Question

Explain the various steps involved in the preparation of a training programme for office staff.

Answer 1

1. Defining the Objectives: The purpose of training should be clearly defined. Without clearly defined objectives, training is likely to be misguided and unsuccessful.
2. Identifying Training Needs: All training activities should be related to the specific needs of the employer and the employees. A training programme should be launched only after the training needs are assessed and defined. In order to identify training needs, the gap between existing and desired performance, attitudes, knowledge and skills may be analysed.
3. Selecting and Motivating the Target Group: It is necessary to decide who is to be trained-new or old employees, unskilled or semi-skilled workers, supervisors or executives. The type and methods to be used will depend upon the type of persons to be trained. It is also necessary to create a desire for learning. The employees will be interested in training if they believe that it will benefit them personally. Trainees will change their behaviour if they become aware of better ways of performing and gain experience in the new pattern of behaviour so that it becomes their normal manner of operation. A climate conducive to learning can also be created through physical and psychological environments. Physically, an appropriate location, adequate space, proper lighting, and adequate ventilation. Furniture and audio-visual aids are necessary. The psychological environment consists of involvement and participation, freedom of social interaction, open communication, friendly and helpful trainers, provision for measuring learner's progress, etc.
4. Preparing the Trainers: The success of a training programme depends to a great extent on the instructors or the resource persons. The trainer must know both the job to be taught and how to teach it. He should have an aptitude for teaching and should employ the right training techniques.
5. Developing Training Package: This step involves deciding the content of training, designing support material for training and choosing the appropriate training methods. Training courses may involve specific instructions in the procedures of doing a job. A training course may cover time periods ranging from one week to a few months. In addition to deciding the contents, methods and time required, it is advisable to work out the budget for alternative training packages to facilitate choice. Such a training package should also contain a detailed syllabus with proper sequencing of contents and an appropriate mix of training methods. Support material for training may include study notes, case studies, pamphlets, charts, brochures, manuals, movie slides, etc.
6. Presentation: This is the action phase of training. Here the trainer tells, demonstrates and illustrates in order to put over the new knowledge and operations. However, before it, the learner should be put at ease. It is necessary to explain why he is being taught, to develop his interest in training. The learner should be told of the sequence of the entire job, the need for each step in the job, the relationship of the job to the total workflow, etc. Instructions should be clear and complete. Key points should be stressed, and one point should be explained at a time. Audio-visual aids should be used to demonstrate and illustrate, and the trainee should be asked to repeat the operations. He should also be encouraged to ask questions in order to ensure that he really knows and understands the job.
7. Performance Try-out: The trainee is asked to do the job several times slowly. His mistakes are corrected, and, if necessary, the complicated steps are explained again. As soon as the trainee demonstrates that he can do the job rightly, he is put on his own, and the training is over.
8. Follow-up: In this step, the effectiveness of the training programme is assessed. The feedback generated through follow-up will help to reveal weaknesses or errors, if any Necessary corrective action can be taken. If necessary, instructions may be repeated until the trainer learns whatever has been taught to him. Follow-up action reinforces the learning process. It also helps in designing future training programmes.