Training and

Developing
Employees

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 1. Training & Learning & Development
Definition
2. List and briefly explain each of the steps
in the training process.
3. Explain how to use training techniques.
Learning 4. Explain the training evaluation process
5. List and briefly discuss four
Objectives management development methods.
6. Explain why a controlled study may be
superior for evaluating the training
program’s effects.

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Copyright © 2015 Pearson Education Ltd.
 Education can be defined as formal conscious attempt to
promote learning in others. Traditionally, analysis of this attempt
has centered around direct teaching on the part of teachers. It’s
more theoretical and focuses on knowledge.
Training refers to the acquisition of knowledge; develop skills,
and competencies as a result of the transferring knowledge and/or
practical skills. It’s more practical and focuses on practice.
Training & Development is the field concerned with workplace
learning to improve performance. Such training can be generally
Definitions categorized as on-the-job or off-the-job.
✓ On-the-job describes training that is given in a normal working
situation, using the actual tools, equipment, documents or
materials that they will use when fully trained. On-the-job
training is usually most effective for vocational work.
✓ Off-the-job training takes place away from normal work
situation which means that the employee is not regarded as
productive worker when training is taking place. An advantage
of off-the-job training is that it allows people to get away from
work & totally concentrate on the training being given. This is
most effective for training concepts& ideas.

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 Learning is the process of bringing about
relatively permanent change through experience
or/and education.
Learning is the process of gaining understanding
that leads to the modification of attitudes and
behaviors through the acquisition of knowledge,
skills and values, through study and experience.
Learning causes a change of behavior that is
persistent, measurable, and specified or allows an
individual to formulate a new mental construct or
Definitions revise a prior mental construct (conceptual
knowledge such as attitudes or values). It is a
process that depends on experience and leads to
long-term changes in behavior potential.
Behavior potential describes the possible
behavior of an individual (not actual behavior) in
a given situation in order to achieve a goal. But
potential is not enough; if individual learning is
not periodically reinforced, it becomes shallower
and shallower, and eventually will be lost in that
individual.
HR Role in Training & Development

Ensure Gather Use Scan

Ensure alignment Gather input from Use workforce Scan internal and
of learning and stakeholders. analytics to guide external
development development. environment to
activity with identify critical
strategic goals. learning needs and
opportunities.
 Knowledge is acquisition specific
information in a particular subject,
enabling a person to understand a
subject to an acceptable level

AREAS OF Skill is a developing aptitude or

ability in a particular intellectual or
TRAINING physical area

Attitude is a change in an internal

state which affects one’s choice of
action towards some objects,
persons or events
 By linking learning
If they want and
to past, present or
need to.
future experience.

How Adult By practicing what

they have been
With help and
guidance.
Learn ? taught.

In an informal and
non-threatening
environment.
 Adults want to be perceived as capable of
taking responsibility

Adults may feel resentment in situations that

leave no room for participation in decisions
What do adults
Experiences are part of students’ identities;
want? ignoring them may devalue the person as
well as the experience

Adults are rich resources for each other;

meaning is created by the interplay between
new information and existing concepts
Learning Visual — Learner learns by seeing or reading (Visual
learners prefer to process information through what they
see, including pictures and/or printed and/or displayed

Styles – 3 information)

Primary Auditory — Learns by hearing (Auditory learners prefer

to process information through what they hear

kind of including words, songs and/or music)

memory Kinesthetic — Learns By Doing (Touching/Feeling)

(Kinesthetic learners prefer to process information
through physical experiences including demonstration
(VAK) and hands on learning) It is also called "Physical" or
“Hands On”
VISUAL - Can be verbal (sees
words) or pictorial
(sees pictures)
Remember faces
but not names
Vivid imaginations Think in pictures

(Learn by Facial expression

tells what their
Use color Caution:
TV, Movies,
Use phrases such as
“I see what you
When relaxing,
prefers to watch a
Nintendo can be mean”, “That looks film or video, go to

Seeing and emotions are

addicting right” theatre or read

If lost or need
Prefer to talk to Fast talkers, dislike Forget names,

Watching people face to face listening to other remember faces

directions, prefer a
map

29% of learners When inactive, tend

When angry, are Reward people by a Well dressed, tidy &
to watch someone/
silent & seethe note, letter or card organized
something
 WRITING DOWN KEY FACTS VISUALIZING WHAT THEY USING TIMELINES, FOR
OR, BETTER STILL, MAKING ARE LEARNING BY CREATING REMEMBERING DATES
MIND MAPS PICTURES/ DIAGRAMS

VISUAL

CREATING THEIR OWN USING PICTURES,

STRONG VISUAL LINKS DIAGRAMS, CHARTS, FILM,
VIDEO, GRAPHICS, ETC
 Learn from verbal Write lightly and it is
Need phonics Enjoy plays
instruction not always legible

Listening Remember names

and forget faces
Distracted by noise
Remember by
listening, especially
Games and pictures
are annoying and
with music distracting
34% of
Enjoy listening to
Use phrases like “that
Learners sounds right”, “I hear
what you are saying”.
When relaxing, listen
to music or radio
Prefer to talk to
people on the phone
others, but impatient
to talk; talk in a
rhythmic voice

If lost or needs When inactive, tend When angry, express Reward p

directions, prefer to to talk to themselves themselves in
be told Ž or others outbursts People with oral
Learn Best
By:
HEARING A SEMINAR, READING ALOUD TO MAKING A TAPE OF KEY
PRESENTATION OR THEMSELVES WITH EMOTION POINTS TO LISTEN TO IN THE
EXPLANATION OR ACCENT CAR, WHILE IRONING,…ETC

VERBALLY SUMMARIZING IN EXPLAINING THE SUBJECT TO USE THEIR OWN INTERNAL

THEIR OWN WORDS SOMEONE ELSE VOICE TO VERBALIZE WHAT
THEY ARE LEARNING
 Remember what Do not "hear"
Not avid reader Poor spellers
was done things as well

Attack things Need math and

Touch is important physically - fight, Impulsive science
hit, pound manipulative Ž

Use phrases such

When relaxing, Prefer to talk to
as “I found it easy
Love games prefer to play people while doing
to handle”, “That
games and sport something else
touched a nerve”

lost or need
Slow talkers, use When inactive,
Shake hands with directions, prefer
gestures and cannot sit still for
people they meet to be shown the
expressions Ž long Ž
way

34% of
Reward people
learners with a pat on the
back
 Copying demonstrations

Making models Recording information as

they hear it, preferably in a mind map
Learn Best By Walking around while they read
Underlining/ highlighting new
information/ key points

Putting key points on to index cards and

sorting them into order Getting physically
and actively involved in their learning
 ✓ Design processes for students to acquire and create knowledge
from many resources other than the trainer.
✓ Employ methods that use the experience of the learners, e.g.,
simulations, labs, discussions, games, role plays, projects, etc.
✓ Attention span may not last for more than 20 minutes of
straight lecture (and students may come to class fatigued)
Trainer role on ✓ Actively engage your students; ask them to solve problems and

Adult learning answer questions

✓ Use a variety of visual, audio and "hands on" aids
✓ Use humor, if it works for you, or create a climate where
students can use it
✓ Make the material increasingly challenging
✓ Change in voice & pace, take breaks
✓ Create many associations in memory for important information
 ✓ Allow “white space” for reflection and note taking
✓ Use lots of examples and life examples
✓ Create good relationships so a positive learning climate and
good knowledge exchanges can occur Create opportunities for
Trainer role on collaboration
✓ Creating a positive classroom climate is a prerequisite to effective
Adult learning learning
✓ Devise strategies for helping people become more open minded
✓ State the information in their own words
✓ Encourage them to give their own examples
✓ Recognize them in various situations and circumstances
✓ See connections between learners' experience and other facts or
ideas
TRAINING MODEL
 Identify Identify 6 steps of Training Needs Analysis (TNA)

Identify Identify the root cause of the problem

Conduct
Training Analyze Analyze the performance gap

Needs
Identify Identify training versus non-training solutions
Analysis
(TNA)
Analyze Analyze nature of your learners

Analyze Analyze of training constraint

 A formal procedure used to analyze training needs
identifying knowledge, skills and attitudes people
require to meet their own and their organization’s
development needs.

The process of identifying "Performance gap"

between “Actual performance” and “Desired one”.
WHAT IS (Gap of KSA)
TNA?
The goal is to describe the gap between where the
students are and where we want them to be, before
identifying the solution whether training is the
appropriate bridge to cross the KSA gap or not
 Information might not be enough
to make a decision

Underestimate – over Appreciated

Why we do abilities

TNA? Lack of knowledge of Training and

Development

Client delivers different message of

intent
TNA 6 STEPS
 TNA MODEL

First step in TNA is to restate and clarify the request

• Listen carefully to the client’s request
• Make sure that you understand the request meaning
• Clarify specifically what are the objectives beyond
• Build rapport and common ground
• Get a chance to build on sponsors request
• Guide following questions all through the way

1. Why do you suggest this training, in particular?

2. What are other alternative solutions we could take?
3. What results do you want to achieve from conducting this
training?
 Second Step Identify the
Problem
• Could be a business need,
problem or an opportunity
• Problem does not come in a
flashing spark saying "I am
here!“
• its usually dormant and
TNA MODEL hidden
• We need to dig for it A well
identified problem is a half
solved problem Determine
the cause(s)
• Always ask why? Do not mix
between symptoms and
problems
 TNA MODEL
3. Performance Analysis
Performance Gap - KSA:
The difference between the Current Performance
and the Ideal (Desired) Performance
Actual Performance "As is" Desired Performance "To be“
(What is currently happening?)
(What we want to reach?)

If Not: Not KSA Make appropriate suggestions to management

Forget Training
If Yes: KSA Proceed to for training solution – Implement
Training Training is only appropriate when it serves as a bridge
to the gap between the desired and actual performance
TNA MODEL

4. Task Analysis - KSA

✓ Break job into major functions
✓ Break functions into major tasks
✓ Break tasks into steps
TNA MODEL

5-Learning analysis
✓ Previous learner’s KSA and skills
✓ How learners varied in knowledge & learning styles?
✓ Income and life style Language barriers Culture or religion or
ethnic affiliation Merge / acquisition or company’s culture
Gender
✓ How many? - How old? Job title
✓ Length of services
✓ Nature of learners work
✓ What are learners’ motivations, drives and interests?
✓ Learners’ motivators and interests
TNA MODEL

6-Constructive Analysis
✓ Make or buy? (Internal Vs External)
✓ Cost benefit Analysis
✓ Time of course
✓ Availability of resources (equipment's, place,
time, budget …)
✓ Learners out of their jobs
✓ Accessibility to inform learners Corporate
culture
 TNA
IN
PRACTICE IDENTIFYING LEARNING NEEDS IDENTIFYING LEARNING NEEDS
FOR AN INDIVIDUAL LEARNER FOR A GROUP OF LEARNERS
Design & IDENTIFY DESIGN
AND DEVELOPMENT
FORMULATE
TRAINING
DESIGN AND
DEVELOP TRAINING
Development MODEL OBJECTIVES MATERIAL

of Training
Material
DESIGN AND SELECT THE PREPARE THE
DEVELOP TRAINING LEARNING TRAINING VENUE
ACTIVITY STRATEGIES
 After precise TNA, there are several factors to be
considered in the Design and Development stage
▪ Stand alone training or it’s a part of wider training
▪ The number of the participants per course
Before the ▪ Course duration (in hours, 1-3 days, months or years)
▪ Course delivered days or months in raw or on separately
Design and timing
▪ Before, during or after working hours or Training days
Development ▪ Distance learning or training room
▪ Delivering information based or/& practical
Stage ▪ Needs space/ equipment/ tools/ resources
▪ Any pre requisites to the course (any needed qualification/
language)
▪ Any other sponsor’s requests (attendance, participant’s
assessments...)
▪ Place where the course will be delivered Needs individual
exercise, small sub-groups or the entire group
 General Training Course Form
▪ Like a movie (Scenes). Like a book (Chapters). A
training course (Modules)
We need to have an overall view of what the entire
training course provides, and then put the
headlines we want to cover into main objectives
ranged from 3 to 5 objectives.
▪ Training program usually follow a modular
Training approach. Training course is divided into
modules, which represent a comprehensive unit,
self contained blocks of comparable length,
Course structure and value.
▪ Break training program into modules that cover
the whole training course. Each module has its
own sub objectives, if we meet, then we have
achieved the overall training course objectives.
▪ After design and development of the training
modules, with their objectives, modules are then
gathered into one structured training course to
check its harmony and comprehensiveness.
 General Training Course Form
Basic of Sequencing Material
▪ Forces the trainer to organize material or content
▪ Helps the trainer stay on track
▪ Help to identify needed material, learning points and
communication methods
Course / Program structure

Training ▪ Every course follows a certain general structure

regardless of contents
Unit/ Module structure for each
Course ▪ Each unit in the course should follow a certain
structure as well
▪ Every Module is then breakdown into sessions,
each session is ranged from 1 to 2 hours
Remediation and Enrichment
▪ Plan for Remediation and Enrichment Areas
where you will need to check understanding or
provide more knowledge
 DESIGN
The purpose of design is to organize thoughts
and sequence the material and activities to
create the optimum learning experience
and meet the learning objectives. It asks,
Training • What are the best delivery Methods/
Learning strategies?
Course • What media would be best?
• What job aids would be valuable?
• What exercises could be developed?
• What is the timeframe?
 DEVELOPMENT
This is the phase where the designed material
is converted into a structured training course
material. Prepare student and instructor
materials (both print and non-print) as
Training specified during design, it emphasizes,
• Create outline
Course • Review outline and sequence
• Flesh out the content
• Review content
• Where would exercises / activities add value
 TRAINING OBJECTIVES (SMART)
For participants :
▪ Indicate what learners are expected to achieve
▪ Give them a sense of direction
▪ What they will gain out of the training
Training For trainer :
▪ Help to plan & focus on the desired outcome
Course ▪ Help him/ her to determine what material
should be in
▪ Checkpoints for Measuring / Assessing tool /
Sales tool
For the Sponsor:
What training will do/not do for the participants
 TRAINING
Training Course
OBJECTIVES
Methods of
Training
Evaluations
Kirkpatrick’s 4 Levels of Evaluation
A sequence of ways to evaluate
instructional programs
❑ Each level is important
❑ None of the levels should be
bypassed to get to a level that is
considered more important
❑ Move from one level to the next,
the process becomes more difficult
and time-consuming
❑ Each level provides more valuable
information
Guidelines for Criterion
Development
▪ Use multiple criteria (reaction, learning,
behavior and results) different levels give
different information
▪ Agreement/disagreement among levels
criteria derived from learning objectives and
needs assessment
▪ Ensure criterion relevancy and reliability
▪ Use criterion based measures for critical
outcomes (i.e., how to fly a plane, drive a
car)
▪ Use both long and short term measures
Selecting Training
provider guidelines
▪ Select External training provider
▪ Company’s reputation is one factor.
▪ Big names don't usually give the highest quality.
▪ Don’t get fond by the training proposal
▪ Attend a training for the company
▪ Ask for the bio of the training and ask to interview him
▪ Discuss every details Stress on training objectives and
outcome
▪ Focus on how training objectives are going to be met
▪ Ask about the 4 levels of evaluation
 • On-the-job training • Learning Management Systems
TRAINING TYPES ✓ Types of on-the-job (LMS)
training
• Virtual classrooms
✓ Job rotation
• Mobile Learning
✓ Special assignments
• Vestibule training
✓ Induction training
• Electronic performance support
• Apprenticeship training
systems (EPSS)
• Informal learning
• Videoconferencing
• Job instruction training
• Lectures • Computer-based training(CBT)

• Programmed learning • Simulated learning

• Behavior modeling • Team training
• Literacy Training Techniques • Internet-based training

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Management development
methods.

8-49
Copyright © 2015 Pearson Education Ltd.
 Strategy and development

Candidate Assessment and the -Box Grid

Managerial on-the-job training

Coaching/understudy approach

Action learning

Computerized management games

Management Outside seminars

Development University programs

Role-playing

Programs Behavior modeling

Corporate universities

Executive coaches

SHRM learning system

Leadership Development programs

Talent Management and Differential Development Assignment

8-50 Copyright © 2015 Pearson Education Ltd.