1: Clear objectives: the objectives and scope of a training program should be clearly defined. A comparison of operational requirements and existing human resource skills will help to determine the specific training needs of employees.
Operational requirements depend on the performance needed to achieve organizational objectives. A well defined set of performance standards should be created.
2: Training policy: A clearly defined training policy served as the guide for designing and implementing training programmes. Such a policy should specify who is responsible for training what is to be spent in training.
3: Motivation: Employees tend to be most responsive ton training programmes when they feel the need to learn. Therefore, training must be related to the needs and the problems of the trainees as well as to their abilities and aptitudes. Information provided in the training material should be meaningful.
It should be presented in a sequential manner from the simple to the more complex. Audio- visual aids should be used to avoid boredom and fatigue of the lecture method.
4: Reinforcement: According to B.F Skinners behavior modification model, when a behavior is repeatedly rewarded, it becomes a permanent part of ones personality. Learning is more effective when there is reinforcement in the form of rewards and punishments. Rewards or positive reinforcements are more effective in changing behavior than punishments or negative reinforcements.
Pay raise, promotions and praise should therefore, be used to reward trainees who learn and apply the knowledge and skills. Rewards should quickly follow the desired behavior and performance, Trainees should encouraged to participate , discuss and discover the desirable patterns of behaviour.
5: Organized material: Training material should be properly organized. A complete outline of the whole course should be distributed in advance so that the trainnes can prepare themselves before coming ton the class. Training material should be prepared by the training section in consultation with line supervisiors.
6: Learning periods : learning takes time and teaching in segments is better than in one go. Several shrt sessions spread over a long period, enabled the trainne to learn.
7: preparing the instructor: the instructor or trainer is the key figure in a training programme. The trainer should not only be a good teacher but must know the subject and also the job.
8: Feedback: trainnes should be provided information on how much well they are doing. Every trainne should know what aspect of his performance is not up to the mark. The feedback should be positive, fast and frequent. Self graded test and programmed learning can be used to provide feedback.
9: Practice: practice makes a man perfect. Skills that are practiced often are better learned and less easily forgotten.
Operational requirements depend on the performance needed to achieve organizational objectives. A well defined set of performance standards should be created.
2: Training policy: A clearly defined training policy served as the guide for designing and implementing training programmes. Such a policy should specify who is responsible for training what is to be spent in training.
3: Motivation: Employees tend to be most responsive ton training programmes when they feel the need to learn. Therefore, training must be related to the needs and the problems of the trainees as well as to their abilities and aptitudes. Information provided in the training material should be meaningful.
It should be presented in a sequential manner from the simple to the more complex. Audio- visual aids should be used to avoid boredom and fatigue of the lecture method.
4: Reinforcement: According to B.F Skinners behavior modification model, when a behavior is repeatedly rewarded, it becomes a permanent part of ones personality. Learning is more effective when there is reinforcement in the form of rewards and punishments. Rewards or positive reinforcements are more effective in changing behavior than punishments or negative reinforcements.
Pay raise, promotions and praise should therefore, be used to reward trainees who learn and apply the knowledge and skills. Rewards should quickly follow the desired behavior and performance, Trainees should encouraged to participate , discuss and discover the desirable patterns of behaviour.
5: Organized material: Training material should be properly organized. A complete outline of the whole course should be distributed in advance so that the trainnes can prepare themselves before coming ton the class. Training material should be prepared by the training section in consultation with line supervisiors.
6: Learning periods : learning takes time and teaching in segments is better than in one go. Several shrt sessions spread over a long period, enabled the trainne to learn.
7: preparing the instructor: the instructor or trainer is the key figure in a training programme. The trainer should not only be a good teacher but must know the subject and also the job.
8: Feedback: trainnes should be provided information on how much well they are doing. Every trainne should know what aspect of his performance is not up to the mark. The feedback should be positive, fast and frequent. Self graded test and programmed learning can be used to provide feedback.
9: Practice: practice makes a man perfect. Skills that are practiced often are better learned and less easily forgotten.