Very Importnt Entire Training Process

THE TRAINING PROCESS
Step 1
TRAINING NEEDS
ANALYSIS
Step 2
DEVELOP TRAINING
OBJECTIVES
Step 3
REVIEW AVAILABLE
TRAINING METHODS
Step 5
DESIGN TRAINING
EVALUATION APPROACH
Step 4
DESIGN/SELECT
TRAINING METHODS
Step 7
MEASURE TRAINING
RESULTS
Step 6
IMPLEMENT TRAINING
PROGRAMS
TRAINING NEED ANALYSIS FORM
Name of Employee:
Department:
General
1. Are you a new employee or a long-

standing employee of the company?
2. How long have you been in your

present job?
Confirmation of Current Duties
3. Do you have a Job Description for

your job? Yes No (Go to Q 6)
4. Is your job accurately described in

the Job Description? Yes (Go to Q 14) No
5.A If no, what extra duties do you do that need to be added to your Job
Description?
5.B What duties are no longer part of your job and can be deleted from your
Job Description?
Job Analysis
6. Describe the tasks you regularly perform that are critical to carrying out
your job effectively.
7. Describe the type of equipment you are required to use (for example,
keyboard, machinery, tools of trade, etc).
8. Do you require a high degree of

technical knowledge for your job? Yes No
9. How do you work? Please circle

Alone Part of a team Other (specify below)
10. If you work as part of a team, do you perform the same of different work
to members of your team?
11. To what extent does your job require you to work closely with other
people, such as customers, clients or people in your own organisation?
Please circle.
Very little Moderately A lot
12. How much autonomy is there in your job, ie, to what extent do you
decide how to proceed with your work? Please circle.
13. How much variety is there in your job, ie, to what extent do you do
different things at work, using several skills and talents? Please circle.
Training Needs
14. To perform your current job: What training do you still need (either
on-the-job or a formal course) to perform your current job competently
(eg, Excel, bookkeeping, English as a second language, etc)?
15. To perform other jobs in the organisation: What other roles in the
organisation would you be interested in doing if a vacancy became
available (eg, transfer to another section, supervisor position, etc)?
16. To perform other jobs in the organisation: What training or

experience would be required (eg, machine operation, negotiation skills,
Occupational Health and Safety Awareness, etc)?
Future Development Needs
17. What are your career aspirations?

18. What training or development do you need to help make this happen (eg,
external degree study, formal meeting procedures, leadership training,
etc)?
Recognition of Prior Learning
19. What training have you attended within the last three years? (This will
help identify if any training sessions have been missed or if any refresher
training is required.)
20. What training or skills have you acquired outside your current job that
may be relevant to the wider organisation?
Action Plan
Agreed training and development to be provided over the next 12

months:
(Record the details of training courses, on-the-job experiences, buddy
systems or mentor arrangements, and include the recommended dates
the staff member can expect these to occur.)
Training Date
Signature of Staff
Member : Date :
Signature of
Supervisor : Date :
Why Training?
Provide knowledge and skills
required
to perform the job
effectively.
5/26/2008 Prepared by HRProp 4
When training is
needed?
• New hires (to complement
selection)
• Change of jobs (e.g.,
transfer,
promotion)
• Change to jobs (e.g., new
technology;
realignment)
• Performance deficiencies
detected
Employee
Development
Why?
• Prepare employees for future
positions
• Upgrade general skills for personal
growth
When?
• Internal promotion policy
• QWL programs
• Team building
• Developing/changing organizational
culture
TRAINING
PROCESS
• Training Needs
Analysis/Assessment
• Training Objective/Purpose
• Training Methods
• Training Evaluation
• Evaluation of the
Result/Feedback
Training Needs
Analysis
There are three types of training
need analysis :
• Organizational need analysis
• Job need analysis
• Person need analysis.
Organizational
Needs
Analysis
Attaining the objectives of the business
should be the
ultimate concern of any training and
development effort.
Therefore, conducting an organizational needs
analysis
Should be the first step in effective needs
assessment.
This includes:
• Define Organization’s Short Term
Goals/Objectives
• Define Organization’s Long Term
Goals/Objectives
• Human Resource Analysis
• Efficiency Indexes Assessment
• Assessment of the organizational
climate
Contd…..
The organizational needs analysis
should translate the organization's
objectives into an accurate estimate
of the demand for human resources.
Efficiency indexes including cost of
labor, quantity of output
(productivity), quality of output, waste,
and equipment use and repairs can
provide useful information. The
organization can determine standards
for these indexes and then analyze
them to evaluate the general
effectiveness of training programs.
Job Needs
Analysis
• The specific content of present or
anticipated jobs is
examined through job analysis. For
existing jobs,
information on the tasks to be performed
(contained in job
descriptions), the skills necessary to
perform those tasks
(drawn from job qualifications), and the
minimum acceptable
standards (obtained from performance
appraisals) are
gathered. This information can then be
used to ensure that
training programs are job specific and
useful.
• The process of collecting information
for use in developing
training programs is often referred to as
job needs
analysis. In this situation, the analysis
method used should
include questions specifically designed to
assess the
competencies needed to perform the job.
Person Needs
Analysis
Person needs analysis can be either
broad or narrow in
scope. The broader approach compares
actual
performance with the minimum
acceptable standards of
performance. The narrower approach
compares an
evaluation of employee proficiency on
each required skill
dimension with the proficiency level
required for each
skill. The first method is based on the
actual, current
job performance of an employee;
therefore, it can be
used to determine training needs for the
current job.
The second method, on the other hand,
can be used to
identify development needs for future
jobs.
Contd….
Whether the focus is on
performance of the
job as a whole or on
particular aspects of the
job, several approaches
can be used to
identify the training needs
of individuals :
Output
Measures.
Performance data (e.g., productivity,
accidents, customer
complaints), as well as performance
appraisal ratings, can
provide evidence of performance
deficiencies. Person
needs analysis can also consist of work
sample and job
knowledge tests that measure
performance capability and
knowledge.
Self-Assessed
Training Needs
The self-assessment of training needs is
growing in
popularity. Here top managers require the
employee and
his or her supervisor to identify what the
business needs
are for the department and the business,
as well as the
skill needs and deficiencies of the
individual. Selfassessment
is premised on the assumption that
employees,
more than anyone else, are aware of their
weaknesses and
performance deficiencies. Therefore,
they're in the best
position to identify their own training
needs.
Attitude
Surveys
Attitude surveys completed by a supervisor's
subordinates or
by customers or by both also can provide
information on
training needs. For example, when one
supervisor receives low
scores regarding her or his fairness in
treating subordinates,
compared with other supervisors in the
organization, the
supervisor may need training in that area.
Similarly, if the
customers of a particular unit seem to be
particularly
dissatisfied compared with other customers,
training may be
needed in that unit.
Thus, customer surveys can serve a dual
role:
• providing information to
management about service
• pinpointing employee
deficiencies.
Types Of Training
On-site training
- On-the-Job Training
- Apprentice Training
- Coaching/mentoring
- Job Rotation
Cont…
Off- Site Training
- Lectures/Seminars
- Multimedia Presentations
- Programmed/Computer
Assisted instruction
- Simulation
- Role Playing
- Behavior Modeling
Selection &
Development
of Training
Methods
Factors to Consider
1.Purpose (Based on needs Analysis)
Common
Objectives include:
• Information Acquisition
• Skill Development (e.g.
interpersonal, problem
solving, decision making)
Factors to Consider
2. Principles of Learning
i. Motivation to learn
• Relevance & Meaningfulness
• Adequate preparation & Self-efficacy
• Choice / Participation (e.g time, content)
• Clear Goals
• Reinforcement
ii. Feedback
iii. Opportunity to practice
Factors to Consider
3. Transfer of Training
Facilitated by:
• Similarity of setting and task
• Over learning
• Teaching of general principles
• Reinforcement of transfer
Factors to Consider
4. Individual Differences
Should accommodate differences in:
• Readiness to learn
• Motivation to learn
• Preferred learning style
5. Trainer Qualifications
Trainers should:
• Have knowledge of the
organization
• Be knowledgeable about
content
• Be motivated to train
• Understand principles of
learning
6. Cost
Factors to Consider
Methods of
Training
• Conference
• Lecture
• Seminar
• Demonstration
• Panel
• Role Playing
• Case Studies
• Simulations
• Self-Discovery
• Movies/Videos/Computer
based Trainings
• On-the-job training
• Mentoring
Lecture
A lecture is the method learners often
most commonly
associate with college and secondary
education. Yet, it is
also considered one of the least effective
methods to
use for adult learners. In this method,
one person (the
trainer) does all of the talking. He or she
may use
handouts, visual aids, question/answer, or
posters to
support the lecture. Communication is
primarily one-way:
from the instructor to the learner.
Cont….
• Pros: Less time is needed for the
trainer to prepare
than other methods. It provides a lot of
information
quickly when it is less important that the
trainees
retain a lot of details.
• Cons: Does not actively involve
trainees in training
process. The trainees forget much
information if it is
presented only orally.
Demonstration
Demonstration is very effective for basic
skills training.
The trainer shows trainees how to do
something. The
trainer may provide an opportunity for
trainees to
perform the task being demonstrated.
• Pros: This method emphasizes the
trainee
involvement. It engages several senses:
seeing,
hearing, feeling, touching.
• Cons: It requires a great deal of
trainer preparation
and planning. There also needs to be an
adequate space
for the training to take place. If the
trainer is not
skilled in the task being taught, poor work
habits can
be learned by the trainee.
Conference
The conference training method is a good
problemsolving
approach. A group considers a specific
problem or
issue and they work to reach agreement
on statements
or solutions.
• Pros: There is a lot of trainee
participation. The
trainees build consensus and the trainer
can use
several methods (lecture, panel, seminar)
to keep
sessions interesting.
• Cons: It can be difficult to control a
group. Opinions
generated at the conference may differ
from the
manager’s ideas, causing conflict.
Panel
A panel provides several points of view on
a topic to seek
alternatives to a situation. Panel members
may have
differing views but they must also have
objective
concerns for the purpose of the training.
This is an
excellent method for using outside
resource people.
• Pros: Trainees often find it interesting
to hear
different points of view. The process
invites
employees to share their opinions and
they are
challenged to consider alternatives.
• Cons: It requires a great deal of
preparation. The
results of the method can be difficult to
evaluate.
Role Playing
During a role play, the trainees assume
roles and act out
situations connected to the learning
concepts. It is good
for customer service and sales training.
• Pros: Trainees can learn possible
results of certain
behaviors in a classroom situation. They
get an
opportunity to practice people skills. It is
possible to
experiment with many different
approaches to a
situation without alienating any actual
customers.
• Cons: A lot of time is spent making a
single point.
Trainers must be skilled and creative in
helping the
class learn from the situation. In some
role play
situations, only a few people get to
practice while
others watch
Case Studies
A case study is a description of a real or
imagined
situation which contains information that
trainees can
use to analyze what has occurred and
why. The trainees
recommend solutions based on the
content provided.
• Pros: A case study can present a real-
life situation
which lets trainees consider what they
would do. It
can present a wide variety of skills in
which applying
knowledge is important.
• Cons: Cases can be difficult to write
and timeconsuming
to discuss. The trainer must be creative
and
very skilled at leading discussions, making
points, and
keeping trainees on track.
Simulations
Trainees participate in a reality-based,
interactive
activity where they imitate actions
required on the job.
It is a useful technique for skills
development.
• Pros: Training becomes more reality-
based, as
trainees are actively involved in the
learning process.
It directly applies to jobs performed
after training.
Simulations involve yet another learning
style,
increasing the chance that trainees will
retain what
they have learned.
• Cons: Simulations are time-consuming.
The trainer
must be very skilled and make sure that
trainees
practice the skills correctly. Only perfect
practice
makes perfect.
Projects
Projects require the trainees to do
something on the job
which improves the business as well as
helps them learn
about the topic of training. It might
involve participation
on a team, the creation of a database, or
the forming of
a new process. The type of project will
vary by business
and the skill level of the trainee.
Pros: This is a good training activity for
experienced
employees. Projects can be chosen which
help
solve problems or otherwise improve the
operation.
Trainees get first-hand experience in the
topic of
the training. Little time is needed to
prepare the
training experience.
Cont…
• Cons: Without proper introduction to
the project and
its purpose, trainees may think they are
doing
somebody else’s work. Also, if they do not
have an
interest in the project or there is no
immediate
impact on their own jobs, it will be
difficult to obtain
and maintain their interest.
Common
individual training
methods include:
Self-discovery
Trainees discover the competencies on
their own using
such techniques as guided exercises,
books, and research.
• Pros: Trainees are able to choose the
learning style
that works the best for them. They are
able to move at
their own pace and have a great deal of
ownership over
their learning.
• Cons: Trainees can easily get side-
tracked and may
move slower than the trainer desires. It
is also more
difficult to measure the employee’s
progress.
Movies/videos/co
mputerbased
training
Content for the training experience
comes primarily from
a videotape or computer-based program.
• Pros: It is easy to provide this training
and the
trainer can follow-up with questions and
discussion. It
is also easy to assure that the same
information is
presented to each trainee.
• Cons: It is expensive to develop. Most
trainers
choosing this option must purchase the
training from
an outside vendor, making the content
less specific to
their needs.
On-the-job
training
This is the most common method of
training. The trainee
is placed on the job and the manager or
mentor shows
the trainee how to do the job. To be
successful, the
training should be done according to a
structured
program that uses task lists, job
breakdowns, and
performance standards as a lesson plan.
Pros: The training can be made
extremely specific to the
employee's needs. It is highly practical
and realitybased.
It also helps the employee establish
important
relationships with his or her supervisor or
mentor.
Cons: Training is not standardized for
employees. There
is often a tendency to have a person learn
by doing the
job, providing no real training.
Mentoring
A mentor can tutor others in their
learning. Mentors help
employees solve problems both through
training them in
skills and through modeling effective
attitudes and
behaviors. This system is sometimes
known as a buddy
system.
Pros: It can take place before, during,
or after a shift.
It gives the trainee individual attention
and
immediate feedback. It also helps the
trainee get
information regarding the business
culture and
organizational structure.
Cont....
Cons: Training can be interrupted if the
mentor moves
on. If a properly trained mentor is not
chosen, the
trainee can pick up bad habits.
When choosing from among these
methods, the trainer
must decide which one best suits the
trainees, the
environment, and the investments
available. Many
trainers will choose to combine methods
or vary them.
Others will select a single method that
works best for
them and never vary. With so many
options, a trainer is
limited only by his or her creativity.
Training
Feedback
Evaluation of
Training
Criteria (based on Kirkpatrick, 1976)
Reaction
• Did employees like the training, think it
was useful,
feel more confident in their abilities?
Learning
• Did employees learn anything new?
Behavioral
• Do trainees behave any differently back
on the job?
Results
• Did the training have the desired
outcome?
TRAINING
SCORECARD
When implementing a training
scorecard it is
important to track, collect, compile,
analyze,
and report six different types of
training data
collected over different time periods.
These types
of data are indicators, reaction,
learning, application,
business impact, and return-on-
investment.
It includes :
• INDICATORS
• INTANGIBLE BENEFITS
Indicators
This is the traditional approach to
reporting training
data. Some examples of indicators are
number of
employees trained, total training
hours, training
hours per employee, training
investment as a
percentage of payroll, cost per
participant. Although
these measures are necessary, they
do not reflect
the results of the training program.
There are many
types of indicators, but it is most
important to
include in the scorecard the measures
of interest to
the organization's top managers.
Level 1:
REACTION
At this level, participants reactions to
and satisfaction
With the training program are measured.
Some
recommended data to capture on Level
1 instruments are:
• Relevance of training to job
• Recommendation of training to
others
• Importance of information
received
• Intention to use skills/knowledge
acquired
Those four items have predictive validity
for projecting
actual applications and should be
compared from one
program to another.
Level 2 :
LEARNING
Learning can be measured informally with
self-assessments,
team assessments, or facilitator
assessments, or formally
with objective tests, performance
testing, or simulations.
Learning self-assessments may ask
participants to rate the
following items:
• Understanding of the
skills/knowledge acquired
• Ability to use the
• Confidence in the use of
Level 3 :
BEHAVIOR
APPLICATION
This level measures changes in on-the-
job behavior
while the training is applied or
implemented. This
information often is collected through
a follow-up
survey or questionnaire. Key questions
asked concern:
• the importance of the
skills/knowledge hack on
the job
• the frequency of use of the
new skills/knowledge
• the effectiveness of the
skills/knowledge when
applied on the job
Level 4 :
BUSINESS
IMPACT
At this level the actual business results
of the training
program are identified. A paper-based or
automated
follow-up questionnaire can be used to
gather this data.
Depending on the training programs'
performance and
business objectives, data may be
gathered on the
following:
• productivity level
• Quality
• cost control
• sales revenue
• customer satisfaction
Level 5 : RETURN
ON
INVESTMENT
At this level the monetary benefits of
the program
are compared with the cost of the
program. The costs of
the program must be fully loaded. The
methods used to
convert data should be reported.
The ROI calculation for a training
program is
identical to the ROI ratio for any other
business
investment:
ROI(%) = ((benefits - costs]/costs)
x 100
A benefit-cost ratio may also be
calculated by
dividing costs into benefits.
INTANGIBLE
BENEFITS
Intangible benefits are measures that
are intentionally
not converted to monetary values because
the conversion
to monetary data would be too subjective.
It is important
to capture and report intangible benefits
of the training
program, such as:
• increased job satisfaction
• reduced conflicts
• reduced stress
• improved teamwork
Seminar
Seminars often combine several group
methods: lectures,
discussions, conferences, demonstrations.
• Pros: Group members are involved in
the training. The
trainer can use many group methods as
part of the
seminar activity.
• Cons: Planning is time-consuming. The
trainer must
have skill in conducting a seminar. More
time is needed
to conduct a seminar than is needed for
many other
methods.
XYZ PVT LTD

Company Address
TRAINING FEEDBACK FORM
Employee Name:
Employee Code:
Department :
Name of the training programme attended :
Dates on which the training was conducted : From Date Month

Year
To Date Month
Year
Venue :
How would you rate the following (on a scale of 1-4 - 1 being the lowest & 4
being the highest rating)?
Course structure 1 2 3 4 Course content 1 2 3 4
Quality of exercise 1 2 3 4 Handout & Training 1 2 3 4

aids
Duration of the Training co-

ordination 1 2 3 4 1 2 3 4
Training programme and organization
Training environment 1 2 3 4
Trainer Feedback :
Subject Knowledge / Conceptual Clarity 1 2 3 4
1 2 3 4
Trainer created and maintained an environment for learning
Rate the trainers training skills and competence 1 2 3 4
Presentation methodology
1 2 3 4
Guidance and support
1 2 3 4
What did you like best about the course/content?
What could have been done better?
Based on the training course description, how did your learning experience
compare to what you expected
when you began the training
Learned much more than I expected Learned somewhat

less than I expected
Learned somewhat more than I expected Learned much less

than I expected
Do you think this Seminar/ training would help you in you current job
responsibilities?
Definitely to a large extent Not Sure

Probably to some extent Definitely not
Would you recommend this training to your colleagues?
Definitely Not certain
Probably Definitely not
Participant's Signature : Date Month

Year
Approved by : Date Month

Year
Functional Head / Supervisor
An Example of a Training Calendar for Q1'08

Number
Traini of
ng Course Reques particip Site Start
Month Title Course Type ted By ant Code Date
Technica 11-Jan
Jan l Core Java Smruti 15 Pune 08
Jan
Jan
Total 15

Very Importnt Entire Training Process

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Very Importnt Entire Training Process

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THE TRAINING PROCESS

TRAINING NEED ANALYSIS FORM

1. Are you a new employee or a long-

2. How long have you been in your

Confirmation of Current Duties

3. Do you have a Job Description for

4. Is your job accurately described in

8. Do you require a high degree of

9. How do you work? Please circle

Very little Moderately A lot

Very little Moderately A lot

16. To perform other jobs in the organisation: What training or

Future Development Needs

17. What are your career aspirations?

Recognition of Prior Learning

Agreed training and development to be provided over the next 12

XYZ PVT LTD

TRAINING FEEDBACK FORM

Name of the training programme attended :

Dates on which the training was conducted : From Date Month

Course structure 1 2 3 4 Course content 1 2 3 4

Quality of exercise 1 2 3 4 Handout & Training 1 2 3 4

Duration of the Training co-

Subject Knowledge / Conceptual Clarity 1 2 3 4

Rate the trainers training skills and competence 1 2 3 4

What did you like best about the course/content?

What could have been done better?

Learned much more than I expected Learned somewhat

Learned somewhat more than I expected Learned much less

Definitely to a large extent Not Sure

Would you recommend this training to your colleagues?

Definitely Not certain

Probably Definitely not

Participant's Signature : Date Month

Approved by : Date Month

An Example of a Training Calendar for Q1'08

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