Top 3 Stages of the Training Life Cycle
Top 3 Stages of the Training Life Cycle
The objectives of the course before the end of the course should be able to: Understand the training life cycle. Understand what training needs are estimated. Understand the importance and benefits of assessing training needs. Effectively assess and implement training needs. You have a comprehensive understanding of how to collect information for the organization for training purposes. The ability to find and apply requirements at the functional and personal level.
Top 3 Stages of the Training Life Cycle
Or not: Assessment of training needs:
Assess the benefits and importance of individual and institutional training needs:
- Provides the basic information on which the chart depends.
- Leads to an accurate determination of training objectives.
- Help design results-oriented training programs.
- By setting goals better, The effectiveness and efficiency of training can be improved.
- Determine who will be trained.
- Determines the quality of training.
- Provides information about employees, Including number, age, interests, education, work background, jobs, responsibilities and trends related to training.
- Identifies the difficulties and performance issues faced by the organization’s staff.
- Provide documents and training materials.
- Increases employee participation in discussion of work-related matters.
- Help trainers design programs thatmeet students’ needs accurately.
- Helps avoid common mistakes in training because it wastes a lot of time on some relatively complex and unhelpable subjects, instead of very large and complex topics.
Secondly: Design and processing of training content:
- The ability to identify and implement content objectives.
- Learn how to prepare for content packaging design and training.
- Prepare and design the training plan.
Select content goals:
The way content objectives are set shows what trainees will be able to do before the end of the course. When converting training needs into goals,
The focus should be on three areas:
Knowledge points: Although knowledge alone cannot change performance, Most learning processes involve a kind of knowledge.
One possible difficulty in identifying cognitive objectives is to distinguish between topics that directly affect the performance of trainees and those that improve their overall awareness and understanding.
Skills: Writing learning goals for skills-related tasks is easier because it’s easier to observe and recognize skills, so that they can be more clearly identified as targets from the other two groups.
Some examples of setting training goals:
- Conduct an analysis of the prices of agricultural products.
- Measuring the impact of agricultural policies on farmers in traditional sectors.
- Theimpact of modern irrigation systems on rural household income is analysed.
Actor’s actions related to knowledge:
Analysis- Do justice- clarify-compare-definition-description-discrimination-discrimination-evaluation-explanation-explicit-name-organization-inclusion-grades-writing-knowledge.
Targeted skills actions:
Collect-approval-behavior-incorporation-control-design-discussion-graphic-execution-fix-installation-development-measurement-process (data)-view-application.
Target actions related to direction:
Communication – approval – allowing – selection – cooperation – praise – support – encouragement – assistance – recommendation – participation – proposal.
Design training content:
After identifying and clarifying the training objectives, It is necessary to identify the main areas of training content, This process is called designing training content, It is a very important step in turning training objectives into actual learning plans. Training content is usually a list of all the contents (topics) that need to be worked on, Because it includes main topics and sub-themes
Thirdly: Implementation of training:
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Top 3 Stages of the Training Life Cycle
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