Course Introduction

CQC 7043
Training
Management
 Course learning outcomes: Assignment(s)
1 Demonstrate an understanding of the principles
Individual Assignment (20%)
of learning and adult education.

2 Evaluate the training needs of individuals and

organizations. Group Assignment 2 (b)
(20%)

3 Apply various approaches in instructional design

Group Assignment 2 (a)
and training methodology. (40%)

4 Identify and evaluate issues relevant to designing,

Group Assignment 2(c) (20%)
managing and assessment of training outcomes.
 This Photo by Unknown Author is licensed under CC BY-SA-NC

INDIVDUAL ASSIGNMENT
(20%)
Check on Spectrum
Evaluation
rubric for
assignment
1 (written)
 Group assignment 2 (70%)

2 parts: Training implementation

Register team of 5 Part A: Needs assessment Prepare Write-up of max of 10 (8/1/2025)
members (subject to (20%) pages (10/1/2025)
number of students per Due date: 3/1/2025 &
class) Arial font-10; 1.5 space) (15/1/2025)
Part 2 B: Program design
(17/1/2025)
and execution(40%)

Part 2 C: Evaluation & Recommendation

(20%)
Due Date (17/1/2025)
 Evaluation rubric for Group Assignment 2 (Part 1 & 2)
Identification of specific training need for a group of individuals or organization

1 2 3 4 5
No theories or logical justification were Identification of irrelevant/ unimportant Identification of common need(s) which Identification of need(s) where there are Identification of unique need(s) where
used to explain the selected need need(s) can be fulfilled with existing generic weaknesses in existing programs there is a lack of suitable training
training programs programs

Evaluation of needs assessment method employed

1 to 2 3 to 4 5 to 6 7 to 8 9 to 10
No systematic use of any needs Use of simple needs assessment Use of simple needs assessment Selection of appropriate needs assessment Selection of appropriate needs assessment
assessment method methods which failed to capture the techniques which captured the need methods that captured the need with methods that accurately captured the
actual need minimal discrepancies need

Lacks consideration of one or more Consideration of all important perpective Systematic consideration of all important
important perpective (organization/ (organization/ person/ task) perpective (organization/ person/ task)
person/ task)

Robustness of training program designed

1 to 2 3 to 4 5 to 6 7 to 8 9 to 10
Game designed did not set out to achieve The learning outcome failed to address The learning outcomes were aligned with The learning outcomes were aligned with The learning outcomes were aligned with
any specific outcome; poor planning the need identified in Part 1; a the need identified in Part 1 with some the need identified in Part 1; Fairly clear the need identified in Part 1; Excellent and
mismatch was clearly evident misalignment noted; Program design and systematic mapping of curiculum, systematic mapping of curiculum, lesson
lacked clear and systematic mapping of lesson plan, design document, concept plan, design document, concept map and
curiculum, lesson plan, design document, map and elements to ensure transfer of elements to ensure transfer of training
concept map and/or elements to ensure training with minimal oversight with no clear weaknesses
transfer of training

Execution of training game designed

1 2 3 4 5
Poorly executed training game Simple game which fails to achieve the Training game replicated from existing Training game replicated from existing A unique training game that achieves the
learning outcome practices with no enhancement practices with some enhancement to learning outcomes identified
address weakness of existing programs
Questions?
 Chapter One
Introduction to Training & Development
 • Discuss the forces influencing the workplace
and learning and explain how training can
help companies deal with these forces
• Draw a figure or diagram and explain how
training, development, informal learning,
and knowledge management contribute to
business success
Objectives • Discuss various aspects of the training
design process
• Discuss the key roles for training
professionals
• Identify appropriate resources for learning
about training research and practice
 Business
Strategy

Human resources
management

COMPETITIVE
ADVANTAGE
Importance of
Training Equip
Today’s
individuals
challenges &
with necessary
opportunities
KSA

Attract, Create
engage, retain competitive
employees advantage
Key Components
of Learning
Knowledge
(know what)

Advanced skills
(know how)
Human
capital System
understanding
and creativity
(know why)
Motivation to
deliver high
quality output
(care why)
 Learning

• Acquiring knowledge, skills,

competencies, attitudes, or behaviors
Key
Human Capital
Components
of Learning • Knowledge
• Advanced skills
• System understanding and creativity
• Motivation to deliver high-quality
products and services
 Training

• Facilitates learning job-related

Key Components competencies, knowledge, skills or
behaviour
of Learning
Different ways Development

of learning • Future focused—includes formal education,

job experiences, relationships, and
occurs in assessments
company Formal Training and Development

• Developed and organized by the company

 Key Components of Learning Different ways
learning occurs in company

Informal learning

• Learner initiated
• Occurs without a trainer or instructor
• Motivated by an intent to develop
• Does not occur in a formal learning setting
• Breadth, depth, and timing is controlled by the employee
 Explicit Knowledge

• Well documented, easily articulated, and easily

transferred from person-to-person
• Primary focus of formal training

Key Tacit Knowledge

Components • Personal knowledge based on individual

experiences that is difficult to codify
of Learning • Facilitated by informal learning

Knowledge Management

• Tools, processes, systems, structures, and

cultures to improve the creation, sharing, and
use of knowledge
Designing Effective Training

Why is it important to
systemically design training?
 Designing Effective Training

Training design process

• Systematic approach for developing training programs

• Based on the principles of Instructional System Design
(ISD)
• ADDIE model- Analysis, design, development,
implementation, and evaluation
• Should be systematic yet flexible to adapt to business
needs
The training design process

Jump to THE TRAINING DESIGN PROCESS Long Description

 Analysis

Evaluation Design

ADDIE

Implementation Development
 IMPLEMENTATION
1. Conducting Needs

EVALUATION
7. Monitoring and
Assessment 6. Selecting Training
Evaluating the
Method
Program
ANALYSIS

2. Ensuring

DEVELOPMENT
Employees’
Readiness for 5. Developing an
Training Evaluation Plan

DESIGN
3. Creating a
Learning 4. Ensuring Transfer
Environment of Training
1. Conducting Needs Assessment
Organizational Analysis’
Personal Analysis
Task Analysis
2. Ensuring Employees’ Readiness for
Training
Attitudes and Motivation
Basic Skills
3. Creating a Learning Environment
Learning Objectives
Meaningful Material
Practice
Feedback
Community of Learning
Modeling
Program Administration
4. Ensuring Transfer of Training
Self-Management
Peer and Manager Support
5. Developing an Evaluation Plan
Identify Learning Outcomes
Choose Evaluation Design
Plan Cost-Benefit Analysis
 6. Selecting Training Method
Traditional
E-Learning

7. Monitoring and Evaluating the Program

Conduct Evaluation
Make Changes to Improve the Program
 • Step by-step approach is
rarely followed in real life
organizations

• Necessary requirement of
trainers adds time and cost
to developing a training
program

• Implies an end point:

evaluation
FLAWS of the ISD model • May lead to assumption
that training is the best
solution
ADDIE VS AGILE
Forces Influencing Working and Learning
Increased value
placed on
Economic cycles Globalization
intangible assets
and human capital

Changing
Focus on link to demographics and Talent
business strategy diversity of the management
workforce

Customer service
High-performance
and quality New technology
work systems
emphasis
 Globalization
• Offshoring: Process of moving jobs from the country to other
locations in the world

Low standards of
Lower labor health and safety
costs
Lack of necessary
skills to perform
the job
 Human Capital
• Tacit knowledge
• Education
• Work-related know-how
• Work-related competence

Customer Capital
• Customer relationships
• Brands
• Customer loyalty
• Distribution channels

Social Capital
• Corporate culture
• Management philosophy
Intangible Assets • Management practices
• Informal networking systems
• Coaching/mentoring relationships

Intellectual Capital
• Patents
• Copyrights
• Trade secrets
• Intellectual property
Implications of intangible assets and human capital
Focus on knowledge Change and continuous
Employee engagement
worker learning
• Employees who • Degree to which • Change: Adoption of a
contribute to the employees are fully new idea or behaviour
company not through involved in their work by a company
manual labor, but • Strength of employee • Learning organization
through what they engagement • Culture of lifelong
know about • Attitude or opinion learning
customers or surveys measure level • Enables all
specialized body of of engagement employees to
knowledge
continually acquire
and share
knowledge
• Requires financial,
time, and content
resource
 ▪ To manage diversity managers and
employees must be trained in:

Aging ▪ Communicating effectively

workforce
Increase in ▪ Coaching, training, and developing
ethnic and Generational
racial differences ▪ Providing performance feedback that
diversity is free of stereotypes
Changing
Demographics ▪ Recognizing and responding to
and Diversity of
the Work Force generational differences

▪ Allowing employees of all

backgrounds to be creative and
innovative
The Aging
Workforce
 Traditionalist

Baby Boomers
Five
Generations Generation X
at Work in
2022 Generation Y—Millennials

Generation Z—Digital Natives

 Acquiring and
assessing
employees

Learning and
development

systematic, planned, and strategic

effort by a company -To attract, Performance
retain, develop, and motivate highly management, and
skilled employees and managers compensation
 Is important due to:

Changes in demand
for certain
Skill requirement
occupations and
jobs

Anticipated Requirement to
retirement of baby develop managerial
boomer generation talent
Customer Service and Quality Emphasis

Total Quality Management (TQM)

• Core values of TQM

• Methods and processes designed to meet the
needs of internal and external customers
• Every employee receives training in quality
• Errors are prevented from occurring rather than
being detected and corrected
• Promotes cooperation with vendors, suppliers,
and customers
• Measures progress with feedback based on data
Customer Service and Quality Emphasis

• Training helps by:

• Teaching employees statistical

process control

• Engaging in “lean” processes

 Influence on training
New Technology • Makes training more realistic
• Allows flexibility of time and any place
• Reduces travel costs
• Provides greater accessibility and
consistency
• Increased ability to access experts and
share learning with others
• Creates a learning environment that
provides feedback, self-pacing, and
practice exercises
• Allows greater use of alternative work
arrangements
How Social Media Can Help Training

Knowledge sharing,
Collect employee
capturing, and
opinions
storing

Encourage
Create online expert
participation in
communities
online discussions

Share best practices Interact with

and links to articles mentors and
and webinars coaching peers
45
 High performance models of work systems

Work teams

• Employees with various skills interact to assemble a product

or provide a service

Cross training

• Training employees in a wide range of skills to fill any of the

roles needed to be performed

Virtual teams

• Separated by time, geographic, cultural, and/or

organizational boundaries
• Rely on technology to interact and complete their projects
 Snapshot of Training Practices
Roles,
Who Competencies
Provides Training? and Positions of Training
Professionals
In most companies, training is provided by trainers,
Trainees
managers,can in-house
typically hold many jobs,
consultants, andsuch as instructional
employee experts.
TRAINING FACTS AND FIGURES
designer,
Training
Training technical
may alsotraining,
Investment beas or needs
Leaders
outsourced. analysis. The
Outsourcing ATD
• Direct expenditures, a percentage of payroll means
and that TRAINING
competency
training model are
Higher investment
activities describes
inremained
training
provided what
by itindividuals
takes for is
bycompanies anrelatedthe
to
TRAINING FACTS learning hours, have stable over theoutside
last INVESTMENT
individual to be successful
use of innovative
company. traininginpractices
the training and and
high-performance
AND FIGURES several years. LEADERS
development field.
• work
Therepractices such asdemand
is an increased teams, employee
for specialized stocklearning
ownership
• plans,
Learning
incentivestrategist: determines
compensation how workplace
systems, individual
that includes professional or industry-specific content.
learning
development can be used
plans, to help
and employee meet the company’s
involvement in
•WhoTheIsuse of technology-based
in Charge of Training? learning delivery has
WHO PROVIDES businessdecisions.
business strategy The Association for Talent
increased
A variety from 33 percent
of individuals may be in in
2010
chargeto 39ofpercent
training,in
TRAINING? • Development
Business partner: (ATD) uses business
BESTInAward and industry
small winners weretraining
companies ROLE,
2012.
depending on the context. companies, is
knowledge
that aligned to createwith
training training that strategy,
business improvesvalued COMPETENCIES, AND
•typically
Self-paced online learning
the responsibility is the
of the most frequently
founder and all used
performance
learning inIntheir company culture, offeredtraining
a varietycan
of be POSITIONS OF
type of technology-based
employees. mid-size learning.
to large companies,
• Projectactivities
manager: plans, obtains, and monitors the
•thelearning for all employees, measured the
WHO IS IN CHARGE TRAINING
Technology-based learning
responsibility of training has helped
professionals improve
or a specific
delivery of learning
effectiveness and performance solutions to
asofHR,
training,
talent and provided non-training
OF TRAINING? PROFESSIONALS
learning
function, efficiency.
such management, or
support
solutions, the business
as development.
needed.
•organizational
Technology-based learning has resulted in a larger
• Professional specialist: designs, develops, delivers,
employee–learning staff member ratio.
and evaluates learning and performance systems
• The percentage of services distributed by external
providers has remained the same since 2010.
 Characteristics of BEST Award Winners

Alignment of business strategy with training and development

Visible support from senior executives
Efficiency in training and development through internal process improvements, use of
technology, and outsourcing
Effective practices by aligning training and development to business needs and
providing all employees with access to training and development on an as-needed basis
Investment in training and development
Different learning opportunities provided
Measurement of effectiveness and efficiency of training and development activities
Non-training solutions for performance improvement used, including organization
development and process improvement
ATD
Competency
Model
 • Association for Talent Development (ATD)
• Academy of Human Resource Development
(AHRD)
Professional • Society for Human Resource Management
(SHRM)
Associations
• Society for Industrial and Organizational
Psychology (SIOP)
• Academy of Management (AOM)
• International Society for Performance
Improvement (ISPI)
 Malaysia
1. Malaysian Institute of Human Resource Management
(MIHRM)
2. Malaysian Association of Professional Speakers
3. MATPA - Malaysian Training Providers Association
4. Malaysia Employer Federation (MEF)
5. Human Resource Development Fund (HRDF)
 Learning Strategist
• Determines how learning can
be used to align with business
strategy
Training Roles
Business Partner
• Uses business knowledge and
industry expertise to create
training that improves
performance
 Project Manager
• Plans and monitors delivery of
learning and performance
solutions to support the
Training Roles business

Professional Specialist
• Designs, develops, delivers,
and evaluates learning and
performance systems