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RHD Operational Procedure – Management Services Wing
 
Training and HRD - Training Division
 
OP/HRD/2.5 - Design & Delivery of Training
 
Purpose and Scope :

The purpose of this procedure is to ensure training given to RHD personnel is appropriate and in accordance with needs identified in the Training Needs Assessment. This procedure covers both training courses at RHDTC and externally procured training in Bangladesh.
 
Definitions :

Depth of course - The learning objectives for the trainees.

Delivery - Arranging the course, inviting the selected candidates to attend, ensuring their participation.

Training Facilitators - Those people selected to run sessions at the training courses.

Target groups - The group of RHD officers and staff who will most benefit from the training.
 
Responsibility :

Executive Engineer (EE) - Training Division - should finalise training courses (programme, manual, curriculum, facilitators).

Sub-Divisional Engineer (SDE) - Training Division - should design training course and produce draft manual with facilitators.

Assistant Engineer (AE) - Training Division - should ensure participation in courses.
 
Method :

4.1 SELECT TRAINING SUBJECT AND ‘TARGET GROUP’

The training subject and ‘target group’ should first have been identified during the Training Needs Assessment (OP/HRD/2.1).

4.2 PREPARING LIST OF OBJECTIVES

These objectives should be based on a need identified during the TNA and should be developed in discussions with the facilitators. The objectives should wherever feasible be specific, measurable, achievable, relevant and time-bound (SMART). For example, “the trainees will be to complete the Bridge Condition Survey Form BCS1 without assistance by the end of the course”.

4.3 PREPARING TRAINING MANUAL

The purpose of the Manual is to explain how the training will be undertaken. The manual is for the Trainers only – not the Trainees. RHDTC should work together with the facilitators to identify appropriate methods of learning and encourage ‘learning by doing’ and ‘interactive’ sessions rather than simply lecturing.

The Manual should include the following:
1· Objectives,
2· Curriculum/Programmes,
3· Required facilities,
4· Handouts,
5· Details of each session (method, subject of training, timing etc), and
6· Key results areas.

4.4 TRAINING OF TRAINERS

The purpose of this training course is to ensure that those selected to be trainers (or facilitators for other courses) have the necessary skills. This training course should include general subjects, such as presentation skills, the use of training media and communication skills, as well as specific training for the course they will facilitate. Those selected for ‘training of trainers’ should be required to present sessions themselves. After presenting sessions their performance should be discussed. The aim is to help them improve delivery.

4.5 TRAINING HANDOUTS

Training handouts should be given as a reference or reminder of key training points. Excessive quantities of handouts should be avoided. Handing out detailed extracts from documents should also be avoided. It is better to give the original document or to show trainees how they can gain access to the original documents from senior officers, RHD Internet or RHD Library, or external sources.

4.6 TRAINING PROGRAMMES/CURRICULUM

Training programmes and schedules need to be carefully prepared to maximise use of the time available. It is generally better to present difficult subjects that require careful concentration in the morning and more practical sessions in the afternoon. Welcoming the participants, presenting certificates and thanking of guests and facilitators are also important. Courses longer than three days duration should generally be avoided. It is generally more effective to have durations of 1-2 days. Computer courses are generally no longer them 3-4 hrs per day, as concentration can be more difficult after this period.

4.7 DELIVERING TRAINING COURSES

The most important aspect of delivering training is preparation. Trainers should arrive for training well in advance to check the room, facilities, handouts etc. The requirements for these should already be identified in the Training Manual and presented to the Management Staff of the facility. RHDTC should have taken part in the development of the manual to ensure it is appropriate.

Training courses should always start on time even if the trainees have not all arrived. Delaying the start of training leads to further disruption to the day and sets a precedent for Day Two of the training that will create more difficulties.

Monitoring of training course should be arranged in accordance with procedure 2.7. Interruptions to the Trainers by monitoring should be avoided until breaks, unless there is a severe communication problem (e.g. trainees cannot hear trainer or cannot read overheads).

4.8 TRAINING MEDIA

This includes overhead projectors (OHP), multi-media, whiteboards and flip charts.

OHPs are good for sharing how RHD standard forms should be filled in to large audiences (generally 15-30 persons). The presenter should be seated next to the OHP so as to net block the view of trainees. The presenter should speak directly to the trainees and avoid training round to speak towards the screen. Wherever possible any pointing should be done on the projector, not the screen. It is difficult to use OHPs ‘interactively’ with the trainees. Excessive use of OHPs should therefore be avoided. For example it is more effective to give trainees standard forms as handouts. Set exercise fro them rather than expect them to spend the whole session watching the presenter fill in the form using the OHP.

Multi-media, for example Power Point, is rarely an effective method of providing training. The main difficulty with multi-media is that is interactive and, after short periods, trainees can lose concentration. The use of multi-media in training should be limited to the following:
1· introductions;
2· presentations of key result areas;
3· summaries;
4· photographs.

Multi-media should never be used for longer than 30 minutes in training and should not be used on more than one or two occasions per day.

Wherever multi-media or OHPs are used, a back-up system is needed in case of power failure. This should be handouts or notes that can be discussed or written on the whiteboard.

The whiteboards is an effective training media for trainees. The main problems with using whiteboards that should be avoided are:
1· Writing is unclear or too small;
2· Trainer speaks whilst looking at whiteboard and cannot be heard by trainees;
3· The number of trainees is too large to see the whiteboard. The optimum audience is generally 5-30 persons depending on the size of the whiteboard; and
4· The trainer spends too much time writing notes on the whiteboards. The whiteboard should only be used for writing lists or emphasising key points and it should be used in an interactive manner. Writing full sentences should be avoided because trainees quickly lose concentration when the trainer has his back to them.

Flip charts are effective for small groups of no more than 15 persons. Guidelines on the use of the flipchart are similar to using the whiteboard i.e. face the audience, only write down lists and key points and make sure the notes can be read clearly,

Asking trainees to come to the front and make presentations using flip charts and the whiteboard should be encouraged. Key points written on flip charts should be torn from the pads and put on display in the training room.

4.9 TRAINING FACILITATOR DELIVERY AND SELECTION

Training facilitators do not necessarily need to be experts on the course subject matter. They do however require support from those familiar with any specific technical issues that may arise. Training facilitators should themselves have received training in training, communication skills etc. Running ‘Pilot Courses’ can be a useful way of establishing how effective the facilitators are as well as how effective the training is. A good facilitator should have the following characteristics:
1· keeps to programme;
2· can be heard and understood clearly;
3· encourages interaction between the trainers and trainees but does not allow excessive disruption;
4· does not move around when speaking but stands or sits still;
5· maintains eye contact with trainees when speaking;
6· establishes eye contact with every trainee by the end of the course; and
7· listens carefully to any points the trainees wish to make.

Wherever possible training should be given in Bangla. If the training is given in English then key points should be emphasised in Bangla in summary sessions.
 
References :

None.
 
Procedure Flowchart :

The procedure flowchart for this procedure is detailed below.
 


 


 

 

For duties associated with each grade of personnel see

 

Updated on : 1/1/2004

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