Maintenance Management > Managing a Training Program

Managing a Training Program

Course Number: 897

The Managing a Training Program textbook covers analysis of training needs. It describes various kinds of training and lists important steps in administering training. Compares group management techniques to self-study. Discusses the training environment. Examines how to keep training records and how to evaluate training results.

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Table of Contents

Chapter 1: Analyzing Your Training Needs

Topics: Reasons for training; Why people want to be trained; Your training attitude; What is training?; Kinds of training; Front-end analysis; Written performance objectives; Making sure training works

Learning Objectives:

  • Define training and state the main reason for training today.
  • Explain the problems involved with trial-and-error learning.
  • List three important steps in administering training.
  • Explain why good communication is important in training.
  • Name three distinct kinds of training.
  • Explain the steps involved in a front-end analysis.
  • Tell why it is important to write performance objectives.

Chapter 2: The Supervisor as Trainer

Topics: Training situations; Self-paced training; Group-paced training; The environment; Starting out; Keeping them with you; Supervised self-study; The level of training material; Developing your own training programs; Using commercially prepared training packages

Learning Objectives:

  • List the advantages, disadvantages, and applications of self-paced and group-paced training.
  • Lists several important aspects of the training environment and tell why each is important.
  • Explain several group management techniques.
  • Name at least three advantages of supervised self-study.
  • Explain the importance of determining the level of your training needs.
  • Evaluate the suitability of commercially prepared training programs.

Chapter 3: Using Training Media

Topics: Introduction to training media; Lecture; Lecture with visual aids; Computer slide shows; Training with DVDs and videotapes; Manuals; Programmed instruction; Computer-based training

Learning Objectives:

  • List at least six factors that influence the usefulness of a training medium.
  • Name several types of visual aids and explain how each can be used to improve a lecture.
  • Explain how to put together a useful sample set.
  • Trace the steps involved in the making of a computerized slide show.
  • List several advantages of videotapes over films.
  • List the advantages of DVDs over videotapes.
  • Give the main reason programmed instruction is effective.
  • Describe the usefulness of computers in training.

Chapter 4: Teaching and Evaluating Success

Topics: Twelve rules for adult learners; Before class starts; Ensuring you reach trainees; Points to keep in mind; Making training relatable; What these rules mean; Record keeping and data collection; Types of records to keep; Time standards; Evaluating training; Pretest/post-test; Writing tests; On-the-job observation; Questionnaires; Record keeping and evaluation

Learning Objectives:

  • List several reasons for keeping training records.
  • Name the three types of training records that are important to keep.
  • Explain how time standards are established and how they can be used to measure performance.
  • Name three common training evaluation methods and explain the applications of each.
  • Give examples of five types of written test questions and give advantages and disadvantages of each type.
  • Tell why an on-the-job observation checklist is an important evaluative tool.
  • Describe the purpose of a questionnaire.

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  •    Chapter 1: Analyzing Your Training Needs
  •    Chapter 2: The Supervisor as Trainer
  •    Chapter 3: Using Training Media
  •    Chapter 4: Teaching and Evaluating Success

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