1. Click to add Text
Training and Training System
Design

2. Objectives of the Chapter
 Critical Issues in Training
 Tasks of the Training System
 Dynamics of Developing Training Systems
 Training Environment
 Action Research for Training
 Trainer-Researchers

3. Critical Issues in Training
 Improvement of training in organizations
requires paying attention to some critical
dimensions.
 The role of training for development of people
and organizations, include pre-training work,
curriculum development, and selection of
methods, building a training establishment and
post-training support and follow-up (Lynton
and Pareek, (2000).

4. Critical Issues in Training
contd…
 However, a few important dimensions which
require special attention in organizations are
 Learning
 Pre-training Work
 Post-training Work
 Expanding the Training Concept
 Preparation of Training Materials

5. Tasks of the Training System

6. Dynamics of Developing Training
Systems
‘Six activities’ in training system design are given
below:
 Formulate a clear and unequivocal, definition
and specification of the system under
consideration to include the need for the
system and the delimitation of its boundaries.
 Develop lucid and functional descriptions of
the components of the system and the ways in
which they interact.
 Determine and define the system objectives in
terms of optimal system operating
performance and output.

7. Dynamics of Developing Training
Systems contd…
 Identify and specify the criteria to be used for
evaluating the congruence of system
objectives, performance, and output.
 Identify and select alternative groupings of
system components for evaluation in terms of
practicability, desirability, and cost benefits,
and determine the trade-offs involved.
 Test selected alternatives to collect data upon
which decision makers may base their choice
of the configuration of system components for
implementation.

8. Dynamics of Developing Training
Systems contd…
 To the overriding genera1izations that there is
no one way to begin, and that several starts
may have to be explored before one works,
three other operational steps may be added.
 Firstly, practica1 step is to work on training
systems development alongside contributing,
through training, to alleviating some severe
pressures that organization experiencing.

9. Dynamics of Developing Training
Systems contd…
 Secondly, no matter what a specific need,
and the contribution training can make to meet
its several systemic tasks will certainly surface
and demand attention quite quickly as training
starts.
 Support building, trainer competence,
resources networking, materials development,
and presently, of course, monitoring
performance appraisal and control all
predictably appear early.

10. Dynamics of Developing Training
Systems contd…
 Only just behind (or remaining hidden just
below the surface) will be the other tasks of
renewing systemic structures and processes
and of ensuring that the new work is part and
parcel of deliberate strategies and plans.
 This emergence of systemic tasks can be
counted on no matter what the starting point,
because the tasks are closely connected.

11. Dynamics of Developing Training
Systems contd…
 Thirdly, practical generalization is that none of
the eight tasks is ever finalized and ‘laid to
rest.’
 A cyclical pattern seems inherent – one or two
tasks moved to center stage, are reworked to
a new level of performance, and then give way
to the next in line.
 Later, each comes full circle again (and again)
for renewed attention, maybe in a fresh
sequence and at different levels of system
performance.

12. Dynamics of Developing Training
Systems contd…
 This spiral pattern is true for each task and
also for developing the system as a whole.
 Nothing seems to be gained by hurrying to the
‘next task’ before the current one has been
sufficiently accomplished; only then is
attention to the next fruitful.

13. Training Environment
 The importance of making every aspect of
training activity and environment contributes to
the attainment of training objectives.
 Participants are entitled to expect consistency
in at least four facets of the training
environment.
 Trainer’s Behavior.
 Training Objectives and Physical Environment.
 Institutional Administration.
 Institutional Climate.

14. Action Research for Training
 Action research is the application of the
scientific method to problem-solving and
involves identification and focusing of the
problem, diagnosis for probable cause,
selection of one or a few causal relationships
for formulating hypotheses, formulation of an
action hypothesis which can be tested,
designing an action plan based on the hypo-
thesis, evaluation of the action, and
generalization and formulation of further
questions.

15. Feedback Model of Action
Research
Self-motivation
Research Skills
Organizational Climate
Action Plan
Motivation for Action Research
Problem Diagnosis
Action Hypothesis Formulation
Problem Identification
Evaluation

16. Feedback Model of Action
Research contd…
 Action research is a way of approaching
problems or questions. Four beliefs underlie
action research.
 Solutions to problems are more effective and
enduring when they emerge from systematic
search rather than from the dictates of
authority or solely from a practitioner’s
intuition.

17. Feedback Model of Action
Research contd…
 Research done by practitioners themselves on
the problems contributes more to the solution of
these problems than research done by others.
 Research consists in analyzing problems,
searching for solutions, and testing and
evaluating the solutions. It consists of skills
which can be learned and developed by
practitioners. Research is not the prerogative of
expense.
 Development of people’s capabilities (for
example through training) is basic to
improvement in practice.

18. Trainer- Researchers
 If a group of trainers has chosen an action
research, the next step is to work and continue
working, open-eyed and attentive to detail, and
to record data about problematical
experiences in meticulous detail: both
quantitative facts and qualitative facts.
 They develop a (gently) questioning attitude
into personal traits, finding interest in myriad
things around them.

19. Trainer- Researchers
 The trainers will need this curiosity to
strengthen them for the rigor and discipline
and, often troublesome routine of collecting
data of sufficient quality, quantity, regularity,
and duration to elucidate a problem.

20. Summary of the Chapter
 Critical Issues in Training
 Tasks of the Training System
 Dynamics of Developing Training Systems
 Training Environment
 Action Research for Training
 Trainer-Researchers