1. 1.

EXECUTIVE SUMMARY Course Design, Delivery and Evaluation

The purpose of this paper is to illustrate the phases of Training and Development in an organisations and the impact of each phase. In addition how organisations will benefit from a well formulated Training and development policy. Information included in this report is collated from current literature, textbooks on the subject matter and internet academic sources The information shared in this paper defines the training needs assessment illustrates the importance of training and development at different organisational levels. In addition it maps the different types of assessments that can be utilised along with two Models to identify training needs and the concomitant steps in their implementation. Course design and delivery as part of the phases for training and development is defined with its purpose and the inherent curriculum requirements are clearly stipulated together with other factors that should be prevalent for successful course design and factors to consider in designing a course. Further, two course design models of Bloom and Anderson-Krathwohls Taxonomy are fully defined, illustrated and defined for consideration in course design. The paper presents different mediums of course delivery for organisations to consider. It reflects mediums such as instructor led training, Fast track, e-learning, workshops, seminars, one to one, just in time, roving training, self paced learning and pilot courses. In terms of evaluation of training, Krikpatrickss model of evaluation is defined and explained together with guidelines for evaluation. 1.2 Training and Development Policy The theoretical model for the basis of training philosophy is provided to understand how different training needs are required at different levels of an organisation from first line managers to middle managers and ultimately top management. The reasons why an organisation should have a training policy are clearly defined together with the factors that must be considered for an effective training policy. Finally, broad strategic benefits of training are provided and concluding with the importance and positioning of training as an integrated part of national and organisation objectives.

2.

Introduction 2.1 Needs assessment

Training needs assessment can be defined as the process of accurately identifying the gaps that exist between what people know, do and feel and what they should know, do and feel in order to perform in a competent manner. A needs assessment assures that resources that are allocated for training and development is used for the intended purpose. It can ascertain whether training is the most appropriate solution to underperformance. 2.1.1 Levels of Needs

Training needs are obtained at 3 main groups of viz, macro level, meso level and micro level. At a Macro-level need level, training needs are considered for a national and international level. Considering the political, social, economic, technological, legislative, and welfare conditions have a considerable impact on the appropriate approach to training followed by an enterprise. Adverse implications of worldwide trends can be can be prevented by taking proactive interventions at different levels to address problems. At a Meso-level need level, training needs at an organisational level is the focus. In so doing the change in organisational objectives and the availability of resources as well as a changing organisational climate gives rise to training needs in the organisation. Arrising from the following performance problems within an organisation additional training needs can be ascertained: Customer Complaints Delays in the work system Excessive maintenance cost Excessive waste Lack of co-operation amongst staff Absenteeism etc

At a Micro-level need two types of needs are assessed, firstly work content is investigated to determine the competencies an employee must posses in order to undertake a specific 2

job. The individuals skills and knowledge are assessed to ensure what is required to perform optimally. Secondly, the performance of the individual is assessed in order to determine which area of knowledge and skills the individual requires or lacking attention in terms of his/her performance. Types of needs assessment In conducting needs assessment four different but complimentary types of needs assessment may be utilised: a) Organisational needs assessment These needs are unique to the organisation such as increasing productivity, maintaining and building moral and improving competitive advantage. It is further concerned with the system wide components of the enterprise such as organisational goals, resources, internal and external challenges. This may include factors such as politics, economic, social , technological, value systems etc. These needs may be difficult to asses as they must be derived from group activities where organisational goals, objectives and priorities are determined. Generally organisational needs are knowledge, skills and attitude which all employees must develop irrespective of their job. This is brought upon due to change in policy, new objectives and introduction of updated technology or reviewed legislation that may have an impact on the organisation. b) Group Needs Assessment This type of assessment is done on a group of employees doing the same type of work but lack certain skills and knowledge within a specific job level or category of employees. This assessment will assist the designer of training to ascertain requirements in terms of job specific related training and interventions such as leadership, management training and team building programmes. c) Individual Needs Assessment These needs are specific to individuals. An employee may lack certain skills, understanding or appropriate behaviour that may cause him/her to limit work performance. These needs must be remedied through development programmes such as orientation, technical training, supervisory and development. 3

d)

Job Needs Assessment Jobs have variety of needs in terms of its requirements for the job, system changes, processes, technological changes or work environmental changes. In this assessment, the job and task must be analysed to determine the training content in terms of what is expected of the employees performance.

MODELS TO IDENTIFY TRAINING NEEDS In identifying training needs it is essential that a systematic approach is utilised in order to improve performance. The advantages of using models are that they provide clear direction and focus in the process and prevent the analyst from becoming sidetracked and provide a clear framework within which to work and for reporting results to management There are two models that can be utilised to determine training needs: a) Graham and Mihal Model This model is determines training needs of managers and is illustrated as follows: Step 1 : Make a Comprehensive list of speciality aspects and competencies associated with a managers work

Executive Managers

MiddleLevel Managers

First-level Managers

The define the task and aspects that apply to them and indicate the importance of each in terms of effective performance

Job Description

Job Specificatio n

Evaluation of the Job Specification and Job Description by a Group

Step 2: Ask Managers to Identify: Those tasks that they would want to perform more effectively Speciality areas that they would like to know more about Those skills that they would like to improve 4

Step 3: Let Managers placed their needs in order of importance with a view to achieving the organisations objectives

Step 4: Let the immediate heads of the managers , who are familiar with their work evaluate the identified needs.

Finalise the list of training needs

Source adapted from Graham and Mihal ( Erasmus and Van Dyk, 2002) b) The Model of Michalak an Yager This model is used in the micro-level and is used mainly as a guideline for forming questions for interviews and questionnaires The model consists of 11 steps as follow: i. Identifying behavioural contradictions: identifying the real problem and not the symptom of the problem ii. Cost and Value Analysis: Cost of training and return must be compared to ensure that value is added to the organisation iii. Lack of skills and Knowledge: if there are lack of skills and knowledge , the Can do path is followed, if no lack of skills or knowledge, the does not do path is followed iv. Job Assistance: provide direct assistance in enabling employees to complete their job v. Training: If training is a possible solution to a problem it must be applied vi. Practice: Whatever one has learnt in training it must be applied

vii. Changing the job: In the event a performance problem cannot be resolved, consideration must be given to changing the job of the employee. viii. Transfer or Dismissal: Transfer and employee where his expertise will add value or dismiss the employee as a last resort. ix. Reward/punishment imbalance: x. Inadequate feedback: Employees should receive feedback for services that they render. xi. Obstacles in the system at times there may be obstacles in the systems that prevent employees from performing optimally. 2.2 COURSE DESIGN, DELIVERY AND EVALUATION Definition The course design can be seen as the plan for the process of teaching and learning subsequent to the needs assessment of the training design for a learning programme. Learning outcomes are determined in the course design phase. It clearly illustrates the content that will be delivered in the course. In addition to the methodology for the assessment, it also covers instructional methodology and the type of media that may be utilised. The course must meet all curriculum requirements as well as the requirements laid down in terms of the National Qualifications Framework. In the event of an outcomes based course design the following must be prevalent: The purpose of the course must be determined based on the needs assessment. The needs of learners must be analysed Unit standards can be utilised where applicable Learning outcomes must be formulated Modules must be created for group learning outcomes The content must be selected and sequenced in addition the subject matter must support the achievement of learning outcomes Plan how assessments are done

Plan how the curriculum and its effectiveness on the delivery of the course is evaluated.

Factors to Consider in Designing a Training Course Address learner needs Employment (Temporary, employed or not, leading to a different form of employment) Purpose In any course, curriculum design and assessment, a purpose statement is relevant in order to set standards for the learning program design, development and delivery. The course must have a well defined purpose as to why the course exists and the requirements of learners to satisfy the requirements of course. The purpose of the course is derived from the unit standard, description of a particular job or task or the trains need in terms of the training needs assessment process. An example of the purpose statement for a business management course: Current level of expertise of learners Creed and gender Setting of outcomes and aims of the course Ideology or set of values involved Acceptance of the course and who sets the outcomes Finance and material resources Staffing Accommodation Equipment Time Training strategies and methodologies

To provide learners with the knowledge, understanding skills, and dispositions that they need to develop functional business plans for small to medium enterprises.

THE FOLLOWING TWO MODELS CAN BE UTILISED IN COURSE DESIGN Model 1: Bloom Taxonomy

Source: Louisiana State University :Center for academic success Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, and reproduce state. Understanding (or Comprehension): classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. 9

Model 2: Anderson-Krathwohls Taxonomy

Source: Classweb.edu 2.3 TRAINING DELIVERY METHODS The following range of training methods are provided for course delivery purposes Instructor Led Training Skill based training facilitated by qualified instructor and suitable for persons that are new to technology and requires certification.

Fast Track A flexible solution with pre-course study and exam readiness techniques

E-Learning PC based interactive tuition via the internet, intranet or CD given Workshops 10

Customised Training solution for day to day needs Seminar Training A solution for a small subject content for groups of 20-50 and a short time frame to do it in. One to One Training Individual sessions that target specific individual requirements. Recommended for management. Roving Training A after course solution whereby on the job questions are asked after a formal training programme. Self Paced Study An alternative to full time study Pilot Courses Solution to key employees that have a stake in training delivery for a customized course. Content can be changed pre main training rollout

2. 4

COURSE EVALUATION

The most common model for the evaluation of training programs is the Four Levels of Learning Evaluation." defined by Donald L. Kirkpatrick. The objective of the model is for organizations to have significant evaluation of learning within an organization. Kirkpatrick informs that the difficulty degree increases as one shifts through the levels. However, the knowledge learned regarding the effectiveness of the training program more than compensates for this. Level 1: Reaction Is a measure of customer satisfaction. Most forms completed at the end of a training session are or workshop is utilized as instruments for measuring Level 1. Level 2: Learning The extent to which attendees modify attitudes, enhance knowledge, and/or skill dut attending a program. 11

Level 3: Behavior The extent to which a modification in behavior has taken place due to attendance of a training program. The following four conditions are necessary for a person to change behaviour: Level 4: Results Measures the final results of a person attended a training session. Factors such as increased production, improved work quality, reduced turnover, etc can be considered for measurement. Conclusion It is clearly evident that the three processes of course design, delivery and evaluation are synchronised by nature an cannot exist independently. In the event there was such the results of all efforts will be distorted and the desired organisational outcomes will not be derived must have a desire to change must know what to do and how to do it must work in the right climate must be rewarded for changing

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3.

TRAINING AND DEVELOPMENT POLICY

Any success derived in an organisations training and development efforts is as a result of a well formulated training and development policy. The policy is generally based on the organisations own philosophy and operational plans. Ideally the training and development policy should be based on the integration of job content training together with management skills and leadership training in terms of the different career levels. Figure 3: The theoretical basis for Training and Development Philosophy

Career Progress

Top management Middle Management

Top Management Middle Management First Management Job Content Training First

Management

oooooooo ++++++++++ ++++++++++++ Career Promotion

Source: Van Dyk et al The above model indicates that all employees must obtain job content training during their career. Job content training at low levels enable the employee to obtain basic skills to perform their job. As the employee progresses it enable them to gain insight of their functional area in order to be promoted with newly acquired skills. Job content training at top

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management levels occurs where senior management is kept up to date with the latest technology to ensure better decisions are made. Middle and First Managers require more training on leadership, team building and group utilisation due to more interaction with people. Due to Top management having more management duties they will require more management and leadership training. This forms the basis on which a training policy should be developed in order to derive success. 3. 1 Reasons for Developing a Training Policy It defines the relationship between the organisational objectives and its commitment to training. It provides operational guidelines to management It provides information to employees It enhances public relations

3.2

Factors to Consider in Developing a Good Training Policy Aims and strategic objectives of the organisation Organisation culture Products and services rendered Social and economic objectives Value of training to the organisation Training needs information Past training policies Managers training experience Financial and material resources Legislation

3.4

STRATEGIC BENEFITS OF THE HAVING A TRAINING AND DEVELOPMENT POLICY Benefits to the Organisation productivity as well as profitability is increased 14

Performance standards are enhanced. Assist in business growth and expansion. Increased turnover. Optimum usage of resources leading to greater efficiency. Waste is reduced Complaints are reduced Assists in recruitment Staff turnover rate is reduced Assist in proper succession planning

Benefits to Employees Workload is shared and lighter Enhances teamwork Enhanced job satisfaction. Morale is enhanced Enhanced professional and personal development.

Benefits to Consumer 4. Product expectation of the customer is known Association with a quality brand More efficient and reliable service More value for money

Conclusion

All over the world many organizations excluding multi-national corporations are not meeting the demands of employees in terms of training and development. This scenario leads to a wider and larger skills gap of the organization, affecting performance, moral, productivity and relationships. Globally, countries and organizations are recognizing the benefits of training. Subsequently, the design of national training policies are encouraged. The objective of such imperatives is to improve the quality of human capital and the economy. Consequently, training and development cannot be alienated from the national economic goals and organisational objectives.

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REFERENCES 1. 2. 3. 4. 5. 6. http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm Van Dyk,P.s Nel, Leodoff. 2001 Training Management Meyer and Bushney, M .2008 South African Training Industry Report Kleinman,L.S 1997, Human Resource Management: A tool for Competitive Advantage Swart, J .Mann, C. Brown, S. 2007 . Human Resource Strategy and Tactics Erasmus,B.J. Leodoff, P.Z. Mda, T.V. , Nel P.S. 2010., Managing Training and Development in South Africa

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