The concept of designing a training programme is changing frequently, because of the changing demand of certain factors. So, before discussing the process of designing training programme, it is important to highlight about different factors related to this.
Role theory
Role theory helps to differentiate between training within a company and training in impartial territory. In a training programme, trainees need to perform routine jobs and the role ‘trainee’ is superimposed on that role. So he needs to perform two roles at a time. Esty (1987) said, fully different experience can be seen when the training takes place outside the company boundaries. Their job roles become less powerful and ‘trainee’ roles become significant. Sometimes because of their different roles both trainees and trainers cannot express themselves independently, especially if the training is on worksite.
Trainer and Trainee Relationship
Sometimes trainers try to impose their power; sometimes trainers try to be extra authoritative and do not tolerate errors (King 1964). If an individual does not make mistake, then it is not possible to experience the mistakes, then that person’s learning cannot be fulfilled. Sometimes trainers forces trainees to imitate them, rather than to explore their own ideas. As a result, trainees cannot come out of the box and exercise their own concepts.
Trainer Exchange
Young (2000) stated about movement of students, teachers and other officials among the educational institutions within Europe for Leonardo Da Vinci programme. Outcome of that programme was that they could exchange their ideas and good practices including review and updates of the training programme contents. They could implement those back in their institutions as per requirement. It enriched them with new methods, additional resources. It improved their motivation and self-confidence. It helped a lot to work as a team and implements back those to own place.
Vocational Training
Vocational training formed with a view to prepare a trained, competent labour market for the country. It operated parallel with normal educational system and played a vital role for the distribution of knowledge, qualifications and competencies all over the organisation. Vocational training focuses deeply on key assignments or project areas.
National Vocational Qualifications (NVQs)
Regular training on a specific job is not preferable now. Rather, providing general competences to perform in varying occupational situations is preferred. National Vocational Qualifications (NVQs) worked towards this goal. NVQs are broad, across and focus on present and future task functions of the job. It works towards achieving a minimum standard to perform the job. It breaks down the tasks and focuses on training of each element of the tasks.
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