Training Design

Good employee performance is pivotal for the performance of any organization. Employees are the backbone of every company. Organizations invest too much in their employee's training and development to increase their efficiency and effectiveness. Despite so much importance, there are very few studies covering the antecedents of employee performance in their own perspective. In this study, we have interviewed telecom employees to investigate the factors that impact their performance. After interviewing 95 employees from telecom sector of Pakistan, we have concluded that in general all employees of telecom companies are satisfied with their respective company training and development and care. In this study, it has been concluded the employee empowerment, job security, and financial benefits are key factors in the improvement of employee performance. Managers focusing on employee development should empower employees, it increases their interest and commitment to the job.

This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide.
This book provides the readers with a first-hand account of findings exclusively related to training and learning strategies, instructional methods, and curriculum design. This book delivers over 21 training and learning strategies across online learning, classroom instructions, and on-the-job learning. These strategies will allow training designers and learning specialists to design workplace training programs that hold the potential to shorten time to proficiency of employees.
The book not only describes findings of the study and theoretical underpinnings, but it also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers.
Chapter 1 of the book introduces the research study that was conducted and describes the sampling, participants, data collection and data analysis methodology.
Chapter 2 introduces the concept and definition of accelerated proficiency and metrics such as time to proficiency and speed to proficiency. The chapter sets the premise for the business need that demands learning designers to explore methods to shorten time to proficiency of employees.
Chapter 3 describes the result of proficiency curve analysis that revealed four possible trajectories to accelerate employee proficiency.
Chapter 4 introduces the four key hurdles in the form of the inefficiencies of traditional training models that hamper the acceleration of proficiency. This chapter sets the stage what needs to be avoided when designing training meant to accelerate proficiency.
Chapter 5 addresses the group of findings related to online or e-learning. A conceptual model is presented to describe five e-learning strategies with the great potential to accelerate proficiency in work-place skills.
Chapter 6 focuses on findings grouped as the formal classroom or instructor-led instructional strategies. The chapter specifies five instructional strategies to design classroom training and deliver an enriched learning experience to put learners on an accelerated proficiency path.
Chapter 7 explains the findings grouped as on-the-job learning or workplace learning strategies. The chapter describes three strategies for workplace learning design to leverage workplace opportunities and interventions which reported great potential to accelerate proficiency. The chapter presents a conceptual model of workplace learning strategies to guide the implementation of these strategies.
Chapter 8 consolidate the strategies for online learning, classroom learning and workplace learning into a simple model for training design that holds the potential to create training that can contribute into shortening time to proficiency of the employees.
Chapter 9 concludes the book with final thoughts on the role of training and learning strategies toward accelerating proficiency in the long run.

Human resource is an asset to any organization and as a result training has become an issue that has to be faced by every organization. The main objective of this study was to determine whether training has an outcome on employee performance and organizational effectiveness. This study is both qualitative and quantitative in nature. In order to address the objective of the study, descriptive study design was used in which data was collected across a sample population through simple random sampling. Two hundred thirty-four (234) questionnaires were distributed for the collection of data and 223 were filled and returned back. The methodologies that were used to collect the data were questionnaire and interview augmented by dif erent literature's found in the organization. Results show that training and delivery style have effect on employees performance and also training design have positively af ect the overall organizational performance, the organizations predominantly used on-the-job training method, though there is a trade-of between the two methods and less emphasis has been given to of - the-job training methods, the major challenges of human resource training programs of organizations are shortage of training materials, shortage of budget for employee training's, absence of training needs assessment. Hence, it is better if organizations design a training program based on the need assessment result or the requirements of the job and employee deficiency of ability for the job in order to increase individual as well as the overall organization performance.

As a result of the changing notions of work schools are increasingly acknowledging that they have a strong responsibility to
guide students not only in their academic growth, but also in their career development. This paper presents the result of a
study about effects of teachers training on career dialogue promoting career competency development in students. For the
quantitative part of the study, a quasi experimental research design is used to measure effects among 2500 students. Videorecordings of conversations are used for qualitative research. The results show only when the off-the-job training is followed
by on-the-job coaching, the professionalizing proves to be effective on student level: students notice that the guidance
conversations are more appreciative, reflective and activating and are about self image development, work and career
actions. Also the observation on guidance conversations show that the conversations are more career related

Pada model pembelajaran ADDIE ini, setelah mengetahui masalah atau kebutuhan peserta dari hasil menganalisis. Maka dilanjutkan dengan membuat konsep atau merancang strategi yang tepat bagi masalah yang telah ditemukan dari hasil analisis. Yang dilakukan dalam tahap desain ini yaitu pertama, merumuskan tujuan pembelajaran yang SMAR (spesifik, measurable, applicable, dan realistic), merumuskan alat yang akan digunakan untuk mengukur kinerja atau tes, dimana tes tersebut harus didasarkan pada tujuan pembelajaran yang telah dirumuskan sebelumnya, melakukan analisia materi pelajaran, perencanaan pembelajaran dan sumber daya. Dalam fase desain, fokusnya adalah pada tujuan pembelajaran, konten, analisis materi pelajaran, latihan, perencanaan pelajaran, instrumen penilaian yang digunakan dan pemilihan media yang tepat untuk digunakan dalam pelatihan tersebut. Selain itu, dipertimbangkan pula sumber-sumber pendukung lain, seperti sumber belajar yang relevan, lingkungan belajar yang mendukung, dan lain-lain. Semua hal tersebut tertuang dalam sautu dokumen bernama "blue-print" yang jelas dan rinci. Dengan menentukan dan memilah mana masalah yang perlu untuk diselesaikan secara instruksional dan masalah yang diselesaikan dengan cara non instruksional. Setelah mengetahuinya, maka dilanjutkan dengan merancang pelatihan seperti apa yang di inginkan dan tepat digunakan sesuai dengan masalah yang dihadapi. Berikut ini ada 9 komponen utama dari tahap desain : 1. Menentukan tujuan umum pelatihan (SK) 2. Menentukan tujuan khusus pelatihan (ISK) 3. Menentukan tujuan umum dan tujuan khusus pelatihan 4. Merancang garis besar materi pelatihan

This study concerns the design of training sequences intended for animal handlers in a research center (RC), based on an ergonomic analysis of the work activity (EAWA). EAWA was conducted before the training course in order to help guide its design. In this phase, it must answer a series of questions (how to train? which training to provide?), integrate the potential diversity and variability of the trainees and of their work, and enlighten the RC on organisational changes, and their consequences. The analysis conduced on trainees' activity is also used to identify what was potentially learned during the training sessions. In line with the objectives of " constructive ergonomics " , EAWA is therefore called on as a tool used by researchers for designing and assessing a training course, a training object and tool for operators and finally a tool used to shed light on the ongoing transformations in the RC. Keywords: ergonomic analysis of the work activity, training design, animal handlers 1 Introduction The study I am presenting concerns the design of training sequences intended for animal handlers – operators responsible for animal care and animal testing – in a research centre (RC) based on an ergonomic analysis of the activity. The ergonomic analysis of the activity can be a means of designing training courses intended not only to modify operators' behaviours and attitudes to the needs of a work system but also to help them develop resources to cope with changes in their work with the aim of guaranteeing health, safety and development while ensuring the reliability and performance of this work system (Falzon, 2014). In this case, the analysis is initially conducted prior to the training in order to guide its design (Montmollin, 1974). It helps identify difficulties faced by operators or to adjust to changes in their work while bearing in mind that these difficulties may also require work situations to be transformed and skills to be identified, which have remained relatively unknown in the organisation but which may require training actions to be introduced (Lacomblez et al., 2007; Delgoulet et al., 2009). In light of the results of this analysis, training situations are proposed with a view to ensuring coherence between the training and the real work situation while protecting the health and safety of the operators (Lacomblez et al., 2007; Delgoulet et al., 2009). Within the framework of these researches, the population to be trained is well-defined and known. The activity analysis therefore serves to identify the training needs of a specific population. However, in the study that I present, it is difficult for the population to be clearly identified in advance and the prime objective is to provide training in performing a specific task. The population to be trained will be those operators who voluntarily register for a 3-day training session. The upstream activity analysis and the training course designed must be able to incorporate the potential diversity of the population to be trained, the related experiences and the skills acquired. Further to the above, when we 1 were asked to intervene, a steering group (SG) had already been appointed and had held meetings for an entire year 2. Decisions had already been taken by this SG and the content of the training had, in part, already been established: we were asked to design training workshops during which a blood sample was to be taken by the animal handlers, not all of whom would perform the task satisfactorily. Furthermore, 2 members of the SG suggested calling on a veterinarian to train the animal handlers in taking blood samples. They believed that the veterinarian should demonstrate the operation and that the animal handlers should then reproduce the operation under his/her control. Finally, 1 member of the SG felt that the animal handlers should be required to perform the operation on several species. This person echoed a point of view stated in the RC that 1 Two academics and a master student. 2 It currently consists of 3 trainers (1 reports to the national training service RC and the other 2 to a local research centre), 2 researchers attached to the local research centre, 1 technician attached to the local research centre who interact with the animal handlers and researchers. Vidal-Gomel, C. (2015). Designing a training course for animal handlers taking account of the diversity and variability of the work and the people trained. Dans G. Lindgaard & D. Moore (Coord.), Actes du 19th Trienal world congres of the International ergonomics association. Melbourne (Australie) : 9-14 août 2015.

The study investigated the difficulties encountered by Grade 11 teachers in teaching Senior High School General Mathematics, the reasons for the problems, and the strategies employed by teachers in overcoming the challenges with an end view of developing training design. The sequential explanatory mixed methods design was used in the study with the aid of a questionnaire checklist and an interview to validate the answers generated by the questionnaires. The study revealed that the challenges in teaching emerged due to time constraints and mastery issues of contents. Though teachers were pedagogically and technologically equipped to teach the course, however, some have poor time management and link to peers to share the best strategies to cope with the problems. Hence, training, as well as seminars and workshops for the unmastered competencies/contents and the competencies with no strategies applied to deal with the difficulties in teaching, are to be provided to Grade 11 General Mat...

Design pelatihan merupakan tahapan kedua setelah dilakukannya analisis kebutuhan pelatihan. Dalam design pelatihan ini terdapat komponen-komponen yang menjadi kerangka pelatihan meliputi : tujuan umum, tujuan khusus, materi pokok, sub materi, instrumen penilaian, rancangan metode penilaian, media pembelajaran yang akan digunakan dalam pelatihan serta bahan ajar. Komponen-komponen tersebut berperan penting dalam pelaksanaan pelatihan yang akan dilakukan. Dalam pelatihan tersebut , terdapat individu sebagai subjek yang melakukan pelatihan serta kinerja yang akan menjadi objek yang diasah dalam pelatihan. Hubungan keduanya saling terkait dimana individu dengan kinerja yang kurang sesuai dengan harapan perusahaan atau lembaga akan diberikan kesempatan untuk mengikuti pelatihan. Hal ini dilakukan agar kinerja individu tersebut dapat meningkat dan mampu memenuhi target perusahaan atau lembaga tersebut. Maka dari itu , peran kinerja individu dalam suatu design pelatihan adalah sangat pentingn. Mengapa demikian ? Hal ini disebabkan dalam suatu design pelatihan harus melewati beberapa tahap penting yakni , penentuan tujuan , penentuan alat yang akan digunakan untuk mengukur kinerja, melakukan berbagai tes terkait, analisis materi yang akan diberikan , perencanaan program pelatihan serta terkahir sumber daya. Dalam faktanya dimana design pelatihan ini bersifat konseptual yang berarti tersusun atau terinci dengan baik, terdapat beberapa fokus yang menjadi prioritas dalam tahapan ini. Fokus tersebut meliputi : Tujuan, konten, analisis subjek pelatihan, perencanaan pelatihan, instrumen penilaian dan pemilihan media. Dari fokus tersebut kemudian disusunlah komponen-kompenen utama dalam design pelatihan. Sehingga nantinya design pelatihan dapat sesuai dan tepat bagi peningkatan kinerja individu terkait. Baik capaian untuk tujuan umum dan tujuan khusus, materi , metode , media serta bahan ajar. Sehingga dapat disimpulkan bahwa peran kinerja individu dalam design pelatihan adalah sebagai tolak ukur perencaan program seperti apa yang akan dilaksanakan kepada individu tersebut untuk meningkatkan kinerjanya dalam perusahaan atau lembaga