training plan report

By Bradley Robinson,2014-10-18 16:33
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training plan report






    NOUN VEASNA ID: 52920938 NINSUDA DOWSUK ID: 52920283 CHUN YAN WANG ID: 52920764




    MARCH 2011


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    “Smart Problem Solving

    @ Workplace”

    thFriday 11 Mar, 2011

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    Page #

    Executive Summary: …………………………………………………………… ..3

    I. Needs Assessment .......................................................................................... 4-6

II. Designing ....................................................................................................... 6-7

    III. Implementing ................................................................................................. 7-9

    IV. EVALUATION ............................................................................................ 9-14


     Training Schedule

     Tentative Lesson Plan

     Learning Activities

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Executive Summary:

    Changes often create unexpected problems. Trainees can see that problem solving and decision making is an increasingly important task for managers since they are the ones who involved and have most authority and responsibilities in dealing with problems arise in the organization. The more dynamic the business environment, the more various problems are. Consequently, managers must acquire problem solving and decision making skills in order to adapt to these changes well and avoid problems from happening.

    However, finding the causes and solving the problems are not an easy task and not only the pressing issues. The challenging tasks behind is to find the appropriate and accurate solutions and make the best decisions to solve that problems effectively and efficiently.

    Generally, when facing a problem, people often search for the answer or the solution immediately. Without understanding and stating the real underlying problem, all the problem-solving efforts, times, and other resources will go to waste and may make the problems become bigger and hard to solve. Remember that what and how we state a problem will define what and how we deal with it. Thus this course “Smart Problem Solving at Workplace” is specifically

    designed for learners who are managers, supervisors and team leaders in organizations who have to deal with problems arise at their workplace.

    This program will also provide them with a theoretical and practical overview of identifying of the basic and necessary tools in problem solving regarding concept of the problems, analyzing the problems, and selecting and implementing the accurate and appropriate solutions so that learners can quickly acquire and apply these in their daily work.

    Next, we will discuss the overall framework in setting up a HRD or Training Program in each step (Needs Assessment, Designing, Implementing, and Evaluating the program) according to the Training Model and Framework by Wener, J.M, and DeSimone, R.L (2009).

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    Designing a training and development program involves a sequence of steps that can be grouped into 4 phases: Needs assessment, Design, Implementation and Evaluation (Wener & DeSimone, 2009). Wener & DeSimone have also proposed a Training Model in order to come up with an effective training program.

Training & HRD Process Model:

Phase 1: Needs Assessment

    The first step in designing a training and development program is to conduct a needs assessment. The assessment begins with a "need" which can be identified as the process of collecting information about an expressed or implied organizational need that could be met by conducting training. The need can be a desire to improve current performance or to correct a deficiency. But generally it is described as a gap between what is currently in place and what is needed, now and in the future. Gaps can include discrepancies/differences between:

    o What the organization expects to happen and what actually happens.

    o Current and desired job performance.

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    o Existing and desired competencies and skills.

    According to Wener & DeSimone, there are three levels of needs assessment: organizational analysis, task analysis and individual analysis.

    Organizational Analysis looks at the effectiveness of the organization and determines where training is needed and under what conditions it will be conducted.

    Task Analysis provides data about a job or a group of jobs and the knowledge, skills, attitudes and abilities needed to achieve optimum performance.

There are a variety of sources for collecting data for a task analysis:

    o Job description -- A narrative statement of the major activities involved in performing the

    job and the conditions under which these activities are performed. If an accurate job

    description is not available or is out of date, one should be prepared using job analysis


    o KSA analysis -- A more detailed list of specified tasks for each job including Knowledge,

    Skills, Attitudes and Abilities required of incumbents.

    o Performance standards -- Objectives of the tasks of the job and the standards by which

    judged. This is needed to identify performance discrepancies. they will be

    o Job inventory questionnaire -- Evaluate tasks in terms of importance and time spent


    o Ask questions about the job -- Of the incumbents, of the supervisor, of upper


    o Analysis of operating problems -- Down time, waste, repairs, late deliveries, quality


    Individual Analysis analyzes how well the individual employee is doing the job and determines which employees need training and what kind.

Sources of information available for a individual analysis include:

    o Performance evaluation -- Identifies weaknesses and areas of improvement.

    o Performance problems -- Productivity, absenteeism or tardiness, accidents, grievances,

    waste, product quality, down time, repairs, equipment utilization, customer complaints.

    o Observation -- Observe both behavior and the results of the behavior.

    o Interviews -- Talk to manager, supervisor and employee. Ask employee about what

    he/she believes he/she needs to learn.

    o Questionnaires -- Written form of the interview, tests, must measure job-related qualities

    such as job knowledge and skills.

    o Attitude surveys -- Measures morale, motivation, satisfaction.

    o Checklists or training progress charts -- Up-to-date listing of current skills.

    The results of the needs assessment allows the training manager to set the training objectives by answering two very basic questions: who, if anyone, needs training and what training is needed.

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    Sometimes training is not the solution. Some performance gaps can be reduced or eliminated through other management solutions such as communicating expectations, providing a supportive work environment, arranging consequences, removing obstacles and checking job fit.

Phase 2: Designing the Training Program

    Once the needs assessment is completed and training objectives, KSA, and individual staffs are clearly identified, the design phase of the training and development program should include the following key contents:

    1) Select the internal or external person or resource to design and develop the training.

    According to Kirkpatrick (2006) in his book, “Evaluating Training Program”, he discuss that selection of instructors is critical to the success of a program. Their qualifications should include knowledge of the subject being taught, a desire to teach, the ability to communicate, and skill at getting people to participate. Select and design the program content in case that we select from an outsource. Therefore, Mr. Tongpanchang Pongwarin was specifically and intentionally selected since he is an expert in this subject with many experiences and a good reputation in his work, and etc.

    2) Developing training lesson plan.

    Referring to Wener & DeSimone (2009), a good training lesson plan should contain the following criteria:

i. Tittle and Brief Description

    “Smart Problem Solving @ Workplace” This course will also provide them with a

    theoretical and practical overview to identify the problems, analyzing the problems, and

    selecting and implementing the accurate and appropriate solutions.

ii. Target Learners

    This course is specifically designed for participants who are Managers, Supervisors,

    and Team Leaders in organizations who have to deal & solve when Problems arise.

iii. Assumption

    The course is based on the assumptions about the practices:

    o They usually cope with problems passively. They either lack of prevention or

    deal with the Consequences rather than the Real Causes.

    o They solve problems by using assumptions or past experiences rather than

    proven methods or tools.

    o They can‟t solve problems effectively because they fail to define the issues, its

    real causes, or fail to choose the right solutions.

iv. Objectives

    From the above assumptions, the course aims at helping trainees to be able to:

    o Define problems & Identify its related causes accurately and effectively

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    o Supply proven & widely used methods for solving specific problems


    o Apply active attitude, knowledge & skills to solve problems effective

v. Course Structure

    The course will divide into 3 Parts:

     Part 1: Define Problems

    o What is Problem?

    o Recognizing Problems

     Part 2: Analysis the Problems

    o Stating the Problems

    o Identifying & Analyzing the Causes of Problems

     Part 3: Selecting & Implementing Solutions

    o Choosing Alternatives

     Implementing Alternatives o

    o Evaluating Alternative Solutions

vi. Methodology

    To effectively transfer the Course Contents, the following methods will be applied:

    o Lecturing

    o Group Discussion

    o Activity / Role Play

    o Case Study

    vii. Learning Outcomes

    After completion of the course, Trainees will be able to:

    o Effectively identify & analyze the problems & its causes need to be solved

    o Accurately select the appropriate solutions

    o Apply proven methods & tools to solve problems effectively

    o Be active & confident toward solving problems.

    Phase 3: Implementing the Training Program

    After completing the design phase, the training is ready for implementation:

    1) Schedule classes, facilities, Instructor and participants.

    In order to make the training session goes smoothly scheduling the training and facilities

    play a significant role. The schedule should meet the needs and desire of trainees, their

    immediate bosses, and their availability for Learning. In addition, the facilities for the

    training session should be Comfortable and Convenient along with proper Refreshment

    and Break during the training session.

    Items Descriptions Reasons

    1.Training period 1 day (6 Hours)training - The course focus on introducing the

    program basic

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    concept and necessary tools in

    problem solving.

    - Both theoretical and practical

    knowledge regarding the topic will be


    2. Date On Friday - The last day of week participants can th March, 2011 11manage their time to finish their jobs

    in order preparing them before

    attending the class.

    - Participants feel relax cause they are

    not worry about their works and can

    concentrate to training course.

    3. Time During 9:00 am 4:00 pm - Normal practice, it is not too early and

    not too late and convenient for

    participants to join.

    - Appropriate time for learning.

    4. Venue SS Bangsan Beach Resort - Good environment.

    - Convenient to get there.

    - Reasonable price if compare with

    other places.

    - Take participants away from work

    place in order to avoid interrupting.

    - Changing environment to stimulate

    participants be enthusiastic to learn.

    5. Trainer Mr. Tongpanchang - Good reputation.

    Pongwarin From Easy Road - Good knowledge of the subject.

    Training Company. - He is an expert and has a lot of direct

    experiences in this field.

    - He has a lot of training techniques

    persuade learners pay attention to the


    6.Target group - Manager - They have to deal with problems and

    - Supervisor solve problems in their daily work.

    - Team Leader - Problem solving skill is basic skill for

    management level.

    7. Number of trainees 15 persons - The practical course needs spend some

    time for participants to get involve. - Manager 5 persons

    - Supervisor 5 persons - Small class allows participants can

    involve in all activities. - Team leader 5 persons

    - To assure covering all course contents

    because time is limited only 6 hours.

    2) Prepare Materials and Budget to deliver to the training

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In order to allow the trainees to follow the training properly, materials, handouts, and

    other resources need to be provided as below:

    Training Budget

    Training Course: Smart Solving Problems at Workplace

    Training course duration: 6 Hours

    Number of Participants: Maximum 15

    Venue : S S Bangsan Beach Resort

1.List of Training Materials

    No. Items Unit/Cost Quantity Total cost Remark

    (Baht) (Baht)

    1.1 LCD Projectors - 1 - Hotel provide 1.2 Laptop - 1 - Hotel provide 1.3 Pointer - 1 - Hotel provide 1.4 White Board - 1 - Hotel provide 1.5 Flipcharts - 4 - 1.6 Markers - 3 - Black,Blue,Red 1.7 Pens 10 20 200 1.8 Notebooks 10 20 200

     Total 400 2. List of learning materials

    2.1 Handouts 20 20 400 2.2 Program outline - 20 - 2.3 List of participants - 1 - 2.4 Enrollment Form - 1 - 2.5 Evaluation Form - 20 -

     Total 400 3. Training Cost

    3.1 Trainer 25,000 1 25,000 Easy road Training 3.2 Seminar room 4,000 1 4,000 3.3 Transportation 1,000 2 2,000 3.4 Refreshments 50 25 1,250 2 times 3.5 Lunch Buffet 250 25 6,250

     Total 38,500

     Grand total of training cost 39,300

3) Conduct the training.

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