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Training approaches

The document discusses various approaches to training including experiential learning, laboratory approaches, and systematic approaches. It describes Kolb's experiential learning theory and the experiential learning cycle. It also outlines the key steps in a systematic approach to training including needs assessment, objective setting, design, implementation, and evaluation. Training approaches should consider factors like gender, culture, ability and sexuality to ensure inclusiveness.

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 Trainingapproaches  Experientiallearning  Laboratory  Organisational(system) developmentapproaches D.V.KUSUMALATHA
Training Training is a systematic process to develop knowledge, skill and attitude from learning experience to achieve maximum performance in an activity. - Buckley and Caple (2007) Training as the process of teaching, informing, or educating people so that (1) they may become as well qualified as possible to do their job, and (2) they become qualified to perform in positions of greater difficulty and responsibility. - Van Dersal (1962)
The aim of training is to help the organisation achieve its purpose by adding value to its key resource – the people it employs. The purpose of training is to:  To increase productivity and quality  To promote versatility and adaptability to new methods  To reduce the number of accidents  To reduce labour turnover  To increase job satisfaction displaying itself in lower labour turn-over and less absenteeism  To increase efficiency Purpose of Training
1. Leads to improved profitability and/or more positive attitudes toward profits orientation. 2. Improves the job knowledge and skills at all levels of the organization. 3. Improves the morale of the workforce. 4. Helps people identify with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. Improves the relationship between boss and subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10.Helps prepare guidelines for work. 11.Aids in understanding and carrying out organizational policies. 12.Provides information for future needs in all areas of the organization. 13.Organization gets more effective decision-making and problem solving. 14.Aids in development for promotion from within. 15.Aids in developing leadership skill, motivation, loyalty, better attitudes, and other aspects that successful workers and mangers usually display. 16.Aids in increasing productivity and/or quality of work. 17.Helps keep costs down in many areas, e.g. production, personnel. Administration, etc. 18.Develops a sense of responsibility to the organization for being competent and knowledgeable. Improves labor-management relations. 19.Reduces outside consulting costs by utilizing competent internal consulting. Advantages of training
Disadvantages of training 1. Can be a financial drain on resources; expensive development and testing, expensive to operate 2. Often takes people away from their job for varying periods of time 3. Equips staff to leave for a better job 4. Bad habits passed on 5. Narrow experience
Traditional approach Experiential approach Performance-based approach
Traditional approach • The training staff designs the objectives, contents, teaching techniques, assignments, lesson plans, motivation, tests, and evaluation. • The focus in this model is intervention by the training staff.
Experiential approach • The trainer incorporates experiences where in the learner becomes active and influences the training process. • The objectives and other elements of training are jointly determined by the trainers and trainees. • Trainers primarily serve as facilitators, catalysts, or resource persons.
Performance- based approach • Training, goals are measured through attainment of a given level of proficiency instead of passing grades of the trainees. • Emphasis is given to acquiring specific observable skills for a task. • This performance-based teacher education (PBTE) model, developed by Elam (1971). • It is mostly task or skill centred and is also applicable to Non-formal educational organizations such as Extension.
Approaches to Training Reactive Approach Proactive Approach Systematic Approach
Reactive Approach  The reactive approach to training tends to be an approach adopted predominantly by less developed and/or smaller organisations; this does not tend to involve pre-planning, but can be seen as spontaneous to a certain degree.  This approach to training turn into action when business performance and productivity falls or seems to drop beyond a suitable level; the organisation then attempts to configure training to counteract this downturn.  In comparison, to the other approaches to training, the financial layout is therefore relatively small, since training expenditure is effectively being used when it is needed.  This approach suits smaller organisations whose finances cannot afford comprehensive training programmes which are systematically planned and administered.
Proactive Approach  The proactive approach to training is effective where Organisations are actively seeking ways for training to improve their business performance; when Organisations are looking not only to improve their current training methods, but also opportunities to extend training to wider segments of their organisation.  Such an approach tends to be adopted by organisations that see training as important part of their business model and essential to gaining a competitive advantage.
Systematic Approach  The Systematic Approach to training is by far the approach which has been given the most attention to in literature and research .  It is also the theoretical approach which most organisations adopt thus it is often argued it is the most logical and most successfully effective in a practical.  The systematic approach to training effectively revolves around dividing the training process and procedures into stages and sub-stages.  McNamara (2008) identifies the stages of basic systematic approach to training which are analysis, design, develop, implement and evaluate.
Sensitivity Approaches in Trainings Gender Sensitivity Sexuality Sensitivity Ability Sensitivity Culture Sensitivity must consider and acknowledge difference in culture, which may include race, ethnicity, values, and beliefs. People with disabilities can feel excluded in trainings if there are few or no opportunities for their active participation. From activity modifications to facility considerations, meeting the needs of participants who require accommodations allows trainings to be more inclusive. An inclusive training environment recognizes and respects all individuals, regardless of sexual orientation. In many societies, people who do not conform to dominant societal norms around sexual orientation and gender identity or expression are marginalized. Trainings are inclusive spaces where the agency and dignity of all people are recognized and respected. A gender sensitive training explicitly addresses gender differences in existing roles, knowledge, skills, attitudes and beliefs that affect access to the training, receptivity to the topic, and opportunities to apply new knowledge and skills after the training.
Experiential learning Experiential learning is “learning from experience” which is learner centered and allows the participants to manage and share responsibilities for their learning with their teachers. Experiential Learning Cycles are models for understanding how the process of learning works Experiential Learning Cycles are commonly used to help structure experience-based training and education programs. Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand
Experiencing Perform; do it • Provide a concrete experience that: • Can be an individual or group experience, but involves doing. • Most likely will be unfamiliar to the learners – a first-time activity. • Pushes the learner beyond previous performance levels. • May be “uncomfortable” to the learner (The “Groan Zone”). • Includes the risk of failure.
Sharing Results; reactions; observations • Get the participants to talk about their experience. • Share reactions and observations. • Discuss feelings generated by the experience. • Let the group (or individual) talk freely and acknowledge the ideas they generate.
Processing Discussing; analyzing; and reflecting on the experience • Discuss how the experience was carried out. • Discuss how themes, problems, and issues are brought out by the experience. • Discuss how specific problems or issues were addressed. • Discuss personal experiences of members. • Encourage the group to look for recurring themes.
Generalizing Connecting the experience with real world examples • Find general trends or common truths in the experience. • Identify “real life” principles that surfaced. • List key terms that capture the learning.
Applying Apply what was learned to a similar or different situation • Discuss how new learning can be applied to other situations. • Discuss how issues raised can be useful in the future. • Discuss how more effective behaviors can develop from the new learning's. • Help each individual feel a sense of ownership for what was learned.
Kolb’s Experiential Learning Theory Concrete Experience (CE) DO Reflective Observation (RO) REFLECT Active Experimentation (AE) PLAN Abstract Conceptualisation (AC) THINK
Kolb’s Experiential Learning Theory Accommodators Divergers Convergers Assimilators CE AE RO AC view situations from many perspectives and rely heavily upon brainstorming and generation of ideas use inductive reasoning and have the ability to create theoretical models rely heavily on hypothetical- deductive reasoning carry out plans and experiments and adapt to immediate circumstances
Need assessment process Objective setting process Design process Implementat ion process Evaluation process Discrete phase approach Training is conceived in 5 discrete phases connected sequentially
Laboratory approach/ process approach The Interdependent and Interrelated Process Model is used in which the five phases form sub processes which are highly interrelated and interdependent on all other sub-processes as well as on the total process. Need assessment process Design processImplementat ion process Evaluation process Objective setting process
SYSTEMATIC APPROACH TO TRAINING (SAT) • The system approach to training consists of number of systems which are interdependent to the extent that the malfunctioning of one system can seriously impair the functioning of the total system. • The systems are logically developed accordance with the extension training policy. • The systems are also linked with each other, with the total system linked to national agricultural productivity and production. • It is a diagnostic approach . It diagnosis the performance problems at several levels of aggregation. • It prescribes remedy only after a careful diagnosis of the problems.
Training need assessment Training plans development Design of training programmes Training programme implementation Training monitoring and evaluation It develops the training system in five distinct and sequential phases of development.
Training needs should be assessed at three levels namely, • Individual • Groups • Organizational. A number of methods for training needs assessment are available for different levels. The training needs have to be assessed within the ambit of national priorities and programmes and farmers’ felt needs for training. It is essential to realize that farmers’ felt needs for training lay the foundation upon which the training needs of extension personnel are required to be assessed. Training need assessment
Training plans development After assessment of training needs appropriate training plans are required to be developed on the basis of assessed training needs of extension personnel. A training plans can be (a) short-term, (b) long term, or both. Design of training programmes The starting point in the design of the training programme is a statement of its objectives. should clearly state the Knowledge, Skills, and Attitudes the trainee will acquired after the training and how will it be useful to the trainee in his job performance. Broadly, extension personnel require three types of skills, namely, i) technical, ii) human and iii) conceptual.
Training programme implementation The implementation of training programmes is the responsibility of KVK, or more precisely, the Course Instructor. Many training programmes flounder due to poor implementation which usually reflects lack of/or inadequate preparation Training monitoring and evaluation Training monitoring should take place through well developed training monitoring indices like number of training courses planned and held every month and number of trainees planned and covered. The training monitoring indices will differ from level to level. These indices should be regularly brought to the notice of top management so that it can intervene to correct a situation.
Training approaches