Rewrite the training objective using three criteria (bahavior, condition, standard)

Chapter Five - Training Design TABLE Constr Need e the learning Law Task ode. The first Mist: Differe Trair na transhet Trair abil Why is training needed? Who will be trained? What are the training objectives, and what methods will be used? When and where will training take place? What are the overarching guidelines that need to be followed to facilitate the le the material and its transfer to the job? ne model of the design phase at the start of the chapter provides an overview of t and guides our discussion in this chapter. The training needs analysis (TNA) resul onanizational constraints and learning theories, are the inputs into the design inputs are used to determine the learning objectives the process part of the model. Th the three outputs for this phase is to determine the factors that facilitate learning and training, which is discussed in this chapter. Learning theory is used for identifyine ha facilitate learning and transfer. The other two outputs that come from the design phi cussed in separate chapters. Identifying the most appropriate method of instructions in Chapters 6 and 7. Determining the methods for evaluating the training is discuss here, and in much more detail in Chapter 9. In summary training needs, and an understanding of the constraints placed on their ing process are the inputs into the first step of the design phase developing objective objectives you develop are then used to drive the rest of this phase and subsequent (development, implementation, and evaluation). Decisions we make about how best to be learning and transfer integrate what we know about howo people learn (learning theory) with what they need to learn (training objectives). From there, we move on to the next phase and develop the appropriate training, taking into consideration the constraints (money, time faci ties, etc.) we face. Suppose that an HRD department completed a TNA that Identified supervisors need training in effective communication skills. Objectives for the training would be developed on the basis of specific KSAs that were required for effective performance. There objectives would identify what the training is to achieve. But, before developing the objectives the organizational constraints need to be addressed (you need to know the constraints in order to develop realistic objectives). So, we must address the following types of issues: Time allotted for the training Number of trainees to be trained at the same time Timing of the training-regular hours or overtime Voluntary or mandatory training Location of the training Identification of training program personnel Financial resources needed Mix on a Long! and us Short Biasa (e.g.. Few to Small This co! sions, ar There a trainin and tr can be Orgar Budge 1 tri Organizational constraints will influence many of these decisions. For example, if department does not have the resources to develop the program, or if supervisors can the job for more than a half day, then these factors will help shape what the training like and how it will be offered. Kample, if the HRD sors cannot beed aining will look the of gets "Dom doing such when Here tar an. ES or every trait ORGANIZATIONAL CONSTRAINTS In a perfect world, it would be possible to develop the perfect training program for ing need identified. For supervisors who need effective communication training develop a two-week intensive training package using the most effective methods we practice built in. Reality prevails, however, and you must consider the constraints design. Many of these constraints influence the type of training that can be offered provides a list of some of these constraints and various ways to approach training basis of these constraints. This list is not exhaustive and serves only as an example in which organizational constraints affect the methods and annouchor und 19 6. You could wap is with plenty ints on training Tered. Table ! ng design on mple of the we sher