans ‑ From Thought to Action [ 8hrs]
Personal Work Priorities ‑ Empowering Self [ 8hrs ]
Workplace Information ‑ The Knowledge Advantage[ 8 hrs]
Workplace Leadership ‑ Leading the Way [ 8hrs]
Workplace Learning ‑ The Competitive Edge [ 8hrs]
Workplace Safety ‑ Promote a Safety Culture [ 4 hrs]
================================================== ================
ProbableTraining / Development Needs
area/regional/zone Sales Manager
Your job function has been broadly divided into two areas: Sales Management Functions and Managerial skills.
Sales Management Functions Managerial Skills
• Nature/scope of sales mgmt ‑ Staff selection
• Sales organisation ‑ Motivation of staff
• Recruiting and selection of ‑ Counselling on the job
salesmen ‑ Management of time
• Setting sales objectives * Problem solving
• Psychology in sales mgmt * Decision making
• Evaluation/control of sales ‑ Performance appraisal
performance * Delegating
• AREA sales planning ‑ Communicating on the job
• Budgeting 9 Leadership
• Merchandising ‑ Managing change
• Business management * Managing conflicts
• Financial data USAGE ‑ Coaching on the job
• Pricing * Sales job empowerment
• Sales management audit * Sales team building
• Effective sales meetings ‑ Training
• Major accounts plannning 0
• Major accounts sales
negotiation
• Accounts servicing
• Customer service management
• Strategy for competition
management
• Distribution management
‑Sales strategy development
================================================== ======
People Management
Skills Program
Subject Overview
1 Analysing the subordinate's job.
What is a good job. What do you need to manage a team. Analysing the job. Developing the job profile. Developing the job specification and standards.
---------------------------------------------------------
2. Selection process.
Why improve the selection process. Job requirements and qualifications. Preparation for selection. Areas of probing. Planning for the interview. Conducting the interview. Rating the evaluation.
-------------------------------------------------------
3. Setting objectives.
Managing by objectives. Steps in managing by objectives. Establishing objectives. Developing measurable objectives. Written "objectives" statements. Conducting the objective setting interview.
4.Performance review and development plan.
Preparing for the interview. Importance of advance planning ‑ know you staffs performance ‑ positive feedback ‑ managing negative feedback. Causes of performance problems. Analysing performance problems and critical incidents. Conducting the development interview. Using probing questions. Handling the fear of change. Managing conflicts. Developing and negotiating a development plan.
----------------------------------------------------------------------------------
5.Counselling during the performance interviews communication skills.
-------------------------------------------------------------------------------
6.Managing by situational leadership influence.
Your leadership styles. Personal and individual factors. Situational factors. Assessing the various situations. Developing and adapting appropriate styles for effectiveness. Understanding staff readiness.
---------------------------------------------------------------------------
7.Managing by exception ‑ techniques.
--------------------------------------------------------------------
8.After performance review meeting.
Coaching for improved performance. Mentoring.
--------------------------------------------------------------------
9.Staff counselling and problem solving.
------------------------------------------------------------
10. Managing problem employees.
*Behaviours and intervention strategies.
-----------------------------------------------------------------
11. Motivating people through supporting communication.
*Praise. Positive reinforcement. Continuous feedback. Empowerment ‑ to spark exceptional performance. Enabling ‑ to bring out the best.
------------------------------------------------------------
12. Managing the change.
Changes in market, methods and organisation. Resistance to change. How to initiate change. Managers' roles in change. Communication in change.
------------------------------------------------------------
13. Managing diversity
-------------------------------------------------------------
14. Assertiveness.
-------------------------------------------------------------
15. Delegation
==================================
ONCE YOU GO THROUGH THESE STEPS AS LISTED ABOVE,
YOU WILL KNOW
-WHO ARE YOUR TARGET AUDIENCE
-WHAT DO THEY WANT
-WHAT ARE THEIR PRIORITIES
-WHEN DO THEY WANT
-HOW ARE YOU GOING TO IMPLEMENT EACH PROGRAM
-HOW WILL IT BE ADMINISTERED
-WHO WILL DELIVER THESE PROGRAMS
-WHAT IS THE COST OF IMPLEMENTING
AT MINIMUM LEVEL
AT MAXIMUM LEVEL
-AT WHAT PERIOD OF TIME
-WHAT IS THE TIMING OF EACH PROGRAM
ETC ETC
ONCE YOU HAVE THESE INFORMATION,
YOU CAN NOW CALENDERISE AND DEVELOP
THE SCHEDULE.
hope this is useful to you
regards
LEO LINGHAM
From India, Mumbai
Acknowledge(0)Amend(0)
REPLY TO YOUR SECOND QUESTION
Sample Outline [for the total corporatewide program]
1.Introduction [ purpose of this program]
2. Scope of the Training Plan
3 .Organizational Entities
4.Responsibility/ management ownership of the program.
[mention T&D, department management etc]
5. Training/development Objectives
6. Training / development Policy
7. Corporate / Organizational Goals Supported
[ impact on the business]
8. Training / development Benefits
9. Strengths and Areas of improvements of the Organization
[avoid using term WEAKNESSES]
10. How Training Needs Are Identified, Verified, and Prioritized
11. Training Needs To Be Addressed
[ knowledge / skills etc]
12. Course / by Job Category
HERE , PREPARE A MATRIX
COURSES...............JOB CATEGORY>>>>sales ! production!customer service etc etc
V V V
time management
supervisory skills development
etc etc
IN THE BOXES, ESTIMATE HOW MANY WOULD ATTEND THE COURSE
MY SUGGESTION IS
SPREAD THE PROGRAM OVER 3 YEARS.
TIMEWISE / FINANCEWISE/ TRAINING RESOURCEWISE, YOU CANNOT
MANAGE ALL IN ONE YEAR.
13. Course Descriptions
[ just 2/3 lines for each selected ones]
14. Planned Course Development/Acquisition Strategy
15. Estimated Development and Acquisition Costs
16. Course Quality Standards
17. Planned Delivery Schedule
18. staff Selection and Enrollment Procedures
19. Training Evaluation and Tracking
==============================================
NOW USE THIS CHECKLIST ,
TO PREPARE A TRAINING PLAN FOR
EACH COURSE / JOB CATEGORY [ take it from the matrix]
EXAMPLES
1.supervisory skills course / production supervisors
2.customer service skills course / customer service staff
etc etc
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.Course Overview
7.Learning Outcome
8.Partcipants for this program
9.Program Benefits to the participants
10.Learning Techiques to be used
[workshop activities/problem solving exercises
training video / case studies/forum discussion/
role plays/simulations/ etc]
11. Desired behaviors are specified.
12.Desired competences are identified and specified.
13.Knowledge, skills, and characteristics desired are specified.
14. Constraints like time, budget and participants attitude are identified.
15.Participants' characteristics are identified / listed.
16. Training objectives are defined / listed.
17.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.
18. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
19. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc
20. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc
21. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc
22. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
23. Evaluation of training program
24. Training schedule.
25. Training Budget
================================================== ===
============================================
PARTICIPANTS EVALUATION OF TRAINING
PROGRAM TRAINING /METHODS/TRAINERS
. Send an email to all your company's participants and
seek a one page feedback on
-conduct of the course
-conduct of the trainers
-their gains
-what will they implement on return/why.
---------------------------------------------------------------------------------
YOU need a questionnaire, which should be filled in ,
ten days after return.
A SAMPLE QUESTIONNAIRE.
1.How did you find the quality of the program
poor/below average/average/good/excellent .
---------------------------------------------------------------------------------------------
2.Briefly give your reasons for the above ratings.
----------------------------------------------------------------------------------------
3.To what extent did this program measure up to your expectation
far least/somewhat less/met expectations/somewhat more/far exceed
4.Do you feel that this program was worthwhile in terms of its cost
and your time away from normal job duties.
5.Would you recommend this program to other peers.
6.Rate this program using the following ratings
5-outstanding,4-good, 3-average, 2-below average,1-poor.
a.Practical value-----------------------
b.Thoroughness-----------------------
c.New ideas gained----------------
d.Helpfulness to self development -------------------
e.Relevance to the job-----------------------------------
7.Which topics did you find most helpful.
8.Which topics did you find lease helpful.
9.Which topics would you recommend eliminating
10.Which topics would you recommend enlarging
11.What other topics would you recommend adding
12.Rate the content of each session , in terms of value using
5=very valuable,4=valuable,3=undecided,2=little value,1=no value
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
13. Rate the trainer for each session , in terms of their
teaching [ getting ideas across]
5=very effective,4=effective,3=neutral,2=little effective,1=not effective
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
14. What are the strengths / weaknesses of each trainers
15.Which of the teaching / training methods very effective
16.Which of the teaching / training methods ineffective
17.How satisfied were you with
a. quality/quantity of case studies
b. quality/ quantity of reading materials
c. quality/ quantity of assignments
18.How satisfied were you with the following services/facilities
5=very satisfied,4=satisfied,3=neutral,2=dissatisfied,1=v ery poor.
a.conference room
b.case study rooms
c.bed rooms
d.quality of food
e.quantity of food
f.recreation facilities
g.transportation
h. others
19. Overall organization and coordination of the programs.
20. From each session , list one or two key ideas you
gained from each session.
================================================== =
TRAINER'S EVALUATION
1.TOTAL EDUCATIONAL QUALIFICATIONS.
2. TRAINING QUALIFICATIONS.
3.TOTAL WORK EXPERIENCE.
4. TRAINING EXPERIENCE.
5. ANY SPECIAL TRAINING WORK EXPERIENCE.
6. ANY SPECIAL TRAINING COURSE ATTENDED
7.TRAINING JOB KNOWLEDGE
-demonstrable knowledge of training / development
8.WORK ACCOMPLISHMENT
-shown ability to accomplish
9. INITATIVES
-took initiatives to be effective
10.ORGANIZATION SKILLS
-organize training / development programs
11.WORK QUALITY
-demonstrated ability to achieve standards
12.WORK ATTUDE
-demonstrate through personal characteristics
13.SELF APPRAISAL/DEVELOPMENTS
-attended course to improve oneself
14.COMPETENCES
-training skills, knowledge, attitude etc
15.CULTURE COMPTENCES
-ability to understand/ appreciate.
=========================================
YOU CAN EVALUATE THESE ELEMENTS
-BY rating 5=exception
4=very good
3=good/ acceptable
2=satisfactory
1= unsatisfactory
================================================== ==============
This should be completed by participants right after the instructor finishes her or his session. .
Instructor‑evaluation form.
Name Subject
Date Course
Check the appropriate rating for each item listed
Excellent. Very good. Adequate. Needs improvement. Poor.
1. How well did the individual "break the ice"‑get the group warmed up to him or her?
2. How well did the individual introduce her or his topic and generate interest and enthusiasm?
3. How well did the individual outline goals and purposes?
4. How well did he or she keep the session alive and interesting?
5. How well did the individual encourage group participation?
6. How well did she or he clarify key points?
7. How well did he or she welcome and answer questions?
8. How well did he or she come across personally?
9. How well did the individual summarize and wrap up at the end of his or her
session?
10. To what extent was her or his presentation clear and logical?
11. What is your overall rating of this teacher?
Excellent. Very good. Average. Below Average. Poor.
12. Was there a good balance between instructor inputs (lecture) and participant inputs (involvement via discussion and case‑study reports)?
Yes -------------- No -------------------- Undecided---------------------
13. Explain the ways in which this instructor could have been more effective in
a) public speaking:
b) organization:
c) responses to questions:
d) attitude toward participants:
14. What other suggestions do you have to help this instructor improve?
REGARDS
LEO LINGHAM
From India, Mumbai
Acknowledge(0)Amend(0)
Sample Outline [for the total corporatewide program]
1.Introduction [ purpose of this program]
2. Scope of the Training Plan
3 .Organizational Entities
4.Responsibility/ management ownership of the program.
[mention T&D, department management etc]
5. Training/development Objectives
6. Training / development Policy
7. Corporate / Organizational Goals Supported
[ impact on the business]
8. Training / development Benefits
9. Strengths and Areas of improvements of the Organization
[avoid using term WEAKNESSES]
10. How Training Needs Are Identified, Verified, and Prioritized
11. Training Needs To Be Addressed
[ knowledge / skills etc]
12. Course / by Job Category
HERE , PREPARE A MATRIX
COURSES...............JOB CATEGORY>>>>sales ! production!customer service etc etc
V V V
time management
supervisory skills development
etc etc
IN THE BOXES, ESTIMATE HOW MANY WOULD ATTEND THE COURSE
MY SUGGESTION IS
SPREAD THE PROGRAM OVER 3 YEARS.
TIMEWISE / FINANCEWISE/ TRAINING RESOURCEWISE, YOU CANNOT
MANAGE ALL IN ONE YEAR.
13. Course Descriptions
[ just 2/3 lines for each selected ones]
14. Planned Course Development/Acquisition Strategy
15. Estimated Development and Acquisition Costs
16. Course Quality Standards
17. Planned Delivery Schedule
18. staff Selection and Enrollment Procedures
19. Training Evaluation and Tracking
==============================================
NOW USE THIS CHECKLIST ,
TO PREPARE A TRAINING PLAN FOR
EACH COURSE / JOB CATEGORY [ take it from the matrix]
EXAMPLES
1.supervisory skills course / production supervisors
2.customer service skills course / customer service staff
etc etc
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.Course Overview
7.Learning Outcome
8.Partcipants for this program
9.Program Benefits to the participants
10.Learning Techiques to be used
[workshop activities/problem solving exercises
training video / case studies/forum discussion/
role plays/simulations/ etc]
11. Desired behaviors are specified.
12.Desired competences are identified and specified.
13.Knowledge, skills, and characteristics desired are specified.
14. Constraints like time, budget and participants attitude are identified.
15.Participants' characteristics are identified / listed.
16. Training objectives are defined / listed.
17.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.
18. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
19. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc
20. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc
21. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc
22. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
23. Evaluation of training program
24. Training schedule.
25. Training Budget
================================================== ===
============================================
PARTICIPANTS EVALUATION OF TRAINING
PROGRAM TRAINING /METHODS/TRAINERS
. Send an email to all your company's participants and
seek a one page feedback on
-conduct of the course
-conduct of the trainers
-their gains
-what will they implement on return/why.
---------------------------------------------------------------------------------
YOU need a questionnaire, which should be filled in ,
ten days after return.
A SAMPLE QUESTIONNAIRE.
1.How did you find the quality of the program
poor/below average/average/good/excellent .
---------------------------------------------------------------------------------------------
2.Briefly give your reasons for the above ratings.
----------------------------------------------------------------------------------------
3.To what extent did this program measure up to your expectation
far least/somewhat less/met expectations/somewhat more/far exceed
4.Do you feel that this program was worthwhile in terms of its cost
and your time away from normal job duties.
5.Would you recommend this program to other peers.
6.Rate this program using the following ratings
5-outstanding,4-good, 3-average, 2-below average,1-poor.
a.Practical value-----------------------
b.Thoroughness-----------------------
c.New ideas gained----------------
d.Helpfulness to self development -------------------
e.Relevance to the job-----------------------------------
7.Which topics did you find most helpful.
8.Which topics did you find lease helpful.
9.Which topics would you recommend eliminating
10.Which topics would you recommend enlarging
11.What other topics would you recommend adding
12.Rate the content of each session , in terms of value using
5=very valuable,4=valuable,3=undecided,2=little value,1=no value
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
13. Rate the trainer for each session , in terms of their
teaching [ getting ideas across]
5=very effective,4=effective,3=neutral,2=little effective,1=not effective
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
14. What are the strengths / weaknesses of each trainers
15.Which of the teaching / training methods very effective
16.Which of the teaching / training methods ineffective
17.How satisfied were you with
a. quality/quantity of case studies
b. quality/ quantity of reading materials
c. quality/ quantity of assignments
18.How satisfied were you with the following services/facilities
5=very satisfied,4=satisfied,3=neutral,2=dissatisfied,1=v ery poor.
a.conference room
b.case study rooms
c.bed rooms
d.quality of food
e.quantity of food
f.recreation facilities
g.transportation
h. others
19. Overall organization and coordination of the programs.
20. From each session , list one or two key ideas you
gained from each session.
================================================== =
TRAINER'S EVALUATION
1.TOTAL EDUCATIONAL QUALIFICATIONS.
2. TRAINING QUALIFICATIONS.
3.TOTAL WORK EXPERIENCE.
4. TRAINING EXPERIENCE.
5. ANY SPECIAL TRAINING WORK EXPERIENCE.
6. ANY SPECIAL TRAINING COURSE ATTENDED
7.TRAINING JOB KNOWLEDGE
-demonstrable knowledge of training / development
8.WORK ACCOMPLISHMENT
-shown ability to accomplish
9. INITATIVES
-took initiatives to be effective
10.ORGANIZATION SKILLS
-organize training / development programs
11.WORK QUALITY
-demonstrated ability to achieve standards
12.WORK ATTUDE
-demonstrate through personal characteristics
13.SELF APPRAISAL/DEVELOPMENTS
-attended course to improve oneself
14.COMPETENCES
-training skills, knowledge, attitude etc
15.CULTURE COMPTENCES
-ability to understand/ appreciate.
=========================================
YOU CAN EVALUATE THESE ELEMENTS
-BY rating 5=exception
4=very good
3=good/ acceptable
2=satisfactory
1= unsatisfactory
================================================== ==============
This should be completed by participants right after the instructor finishes her or his session. .
Instructor‑evaluation form.
Name Subject
Date Course
Check the appropriate rating for each item listed
Excellent. Very good. Adequate. Needs improvement. Poor.
1. How well did the individual "break the ice"‑get the group warmed up to him or her?
2. How well did the individual introduce her or his topic and generate interest and enthusiasm?
3. How well did the individual outline goals and purposes?
4. How well did he or she keep the session alive and interesting?
5. How well did the individual encourage group participation?
6. How well did she or he clarify key points?
7. How well did he or she welcome and answer questions?
8. How well did he or she come across personally?
9. How well did the individual summarize and wrap up at the end of his or her
session?
10. To what extent was her or his presentation clear and logical?
11. What is your overall rating of this teacher?
Excellent. Very good. Average. Below Average. Poor.
12. Was there a good balance between instructor inputs (lecture) and participant inputs (involvement via discussion and case‑study reports)?
Yes -------------- No -------------------- Undecided---------------------
13. Explain the ways in which this instructor could have been more effective in
a) public speaking:
b) organization:
c) responses to questions:
d) attitude toward participants:
14. What other suggestions do you have to help this instructor improve?
REGARDS
LEO LINGHAM
From India, Mumbai
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