Handbook of Training Process

By Aatrayee Ghosh

Handbook of Training Process

Contents

Topics

Page No.

1. 2.

Module 1 Training Policy Module 2 Training Process a. Chapter 1- Analysis Phase b. Chapter 2 - Design Phase c. Chapter 3 - Development Phase d. Chapter 4 - Implement Phase e. Chapter 5 - Evaluation Phase

4 6 7 8 10 14 16 19

5.

After-Word

Aatrayee Ghosh

Handbook of Training Process

Module 1 Training Policy

The term Training generally refers to acquisition of knowledge, skills, attitude, as a result of teaching of vocational or practical skills and knowledge and relates to specific skills. It is often referred to as Professional Development. At Intrasoft, we provide opportunity for and encourage participation in job-related training programs for staff that will enhance skills and knowledge and maximize job performance. The responsibility for participating in training is shared by individual employees, supervisors/managers, and the company. Responsibilities: Team Leaders and Managers: The main responsibility for training and training development lies with Team Leaders and managers. Their responsibilities include the following: To ensure that personnel under their supervision meet training requirements. To determine training needs (using th tools given to them by the Training Department) To ensure that the personnel complete the required training courses. To retain individuals to serve as SMEs (Subject Matter Experts) Maintaining the training records.

Aatrayee Ghosh

Handbook of Training Process

Personnel: Personnel are expected to follow these rules: Attendance: Missing more than two sessions in a row may result in dismissal from the course. Inform the trainer when you may have to arrive late or leave early, (preferably in advance.). Punctuality: If one enters the session later than ten minutes into it, s/he will be marked absent for the day, until and unless informed. Assignments/Tutorials: All assignments should be handed over on the specified day unless s/he is absent. Failure to do so on more than one occasion will result in the participants dismissal from that training program. Conduct: Participants will maintain a decent conduct during the training sessions and will show respect for the trainer as well as fellow trainees. Failure in doing so may result in the trainees dismissal from the training session. Chewing gum is generally OK as long as it doesnt serve as a distraction, but NEVER chew gum when giving a presentation! Training team: Single point of contact for all training scheduling, within the organization Design and deliver trainings. Training curriculum development and delivery for multiple teams. Manage multiple curriculums according to level of skill. Coordinate effectively with other functional groups. Interact with various departments in the company and identify the training needs and chart out an annual training calendar. Developing a network of in-house resource people who will partner in the training efforts. Chalking out a training calendar for the year and out up programs addressing the inventory of needs. Designing and developing evaluation tools to measure the effectiveness of training programs. Designating Black-out period during which time no training is scheduled unless it is an emergency.

Aatrayee Ghosh

Handbook of Training Process

Module 2 Training Process

The Training team follows the Instructional System Design (ISD) which can be represented with the following model:

This is a general schema, each of which components shall be discussed in the following chapters. Each component is integral to the training process as well and will eventually determine the training success.

Aatrayee Ghosh

Handbook of Training Process

Chapter 1 Analysis Phase

The analysis phase is the building block of a training program. The basis for who must be trained, what must be trained, when training will occur, and where the training will take place are accomplished in this phase. This process is where the main problem identification is performed. It includes the following: Overview of the particular department or process to achieve greater understanding Compiling Job Description which will include the following:
Post Reporting status Job type Job summary Duties and responsibilities (functional, organizational and managerial)

Analyzing tasks for performance problems (task analysis) or perform needs analysis using the survey form. Selecting tasks for training (tasks that have non-training related performance problems should be solved by using other solutions) Identifying SMEs (Subject Matter Experts) who will assist in the training. Getting to know the target population including their educational background, job performance requirements, present skill levels, specific interests To construct performance measures, i.e., to create a benchmark that an individual has to attain after training is provided to him. Choose the instructional setting. Estimate training cost (if applicable)

Aatrayee Ghosh

Handbook of Training Process

Chapter 2 Design Phase

This phase begins with the end products of the Analysis phase and ends in a blueprint of the training program. This blueprint will contain five key points: Entry behaviors This would include what the individual must already know when he comes in for training. A training program requires a base level of knowledge, skills, and attitudes (KSA) that must be specified at this stage. A sample of the learner target population should be tested to determine if their entry behavior Skills, Knowledge, and Abilities (SKAs) match the proposed level of instruction.
Pre-training behavior
The point at which instruction is started

Post-training behavior

The learners skills & knowledge, before training.

The learners skills & knowledge, after training

Training started here is a waste of resources

Training started here, causes a learning gap.

Learning objectives This outlines what the individual is expected to achieve upon completion of training. It prescribes the conditions, behavior (action), and standard of task performance for the training setting. The objective is sometimes referred to as performance or behavioral objectives. A learning objective has three parts:

Aatrayee Ghosh

Handbook of Training Process

An observable performance or behavior. One objective should deal with one behavior only. A measurable Criterion or standard that states the level of acceptable performance, in terms of quantity, quality or time limit. Conditions of performance which describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. Performance test The major purpose of the test is to promote the development of the learner. It ascertains whether the desired behavior changes have occurred following the training activities. It performs this by evaluating the learner's ability to accomplish the learning objective. It also is a great way to provide feedback to both the learner and the instructor. That is the reason why it is developed in the design phase, instead of in the development phase. The tests are generally written and can incorporate these types of questions: Open-ended questions Checklist Two-way questions Multiple-choice questions Ranking scales Essay An effective test combines one or more of these questioning patterns. Performance steps Learning cannot occur without proper sequencing of knowledge. Building steps will define the pattern that the training will follow, e.g., arranging the learning objective from easy to hard or in the order they are performed on the job. These are step-by-step instructions for performing the process. They describe each step in sequence. You should ask, What does the SME do first, second, third, and so on?" Nothing should be taken for granted as experts may do some things so quickly that they are almost invisible. Often, they will not even be aware of the fact that they are performing something because they have done it so many times it just seems second nature to them.

Aatrayee Ghosh

Handbook of Training Process

Chapter 3 Development Phase

This phase elaborates and builds on the Learning Objectives that were produced in the design phase. Development is simply diagramming or outlining the necessary activities that will assist the learners in reaching the course goals. The end result is the completed instructional courseware. The key areas in this phase are as follows: To list learner activity and choose delivery system Development phase begins with specifying the learning activities that will assist in the learning process. There are two types of training media within a training program. The first is the instructional setting or major media. For example, the learners might go to classroom training for 2 days. The second is the delivery systems or learning strategies. These are the various instructional methods that take place within the instructional setting. They are divided into the following categories: 1. Lockstep Classroom Lecture Telecommunication Video 2. Self-paced Computer-based training e-learning or Internet Distant Learning Personalized System of Instruction (PSI) 3. Job Job Performance Aid On-the-job

Aatrayee Ghosh

Handbook of Training Process

4. Specialized Best-Of-Class model (blended model) Coaching Mentoring Review existing material It is necessary to review existing materials, if any, and incorporate them into the program. This saves resources and prevents duplication of materials. Also, existing materials pertaining to a new program should be reviewed to ascertain whether they should be discarded or integrated into the program. Develop instructions After all the pre-planning is done, that is the time to start developing the instruction material. An Instructional Design Model for developing training material makes it easy to understand:

Chunk the materials Through this process, various chunks are created which start from a fundamental, overall view to an elaborate, specific one. It follows the mechanics of a zoom-lens, which starts from a wide-angle view to a more detailed one. Sequence it into a logical structure This process concentrates on putting the chunks into a logical sequence, the sequence which the learner has to follow thereafter. This generally means that the chunks are arranged in order of difficulty, from simple to complex.
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Handbook of Training Process

Build an Interest Device The prime motive here is to hold the learners attention while the learning point is delivered. This can be done by implementing any or all of the following devices: Storytelling Demonstrations Presenting a problem to be solved Doing something the wrong way (the instruction would then be to show how to do it the right way) Why it is important Organize the objectives This is the Task, Condition, and Standard built in the design phase. Normally, the objectives built are too stiff or formal for informing the learners. Reword them. If at all possible, get the learners' input for the objectives what do they need to learn that will make their job more effective or efficient. Stimulate the recall of prior knowledge This allows the learners to build on their previous knowledge or skills; e.g. remind the learners of prior knowledge relevant to the current lesson, provide the learners with a framework that helps learning and remembering. Create strategies to foster Critical Thinking and Deeper understanding These could be: Build activities t to relate the information to the learners interests. Encourage active participation as it helps in retention of learned material. Point out content relationships Ask rhetorical questions Ask the learners for examples

Build Summaries and Relate it to the Next Period of Instruction the following should be implemented: Provide regular summaries. Give them time to gather their thoughts. Build in Reflection periods for deeper understanding.

Test the learners What we get tested on is what we remember the most and the longest. This should have been built in the Design Phase.

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Handbook of Training Process

Help with the transfer of learning Transfer of learning is the influence of prior learning on performance in a new situation. Ensure that the learner can apply the knowledge acquired in his/her field of work. Synthesize When developing the training material and media, ensure that it is synthesized into an integrated program. The following should be kept in mind: It should flow as naturally as possible, with each lesson block building the foundation for the next one. Provide variety that is conductive to learning. Break practice periods up with instructional periods. Validate instructions The last step is to validate the material by using representative samples of the target population and then revising the program as needed. In the U.S. Army Artillery there is a firing method known as the bracketing process. Fire and adjust! Fire and adjust! This process is continued until there is fire for effect, and then adjusted again until the target is hit! The same rule applies in developing course materials.

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Handbook of Training Process

Chapter 4
Implementation Phase To some, this may sound like the easy part, but it is actually the hardest part of the system. Good trainers can make a poorly developed program work well and a well developed program work great...bad trainers can make neither work. The most important factor in implementation is the implementer or the trainer. These trainers need specific skill-sets to be successful. Following is a discussion on the various skills that a professional trainer needs. There are three factors that must happen for a successful learning experience: 1. Knowledge: The trainer must know the subject matter. She is the one who will provide leadership, will model behavior, and adapt to the trainees various learning preferences. 2. Environment: The trainer must have adequate tools to transfer the subject matter to the learners, i.e. adequate space, courseware, teaching aids, etc. 3. Involvement skills: To achieve a climate conducive to learning, involvement skills are employed. Some of the involvement skills needed by trainers to coach their learners to success are: Flexibility: The trainer must adapt the training program to meet the learners needs by responding to their individual learner needs. Spontaneity: The trainer must be spontaneous in her delivery, so that it is interesting to the people partaking. Otherwise, whats the difference between a trainer and a videotape? Empathy: This is the ability to perceive another person's view of the world as though that view were your own. The trainer must empathize with the participants and give seasoned, conscious responses. Compassion: The trainer must alleviate stress within the class as it is generally not conducive to learning. She must also understand how much stress she should induce so as to make learning effective.

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Handbook of Training Process

Questioning: The trainer should implement the APC ( Ask, Pause, Call) method to question, which is: Ask the question Pause to allow the learner time to think. The questions asked must help her to gauge the effectiveness of the training. Wait around 10 seconds. Call on someone to answer. This gets everyone charged up in anticipation. Some hints for effective questioning are: Know what you want to find out Generate interest in advance Use open-ended questions to elicit dialog. Keep the questions short. Long questions are confusing Ask questions with answers that will suggest a course of action The categories under which questions can be asked are: Knowledge it checks the extent of knowledge of the learner Comprehension it involves the ability to interpret and communicate the meaning of given variables Application it implies the use of knowledge to solve problems Analysis it requires a learner to examine information in parts and arrive at a solution or response. Synthesis it requires the learner to combine elements and parts into a unified whole. Evaluation it involves making judgments, appraising, choosing, assessing, measuring, and critically inspecting some idea or object and determining its relative value or worth. Counseling: The trainer has to be well-equipped to provide counseling to the learners both in a directive and non-directive manner. The directive manner is when the trainer would identify and suggest solutions; in the non-directive one, the learner identifies the problem and determines a solution after consultation with the trainer. The trainer has to decide which method to implement in what situation. Positive reinforcement: The trainer must ensure constant reinforcement of the learners as it facilitates the learning process. This can be done by way of positive gestures as well as encouraging words.

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Handbook of Training Process

Chapter 5
Evaluation Phase This phase is ongoing throughout the entire ISD process. That is, it should be performed during the analysis, design, development, and implementation phases. It is also performed after the learners return to their jobs. Its purpose is to collect and document learner performance in a training course, as well as on the job. The goal is to fix problems and make the system better. There are 3 main purposes of evaluation. They are: 1. Feedback - Linking learning outcomes to objectives and providing a form of quality control. 2. Research - Determining the relationships between learning, training, and the transfer of training to the job. 3. Intervention - The results of the evaluation influence the context in which it is occurring. Evaluations are normally divided into two broad categories: formative and summative. Formative evaluation (also known as internal) is a method of judging the worth of a program while the program activities are forming (in progress). This part of the evaluation focuses on the process. The summative evaluation (also know as external) is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome. According to Kirkpatricks four levels of evaluation, levels one and two (reactive and learning) are formative evaluations while levels three and four (performance and impact) are summative evaluations. The reactive evaluation is a tool to help determine if the objectives can be reached, the learning evaluation is a tool to help reach the objectives, and the performance evaluation is a tool to see if the objectives have actually been met, while the impact evaluation is a tool to judge the value or worth of the objectives.

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Handbook of Training Process

The chart below shows how the evaluation process fits together:

Level One - Reaction Evaluation at this level measures how the learners react to the training. This level is often measured with attitude questionnaires that are passed out after most training classes. This level measures one thing: the learner's perception (reaction) of the course. Learners are keenly aware of what they need to know to accomplish a task. If the training program fails to satisfy their needs, a determination should be made as to whether it's the fault of the program design or delivery. Level Two - Learning This is the extent to which participants change attitudes, improve knowledge, and increase skill as a result of attending the program. It addresses the question: Did the participants learn anything? The learning evaluations require post-testing to ascertain what skills were learned during the training.

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Handbook of Training Process

In addition, the post-testing is only valid when combined with pre-testing, so that you can differentiate between what they already knew prior to training and what they actually learned during the training program. Measuring the learning that takes place in a training program is important in order to validate the learning objectives. Evaluating the learning that has taken place typically focuses on such questions as:
What knowledge was acquired? What skills were developed or enhanced? What attitudes were changed?

Level Three - Performance (behavior) This evaluation involves testing the students capabilities to perform learned skills while on the job, rather than in the classroom. Level three evaluations can be performed formally (testing) or informally (observation). It determines if the correct performance is now occurring by answering the question, "Do people use their newly acquired learning on the job?" Although it takes a greater effort to collect this data than it does to collect data during training, its value is important to the training department and organization as the data provides insight into the transfer of learning from the classroom to the work environment and the barriers encountered when attempting to implement the new techniques learned in the program. Level Four - Results This is the final results that occur. It measures the training program's effectiveness, that is, "What impact has the training achieved?" These impacts can include such items as monetary, efficiency, moral, teamwork, etc. Collecting, organizing and analyzing level four information can be difficult, time-consuming and more costly than the other three levels, but the results are often quite worthwhile when viewed in the full context of its value to the organization.

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Handbook of Training Process

As we move from level one to level four, the evaluation process becomes more difficult and timeconsuming; however, it provides information that is of increasingly significant value. Perhaps the most frequently type of measurement is Level one because it is the easiest to measure. However, it provides the least valuable data. Measuring results that affect the organization is considerably more difficult, thus it is conducted less frequently, yet it yields the most valuable information.

After-word The ultimate goal of any training is to enhance performance on the job-front. To ensure the same some basic strategies need to be applied. Firstly, it is to be determined that the need is actually a training and development opportunity and not caused by a lack of resources. Secondly, a context has to be created for the training so that a connection can be made between the training, the employee and the job. Post-training rewards and recognition is also important for application of learned material. Thirdly, the goal should be to provide jobspecific and job-relevant training for optimum retention of knowledge. Fourthly, measurable objectives and specified outcomes in a training and development initiative should be favored at all costs. Finally, the employees should be intimated beforehand on the nature of the course, the benefits they can earn from it and make sure they understand their responsibilities thoroughly. Only when the above criteria are followed can training be touted as a successful one.

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