MANAGEMENT OF TRAINING AND DEVELOPMENT  Functional Objectives – maintain the department’s contribution at a level

Unit -1 Concepts of training, comparison between training and development, suitable to the organization’s needs. NEED FOR (OBJECTIVES OF) DEVELOPMENT
concept of skill up gradation different aspects of trainings  Societal Objectives – ensure that an organization is ethically and socially  To overhaul the management machinery
Concept of learning, techniques of learning, adult learning principles and responsible to the needs and challenges of the society.  To improve the performance of the managers
pedagogy, designing a learning environment  To give the specialists an overall view of the functions of an organisation
Difference between - and equip them to co-ordinate each other's efforts effectively
TRAINING: We can define training as the process of improving the job  To stimulate creative thinking
Human Resource Management is concerned with the planning, knowledge and skills of employees so as to enable them to perform well at their  To understand the problems of human relations and improve human
acquisition, training & developing human beings for getting the desired jobs where they are appointed and located in present. It is called an organized relation skills
objectives & goals set by the organization. The employees have to be and systematic activity wherein people acquire knowledge and skills for doing a  To understand the conceptual issues relating to economic, social and
transformed according to the organizations' & global needs. This is done specific job. Being a two way process it comprises of someone to learn and technical areas
through an organized activity called Training. someone to teach. It is mandate for the both existing and the new employees so  To broaden the outlook of the executive regarding his role , position and
Training is a process of learning a sequence of programmed behavior. It is the that they may perform their jobs properly. responsibilities
application of knowledge & gives people an awareness of rules & procedures to Thus , training is a continuous and never-ending process and learning has no  To improve thought process and analytical ability
guide their behavior. It helps in bringing about positive change in the end at all.  To create the management succession which can take over in case of
knowledge, skills & attitudes of employees. DEVELOPMENT: It can be defined as a process which involves growth of a contingencies
Thus, training is a process that tries to improve skills or add to the existing level person in all respects. So this process is comprehensive in its nature by which  To keep the executives abreast with the changes and developments in their
of knowledge so that the employee is better equipped to do his present job or managers and executives acquire not only skills and competence in their respective fields
to mould him to be fit for a higher job involving higher responsibilities. It bridges present jobs but also capabilities for future tasks of increasing difficulty and  To increase the versatility of the management group
the gap between what the employee has & what the job demands. scope.  To increase the morale of the members of the management group
Since training involves time, effort & money by an organization, so an  To identify the persons with the required potential and prepare them for
organization should to be very careful while designing a training program. The DIFFERENCES BETWEEN THE BOTH (TRAINING AND DEVELOPMENT) senior positions
objectives & need for training should be clearly identified & the method or type  In the organizational context the term training is meant to the lower level
of training should be chosen according to the needs & objectives established. employees while the term development is meant to the higher level HOW TRAINING AND DEVELOPMENT ADD VALUE TO THE ENTERPRISE?
Once this is done accurately, an organization should take a feedback on the personnel or managers Training is beneficial to the both, employers and employees. A well-trained
training program from the trainees in the form of a structured questionnaire so  Training has a purpose to make workers and employees proficient in their employee is an asset to the enterprise because his or her efficiency and
as to know whether the amount & time invested on training has turned into an present jobs while development is to prepare employees for handling more productivity is high. Training enables the employees to obtain job security,
investment or it was a total expenditure for an organization. responsible and challenging jobs higher earning and promotions. In fact, management has no choice whether or
Training is a continuous or never ending process. Even the existing employees  Training imparts to teach technical skills while development to human and not to train employees. The only choice left is whether training will be imparted
need to be trained to refresh them & enable them to keep up with the new conceptual skills. through a formal and systematic programme or not. In the absence of formal
methods & techniques of work. This type of training is known as Refresher  the participants in the training have non-managerial background while training, employees learn by trial and error. They pick wrong ways of doing
Training & the training given to new employees is known as Induction Training. development has participants who come primarily from a managerial things and the time involved in learning is very long. Formal training helps to
This is basically given to new employees to help them get acquainted with the background minimize time, cost and wastage involved in training. The major benefits to the
work environment & fellow colleagues. It is a very short informative training just  Training focuses on developing skills already possessed by workers while enterprise by training are as follows:
after recruitment to introduce or orient the employee with the organization's development focuses on developing hidden qualities and talent of  Higher productivity
rules, procedures & policies. personnel  Stability and growth
Training plays a significant role in human resource development. Human  Training methods include apprenticeship, coaching etc. While development  Promotion and career growth
resources are the lifeblood of any organization. Only through trained & efficient methods include off-the-job-training methods as job rotation, lectures, role  Higher morale
employees, can an organization achieve its objectives. playing, brainstorming, sensitivity training etc.  Economical use of the organizational resources
Basic Objectives-  Training is time bound while development is career bound.  Better safety
* To impart to the new entrants the basic knowledge & skills they need for an NEED FOR (OBJECTIVES OF) TRAINING  Reduced supervision
intelligent performance of definite tasks.  Personality development
 To prepare employees for the right jobs by imparting the required
* To prepare employees for more responsible positions.  Builds self confidence
knowledge and skills.
* To bring about change in attitudes of employees in all directions.  Develop the potentialities and talent of employees for the higher level and
 To build a second line of competent officers by preparing employees to
* To reduce supervision time, reduce wastage & produce quality products. challenging job
occupy higher positions.
* To reduce defects & minimize accident rate.
 To enable the employees to work more effectively and efficiently.  widening the mind and thinking of senior managers by providing them with
* To absorb new skills & technology.
* Helpful for the growth & improvement of employee's skills & knowledge.  To expose them to the updated and latest concepts and techniques in the opportunities for an interchange of experiences
concerned discipline.  Ensuring needed talent
 Individual Objectives – help employees in achieving their personal goals,
 To match the employees specifications with the job requirements and  Assisting in attracting and retaining
which in turn, enhances the individual contribution to an organization.
organisational needs.  Reduced frustration of the both employees and managers
 Organizational Objectives – assist the organization with its primary
objective by bringing individual effectiveness.  To pace with technological advances and latest researched and developed
managerial theories.
Systems View of Training - Stages in a Training Program effectiveness of training programs can be evaluated but not many are able the activities to be performed in a certain job. The former is useful in deciding
The success of a training program is evaluated in terms of the end result or the to answer in terms of ROI. The most effective tool for evaluation of training the intervention and the latter in content development and program evaluation.
increase in the work ability, skill or competency in the trainee. For any training is the Kirk Patrick Model of Evaluation. Individual Analysis
program to be successful it is very essential to follow a certain process. In order for the evaluation to be effective the both the criteria and design for As evident from the name itself, the individual analysis is concerned with who in
The basic process as illustrated in the figure below consists of four stages training program is decided so that there is no discrepancy and the participants the organisation needs the training and in which particular area. Here
which are assessment, development, delivery and evaluation. are able to evaluate the benefits effectively for themselves. The evaluation is performance is taken out from the performance appraisal data and the same is
made on the basis of participant reaction to the training, their learning and the compared with the expected level or standard of performance. The individual
change in behaviour. This feedback is then reused in the first step ‘training analysis is also conducted through questionnaires, 360 feedback, personal
needs analysis’ for making future training more effective. interviews etc. Likewise, many organisation use competency ratings to rate their
Training Needs Analysis managers; these ratings may come from their subordinates, customers, peers,
Training is an expensive process not only in terms of the money spent on it but bosses etc. Apart from the above mentioned organisations also make use of
also the time and the other resources spent on the same. The most important attitude surveys, critical Incidents and Assessment surveys to understand
question therefore is determining whether or not a need for training actually training needs which will be discussed in detail in other articles.
exists and whether the intervention will contribute to the achievement of Techniques for Collecting Data for Training Needs Assessment
organisational goal directly or indirectly? The answer to the above mentioned The process of needs assessment happens at three stages or levels, the
question lies in ‘training needs analysis’ which is the first step in the entire organisational, the job and the person or the individual. This is the basis for any
process of training and development. needs assessment survey and remains the same more or less in all organisations
Training needs analysis is a systematic process of understanding training around the globe. There are however many techniques for collecting the data
requirements. It is conducted at three stages - at the level of organisation, for training need analysis. This article discusses some of the methods used for
individual and the job, each of which is called as the organisational, individual the same.
and job analysis. Once these analyses are over, the results are collated to arrive The needs assessment conducted at various stages tries to answer a different
upon the objectives of the training program. set of questions. Organisational analysis, for example, aims at the ‘where in the
 The process of training begins with the needs assessment stage. The aim of organisation’ of the training. Person analysis similarly attempts to decipher the
Another view of the training need is that, it is the discrepancy between ‘what is’
the assessment stage is to understand whether or not training is required. If question of ‘Whom in the organisation’. There are therefore various
and ‘what should be’. Taking cues from this the world bank conducted a needs
the answer is yes; the next step is determining competency or skills gaps instruments or techniques that are used to collect data for the analysis at each
analysis and arrived upon the conclusion that many of its units in eastern
and the appropriate training intervention required. The training stage.
regions of Europe required transformation from state owned business to self
intervention is essentially decided in terms of attitude, knowledge and skill Techniques for collecting data at Organisational Level
sustaining organisations. A number of universities were then contacted to
(ASK), the combination of which is called as competency. The assessment As discussed already, in organisational analysis we try to ascertain the areas in
develop the necessary modules and conduct the training upon the same.
also called as the ‘training needs analysis’ is undertaken at three levels, the the organisation that require training interventions. For example, among the
Although each step in the entire training process is unique in its own, needs
job, the individual and organisational analysis. various kinds of interventions that organisations chose it was found out
analysis is special in that it lays the foundation for the kind of training required.
 Once the training needs analysis is complete, the next stage is that of managerial training is picking up fast among corporations and also that
The assessment gives insight into what kind of intervention is required,
Development. This stage involves the development of content and the managerial competencies amount for 98% of success in the jobs.
knowledge or skill or both. In certain cases where both of these are present and
training material. Right from designing the appropriate environment to Personnel and skill inventories, organisational climate and efficiency indices,
the performance is still missing then the problem may be motivational in
deciding the various tools, everything is taken care of in the development Management requests, Exit interviews, management by objectives (MBO) are
nature. It thus highlights the need and the appropriate intervention which is
stage. Games, A/V’s, Case Studies, Class room intervention are various the various kinds of techniques that are used at the level of organisational
essential to make the training effective.
means that may be decided upon apart from the content delivered. For analysis for collecting data for training needs analysis.
As mentioned earlier, the needs analysis / assessment is carried out at three
example, in behavioural training emotional intelligence, teamwork, listening Essentially all these tools collect data that is inferential in nature, but does not
levels - organisational, Individual and Job. We now take up each one of them in
are examples of competencies that are required to perform superior work. give a clear picture of the training needs. For example, the above mentioned
detail.
The same may be transferred into the trainees through any of the above tools may lead an organisation to deduce that ‘there is a need for aligning the
Organisational Analysis
means depending upon various factors like demographics, job nature etc work processes with the organisational goals / objectives’, which is not very rich
The organisational analysis is aimed at short listing the focus areas for training
which are taken care of in the first stage. diagnostically. It may require further analysis, which is done with the help of
within the organisation and the factors that may affect the same. Organisational
 The most important stage and perhaps the least talked upon from the tools at the level of Job or the task.
mission, vision, goals, people inventories, processes, performance data are all
training process is the delivery. Once the development stage is over it is The techniques for data collection at the level of the job include job
studied. The study gives cues about the kind of learning environment required
time to conduct the training. Factors like time and venue of delivery are description, performance standards, work sampling, job specifications, job
for the training. Motorola and IBM for example, conduct surveys every year
already decided in the earlier stages. There are various factors that literature analysis, and analysis of operational problems among others. These
keeping in view the short term and long term goals of the organisation.
determine the process of delivery like the participant demographics, the techniques are aimed at extracting data for understanding the target of training
Job Analysis
training intervention, the individual style of the trainer etc. This brings in a i.e. what exactly should be taught in training. Time management may be may be
The job analysis of the needs assessment survey aims at understanding the
lot of diversity to the training programs. one critical intervention in project handling / management.
‘what’ of the training development stage. The kind of intervention needed is
 Evaluation is the last stage in the training process and more important from These techniques at the level of job are useful but yet not sufficient in helping
what is decided upon in the job analysis. It is an objective assessment of the job
the perspective of evaluation of the effectiveness of training. Needless to understand who requires training and when. Taking the above example further,
wherein both the worker oriented - approach as well as the task - oriented
say, it is aimed at analysing whether or not the training has been effective in time management may be a critical intervention for Projects people, but there
approach is taken into consideration. The worker approach identifies key
achieving the objective (bridging the competency gap, changing the may already be some who are very efficient in time management and may
behaviours and ASK for a certain job and the task - oriented approach identifies
attitude, developing new skills etc). There are various ways in which the
require the intervention at other level, which is only possible to ascertain with the ‘post learning inputs’. This evaluation which is conducted at various levels
the help of techniques used at the level of the individual or the person. may be utilised accordingly. Most of the organisations evaluate training on the 6 reasons why you should upgrade your skills
Training may prove worthless if it is conducted without studying individual basis of Kirk Patrick Model. The feedback at each level - learning, reaction, A globally-recognized certification for your practice area offers a number of
data. Every member in a team is unique and works as well as performs at a behaviour and results can be used for effective design of training in future. benefits:
certain level (n). There may be others who are at (n+1) or (n-1) or more. Thus, Designing and Developing Effective Training Programs
the same intervention may halt the progress of a certain individual and finally Training programs play a crucial role in enhancing employee’s capabilities, Become a global professional: Organizations around the world have realized
the organisation. There are therefore certain tools that help in deciding upgrading his existing knowledge and help him acquire new skills and learnings. the importance of filling their skills gap in order to have an edge over
interventions at the individual level. Performance appraisal data, Effective training programs help employees to cope up with changes, think out competitors, boost revenue, increase customer satisfaction and accelerate the
questionnaires, attitude surveys, 360 degree feedback, assessment centres, of the box, survive the cut throat competition with a smile and contribute development of new products and services. In such a scenario, as the demand
critical incidents are some techniques that are employed to a good benefit. effectively to the success of organization. for skilled professionals becomes more acute, certification holders have an
All these techniques are integral to the success of any training program. Training programs need to be designed, keeping in mind the needs and edge. For instance, Project Management Professional (PMP) credential holders
Although each one of these may be used independently but the combined use requirements of employees. Training modules ought to be precise, crisp and have the opportunity to earn more than $100,000 in the US, UAE, UK and
offers a holistic view of training within an organisation! informative. Australia.
Development of a Training Program Training programs should not be designed just for the sake of it. Find out Stand out from the crowd: For hiring managers who are inundated by
Development of a training program is the next step after the training need whether your employees really need any kind of training or it is being conducted applications for coveted jobs, a professional certification on a resume can help
analysis has been conducted and there is a clear consensus on the need of just as a mere formality? them select the cream of the crop for a particular role. In fact, according to the
training within the organisation. The next vital question to answer is whether Designing and Developing Effective Training Modules Manpower Group’s ‘2013 Talent Shortage Survey’, 34 per cent of hiring
the training should be conducted by an in house expert or from a consultant Know Your Employees: Know your employees well before you begin designing managers globally have cited a lack of technical competencies (or hard skills)
outside. training programs for them. Sit with them and try to find out where all they required for a particular role as the chief factor contributing to talent shortage.
Many of the fortune 500 organisations around the world have their in house need assistance. Let them come up with their problems and what all additional A globally-recognized certification attests to your knowledge and skills in the
learning centers and many have even gone ahead to have their own training skills would help them perform better. It is essential for managers to know the practice area and can give you an advantage over uncertified candidates for the
universities where they train people onboard and those who aspire to join in the strengths and weaknesses of all his team members. Design your training job.
future. Companies like Xerox, Good Year Tyres, Kodak, Mahindra and Mahindra, program accordingly. Knowing employees well will help you figure out the skills Compete in a global economy: Certification training and skill up gradation bring
Birla etc have such setups for generating prospective employees with the you need to teach them. Training programs need to be specific if you expect you up-to-speed with the latest knowledge in your practice area from a global
requisite skills and also for training the existing employees. There are other your employees to benefit from the same. perspective. With this education, you can benchmark yourself as someone who
organisations too that have tie ups with the best academic institutions for Dividing Employees into Groups: One cannot design similar training programs can apply best practice methodologies to any work scenario and drive mission-
employee exchange programmes. for each and every employee. Divide employees into groups where employees critical projects to a successful conclusion anywhere in the world.
Nevertheless the prerequisites for development of a training program remain who need to learn the same set of skills can be put into one group. You can also Improve productivity and enhance business performance: By updating you on
the same. We start with the development of a conducive learning environment, group employees as per their age, work experience, departments, functional best practices in your domain and introducing you to a common terminology
followed by a choice of the training methods and techniques. areas and so on. and methodology for effective teamwork and collaboration, certification
Designing the Environment - every individual is unique. One style of learning Preparing the Information: The next step is to prepare the content of the training can enable you to enhance your performance at the workplace.
may not be applicable to each of the participants in a training program. training program. The content needs to be informative but interesting. Include Step up the corporate ladder: At senior level roles within organizations, holistic
Therefore ‘how do various individuals learn’ is what should be kept in mind diagrams, graphs, flow charts, pictures to make your training program understanding of the practice area and domain expertise is expected. As you
while designing the training program. There are certain who learn the interesting so that individuals do not lose interest in the middle of the session. achieve higher-level certifications and apply that knowledge and skills in your
experiential way by doing and yet there are many who like the lecture based The information needs to be relevant and authentic. Teach them what all is practice area to deliver results to your organization, you will be recognized for
learning method. There are however pros and cons of both and the appropriate necessary and would help them in their current as well as future assignments. your specialization in the stream and will be able to move into leadership roles.
learning style is generally the discretion of the trainer / facilitator. Prepare your training program keeping your audience in mind. Keep one step ahead of technologies: For professionals in the IT sector, the
Establishing the Variables - trainability is one factor that must be taken into Presenting the Information: You need to design your presentation well. Decide demand for skills evolves on a continual basis. For instance, the public cloud
consideration before developing any training program. It is the duty of the how would you like to present your information? PowerPoint or word helps you market is expected to become a $191 billion industry by 2020 and cloud
trainer to ensure that the employees are actually willing to sit and learn design your training program. It is absolutely up to the trainer to decide the computing certified professionals have a huge potential for career growth. With
something in the training program. This is especially very true of sensitivity software which he/she would like to use. Make sure there are no spelling errors. the advancement of this practice, along with others such as e-commerce, m-
training that is not viewed positively by many. Trainability also implies that the Read your presentation twice or thrice and find out whether it has covered commerce, business intelligence, Big Data and analytics, the requirement for
employee is sufficiently motivated to learn apart from just the ability to do so. entire information you wish to convey or not? Highlight important information. qualified specialists in these domains and their associated technologies will also
Before any training program sets off, it is the responsibility of the trainer to Make your presentation in bullets. increase. Accredited certifications in the technologies of tomorrow will boost
build hype about the event and such that it attracts all types of employees from Delivering Training Programs: Select your trainers carefully. Remember, the the scope of your career in a dynamic job market.
target audience within the organisation. right trainer makes all the difference. Training programs should not be a mere In conclusion, training and skill up gradation offers immense benefits to
There are both formal and informal ways of doing the same. Formal ways would one way communication. As a trainer, you need to understand that you are professionals across job roles, industries and geographies. Selecting the right
be by sending mails to the employees who are supposed to attend the program. speaking not only for the individuals sitting in the front row but also for governing body and authorized training organization for certification training is
Informal ways would be just creating conditions for discussion in the cafeteria or employees sitting at the back. Be loud and clear. Do not speak too fast. The an important decision to be taken in this process.
the lounge where employees sit together, discuss and hear things on the trainer needs to involve his/her audience and encourage employees to come up
grapevine. with questions and doubts. Employees should not attend training programs to
Finally, once the training program has been delivered the evaluation of the mark their attendance. Try to gain as much as you can. Do not sit with a closed
same provides inputs for improving the process of training. These are called as mind.
Learning is the act of acquiring new, or modifying and reinforcing existing, 4. Discrimination learning: 10. Highlighting/Marking/Underlining
knowledge, behaviors, skills, values, or preferences which may lead to a Learning to differentiate between stimuli and showing an appropriate response
potential change in synthesizing information, depth of the knowledge, attitude to these stimuli is called discrimination learning. Example, sound horns of Tips To Motivate Adult Learners that you might try.
or behavior relative to the type and range of experience.[1] The ability to learn is different vehicles like bus, car, ambulance, etc. 1. Create useful and relevant learning experiences based on the age group
possessed by humans, animals, plants[2] and some machines. Progress over time 5. Learning of principles: and interests of your learners
tends to follow a learning curve. Learning does not happen all at once, but it Individuals learn certain principles related to science, mathematics, grammar, Emphasize on the practical knowledge. It is important to design a course
builds upon and is shaped by previous knowledge. To that end, learning may be etc. in order to manage their work effectively. These principles always show the that provides immediate relevancy. Learning materials that can be put into
viewed as a process, rather than a collection of factual and procedural relationship between two or more concepts. Example: formulae, laws, practice. Adult learners appreciate more practical knowledge, rather than
knowledge. Learning produces changes in the organism and the changes associations, correlations, etc. extraneous facts and theories.
produced are relatively permanent. 6. Problem solving: 2. Facilitate exploration
This is a higher order learning process. This learning requires the use of Even though children are famous for their exploratory nature and curiosity,
Learning is a key process in human behaviour. All living is learning. If we
cognitive abilities-such as thinking, reasoning, observation, imagination, adult learners, too, sometimes like to take the opportunity to construct
compare the simple, crude ways in which a child feels and behaves, with the
generalization, etc. This is very useful to overcome difficult problems knowledge in a way that is meaningful to them. For this reason, you should
complex modes of adult behaviour, his skills, habits, thought, sentiments and
encountered by the people. have all sorts of materials, references, infographics, short videos, lectures,
the like- we will know what difference learning has made to the individual.
7. Attitude learning: podcasts and free resources available. In such a perfect learning
The individual is constantly interacting with and influenced by the environment.
Attitude is a predisposition which determines and directs our behaviour. We environment learners are more likely to get inspired or find something that
This experience makes him to change or modify his behaviour in order to deal
develop different attitudes from our childhood about the people, objects and makes them want to learn more.
effectively with it. Therefore, learning is a change in behaviour, influenced by
everything we know. Our behaviour may be positive or negative depending 3. Build community and integrate social media
previous behaviour. As stated above the skills, knowledge, habits, attitudes,
upon our attitudes. Example: attitudes of nurse towards her profession, Keep in mind that social media websites are a powerful tool for
interests and other personality characteristics are all the result of learning.
patients, etc. collaboration, commenting and sharing. You can facilitate group discussions
Learning is defined as “any relatively permanent change in behaviour that
occurs as a result of practice and experience”. This definition has three Characteristics of learning- and communities. People will quickly start exchanging knowledge, and will
important elements.  Life long process also have fun, social media is fun!
a. Learning is a change in behaviour—better or worse.  Enhances the knowledge 4. A voice behind the video is not enough
b. It is a change that takes place through practice or experience, but changes  Affects the thought process Add a personal touch. Your course needs to have a face. Make yourself
due to growth or maturation are not learning.  It recognizes the attitude available to people, invite subject-matter experts, authors, professors and
c. This change in behaviour must be relatively permanent, and it must last a  Need based other specialists in live online discussions and question and answer sessions.
fairly long time.  Influences the behavior 5. Challenge through games
All learning involves activities. These activities involve either physical or mental  Natural process Come up with different problem solving exercises and case studies. Make
your learners look for and find solutions.
activities. They may be simple mental activities or complex, involving various  Goal oriented
muscles, bones, etc. So also the mental activities may be very simple involving 6. Use humor
Factors affecting the learning process- Humor would work great even with the most demotivated learners on your
one or two activities of mind or complex which involve higher mental activities. Personal factors: desire, inituiative, self image, intuition, struggle, family
What activities are learned by the individual refer to types of learning. For course. When your students know you are funny, they will listen to your
support, surrounding, educational background material carefully, cause they wouldn't want to miss on your witty sense of
example, habits, skills, facts, etc. There are different types of learning. Some of Organizational factors: Nature of work, Rate, physical, and technical support,
the important and common learning activities are explained here. humor. You can never lose with that.
inter and intra structural relationship, target. 7. Chunk information
Types of Learning: Environmental factors: social and economic condition, competition, Chunking is essential, as it helps people remember and assimilate
1. Motor learning: technological developments information. Small bits are easier to process.
Most of our activities in our day-to-days life refer to motor activities. The
8. Add suspense
individual has to learn them in order to maintain his regular life, for example
Learning cycle – consists of 4 steps Don't give out everything your course is about in the beginning. Yes, you
walking, running, skating, driving, climbing, etc. All these activities involve the
 PROCURE – knowledge need an overview, but keep some interesting points until the time is right.
muscular coordination.
2. Verbal learning:  APPLY – knowledge No one likes to read a book if they know what's about to happen.
This type of learning involves the language we speak, the communication  CONSIDER – learn 9. Accommodate individual interests and career goals
devices we use. Signs, pictures, symbols, words, figures, sounds, etc, are the  TRANSFORM - talents Empower learners to work on these goals and individualize the training to
Most effective study method to the least effective: Ranking (best to least) suit their needs.
tools used in such activities. We use words for communication.
1. Distributed practice 10. Stimulate your learners
3. Concept learning:
2. Practice testing/self-testing Encourage them to think by either providing them with brain teasers, or by
It is the form of learning which requires higher order mental processes like
3. Interleaved practice asking thought-provoking questions.
thinking, reasoning, intelligence, etc. we learn different concepts from
4. Self-explanation 11. Let learning occur through mistakes
childhood. For example, when we see a dog and attach the term ‘dog’, we learn
5. Elaborative interrogation According to a German proverb "you will become clever through your
that the word dog refers to a particular animal. Concept learning involves two
6. Summarizing mistakes". Have you heard the famous expression: "Practice makes
processes, viz. abstraction and generalisation. This learning is very useful in
7. Rereading perfect"? Of course you have! Henry Roediger who started a learning
recognising, identifying things.
8. Keyword mnemonics experiment divided his students in two groups. Group A studied natural
9. Imagery of text sciences paper for 4 sessions, while group B studied the same paper for one
 session and was tested on it three times. According to the experimenter, Begin by identifying what the learner can do, what the learner wants to  Facilitate discussions and peer sharing based on that outline.
one week later, students from group B performed 50% better than Group A, do and then address the gaps and develop practical activities to teach  Avoid words and actions that may embarrass individuals.
even though they studied the paper less. The results clearly support the specific skills.  Affirm questions and ideas from individuals who speak up.
argument that "practice makes perfect". 5. Experience affects adult learning Adults have more experience than  Allow for small group interaction.
12. Make it visually-compelling children. This can be an asset and a liability. Respect participants as individuals.
Did you know that 83% of learning occurs visually? Use the learners’ experience (negative or positive) to build a positive Establish sound relationships with participants. Model and encourage respect
13. Get Emotional future by making sure that negative experiences are not part of their and open communication. Provide for their needs with adequate breaks and use
If you don't sound inspiring, if your materials are not exciting, how will you experience in your program. their time effectively. It’s also helpful to solicit learners’ input on the training
motivate your learners? Get them emotionally involved too – come up with 6. Adults learn best in an informal situation Children have to follow a schedule or process.
controversial statements, tap on memories, add real-life stories. curriculum. Often, adults learn only what they feel they need to know. Here are some strategies for incorporating this adult learning principle into your
14. Get examples of their workplace Involve adults in the learning process. Let them discuss issues and decide training session:
Your learners may not always remember to associate what is learned with on possible solutions. Make the environment relaxed, informal and  After presenting the agenda, check in with your audience.
its application at the workplace. Sometimes they might need reminders and inviting.  Provide adequate breaks.
a clue to help them make that connection. 7. Adults want guidance Adults want information that will help them  Offer choices and allow for self-direction.
15. Be respectful to them improve their situation or that of their children. They do not want to be
 Be flexible and adapt to participant needs.
16. Ask for feedback told what to do. They want to choose options based on their individual
 Conduct frequent check-ins, asking for feedback about training
It is motivating to know that your opinion contributes to the course. needs.
content/process.
17. Present the benefits of undertaking the course
 Learn about different adult learning styles and teach to all styles.
I don't know why I didn't start with this one. Sometimes outlining the Incorporate adults’ prior learning and experience.
benefits is all it takes. Include structured activities in your training.
It’s important to capitalize on the rich prior experience that adult learners have There are three aspects involved in learning: ideas (cognitive), feelings
when they enter the training by incorporating that experience into the session. (affective), and actions (behavioral). Adults learn best when training moves
PRINCIPLES OF LEARNING Also, inaccurate information that people think is correct can be a significant beyond ideas and feelings to incorporate actions as well. That is, training that
 Learning is enhanced when the learner is motivated. impediment to new learning. By drawing out prior experience, you can correct provides opportunities to practice new skills will increase the likelihood that
 Learning requires feedback. learners’ misinformation. learners will apply the new knowledge and behaviors in their own
 Reinforcement increases the likelihood that a learned behavior will be Here are a few strategies for incorporating prior knowledge and experience into environments. Also, participants are more likely to believe and retain the
repeated. your training session: information they’ve learned if they arrive at the ideas themselves. Structured
 Practice increases a learner's performance.  Conduct a needs assessment to uncover group members’ experiences and activities can foster the exploration that learners need in order to make their
 Learning begins rapidly then plateaus. expectations. own connections and conclusions.
 Learning must be transferable to the job.  Ask for input on the lesson plan.
 These cited principles should guide the human resource manager in
Andragogy
 Ask participants to share relevant experiences throughout the training
Andragogy is basically ‘… the art and science of helping adults learn’.
designing, implementing and operating any employee training. session.
Alexander Kapp and Eugen Rosenstock-Huessy developed theories around adult
 Do a “K-W-L” chart on flipchart paper, asking participants to list what they
education, which were later popularised by Malcolm Knowles – a theorist in
Principles of Adult Learning Know and Want to know at the beginning of the session, and what they
Seven Principles of Adult Learning adult education. For Knowles, adult learning was premised on the following
Learned following the session.
characteristics:
These principles show the differences between how children and adults learn.  Create peer sharing opportunities by facilitating small group discussions.
Are you using adult teaching principles in your teaching? The need to know
 Carefully prepare guiding questions to draw out prior knowledge and pique Adults want to know why they need to learn something. They may ask: ‘Why do
1. Adults must want to learn They learn effectively only when they have a interest about new information. I need to know this? or ‘Why is this important?’ Adults want to understand the
strong inner motivation to develop a new skill or acquire a particular  Poll participants at key points about experience and level of knowledge. value. They want their learning experiences to:
type of knowledge. Polling can be done by a show of hands, hearing from selected participants,  meet their needs
Helping their children is a strong motivator for learners who are parents. or using flipchart paper or Post-it notes.  be relevant
Getting a high school diploma or a good job is another strong motivator Create a safe space for learners.  help them achieve their goals.
for adults. Adults may feel vulnerable when they’re learning something new. The trainer
2. Adults will learn only what they feel they need to learn Adults are Learner’s self-concept
can support learners’ comfort levels by using low-risk activities, reassurance, Adult learners want respect and to be seen as capable learners. They should be
practical in their approach to learning; they want to know, “How is this and a plan for building incremental successes. Concepts and skills should be offered choice and be encouraged to set their own learning goals. Adult
going to help me right now?” presented in a strategic sequence, from simple to complex and from group-
Be practical, be direct. learners:
supported to solo.  are self-motivated and self-directed
3. Adults learn by doing Children learn by doing, but active participation is Here are some additional strategies to create a “safe space” for learners:  are independent
more important among adults.  Set feasible learning objectives.  like to find their own way
Adults need to be able to use these skills immediately so that they see
 Thoughtfully plan sessions to start with basics and work towards  can make their own decisions
their relevance.
complexity.  want to manage their own learning.
4. Adult learning focuses on problems and the problems must be
 Establish ground rules.
realistic Children learn skills sequentially. Adults start with a problem
 Provide an outline to guide participants towards the intended outcomes.
and then work to find a solution.
Self-directed learning is one of the more contentious aspects of Knowles’ 1. Adult Learners are Motivated and Self-Directed observations and practical experiences, throughout their placement,
theories. There are various definitions of self-directed learning. It is worth Intrinsically motivated students have a desire to achieve and learn for their own include:
reading Stephen Brookfield for an alternative perspective. purposes while extrinsically motivated students want to impress others. The  Asking the student to do some reflection, for example, on what they expect
Role of the learner’s experience following examples can be used to help encourage self-directed learning: to learn prior to the experience, or what they learnt after the experience,
Adult learners are a valuable resource because they bring the richness and  Set up a learning program that moves from more to less structure, from less and how they might apply what they learnt in the future, or how it will help
diversity of their lives with them. They should be given the opportunity to use to more responsibility and from more to less direct supervision, at an them to meet their learning goals.
their existing knowledge and experience, which they can apply to new learning appropriate pace that is challenging yet not overloading for the student. 5. Adult Learners are Practical
experiences. Adult learners:  Establish an environment where students feel safe and comfortable  Through clinical placement, interacting with real clients and their real
 have diverse experience and knowledge expressing themselves – have open lines of communication, involve all life situations, students move from theory knowledge to hands-on
 may have ingrained ideas about things students and encourage group based problem solving. problem solving where they can recognise firsthand how what they are
 apply their life experience and knowledge to new learning  Involve learners in mutual planning of the placement experience – be aware learning applies to life and the work context.
 use their problem-solving, reflecting and reasoning skills. of student's previous experiences and discuss goals and expectations at 6. Adult Learners Like to be Respected
Readiness to learn beginning of placement. The use of learning contracts (see discipline specific  Respect can be demonstrated to your student by:
Adults are ready to learn when they identify something they want to know or resources) involves the students in diagnosing their own needs, encouraging  Taking an interest in the student.
become proficient at, or when they experience something that connects with internal motivation.  Acknowledging the wealth of experiences that the student brings to the
their life situations. They become ready to learn things in order to cope  Involve students in evaluating their own learning – this can develop their placement
effectively with real-life situations. Adult learners: skills of critical reflection. Use of diaries, reflection journals and problem
 are goal focused
Pedagogy
solving sessions.
 want timely learning I propose the following five key principles of good pedagogy:
 Encourage learners to identify resources and devise strategies for using the
 seek meaningful learning experiences  motivation;
resources to achieve their objectives. Ensure students are aware of all
 need clear learning goals.  exposition;
resources available at the facility (Library, Cochrane Library, MIMS, X-Rays,
Orientation to learning  direction of activity;
Clinical Results, protocols and guidelines) and direct them to use these
Adult learners want to be engaged in life-centred or problem-centred learning  criticism;
when there are deficits in theoretical knowledge.
experiences. They want to learn what will help them perform tasks or deal with  inviting imitation.
 Support learners in carrying out their learning plans, giving constructive
problems they see in their lives now. Adult learners: These principles may of course overlap and/or be sub-divided into sub-
(both positive and negative) and timely feedback.
 are practical – their learning should apply to their lives, job, etc. principles.
 Acknowledge the preferred learning style of the student (see Identifying Motivation
 want to be involved in planning their learning Learning Styles).
 focus on the aspects that are most useful to them. Motivation is what J Bruner was talking about when he says that “teaching is the
2. Adult Learners Bring Life Experience and Knowledge canny art of intellectual temptation”. All of the other principles, if applied, will
Motivation  Adults like to be given the opportunity to use their existing foundation of
Adults are responsive to external motivators such as a better job or increased also contribute to motivation by delivering an effective and engaging
knowledge and experiences gained throughout their life and apply it to their instructional process—but there is a sense in which motivation needs to be
salary. However, the best motivators are internal; for example: new learning experiences. As a clinical educator you can:
 increased job satisfaction prior to the “delivery” of instruction. Motivation is likely to be dependent on the
 Find out about your student – their interests and past experiences personality of the teacher and his or her ability to develop a good relationship
 heightened self-esteem
(personal, work and study related). with the student, understanding the student’s current world view, interests and
 better quality of life
 Assist them to draw on those experiences when problem-solving, reflecting experience, and framing the learning to be achieved in a way that makes sense
 personal growth and development.
and applying clinical reasoning processes. to the student.
Motivation can be diminished by learning experiences that do not embrace
 Facilitate reflective learning opportunities. This is what people mean when they talk about teaching being “relevant”—
adult learning principles.
3. Adult Learners are Goal Orientated although this formulation is not satisfactory because the purpose of teaching is
By defining these characteristics, Knowles distinguished andragogy, or the art
 Adult students become ready to learn when "they experience a need to to move the student beyond the limited outlook of ignorant childhood, raising
and science of helping adults learn, from other areas of education, especially
learn it in order to cope more satisfyingly with real-life tasks or problems". expectations and revealing the much greater possibilities offered by the world
pedagogy. It is worth noting at this point that this is no one theory or model that
Your role is to facilitate a student's readiness for problem-based learning outside their existing experience. Relevance to the student’s existing experience
explains everything we know about adult learners.
and increase the student's awareness of the need for the knowledge or skill is a good starting point but not a good outcome of education.
presented. As a professional practice supervisor, you can: The dependence of inspiration on the relationship with the teacher means that
Andragogy (adult learning) is a theory that holds a set of assumptions about
 Provide meaningful learning experiences that are clearly linked to personal, computers have only a supportive role to play in this field.
how adults learn. It uses approaches to learning that are problem-based and
client and placement goals, as well as assessment. Exposition
collaborative rather than didactic (traditional lecturing or teacher "knows all"
 Provide real case-studies (through client contact and reporting) as a basis Exposition (“chalk and talk”) gets a bad rap. It is transmissive, casts the student
model), and also recognises more equality between the teacher and learner.
from which to learn about the theory. students value anecdotes of your in a passive role, and can often be dull. On the other hand, it is relatively cheap
Andragogy as a study of adult learning originated in Europe in 1950's and was
own experience. and easy to provide, if well done it can be motivating, it gives the teacher an
then pioneered as a theory and model of adult learning from the 1970s by
 Ask questions that motivate reflection, inquiry and further research. opportunity to establish his or her presence and personality, it can summarise
Malcolm Knowles, an American practitioner and theorist of adult education,
4. Adult Learners are Relevancy Orientated and articulate the key facts, principles and learning objectives. If well done and
who defined andragogy as "the art and science of helping adults learn."
Open all  Adult learners want to know the relevance of what they are learning to done at the right time and the right way, it can be an important ingredient in a
what they want to achieve. Ways to help students see the value of their wider mix—and for all the criticism that is made of it, it is still used heavily by all
instructional processes.
Good exposition requires an ability at public performance combined with good picked up at previous stages of the course. As argued (with reference to Dylan At higher levels, the expert evaluation required will be beyond the capacity of
subject knowledge, good preparation and often good supporting props. Wiliam) in In the beginning was the conversation, progression management is computers and will therefore be a primary function of the subject expert. At
Exposition is easy to do badly: hard to do well. It is not essential that exposition often a better response to student misconception that negative feedback. lower levels (e.g. routine marking of simple problems), offering instantaneous
is managed solely by the classroom teacher: online video delivered by e.g. the R e p e t i t i o n a nd r e v i e w assessment and feedback are functions to which computer systems are well
Khan Academy may provide a useful supplement to classroom exposition, Memory (both knowing that and knowing how) tends to degrade. Learning adapted.
especially as online video can be accessed anytime, anywhere and is likely to be activities therefore need to be repeated regularly at first in order to ensure that Inviting imitation
of much higher quality than classroom exposition. That at least is the vision of the learning is laid down in long-term and not just short-term memory. The Humans are mimics. Children and teenagers are naturally programmed to find
the flipped classroom. intervals of review can becoming increasingly infrequent as the learning is role models and copy them. Ideally, a child will choose to admire a teacher and
Direction of activity mastered. seek to imitate them. Children will also imitate each other and the degree to
As “we learn by doing”, so good instruction must rely heavily on activity. Pete Variation which this sort of imitation will be beneficial will depend on the extent to which
Bell dislikes the term “direction”, considering it too “command and control”—so Much learning in formal systems consists of the mastery of abstract principles. the peer culture is constructive.
let me break this down into its constituent parts so we can at least agree what it An abstract principle that is studied only in abstract terms is never really The criterion on which a teacher is likely to be selected as a role model will in
is we are talking about. understood at all, as the essence of the abstract is the ability to apply it to a large part be dependent on personality—and this is a tough call for teachers
Learning activity design range of different concrete contexts. who may be expert at their subject and diligent in marking work, if they are not
The design of activities that deliver particular learning objectives in an engaging Similarly, if an abstract principle is only studied in a single context, it is likely that at the same time seen to be quite as cool as the latest celebrity on big brother.
way is a skilled business, particularly when the medium through which learning the student will learn only about the context in which the principle is learnt and Teachers can support each other in this respect. The willingness of children to
activities are delivered becomes digital (the production of serious games, not about the abstract principle. It is therefore important that the teacher look favorably on their teachers as role models may be influenced by the
simulations and creative tools is no trivial matter). At the moment, this process selects activities that illustrate the same principle in a range of different general culture of the school. Where learning is not respected, it may be almost
is largely performed (normally not very well) by front line classroom teachers. It contexts, so the student can practice the ability to recognize and apply the impossible for a teacher to be a potential role model as well as being passionate
is a central argument of Education’s coming revolution that this process needs abstract principle in unfamiliar contexts. about their subject. I suggest the following sub-principles which can help
to be systematised and centralised: digital learning activities produced by I n c r e me n t a l i n c r e a s e i n d i f f i c u l t y promote beneficial imitation:
specialist designers need to become a commodity that can be bought or shared It may be demotivating to fail too often—yet ignoring failure is likely to be  fostering a peer culture in which learning is valued;
and automatically integrated with learning management software. harmful as it will entrench the undesirable behaviors that led to failure. One  the appointment of charismatic teachers in senior position (e.g. Head
Learning activity delivery way to resolve this paradox is to reduce the chance of failure by sequencing Teacher, Leading Subject Teachers);
Once a learning activity has been designed, the activity needs to be delivered. In activities so that the difficulty increases in small increments, maximizing the  the fostering of team-teaching whereby senior teachers can support
the non-digital, physical world, the delivery of learning activity can be chance of success at each stage. This was the approach taken by B F Skinner junior teachers, and junior teachers can, by working alongside senior
summarised by the term “facilitation”. In the digital world, delivery can largely with machine learning. At the same time, having to progress at a snail’s pace teachers, learn the tricks of the trade;
be automated. In practice, a good instructional process will represent a blending through material that the student finds easy can also be highly demotivating, so  developing good relationships with students;
of both types of activity. this needs to be combined with the adaptive principle.  teacher acting as collaborator (or “guide on the side”), illustrating for
Learning activity selection and sequencing There are many ways in which activities may be made incrementally more the benefit of students ways in which problems can be addressed, which
The selection of learning activities is a critical role of the teacher and needs to difficult: the student can then imitate;
be directed by several further sub-principles. The selection of activities (or  intrinsically (e.g. by providing longer numbers for a sum in maths);  good discipline, where rival, negative peer role models are challenged
“progression management” as I have called it in In the beginning was the  by withdrawing help or scaffolding; early;
conversation) is highly suitable for automation by dedicated software systems.  increasing the number of stages of a problem that must be navigated;  personalization of learning and effective use of praise.
A n a l y si n g t h e s t r u c t u r e o f th e l e a r n i n g o b je c t i v e s  by creating more “open ended” activities (e.g. at higher levels on As the last of these points illustrate, there is a relationship between effective
Clearly, learning activities should be relevant to the current learning objectives, Bloom’s taxonomy); motivational strategies and selection of role models: a highly motivational
which ultimately are not set by the teacher. What the teaching process does  by unexpected timing (e.g. introducing an old topic out of the blue); teacher is also likely to be adopted as a role model.
require, however, is the disaggregation of those top-level objectives into smaller  by deeper contextualization of an abstract principle (e.g. use of As much of this is a matter of personality, it may be argued that technology has
prerequisite steps, that will guide the student through the learning in a logical unfamiliar language). little part of play. However, technology can help in a number of ways, including
sequence. If you want to teach long division, you need to ensure that the Criticism the management of personalization and the reporting of learning outcomes to
student is proficient at addition and subtraction first. Some will be uncomfortable with this word—but it is the right one. Criticism encourage the teacher in giving timely praise.
It is often said that you do not really understand a topic until you have to teach should be constructive of course and there are times when criticism may be I would argue that the opportunities for video conferencing and remote tutoring
it. This is at least partly because to teach something well, you need to analyse withheld, to be replaced by progression management or an expectation that the can also help. This can help replace isolated classroom teachers with teaching
the essential structure of the knowledge being taught. student will work it out for themselves. Ultimately, however, criticism is an teams led by “leading teachers” – people who combine compelling charisma
This analysis is required for course design can be done by a course designer, essential part of the conversational loop (see again In the beginning was the with strong subject knowledge, able to champion the cause and help with the
who does not in turn need to be the same person who designed the constituent conversation). It is a key part of the teacher’s tool-set and students should difficult task of offering a compelling alternative (and complementary) set of
learning activities or the same person as the classroom teacher. learning to accept criticism in the constructive sense that it ought to be offered. motivations to the modern entertainment industry. Such leading teachers
R e sp o n d in g t o t h e c o n c e pt u a l s t a t e of t h e st u d e n t Component parts of criticism are: would need to be supported by junior teachers and machine instruction,
This may often go under the catch-phrase of adaptive learning. Not only does  evaluation; capable of addressing the bread-and-butter management of learning, reporting
the teacher need at the beginning of the course to select learning activities that  correction; and aggregating learning outcome data in forms that are available to the whole
are appropriate to his or her students, but the teacher also needs constantly to  contextual repetition of exposition; teaching team.
monitor the extent of learning achieved by students at each stage of the course,  target setting. Another advantage of the leading teacher concept will be that, being ultimately
selecting activities that respond to the learning and maybe misconceptions responsible for large numbers of students, it will be possible to pay leading
teachers significantly more than can be afforded for classroom teachers, who classrooms, lecture theatres and labs), or on the technologies used to to create what is the goal in skill development? Mastery? A minimal level of
are limited by the 30-in-a-classroom productivity ceiling. This will help attract online personal learning environments (PLEs), learning environments are performance? How will learners know this?
high calibre entrants to the profession and keep them “in the classroom”. broader than just these physical components. They will also include: Learner support
 the characteristics of the learners; what counselling and/or mentoring will learners need to succeed?
Learning design?  the goals for teaching and learning; how will learners get feedback (particularly on skills development)?
It is one thing to have a good theory of learning and a choice of appropriate  the activities that will best support learning; how will learners relate to other learners so they are mutually supporting?
teaching method, but it is quite another to implement the chosen teaching  the assessment strategies that will best measure and drive learning Resources
method successfully. As noted in the previous chapter, teachers and instructors  the culture that infuses the learning environment. how much time can I devote to each of the components of a learning
may need a mix of methods, depending on the circumstances. This In developing an effective learning environment, there are two issues- environment? What’s the best way to split my time?
means deliberately planning methods of teaching and a broad learning First, it is the learner who has to do the learning. what help will I get from other teaching staff, e.g. teaching assistants, librarians?
environment that will facilitate the development of the knowledge and skills Second, any learning environment is much more than the technology used to What is the best way to use them?
that are needed. support it. what facilities will the learners have available (e.g. learning spaces, online
With regard to the first, teachers cannot do the learning for the learner. All they resources)?
Once again, though, there is extensive research and experience that point to the can do is to create and manage an environment that enables and encourages what technology can the learners use; how should this be managed and
key factors to be taken into consideration in the successful implementation of learning. My focus then in terms of building an effective learning environment is organized?
teaching. In essence we are talking about using best practices in the design of on what the teacher can do, because in the end that is all they can control. Assessment
teaching – sometimes called learning design. However, the focus of what the teacher does should be on the learner, and what types of assessment should be used? (formative, essays, e-portfolios,
what the learner needs. That of course will require good communication projects)?
We shall see that these principles may vary somewhat, depending on the between the learners and the teacher. how will these measure the content and skills that learners are expected to
chosen teaching method and the underlying epistemological position of each Second, many technology-based personal learning environments are bereft of master?
teacher, but a large number of the core principles in learning design extend some of the key components that make an effective learning environment. The These questions are meant mainly as examples. Each teacher needs to develop
across several of the teaching methods. These main principles can be technology may be necessary but it is not sufficient. I suggest below what some and think about what components will be necessary in their context and how
summarized as follows: of those components are. best to provide those components.
Key components For instance, I did not include culture as a component. In some contexts,
These will vary somewhat, depending on the context. I will give examples cultural change is one of the most important goals of education. Negative
 know your students: identifying the key characteristics of the students you
below, but it is important for every individual teacher to think about what examples of this might include the culture of privilege encouraged in private
will be or could be teaching, and how that will/should influence your
components may be necessary within their own context and then on how best British boarding schools, or the attempt to replace indigenous cultures with a
methods of teaching
to ensure these components are effectively present and used. (There is a much western culture, as practiced in Canada with aboriginal residential schools.
 know what you are trying to achieve: in any particular course or program
fuller discussion of this in Appendix 1 of my book) More positive cultural components may be to encourage inclusivity or ethical
what are the critical areas of content and in particular the particular skills or
Learner characteristics behaviour. Again, each teacher should decide on what components are
learning outcomes that students need to achieve as a result of your
This is probably the most important of all the components: the learners important for their learners.
teaching? What is the best way to identify and assess these desired
themselves. Some of the key characteristics are listed below: Necessary but not sufficient
outcomes?
what are their goals and motivation to learn what I am teaching them? Thinking about and implementing these components may be necessary, but
 know how students learn: what drives learning for your students? How do
in what contexts (home, campus, online) will they prefer to learn? they are not sufficient in themselves to ensure quality teaching and learning. In
you engage or motivate students? How can you best support that learning?
how diverse are they in terms of language, culture, and prior knowledge? addition effective teaching still needs:
 know how to implement this knowledge: what learning design model(s) will
how digitally capable are they? good design
work best for you? What kind of learning environment do you need to
Given these characteristics, what are the implications for providing an effective empathy for the learners
create to support student learning?
learning environment for these specific learners? teacher competence (e.g. subject knowledge)
 know how to use technology to support your teaching: this is really a sub- imagination to create an effective learning environment.
Content
set of the previous point. Conclusions
what content do students need to cover? What are the goals in covering this
content? The learners must do the learning. We need to make sure that learners are able
In order to implement these core principles of design, we need to construct to work within an environment that helps them do this. In other words, our job
what sources of content are necessary? Who should find, evaluate, and apply
effective learning environments for our students as teachers is to create the conditions for success.
these sources: me or the students? If the learners, what do I need to provide to
‘Learning environment refers to the diverse physical locations, contexts, enable them to do this? There are no right or wrong ways to build an effective learning environment. It
and cultures in which students learn. Since students may learn in a wide variety how should the content be structured? Who should do this structuring: me or needs to fit the context in which students will learn. However, before even
of settings, such as outside-of-school locations and outdoor environments, the the learners? If learners, what do I need to provide to help them? beginning to design a course or program, we should be thinking of what this
term is often used as a more accurate or preferred alternative to classroom, what is the right balance between breadth and depth of content for the learners learning environment could look like.
which has more limited and traditional connotations—a room with rows of in this specific context? Technology now enables us to build a wide variety of effective learning
desks and a chalkboard, for example. what activities will learners need in order to acquire and manage this content? environments. But technology alone is not enough; it needs to include other
Components of an effective learning environment Skills components for learner success. This is not to say that self-managing learners
Developing a total learning environment for students in a particular course or what skills do students need to develop? cannot build their own effective, personal learning environments, but they need
program is probably the most creative part of teaching. While there is a what activities will enable learners to develop and apply these skills? (e.g. to consider the other components as well as the technology.
tendency to focus on either physical institutional learning environments (such as thinking, doing, discussing)
 Unit-2  Content Analysis. Analysis of documents, laws, procedures used on the job.  interviews
Concept of training need; identification of training need, methods of This analysis answers questions about what knowledge or information is  focus groups
training and techniques of training, on the job, off the job, lecture, role used on this job. This information comes from manuals, documents, or  assessments/surveys
play , case study, vestibule training, simulation techniques, in basket regulations. It is important that the content of the training does not conflict  records & report studies
or contradict job requirements. An experienced worker can assist (as a  work samples
exercise, syndicate method, T group training, psychological lab,
subject matter expert) in determining the appropriate content. Conducting an Organizational Analyses
business game, activity based training, programme instruction training
 Training Suitability Analysis. Analysis of whether training is the desired Determine what resources are available for training. What are the mission and
Choosing the right training techniques 25 solution. Training is one of several solutions to employment problems. goals of the organization in regards to employee development? What support
However, it may not always be the best solution. It is important to will te senior management and managers give toward training? Is the
Training Needs Analysis (TNA) is the process in which the determine if training will be effective in its usage. organization supportive and on-board with this process? Are there adequate
company identifies training and development needs of its employees so that  Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. resources (financial and personnel)?
they can do their job effectively. It involves a complete analysis of training Effective training results in a return of value to the organization that is Conducting a Work / Task Analysis
needs required at various levels of the organization. greater than the initial investment to produce or administer the training. Interview subject matter experts (SME's) and high performing employees.
Today's work environment requires employees to be skilled in performing Interview the supervisors and managers in charge. Review job descriptions and
complex tasks in an efficient, cost-effective, and safe manner. Training (a Knowledge, Skills, and Abilities occupational information. Develop an understanding of what employees need
performance improvement tool) is needed when employees are not performing Today's workplace often requires employees to be independent thinkers to know in order to perform their jobs.
up to a certain standard or at an expected level of performance. The difference responsible for making good decisions based on limited information. This kind of Important questions to ask when conducting a Task Analysis:
between actual the actual level of job performance and the expected level of work may require training if the employee does not have these skills. Below is a 1. What tasks are performed?
job performance indicates a need for training. The identification of training list of various competencies that employees may be required to possess in order 2. How frequently are they performed?
needs is the first step in a uniform method of instructional design. to perform their jobs well. 3. How important is each task?
A successful training needs analysis will identify those who need training and 4. What knowledge is needed to perform the task?
what kind of training is needed. It is counter-productive to offer training to  Adaptability 5. How difficult is each task?
individuals who do not need it or to offer the wrong kind of training. A Training  Analytical Skills 6. What kinds of training are available?
Needs Analysis helps to put the training resources to good use.  Action Orientation Observe the employee performing the job. Document the tasks being
 Business Knowledge/Acumen performed. When documenting the tasks, make sure each task starts with an
Types of Needs Analyses  Coaching/Employee Development action verb. How does this task analysis compare to existing job descriptions?
Many needs assessments are available for use in different employment  Communication Did the task analysis miss any important parts of the job description? Were
contexts. Sources that can help you determine which needs analysis is  Customer Focus there tasks performed that were omitted from the job description?
appropriate for your situation are described below.  Decision Making Organize the identified tasks. Develop a sequence of tasks. Or list the tasks by
 Organizational Analysis. An analysis of the business needs or other reasons  Fiscal Management importance.
the training is desired. An analysis of the organization's strategies, goals,  Global Perspective Are there differences between high and low performing employees on specific
and objectives. What is the organization overall trying to accomplish? The  Innovation work tasks? Are there differences between Experts and Novices? Would
important questions being answered by this analysis are who decided that  Interpersonal Skills providing training on those tasks improve employee job performance?
training should be conducted, why a training program is seen as the  Leadership Most employees are required to make decisions based on information. How is
recommended solution to a business problem, what the history of the  Establishing Objectives information gathered by the employee? What does the employee do with the
organization has been with regard to employee training and other  Risk Management information? Can this process be trained? Or, can training improve this process?
management interventions.  Persuasion and Influence Cognitive Task Analysis
 Person Analysis. Analysis dealing with potential participants and instructors  Planning Develop a model of the task. Show where the decision points are located and
involved in the process. The important questions being answered by this  Problem Solving what information is needed to make decisions and actions are taken based on
analysis are who will receive the training and their level of existing  Project Management that information. This model should be a schematic or graphic representation of
knowledge on the subject, what is their learning style, and who will conduct  Results Orientation the task. This model is developed by observing and interviewing the employees.
the training. Do the employees have required skills? Are there changes to  Self-Management The objective is to develop a model that can be used to guide the development
policies, procedures, software, or equipment that require or necessitate  Teamwork of training programs and curriculum. Since the training is based on specific job
training?  Technology tasks, employees may feel more comfortable taking the effort to participate in
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is Are any of these KSA's required before the employee is hired? Are the required training.
an analysis of the job and the requirements for performing the work. Also KSA's included in any job postings or advertisements? Do they need to be? Gather information about how the task is performed so that this can be used to
known as a task analysis or job analysis, this analysis seeks to specify the Techniques form a model of the task. Review job titles and descriptions to get an idea of the
main duties and skill level required. This helps ensure that the training Several basic Needs Assessment techniques include: tasks performed. Observe the employee performing the job. Review existing
which is developed will include relevant links to the content of the job.  direct observation training related to the job. Make sure you observe both experts and novices for
 Performance Analysis. Are the employees performing up to the established  questionnaires comparison.
standard? If performance is below expectations, can training help to  consultation with persons in key positions, and/or with specific
improve this performance? Is there a Performance Gap? knowledge
 review of relevant literature
Critical Incident Analysis 1. Coaching: depth in the subject. In the colleges and universities, lectures and seminars are
Conducting a Performance Analysis Coaching is a one-to-one training. It helps in quickly identifying the weak areas the most common methods used for training.
This technique is used to identify which employees need the training. Review and tries to focus on them. It also offers the benefit of transferring theory 2. Vestibule Training:
performance appraisals. Interview managers and supervisors. Look for learning to practice. The biggest problem is that it perpetrates the existing Vestibule Training is a term for near-the-job training, as it offers access to
performance measures such as benchmarks and goals. practices and styles. In India most of the scooter mechanics are trained only something new (learning). In vestibule training, the workers are trained in a
through this method. prototype environment on specific jobs in a special part of the plant.
Sources of performance data: 2. Mentoring: An attempt is made to create working condition similar to the actual workshop
1. Performance Appraisals The focus in this training is on the development of attitude. It is used for conditions. After training workers in such condition, the trained workers may be
2. Quotas met (un-met) managerial employees. Mentoring is always done by a senior inside person. It is put on similar jobs in the actual workshop.
3. Performance Measures also one-to- one interaction, like coaching. This enables the workers to secure training in the best methods to work and to
4. Turnover 3. Job Rotation: get rid of initial nervousness. During the Second World War II, this method was
5. Shrinkage It is the process of training employees by rotating them through a series of used to train a large number of workers in a short period of time. It may also be
6. Leakage related jobs. Rotation not only makes a person well acquainted with different used as a preliminary to on-the job training. Duration ranges from few days to
7. Spoilage jobs, but it also alleviates boredom and allows to develop rapport with a few weeks. It prevents trainees to commit costly mistakes on the actual
8. Losses number of people. Rotation must be logical. machines.
9. Accidents 4. Job Instructional Technique (JIT): 3. Simulation Exercises:
10. Safety Incidents It is a Step by step (structured) on the job training method in which a suitable Simulation is any artificial environment exactly similar to the actual situation.
11. Grievances trainer (a) prepares a trainee with an overview of the job, its purpose, and the There are four basic simulation techniques used for imparting training:
12. Absenteeism results desired, (b) demonstrates the task or the skill to the trainee, (c) allows management games, case study, role playing, and in-basket training.
13. Units per Day the trainee to show the demonstration on his or her own, and (d) follows up to (a) Management Games:
14. Units per Week provide feedback and help. The trainees are presented the learning material in Properly designed games help to ingrain thinking habits, analytical, logical and
15. Returns written or by learning machines through a series called ‘frames’. This method is reasoning capabilities, importance of team work, time management, to make
16. Customer Complaints a valuable tool for all educators (teachers and trainers). It helps us: decisions lacking complete information, communication and leadership
Are there differences between high and low performing employees on specific a. To deliver step-by-step instruction capabilities. Use of management games can encourage novel, innovative
competencies? Would providing training on those competencies improve b. To know when the learner has learned mechanisms for coping with stress.
employee job performance? c. To be due diligent (in many work-place environments) Management games orient a candidate with practical applicability of the
Checklist for Training Needs Analysis 5. Apprenticeship: subject. These games help to appreciate management concepts in a practical
It is helpful to have an organized method for choosing the right assessment for Apprenticeship is a system of training a new generation of practitioners of a way. Different games are used for training general managers and the middle
your needs. A checklist can help you in this process. Your checklist should skill. This method of training is in vogue in those trades, crafts and technical management and functional heads – executive Games and functional heads.
summarize the kinds of information discussed above. For example, is the fields in which a long period is required for gaining proficiency. The trainees (b) Case Study:
assessment valid for your intended purpose? Is it reliable and fair? Is it cost- serve as apprentices to experts for long periods. They have to work in direct Case studies are complex examples which give an insight into the context of a
effective? Is the instrument likely to be viewed as fair and valid by the association with and also under the direct supervision of their masters. problem as well as illustrating the main point. Case Studies are trainee centered
participants? Also consider the ease or difficulty of administration, scoring, and The object of such training is to make the trainees all-round craftsmen. It is an activities based on topics that demonstrate theoretical concepts in an applied
interpretation given available resources. Click here for a sample checklist that expensive method of training. Also, there is no guarantee that the trained setting.
you may find useful. Completing a checklist for each test you are considering worker will continue to work in the same organisation after securing training. A case study allows the application of theoretical concepts to be demonstrated,
will assist you in comparing them more easily. The apprentices are paid remuneration according the apprenticeship thus bridging the gap between theory and practice, encourage active learning,
Methods for Conducting TNA agreements. provides an opportunity for the development of key skills such as
Following methods can be used for conducting TNA : 6. Understudy: communication, group working and problem solving, and increases the
 Interview, In this method, a superior gives training to a subordinate as his understudy like trainees” enjoyment of the topic and hence their desire to learn.
 Questionnaire, an assistant to a manager or director (in a film). The subordinate learns through (c) Role Playing:
 Consultation with general staffs as well as senior staffs. experience and observation by participating in handling day to day problems. Each trainee takes the role of a person affected by an issue and studies the
 Focus group discussion (FGD). Basic purpose is to prepare subordinate for assuming the full responsibilities impacts of the issues on human life and/or the effects of human activities on
 Record & Report study. and duties. the world around us from the perspective of that person.
 Performance Appraisal Report B. Off-the-job Training Methods: It emphasizes the “real- world” side of science and challenges students to deal
Off-the-job training methods are conducted in separate from the job with complex problems with no single “right” answer and to use a variety of
. On-the-job training Methods: environment, study material is supplied, there is full concentration on learning skills beyond those employed in a typical research project.
Under these methods new or inexperienced employees learn through observing rather than performing, and there is freedom of expression. Important methods In particular, role-playing presents the student a valuable opportunity to learn
peers or managers performing the job and trying to imitate their behaviour. include: not just the course content, but other perspectives on it. The steps involved in
These methods do not cost much and are less disruptive as employees are 1. Lectures and Conferences: role playing include defining objectives, choose context & roles, introducing the
always on the job, training is given on the same machines and experience would Lectures and conferences are the traditional and direct method of instruction. exercise, trainee preparation/research, the role-play, concluding discussion, and
be on already approved standards, and above all the trainee is learning while Every training programme starts with lecture and conference. It’s a verbal assessment. Types of role play may be multiple role play, single role play, role
earning. Some of the commonly used methods are: presentation for a large audience. However, the lectures have to be motivating rotation, and spontaneous role play.
and creating interest among trainees. The speaker must have considerable (d) In-basket training:
In-basket exercise, also known as in-tray training, consists of a set of business from the other two states. It is a shift from the taught and felt concepts to Usually case study deals with any problem confronted by a business which can
papers which may include e-mail SMSs, reports, memos, and other items. Now tested concepts. be solved by an employee. The trainee is given an opportunity to analyse the
the trainer is asked to prioritise the decisions to be made immediately and the All of us show behaviour from one ego state which is responded to by the other case and come out with all possible solutions. This method can enhance analytic
ones that can be delayed. person from any of these three states. and critical thinking of an employee.
4. Sensitivity Training: 2. Incident method:
Sensitivity training is also known as laboratory or T-group training. This training Incidents are prepared on the basis of actual situations which happened in
is about making people understand about themselves and others reasonably, Management development is a systematic process of growth and development different organizations and each employee in the training group is asked to
which is done by developing in them social sensitivity and behavioral flexibility. by which the managers develop their abilities to manage. It is concerned with make decisions as if it is a real-life situation. Later on, the entire group discusses
It is ability of an individual to sense what others feel and think from their own not only improving the performance of managers but also giving them the incident and takes decisions related to the incident on the basis of individual
point of view. opportunities for growth and development. and group decisions.
It reveals information about his or her own personal qualities, concerns, There are two methods through which managers can improve their knowledge 3. Role play:
emotional issues, and things that he or she has in common with other members and skills. One is through formal training and other is through on the job In this case also a problem situation is simulated asking the employee to assume
of the group. It is the ability to behave suitably in light of understanding. experiences. On the job training is very important since real learning takes place the role of a particular person in the situation. The participant interacts with
A group’s trainer refrains from acting as a group leader or lecturer, attempting only when one practices what they have studied. other participants assuming different roles. The whole play will be recorded and
instead to clarify the group processes using incidents as examples to clarify But it is also equally important in gaining knowledge through classroom trainee gets an opportunity to examine their own performance.
general points or provide feedback. The group action, overall, is the goal as well learning. Learning becomes fruitful only when theory is combined with practice. 4. In-basket method:
as the process. Therefore on the job methods can be balanced with classroom training methods The employees are given information about an imaginary company, its activities
5. Transactional Analysis: (off-the-job methods). and products, HR employed and all data related to the firm. The trainee
It provides trainees with a realistic and useful method for analyzing and 1. On-the-job Training (OJT) Methods: (employee under training) has to make notes, delegate tasks and prepare
understanding the behavior of others. In every social interaction, there is a This is the most common method of training in which a trainee is placed on a schedules within a specified time. This can develop situational judgments and
motivation provided by one person and a reaction to that motivation given by specific job and taught the skills and knowledge necessary to perform it. quick decision making skills of employees.
another person. The advantages of OJT are as follows: 5. Business games:
This motivation reaction relationship between two persons is known as a 1. On the job method is a flexible method. According to this method the trainees are divided into groups and each group
transaction. Transactional analysis can be done by the ego (system of feelings 2. It is a less expensive method. has to discuss about various activities and functions of an imaginary
accompanied by a related set of behaviors states of an individual). 3. The trainee is highly motivated and encouraged to learn. organization. They will discuss and decide about various subjects like
Child: 4. Much arrangement for the training is not required. production, promotion, pricing etc. This gives result in co-operative decision
It is a collection of recordings in the brain of an individual of behaviors, On-the-job training methods are as follows: making process.
attitudes, and impulses which come to him/her naturally from his/her own 1. Job rotation: 6. Grid training:
understanding as a child. The characteristics of this ego are to be spontaneous, This training method involves movement of trainee from one job to another It is a continuous and phased programme lasting for six years. It includes phases
intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a person is gain knowledge and experience from different job assignments. This method of planning development, implementation and evaluation. The grid takes into
operating from its child state are the use of words like “I guess”, “I suppose”, helps the trainee understand the problems of other employees. consideration parameters like concern for people and concern for people.
etc. and non verbal clues like, giggling, coyness, silent, attention seeking etc. 2. Coaching: 7. Lectures:
Parent: Under this method, the trainee is placed under a particular supervisor who This will be a suitable method when the numbers of trainees are quite large.
It is a collection of recordings in the brain of an individual of behaviors, functions as a coach in training and provides feedback to the trainee. Lectures can be very much helpful in explaining the concepts and principles very
attitudes, and impulses imposed on her in her childhood from various sources Sometimes the trainee may not get an opportunity to express his ideas. clearly, and face to face interaction is very much possible.
such as, social, parents, friends, etc. 3. Job instructions: 8. Simulation:
The characteristics of this ego are to be overprotective, isolated, rigid, bossy, Also known as step-by-step training in which the trainer explains the way of Under this method an imaginary situation is created and trainees are asked to
etc. Verbal clues that a person is operating from its parent states are the use of doing the jobs to the trainee and in case of mistakes, corrects the trainee. act on it. For e.g., assuming the role of a marketing manager solving the
words like, always, should, never, etc and non-verbal clues such as, raising 4. Committee assignments: marketing problems or creating a new strategy etc.
eyebrows, pointing an accusing finger at somebody, etc. A group of trainees are asked to solve a given organizational problem by 9. Management education:
discussing the problem. This helps to improve team work. At present universities and management institutes gives great emphasis on
5. Internship training: management education. For e.g., Mumbai University has started bachelors and
Under this method, instructions through theoretical and practical aspects are postgraduate degree in Management. Many management Institutes provide not
provided to the trainees. Usually, students from the engineering and commerce only degrees but also hands on experience having collaboration with business
colleges receive this type of training for a small stipend. concerns.
2. Off-the-job Methods: 10. Conferences:
On the job training methods have their own limitations, and in order to have the A meeting of several people to discuss any subject is called conference. Each
overall development of employee’s off-the-job training can also be imparted. participant contributes by analyzing and discussing various issues related to the
The methods of training which are adopted for the development of employees topic. Everyone can express their own view point.
Adult: away from the field of the job are known as off-the-job methods.
It is a collection of reality testing, rational behaviour, decision making, etc. A ADVERTISEMENTS:
person in this ego state verifies, updates the reaction which she has received The following are some of the off-the-job techniques:
1. Case study method:
T-Group (Training Group) training is a training approach based on experiential  More aware of the need to check assumptions, and help others do the evidence related to whether brain training is effective and how it might be
learning and involving small, unstructured groups in which participants learn same, in planning and problem-solving discussions improved.
from their own interactions and evolving group dynamics, about interpersonal  More willing to acknowledge their behaviors (e.g. the tendency to to The different training conditions includes either training on a single cognitive
relationships, group dynamics and leadership. T-Group training is generally used talk too much, interrupt others, be sarcastic, be too quiet, make function (e.g., memory) or several cognitive functions (e.g., memory, attention,
either for gaining a deeper understanding of self and personal growth or insensitive comments, etc.) and be able to say they are working on it and flexibility). We investigated the extent to which training in one (e.g.,
exploring group dynamics and the relationships between members as a strategy  More aware of the diversity-related sensitivities and issues that typically memory) or multiple areas (e.g., memory, attention, and flexibility) transfers to
for team building interventions within organisations arise among work group members from different racial, ethnic, non-trained areas and performance of everyday tasks
A T-group or training group (sometimes also referred to as sensitivity-training religious, gender. age, socioeconomic, etc. group identities, and better
group, human relations training group or encounter group) is a form of group able to approach individuals from different identity groups in sensitive
training where participants themselves (typically, between eight and 15 people) and positive ways The key feature of the Activity Based Learning (ABL) method is that it uses
learn about themselves (and about small group processes in general) through  More able to recognize what is going on in terms of interpersonal child-friendly educational aids to foster self-learning and allows a child to study
their interaction with each other. They use feedback, problem solving, and role dynamics at work group meetings, and to help keep meetings on track according to his or her aptitude and skill. ABL serves as one model of child-
play to gain insights into themselves, others, and groups. centered, child-friendly education, which is the mandate of the Right to
A T-group meeting does not have an explicit agenda, structure, or express goal. Education (RTE) Act in India.
Under the guidance of a facilitator, the participants are encouraged to share
emotional reactions (such as, for example, anger, fear, warmth, or envy) that A typical method may include: According to observers, the ABL method has created a visible improvement in
arise in response to their fellow participants' actions and statements. The children’s learning and psychology. Children learn to make independent
emphasis is on sharing emotions, as opposed to judgments or conclusions. In o Unfreezing of the participants' habitual responses to situations by decisions at a young age, from choosing their activity card for the day, to
this way, T-group participants can learn how their words and actions trigger having them express their desires to explore new ways of behaving. marking their own attendance. Under the system, the curriculum is divided into
emotional responses in the people they communicate with. Many varieties of T- The facilitator normally provides little or no structure or task small units, each a group of Self Learning Materials (SLM) comprising
groups have existed, from the initial T-groups that focused on small group agendas. attractively designed study cards for English, Tamil, Maths, Science and Social
dynamics, to those that aim more explicitly to develop self-understanding and o The participants experiment with their new behaviors that are Science. When a child finishes a group of cards, he completes one `milestone.’
interpersonal communication. Industry also widely used T-groups, particularly in normally chosen on their own.
the 1960s and 1970s, and in many ways these were predecessors of current o Their new behavior is then reinforced by positive feedback. Programmed instruction is the procedure of guiding the participants
team building and corporate culture initiatives. Participants assess if their new behavior is closer to what they strategically through the information in a way that facilitates the most effective
This type of training is controversial as the behaviors it encourages are often intended. The facilitator ensures that the environment is supportive and efficient learning. It provides the participant with content, information, asks
self-disclosure and openness, which many people believe some organizations and develops trust among the participants. questions, and based on the answer goes to the next level of information i.e. if
ultimately punish. The feedback used in this type of training can be highly the trainee gives the correct answer; one branch moves the trainee forward to
personal, hence it must be given by highly trained observers (trainers).[ the new information. And if the trainee gives the wrong answer then different
The T-Group Experience branch is activated, taking the trainee back to the review relevant information in
The Psychology Lab is equipped with the latest and some of the best facilities more elaborate manner.
NTL's world-renowned T-Group methodology forms the core experience of our for behavioural research in the country . It has facilities for conducting research This method allows the trainees to go through the content according to the
Human Interaction and Leadership Laboratories. Participants work in small in many cutting edge areas of psychology. The major equipments include Eye- individual speed, and capability. Those trainees, who respond better, move
groups of 6 to 12 people, over an extended period of time, in an atmosphere of Tracker, Bio and Neurofeedback systems, Vienna Testing System and Electronic through the content rapidly
mutual support and accountability. They learn and practice new skills and Tachitoscope. Besides them, several other facilities and equipments are also In programmed instruction, trainees receive information in substantial amount
behaviors that can immediately be applied when they return to their work and available. The lab also has some of the best known software such as E-Prime and then tested on their retention of information. If the trainees are not able to
home environments. Learning is enhanced by integrated "community sessions" and SuperLab for designing and conducting experiments. For data analysis retain the information, they are referred back to the original information. If the
which introduce and explain core concepts as they unfold throughout the week. (both, qualitative and quantitative) software such as SPSS, LISREL, NVivo, Atlas.ti trainees retain the information, they are referred to the next log of information
Inter-group and one-on-one coaching exercises add depth to participants' and Decision Explorer are available. The lab is equipped with one-way glass that is to be learned.
insights. room with audio and video devices. It also has a large collection of psychological Features of Programmed Instruction
tests and batteries Some of the features of programmed instructions are:
The Lab offers basic training in Experimental Psychology to the students of the  It provides immediate feedback to trainee response
Impacts and Outcomes
department through a series of activities within the core courses in  It frequently reviews the content
Experimental and Cognitive psychology as well as seminars and workshops. This  It programs small learning steps that results in fewer response errors
Those who have participated successfully in an NTL T-Group Laboratory will
training includes:  It allows trainees to move through the content at their own speed, or
bring back new skills and abilities to help them perform more effectively as
-Voluntary participation of undergraduates as subjects in experiments capability
members of their work teams. Typically, they will be:
performed in class,  It requires frequent active responses by the trainees
-Hands-on training in experimental research methodology, experimental design, How to Choose Effective Training Methods
 Better able to listen to, and demonstrate understanding of decisions,
running subjects, analyzing data, writing research reports, etc. Training methods come in all shapes and sizes. Fortunately, training and
discussion points, etc. Brain training has received widespread attention and has been promoted as a
 More able and willing to communicate their thoughts about development options are not one-size-fits-all so you can choose the training
means to enhance academic and occupational achievement, as well as prevent method that is the most effective option for your needs. The training method
organization plans or concerns in an open, constructive manner
or delay cognitive decline and dementia. However, these optimistic claims you choose can vary by the group of attendees or even the training topic. So,
currently lack strong research support. Our lab seeks to gather and assess
 even if you choose one technique for one type of training, you can go through You realize that bringing the trainer in house is more expensive than the web- your business.
this exercise to choose the right method for each training initiative. based training option. You also realize, however, that the employees that
DETERMINE THE GOALS FOR THE TRAINING require the training seem to respond better to training that is face-to-face. One of the main issues we find Develop Training clients face is downtime. There
Because of this, you decide that classroom training is the best method to teach is pressure on learning and development professionals to ensure training
The reasons that companies choose to offer training sessions to employees these new techniques to the employees. doesn’t impact on the operation of the business. As a result, elements such as
varies. Some training provides new skills to employees, while other training the location of the training versus the location of the learners should also be
offers new techniques for applying existing skills. Other types of training instill Assume that a company has the same training needs and options available. The considered. To reduce downtime it is recommended that learners book on to
practices that make the company a safer place to work or a better place to difference is that the company has a budget constraint. Bringing the trainer in their closest open course, or for larger groups, some providers can bring the
work. house falls well outside of the budget they have to train their employees. The training to you.
web-based option offers them the same access to the information employees 4. What is your budget?
Download our free whitepaper: Gamification Effectiveness and E-Learning: 12 need to instill the new techniques, but at half the cost of classroom or face-to- Your training budget is an essential cog in the decision making process. In a
Tips to Help You Evaluate and Implement Gamification face training. survey carried out on Develop Training’s clients, 20% said budget constraints are
a key issue for them. When you have all of the answers to the above questions,
Recognize the Audience Several different training methods are available to companies looking to offer a you can look at how to effectively use your budget to achieve the desired
training program to its employees. After answering some easy questions, outcomes. For example, if you have a group of employees to training, you can
It sounds like a marketing concept, but it applies to training as well. You have to decision makers can decide which training methods can work for the type of speak to your training provider to see if the course can be delivered on your
know your audience before choosing a training method. The way you train training. site. This will reduce the costs in terms of the travel and accommodation
employees varies according to the whether the attendees are new employees, expenses.
seasoned employees or upper management or executives of the company. Lastly, partner up with a firm like eLeaP. We can help you choose the right For further information on how to get more out of your training budget, please
Additionally, the skill level of the audience can also affect the chosen training method and system to implement. download our ebook – How to purchase training more effectively
method (Example: The computer/web skills of the attendees are non-existent.
This can make web or computer-based training more challenging). Key things to consider Available training methods
1. What are the desired learning outcomes? Now that you have considered all of the above elements, you are ready to select
Constraints According to an article published on www.referenceforbusiness.com, training the most appropriate training delivery methods. Below we look at some of the
“processes can be grouped in to the following phases; needs analysis, design, most popular options:
Even an ideal situation, companies have to offer training under certain development, implementation, and evaluation”. Taking this in to account, the 1. Open courses
constraints. While classroom training might be ideal for upper management most logical place to start when deciding on any training intervention is to Open courses are set course dates usually delivered at your training provider’s
learning leadership skills and techniques, the company might not be able to establish the training needs and agree on the learning outcomes expected from centre. Anyone can book on to these courses and they are usually the best
afford this face-to-face training method. Instead, a computer-based or web- the training. This can help you to focus your attention on the options that will training technique if you only have a handful of people to train on a particular
based option might better fit into the training budget. Other constraints to give you the best returns. subject. Dependant on the subject, courses can involve both classroom teaching
consider include time and the training resources and materials available for the 2. Who are you training? and practical sessions.
training topic. When deciding on the right training methods for your learner, it is important to 2. Group courses
understand who they are and how they respond best to training; what are their If you have a larger number of employees to train, then a group course is
Once you have the answers to these questions and understand the situation, it job roles?, and what are their preferred learning styles? For example, technical something to consider. Courses are often priced at a set group rate and with the
is easier to choose the training method that best fits your needs. employees are likely to respond well to hands on training where they get to try option to hold the course at the training provider’s venue, or sometimes at your
out the new skills they have learned. On the other hand, office based staff may own premises, this route is very cost effective. It also allows your employees to
Training Methods prefer the classroom training route. attend training together, which can act as a good team building exercise.
The learning styles of these individuals are also an important consideration, as 3. Bespoke courses
The top five training methods available include: different people learn in different ways. This is particularly the case for different Bespoke courses are tailored to the individual requirements of your business.
generations. In a report written by GoToTraining called “Training on the Edge” it Going down this route will enable you to tailor your training to your specific
states “For the first time in modern history, we have four generations of learning outcome, company policies, budget and location. If you have an issue
1. Classroom/Face-to-Face
workers in the workplace. The conflicts of these generational dynamics or training need that is specific to your businesses, then these are the training
2. Interactive
immediately change how we deliver learning or training to these different delivery methods for you.
3. Hands-on or On-the-Job
groups”. Millennials for example like structure and technology, and so, are 4. E-learning
4. Computer
likely to learn best from interactive sessions using various technologies, whereas E-learning is learning via electronic media, usually via the internet. It allows
5. Web-based training
the Baby Boomers may prefer more traditional forms of training. individuals to learn at a location of their choice. It is very costs effective, reduces
3. How many learners do you have and where are they based? downtime, and removes the need to travel. Having said this, e-learning removes
Each training method offers its own set of advantages and disadvantages that
The number of employees requiring a certain training programme will ultimately the personal and team building elements created by face to face training. It also
answer the needs you uncover while assessing the training goals, audience and
affect your choice of training techniques. If you only have a handful of people to doesn’t allow for practical sessions where learners can practice their skills.
constraints. For example, you can uncover that there is a professional trainer
train, then the most cost effective method is to book them on to open courses When considering this option, you should think carefully about the learning
that you can bring into the company to train your employees on new techniques
offered by your training provider. Larger numbers can warrant a group booking outcomes and learning styles of your employees.
available for their existing skills. Additionally, there is an option for web-based
delivered at the providers centre or onsite at your premises. This means that 5. Blended learning
training, where the employees can attend a live webinar with the same
professional. your employees can be trained together and training can often be tailored to
“Blended learning is a common sense concept that results in great learning Training materials are provided on CDROM and displayed on a large sessions with a prequiz and let participants know there will also be a
success…In a nutshell, it means using more than one training technique to train screen for any number of trainees. Employees can also use the follow-up quiz. Trainees will stay engaged in order to improve their
on one subject” (Training Today). Using blended learning, you can craft your programs individually, which allows for easy make-up sessions for prequiz scores on the final quiz. Further motivate participants by
course to the learning styles of the employees you are training, and by using a employees who miss the group session. This method is one of the most offering awards to the highest scorers or the most improved scores.
mix of methods; you can ensure that all learners effectively retain the popular lecture methods and can be combined with handouts and other  Small group discussions. Break the participants down into small groups
information. You will receive the greatest return on your investment from this interactive methods. [See page 37 for PowerPoint presentation tips.] and give them case studies or work situations to discuss or solve. This is
training delivery method, which could involve a mix of e-learning/e-assessment  Storytelling. Stories can be used as examples of right and wrong ways to a good way for knowledgeable veteran employees to pass on their
and face to face interventions. perform skills with the outcome of each way described. This method is experience to newer employees.
most effective with debriefing questions, such as:  Case studies. Adults tend to bring a problem-oriented way of thinking to
Before considering specific training techniques, ask yourself these questions: o How does this story relate to training? workplace training. Case studies are an excellent way to capitalize on
o How did the main character’s choices make you feel? this type of adult learning. By analyzing real job-related situations,
 What are your training goals for this session? o What assumptions did you make throughout the story? Were employees can learn how to handle similar situations. They can also see
o New skills they correct? how various elements of a job work together to create problems as well
o New techniques for old skills o What would you have done differently? as solutions.
o Better workplace behavior  Active summaries. Create small groups and have them choose a leader.
o A safer workplace This technique makes communication easier since it is nonthreatening Ask them to summarize the lecture’s major points and have each team
o A fair and equal workplace free of discrimination and with no one right answer. It is cost effective, especially if trainers have leader present the summaries to the class. Read aloud a prewritten
harassment their own stories to tell. Stories can also make sessions more personal if summary and compare this with participants’ impressions.
 Who is being trained? they involve people trainees know. You can also find many training  Q & A sessions. Informal question-and-answer sessions are most
o New employees stories online. effective with small groups and for updating skills rather than teaching
o Seasoned employees new skills. For example, some changes in departmental procedure might
o Upper management Advantages easily be handled by a short explanation by the supervisor, followed by
 What is your training budget? a question-and-answer period and a discussion period.
 How much time has been allocated for training within your  Instructor-led classroom training is an efficient method for presenting a  Question cards. During the lecture, ask participants to write questions
organization? large body of material to large or small groups of employees. on the subject matter. Collect them and conduct a quiz/review session.
 What training resources and materials do you have at your disposal?  It is a personal, face-to-face type of training as opposed to computer-  Role-playing. By assuming roles and acting out situations that might
based training and other methods we will discuss later. occur in the workplace, employees learn how to handle various
Your answers to these questions begin the narrowing process for your training  It ensures that everyone gets the same information at the same time. situations before they face them on the job. Role-playing is an excellent
choices. Now let’s examine those training methods, their pros and cons, and  t is cost-effective, especially when not outsourced to guest speakers. training technique for many interpersonal skills, such as customer
where they best fit in a training program.  Storytelling grabs people’s attention. service, interviewing, and supervising.
 Participant control. Create a subject menu of what will be covered. Ask
The Choices Disadvantages participants to review it and pick items they want to know more about.
Call on a participant to identify his or her choice. Cover that topic and
Even with the many technological advances in the training industry, traditional  Sometimes it is not interactive. move on to the next participant.
formats remain viable and effective.  Too much of the success of the training depends on the effectiveness of  Demonstrations. Whenever possible, bring tools or equipment that are
the lecturer. part of the training topic and demonstrate the steps being taught or the
Classroom or Instructor-Led Training  Scheduling classroom sessions for large numbers of trainees can be processes being adopted.
difficult—especially when trainees are at multiple locations.  Other activities.
Instructor-led training remains one of the most popular training techniques for o Create a personal action plan
trainers. There are many types including: You can use lectures effectively by making sure your audience is engaged o Raise arguments to issues in the lecture
throughout the session. Here are several ways to achieve this: o Paraphrase important or complex points in the lecture
 Blackboard or whiteboard. This may be the most “old-fashioned”
method, but it can still be effective, especially if you invite trainees to  Train your trainers in the art and science of public speaking. Advantages
write on the board or ask for feedback that you write on the board.  Give your trainers the materials they need.
 Overhead projector. This method is increasingly being replaced with  Use with interactive methods.  Interactive sessions keep trainees engaged in the training, which makes
PowerPoint presentations, which are less manually demanding, but them more receptive to the new information.
overheads do allow you to write on them and customize presentations Interactive Methods  They make training more fun and enjoyable.
easily on the spot.  They provide ways for veteran employees to pass on knowledge and
 Video portion. Lectures can be broken up with video portions that There are many ways that you can break up training sessions and keep trainees experience to newer employees.
explain sections of the training topic or that present case studies for attentive and involved, including:  They can provide in-session feedback to trainers on how well trainees
discussion. are learning.
 PowerPoint® presentation. Presentation software is used to create  Quizzes. For long, complicated training, stop periodically to administer
customized group training sessions that are led by an instructor. brief quizzes on information presented to that point. You can also begin Disadvantages
  Interactive sessions can take longer because activities, such as taking  They are not good for large groups if you do not have enough  They are useful for refresher training. They are applicable to self-
quizzes or breaking into small groups, are time-consuming. equipment or machines for everyone to use. directed learning.
 Some methods, such as participant control, can be less structured, and  Personal coaching can be disruptive to the coach’s productivity.  They can be cost-effective because the same equipment and program
trainers will need to make sure that all necessary information is  Apprenticeship can be expensive for companies paying for employees can be used by large numbers of employees.
covered. who are being trained on the job and are not yet as productive as  They are flexible because trainees can learn at their own pace and at a
regular employees. time that’s convenient for them. Computer-based programs are
Hands-On Training available 24 hours a day, 7 days a week. No matter which shift an
Computer-Based Training (CBT) employee works, training is always available.
Experiential, or hands-on, training, offers several more effective techniques for  Some programs are interactive, requiring trainees to answer questions,
teaching employees, including: Computer-based training is becoming increasingly prevalent as technology make choices, and experience the consequences of those choices. This
becomes more widespread and easy to use. Though traditional forms of training interaction generally results in greater comprehension and retention.
 Cross-training. This method allows employees to experience other jobs, are not likely to be replaced completely by technological solutions, they will  They are uniform, which makes it possible to standardize training.
which not only enhances employee skills but also gives companies the most likely be enhanced by them. Human interaction will always remain a key  They are measurable. When computers are used for training, it is
benefit of having employees who can perform more than one job. component of workplace training. possible to track what each employee has learned right on the
Cross-training also gives employees a better appreciation of what co- computer. Most programs have post-tests to determine whether the
workers do and how their own jobs fit in with the work of others to Nonetheless, it is a good idea to look more closely at what training technologies employee has understood the training. Test scores give trainers
achieve company goals. have to offer and how they might be used to supplement existing training statistics for training evaluations.
 Demonstrations. Demonstrations are attention-grabbers. They are an programs or used when developing new ones. Computer-based training formats
excellent way to teach employees to use new equipment or to teach the vary from the simplest text-only programs to highly sophisticated multimedia Disadvantages
steps in a new process. They are also effective in teaching safety skills. programs to virtual reality. Consider the following types:
Combined with the opportunity for questions and answers, this is a  These programs require trainees to be computer literate.
powerful, engaging form of training.  Text-only. The simplest computer-based training programs offer self-  They require trainees to have computer access.
 Coaching. The goal of job coaching is to improve an employee’s paced training in a text-only format. These programs are similar to print-  There is little or no interaction with a trainer; if trainees have questions,
performance. Coaching focuses on the individual needs of an employee based, individualized training modules with the addition, in most cases, there’s no one to ask.
and is generally less formal than other kinds of training. There are of interactive features. While simple in format, these programs can be  These programs are not effective at teaching “soft-skills,” such as
usually no set training sessions. A manager, supervisor, or veteran highly effective and present complicated information and concepts in a customer service, sales, or sensitivity training.
employee serves as the coach. He or she gets together with the comprehensible and easily accessible way.  They are not the best choice for new or one-time training. Trainers need
employee being coached when time allows and works with this  CD-ROM. A wide variety of off-the-shelf training programs covering a live interaction to ensure new skills or concepts are being
employee to: broad range of workplace topics are available on CD-ROM. Programs communicated. Trainees need to be able to ask questions and receive
o Answer questions can also be created by training consultants for the specific needs of the feedback.
o Suggest more effective strategies particular organization or individual departments.  Some poorly designed programs are “boring” and result in trainees
o Correct errors  Multimedia. These training materials are an advanced form of having a poor retention rate of the material as well as a low finish rate.
o Guide toward goals computer-based training. They are much more sophisticated than the
o Give support and encouragement original text-only programs. In addition to text, they provide stimulating Online or E-Learning
o Provide knowledgeable feedback graphics, audio, animation, and/or video. Multimedia tends to be more
 Apprenticeships. Apprenticeships give employers the opportunity to provocative and challenging and, therefore, more stimulating to the In addition to computer-based training, many companies with employees in a
shape inexperienced workers to fit existing and future jobs. These adult mind. Although costs are higher than text-only software, the variety of locations across the country are relying on other technologies to
programs give young workers the opportunity to learn a trade or benefits in terms of employee learning may well be worth it. deliver training. According to the ASTD “State of the Industry” report,
profession and earn a modest income. Apprenticeship combines Multimedia training materials are typically found in DVD format. companies are using a record level of e-learning, and ASTD predicts that number
supervised training on the job with classroom instruction in a formal,  Virtual reality. Virtual reality is three-dimensional and interactive, will continue to rise. This method is becoming more and more popular as access
structured program that can last for a year or more. immersing the trainee in a learning experience. Most virtual reality to the Web becomes more widely available. Some examples include:
 Drills. Drilling is a good way for employees to practice skills. Evacuation training programs take the form of simulation, which is a highly
drills are effective when training emergency preparedness, for example. effective form of training. It is hands-on experience without the risks of  Web-based training. This method puts computer-based training
actual performance. Flight simulators, for example, have been used modules onto the Web, which companies can then make available to
Advantages successfully for years to train airline and military pilots in critical flying their employees either on the company’s intranet or on a section of the
skills, as well as to prepare them for emergency situations in a safe and vendor’s website that is set up for your company. There are many
 Hands-on training methods are effective for training in new procedures forgiving environment. courses available on the Internet in many different topic areas. These
and new equipment. courses provide a hands-on, interactive way for employees to work
 They are immediately applicable to trainees’ jobs. Advantages through training presentations that are similar to CD-ROM or
 They allow trainers to immediately determine whether a trainee has PowerPoint, on their own. Training materials are standardized because
learned the new skill or procedure.  Computer-based training programs are easy to use. all trainees will use the same program. Materials are also easy to
 They can often be customized or custom designed. update, so your training is always in step with your industry. Web-based
Disadvantages  They are good for helping employees develop and practice new skills. training programs are also often linked with software (a learning
 management system, or LMS) that makes trainees’ progress trackable,  Inadequate or outdated hardware devices (e.g., sound cards, graphics  What are the training conditions?
which makes recordkeeping very easy for the training administrator. accelerators, and local area networks) can cause programs to  Do you have a classroom? How many people will it hold?
 Tele- or videoconferencing. These methods allow the trainer to be in malfunction.  How many computers do you have access to?
one location and trainees to be scattered in several locations.  Your company’s Internet servers may not have enough bandwidth to  What resources are available?
Participants are networked into the central location and can usually ask receive the materials.  What are the characteristics of the training content? Is it soft or hard?
questions of the trainer via the telephone or by a webchat feature.  Self-instruction offers limited opportunities to receive context-specific  Who is your target audience?
Lectures and demonstrations can be effective using this method. expert advice or timely response to questions  What are its demographics?
 Audioconferencing. This method is similar to videoconferencing but  How many languages do you need to accommodate? Which ones?
involves audio only. Participants dial in at the scheduled meeting time How to Use a Blended Learning Approach  How many employees need this training?
and hear speakers present their training. Question and answer sessions  How quickly do you need to accomplish this training?
are frequently held at the end of sessions in which participants can Blended learning is a commonsense concept that results in great learning
email questions or call in and talk to a presenter. success. The blended learning approach is simply acknowledging that one size Your answers will direct you to the optimal delivery method. However time
 Web meetings, or webinars. This method contains audio and visual doesn’t fit all when it comes to training. In a nutshell, blended learning means consuming this process may seem, blended learning offers trainees a well-
components. Participants dial in to receive live audio training and also using more than one training method to train on one subject. Here are several planned session that is custom-designed for them, the subject, and the learning
follow visual material that appears on their computer screens. These good reasons to use a blended learning approach: environment. In the long run, blended learning saves time and money since this
presentations are similar to CD-ROM or PowerPoint presentations and training process is an efficient use of resources to help employees develop
sometimes offer minimal online interactivity. Q & A sessions may also  A University of Tennessee study showed that a blended learning sufficient levels of knowledge retention.
be held at the end of sessions. program reduced both the time and the cost of training by more than
 Online colleges and universities. This method is also known as distance 50 percent. Training Topics
learning, and many schools now offer certificates or degrees through  The same study showed a 10 percent improved result in learning Corporate Wellness Training
online programs that require only minimal on-campus residency. outcomes compared with traditional training. Study after study has shown it, and it appears the results are sinking in:
 Collaborative document preparation. This method requires participants  Learning experts believe that a big advantage of blended learning is that Corporate wellness training does much more than improve employee health
to be linked on the same network. It can be used with coaches and it more closely replicates how people actually learn on the job, through and morale - it leads to increased productivity, decreased health care costs, and
trainees to teach writing reports and technical documents. experience and interaction with co-workers. a more attractive bottom line.
 E-mail. You can use e-mail to promote or enhance training. Send Customer Service Training
reminders for upcoming training. Solicit follow-up questions for trainers This approach works well because the variety of approaches keeps trainers and Effective customer service training is critical to your organization's success.
and/or managers. Conduct training evaluations through e-mail forms. trainees engaged in training. Blended learning simply makes a lot of sense. Without your customers, you wouldn't be in business. Whether you present a
Consider the many factors that affect training: customer service training workshop or meet with employees one-on-one, here
Advantages are some important customer service training tips to pass along.
 Subject matter Employee Orientation Training
 Online or e-learning programs are effective for training across multiple  Audience make-up While all employees are exposed to workplace hazards, none are more at risk
locations.  Types of learners than your new hires. Employee orientation training basics include showing new
 They save the company money on travel expenses.  Budget considerations workers how to perform their jobs safely and efficiently. But leading companies
 They can be a less expensive way to get training from expert industry  Space constraints know that it is important to go much further than that.
professionals and consultants from outside the company.  Compliance issues Employee Wellness Training
 They are useful for refresher training. Employee wellness training encourages workers to adopt or maintain healthy
 They are good for self-directed learning. Any or all of these considerations affect your choices for training and may even lifestyles - or at least take the first steps toward learning about healthy
 They can be easy to update with new company policies or procedures, necessitate that you use a blended learning approach. Chances are you already alternatives. There are additional benefits too, such as increased productivity,
federal regulations, and compliance issues. use this method perhaps without even realizing it. Have you ever: fewer workers' compensation claims, better attendance, and improved
 They offer trainers a growing array of choices for matching training Importance of Employee Training
programs to employee knowledge and skill levels.  Used a PowerPoint training session and incorporated written quizzes, The importance of training your employees - both new and experienced -
small group discussions, and role plays at various points in the training? cannot be overemphasized. Manager and supervisor training and development
Disadvantages  Broken a complex subject into parts and used a different training is equally important as orienting new employees in order to promote workplace
method to teach each section or step? safety, productivity, and satisfaction.
 These programs require trainees to be computer literate.  Used a live trainer with hands-on demonstrations for initial training and Online Employee Training
 They are usually generic and not customized to your company’s needs. a CD-ROM or online course for refresher training? A growing number of employers are turning to online employee training for a
 Some employees may not like the impersonal nature of this training. hands-on, interactive way for employees to learn. More economical in both
 Employees may be too intimidated by the technology or the remoteness If you have done any of the above methods, you are already using a blended time and money than conventional training, this form of training has become
of the trainer to ask questions. learning approach. Here’s how to plan a blended learning training program. more and more popular as Internet technology has improved.
 Lack of computer terminals or insufficient online time may restrict or Spanish Worker Training
preclude access to training. Once you’ve identified training needs, answer these questions about each The Spanish-speaking or Hispanic workforce increased 36 percent times faster
situation: than other ethnic groups between 1996 and 2006 and will make up more than
 15 percent of the U.S. workforce by 2050. Spanish worker training about safety a new or changed production process, or complying with regulations. For
example, a business goal might be to train employees to create a new product.
Andragogy versus Pedagogy comparison chart Determine the tasks workers need to perform:
Once you’ve identified the business goal, ask yourself what your employees
Andragogy Pedagogy Unit-3 have to do if the company is to reach that goal. During this phase, you’ll identify
Training aids; different type of training aids choosing the the “performance gap” between what your workers can do now, and what they
Definition The methods and The methods and practices used in teaching, must be able to do. To keep with our new product example, the workers might
practices used in especially of children.
appropriate training aids Training module; concept,
need to know what the new product is, how the product is produced, and (most
teaching adults. dimension and designing an appropriate training module. importantly) the tasks the workers must perform on the job to make the
product.
Focus On independent, On a teacher's methods of transferring Determine the training activities that will help workers learn to perform the
self-directed, and/or knowledge to a student, who is dependent on How To Create an Effective Training Program: 8 Steps tasks:
cooperative learning the teacher's methods and understanding. You’ve identified what the workers need to do, so now you have to identify the
among adults. to Success training activities that will help them learn to do those tasks. To continue our
Nearly everyone recognizes the value and benefits of workforce training. When example, this may include a quick and short explanation of the product, an
Authority Adults have control Teacher controls the learning experience for done properly, training can make workers more efficient — increasing equally quick and short overview of the production process, and
over much of their children, and much of what is taught is based production, revenue, and profits while decreasing costs, waste, and demonstrations mixed with hands-on practice of the tasks they’ll have to
learning experience on rigid curricula. inefficiencies. Effective training can lead to increased compliance with perform on the job.
and must be regulations. It can even lead to a happier, more satisfied workforce, which in Determine characteristics of workers that will make the training more
motivated to learn. turn reduces turnover and costly onboarding. So the benefits are many. effective:
Can often seek out But creating effective training isn’t easy. Some common problems include Finally, consider the characteristics of your workers to determine the type of
new or different creating training that doesn’t support a true business goal, or for a problem that training that will be most effective for them. In a perfect world, you’d cater
learning experience, training can’t fix, or without first identifying the true purpose of the training, or training to each individual, but that’s not always possible and you may have to
at will. that includes too much information. Or maybe all of those things. consider the average characteristics of the group as a whole. Consider these
So, how does one create effective workforce training materials? Below is an kind of things: are they more comfortable with computer-based training or
Importance May be very low High eight-step road map to help you create more effective training materials. Entire instructor-led training; do they like self-guided or self-paced learning, or would
of Grades books have been written about each of these steps, so there’s far more to say they struggle in that environment; are they youngish or older; are there cultural
than what’s written below. But this article should serve as an effective getting- issues that may factor in; do they learn better from reading, listening, or doing;
will help reduce injuries and fatalities for these workers. started guide in your quest to create workforce training materials that actually etc. And because it’s hard to create one-size training that fits all, consider
work. training that blends different aspects so you’ve got a better chance of reaching
BASIS FOR .
ON-THE-JOB TRAINING OFF-THE-JOB TRAINING everyone.
COMPARISON Step 1: Perform a Training Needs Assessment Step 2: Keep Adult Learning Principles in Mind
On the job training refers to a You could argue this step is already addressed at the end of step 1 or will factor
When the employees are given
form of training which is Imagine someone at work perceives a problem and thinks a new training into later steps, and you’d be right. But it’s important enough to call it out on its
training outside the actual work
Meaning provided at the work place program might resolve it. For example, maybe the production manager says own.
location, such a type of training
during the performance of the that her workers need to be more efficient and create more units of a product.
is termed as off the job training.
actual job. Before anyone rushes off, creates training materials, and conducts the training, The workers you want to train are adults, and adults share certain
it’s a good idea to take a step back and assess the situation. That’s what the characteristics that that make training more effective for them (or less effective
Approach Practical Theoretical
training needs assessment is for. if you ignore the characteristics). If your training recognizes and respects these
Active The basic training needs assessment is a four-step process. Those steps are: adult learning principles, it’s likely to be more effective. If your training
Yes No  Identify a clear business goal that the training supports
participation disregards these principles, you’re throwing training money out the door from
 Determine the tasks the workers need to perform so the company can the word “go.”
Location At the workplace Away from the workplace reach that goal So what are these principles? Adult learners:
Learning by acquiring  Determine the training activities that will help the workers learn to  Are self-directed
Principle Learning by performing
knowledge perform the tasks  Come to training with a lifetime of existing knowledge, experience, and
 Determine the learning characteristics of the workers that will make the opinions
Yes, because first training is
No, because trainees produce training more effective  Are goal-oriented
Work disruption provided which is followed by a
the products during learning. Sounds simple enough, but let’s break those four steps down a bit more.  Want training that is relevant
performance. Identify the business goal:  Want training that is task-oriented
Carried out by Experienced employees Professionals or experts. Don’t provide training if it’s not clear why you’re doing it, or if it doesn’t directly  Learn when they see “what’s in it for them”
support a business goal. Business goals include things like increasing revenue  Want to be and feel respected
Cost Inexpensive Expensive and efficiency, decreasing costs and waste, supporting a new product, teaching You can see how these principles relate to the learner characteristics you
Suitable for Manufacturing firms Non-manufacturing firms identified during your training needs assessment. And you can imagine how
they should affect your training during design and delivery. Remember the old  Always focus primarily on the learning needs of your employees, and You may also want to consider partnering with a training provider for off-the-
saying that “you can tune a piano but you can’t tune a fish?” Well, if you ignore not on what’s easy for your trainers shelf or custom training materials.
adult learning principles, you’ll be trying to tune fish all day long.  Only create training content and assessments that relate directly to Step 6: Implement the Training
Step 3: Develop Learning Objectives your learning objectives
Before you begin creating any training, it’s critical that you create a list of  Remember the adult learning principles If designing is like writing a recipe, and developing is like cooking the meal, then
learning objectives.  Include as much hands-on practice or simulation as possible: people this phase is setting the table, ringing the dinner bell, and eating the food.
learn by doing It may seem obvious, but one of the most critical things you’ll have to do in this
Learning objectives are a list of things the workers must be able to do after the  Whenever possible, put the employees in control of the learning phase is inform the employees that will attend the training. Give them plenty of
training is completed. They are the “North Star” that all aspects of your training process (instead of the trainer) time in advance so that they can work it into their schedules and complete any
should be pointed at. Once you’ve created your learning objectives, create  Do everything possible to let the employees talk and interact with the necessary pre-training preparation.
content that covers the objectives—and nothing but. In addition, any quizzes, trainer and with each other during the training One thing to keep in mind is that a learning management system (LMS) can play
tests, case studies, or hands-on exercises performed during training to evaluate  Make sure there’s plenty of opportunity for feedback during training a big role in helping you during this step. An LMS is a software application used
your worker’s comprehension of the training should assess only the workers’  Break your training materials up into small “chunks” that are easier to assign, deliver, track, and report on training. If you use an LMS at work, it’s easy
understanding of the objectives. And finally, any observation of workers when take in and understand for your employees to log in and see the list of training they’ve been assigned.
they’re back on the job to evaluate the effectiveness of the training should also  Order your “chunked” training materials in a logical manner—one step Many learning management systems even include notification systems that
focus on the performance of these objectives. that builds on top of another, or chronologically, etc. send emails to the workers when new assignments are made or due dates are
To (intentionally) overstate the point, learning objectives are the end-all and be-  Try to use a “blended learning” approach that includes training in approaching. In short, an LMS can automate a lot of the clerical, scheduling, and
all of your training. Without objectives, you’ve got an out-of-control car without several different formats (computer-based, instructor-led, etc.). notification procedures you’d have to do yourself in this step (and they do a lot
a driver.  Try to appeal to a variety of your workers’ senses during training—sight, more than that, too).
There’s a lot to be said about learning objectives (and even more to be said); hearing, touch, smell, and taste (when appropriate and not dangerous). In addition, you may also have to do things like inform the workers’ supervisor,
we’ve included a few tips below. Sight is by far the most important sense for learning, but adding the reserve rooms for training, buy any necessary supplies, work through any
They Can Address Knowledge, Skills, or Attitudes (KSAs): others when possible does help. scheduling or traveling logistics, and perhaps even have food and drinks
A learning objective may address things that your learners can “know,” such as Step 5: Develop Your Training Materials available. Get your ducks in order in advance, so your training goes off as
how product flows through a machine; skills that your learner’s can perform, Once you’ve got your training materials designed, now’s the time to roll up your smoothly as possible.
such as threading materials into a machine; and attitudes that your employees sleeves and start developing them. It’s like you’ve written a recipe and are ready Moving forward to the actual training, the implementation can take a variety of
can hold, such as the importance of threading materials into a machine properly to cook the meal. forms. It may be classroom instruction; practice opportunities such as role-
in order to create the best possible product. You may create a variety of training materials using several different tools playing exercises, focus groups, case studies, or small group assignments; on-
Make them SMART: during this step. Here’s a look at a few options: the-job skills-based training; the delivery of paper-based hand-outs for
When you write an objective, it should have five characteristics, known Word, Excel, and similar “Office” programs to create handouts for employees individual reading and study; the completion of e-learning modules on a
collectively by the acronym SMART. The objective should be specific, meaning and to create training outlines and notes for the instructor of any instructor-led computer; a combination of some or all of these; or more.
it’s very clearly stated and its meaning is equally apparent to everyone. It should components If your training includes an on-the-job skills-based component, make sure you
be measurable, meaning everyone can agree if the learner satisfies it or not. It Materials for hands-on elements and/or role-playing elements of the training know exactly what the employees must do to demonstrate competence. Define
should be achievable, meaning the learner truly has a chance to satisfy it. It this in advance, when you’re creating your learning objectives, and don’t leave it
should be relevant, meaning it’s important for the worker’s job. And it should be  PowerPoint for in-class projections and/or handouts to deliver to unstated or vague.
time-bound, meaning it will be clear when the learner must be able to satisfy employees. Beware of PowerPoint presentations that are nothing but If your training includes a classroom instruction component, there are a number
the objective (typically, after training). screen after screen of bullet points, however. of things you can do to make this more productive. Although the key things
Give them four parts (ABCD):  Flip-charts, posters, transparencies, and/or computer-generated involve letting the employees be active participants instead of passive and
A learning objective should include four parts, which you can remember with graphics for presenting visual materials during training bored listeners, more mundane things like room temperature, lighting, table
the letters ABCD. It should include an actor who will perform the objective (the  E-learning authoring tools such as Articulate Studio and Storyline or and chair set-up, visual aids, and the instructor’s presentation style also play a
employees you’re training). It should include a behavior that the actor must Adobe Captivate for creating computer-based e-learning modules role. There are a number of good books and websites that can you help you
perform (this behavior should be stated as a verb that defines the workers’ These are just a few ideas. Be creative and mix and match these to best fit the with this; the American Society for Training & Development’s website is a good
behavior, such as “recite” or “turn”). It should include conditions under which employees’ training needs. While creating materials, always keep in mind two place to start looking.
the employees must perform the behavior (for example, “given a wrench, the primary concerns: (1) the things that will help your employees learn most Here are some additional articles related to training delivery and management:
employee must…”). And it should include the degree to which the employee effectively and (2) the learning objectives.  Using an LMS to Onboard New Employees
must perform the behavior (for example, “90 times an hour”). This blog, by Connie Malamed, has lots of great tips on developing training  Benefits of Optional, Elective-Based Training
Step 4: Design Training Materials materials.  70/20/10 and Informal Learning/Performance Support
Designing training materials is like planning a dinner party, coming up with a We’ve also pulled together these articles related to training material  Free Learning Management System (LMS) Buyer’s Guide
menu, and writing the recipes. It’s the “plan before you do” phase of training development: Download our free LMS Buyer’s Guide Checklist.
creation.  Writing Instructional Materials Here’s a quick two-minute overview of a learning management system (LMS).
While you’re designing your materials, keep the following points in mind:  Format Your Written Training Materials for More Effective Learning Step 7: Evaluate the Training
 25 Graphic Design Tips for Training Materials It’s easy to provide training to workers, pat yourself on the back, and think
 Remember that it’s important to design before you rush into the next  How to Make Your Own e-Learning Course (article) you’re done. But if you do, you’ve put your cart before your horse.
step (development)  How to Make Your Own e-Learning Course (webinar)
If your goal is to deliver effective training that changes your worker’s behavior You may have to return to different parts of this 8-step process in the future for support guidance and encouragement as necessary while still maintaining a low
on the job—and this SHOULD be your goal—then you need to confirm that the a number of reasons. As mentioned above, one would be if your original training profile, in the process. Enhancing a process of discussion, negotiations,
training was effective. The standard way to do this is to use Kirkpatrick’s Four proved to be ineffective at any of the four levels. But you may have to do it agreements, planning and implementation amongst a number of stakeholders
Levels of Evaluation. again if you get new employees or if the work process changes. from different backgrounds is a challenging task. In order to enhance such
As you may have guessed, this method involves evaluating the effectiveness of activity, this source book focuses on:
your training at four different levels. Those four evaluations are: But that’s no cause for panic. Now that you know the method, just work your  providing information to those who do not have it moderating group
Employees’ reaction to training: way through. If you made some errors the first time—maybe you misjudged processes and discussions amongst different interest groups
Did the employees like the training? Did they feel like they learned? You can your employee’s learning needs, misidentified the learning objectives, provided  facilitating joint analysis and decision making
find this out by observing the employees during training, asking their opinions, too much information during training, put too little information into job aids, or  providing training to new trainers, moderators and facilitators
or handing out surveys. You can hand out paper-based surveys after training if held an instructor-led training that was dominated by the instructor—just go organising workshops
you want, but you may get better results if the survey is online and anonymous. back and do it better the next time.  initiating meetings
Survey Monkey provides free online tools to help you do this. Conclusion SECTION A - Preparing a Training Workshop
 How to Write Better Training Evaluation Forms (Smile Sheets) So there you have it. Does training have an important role at the workplace? Session 1: Exploring training needs
Employees’ actual learning: Absolutely. But it can’t solve every problem, and its effectiveness depends on This session introduces future trainers to the necessity of adapting training
Assessments during the training should evaluate the employees’ actual learning how it’s designed, developed, and implemented. If you follow the eight steps materials to their trainees' needs. It provides some pointers on how to assess
of the objectives. This might include simple tests for knowledge issues, or case listed above, you’ll find that your training programs will be much more effective, these needs and on how to use the information gathered as a basis for planning
studies, job simulations, or hands-on exercises for skills and attitudes. leading to an increased training ROI, happier employees, and the attainment of workshop.
 Testing Employees After Training key business goals. Key Issues
 How to Write Better Multiple-Choice Questions Preparing for Training and Facilitating  importance of knowing training needs
 How to Write True/False, Matching, and “Other” Types of Questions This module provides information and techniques for planning participatory  methods of assessing training needs
 Testing and Fidelity training in the context of natural resource management. The main target group  ways to incorporate findings into the planning of the workshop
 Testing, Reliability, and Validity of this module is people who are familiar with participatory methods and tools
Employee’s post-training job behavior: but may have less practical experience with providing participatory training. Proposed Training Strategy:
Are the workers taking the new knowledge/skills/attitudes from training and Training Objective:
applying them at work where it counts? Observations of the employees’ on-the- To plan and facilitate training workshops in the context of participatory A. Discussion: Importance of Knowing Training Needs
job work behavior will determine this, as will other performance-based metrics. processes towards co-management of natural resources.
Quantifiable business results: The first step in determining the requirements of a training workshop is derived
Did the training result in reaching the desired business goal (i.e., did revenues Training Content: from the expression of such a need by the respective target group.
rise, did costs decrease, was the new product manufactured properly, or were Session 1 - Exploring training needs
workplace incidents reduced)? Session 2 - Development of training objectives, outputs, topics, contents and Whatever are the initiating and determining factors concerning the training, you
After you’ve performed these four levels of evaluation, you may determine that inputs of a training will have to conduct, at least a rough analysis of the basic professional and
the training was as effective as you hoped, or even more. If so, congratulations Session 3 - Training Shedules and Aendas personal characteristics of your trainees as well as their working circumstances
and job well done. Now you can pat yourself on the back. On the other hand, Session 4 - Organising the framework of a workshop (see "Proposed List of Factors" below). This kind of information will serve you as
these evaluations may show that your training wasn’t all you hoped it would be. Session 5 - Designing a training session a basis to plan your workshop. It influences the focus, structure and timing of
If so, it’s time to revise the training and get things up to snuff. Session 6 - Basic approaches, techniques and skills the workshop, the depth and theoretical background you provide, the exercises
 Level 4 Training Evaluations Session 7 - Facilitatine and debriefing of training activities you offer and the examples you use. It is relevant in helping you design a
 Business Goals, KPIs, and Job Training Session 8 - Monitoring and evaluation of training workshops successful training workshop which is tailor-made for the situation of your
 How to Measure the Impact of Training on Business Goals Session 9 - Creating awareness of attitudes and behaviour trainees and responds to their needs and interests.
 Big Data and Big Learning Data Session 10 - Processes of changing attitudes and behaviour
Readers with long memories may have read about Kirkpatrick’s Four Levels of Session 11 - Facilitation in the field If you have a chance to contact your trainees beforehand, find out what they
Evaluation and felt the familiar tingle of déjà vu. If so, that’s because require directly from them. If not, contact the initiator of the training request
Kirkpatrick’s four levels map directly to the four steps of the training needs Training Outputs: and ask for as much information as possible about the trainees, their wishes,
analysis described at the beginning of this article. Check it out for yourself in the - Experience in planning and preparing a training workshop knowledge and experience.
table below. - Techniques and skills for a lively and positive atmosphere during a training
workshop The Cloud Dreamer
KIRKPATRICK’S FOUR LEVELS OF EVALUATION STEPS OF TRAINING NEEDS ASSESSMENT- Experience in the processes of providing a training session (e.g. lecturing and
Employees’ reaction Did the employees like the training? facilitating) Introduce the cloud-dreamer (or another culturally adapted cartoon which has
Employees’ learning - Development of self-critical awareness about personal training/facilitation
Did the employees learn from the training? the same message) to participants and ask them first, what they see. Let them
Employees’ post-training job behavior Are employees performing desired tasks onstyle
the job? talk about different aspects and different ways of interpreting the cartoon. Then
Quantifiable business results Was the business goal reached? - Techniques for monitoring and evaluating the success of a workshop ask them, what is their interpretation of the cartoon in the context of providing
Introduction: training. Among the topics which could be raised is: inappropriate measures,
Initiating a participatory process in co-management of natural resources appropriate measures but applied in an inappropriate way, appropriate activity
Step 8: Rinse, Lather, and Repeat Any Step When Necessary requires sensitivity and flexibility. Facilitators and trainers need to offer as much does not meet the "target group", waste of time, energy and resources.
From these observations lead the discussion towards the trainees' own Session 2: Development of training objectives, outputs, topics, contents and Remind participants to be aware of the information they have on their trainees
experiences with inappropriate training or teaching measures. Let them inputs of a training workshop and the present level of knowledge these trainees possess. The objectives they
describe, what went wrong in those situations and what might have been the This session provides an introduction to focusing a workshop towards certain can realistically reach in a training workshop depend upon on the level they
causes. Invite them to think about what would have been different, if the training objectives and to planning and designing training inputs. start from.
trainer/teacher had given them a chance to influence the training/learning Key Issues D. Input: Introduction of an example on outputs, topics, contents, inputs
situation. Summarise the discussion together with the participants by  training objectives Summarise, what your participants have learned about how to assess training
establishing a list of reasons of why it is important to undertake a ‘needs  planning the contents of a training workshop needs and how to formulate objectives of a training workshop. The next step in
assessment’ before planning for a training workshop.  elaborating the schedule of a training workshop preparing a training workshop is to think about how to fulfil training needs and
This is a complex session. It may be useful to repeatedly refer back to the how to reach the training objectives. In other words, one has to plan for the
Proposed List of Factors outline of the session to help the participants stay on track. content and the procedure of the training workshop.
- wishes, interests, knowledge, and training needs A. Introduction The Walk Example Explain in simple words to your participants what this means. They have to think
- education levels, working environment customs, traditions and taboos It is probably best to begin this session with a brief introduction about the about:
- homogeneity/heterogeneity/tensions/conflicts amongst the participants importance of having an ‘objective’. The text below may be a good opener. - what results their training workshop should achieve (produce) in order to meet
- times and seasons of heavy workload amongst your target "You may wonder, why it is important to clearly define the objectives of a the objective they have decided upon (outputs),
C. Eye-opener ‘Guess What’ training workshop. Try to compare the workshop with a walk that somebody has - the problems they have to address (topics) during the training in order to get
Invite participants to split up into small groups of about four persons each. Ask to take in order to reach a particular place. As long as the person does not know these results
each group to choose one person who will have to take the role of the ‘guess - what particular place to aim for, he or she will not know in which direction to - the exact information they have to provide (contents) in order to cover the
person’. Give each group a list, naming some topics (e.g. preferred food, song walk. The same applies to the workshop - as long as you don't know what you topic and fulfil the training needs of their trainees
etc.) and ask the "guess-persons" to guess, what are the other three persons in want to achieve, you and your trainees may work for some time without - the form in which they want to present this information (training input)
the group might feel concerning the topics mentioned. Let them note down, reaching what you wanted to reach." Example for a training's planning matrix
how many times, the ‘guess person’ succeeded in guessing right. Most probably, Example of a definition of "Training Objectives": Training Objective:
the ‘guess-person’ will have a number of failures. In the debriefing, compare the The objectives of a training workshop describe the desired changes which the The tourist from Europe is able to ride a camel after training in the art of camel riding.
task of the ‘guess-person’ to that of a trainer who has to prepare a training participants hope to achieve in the training programme; the purpose for which
the training is conducted. Outputs: Topics: Contents: Training Input
session without knowing anything about his trainees’ previous knowledge,
Examples of reasons why it is important to clarify objectives of a training (the results which your (the problems which (the exact information (the form in w
experiences or preferences.
workshop: training has to produce) must be addressed in you want to provide want to transp
Examples of Questions to Explore Knowledge, Training Needs and Wishes of
 objectives are the basis for determining a training strategy
order to have the desired during the training) information)
Participants
 objectives help to determine the necessary outputs and contents of the
effects)
- have you ever heard about XY?
- if so, in which context - have you practised XY - would you describe yourself as training Helping questions: What does he have to Which details do you How do you pr
newcomer, practitioner or expert concerning XY?  objectives provide a direction for all training activities Which steps do you have to know for that? want to give him? this informatio
- who decided that you take part in this workshop?  objectives help give a structure to the training introduce to the tourist in
- do you want to learn (more) about XY, and if so why do you? In what sense do  objectives help trainers and participants to stick to their common goal order to enable him to ride a
you feel it could be helpful for you? C. Input Formulation of objectives camel
- what is important for you concerning XY? Once participants have a common understanding of what objectives are and 1. distinguish the camel from look of a camel Its general shape & e.g. photo show
- what are you looking forward to and what do you fear about this training why they are important, they face the problem of how to formulate them. This a goat height flipchart
workshop? can be more difficult than one might think. One way to define the objectives is
- other comments/ideas/wishes concerning the training by asking "What is going on now?" and "What should be different after the 2. catch the camel behaviour of the camel - walks away e.g. role play
D. Transferring: Applying Information on Training Needs and Trainees training?". If this method is too abstract, you may introduce the "Helpers" for - it grumbles
Use the list of factors resulting from the debriefing of Exercise B as a basis for the formulation of objectives listed below. 3. make it kneel down knowing the right words - front legs e.g. real life
this exercise. Pin up the written results of the list, go through the factors one by "Helpers" for the Formulation of Objectives (Source: adapted from PL&A) of command - back legs presentation w
one and discuss with your participants, which field within a training workshop There are some questions which make it much easier to make oneself clear camel
would/could be influenced by each respective factors. Establish a matrix about formulating the objectives. 4. make it stand up again knowing the right balancing in the saddle e.g. real life
showing the fields to be influenced in connection with the respectively - Why is the training conducted? command so as to stay on presentation w
influencing factors to summarise the results of this exercise. e.g. in order to encourage co-management of the natural reserve camel
At the end of the session, place emphasize on the fact that, even if you have - Who are the trainees?
done a careful training needs and context assessment, it is still important to e.g. the staff of the national nature reserve
Conclude the session by discussing the complexity of planning a training
start the workshop itself with a session on expectations, wishes and fears of - What is the primary content to be communicated in the training?
workshop. Encourage your participants to undergo this process nevertheless,
your participants (see also session x, section y), in order to be able to be more e.g. participatory processes and tools
because it is the basis for the success of the training effort. It will save trainers a
responsive to needs, which may be relevant but not as closely related to the Objective formulated out of the example answers:
great deal of trouble during the implementation of a workshop, if they have
training contents. The staff of the national nature reserve is able to apply participatory tools and
properly planned it beforehand.
enhance participatory processes in order to encourage co-management of the
Despite the importance of sound planning, emphasise also the fact that a
national nature reserve.
training agenda and the connected training contents should never be used in a
dogmatic fashion. Good trainers always remain open and flexible and respond Give a brief description of what a trainers' and a trainees' agenda are and what project area, making issues
to the mood, feedback and interests of their trainees. needs they have to fulfil. Mention, for example, that a trainers' agenda is (G&F) meaningful; (d) visual relief
Session 3: Training Schedules and Agendas minutely detailed, includes the outputs of every session, and is for the trainers'
Introduction to 11:00 Profile with (a) objective clarification
This session is aimed at introducing participants to the difficulties of setting up a use only. A trainees' agenda, however, is limited to general topics and
small group work - examples (b) method clarification
training schedule and provides examples of training agendas. approximate time allocations in order to offer an overview and to allow for
11:10 (c) time allocation
Key Issues greater flexibility. Examples of both are found below.
 planning for a specific timeframe Example of a Trainer’s Agenda Small group 11:10 Profiles, Case Increase information,
 training schedule DATE TIME MATERIAL OBJECTIVES analysis of Case - Study understanding and skill:
 training agendas Study for Context 12:30 Framework (a) Gender Analysis Framework; (b)
A. Introduction: The pressure of limited time Opening and 8:00 - Trainer notes for "Climate setting". (a) warm, friendly Profile Produce information that can be
Emphasise at the beginning of this session the one major problem of scheduling Introductions 8:45 opening atmosphere; (b) stimulate interest analysed; (c) engage trainees in
training sessions: Time is never enough! Begin this section with a few and curiosity; (c) enable trainees to learning.
introductory sentences such as: begin thinking about gender
Example of a trainee’s agenda (source: G&F)
"The last step in planning a training program is the task of designing an analysis; (d) encourage trainees to
get to know each other DATE:
appropriate training schedule. This means looking at the training inputs you
PLACE:
want to provide, the time which you will need for each session and the overall Objectives and 8:45 - Overheads or Objective clarification: (a) present
timeframe of the workshop. It is often difficult to match up these elements. In Methods 9:00 slides statements or questions to the 8:00 Opening and introductions
most cases, the number of inputs envisaged is far too ambitious for the time trainees which clarify the purposes Workshop Objectives and Methods
given. The few days set aside for the workshop seem to be insufficient for all the of the workshop; (b) provide an What is Gender Analysis?
topics one may want to offer to the trainees. In this context, it is better to opportunity for trainees to add Overview on Gender Analysis and Forestry
reduce the number of topics than to overload the workshop. In either situation objectives. 10:00 - 10:15 Coffee Break
you will eventually have to leave out certain inputs, which you might feel are Method clarification: (a) Discuss
10:15 Introduction to Case Study: Slide Show
important. If you do this during the planning of the schedule, you have control role of trainees and trainers in
Small Group Analysis of the Case Study
over what gets left out. If however, you create an overcrowded schedule, you participatory workshop; (b) Explain
The Context Profile
will simply have to leave out which ever inputs fall at the end of your Case Study method
programme when you run out of time". 12:00 - 13:30 Lunch Break
What is Gender 9:00 - Questions or Issues clarification: (a) take mystery
B. Brainstorming Points to remember when designing a workshop schedule Analysis? Small 9:30 role play out of "gender analysis"; (b)clarify 13:30 - 16:30 Plenary Discussion of Case Study Findings
Sit together with your participants and hold a brainstorming exercise on what group exercise or descriptions one or two key concepts; (c) The Context Profile
you will have to remember when setting up a training schedule. Put all the role play facilitate participatory exchanges, Small Group Analysis of Case Study
responses up on flipcharts and discuss whether they need to be expanded. Add e.g. One group to represent village The Activity Profile
to the participants ideas whichever of the following points are not raised by the women whilst others represent Coffee Break
group: village man, city man or city Plenary Discussion of Case Study Findings
- daytime/hours of the training woman. The Activity Profile
which times of day might exclude a certain group of potential participants (e.g.
Overview of 9:30 - Framework Problem identification: overview of 16:30 Break
daytimes, when women have to do a certain types of work), which times should
be dedicated to breaks (e.g. when participants usually have their Gender Analysis 10:15 presentation the problems or issues with respect 17:00 Day One Summary and Closure
meals/prayers/siesta etc.) and forestry notes plus slides to gender roles and forestry
- time dedicated to each of the sessions Plenary Session or overheads Introduction to methods and skills,
inputs, exercises, energisers, monitoring, breaks (e.g. make test-presentations clarify key concepts in gender
Emphasize that it is very useful for trainees to have the agenda of a training
and try exercises and energisers out with the preparation team; remember that analysis, and give overview of how
workshop given to them at the same time that they receive an invitation to
exercises generally take twice the time you think they will) to use the Gender Analysis
attend. This is not just a matter of politeness. It also generally informs
- time dedicated to unforeseen events Framework.
participants about what the workshop will be about and how long it will take.
in any training workshop there will be unforeseen events, such as e.g. the Make it relevant: explore reasons
Thus it helps trainees to organise their own daily activities. It can also be the
trainees' wishes to have additional inputs, longer discussions on certain topics why learning about gender analysis
basis for considering, before the beginning of the workshop, any necessary
or additional exercises. Add on an additional 10% of the workshop time for such may be important and useful to this
changes in the schedule or its agenda.
events. specific group of trainees
Session 4: Organising the framework of a workshop
To give your participants further guideline, hand out copies of sample schedules Coffee Break 10:15 In order to guarantee the smooth running of a workshop many things which
from other workshops. Examine these schedules together and look at the - 1030 need to be organised and a number of issues need to be clarified. As a trainer
various durations of different sessions. Invite questions, or comments related to Introduction to 10:30 Slide show Provide information: (a) review you will most probably not be responsible for general organisational issues.
these schedules. Case Study - Projector Screen facts on gender roles in case study Nevertheless, it is useful to be aware of crucial issues so that you can offer
Discussing your personal experiences during past training workshops is often a 11:00 forestry project area; (b) reinforce support to the organisers.
very effective means of putting the message across learning from written case study; (c) Key Issues
D. Input Trainers' and Trainees' Agenda visually transport trainees to  organisational and logistic preparation
A. Brainstorming: Organisational and Logistical Issues get to the workshop site, who are the other participants, which facilities are Designing a Training Session
Invite your participants to come up with ideas about what they think has to be provided for, etc.). When introducing a new topic, it is important to grab your trainees' interest and
organised before and during a workshop. Use a flip chart and write down all the Inventory to clarify the relevance of the topic for them personally. It is very helpful to start
suggestions, allowing for inputs, which may not seem to be the direct Make sure that all technical facilities, workshop materials and equipment are each session differently, and thus attract the attention of your trainees by
responsibility of a trainers. You may put each idea on a card or a ‘post-it’ and available and fully functional during the duration of the workshop. making them wonder what is going to happen next.
then cluster the cards according to whether or not they appear to be the direct Session 5: Designing a training session Try to design your training sessions in as interesting and lively fashion as
responsibility of the trainer. This unit is about how compose a training session. possible. This does, not necessarily imply that you have to play the full-time
Debriefing Key Issues entertainer. But you have to aim for a good balance between concentration and
Add your own experiences to the brainstorming session if that seems necessary  providing an input relaxation, serious work and some fun, passive learning and active participation,
(for list of examples see below). Produce a synthesis list. Go through the list  multi-sensorial learning theoretical discussions and practical application. This means you will need to
with the participants and discuss the implications of each point.  interactive learning use a multi-sensorial training approach (let participants see, hear, speak, do)
List of Examples of Things to Organise and Remember A. Role Play: Setting up a ‘Bad Presentation’ which integrates trainees' knowledge and experiences as much as possible.
Decision on the timing of the training Often a negative example is very useful as a learning tool. In this exercise the Remember
It is important to know which hours, days, weekdays, seasons, times of the year trainer will purposefully set up a bad presentation. To do so, you need to select what you hear - you forget
are convenient to the target participants (e.g. seasons of low workload), and a page of text, which is badly structured and full of detailed information on a what you see - you remember
which ones periods should be avoided. (e.g. religious fasting periods/festivities, technical topic. Prepare one or two charts related to this information and make what you do - you can replicate
general holidays, harvesting season, seasons of herd movements). them as confusing as possible. Ask for three volunteers from among the Pace and Content of Sessions (Source: PL&A)
Decision about selection of workshop participants participants. Explain to them what you intend to do and ask them to listen It is important to structure each session carefully. Always ask yourself
Let the target group take part in the decision about who should be invited, but carefully to participants comments and to observe the reactions of their How much do they already know?
try to ensure that the decision is based on objective criteria (beware of colleagues. When they have returned to their seats, start the ‘poor’ What do they need to learn?
jealousies and hidden interests). presentation with the remark that the information you are going to introduce is How much time do you have to cover the material?
For preliminary training in participatory approaches and methods, it is useful to not very important, but that you are providing it as an ‘extra’. Then start reading To help in the selection of material, think about what the participants:
have a heterogeneous group of participants (different levels of education, out the text at high speed in a low monotonous voice, with no intonation, and must know
different professional backgrounds, different living conditions). If possible try to no breaks. When you have finished reading the text, ask your participants some should know
have a gender-balanced group, but be aware of the fact that, in certain contexts detailed questions on the content of the text. Most probably, they will have could know
the presence of men may be a hindrance for women to take part in the difficulties in answering your questions. The day after a ten-minute talk, the average member of the audience is unlikely
workshop; in such a case it may be advantageous to provide single gender Debriefing: to remember more than one or two major points. It is natural to want
training. Ask your trainees to imagine that the whole of workshop was designed like this participants to learn everything we teach them. But too much detail covered too
Keep control over the number of participants - 10-20 people in a workshop is a poor presentation. Ask them why they had problems in answering the questions quickly will hinder the success of a presentation. For a 30-minute talk you
good number. This is big enough to ensure a variety, opinions, and attitudes, and what they felt was difficult about the overall training approach of this should select no more than five main points, or ‘golden nuggets’. The rest is
but still small enough to give space for each trainee to actively participate. session. Make sure that problems like "lack of motivation", "difficulties to keep detail to keep everyone interested.
There is, however, no absolute rule. Each workshop has its own focus and listening", "difficulties in remembering", "poor presentation" are mentioned. The session should then be structured around the key points you think they
dynamics. Some workshops may work well with well with double the number Discuss the reasons for these problems. MUST know by the end of the session. Always repeat the golden nuggets or
and others may be very challenging with as small a group as of 5. If you have Ask the observers to describe the comments and mood of their colleagues central ideas. Repetition reinforces memory. If you are trying to communicate
had little experience with providing training, it is better to start with a smaller during the test. Hopefully they will come up with inputs like "felt bored", "were five main points to the group, then try to save the most important for last. Begin
rather than a larger group. confused", "got slightly angry", "did something else". If they don’t make these by capturing the interest of the group, and then give a taste of what is to come.
Getting permission from groups affected by the workshop comments, ask the participants if any of them felt bored, or was confused. Deliver the detailed message in the main body of the presentation and build up
All people affected by the training workshop should be informed in advance and Conclude the debriefing with few remarks about how destructive a bad the most important point. Then summarise everything by restating the purpose
their permission sought. These may include people in the neighbourhood where presentation can be for both training success and for the attitude of the and the major points.
the workshop is going to be held, local leaders and/or government authorities in participants. Whether you are giving a lecture or facilitating a group exercise, planning a
whose regions you plan to run the exercises, and local people who might B. Transferring: Challenges for a good training approach session around these three stages will help to ensure that the key issues are
inadvertently be used in some way during workshop activities. Divide participants into small groups and invite them to refer back to the ‘poor remembered. If you are planning to give a lecture, then it will be more effective
Select the location presentation’. Ask each group to deal with one of the problems in the poor if you follow these stages:
Make sure that the location of the workshop is convenient for all the training approach and to think about possible ways to avoid the respective  tell them what you are going to tell them
participants you want to invite. That means, for example, that transport to and problem in a training situation. Let them come up with examples of strategies  tell them
from the location should be available. There should be adequate space for for concrete learning situations. For example, if the group is dealing with the  tell them what you have just told them.
plenary sessions as well as small group work. The physical environment, problem "lack of motivation", they should not just come up with solutions like Allow plenty of time for the preparation of notes and materials. A safe rule of
temperature, light, sitting arrangements, and general atmosphere should be of "motivate for the topic", but with proposals such as: "start with an energiser on thumb is to allow double the time of the presentation for preparation. But if you
a standard which maintains good working conditions. the topic" or "invite participants to talk about their own experiences" etc. are presenting a topic for the first time, it may take much longer. Do not forget
Invitations C. Input: How to compose a training session to plan anecdotes and jokes as part of your presentation. A good speaker or
Invitations to attend should be sent out early. It is also useful if each participant Give a brief introduction to the important characteristics of successfully trainer makes jokes or remarks which appear unrehearsed but are likely to have
is given a workshop programme and some organisational information (how to designed training sessions. This should include discussion about how to combine been prepared. A trainer may well have said the same thing several times
different sorts of inputs and how to pace the contents. before. But a well-planned joke or story can sound spontaneous and can
reinforce the learning points. For each training session, it is very helpful to Session 6: Basic approaches, techniques and skills As all of us know, routine activities become boring after a while. The same
prepare a planning sheet which clearly lays out what it is you intend to do and This session introduces basic approaches, techniques and skills which help applies to training inputs: if the training is always using the same kind of
achieve. create a positive training atmosphere and learning process. methods, trainees will lose their interest. Therefore it is very helpful to use a
Try to introduce new topics with a balanced combination of fun, attracting Key Issues wide range of methods and techniques in order to introduce different topics,
attention, information and application. Such a combination could look like this:  participatory training such e.g. eye-openers, energisers, brainstorming, short inputs, pre-elaborated
Example for a combination of training inputs concerning topic XY:  conducive working atmosphere reports from trainees, exchange of experiences, group exercises, case studies,
1. Energiser/Eye-opener  variety of techniques slide shows, films, brain-training-games, creativity techniques, drawings, guests'
A. Discussion:
Þ to have fun, create awareness for the problem XY and so attract the attention of the trainees Participatory versus top-down training
for further talks etc.
information on XY Ask participants to discuss differences between participatory training and top- Concluding the session
2. Brainstorming down teaching. Encourage them to express their opinions and get them to
Emphasise the importance of good training conditions and encourage your
Þ collecting trainees' ideas and knowledge on the topic XY discussion the advantages and disadvantages of both approaches. Introduce the
participants to reflect on their own good and poor training experiences before
3. Short theoretical input overhead "traditional teaching and participatory training".
they attempt to set up any workshop themselves. This will help them to develop
Participatory
Þ information, providing an overview of what is important to know about the topic XY, always referringTraining versus Traditional Training (Source: G&F) a better idea about their trainees' perceptions of the workshop approach and
back to the trainees' former contributions on the topic Traditional Teaching Participatory Training adapt it accordingly.
4. Group Exercise teacher’s role is to tell students what they trainer’s role is to ask questions, and to facilitate
Background Materials
Þ application - collect trainees experience and elaborate on topic XY need to know discussions
5. Plenary Discussion 1. "Participatory training"
teacher is
Þ create a common level of understanding by resolving remaining problems and open questions; establish more knowledgeable and both trainers and trainees are knowledgeable and makes a good trainer"
2. "What
further connections between the working/living situation of the trainees and XY experienced than students experienced 3. "Stages of control in the training process" (PL&A, page 9)
6. Closing down the session teacher shares her/his knowledge with the everyone must reflect on her/his own, then4.share Example
theirlist on tools and techniques to create a conducive working
Þ summarise the content of the session, put it into the context of other sessions or the whole
studentsworkshop
by lecturing ideas, experiences, and expertise atmosphere
or give additional hints which go beyond the actual content of the session 5. Summary paper on training approaches
students are passive, just listening and trainees are active and analytical, asking questions and
6. Energisers as Training Support
Note: Even when you like the example combination or another combination of taking notes exploring alternatives
7. Background paper on seating arrangements
training inputs, try not to stick to rigidly to it - otherwise the sequence of students learn the right answer from their trainees develop their own answers - indeed, there may beTraining (Source: G&F)
1. Participatory
training inputs becomes a routine as well. teachers many different answers Participatory training is "participatory" because learning occurs through the
In considering the presentation of the topic you want to work about, as
Ask the participants to discuss what kind of skills and personality traits make a active involvement of the trainees. They are the ones who develop the answers.
yourself:
good participatory trainer. Distribute handouts with background information on It is "training" because learning opportunities are created by presenting new
 what may be difficult for the participants.
good trainers, on participatory training, and on the stages of control in the information together with analytical methodologies for trainees to discuss and
 what could be of special interest for them.
training process (see" Background Materials at the end of this session"). consider in light of their own work experiences. Participatory training is very
 where and how could they apply it.
C. Brainstorming: Learning support different from traditional "teaching".
Then try to integrate involve these factors when designing the training inputs
Ask participants to come up with their own experiences in learning situations. Many of the principles of participatory training draw on theories of adult
for the specific topic.
Which activities and techniques from their trainers made it easier to follow the learning. Adults learn more by doing, than by listening. Adult learning theory
D. Discussion: Providing theoretical inputs
training content. Which ones made it more difficult while remaining committed stresses that adult learners need opportunities to think, to understand, and to
Refer back to the ‘Poor Presentation’, role play. Point out that most training
to the training process. Use a flip chart to write up the results. Supplement this apply.
workshops require theoretical input. Ask the participants to come up with their
list, if necessary with additional points such as:  To learn by thinking, trainees need to have responsibility to work out
experiences of good and bad lectures and invite them to express their ideas
- having a visual training agenda within the training room and repeatedly their own conclusions
about what makes a "good" lecture. Use a flipchart and write down their ideas
referring back to the outline/greater context (Þ helps trainees maintaining an  To learn by understanding, trainees need to relate the learning
adding to them, if necessary.
overview) experience to their own values, beliefs, and previous experiences.
Providing theoretical inputs
- handouts (Þ avoids trainees losing their concentration trying to write notes)  To learn by applying, trainees need to use and test new skills and
It is hard to imagine a training workshop which has no theoretical introductions
- visualisation of working steps and results on charts or cards (Þ helps trainees receive feedback on their performance.
or explanations. Moreover, no matter how important such theoretical inputs
follow a working process and maintain an overview) Learning is accompanied by change - changes in behaviour, knowledge,
might be, they are the most difficult parts of a workshop to manage.
- open questions board (Þ prevents distraction from the actual) understanding, skills, interests, values, awareness, and attitudes. To facilitate
Research has shown, that after listening for more than 15-20 minutes to a
- debriefing and Closing down (Þ helps to keep the main lessons learned in mind) these changes in adult learners, experiential activities, during which participants
lecture, most people have difficulties maintaining their concentration and tend
- monitoring and evaluating the learning process (see session x) (Þ allows work out their own conclusions, are more effective than lectures. Thus,
to drift away. Try to keep this in mind when you want to introduce a topic.
trainees to reflect their learning status and helps trainers to react and tailor- participatory workshop trainers need to match learning activities with learning
Restrict yourself to a few main points. Your input is more successful, if your
make their inputs) outcomes. Good training courses include a broad variety of learning activities,
trainees remember 5-7 general points, than if they only remember 1-2 very
- Variety of training techniques (Þ makes the training more interesting and thus including presentations, games, and role play, each with its merits and uses.
detailed ones.
helps to maintain attention of trainees) During participatory training, activities are selected specifically to encourage
Help the trainees to remain concentrated and to follow your inputs by providing
D. Input: Variety of training techniques trainees to engage with the materials and become active and animated -
good and clear visual aids or flip charts (see also VIPP) in combination with well-
Give a brief introduction as to the advantages of a wide variety of training trainees offer ideas, raise questions, build on one another’s statements and
structured handouts which summarise the contents of your input.
techniques and give a number of examples. challenge one another’s opinions. They learn from, and with, other participants
SECTION B - Conducting the Workshop
and work together on a collective analysis.
The trainers are also active and mobile. During participatory training, the training activities, institutions and techniques, which when applied help in
trainers’ job is to structure and facilitate rather than deliver information, avoiding some of the major sources of confusion.
explain, or provide answers. Trainers initiate discussion and then draw in the 5. Variety of Training Techniques
trainees. They amplify some trainees’ comments and summarize others’; they Routine activities become boring after a while. The same applies to training
compare and connect separate remarks and point out opposing views. They inputs. Therefore it is very helpful to use a wide range of methods and
draw the threads of discussion together and relate them to the workshop’s techniques in order to introduce different topics, such e.g. eye-openers,
objectives. energisers, brainstorming, short inputs, pre-elaborated reports from trainees,
Participatory training is structured around the ability of the trainees to reason, exchange of experiences, group exercises, case studies, slide shows, films, brain-
to analyse problems, and to work out their own solutions. It emphasizes the training-games, creativity techniques, drawings, guests' talks etc.
process of inquiry, and therefore participatory training workshops often end 6. Energisers as Training Helpers
with questions as well as conclusions. Energisers are small games, tasks or exercises which usually bring together a
2. What makes a good trainer (Source PL&A) high "fun-factor" with a number of important physical, social and didactical
Many of the problems that appear in groups are ultimately related to the functions at the same time. They are often helpful, as well, as a break or
personality and skills of the trainer or facilitator. Jenny Rogers put it this way: interruption between two sessions or as introduction to a new one.
"Thinking back to my own schooldays and to the teaching I have encountered 4. Examples of tools and techniques to create a conducive working atmosphere Possible functions of Energisers:
since, the outstanding teachers all shared an enthusiastic, open, relaxed style - actively support the process of knowing each others physical functions
while teaching." - assess expectations of trainees and respond accordingly A relax
To be a good facilitator requires time and experience, and learning by doing is - training-team-contract (e.g. leave your title outside) B move the body and muscles
the best way. The most effective trainers and facilitators have a range of key - working environment and sitting arrangement (see background text) C refresh and awaken the person
characteristics (adapted from Jenny Rogers, 1989): - basic rules of collaboration, e.g. "every idea counts" social functions
 a warm personality, with an ability to show approval and acceptance of - granting of mutual respect (give everybody a right and space to express his/her C. build a feeling of equality and break down hierarchies
trainees opinion, protect this right against others who try to interrupt, shout down or D. break the ice within a group
 social skill, with an ability to bring the group together and control it joke about contributions E. improve a heavy atmosphere by having fun together
without damaging it - social observation (induce a process of awareness for mutual respect, try to didactical functions
 a manner of teaching which generates and uses the ideas and skills of point out, when a comment is destructive or constructive without blaming - introduce to a new topic
participants participants for their behaviour - create awareness of a problem
 organising ability, so that resources are booked and logistical - sufficient breaks and energisers - awaken interest for the following inputs
arrangements smoothly handled - monitor trainees' mood (see session x) and react accordingly
 skill in noticing and resolving participants’ problems 5. Summary of Training Approaches
 enthusiasm for the subject and capacity to put it across in an interesting 1. Participatory Training 7. Seating Arrangements (Source: PL&A)
way It is more conducive for learning and more exciting for trainees to have Seating arrangements have a big influence on a workshop session. Although
 flexibility in responding to participants’ changing needs participatory training instead of top-down frontal teaching. This is particularly these can vary greatly, there are six main types (see illustrations):
 knowledge of the subject matter the case in the context of promoting participatory processes. Participatory 1. Rows of tables and/or chairs
Some of these characteristics can be attributed to people’s personality. Others training reduces lectures to a minimum and gives broad space to learning 2. Hollow U-shape
can be learned or improved through experience and practice. Still others can be situations. Trainees are actively involved and contribute to the learning process. 3. Banquet or fish-bone style
developed by using specific exercises which are structured to provide some of 2. Self-image of the trainer 4. Conference table
the conditions for learning by participation. Most importantly, though, good Your self-image as a trainer is closely connected to the approach of providing 5. Circle of chairs
facilitation requires you to be self-critical about your performance at each stage training in a participatory way. Try to see yourself as a service provider instead 6. Table trios
of the session or workshop. Rather than asking yourself whether you could have of a teacher. Your role is not to push certain facts into the heads of your Each arrangement has particular advantages and disadvantages. In general, the
done better, ask what and when you could have done better. Constructive trainees, but to encourage and facilitate a mutual process of exchanging more group work you have planned, the better it is to use the banquet or fish-
criticism from colleagues or peers is an important addition. When doing this do knowledge and experience amongst your trainees and between them and you. bone style. This does not require the moving of chairs, and therefore limits the
remember that you will never be able to fully satisfy every participant. If you Acknowledge that their contributions to the training are as important as yours, disruption as you shift from a presentation or lecture to a ‘ buzz’ group. Think
have managed to encourage learning amongst the majority of your participants, and interact accordingly. about the type of chairs. Are they so comfortable that your participants might
then you have done your job well. 3. Conducive Training Atmosphere doze off in the middle of a slide presentation? Is it a room that the participants
3. Stages of control in the training process (Source: PL&A) A conducive working atmosphere ensures that trainees are committed to the know well and if so, are they likely to sit in familiar seats of their own? Many
training process and that they concentrate completely on the training contents. people are used to sitting in rows, knowing that they may be able to daydream
FIGURE 1:1 STAGES OF CONTROL IN THE TRAINING PROCESS
Distraction through negative feelings as well as through uncomfortable working or fall asleep at the back. If you decide not arrange them in rows, then you
and sitting arrangements can be minimised, if the trainers apply a number of should explain to your participants why you have made these arrangements. If
simple tools and techniques. Prepare a checklist of important points and go you have the time, you could initiate a session to explore the relative
through it repeatedly during a training workshop. advantages and disadvantages of each arrangement. Be creative with seating
4. Learning Support arrangements. They should not be seen as static, and rearranging them can help
Some trainers, unwittingly act in a way which confuses trainees instead of to keep participants active. Robert Chambers describes how he continually
helping them to follow the training process. However there are some basic changes the seating: "I use sequences a lot. For a one day workshop, I start with
participants sitting in threes at tables. Then after a few buzz groups, I join tables
for a chart exercise (such as participatory mapping on the ground or paper). tools and exercises. It is also concerned with connected processes and the A debriefing is a vital part of any training activity, which has a message. Through
Then for fruit salad all the tables are moved to the wall, leaving space for circles lessons to be learned from them. the use of debriefings, you can provide a guarantee that there will be a common
and much else with practical work, ending the day with no chairs at all." The first step towards successful facilitation of training activities is the provision understanding among a group of trainees and that the activity has a positive
Session 7: Facilitating and debriefing of training activities of clear working instructions. Visual aids and handouts repeating the tasks of an impact on the training success. Even if an exercise did not achieve its intended
This session provides a theoretical understanding of what is meant by the term exercise are very helpful. results, many lessons can be learned from it through a professional debriefing.
facilitation. It also gives participants an idea of the role of facilitators within the When you facilitate an exercise, encourage your trainees to organise the In the didactic sense, a debriefing helps help trainees to conclude certain
context of training activities. process of working together as team. That means, for example, clarifying the learning step, to understand their role in the course of the training session and
Key Issues task and the working steps which are necessary to fulfil an objective. It also to clear their minds for the following one.
 Understanding facilitation means setting a realistic time management plan. Remind participants to think A debriefing should be given after each activity. However there can be no rigid
 Roles of a facilitator about whether or not they want to chose a moderator and assign other roles to rule. Sometimes sub-activities within a session may constitute a logical entity
 Closing down a session the team members. Encourage them to write out their working steps and and can be debriefed separately or jointly at the end of a sequence of steps.
Proposed Training Strategy: processes. And ask them to prepare their work for presentation to the group. The trainer has the responsibility of setting up and managing a useful debriefing.
During exercises remain with the group, but keep a low profile. Let the group Once participants have understood the role of a debriefing, they can do it on
A. Introduction: the term "Facilitation"
start on their own. Mix in only when you feel that the working process has not their own. However even with experienced trainees, the facilitator can support
Invite participants to recall their own practical experiences with participatory
started, or the group is lost and needs your support, or alternatively, when the the process by asking guiding questions and leading the stream of discussion to
research tools and ask them for their interpretations of the term "facilitation".
group asks you for additional inputs. key-points and lessons. See below some examples of introductory guiding
Collect all ideas on a flip chart and ask the participants to compose a definition
Give participants enough space for discussions. It is more important for them to questions.
of facilitation which covers as many of these ideas as possible.
be clear about where there are difficulties and problems in mapping than for Helping questions for a debriefing
Example for a definition of the term "Facilitation":
them to create a perfect map exercise. on the process
Facilitation, in the context of participatory processes, means the provision of
Within a training situation you should allow a group to take unusual working - what happened?
support and, if necessary, guidance in different situations. These may include,
steps (e.g. interrupt the working process to discuss with a resource person), - what did you feel?
for example, doing analysis procedures, undergoing social processes, applying
deviations or even decisions which may be problematic in terms of fulfilling the - what was your impression of the collaboration?
certain tools, conducting participatory workshops, enhancing medium or long-
task they were given. Such experiences can turn out to be very useful learning - how was the atmosphere and why was it so?
term processes towards increased participation.
experiences and trainees may remember them much more clearly than had you - which were the activities/persons that influenced the process?
Having composed a definition of facilitation, then discuss with the participants
simply talked about them. - what have you learned and what do you feel, you still ought to learn?
the role and performance of the person who undertakes the facilitation, that is,
C. Discussion: Importance of having a debriefing on the contents
the facilitator.
Invite participants to discuss what they feel is helpful/needed from the trainer - was the task clear?
Role of the facilitator
at the end of an exercise or a training session. Ask them to consider why it may - which were your working steps?
The facilitator takes a central role in guaranteeing the smooth, goal-oriented
be important to have some kind of final evaluation. Collect their ideas and list - which are your results and how did they come up?
and successful running of training activities, as well as the involvement of all
them on a flip chart as a reminder for your trainees. - which steps were easy?
participants in such a process. Additionally she/he has the task of creating a
Closing down a session (Source: adapted from G&F) - where did you meet difficulties?
positive atmosphere in which participants experience and exercise attitudes and
The closing down part of a session is the momentum to: - what have you learned and what do you feel, you still ought to learn?
behaviours appropriate to participapotry engagement. Some traits common to
- summarise key findings of the training session
good facilitators include: During the process of debriefing, the trainer/facilitator should try to keep a low
- link the findings of the session to the training objectives
- being neutral profile. Questions should not be answered immediately, but be reflected back
- link the findings of the session to those of past sessions
- keeping personal opinions out of the dynamics of the process. to the group. The solution of a problem should come from the group itself,
- add additional important points, hints, or warnings, which are going beyond
- being a good observer (keeping an eye on social interaction and content of the while the facilitator supports the participants with guiding questions.
the actual message of the session
work) Facilitators should encourage trainees to freely participate,. He/she should also
Concerning the overall-flow of the training, the closing down of the session has
- encouraging participants to exercise fair and respective behaviour towards keep trainees from making general judgements such as "this is wrong" or
similar functions as the debriefing of a training activity - it is an official
each others - reminding them as often as necessary of the key-principles and mutual accusations such as "it was just your fault, that...". The facilitator should
conclusion of the respective session, which prepares trainees for the following
attitudes of participatory processes point out what has been done well and emphasise on the fact. Even deviations
ones.
- being a kind of instrument, maintaining a balance between letting the group or tensions during group work can be pointed out to have a value within the
D. Input: How to debrief and close down a session
work on their own and assisting actively in order to avoid unnecessary detours training context, because one can always learn and improve from such
Build on trainees' remarks during the discussion and present a flip chart or other
and friction situations.
visual aid on closing down a training session and debriefing. Introduce the
B. Input: Facilitation of Training Activities In ending a session record on flip-chart the important lessons learned during the
‘helpful questions for a debriefing’ (see below) and invite participants to add
Facilitation of training activities is less complex than that of ‘real life activities’. It activities of the unit and make them part of the final wrap-up of the session as
others.
also has a slightly different focus. The latter is primarily goal-oriented. well as the workshop documentation.
Debriefing an exercise
Facilitating training activities, however, is mainly oriented towards achieving an Session 8: Monitoring and Evaluation of Training Workshops
The debriefing is the final part of a training activity and a way to:
understanding amongst trainees of certain tools and the processes. This session provides tools to monitor the run of training workshops with an eye
- recapitulate and reflect on the process of work
Facilitation of training activities to adapting training activities to the actual requirements of the workshop. It
- analyse and explain experiences and results
Facilitation in a training context has a special focus. Instead of being mainly also provides techniques to evaluate the results of a workshop so as to make
- answer open questions and clarify difficulties and problems
output-oriented (like facilitation in real-life situations), the facilitation of training improvements in future training measures.
- draw conclusions and formulate lessons learned from training activities (e.g.
activities is mainly focused on participants' understanding of certain activities, Key Issues
exercises, brain-storming, role games, eye openers, etc.).
 Importance of Monitoring and Evaluation
  Monitoring tools observation of trainees, informal chats during breaks, and critical self- Ask them to fill it in the forms before they leave, otherwise you may never see
 Evaluation techniques assessment. their comments.
 Follow up Critical Self-Assessment (Source: PL&A) Remember that only you and a selected group of other people (typically the
Proposed Training Strategy: Conducting training sessions or workshops in participatory methods is always organisers) will have the opportunity to read the written evaluations once they
exhausting. If you are new to training, then you will be surprised at how tired have been completed. Therefore, in addition to asking the trainees to complete
A. Introduction: "Cloud Dreamer"
you feel at the end. Make sure that you have space and time to recover. a formal evaluation, you may want to set aside time for an informal plenary
Refer back to the "Cloud Dreamer" (in session no. 1) and ask participants why
Do not organise workshops back to back. Immediately after the workshop is a discussion to receive comments about any aspect of the training. This gives each
the performance of the man is so poor and what could have been done to
critical time to learn from the experience, even though you will be tired. If you person the opportunity to express his or her views, whether positive or
improve the situation. Ask them to think of parallels between the "Cloud
wait, you will forget many learning points. You can learn through self-reflection negative, so that the other participants can hear them. This need not take more
Dreamer" and the trainers within a training workshop. Solicit their thoughts and
or by asking participants for comments. than 20 minutes, but it is advisable to leave some time for a free-ranging
encourage them to talk about the importance of observing and reflecting upon
It is an excellent habit to make notes on your performance as soon as possible evaluation.
training processes.
so you can improve next time. Analyse the good and bad points by reviewing Another way to make evaluations is through public exhibitions. You can prepare
Relevance of monitoring and evaluation in a training context
each session thoroughly. How could it be done better next time? How accurate a set of questions, written up on a chart and stuck up on a wall. Each participant
Monitoring and evaluation techniques are an important and vital part of any
was the time-keeping? Were you able to maintain the interest of the trainees? then enters his/her comments under the appropriate question. These questions
successful and professionally conducted training workshop. These tools help
Focus in particular on the weak points of your performance. It is from mistakes are useful for rapid feedback:
trainers to constantly check and adapt:
that we can learn most. Why did some parts not work well? Would a change of  Which of your expectations or fears were met?
 whether the training meets the needs of the participants
style or substance have helped? Were you responding to the participants’  What did you find most useful?
 whether the mood of the trainees is conducive to a positive a learning
needs? Or were there peculiar conditions or factors involved? Think carefully  What did you find least useful?
process
about the detail. Your audience was learning from you; and you can now learn  How could this be done better another time?
The earlier you know whether or not your training is what the participant are
from them how to do an even better job next time.  How will you use participatory methods in your work?
hoping, the better your chances of reacting to the situation and adapting the
Make a list of the things you know you do not do well. This is not easy. For many The following tools and techniques (see the annex) have been shown to be very
training context accordingly
people, it is easier to focus only what went well. Did you, for example: helpful for monitoring and evaluation in the context of participatory training
Furthermore, the feedback from trainees can be a precious source of
 make sure that you did not mumble to yourself? workshops:
information to improve your own capacities as a trainer. If you receive critical
 preach too much?  Knowledge Cycle
remarks, try to avoid taking a defensive, offended stance. Deal with these
 allow sufficient time for questions to be raised?  Mood Barometer
comments openly and honestly. You will find, in most cases, that the feedback
 show too much material on overhead transparencies?  Flashlight
you received was right-to-the-point, and offers you the chance to learn from
 include too many games/exercises/practical sessions at the cost of  Grumble Box
your mistakes.
reflection and discussion?  Evaluation Questionnaire
Using a flip chart, work out with the participants a common definition for
 become irritated with the organisers before the session started because Emphasise the point to your participants, that neither monitoring nor evaluation
"monitoring" and for "evaluation".
of the bad room, lack of chalk, broken slide projector, etc.? have any value if the results are not followed up. If you analyse the successes
Definitions: Monitoring and Evaluation
 show too many slides? and weaknesses of your workshop with input of your trainees and then don't
Monitoring a training workshop means to constantly observe and analyse what
 talk too long and too quickly? respond as the results demand, participants will most probably feel aggrieved.
is happening during the workshop in terms of learning and social processes. This
 try to make the breaks too short? This is quite understandable, because you would be giving the impression that
is vital in order to be able to react and adapt as early as possible to tensions or
A good way to learn from your trainees is to ask them to evaluate you. This can you care, but in reality doing nothing would indicate that you are not interested
problems. It can also be used to become aware of particularly successful phases
be done formally with a written evaluation of their overall training experience. in their opinion.
in the workshop, where the mood and learning processes are especially good in
Do not ask more than one or two pages of questions. You could ask them SECTION C - Attitudes & Behaviour in Participatory Processes
order to replicate them in the future.
specific questions about the content and organisation of the overall workshop, Session 9: Creating awareness of attitudes and behaviour
Evaluation is an activity which is carried out ‘ex post facto’, after the event. It
relevance of the content for their work, the trainer’s style and preparedness and This session introduces information on attitudes and behaviour which can help
can help to establish:
the logistical arrangements and adequacy of the venue. or hinder the participatory processes. It shows, how training workshops can
- what was good or bad within the workshop (for example, your performance as
Another way to evaluate a workshop would be to ask them to comment on each create awareness and enhance the first initial process of positively changing
trainer, the topics discussed, the atmosphere, etc).
of the major sessions in terms of its organisation, content and style. Still another attitudes and behaviour.
- an analysis of why it turned out as it did.
approach would be to ask open questions: Key Issues
- conclusions about what has been learned and how it can be applied in future
"What did you find most useful about the training?  positive attitudes and behaviour
work
What did you dislike about it?  personal level challenges
B. Brainstorming: "How to do it"
If you were organising a training of this kind, then what would you do  enhancing processes of changing attitudes and behaviour
Ask participants to come up with ideas on how to monitor and evaluate the
differently? Proposed Training Strategy:
success of training workshops. Encourage them to talk about their own
What would you do the same way?"
experiences in training workshops they have attended in the past. Allow them A. Role-Play: Recognising Different Attitudes and Behaviours
You may also want to leave space for any additional comments people would
also to be creative in their suggestions. Collect all their ideas together on a flip The trainers perform 6 different short role-plays. They should show six different
like to make.
chart and come up with a brief description. attitudes and behaviours:
However you structure the evaluation form, ensure that you leave sufficient
C. Input: Tools and Techniques intolerance,
time for the participants to consider and respond to the questions. It is generally
Add to the results of the brainstorming exercise by introducing additional tools inflexibility,
advisable to distribute the forms a day or two before the end of training. If you
and techniques for monitoring and evaluation. Mention, that there are many top-down-attitude,
wait until the very end, the responses will be hastily written and less thoughtful.
informal ways of monitoring and evaluating. Among them are sorrow passive attitude,
dominant communication behaviour There are 3 major factors of attitude and behavioural patterns which strongly This is the first contact of the trainees with a certain topic/problem. Give them
poor listening behaviour. influence a person's ability and readiness to get involved in participatory the chance to have an emotional response - a chance to be surprised and
Divide participants into three observing groups, and assign each to analyse 2 of processes: curious about the topic - before you give further information. Good tools to do
the role-plays each. Hand out the pre-prepared task-sheets for exercise B. One Factors influencing attitudes and behaviours in participatory processes so are Eye-openers, Role Plays, Energizers.
group should act as specialists for "perception" (intolerant attitude & inflexible Phase 2: Information Phase
attitude), a second should assess "oneself and others" (top-down-attitude & Once your trainees have had preliminary exposure and are curious about the
passive attitude), and the third, "communication" (dominant communication topic, they will probably be interested in hearing some theoretical input about
behaviour & poor listening behaviour). Chose as an example a situation which is it. In connection with such input, you can also provide some tools or guidelines,
well known from the personal and cultural context of your trainees. For which can help them to deal with the respective topic in a working situation.
example, the trainees could role play a discussion between a sheepherder and a Phase 3: Experience/Application
government official concerning the possibilities of gaining access to government Make your whole training workshop a context that allows your trainees to
controlled grassland (plantations). experience the advantages of participatory processes again and again. Let them
B. Exercise: Analysis of Attitudes and Behaviours feel how positive it is with:
This exercise is aimed at getting the participants to analyse the role-play. every idea counting,
Prepare a task sheet, showing the following questions: These factors are intimately connected the persons involved in participatory people listening to each other’s
- how would you characterise the behaviour of person x? processes. They can buildup or destroy the basis of the participatory process. mutual respect expressed for each other’s opinions
- what could be the reasons/root causes for such a behaviour? They should therefore be addressed thoroughly in any participatory training work taking place successfully in a team.
- why could such behaviour be a hindrance within a participatory process? workshop. You can greatly influence these experiences. Try to observe processes carefully
- which behaviour would be more positive instead? When you provide training to enhance participation, make sure that you and sensitise your trainees (without blaming them) to behaviours and
Hand out the sheets before the presentation of the role-plays in order to give dedicate at least a quarter of your training time to changing attitudes and expressions of attitudes which are not conducive to participatory processes.
the an opportunity to read and be clear about the task analysis expected of behaviour. Ensure sure that this topic comes up again and again during the Phase 4: Institutionalization/Further Process
them. Let the sub-groups work on their analysis separately and then hold a workshop; introduce techniques to sensitise participants to each others’ It should be quite straightforward to agree on a certain code of behaviour
common debriefing. behaviour and repeat them as often as possible. In your presentation on the among all the participants during a training workshop. Many ideas are new to
factors which can influence attitudes and behaviour, use some of the relevant your trainees, the atmosphere is positive, and they are open and curious.
C. Input: Approaches to Change Attitudes and Behaviours
particpatory tools found in the annex, such as the eye openers. However, the task of maintaining the newly acquired behaviour and attitudes
Prepare a presentation showing factors, which can influence attitudes and
Discuss the content of your presentation with the participants. Ask them to tell after the end of the workshop - when people get back to their usual daily
behaviour in the context of participatory processes. Introduce the relevant
you about their own experiences concerning attitudes and behaviours and ask working environment - is much more challenging.
information to create awareness about obstacles to changes of attitudes and
them to suggest tools which may be useful. Then put forward those tools, which Give them instruments and tools to monitor and evaluate their own behaviour
behaviours together with the respective tools to do so. Combine this with the
they may not have mentioned. Emphasise again the importance of repeatedly and attitudes after the training workshop. Encourage them to create institutions
introduction of approaches how to implement and experience changes of
returning to these attitude and behaviour changing tools. such as monthly meetings to exchange experiences and to distribute clear
attitudes and behaviours.
Tools and Approaches to Induce Attitude and Behavioural Changes in a responsibilities among themselves concerning these institutions. If possible,
Background text on challenges in changing attitudes
Workshop provide them with further supervision within their working environment and
Enhancing a change of attitudes is fundamental in order to encourage
Many trainers have difficulties in concretely addressing attitudes and organise follow-up training.
participatory processes among persons and groups who are not used to working
and acting together in a co-operative and non-hierarchical way. behaviours within training workshop. They feel, that they can't do much about it
A small number of fundamental attitudes provide the basis for all participatory and hope that changes will arise automatically, once participants are confronted
processes: with participatory philosophies and tools. However, there are concrete tools Approaches and Frame for the process of changing attitudes and
- mutual respect and approaches to create awareness about attitudes and behaviour (see table). behaviour
- acknowledgement of each others' needs, rights, and abilities Session 10: Processes of changing attitudes and behaviour
- validity of each others opinions as well as the connected behaviour This session provides an overview of different phases in changing attitudes and
This sounds like a very trite remark, but in reality, the lack of such attitudes behaviour. It proposes some approaches on how to start creating an awareness
seems to be the biggest problem hampering participatory processes. and rethinking of attitudes and behaviour. It also promotes a further process of
Therefore it is vital to encourage attitude and behavioural changes rather than enhancing such changes beyond a training workshop.
introducing as many participatory tools as possible during a training workshop Key Issues
on participation.  phases of changing attitudes and behaviour
Personal Level Challenges  supporting the process beyond the training
Changes of attitudes and behaviour are processes which take much longer than A. Input: Phases of Changing Attitudes and Behaviour
the duration of a workshop. But the workshop is the framework within which As a trainer you have to be aware that a workshop alone will not be sufficient to
you can create awareness and start developing new attitdues and behaviour. sustain attitudes and behaviour change towards greater participation. Such a
Once your trainees are sensitised to such changes and have agreed to process of change consists of different phases and you have to think of how you
implement them permanently, there are some tools and techniques, which can best support the proceedings from phase to phase, and beyond the
allow for a continuous development towards new attitudes (see session 10). workshop.
Phase 1: Awareness Creation/"Eye Opening"
C. Application: Strategies to Work on own Attitudes and Behaviours 4. If the group is not familiar with VIPP (Visualization In Participatory Processes, Sit together in a quiet place, just you and the person to receive the feedback.
Clarify first, that this step is neither a game nor an exercise, but an activity, see xy), briefly explain the advantages and introduce the (visual) VIPP-rules. Mention first, that no facilitator starts off as a good facilitator. To be a good
which is leading over to the "real life after the workshop". Ask participants to Then let the group decide, whether or not they want to use VIPP. facilitator requires along process of practice, evaluation, and critical self-
come up with proposals, how to divide themselves into groups for this activity. 5. Invite the participants to discuss, and if necessary adapt a proposed agenda reflection. Emphasise, that in this context, no mistake is a bad mistake, as long
The criteria for persons being together in one group should be, e.g. that they are and then start work according to this agenda - offer proposals on working as one is prepared to learn from it.
working together or that they are working in the same region. Ask the groups to procedures and tools to be used, but do not insist or feel offended if the group Invite the participant to offer his/her own observations, starting with what has
develop a strategy on how they want to institutionalize their personal efforts of decides on something else. Encourage quieter persons to contribute and been good. Then add the observations of other group members as well as your
maintaining and further improving attitudes and behavior, which are conducive tactfully restrict those who tend to talk too much. Continue to guide the group own. If there is a large discrepancy between self-assessment and the perception
for participatory processes. Ask them to define a set activities and from a distance checking that they stick to the subject, to their way of dealing of others, try to discuss, why this is so (if there is a video of the event, have a
responsibilities with this in mind. Emphasize the importance of coming up with a with each other, and to their timeframe. If necessary assist them in taking look at it together). Discuss the negative observations in the same sequence.
realistic plan, which is feasible even after everyone has returned to their original common decision to change any of the above. Then invite the participant to come up with his/her lessons learned and add to
work. Consider carefully the feasibility of their plans during the debriefing, 6. At the end of the session, give a (visual) summary of achievements and these, if necessary.
adding practical hints to encourage participants to adopt and implement these pending issues. If necessary, let the participants decide on the next steps and Guidelines for Observation
plans outside of the workshop setting. those who will be responsible to initiate them. If they wish to do so and if time Observation as a basis for feedback should address facilitators' performance in
Session 11: Facilitation in the Field allows, let participants talk about their perception of the process and how it supporting: a positive group process and working atmosphere a well-structured
This session provides a brief overview of the many different tasks a trainer has might be improved during another working session. working process (keep the group on track and reach certain results within the
to fulfil when facilitating group work in the field. Unlike the facilitator of training C. Application: Trainees Facilitate Tools given time)
exercises (see session 7), the field work facilitator is under pressure to support This part of the learning process is the hardest, as participants will have to put Guide Questions for Observation of Group Processes
the respective group in producing concrete results. Additionally the facilitator into practice what they have learned and then they will be confronted with a - was the working environment/sitting arrangement positive - if not, did the
has to aim to guarantee a positive working atmosphere for, sometimes, very feedback situation. They should now, one after the other, facilitate their facilitator try to improve it?
large groups of people. colleagues use of different PRA-tools. They should each receive feedback on - do you have the impression that all group members were clear about the
Key Issues their performance. Ideally the contents of the exercises should refer to the real- task/exercise/tool they were to carry out?
 Tasks of a facilitator in the field life, working situations of the participants and result in practical outputs, which - did all group members participate equally?
 Critical self-awareness may be used in the future. - Did the facilitator try to encourage quieter participants?
 Sensitising observation skills Although this is a very time-consuming activity, it is worthwhile since - were there persons dominating the discussion - did the facilitator try to reduce
B. Brainstorming: What Makes a Good Field Facilitator newcomers learn to observe themselves and to recognise their strengths and their influence?
Invite participants to remember situations where they facilitated a group weaknesses as facilitators. It makes sense to offer this exercise as part of - were all ideas taken up and discussed - were they all equally taken into
process or saw other persons facilitating them in the field. Ask them to give intermittent training, perhaps one such exercise day per week. consideration?
their ideas on what makes a good field facilitator and also what a good Emphasise that these applications have a second objective: they will train - Was their tensions within the group - was there a sense of achievement or
facilitator should avoid. participants in sensitivity and observation skills as well as skills in giving disappointment, or frustration?
Basic Rules For Facilitators constructive feedback. This is of great value in their role of future trainers. - did the group look after the less experienced/less well informed persons?
There are some basic steps which can help in fulfilling the complex task of a The feedback should consist of three parts: - were there factions emerging or opposing subgroups? - did the facilitator
facilitator (they must be adapted each time to the respective on situation):  Self-evaluation attempt to bring about a general rapprochement?
1. Make sure that there is a positive working environment (e.g., enough space  Feedback from other group members - did all participants seem to be following the topics being discussed?
and light, appropriate temperature, minimal outside disturbances, necessary  Feedback from the trainers - did the facilitator succeed in balancing guidance with low profile managment?
equipment readily available, well-prepared agenda, visual materials, handouts Prepare a guide list of points to be observed (see example below). If you have How?
etc). the technical possibility to use videos, it can be of great help for the participants Guide Questions for Observing the Working Process
2. Try to get prior information on all participants in order to be able to assess to see themselves facilitate and for you as trainers to do debriefings. - how did the facilitator explain the activities to be undertaken?
their strengths and weaknesses thus providing optimal support to each of them. 1. Self-evaluation - was there an agreement on the steps to be taken and the timeframe?
3. At the beginning of a working session, ask participants to introduce Invite the respective participant to sit down in a quiet corner after his/her - did participants start work immediately or was there some reluctance - if so,
themselves (if time/group size does not allow for that, give an overview of facilitation experience and write down everything he/she observed during the how did the facilitator respond?
which groups/professional backgrounds are represented). Then present the process. This first summery should be a rough draft (what was good - what was - what did the facilitator do to enhance progress (e.g. technical hints,
agenda/purpose/goal and timeframe of the meeting in a visual form and allow bad). Then he/she should go through the detailed observation guide list and examples)?
time for questions, followed by comments, contributions, and suggestions for repeat the exercise. The last step might be the video - if the exercies was taped - - were there deviations or side-discussions which did not contribute to the
additions and changes. and refining the written observations. actual objectives of the task - if so, how did the facilitator resolve the situation?
If you are dealing with a group that is going to work together for more than one 2. Feedback from other group members - where there problems within the working process - if so, what kind of solutions
session, introduce team work rules (see module IV, session on team work) and Avoid holding an open feedback round, as it can be hurtful and embarassing for did the facilitator offer?
propose that group members decide upon a team contract. This would be a set the person in question. Rather let all group members read through the guide list - did the facilitator help participants to keep an overview on the process, e.g. by
of rules decided upon by the group which regulates how they want to be for observation and note down their comments on a piece of paper during the summarising different opinions or common achievements?
treated, how they will behave with each other and so on. (Such a "team- process and additionally after the session. Emphasise that positive comments Feedback-Rules
contract" is a very helpful tool to refer back to in the event of conflict or are as important as negative ones. Collect all comments, check them for fairness · feedback is preferably just between two persons
friction). and keep them for the feedback discussion with the participant. · if you provide feedback, imagine yourself in the position of the receiver
3. Feedback from the trainers
· watch the other person carefully and try to make sure that you are not specifically it is the technology that is driving the need; changing the way studied. The study gives cues about the kind of learning environment required
upsetting him/her how businesses function, compete and deliver. for the training. Motorola and IBM for example, conduct surveys every year
· give personal messages, so called "I-messages". In other words, make it clear 2. Development: It is again one the strong reasons for training and keeping in view the short term and long term goals of the organisation.
that what you say is just your personal opinion. Start your statements with "I development becoming all the more important. Money is not the sole Job Analysis
have the impression that..." or "It seems to me, as if..." motivator at work and this is especially very true for the 21st century. The job analysis of the needs assessment survey aims at understanding the
· avoid statements like "you always do..." - refer to concrete situations instead. People who work with organisations seek more than just employment out ‘what’ of the training development stage. The kind of intervention needed is
For example "when you were talking about xy, you did..." of their work; they look at holistic development of self. Spirituality and self what is decided upon in the job analysis. It is an objective assessment of the job
· try to avoid adjectives which have a strong negative connotation, like "bad", awareness for example are gaining momentum world over. People seek wherein both the worker oriented - approach as well as the task - oriented
"boring", "wrong" as they will probably hurt the feelings of the other person and happiness at jobs which may not be possible unless an individual is aware of approach is taken into consideration. The worker approach identifies key
thus distract attention or create a defensive reaction. Rather talk about effects the self. At ford, for example, an individual can enrol himself / herself in a behaviours and ASK for a certain job and the task - oriented approach identifies
on yourself. For example instead of saying "Your presentation was boring" you course on ‘self awareness’, which apparently seems inconsequential to ones the activities to be performed in a certain job. The former is useful in deciding
could say "In my opinion, your presentation could have been more lively - performance at work but contributes to the spiritual well being of an the intervention and the latter in content development and program evaluation.
therefore, it was difficult for me to concentrate at times" individual which is all the more important. Individual Analysis
· adapt your feedback to the personality of the other. For example, a very self- The critical question however remains the implications and the contribution of As evident from the name itself, the individual analysis is concerned with who in
confident person may tolerate stronger words and clearer messages, while a training and development to the bottom line of organisations performance. To the organisation needs the training and in which particular area. Here
person who is already very critical and unsure about his/her own style of assume a leadership position in the market space, an organisation will need to performance is taken out from the performance appraisal data and the same is
facilitation, might feel a complete "loser" if you come up with strongly adverse emphasise on the kind of programs they use to improvise performance and compared with the expected level or standard of performance. The individual
comments. productivity and not just how much they simply spend on learning! analysis is also conducted through questionnaires, 360 feedback, personal
Training and Development - Meaning, its Need and interviews etc. Likewise, many organisation use competency ratings to rate their
managers; these ratings may come from their subordinates, customers, peers,
Importance Training Needs Analysis bosses etc. Apart from the above mentioned organisations also make use of
Training and development is vital part of the human resource Training is an expensive process not only in terms of the money attitude surveys, critical Incidents and Assessment surveys to understand
development. It is assuming ever important role in wake of the advancement of spent on it but also the time and the other resources spent on the same. The training needs which will be discussed in detail in other articles
technology which has resulted in ever increasing competition, rise in customer’s most important question therefore is determining whether or not a need for
expectation of quality and service and a subsequent need to lower costs. It is training actually exists and whether the intervention will contribute to the
also become more important globally in order to prepare workers for new jobs. achievement of organisational goal directly or indirectly? The answer to the Development of a Training Program
In the current write up, we will focus more on the emerging need of training and above mentioned question lies in ‘training needs analysis’ which is the first step Development of a training program is the next step after the
development, its implications upon individuals and the employers. in the entire process of training and development. training need analysis has been conducted and there is a clear consensus on
Noted management author Peter Drucker said that the fastest growing industry Training needs analysis is a systematic process of understanding training the need of training within the organisation. The next vital question to answer
would be training and development as a result of replacement of industrial requirements. It is conducted at three stages - at the level of organisation, is whether the training should be conducted by an in house expert or from a
workers with knowledge workers. In United States, for example, according to individual and the job, each of which is called as the organisational, individual consultant outside.
one estimate technology is de-skilling 75 % of the population. This is true for the and job analysis. Once these analyses are over, the results are collated to arrive Many of the fortune 500 organisations around the world have their in house
developing nations and for those who are on the threshold of development. In upon the objectives of the training program. learning centers and many have even gone ahead to have their own training
Japan for example, with increasing number of women joining traditionally male Another view of the training need is that, it is the discrepancy between ‘what is’ universities where they train people onboard and those who aspire to join in the
jobs, training is required not only to impart necessary job skills but also for and ‘what should be’. Taking cues from this the world bank conducted a needs future. Companies like Xerox, Good Year Tyres, Kodak, Mahindra and Mahindra,
preparing them for the physically demanding jobs. They are trained in analysis and arrived upon the conclusion that many of its units in eastern Birla etc have such setups for generating prospective employees with the
everything from sexual harassment policies to the necessary job skills. regions of Europe required transformation from state owned business to self requisite skills and also for training the existing employees. There are other
The need for Training and Development sustaining organisations. A number of universities were then contacted to organisations too that have tie ups with the best academic institutions for
Before we say that technology is responsible for increased need of training develop the necessary modules and conduct the training upon the same. employee exchange programmes.
inputs to employees, it is important to understand that there are other factors Although each step in the entire training process is unique in its own, needs Nevertheless the prerequisites for development of a training program remain
too that contribute to the latter. Training is also necessary for the individual analysis is special in that it lays the foundation for the kind of training required. the same. We start with the development of a conducive learning environment,
development and progress of the employee, which motivates him to work for a The assessment gives insight into what kind of intervention is required, followed by a choice of the training methods and techniques.
certain organisation apart from just money. We also require training update knowledge or skill or both. In certain cases where both of these are present and Designing the Environment - every individual is unique. One style of learning
employees of the market trends, the change in the employment policies and the performance is still missing then the problem may be motivational in may not be applicable to each of the participants in a training program.
other things. nature. It thus highlights the need and the appropriate intervention which is Therefore ‘how do various individuals learn’ is what should be kept in mind
The following are the two biggest factors that contribute to the increased need essential to make the training effective. while designing the training program. There are certain who learn the
to training and development in organisations: As mentioned earlier, the needs analysis / assessment is carried out at three experiential way by doing and yet there are many who like the lecture based
1. Change: The word change encapsulates almost everything. It is one of the levels - organisational, Individual and Job. We now take up each one of them in learning method. There are however pros and cons of both and the appropriate
biggest factors that contribute to the need of training and development. detail. learning style is generally the discretion of the trainer / facilitator.
There is in fact a direct relationship between the two. Change leads to the Organisational Analysis
need for training and development and training and development leads to Establishing the Variables - trainability is one factor that must be taken into
The organisational analysis is aimed at short listing the focus areas for training consideration before developing any training program. It is the duty of the
individual and organisational change, and the cycle goes on and on. More within the organisation and the factors that may affect the same. Organisational trainer to ensure that the employees are actually willing to sit and learn
mission, vision, goals, people inventories, processes, performance data are all
something in the training program. This is especially very true of sensitivity helps you design your training program. It is absolutely up to the trainer to  Job descriptions. Include stated job requirements as your base for
training that is not viewed positively by many. Trainabality also implies that the decide the software which he/she would like to use. Make sure there are no needed training.
employee is sufficiently motivated to learn apart from just the ability to do so. spelling errors. Read your presentation twice or thrice and find out whether it  OSHA 300 log. Review this document to identify specific safety needs in
Before any training program sets off, it is the responsibility of the trainer to has covered entire information you wish to convey or not? Highlight important your company. Use these injury statistics to identify areas where more
build hype about the event and such that it attracts all types of employees from information. Make your presentation in bullets. safety training is needed.
target audience within the organisation. Delivering Training Programs: Select your trainers carefully. Remember, the  HR complaints. Review employee complaints to prioritize training on
There are both formal and informal ways of doing the same. Formal ways would right trainer makes all the difference. Training programs should not be a mere discrimination, harassment, overtime versus compensation time, and
be by sending mails to the employees who are supposed to attend the program. one way communication. As a trainer, you need to understand that you are other employee issues.
Informal ways would be just creating conditions for discussion in the cafeteria or speaking not only for the individuals sitting in the front row but also for  Legal obligations. You must ensure that your training program
the lounge where employees sit together, discuss and hear things on the employees sitting at the back. Be loud and clear. Do not speak too fast. The encompasses all required training to meet government and legal
grapevine. trainer needs to involve his/her audience and encourage employees to come up obligations, such as Occupational Safety and Health Administration
Finally, once the training program has been delivered the evaluation of the with questions and doubts. Employees should not attend training programs to (OSHA) requirements, Department of Labor requirements, state-specific
same provides inputs for improving the process of training. These are called as mark their attendance. Try to gain as much as you can. Do not sit with a closed requirements, and others.
the ‘post learning inputs’. This evaluation which is conducted at various levels mind Determine Affected Employees
may be utilised accordingly. Most of the organisations evaluate training on the Once you’ve compiled the subjects on which you need to train, you need to
basis of Kirk Patrick Model. The feedback at each level - learning, reaction, figure out which employees need which training. Use other company resources
behaviour and results can be used for effective design of training in future. to help you determine who needs
Designing and Developing Effective Training Programs training.
Creating a Custom Training Plan for Your Organization  Company policy. For certain areas or subjects, your organization’s
Training programs play a crucial role in enhancing employee’s Before creating your training program, it is important for you as the trainer to
capabilities, upgrading his existing knowledge and help him acquire new skills policies may spell out who is to be trained, in what, and on what
do your homework and research your company’s situation thoroughly. By
and learnings. Effective training programs help employees to cope up with frequency. Use these instructions to start your list of affected
gathering information in several key areas, you better prepare yourself to create
changes, think out of the box, survive the cut throat competition with a smile employees.
a relevant and customized training plan for your company. This article shows
and contribute effectively to the success of organization.  Employee records. Review for safety violations or accidents to
you how to accomplish several objectives in order to plan an effective program:
Training programs need to be designed, keeping in mind the needs and determine if employees may need more safety training; for harassment
 Objective 1: Determine what training is needed.
requirements of employees. Training modules ought to be precise, crisp and or discrimination complaints, which may indicate the need for more
 Objective 2: Determine who needs to be trained.
informative. sensitivity training; or for performance reviews that indicate employees
 Objective 3: Know how best to train adult learners.
Training programs should not be designed just for the sake of it. Find out may need—or may have requested—more skills training.
 Objective 4: Know who your audience is.
whether your employees really need any kind of training or it is being conducted  Performance data. Review this information to identify weaknesses in
 Objective 5: Draw up a detailed blueprint.
just as a mere formality? performance that may require refresher training in how to use
First, we’ll explain how to conduct a needs analysis by researching and
equipment and machines more efficiently or in how to use more
Designing and Developing Effective Training Modules identifying training needs throughout your company. Taking this step is the best
productive procedures. You can also develop your own methods for
Know Your Employees: Know your employees well before you begin way to get your training off on the right foot by immediately saving your
determining which employees need training, ranging from informal to
designing training programs for them. Sit with them and try to find out where all company from wasting valuable time, money, and energy on unnecessary
formal.
they need assistance. Let them come up with their problems and what all training.
 Observations. Keep your eyes and ears open in your workplace and you
additional skills would help them perform better. It is essential for managers to Next, we’ll look at how to determine which affected employees will need
may identify employees who need training in specific areas.
know the strengths and weaknesses of all his team members. Design your which specific training. Certain training, such as harassment or evacuation,
 Informal discussions. Talk with employees, supervisors, and managers
training program accordingly. Knowing employees well will help you figure out applies to all employees. But training on specific equipment or software applies
to get candid information about areas where people feel well-equipped
the skills you need to teach them. Training programs need to be specific if you only to employees who use those tools. It’s important to know who needs what
to do their jobs and areas where they are uncomfortable.
expect your employees to benefit from the same. so that you can customize your program accordingly.
 Focus groups. This method involves selecting a group of hand-picked
Dividing Employees into Groups: One cannot design similar training After you’ve identified what and who, we’ll show you how to train adult
employees and asking them designed questions regarding training. This
programs for each and every employee. Divide employees into groups where learners, who have different learning styles than school-age students.
activity gives you the opportunity to gather data from a few people in a
employees who need to learn the same set of skills can be put into one group. Furthermore, you need to know your audience for each training session in order
short period of time. Focus groups are good for brainstorming, which
You can also group employees as per their age, work experience, departments, to further tailor the style and substance of your program. Once you’ve gathered
can be a valuable source of information. Make sure the selected
functional areas and so on. all this information, you’re ready to draw up a detailed blueprint for your
members are outspoken. A quiet participant may be hesitant to
Preparing the Information: The next step is to prepare the content of the training program. We’ll explain how to do this.
contribute.
training program. The content needs to be informative but interesting. Include Determine Training Needs
 Interviews. Personal interviews can be very effective for discovering
diagrams, graphs, flow charts, pictures to make your training program You can use many different company resources to help you determine your
what training employees want, but it can also be very time-consuming.
interesting so that individuals do not lose interest in the middle of the session. company’s training needs.
This method is best for specialized training that affects a small
The information needs to be relevant and authentic. Teach them what all is  Company goals. Refer to your company’s stated goals to help you define
percentage of the workforce.
necessary and would help them in their current as well as future assignments. overall training program goals. Align your training objectives with
 Questionnaires. Compose a few questions specific to training you are
Prepare your training program keeping your audience in mind. company goals in such a way that when the workforce meets your
planning. This method is effective for elective training or for new
Presenting the Information: You need to design your presentation well. objectives, they will also be meeting the company’s goals. This process
training areas in which you want to begin programs. Keep answers
Decide how would you like to present your information? PowerPoint or word starts with new employee orientation training.
confidential so employees feel comfortable submitting their input.
  Skill tests or demonstrations. Give written tests or have employees 3. Law of self-direction: Many adults prefer to learn on their own at their  Oral—Oral learners receive information best when they hear it. They
perform demonstrations on certain equipment to determine who needs own pace. respond best to speakers, audio conferences, discussion groups, Q & A
additional training. 4. Law of expectation: Adult reactions to training sessions are often sessions, and other oral information.
Know How to Train Adult Learners shaped by the expectations they have tied to content area, training  Kinesthetic or tactile—These learners learn by touch and feel. They will
Most adults are self-directed learners: They want to learn what they want, when format, fellow participants, and trainers. benefit from show and tell where equipment is available to handle. They
they want, and how they want. Adult learners have their own style of learning 5. Law of self-image: Adults have set notions of the best way they learn. also respond well to demonstrations of new procedures and in having the
that includes four key elements, discussed below. Even if you structure your These notions may either interfere with or enhance the learning chance to practice themselves. You will inevitably have all three kinds of
training program to meet these elements, however, you may still run into experience. learners in every training session. It’s important, therefore, that you
reluctant learners. We also provide seven rules for training reluctant or resistant 6. Law of multiple criteria: Adult learners base the quality of the learning program a combination of teaching styles into your training. We will discuss
learners. on accomplishments and learning experiences. blended learning in detail in Chapter 3.
The Four Elements of Adult Learning 7. Law of alignment: In successful learning, objectives, content, activities, When Training Isn’t the Answer
1. Motivation. To motivate adult learners, set a friendly or open tone to and assessment techniques must all be aligned. Once you’ve gathered all the pertinent information identified above, it’s time to
each session, create a feeling of concern, and set an appropriate level of Once you are familiar with the overall needs of adult learners, you need to analyze and confirm the data to determine what training needs exist. Remain
difficulty. Other motivators for adult learners include: further customize your training plan by getting to know the specific makeup of open to the idea that training may not always be the answer in every case. Use
o Personal achievement—including attaining higher job status or the employees in your company. these guidelines to determine if another approach might work best:
keeping up with or surpassing competitors Know Your Audience  In cases where the overall size or difficulty of the skill or procedure is
o Social well-being—including opportunities for community work In order to make every training session as effective as possible, you need to complex or where only one employee is having trouble, coaching or other
o External expectations—such as meeting the expectations of analyze the participants in each group. Gather the following information about one-on-one job aids may be better than a training session.
someone with formal authority group members:  Qualified training is not enough. You must also make sure to motivate
o Social relationships—including opportunities to make new  What is their background? participants to learn and perform. If you’ve already conducted training, you
friends that satisfy people’s desire for association o How much training have they had on this topic? may not need more sessions; you may instead need to recommend ways to
o Stimulation—that breaks the routine of work and provides o Why does management think they need more training? change the working environment in order to encourage better job
contrast in employees’ lives o Do any trainees have any relationship with the trainer performance.
o Interest in learning—which gives employees knowledge for the (acquaintances, jobs are related)?  If previous training hasn’t met its goals, find out why it failed. Was there too
sake of knowledge and satisfies curious minds o Do any trainees have high levels of responsibility or authority in the much down time between the session and performance? Was the session
2. Reinforcement. Use both positive and negative reinforcement to be organization? held under ideal conditions or was there a poor training environment? All
successful in training adult learners. Use positive reinforcement  What are the demographics of the group? these factors must be taken into consideration before any decisions are
frequently, such as verbal praise, when teaching new skills in order to o How many trainees are in the group? made. The solution may be as simple as revising an old program.
encourage progress and reward good results. Use negative o What is the average age? Draw Up a Detailed Blueprint
reinforcement, such as negative comments on a performance review, to o What is the ratio of men to women? You’ve done your homework and know what your training needs are, who
stop bad habits or performance.  What is their educational level? needs to be trained, and how best to train them. Now you need to develop a
3. Retention. Adults must retain what they’ve learned in order to realize o What is their level of expertise? plan. Here’s how:
benefits on both the personal and company-wide levels. Achieve great o How much prior knowledge do they have about the session topic? 1. Set specific goals to meet each training need you’ve identified.
retention rates by having trainees practice their newly acquired skills o Do some know more than others?  Use quantifiable measurements for the accomplishments you want
again and again until they are familiar and comfortable enough to  What is the overall attitude of the group? employees to achieve after training, such as an increased production quota
ensure long-term success. o Is this voluntary or required training? or decreased injury rates.
4. Transference. Adults want to bring what they learn in training directly o Do they want to be here?  Use charts, graphs, and tables wherever possible to show management
to the workplace. Positive transference occurs when adults are able to o What do they think of the subject matter? specific numbers and trends that your training program will achieve. For
apply learned skills to the workplace. Negative transference occurs o What do they think about the trainer? example, chart the increased productivity curve you plan to reach with your
when learners can’t—or don’t—apply skills to the workplace. o Are they a friendly group? training or graph the injury rate you hope to achieve.
Seven ‘Laws’ for Training Adult Learners  What are their expectations?  Set realistic targets that are achievable, but not necessarily easily. Know
Adults typically bring a broad sense of experience to training sessions, to which o Can the trainer meet their needs? your trainees well enough to know how to challenge them to reach for more
they can attach new ideas and skills. At the same time, however, these learners o Will the training benefit the participants? effective performance. For example, look at the highest production peak
are sometimes reluctant to accept new ideas and methods of working. Trainers o Will the training benefit the trainer? The organization? employees have ever achieved, even if it was only one time, and set your
may sometimes need to overcome this resistance before learning can take o Could there be disadvantages as a result of the training session? target slightly above this point. Employees know they can achieve it because
place. they already have. But they also know it’s challenging to accomplish.
Sivasailam Thiagarajan, president of Workshops by Thiagi and author of many You also need to know what kind of learners trainees are. In general, people 2. List everyone who needs to be trained in each topic area.
training games and simulations, recommends following these seven “laws” learn in one of three ways:  Use these lists to help you customize your training to your audience.
when you train reluctant learners:  Visual—These learners receive information best through seeing or reading  Prepare trainees by communicating before sessions with prequizzes,
1. Law of previous experience: Tie all new learning to and further build it. Their brains process the information and retain it once they see it. These agendas, or requests for specific areas trainees want addressed in the
upon the prior experiences of learners. learners benefit from written instructions, diagrams, handouts, overheads, training.
2. Law of relevance: Effective learning must be relevant to learners’ lives videos, and other visual information. 3. Set up a training schedule.
and work.
 Make a master schedule of all the training you want to conduct for this Once the objectives have been established it is important the we follow the off-the-job training or the duration of the overall apprenticeship or
month or this year. below steps: traineeship.
 Within the master schedule, set specific dates for each session. 1. Understand all the skills sets that are needed to attain these objectives
 Include makeup dates for trainees who cannot attend scheduled sessions. 2. Understand all the skills that currently exist in the employees  the name of the qualification to be issued
 any other specific requirements to be met in accordance with the
 Use a logical progression for multi-part training; make sure sessions aren’t 3. Understand all the trainings that have delivered in the past year
too far apart that trainees forget the first training or too close together that 4. Understand the impact these trainings have had on the skills of the particular training contract in question
trainees suffer information overload. Also allow time for trainees who want employees
more training in the first session to receive it before the next session is held. 3.Gap Analysis
4. Choose the appropriate method(s) for each group of trainees in each topic This is the most critical step. In conducting the gap analysis it is important that Process flow chart of making Training Calendar:
area. we decipher the difference between the competencies that exist and the
 Plan to use more than one training method for each topic to ensure that competencies that are required to achieve the desired vision/goal of the
1. Identify the training needs
you reach all the types of learners in the session. organization. This result of this analysis needs to be specific and well
a) with consultation of hods b) thru questionnaire
 Plan flexibility into your use of materials so that you are prepared for documented to ensure a corporate training plan is created seamlessly.
c) thru pms d) thru other source which used in your company.
technical difficulties or other problems. 4.Developing the corporate training plan
2. Complied all training subjects
 List the materials and methods you plan to use in each session. The competencies identified in the previous step will drive the creation of the
3. Identify faculty for all training
Once you have all of this information collected and organized, you are in great training calendar. The purpose of a training calendar is three-fold:
a) in house b) out side
shape to begin developing the specifics of your training sessions. The next  To have a systematic plan to train the workforce 4. Make training budget & take approval for it.
chapter covers a comprehensive range of training styles and materials and helps  To have a comprehensive plan that addresses the skill areas 5. Make training calendar month wise & match it with the target of your
you decide which methods are best to use when—and how to combine  To have a training plan that stands by the established budget company's (how much hours u have to provide training in a month?)
methods to present an effective blended learning approach. Conclusion 6. Give advance intimation to all the members to have to attend training along
Create an Effective Corporate Training Calendar using The ROI of a training budget is positively impacted when a corporate training with their hod's. So that they could free them at the time of training.
solution is designed after conducting a thorough TNA and the training is 7. Get attendance of all the participants. Get feedback about the trainer & study
Training Need Analysis targeted to bridge the gap in the skills that currently exist. The more this gap is material.
Almost all organizations during this time of the year spend a substantial amount reduced the more productive the people become since they are able to handle 8. Assess the participants after three months or whatever time decided in your
of time and effort in planning the training for the year ahead. The process that their jobs more efficiently. We anticipate that corporate training programs will company for training effectiveness.
identifies the focus areas is called Training Need Analysis (TNA). TNA includes be driven by TNAs in the year 2014 as training budgets are being managed more 9. If not satisfied by training effectiveness, again send the employee for training
both hard skills as well as Soft Skills Training needs. The purpose of all training sagaciously. and find out suitable reasons for not effectiveness.
will be to attain the goals/vision of the organization by creating/augmenting the
required capabilities of the employees.
What is a Training Plan?
An effective TNA conducted to design a training calendar for The training plan will outline who will deliver the training, and when and where Purpose and benefits of Training Evaluation-
corporate trainings follows 4 basic steps: your apprentice or trainee needs to go to receive the structured component of
1. Clarify and Establish Clear Organizational Objectives the training.  Determining business impact, the cost-benefit ratio, and the ROI for
2. Information Gathering - Collate information on the skills and capabilities of A training plan must be devised within three months of an apprentice or trainee
the program: What was the shift in the identified business metric?
individuals that are existent now as well as those needed in the future to commencing their apprenticeship or traineeship and prior to the delivery of any
attain the objectives structured training. What part of the shift was attributable to the learning experience?
3. Gap Analysis - Analyze the information gathered and identify the gaps that Treat the training plan as a working document. It should be flexible enough to Was the benefit to the organisation worth the cost of providing the
exist between the existing situation and what is/will be required meet all your needs. Remember that you can talk about this to your registered learning experience? What is the bottom-line value of the course’s
4. Develop a Training Plan - Drawing up a training plan for both hard skills as training organisation at any stage during the training. impact on the organisation?
well as soft skills that will bridge the identified gap What to include in the training plan  Improving the design of the learning experience: Evaluation can help
 the competencies to be obtained verify the needs assessment, learning objectives, instructional
1.Clarify and Establish Clear Organizational Objectives  the time-frame for achieving the competencies strategies, target audience, delivery method, and quality of delivery
The first step in the TNA is to ensure that your organization has clear, focused  the training to be undertaken and course content.
business objectives. These objectives need to be agreed by the top  the delivery modes to be employed  Determining whether the objectives of the learning experience were
management so that everyone has a clear understanding of what the  the details (when, how and how much) of the time allocated outside met and to what extent: The objectives are stated in measurable and
organization is trying to achieve. routine work duties is for off-the-job training
specific terms. Evaluation determines whether each stated objective
A clear mission statement and a set of strategic objectives will help employees  who is responsible for the delivery and/or assessment of each
understand what the organization thinks is important about its values and what competency was met. Nevertheless, knowing only whether objectives were met
areas the people should be focusing on their jobs.  assessment details and arrangements isn’t enough; a trainer must know the extent to which were met. This
 a record of any recognised prior learning (RPL) for qualifications and knowledge help focus future efforts for the content reinforcement
cross-credit hours granted prior to commencing the apprenticeship or and improvement.
These objectives determine which areas of the overall business plan takes traineeship. RPL involves the assessment of any existing relevant skills  Assessing the effectiveness and appropriateness of instructional
priority at the moment. and/or qualifications. This crediting process can reduce the length of the strategies: case studies, tests, exercises, and other instructional
2. Information Gathering strategies must be relevant to the job and reinforce course content.
 Does the instructional strategy link to a course objective and the details, knowing your goals will dictate how you approach program What Is a Training Module?
course content? Is it the right instructional strategy to drive the development. A training module is an instructional guide primarily used for teaching and
desired learning or practice? Was there enough instruction and 2. Acquire training resources. learning step-by-step procedures. Training modules also can be used to present
feedback? Does the strategy fit with the organisation’s culture? Unless there is immediate access to all training materials, you will need to more factual information. Although most OJT is carried out for the purpose of
purchase them from the appropriate vendors. This might include computer teaching skills, practical experience indicates that employees also need a way to
Instructional strategies, when used as part of evaluation, measure the
software, an online course, or books. In some cases, the provided materials will document facts, concepts, processes, and principles.
knowledge, skills and attitudes the learning experience offers.
cover every aspect of the training process where no customization is necessary. Developing an effective employee training program is vital to the long-term
 Reinforcing learning: Some evaluation methods can reinforce Other times, you may need to customize certain things so that the materials success of any business. Training programs provide multiple benefits for
learning. For example, a test or similar performance assessment can address the specifics of your company. employees and the company, but only if they are carefully planned and properly
focus on content to measure and evaluate content retention. The 3. Create a schedule. implemented. Clear understanding of policies, job functions, goals and company
measurement process itself causes learners to reflect on the content, Depending on the length and complexity of a training program, it might take a philosophy lead to increased motivation, morale and productivity for
select the appropriate content area, and use it in the evaluation few days to several weeks to complete. Figure out roughly how long it will take employees, and higher profits for your business. Training is a means to a specific
process. and create a schedule. You may want to have employees attend the program end, so keeping goals in mind during the development and implementation
 Providing feedback to the trainer: Did the trainer know the content? together to streamline it, or break it down into smaller groups if necessary. Be stages of your training program will assist in creating a clearly defined and
Did the trainer stay on topic? Did the trainer provide added depth sure to take into account any potential setbacks and try not to overwhelm team effective program.
and value based on personal experience? Was the trainer credible? members with excessive information in a short period of time. Learning new Define Needs And Goals
skills is a process, and training should be done gradually so employees can fully 1. Define the needs of your company by identifying weak areas where training
Will the evaluation information be used to improve the trainer’s
digest one lesson before moving on to the next. would prove beneficial. Examples may include how to use machinery, office
skills?
4. Find a trainer. equipment or a process (hard skills), or time management, conflict resolution,
 Determining the appropriate pace and sequence: Does the trainer Recruit an experienced professional to guide team members throughout their harassment or company policies (soft skills).
need to schedule more or less time for the total learning experience orientation to keep things running smoothly. You may want to use an in-house 2. Define short- and long-term goals of the company, and identify possible
or certain parts of the learning? Were some parts of the learning manager who has direct experience in your business, or you can hire a training to meet those goals. Examples may include increasing productivity,
experience covered too fast or too slowly? Does the flow of the professional trainer. This individual will lead trainees, give lectures, answer enhancing customer service or improving employee relations.
content make sense? Does the sequence follow a building-block questions, provide feedback, and do anything else that’s required to educate 3. Develop individual training modules based on your defined needs and goals.
approach? employees. Trainings may be purchased from training companies, or developed by a
 Providing feedback to participants about their learning? Are 5. Communicate effectively. member of your staff educated in employee training.
participants learning the course content? Which parts are they not It’s smart to hold a meeting before begininng where you can provide a brief Identifying Employees And Planning
learning? Was there a shift in knowledge and skills? To what extent rundown on what the program will entail and what employees can expect. You 1. Plan your training by identifying individuals or groups likely to benefit. Some
should also explain what the expectations of everyone are and that the course training modules, such as those covering company policies and time
can participants demonstrate the desired skills or behavior?
should be taken seriously. Finally, it’s a good time to respond to any concerns management for instance, should be given to all employees. Skill-based training,
 Identifying which participants are experiencing success in the
that employees may have and clarify any issues. such as how to use a piece of equipment or perform a specific job duty, may
learning program: Evaluation can identify which participants are 6. Track progress. only benefit employees whose jobs are directly impacted by such knowledge.
grasping the new knowledge and skills and which are struggling. Have metrics in place to monitor what’s been completed. Break the program 2. Create a spreadsheet with each employee's name on the left column, and
Likewise, evaluation can identify participants who are excelling at down into sections so you will know how far employees have come and what’s individual training modules across the top row. Use color-coded boxes next to
understanding the content and using on the job. left. You may want to utilize a tool like a spreadsheet on which each employee’s the employee names under the training modules the employee is required to
 Identifying the learning being used on the job: What parts of the name is placed on the left side in rows and course sections are placed on top in take. As the trainings take place, the trainer will place a date in the colored
learning experience are being used on the job? To what extent are columns. This will create a matrix in which you can reference when necessary boxes indicating that the employee has fulfilled the training requirement. This
they being used? and conveniently track the program every step of the way. sheet is called a \"training matrix,\" and is a useful and necessary tool for
 Assessing the on-the-job environment to support learning: What 7. Encourage feedback. tracking purposes.
environmental factors support or inhibit the use of the new Upon completion, you should have your HR department meet with employees 3. Plan a regular training schedule that will satisfy training needs within a
to obtain feedback. This is the time when employees can discuss the strengths specified time-frame. Getting all current employees trained will take time, so
knowledge, skills, attitudes, and behaviors on the job? These factors
and weaknesses of the program, what they learned, and their overall plan your trainings during slow periods or after business-hours to avoid undue
could be management support, tools and equipment, recognition and
experience. Meeting one on one is ideal because you’re likely to get more work disruptions. Business owners must recognize that training is an investment
reward, and so on. honest and unbiased feedback. From there, your HR department can spot in the future of the business, so training costs and down time are to be
patterns and know if anything needs to be addressed. This information should expected.
7 Steps to Develop an Effective Employee Training help to fine tune your program in the future. Implementation
An effective training program is one of the best ways to prepare employees for
Program success. By equipping them with the tools and knowledge to perform their jobs,
1. Implement training modules in the order of importance. If customer service
1. Identify goals. or time management are major issues, roll out those trainings first.
you can expect better performance and a more cohesive unit. The long-term 2. Use a professional trainer or experienced employee whenever possible. The
It’s hard to be successful without knowing exactly what you’re trying to achieve.
effects are often higher productivity, better company culture, and increased trainer's interaction with the audience and presentation of the material is a
That’s why brainstorming sessions to determine your business’s needs are sales.
important. In one industry, employees may need to learn the fundamentals of major factor in training effectiveness.
customer service. In another, they might need to know how to operate different 3. Use multi-media tools. Professional training organizations use slide-shows,
types of machinery and how an assembly line operates. Regardless of the white boards and videos in addition to written material. Quizzes, Q&A
sessions, games or role-playing are sometimes incorporated to keep participants entertainment such as music or sports can provide a backdrop for List your key topics and their related concepts, and then group them together –
involved. conversations in a less formal way. for example, using an Affinity Diagram – to show how they're connected.
4. Create an employee feedback form to rate the training and collect comments Step 3: Organize Material
and opinions as to the training session's perceived effectiveness. The most Once you have a general idea of what you need to cover, draft a lesson outline.
effective training modules and programs are those improved or altered when Training Schedule- List all of the points that you need to cover, in the order in which you'll cover
needed, and participant feedback must be taken seriously to grow the program What is a Training Session Plan? them.
and gauge its impact. A training session plan – also called a learning plan – is an organized description Use the 5 E Learning Cycle to link information to trainees' existing skills and
5. Make training a part of every new employee's orientation going forward. of the activities and resources you'll use to guide a group toward a specific knowledge. This will help them put it into a personal context, which, in turn, will
You'll probably play a lot of catch-up with current employees, but new hires are learning objective. help them retain it better.
prime candidates for training during their first days on the job. It details the subject matter that you'll teach, how long each section should Now, insert the information from your outline into your training plan template.
take, the methods of instruction for each topic covered, and the measures you'll Check back against your initial brainstorming document to make sure that
use to check that people have learned what you needed them to learn. you've covered everything that you need to say. Also, compare your template
Training Brochure- It can be as simple as a brief outline, or more complex, with scripts, prompts, with your objectives for the session, to make sure that you'll achieve them.
and lists of questions that you plan to ask. Step 4: Plan Presentation Techniques
Why Use a Training Session Plan? Now think about how you will teach this material to your students. It's best to
The Advantages of Using Brochures
It takes time to plan a good training session. However, you and your trainees use several different presentation approaches to keep students engaged, and to
will benefit from this preparation. appeal to people with different learning styles . (This is very important,
 Convenience. A training brochure is big enough with an ample space for
As you plan, you visualize each step of the class. This helps you ensure that because learning styles vary widely.)
you to be able to display quick information about the training. It is also
you've thought about everything that you need to say, and that you present Stand Out From the Crowd!
small enough to access this information easily.
information in a logical order. You'll also be able to prepare for points that Consider using these activities in your training session:
 Professional. Although it can come in a variety of styles and each
people might find difficult to understand.  Lectures are ideal for introducing a topic. Keep lectures to 30 minutes or
approach and concept can be different, its design is made for a polished
After your session, you can use your plan to work out what went well – and less, and summarize the important points at the beginning and end. You
and professional look so that trainees will be able to sense the
what didn't – so that you can adapt it for future lessons. may want to use a guest speaker if the topic is highly specialized.
significance of the event.
Last, a training session plan will be invaluable for a substitute instructor, if you  Demonstrations work best when you need to show the steps in a process or
 Space-efficient. Since you can fold these papers, they are not bulky and
can't make it to class. task. Learners can try the task out for themselves, or you can demonstrate it
can easily be carried around and grabbed for reference. Anyone can put
in front of the group.
it in their pockets and doesn’t take a lot of space inside bags. How to Develop a Session Plan
 Discussions and debates are useful after a lecture, because they allow
 Time-efficient. In just a short amount of time, a training brochure can To develop a session plan, it's useful to use a standard training plan template.
trainees to ask questions about the concepts that they have just learned.
give the readers a good idea of what the training is all about and other This helps you organize material consistently over sessions, and avoid
Consider handing out a list of questions or topics to prompt a discussion.
essential information or message that you are trying to communicate. duplicating topics.
 Online learning is helpful when trainees need to gain practical experience of
 Flexible. Because you can play with the design and format of each page, You can download a lesson plan template here. Then, to plan your session,
IT skills, if they need to access video or audio material, or if quizzes and self-
it will give the readers another different material every time they turn a follow the steps below.
test activities will be useful.
page. It helps make the training interesting and less boring. Step 1: Define Learning Objectives
 Role play involves trainees acting out a new skill in a simulated
Your first step is to specify what you want your trainees to learn, and determine
environment, and learning from feedback from other participants.
Activities that Could Be Included in the Training Brochure how you will measure this.
 Small group teaching helps learners clarify their understanding of the new
Aside from the topics that should be learned during the training, some of these Think about these questions:
information. They can explain it to one another in their own words, and
activities can also be incorporated to make your corporate training more  What are the most important concepts or skills that trainees need to
answer questions.
interesting. understand by the end of the class?
 Case studies can help learners put new information into context. As they
 Keynote speakers. They can be a known person in the industry that is  Why are these concepts and skills important?
process the information and relate it to a situation that's relevant to them,
outside of the company or important people in the company that the  How will you know that they have understood these correctly?
they create mental connections that will help them recall the information
members look up to who gives motivational and inspirational messages. Tip 1:
later.
 Breakout sessions. A time for relaxation to relax from information load You can use the ABCD Learning Objectives Model to set a training objective
Step 5: Include Evaluation
and mingle in smaller groups or do informal exercises in order to form that comprehensively addresses your learners' needs.
Now, think about when you'll check that students have understood key points.
networks among the attendees and build on new and existing This helps you understand your Audience, define the Behavior needed at the
Build in learning checks and question-and-answer sessions, and include these in
relationships. end of the session, specify the Conditions under which knowledge will be used,
your template.
 Audio-visual presentations. Any presentations, whether for and determine the Degree of knowledge needed.
Also, consider how you will evaluate the session. You may want to use a formal
entertainment or education purposes, can be enhanced with audio and Tip 2:
measurement approach aligned with Kirkpatrick's Four-Level Training Evaluation
visual elements. It can make the presentation informative and enjoyable You should only have one or two learning objectives for each class. If you have
Model , or you may want to create a simple on- or off-line questionnaire that
at the same. more, you are likely to have too much information to cover, and trainees may
will help you tell if the session has been successful.
 Awards and prizes. Rewards and prizes can also be given to feel overwhelmed with information.
Step 6: Focus on Timing
exceptional trainees and individuals who were able to contribute to the Step 2: Clarify Key Topics and Related Concepts
Finally, think about the timing of your session. Some concepts or skills will take
training. Each member is also given certificates for their participation. Your class will focus on a few central ideas or skills, but you'll need to explain
more time to master than others, so identify these up front, and allow students
 Entertainment. Social gatherings are also important in training and related concepts to reach your learning objectives.
extra time to absorb or practice the material.
conventions to keep the event lively and exciting forms of
Record the time that you will allocate for each concept or section on your Suggestions for Evaluating Training and development cycle, the actual ROI calculation begins with data collection.
training plan, and make sure that you've allowed plenty of time to focus on the Typically, evaluators look for validity, accuracy and reliability in their (Additional information on planning for the ROI analysis is presented later under
core concepts – if you don't have enough time, you'll need to run additional evaluations. However, these goals may require more time, people and money “Essential Planning Steps).
sessions, or narrow your learning objectives and reduce the number of topics than the organization has. Evaluators are also looking for evaluation approaches The HRD staff should collect both hard data (representing output, quality, cost,
that you plan to cover. that are practical and relevant. and time) and soft data (including work habits, work climate, and attitudes).
To create an effective training session plan, take the following steps: Training and development activities can be evaluated before, during and after Collect Level 4 data using a variety of the methods as follows:
Step 1: Define your objectives. the activities. Consider the following very basic suggestions:  Follow-up Questionnaires – Administer follow-up questionnaires to
Step 2: Clarify key topics and related concepts. Before the Implementation Phase uncover specific applications of training. Participants provide responses to a
Step 3: Organize material.  Will the selected training and development methods really result in the variety of types of open-ended and forced response questions.
Step 4: Plan presentation techniques.  Use questionnaires to capture both Level 3 and Level 4 data. The example
employee's learning the knowledge and skills needed to perform the
Step 5: Include evaluation. task or carry out the role? Have other employee's used the methods below shows a series of level 4 impact questions contained in a follow-up
Step 6: Focus on timing. and been successful? questionnaire for evaluating an automotive manufacturer’s sales training
 Consider applying the methods to a highly skilled employee. Ask the program in Europe, with appropriate responses. HRD practitioners can use
employee of their impressions of the methods. the data in an ROI analysis
Preparation for Evaluating Training Activities and Results  Do the methods conform to the employee's preferences and learning  Program Assignments – Program assignments are useful for simple, short-
The last phase of the ADDIE model of instructional design, or systematic styles? Have the employee briefly review the methods, e.g., term projects. Participants complete the assignment on the job, using the
training, is evaluation. However, the evaluation really should have started even documentation, overheads, etc. Does the employee experience any skills or knowledge learned in the program. Report completed assignments
during the previous phase -- the implementation phase -- because the difficulties understanding the methods? as evaluation information, which often contains Level 3/Level 4 data.
evaluation is of both the activities of the trainer as they are being implemented Convert Level 4 data to monetary values and compare the data to cost to
During Implementation of Training
and of the results of the training as it nears an end or is finished. Evaluation develop the ROI
 Ask the employee how they're doing. Do they understand what's being
includes getting ongoing feedback, e.g., from the learner, trainer and learner's  Action Plans – Developed in training and development programs, action
said?
supervisor, to improve the quality of the training and identify if the learner plans on the job should be implemented after the program is completed. A
 Periodically conduct a short test, e.g., have the employee explain the
achieved the goals of the training. follow-up of the plans provides evaluation information. Level 3/Level 4 data
main points of what was just described to him, e.g., in the lecture.
 Before progressing through the guidelines in this topic, the reader would are collected with action plans, and the HRD staff can develop the ROI from
 Is the employee enthusiastically taking part in the activities? Is he or she
benefit from first reviewing the information about formal and systematic the Level 4 data.
coming late and leaving early. It's surprising how often learners will
training, especially the ADDIE model, at Formal Training Processes --  Performance Contracts – Developed prior to conducting the program and
leave a course or workshop and immediately complain that it was a
when the participant, the participant’s supervisor, and the instructor all
Instructional Systems Design (ISD) and ADDIE. complete waste of their time. Ask the employee to rate the activities
agree on planned specific out-comes from the training, performance
 Then scan the contents of the fourth phase of the ADDIE model systematic from 1 to 5, with 5 being the highest rating. If the employee gives a
contracts outline how the program will be implemented. Performance
planning of training, Implementing Your Training Plan. (This evaluation rating of anything less than 5, have the employee describe what could
contracts usually collect both Level 3/and Level 4 data and are designed and
phase is the fifth phase of the ADDIE model.) be done to get a 5.
analyzed in the same way as action plans.
 Also, note that there is a document, Complete Guidelines to Design Your After Completion of the Training
 Performance Monitoring – As the most beneficial method to collect Level 4
Training Plan, that condenses the guidelines from the various topics about  Give him or her a test before and after the training and development,
data, performance monitoring is useful when HRD personnel examine
training plans to guide you to develop a training plan. That document also and compare the results?
various business performance records and operational data for
provides a Framework to Design Your Training Plan that you can use to  Interview him or her before and after, and compare results?
improvement.
document the various aspects of your plan  Watch him or her perform the task or conduct the role?
The important challenge in this step is to select the data collection method or
 Assign an expert evaluator from inside or outside the organization to
Perspective on Evaluating Training methods that are appropriate for both the setting and the specific program and
evaluate the learner's knowledge and skills?
Evaluation is often looked at from four different levels (the "Kirkpatrick levels") the time and budget constraints.
listed below. Note that the farther down the list, the more valid the evaluation. One Approach to Calculate Return On Investment (ROI) Isolating the Effects of Training
1. Reaction - What does the learner feel about the training? (This section was written by Leigh Dudley. The section mentions HRD -- Isolating the effects of training is an often overlooked issue in evaluations. In
2. Learning - What facts, knowledge, etc., did the learner gain? activities of human resource development -- but the guidelines are as applicable this step of the ROI process, explore specific techniques to determine the
3. Behaviors - What skills did the learner develop, that is, what new to training and development.) amount of output performance directly related to the program. This step is
information is the learner using on the job? The calculation of ROI in [training and development] or HRD begins with the essential because many factors influence performance data after training. The
4. Results or effectiveness - What results occurred, that is, did the learner basic model, where sequential steps simplify a potentially complicated process. specific techniques of this step will pinpoint the amount of improvement
apply the new skills to the necessary tasks in the organization and, if so, The ROI process model provides a systematic approach to ROI calculations. directly related to the program, increasing the accuracy and credibility of the
what results were achieved? The step-by-step approach keeps the process manageable so that users can ROI calculation. Collectively, the following techniques provide a comprehensive
Although level 4, evaluating results and effectiveness, is the most desired result tackle one issue at a time. The model also emphasizes that this is a logical set of tools to tackle the important and critical issue of isolating the effects of
from training, it's usually the most difficult to accomplish. Evaluating process that flows from one step to another. ROI calculation to another training.
effectiveness often involves the use of key performance measures -- measures provides consistency, understanding, and credibility. Each step of the model is  Control Group – use a control group arrangement to isolate training impact.
you can see, e.g., faster and more reliable output from the machine after the briefly described below. With this technique, one group receives training while another similar,
operator has been trained, higher ratings on employees' job satisfaction Collecting Post-Program Data group does not receive training. The difference in the performance of the
questionnaires from the trained supervisor, etc. This is where following sound Data collection is central to the ROI process and is the starting point of the ROI two groups is attributed to the training program. When properly set up and
principles of performance management is of great benefit. process . Although the ROI analysis is (or should be) planned early in the training
 implemented, control group arrangement is the most effective way to  Require supervisors and managers to provide estimates when they are experience, and you want them to feel good about the instructor, the topic, the
isolate the effects of training. willing and capable of assigning values to the improvement. This material, its presentation, and the venue.
 Impact Estimates – When the previous approach is not feasible, estimating approach is especially useful when participants are not fully capable of It's important to measure reaction, because it helps you understand how well
the impact of training on the output variables is another approach and can providing this input or in situations where supervisors or managers need the training was received by your audience. It also helps you improve the
be accomplished on the following 4 levels. to confirm or adjust the participant’s estimate. training for future trainees, including identifying important areas or topics that
 Participants – estimate the amount of improvement related to training. In Converting data to monetary value is very important in the ROI model and is are missing from the training.
this approach, provide participants with the total amount of improvement, absolutely necessary to determine the monetary benefits from a training Level 2: Learning
on a pre- and post-program basis, and ask them to indicate the percent of program. The process is challenging, particularly with the conversion of soft At level 2, you measure what your trainees have learned. How much has their
the improvement that is actually related to the training program. data, but can be methodically accomplished using one or more of the above knowledge increased as a result of the training?
 Supervisors – of participants estimate the impact of training on the output techniques. When you planned the training session, you hopefully started with a list of
variables. Present supervisors with the total amount of improvement, and Tabulating Program Costs specific learning objectives: these should be the starting point for your
ask them to indicate the percent related to training. The other part of the equation in a cost/benefit analysis is the cost of the measurement. Keep in mind that you can measure learning in different ways
 Senior Managers – estimate the impact of training by providing an estimate program. Tabulating the costs involves monitoring or developing all of the depending on these objectives, and depending on whether you're interested in
or adjustment to reflect the portion of the improvement related to the related costs of the program targeted for the ROI calculation. Include the changes to knowledge, skills, or attitude.
training program. While perhaps inaccurate, having senior management following items among the cost components. It's important to measure this, because knowing what your trainees are learning
involved in this process develops ownership of the value and buy-in process.  Cost to design and develop the program, possibly prorated over the and what they aren't will help you improve future training.
 Experts –estimate the impact of training on the performance variable. expected life of the program Level 3: Behavior
Because these estimates are based on previous experience, experts must be  Cost of all program materials provided to each participant At this level, you evaluate how far your trainees have changed their behavior,
familiar with the type of training and the specific situation.  Cost for the instructor/facilitator, including preparation time as well as based on the training they received. Specifically, this looks at how trainees
Customers sometimes provide input on the extent to which training has delivery time. apply the information.
influenced their decision to use a product or service. Although this approach has  Cost of the facilities for the training program. It's important to realize that behavior can only change if conditions are
limited applications, it can be quite useful in customer service and sales training.  Cost of travel, lodging and meals for the participants, if applicable. favorable. For instance, imagine you've skipped measurement at the first two
Converting Data to Monetary Values  Salaries, plus employee benefits of the training function, allocated in Kirkpatrick levels and, when looking at your group's behavior, you determine
A number of techniques are available to convert data to monetary values; the some convenient way. that no behavior change has taken place. Therefore, you assume that your
selection depends on the type of data and the situation. In addition, specific cost related to the needs assessment and evaluation should trainees haven't learned anything and that the training was ineffective.
 Convert output data to profit contribution or cost savings. With this be included, if appropriate. The conservative approach is to include all of these However, just because behavior hasn't changed, it doesn't mean that trainees
technique, output increases are converted to monetary value based on costs so that the total is fully loaded. haven't learned anything. Perhaps their boss won't let them apply new
their unit contribution to profit or the unit of cost reduction. These knowledge. Or, maybe they've learned everything you taught, but they have no
Calculating the ROI
values are readily available in most organizations and are seen as desire to apply the knowledge themselves.
Calculate the ROI using the program benefits and costs. The BCR is the program
generally accepted standard values. Level 4: Results
benefits divided by costs:
 Calculate the cost of quality, and covert quality improvements directly At this level, you analyze the final results of your training. This includes
 BCR = program benefits / program costs
to cost savings. This standard value is available in many organizations outcomes that you or your organization have determined to be good for
 (Sometimes this ratio is stated as a cost/benefit ratio, although the
for the most common quality measures (such as rejects, rework, and business, good for the employees, or good for the bottom line.
formula is the same as BCR).
scrap). The net benefits are the program benefits minus the costs:
 Use the participants’ wages and employee benefits as the value for time  Net benefits = program benefits – program costs
in programs where employee time is saved. Because a variety of The ROI uses the net benefits divided by programs costs:
programs focus on improving the time required to complete projects,
How to Apply the Model
 ROI (%) = net benefits / program costs x 100 Level 1: Reaction
processes, or daily activities, the value of time becomes an important Use the same basic formula in evaluating other investments where the ROI is Start by identifying how you'll measure reaction. Consider addressing these
and necessary issue. The use of total compensation per hour provides a traditionally reported as earnings divided by investment. The ROI from some questions:
conservative estimate for the value of time. training programs is high. For example, in sales training, supervisory training,  Did the trainees feel that the training was worth their time?
 Use historical costs when they are available for a specific variable. In and managerial training, the ROI can be quite large, frequently over 100  Did they think that it was successful?
this case, use organizational cost data to establish the specific value of percent, while ROI value for technical and operator training may be lower.  What were the biggest strengths of the training, and the biggest
an improvement.
weaknesses?
 Use internal and external experts, when available, to estimate a value Donald Kirkpatrick, first published his Four-Level Training Evaluation Model in  Did they like the venue and presentation style?
for an improvement. In this situation, the credibility of the estimate 1959,  Did the training session accommodate their personal learning styles ?
hinges on the expertise and reputation of the individual. The four levels are: Next, identify how you want to measure these reactions. To do this you'll
 Use external databases, when available, to estimate the value or cost of 1. Reaction. typically use employee satisfaction surveys or questionnaires; however you
data items. Research, government, and industry databases can provide 2. Learning. can also watch trainees' body language during the training, and get verbal
important for these values. The difficulty lies in finding a specific 3. Behavior. feedback by asking trainees directly about their experience.
database related to the situation. 4. Results. Once you've gathered this information, look at it carefully. Then, think about
 Ask participants to estimate the value of the data item. For this Level 1: Reaction what changes you could make, based on your trainees' feedback and
approach to be effective, participants must understand the process and This level measures how your trainees (the people being trained), reacted to the suggestions.
be capable of providing a value for the improvement. training. Obviously, you want them to feel that the training was a valuable
Level 2: Learning The model also assumes that each level's importance is greater than the last questions are asked, it if often the case that many professional trainers and
To measure learning, start by identifying what you want to evaluate. (These level, and that all levels are linked. For instance, it implies that Reaction is less training departments are found to use only 'reactionnaires' (general vague
things could be changes in knowledge, skills, or attitudes.) important, ultimately, than Results, and that reactions must be positive for feedback forms), including the invidious 'Happy Sheet' relying on questions such
It's often helpful to measure these areas both before and after training. So, learning to take place. In practice, this may not be the case. as 'How good did you feel the trainer was?', and 'How enjoyable was the
before training commences, test your trainees to determine their knowledge, Most importantly, organizations change in many ways, and behaviors and training course?'. As Kirkpatrick, among others, teaches us, even well-produced
skill levels, and attitudes. results change depending on these, as well as on training. For example, reactionnaires do not constitute proper validation or evaluation of training.
Once training is finished, test your trainees a second time to measure what they measurable improvements in areas like retention and productivity could result For effective training and learning evaluation, the principal questions should be:
have learned, or measure learning with interviews or verbal assessments. from the arrival of a new boss or from a new computer system, rather than  To what extent were the identified training needs objectives achieved
Level 3: Behavior from training. by the programme?
It can be challenging to measure behavior effectively. This is a longer-term  To what extent were the learners' objectives achieved?
activity that should take place weeks or months after the initial training. Kirkpatrick's model is great for trying to evaluate training in a  What specifically did the learners learn or be usefully reminded of?
Consider these questions:  What commitment have the learners made about the learning they are
"scientific" way,
 Did the trainees put any of their learning to use? going to implement on their return to work?
Level 1 - Reaction
 Are trainees able to teach their new knowledge, skills, or attitudes to And back at work,
Level 1 solicits opinions of the learning experience following a training event or
other people?  How successful were the trainees in implementing their action plans?
course. Typical questions concern the degree to which the experience was
 Are trainees aware that they've changed their behavior?  To what extent were they supported in this by their line managers?
valuable (satisfaction), whether they felt engaged, and whether they felt the
One of the best ways to measure behavior is to conduct observations and  To what extent has the action listed above achieved a Return on
training was relevant. Training organizations use that feedback to evaluate the
interviews over time. Investment (ROI) for the organization, either in terms of identified
effectiveness of the training, students’ perceptions, potential future
Also, keep in mind that behavior will only change if conditions are favorable. For objectives satisfaction or, where possible, a monetary assessment.
improvements, and justification for the training expense. A variety of sources
instance, effective learning could have taken place in the training session. But, if Organizations commonly fail to perform these evaluation processes, especially
estimate that approximately 80 percent of training events include Level 1
the overall organizational culture isn't set up for any behavior changes, the where:
evaluation.
trainees might not be able to apply what they've learned.  The HR department and trainers, do not have sufficient time to do so,
Level 2 - Learning
Level 4: Results and/or
Level 2 measures the degree to which participants acquired the intended
Of all the levels, measuring the final results of the training is likely to be the  The HR department does not have sufficient resources - people and
knowledge, skills and attitudes as a result of the training. This level is used by
most costly and time consuming. The biggest challenges are identifying which money - to do so.
instructors and training executives to determine if training objectives are being
outcomes, benefits, or final results are most closely linked to the training, and Obviously the evaluation cloth must be cut according to available resources (and
met. Only by determining what trainees are learning, and what they are not, can
coming up with an effective way to measure these outcomes over the long the culture atmosphere), which tend to vary substantially from one organization
organizations make necessary improvements. Level 2 can be completed as a
term. to another. The fact remains that good methodical evaluation produces a good
pre- and post-event evaluation, or only as a post-evaluation.
Here are some outcomes to consider, depending on the objectives of your reliable data; conversely, where little evaluation is performed, little is ever
Level 3 - Behavior
training: known about the effectiveness of the training.
Level 3 measures the degree to which participants’ behaviors change as a result
 Increased employee retention.
of the training – basically whether the knowledge and skills from the training are
 Increased production. Evaluation of training
then applied on the job. This measurement can be, but is not necessarily, a
 Higher morale.
reflection of whether participants actually learned the subject material. For There are the two principal factors which need to be resolved:
 Reduced waste.
example, the failure of behavioral change can be due to other circumstances  Who is responsible for the validation and evaluation processes?
 Increased sales.
such as individual’s reluctance to change. Level 3 evaluation involves both pre-  What resources of time, people and money are available for
 Higher quality ratings.
and post-event measurement of the learner’s behavior. validation/evaluation purposes? (Within this, consider the effect of
 Increased customer satisfaction.
Level 4 - Results variation to these, for instance an unexpected cut in budget or
 Fewer staff complaints.
Level 4 seeks to determine the tangible results of the training such as: reduced manpower. In other words anticipate and plan contingency to deal with
cost, improved quality and efficiency, increased productivity, employee variation.)
Considerations
retention, increased sales and higher morale. While such benchmarks are not Responsibility for the evaluation of training
always easy or inexpensive to quantify, doing so is the only way training Traditionally, in the main, any evaluation or other assessment has been left to
Although Kirkpatrick's Four-Level Training Evaluation Model is popular and
organizations can determine the critical return on investment (ROI) of their the trainers "because that is their job..." My (Rae's) contention is that a 'Training
widely used, there are a number of considerations that need to be taken into
training expenditures. One typical challenge is to identify whether specific Evaluation Quintet' should exist, each member of the Quintet having roles and
account when using the model.
outcomes are truly the result of the training. Level 4 requires both pre- and responsibilities in the process (see 'Assessing the Value of Your Training', Leslie
One issue is that it can be time-consuming and expensive to use levels 3 or 4 of
post-event measurement of the training objective. Rae, Gower, 2002). Considerable lip service appears to be paid to this, but the
the model, so it's not practical for all organizations and situations. This is
especially the case for organizations that don't have a dedicated training or actual practice tends to be a lot less.
human resource department, or for one-off training sessions or programs. The 'Training Evaluation Quintet' advocated consists of:
In a similar way, it can be expensive and resource intensive to "wire up an Evaluation of workplace learning and training  senior management
organization" to collect data with the sole purpose of evaluating training at There have been many surveys on the use of evaluation in training and  the trainer
levels 3 and 4. (Whether or not this is practical depends on the systems already development (see the research findings extract example below). While surveys  line management
in place within the organization.) might initially appear heartening, suggesting that many trainers/organisations  the training manager
use training evaluation extensively, when more specific and penetrating  the trainee
Each has their own responsibilities, which are detailed next. the trainee or learner - training evaluation responsibilities how successful you are?" Without evaluation records you are likely to be at a
 Involvement in the planning and design of the training programme loss for words of proof...
Senior management - training evaluation responsibilities where possible 2 - minimal action
 Awareness of the need and value of training to the organization.  Involvement in the planning and design of the evaluation process where The absolutely basic action for a start of some form of evaluation is as follows:
 The necessity of involving the Training Manager (or equivalent) in senior possible At the end of every training programme, give the learners sufficient time and
management meetings where decisions are made about future changes  Obviously, to take interest and an active part in the training programme support in the form of programme information, and have the learners complete
when training will be essential. or activity. an action plan based on what they have learned on the programme and what
 Knowledge of and support of training plans.  To complete a personal action plan during and at the end of the training they intend to implement on their return to work. This action plan should not
 Active participation in events. for implementation on return to work, and to put this into practice, with only include a description of the action intended but comments on how they
 Requirement for evaluation to be performed and require regular support from the line manager. intend to implement it, a timescale for starting and completing it, and any
summary report.  Take interest and support the evaluation processes. resources required, etc. A fully detailed action plan always helps the learners to
 Policy and strategic decisions based on results and ROI data. N.B. Although the principal role of the trainee in the programme is to learn, the consolidate their thoughts. The action plan will have a secondary use in
learner must be involved in the evaluation process. This is essential, since demonstrating to the trainers, and anyone else interested, the types and levels
The trainer - training evaluation responsibilities without their comments much of the evaluation could not occur. Neither would of learning that have been achieved. The learners should also be encouraged to
 Provision of any necessary pre-programme work etc and programme the new knowledge and skills be implemented. For trainees to neglect either show and discuss their action plans with their line managers on return to work,
planning. responsibility the business wastes its investment in training. Trainees will assist whether or not this type of follow-up has been initiated by the manager.
 Identification at the start of the programme of the knowledge and skills more readily if the process avoids the look and feel of a paper-chase or number- 3 - minimal desirable action leading to evaluation
level of the trainees/learners. crunching exercise. Instead, make sure trainees understand the importance of When returning to work to implement the action plan the learner should ideally
 Provision of training and learning resources to enable the learners to their input - exactly what and why they are being be supported by their line manager, rather than have the onus for
learn within the objectives of the programme and the learners' own implementation rest entirely on the learner. The line manager should hold a
objectives. training evaluation and validation options debriefing meeting with the learner soon after their return to work, covering a
 Monitoring the learning as the programme progresses. As suggested earlier what you are able to do, rather than what you would like to number of questions, basically discussing and agreeing the action plan and
 At the end of the programme, assessment of and receipt of reports do or what should be done, will depend on the various resources and culture arranging support for the learner in its implementation. As described earlier,
from the learners of the learning levels achieved. support available. The following summarizes a spectrum of possibilities within this is a clear responsibility of the line manager, which demonstrates to senior
 Ensuring the production by the learners of an action plan to reinforce, these dependencies. management, the training department and, certainly not least, the learner, that
practise and implement learning. 1 - do nothing a positive attitude is being taken to the training. Contrast this with, as often
the line manager - training evaluation responsibilities Doing nothing to measure the effectiveness and result of any business activity is happens, a member of staff being sent on a training course, after which all
 Work-needs and people identification. never a good option, but it is perhaps justifiable in the training area under the thoughts of management follow-up are forgotten.
 Involvement in training programme and evaluation development. following circumstances: The initial line manager debriefing meeting is not the end of the learning
 Support of pre-event preparation and holding briefing meetings with  If the organization, even when prompted, displays no interest in the relationship between the learner and the line manager. At the initial meeting,
the learner. evaluation and validation of the training and learning - from the line objectives and support must be agreed, then arrangements made for interim
 Giving ongoing, and practical, support to the training programme. manager up to to the board of directors. reviews of implementation progress. After this when appropriate, a final review
 Holding a debriefing meeting with the learner on their return to work to  If you, as the trainer, have a solid process for planning training to meet meeting needs to consider future action.
discuss, agree or help to modify and agree action for their action plan. organizational and people-development needs. This process requires minimal action by the line manager - it involves no more
 Reviewing the progress of learning implementation.  If you have a reasonable level of assurance or evidence that the training than the sort of observations being made as would be normal for a line manager
 Final review of implementation success and assessment, where being delivered is fit for purpose, gets results, and that the organization monitoring the actions of his or her staff. This process of review meetings
possible, of the ROI. (notably the line managers and the board, the potential source of requires little extra effort and time from the manager, but does much to
criticism and complaint) is happy with the training provision. demonstrate at the very least to the staff that their manager takes training
 You have far better things to do than carry out training evaluation, seriously.
the training manager - training evaluation responsibilities
 Management of the training department and agreeing the training particularly if evaluation is difficult and cooperation is sparse. 4 - training programme basic validation approach
needs and the programme application However, even in these circumstances, there may come a time when having The action plan and implementation approach described in (3) above is placed
 Maintenance of interest and support in the planning and kept a basic system of evaluation will prove to be helpful, for example: as a responsibility on the learners and their line managers, and, apart from the
implementation of the programmes, including a practical involvement  You receive have a sudden unexpected demand for a justification of a provision of advice and time, do not require any resource involvement from the
where required part or all of the training activity. (These demands can spring up, for trainer. There are two further parts of an approach which also require only the
 The introduction and maintenance of evaluation systems, and example with a change in management, or policy, or a new initiative). provision of time for the learners to describe their feelings and information. The
production of regular reports for senior management  You see the opportunity or need to produce your own justification (for first is the reactionnaire which seeks the views, opinions, feelings, etc., of the
 Frequent, relevant contact with senior management example to increase training resource, staffing or budgets, new learners about the programme. This is not at a 'happy sheet' level, nor a simple
 Liaison with the learners' line managers and arrangement of learning premises or equipment). tick-list - but one which allows realistic feelings to be stated.
implementation responsibility learning programmes for the managers  You seek to change job and need evidence of the effectiveness of your This sort of reactionnaire is described in the book ('Assessing the Value of Your
 Liaison with line managers, where necessary, in the assessment of the past training activities. Training', Leslie Rae, Gower, 2002). This evaluation seeks a score for each
training ROI. Doing nothing is always the least desirable option. At any time somebody more question against a 6-point range of Good to Bad, and also the learners' own
senior to you might be moved to ask "Can you prove what you are saying about reasons for the scores, which is especially important if the score is low.
Reactionnaires should not be automatic events on every course or programme.  Review meetings to discuss progress of implementation A useful reference model in understanding this is the Conscious Competence
This sort of evaluation can be reserved for new programmes (for example, the  Final implementation review meeting learning model. Before we are trained we tend to be unconsciously incompetent
first three events) or when there are indications that something is going wrong  Assessment of ROI (unaware of our true ability and what competence actually is). After training we
with the programme. become more consciously aware of our true level of competence, as well as
Sample reactionnaires are available in the set of free training evaluation tools. Whatever you do, do something. The processes described above allow hopefully becoming more competent too. When we use self-assessment tools it
The next evaluation instrument, like the action plan, should be used at the end considerable latitude depending on resources and culture environment, so is important to allow for this, hence the design of the '3-Test' before-and-after
of every course if possible. This is the Learning Questionnaire (LQ), which can be there is always the opportunity to do something - obviously the more tools used training tool - see also manual version (pdf) and manual version (xls).
a relatively simple instrument asking the learners what they have learned on the and the wider the approach, the more valuable and effective the evaluation will In other words: In measuring improvement, using self-assessment, between
programme, what they have been usefully reminded of, and what was not be. However be pragmatic. Large expensive critical programmes will always before and after training it is useful first to revise our pre-trained assessment,
included that they expected to be included, or would have liked to have been justify more evaluation and scrutiny than small, one-off, non-critical training because before training usually our assessment of ability is over-optimistic,
included. Scoring ranges can be included, but these are minimal and are activities. Where there's a heavy investment and expectation, so the evaluation which can suggest (falsely) an apparent small improvement or even regression
subordinate to the text comments made by the learners. There is an alternative should be sufficiently detailed and complete. Training managers particularly (because we thought we were more skilled than we actually now realise that we
to the LQ called the Key Objectives LQ (KOLQ) which seeks the amount of should clarify measurement and evaluation expectations with senior were).
learning achieved by posing the relevant questions against the list of Key management prior to embarking on substantial new training activities, so that Note that this self-assessment aspect of learning evaluation is only part of the
Objectives produced for the programme. When a reactionnaire and LQ/KOLQ appropriate evaluation processes can be established when the programme itself overall evaluation which can be addressed. See Kirkpatrick's learning evaluation
are used, they must not be filed away and forgotten at the end of the is designed. model for a wider appreciation of the issues.
programme, as is the common tendency, but used to produce a training Where large and potentially critical programmes are planned, training managers I am grateful to F Tarek for sharing this pdf file - Arabic translation 'three-test'
evaluation and validation summary. A factually-based evaluation summary is should err on the side of caution - ensure adequate evaluation processes are in version and the same tool as a doc file - Arabic translation 'three-test' version.
necessary to support claims that a programme is good/effective/satisfies the place. As with any investment, a senior executive is always likely to ask, "What
objectives set'. Evaluation summaries can also be helpful for publicity for the did we get for our investment?", and when he asks, the training manager needs the trainer's overall responsibilities - aside from training
training programme, etc. to be able to provide a fully detailed response.
evaluation
Example Learning Questionnaires and Key Objectives Learning Questionnaires
Over the years the trainer's roles have changed, but the basic purpose of the
are included in the set of free evaluation tools. measuring improvement using self-assessment trainer is to provide efficient and effective training programmes. The following
5 - total evaluation process The '3-Test' before-and-after training example (see manual version (pdf) and suggests the elements of the basic role of the trainer, but it must be borne in
If it becomes necessary the processes described in (3) and (4) can be combined manual version (xls) and working file version) is a useful tool and helpful mind that different circumstances will require modifications of these activities.
and supplemented by other methods to produce a full evaluation process that illustration of the challenge in measuring improvement in ability after training, 1. The basic role of a trainer (or however they may be designated) is to offer and
covers all eventualities. Few occasions or environments allow this full process to using self-assessment. provide efficient and effective training programmes aimed at enabling the
be applied, particularly when there is no Quintet support, but it is the ultimate A vital element within the tool is the assessment called 'revised pre-trained participants to learn the knowledge, skills and attitudes required of them.
aim. The process is summarized below: ability', which is carried out after training. 2. A trainer plans and designs the training programmes, or otherwise obtains
 Training needs identification and setting of objectives by the The 'revised pre-trained ability' is a reassessment to be carried out after them (for example, distance learning or e-technology programmes on the
organization training of the ability level that existed before training. Internet or on CD/DVD), in accordance with the requirements identified from
 Planning, design and preparation of the training programmes against This will commonly be significantly different to the ability assessment made the results of a TNIA (Training Needs Identification and Analysis - or simply TNA,
the objectives before training, because by implication, we do not fully understand competence Training Needs Analysis) for the relevant staff of an organizations or
 Pre-course identification of people with needs and completion of the and ability in a skill/area before we are trained in it. organizations.
preparation required by the training programme People commonly over-estimate their ability before training. After training 3. The training programmes cited at (1) and (2) must be completely based on
 Provision of the agreed training programmes many people realise that they actually had lower competence than they first the TNIA which has been: (a) completed by the trainer on behalf of and at the
 Pre-course briefing meeting between learner and line manager believed (i.e., before receiving the training). request of the relevant organization (b) determined in some other way by the
 Pre-course or start of programme identification of learners' existing It is important to allow for this when attempting to measure real improvement organization.
knowledge, skills and attitudes, ('3-Test' before-and-after training using self-assessment. This is the reason for revising (after training) the pre- 4. Following discussion with or direction by the organization management who
example tool and manual version (pdf) and manual version (xls) and trained assessment of ability. will have taken into account costs and values (e.g. ROI - Return on Investment in
working file version - (I am grateful to F Tarek for sharing this pdf file - Additionally, in many situations after training, people's ideas of competence in a the training), the trainer will agree with the organization management the most
Arabic translation 'three-test' version and the same tool as a doc file - particular skill/area can expand hugely. They realise how big and complex the appropriate form and methods for the training.
Arabic translation 'three-test' version.) subject is and they become more conscious of their real ability and 5 . If the appropriate form for satisfying the training need is a direct training
 Interim validation as programme proceeds opportunities to improve. Because of this it is possible for a person before course or workshop, or an Intranet provided programme, the trainer will design
 Assessment of terminal knowledge, skills, etc., and completion of training to imagine (in ignorance) that they have a competence level of say 7 out this programme using the most effective approaches, techniques and methods,
perceptions/change assessment ('3-Test' example tool and manual of 10. After training their ability typically improves, but also so does their integrating face-to-face practices with various forms of e-technology wherever
version and working file version) awareness of the true nature of competency, and so they may then judge this is possible or desirable.
 Completion of end-of-programme reactionnaire themselves - after training - only to be say 8 or 7 or even 'lower' at 6 out of 10. 6. If the appropriate form for satisfying the training need is some form of open
 Completion of end-of-programme Learning Questionnaire or Key This looks like a regression. It's not of course, which is why a reassessment of learning programme or e-technology programme, the trainer, with the support
Objectives Learning Questionnaire the pre-trained ability is important. Extending the example, a person's revised of the organization management obtain, plan the utilization and be prepared to
 Completion of Action Plan assessment of their pre-trained ability could be say 3 or 4 out of 10 (revised support the learner in the use of the relevant materials.
 Post-course debriefing meeting between learner and line manager downwards from 7/10), because now the person can make an informed 7. The trainer, following contact with the potential learners, preferably through
 Line manager observation of implementation progress (revised) assessment of their actual competence before training. their line managers, to seek some pre-programme activity and/or initial
evaluation activities, should provide the appropriate training programme(s) to 4. Organization Output: This level’s purpose is to evaluate the results of the
the learners provided by their organization(s). During and at the end of the contributions and payoffs of the entire organization, as attributed to the
programme, the trainer should ensure that: (a) an effective form of training. ROI is one metric used to determine the overall success.
training/learning validation is followed (b) the learners complete an action plan 5. Societal Outcomes: This level looks to see how the contributions to and
for implementation of their learning when they return to work. from the end-user are impacted by the training. Some indicators of success
8. Provide, as necessary, having reviewed the validation results, an analysis of that are investigated include responsiveness, consequences, and payoffs.
the changes in the knowledge, skills and attitudes of the learners to the
organization management with any recommendations deemed necessary. The 3. Anderson’s Value Of Learning Model.
review would include consideration of the effectiveness of the content of the
If a learning program led to an increase in factory production by 50%, you might
programme and the effectiveness of the methods used to enable learning, that
think it was successful. But if the organization where the program took place
is whether the programme satisfied the objectives of the programme and those
already had surplus stock and not enough sales, the real story is that the
of the learners.
learning program was poorly aligned to the organization’s priorities.
9. Continue to provide effective learning opportunities as required by the
Anderson’s Value Of Learning model encourages us to focus evaluation on the
organization.
alignment between the learning program’s goals and the strategic goals of the
10. Enable their own CPD (Continuing Professional Development) by all possible
organization. Only once the goals are aligned can we evaluate the success of the Bushnell's Systems Approach to Evaluation is based on the idea
developmental means - training programmes and self-development methods.
learning program in meeting those goals. that the outcome will be only as good as what goes into the process. It
11. Arrange and run educative workshops for line managers on the subject of
their fulfillment of their training and evaluation responsibilities. 4. Brinkerhoff’s Success Case Method. emphasizes that evaluation measurement should occur between each of the
Dependant on the circumstances and the decisions of the organization Sometimes learning programs are resounding successes, and other times they stages and between the four stages in the process stage to ensure that the
management, trainers do not, under normal circumstances: are total flops. Most of the time they are somewhere in the middle. However program is well designed and meets its objectives.
1. Make organizational training decisions without the full agreement of the successful the program may be as a whole, there will always be a few learners
organizational management. who were successful and few others for whom the program didn't work.
2. Take part in the post-programme learning implementation or evaluation Brinkerhoff’s Success Case Method (SCM) involves identifying the most and
unless the learners' line managers cannot or will not fulfil their training and least successful cases within your learning program and studying them in detail.
By comparing the successes to the failures, you can learn what to change to Donald Kirkpatrick developed one of the most commonly used models for
evaluation responsibilities.
ensure success in future endeavors. Based on what you learn, you can also write evaluating training. Kirkpatrick's model is a four-level model of training
Unless circumstances force them to behave otherwise, the trainer's role is to
and publicize success stories to show how valuable your program has been. evaluation that allows the measurement of different training outcomes
provide effective training programmes and the role of the learners' line
Stufflebeam's Context, Input, Process, Product (CIPP) model is including participant reactions, learning, on-the-job behavior, and organizational
managers is to continue the evaluation process after the training programme,
results.
counsel and support the learner in the implementation of their learning, and one evaluation model that is used for evaluating management training. It
assess the cost-value effectiveness or (where feasible) the ROI of the training. involves four types of evaluation and has some connections to the Instructional
Naturally, if action will help the trainers to become more effective in their Systems Design model. The CIPP model emphasizes collecting information from Approaches to Evaluation of Training
training, they can take part in but not run any pre- and post-programme actions a variety of sources to provide data for making better decisions. Commonly used approaches to educational evaluation have their roots in
as described, always remembering that these are the responsibilities of the line systematic approaches to the design of training. They are typified by the
manager. instructional system development (ISD) methodologies, which emerged in the
USA in the 1950s and 1960s and are represented in the works of Gagné and
Briggs (1974), Goldstein (1993), and Mager (1962). Evaluation is traditionally
represented as the final stage in a systematic approach with the purpose being
Kaufman’s 5 Levels of Evaluation to improve interventions (formative evaluation) or make a judgment about
worth and effectiveness (summative evaluation) (Gustafson & Branch, 1997).
Some may argue that Kaufman’s 5 Levels is not all that much different than
More recent ISD models incorporate evaluation throughout the process (see, for
Kirkpatrick – and you could very well think that. This core of this model is
example, Tennyson, 1999).
actually based on the Kirkpatrick approach. It’s a nice model to use if you are
Six general approaches to educational evaluation can be identified (Bramley,
used to using Kirkpatrick’s levels of evaluation, but want to make some slight
1991; Worthen & Sanders, 1987), as follows:
changes. The 5 levels include:
 Goal-based evaluation
1. Input and Process: This is broken into two sub-parts, called Enabling and
 Goal-free evaluation
Reaction. Enabling is designed to evaluate the quality and availability of
 Responsive evaluation
financial, physical, and resources. This level is an input to Reaction, which Brinkerhoff's Six-Stage Model of Evaluation is based on the  Systems evaluation
evaluates the efficiency and acceptability of the methods/processes in the Instructional Systems Design training cycle and follows a circular pattern. It  Professional review
training. stresses the importance of continuous evaluation and the need to change a  Quasi-legal
2. Acquisition: This level evaluations the competency and mastery of a test course of action if the proposed approach is not working. Goal-based and systems-based approaches are predominantly used in the
group or individual in a controlled setting. evaluation of training (Philips, 1991). Various frameworks for evaluation of
3. Application: The purpose of this level is to evaluate the success of the training programs have been proposed under the influence of these two
group or individual based on how they are using content of the training approaches. The most influential framework has come from Kirkpatrick
program.
(Carnevale & Schulz, 1990; Dixon, 1996; Gordon, 1991; Philips, 1991, 1997). 3. Behavior: to 3. Process: 3. Output: Gathering 3. Impact: and context (needs analysis) evaluations are more widely used. In the majority
Kirkpatrick’s work generated a great deal of subsequent work (Bramley, 1996; assess whether job assessing the data resulting from evaluating the of the cases, the responsibility for evaluation was that of managers and the
Hamblin, 1974; Warr et al., 1978). Kirkpatrick’s model (1959) follows the goal- performance implementation of the training difference most frequently used methods were informal feedback and questionnaires. The
based evaluation approach and is based on four simple questions that translate changes as a result the educational interventions between the pre- majority of respondents claimed to assess the impact on employee performance
into four levels of evaluation. These four levels are widely known as reaction, of training program and post-training (the ‘learning’ level). Less than one-third of the respondents claimed to assess
learning, behavior, and results. On the other hand, under the systems approach, data the impact of training on organization (the ‘results’ level). Operational reasons
the most influential models include: Context, Input, Process, Product (CIPP) for evaluating training were cited more frequently than strategic ones.
Model (Worthen & Sanders, 1987); Training Validation System (TVS) Approach 4. Results: to 4. Product: 4. Outcomes: longer- 4. Value: However, information derived from evaluations was used mostly for feedback
(Fitz-Enz, 1994); and Input, Process, Output, Outcome (IPO) Model (Bushnell, assess costs vs. gathering term results measuring to individuals, less to revise the training process, and rarely for return on
1990). benefits of training information associated with differences in investment decisions. Also, there were some statistically significant effects of
Table 1 presents a comparison of several system-based models (CIPP, IPO, & programs, i.e., regarding the improvement in the quality, organizational size on evaluation practice. Small firms are constrained in the
TVS) with a goal-based model (Kirkpatrick’s). Goal-based models (such as organizational results of the corporation’s productivity, extent to which they can evaluate their training by the internal resources of the
Kirkpatrick’s four levels) may help practitioners think about the purposes of impact in terms of educational bottom line- its service, or sales, firm. Managers are probably responsible for all aspects of training (Sadler-Smith
evaluation ranging from purely technical to covertly political purpose. However, reduced costs, intervention to profitability, all of which can be et al., 1999).
these models do not define the steps necessary to achieve purposes and do not improved quality interpret its worth competitiveness, expressed in The second study was conducted under the Advanced Design Approaches for
address the ways to utilize results to improve training. The difficulty for of work, increased and merit etc. terms of dollars Personalized Training-Interactive Tools (ADAPTIT) project. ADAPTIT is a European
practitioners following such models is in selecting and implementing quantity of work, project within the Information Society Technologies programme that is
appropriate evaluation methods (quantitative, qualitative, or mixed). Because of etc. providing design methods and tools to guide a training designer according to the
their apparent simplicity, “trainers jump feet first into using [such] model[s] Table 1. Goal-based and systems-based approaches to evaluation latest cognitive science and standardisation principles(Eseryel & Spector, 2000).
without taking the time to assess their needs and resources or to determine In an effort to explore the current approaches to instructional design, a series of
how they’ll apply the model and the results” (Bernthal, 1995, p. 41). Naturally, On the other hand, systems-based models (e.g., CIPP, IPO, and TVS) seem to be surveys conducted in a variety of sectors including transport, education,
many organizations do not use the entire model, and training ends up being more useful in terms of thinking about the overall context and situation but business, and industry in Europe. The participants were asked about activities
evaluated only at the reaction, or at best, at the learning level. As the level of they may not provide sufficient granularity. Systems-based models may not that take place including the interim products produced during the evaluation
evaluation goes up, the complexities involved increase. This may explain why represent the dynamic interactions between the design and the evaluation of process, such as a list of revisions or an evaluation plan. In general, systematic
only levels 1 and 2 are used. training. Few of these models provide detailed descriptions of the processes and planned evaluation was not found in practice nor was the distinction
involved in each steps. None provide tools for evaluation. Furthermore, these between formative and summative evaluation. Formative evaluation does not
models do not address the collaborative process of evaluation, that is, the seem to take place explicitly while summative evaluation is not fully carried out.
Kirkpatrick (1959) CIPP Model (1987) IPO Model (1990) TVS Model (1994) different roles and responsibilities that people may play during an evaluation The most common activities of evaluation seem to be the evaluation of student
1. Reaction: to 1. Context: 1. Input: evaluation 1. Situation: process. performance (i.e., assessment) and there is not enough evidence that
gather data on obtaining of system collecting pre- evaluation results of any type are used to revise the training design (Eseryel et
participants information about performance training data to al., 2001). It is important to note here that the majority of the participants
Current Practices in Evaluation of Training expressed a need for evaluation software to support their practice.
reactions at the the situation to indicators such as ascertain current Evaluation becomes more important when one considers that while American
end of a training decide on trainee levels of industries, for example, annually spend up to $100 billion on training and
program educational needs qualifications, performance development, not more than “10 per cent of these expenditures actually result Using Computer to Automate Evaluation Process
and to establish availability of within the in transfer to the job” (Baldwin & Ford, 1988, p.63). This can be explained by For evaluations to have a substantive and pervasive impact on the development
program objectives materials, organization and reports that indicate that not all training programs are consistently evaluated of training programs, internal resources and personnel such as training
appropriateness of defining a (Carnevale & Shulz, 1990). The American Society for Training and Development designers, trainers, training managers, and chief personnel will need to become
training, etc. desirable level of (ASTD) found that 45 percent of surveyed organizations only gauged trainees’ increasingly involved as program evaluators. While using external evaluation
future reactions to courses (Bassi & van Buren, 1999). Overall, 93% of training courses specialists has validity advantages, time and budget constraints make this
performance are evaluated at Level One, 52% of the courses are evaluated at Level Two, 31% option highly impractical in most cases. Thus, the mentality that evaluation is
of the courses are evaluated at Level Three and 28% of the courses are strictly the province of experts often results in there being no evaluation at all.
2. Learning: to 2. Input: identifying 2. Process: embraces 2. Intervention: evaluated at Level Four. These data clearly represent a bias in the area of These considerations make a case for the convenience and cost-effectiveness of
assess whether the educational planning, design, identifying the evaluation for simple and superficial analysis. internal evaluations. However, the obvious concern is whether the internal
learning objectives strategies most development, and reason for the This situation does not seem to be very different in Europe, as evident in two team possesses the expertise required to conduct the evaluation, and if they do,
for the program likely to achieve the delivery of training existence of the European Commission projects that have recently collected data exploring how the bias of internal evaluators can be minimized. Therefore, just as
are met desired result programs gap between the evaluation practices in Europe. The first one is the Promoting Added Value automated expert systems are being developed to guide the design of
present and through Evaluation (PAVE) project, which was funded under the European instructional programs (Spector et al., 1993), so might such systems be created
desirable Commission’s Leonardo da Vinci program in 1999 (Donoghue, 1999). The study for instructional evaluations. Lack of expertise of training designers in
performance to examined a sample of organizations (small, medium, and large), which had evaluation, pressures for increased productivity, and the need to standardize
find out if training signaled some commitment to training and evaluation by embarking on the UK’s evaluation process to ensure effectiveness of training products are some of the
is the solution to Investors in People (IiP) standard (Sadler-Smith et al., 1999). Analysis of the elements that may provide motivations for supporting organization’s evaluation
the problem responses to surveys by these organizations suggested that formative and with technology. Such systems might also help minimize the potential bias of
summative evaluations were not widely used. On the other hand, immediate internal evaluators.
Ross & Morrison (1997) suggest two categories of functions that automated There is a need for a unifying model for evaluation theory, research, and
evaluation systems appear likely to incorporate. The first is automation of the practice that will account for the collaborative nature of and complexities
planning process via expert guidance; the second is the automation of the data involved in the evaluation of training. None of the available models for training
collection process. evaluation seem to account for these two aspects of evaluation. Existing models
Paper (MTD)
For automated planning through expert guidance, an operational or procedural fall short in comprehensiveness and they fail to provide tools that guide • Explain the concept of training and discuss how training is
model can be used during the planning stages to assist the evaluator in planning organizations in their evaluation systems and procedures. Not surprisingly, important for maintaining employee motivation and
an appropriate evaluation. The expert program will solicit key information from organizations are experiencing problems with respect to developing consistent improving organizational efficiency.
the evaluator and offer recommendations regarding possible strategies. Input evaluation approaches. Only a small percentage of organizations succeed in
information categories for the expert system include: establishing a sound evaluation process that feeds back into the training design Answer:
 Purpose of evaluation (formative or summative) process. Evaluation activities are limited to reaction sheets and student testing The relationship between training and motivation is that training provides both
 Type of evaluation objectives (cognitive, affective, behavioral, impact) without proper revision of training materials based on evaluation results. the awareness and the competencies that allow people to motivate toward a
 Level of evaluation (reaction, learning, behavior, organizational impact) Perhaps lack of experience in evaluation is one of the reasons for not certain goal or objective
 Type of instructional objectives (declarative knowledge, procedural consistently evaluating. In this case, the organization may consider hiring an Victor Vroom’s Expectancy theory holds that employees perform to the level
learning, attitudes) external evaluator, but that will be costly and time consuming. Considering the that they believe maximize their overall best interests. The prospects of
 Type of instructional delivery (classroom-based, technology-based, need for the use of internal resources and personnel in organizations, expert desirable rewards that satisfy needs and a strong desire to satisfy needs
mixed) system technology can be useful in providing expert support and guidance and motivate employees to perform to their potential.
 Size and type of participant groups (individual, small group, whole increase the power and efficiency of evaluation. Such expert systems can be The Expectancy Theory holds motivation as a function of Expectancy,
group) used by external evaluators as well. Instrumentality, and Valence.
Based on this input, an expert system can provide guidance on possible Strong, completely automated systems offer apparent advantages, but their Expectancy refers to the expectations and confidence of employees regarding
evaluation design orientations, appropriate collection methods, data analysis development and dissemination lag behind their conceptualization. Future their ability to perform a task, and depends on factors such as basic skills
techniques, reporting formats, and dissemination strategies. Such expert research needs to focus on the barriers to evaluation of training, how training is required for the task, support expected from superiors and subordinates,
guidance can be in the form of flexible general strategies and guidelines (weak being evaluated and integrated with the training design, how the collaborative availability of required tools and equipment, and the like.
advising approach). Given the complexities associated with the nature of process of evaluation is being managed and how they may be assisted. This will Instrumentality refers to the perception of whether accomplishment of the task
evaluation, a weak advising approach such as this is more appropriate than a be helpful in guiding the efforts for both the unifying theory of evaluation and in leads to the desired results. This depends on factors such as rules of
strong approach that would replace the human decision maker in the process. developing automated evaluation systems. performance and reward, transparency and trust in the process, and the like.
Indeed, weak advising systems that supplement rather than replace human Valence refers to the emotional orientations of people regarding the outcomes
expertise have generally been more successful when complex procedures and or rewards, or the level of satisfaction they expect to get from the rewards. A
processes are involved (Spector et al., 1993). reward motivates only if employees have a positive valence, or a preference to
Such a system may also embed automated data collection functions for have the specified reward to not having it. For instance, some employees may
increased efficiency. Functionality of automated data collection systems may prefer having time off, whereas other employees might not have the need for
involve intelligent test scoring of procedural and declarative knowledge, time off and might prefer money or achievement.
automation of individual profile interpretations, and intelligent advice during Organizations looking to motivating employees in the workplace need to ensure
the process of learning (Bunderson et al., 1989). These applications can provide that all the three factors: Expectancy, Instrumentality, and Valence remain
increased ability to diagnose the strengths and weaknesses of the training positive or high. Even achieving two out of these three factors does not
program in producing the desired outcomes. Especially, for the purposes of motivate the employee.
formative evaluation this means that the training program can be dynamically Better Job Output
and continuously improved as it is being designed. The major reasons for lack of motivation at work include lack of faith in one's
Automated evaluation planning and automated data collection systems abilities, fear of failure, low self-esteem, habits such as procrastination and
embedded in a generic instructional design tool may be an efficient and laziness, poor time management, monotony at work, poor rewards, and other
integrated solution for training organizations. In such a system it will also be factors. Training provides a solution to most of these factors.
possible to provide advice on revising the training materials based on the The most obvious result of any company sponsored training intervention is skill-
evaluation feedback. Therefore, evaluation data, individual performance data, enhancement. Training equips the employees with skills to do the work faster
and revision items can be tagged to the learning objects in a training program. and efficiently, and apply themselves to perform jobs more intelligently.
ADAPTIT instructional design tool is one of the systems that provide such an Training also help employees develop soft skills such as better time
integrated solution for training organizations (Eseryel et al., 2001). management, better critical thinking ability, better communication skills, and
other skills, all of which remain essential traits to succeed in any job. Training
Conclusion thus becomes the basis of effecting performance improvement. The ability of
Different approaches to evaluation of training discussed herein indicate that the employees to work better increases confidence, removes the fear of failure, and
activities involved in evaluation of training are complex and not always well- improves self-esteem, all translating to better motivation.
structured. Since evaluation activities in training situations involve multiple Skill and competency enhancement through training also allows for job
goals associated with multiple levels, evaluation should perhaps be viewed as a enlargement and job enrichment, whereby employees get a broader range of
collaborative activity between training designers, training managers, trainers, roles and responsibilities and end monotony. All these usually come with better
floor managers, and possibly others. rewards and recognition, both primary motivators.
Better “Fit" Training and development are often initiated for an employee or a group of 6. Promotes a positive attitude
Normally people remain disinclined to work in a company they cannot associate employees in order to: 7. Develops communication skills , social interaction skills
themselves with. Training allows the employee to fit within the organization 1. Relevantly remain in business. 8. Promotes positive race relations
better, or affect a match between their personal values and organizational 9. Creates an environment of active, involved, exploratory learning
values, and adjust and fine-tune their latent skills and competencies with what 2. Create a pool of readily available and adequate replacements for 10. Helps team approach to problem solving while maintaining individual
the company requires. It also provides a path to reduce mismatches and acquire personnel who may leave or move up in the organisation. accountability
the skills and competencies that remain in demand, but which the person lacks. 3. Enhance the company’s ability to adopt and use advances in technology 11. Stimulates critical thinking
because of a sufficiently knowledgeable staff. 12. Enhances self-management skills
13. Establish an atmosphere of cooperation
4. Build a more efficient, effective and highly motivated team, which
Understanding 14. Helps develop responsibility for each other
enhances the company’s competitive position and improves employee
Each employee contributes to an organization's overall function. Only, not 15. Builds more positive heterogeneous relationships
morale.
everyone sees how that occurs. Employees with specific and limited scope jobs 16. Fosters and develops interpersonal relationships
can easily come to feel they are just a cog in the wheel whose work may not be 5. Ensure adequate human resources for expansion into new programs. 17. Promotes higher achievement.
that important. Training can help employees understand how their work fits 6. Pilot or test the operation of a new performance management system 18. Promotes innovation techniques
into their company's structure, mission, goals and achievements. As a result, 19. Workplace anxiety is significantly reduced
employees can become more motivated and excited about their work as they The benefits of training and development to employees and organizations 20. Skill building and practice can be enhanced
understand how what they do matters to the success of the organization. alike are numerous and include (but are not limited to) the following: Why learning organization is so important?
Improvement  The People Develop
Employees often know as well or better than managers when their work, 1. Workers are helped to focus, and priority is placed on empowering  Greater motivation
processes or productivity could be better. In many cases, employees are missing employees.  The workforce is more flexible
the tools, education or organization to achieve their potential. Training-- 2. Productivity is increased, positively affecting the bottom line.  People are more creative
particularly for departments, workgroups and teams--can help get things on 3. Employee confidence is built, keeping and developing key performers,  Improved social interaction
track to improve work quality and outcomes. As a result, people feel happier in enabling team development and contributing to better team/organization  Teams and Groups Work Better
their work and more excited about the prospects of success. morale.  Knowledge sharing
Career Development  Interdependency
Many workers join their organizations not just to have a job but to develop a 4. Employees are kept current on new job-related information, thereby The Company Benefits
career. Opportunities for advancement are essential to employee retention and contributing significantly to better customer service.  Breakdown of traditional communication barriers
performance. However, if these prospects exist only in theory, workers can 5. Employees are updated on new and enhanced skills, with a view to aligning  Customer relations
become disenfranchised. Training helps employees realize their goals by giving them to business goals and objectives.  Information resources
them the education they need not only to do their jobs better but to learn  Innovation and creativity
6. After a downsizing, remaining workers are given the technical and
about new aspects of business and even higher-level managerial skills they can A learning organization has five main features: personal mastery,
management skills to handle increased workloads.
use down the line. mental models, shared vision, team learning and systems thinking.
Message 7. Companies with business problems are given a fresh or unbiased Three components are essential to obtain personal mastery:
Training is an investment employers make in their work force. When companies professional opinion or exploration, evaluation, or critique.  Obtaining a personal vision, which is a concrete picture of the future
offer training and education to their employees, they indicate that they value 8. Job satisfaction, employee motivation and morale are increased, reducing you desire.
their people and the contributions they make. They also send a message that employee turnover.  Making reality reach your vision.
the organization values progress -- both in organizational achievements as well  Having a commitment to truth and not deceive yourself no matter how
in the careers of its people. Naturally, this creates attachment, loyalty and 9. Processes increase in efficiency, resulting in financial gain
comforting or convenient self-deception might be
enthusiasm among staff. You need to change your mental models, which are used to understand the
Knowledge and skills development is vital to the health of organizations. We Why do people learn? What are the techniques of learning in world that affects our behavior.
live in an information age today, and organizations are routinely valued not organization setting? A shared vision makes learning easier and aim at perfection in achievement of
just on their physical but on their intellectual capital. Training is one of the goals because all members of the organization will want to pursue the common
chief methods of maintaining and improving intellectual capital, so the Answer:
vision
quality of an organization’s training affects its value. Untrained or poorly ‘Learning is a process of active engagement with experience. It is what we do
Team learning - It starts with dialogue, the capacity of members of a team to
trained employees cost significantly more to support than well-trained when we want to make sense of the world. It may involve the development or
hold assumptions and start a process of thinking and talking together. Team
employees do. Training affects employee retention and is a valuable deepening of skills, knowledge, understanding, awareness, values, ideas and
learning is essential because teams, not individuals, are the fundamental
commodity that, if viewed as an investment rather than as an expense, can feelings, or an increase in the capacity to reflect. Effective learning leads to
learning unit in modern organizations
produce high returns. change, development and the desire to learn more.’
When we use the words „system” we are referring to anything that shapes or
1. Develops higher level thinking skills
Training is organisational effort aimed at helping employees to acquire the conditions behaviour. It gives us a way of seeing what our real problem is and
2. Promotes interaction and familiarity
basic skills required for the efficient execution of the functions for which they getting a better understanding of where we are right now, or seeing our current
3. Increases employee retention
are hired. Development, on the other hand, deals with activities undertaken reality. It enable us to see what we have but also how we can make real and
4. Builds self-esteem
to expose employees to perform additional duties and assume positions of lasting beneficial change in a structure or system
5. Enhances satisfaction with the learning experience
importance in the organisational hierarchy.
Organizational Learning Theory: The Three Types of Learning the level of knowledge, attitude or behavior. As a result of learning, learners skills is a process, and training should be done gradually so employees can fully
come to see concepts, ideas, and/or the world differently. digest one lesson before moving on to the next.
Learning is not something done to students, but rather something students 4. Find a trainer.
themselves do. It is the direct result of how students interpret and respond to Recruit an experienced professional to guide team members throughout their
their experiences. orientation to keep things running smoothly. You may want to use an in-house
While there are disciplinary differences in what students learn, it is important to manager who has direct experience in your business, or you can hire a
keep in mind that learning content or information constitutes only one part of professional trainer. This individual will lead trainees, give lectures, answer
learning in university courses. Regardless of the field of study, students need to questions, provide feedback, and do anything else that’s required to educate
have significant opportunities to develop and practice intellectual skills/thinking employees.
processes (e.g. problem-solving, scientific inquiry), motor skills and 5. Communicate effectively.
 Single loop learning: Consists of one feedback loop when strategy is attitudes/values that are important to their fields of study. In addition, students It’s smart to hold a meeting before begininng where you can provide a brief
modified in response to an unexpected result (error correction). E.g. when need opportunities to develop interpersonal and social skills (often referred to rundown on what the program will entail and what employees can expect. You
sales are down, marketing managers inquire into the cause, and tweak the as soft skills) that are important for professional and personal success. Examples should also explain what the expectations of everyone are and that the course
strategy to try to bring sales back on track. of these skills include teamwork, effective communication, conflict resolution should be taken seriously. Finally, it’s a good time to respond to any concerns
 Double loop learning: Learning that results in a change in theory-in-use. The and creative thinking. As teaching assistants and instructors, we need to keep in that employees may have and clarify any issues.
values, strategies, and assumptions that govern action are changed to mind that there is much more to learning than content and that we should pay 6. Track progress.
create a more efficient environment. In the above example, managers might attention not only to the content but also to thinking processes and other types Have metrics in place to monitor what’s been completed. Break the program
rethink the entire marketing or sales process so that there will be no (or of learning. down into sections so you will know how far employees have come and what’s
fewer) such fluctuations in the future. left. You may want to utilize a tool like a spreadsheet on which each employee’s
 Deuterolearning: Learning about improving the learning system itself. This name is placed on the left side in rows and course sections are placed on top in
is composed of structural and behavioral components which determine how • How will you identify training needs of an organization ?
columns. This will create a matrix in which you can reference when necessary
learning takes place. Essentially deuterolearning is therefore "learning how Describe the process of training. and conveniently track the program every step of the way.
to learn." • 7. Encourage feedback.
• What purpose does training serve? Upon completion, you should have your HR department meet with employees
to obtain feedback. This is the time when employees can discuss the strengths
When you think about the things you do every day, you probably wouldn’t put Explain the ingredients of a good training programme for and weaknesses of the program, what they learned, and their overall
learning new things on the list. Living busy and hectic lifestyles makes it difficult the employee at various levels. experience. Meeting one on one is ideal because you’re likely to get more
to think about learning new things and trying something new, but you could be Answer: honest and unbiased feedback. From there, your HR department can spot
really missing out both personally and professionally. patterns and know if anything needs to be addressed. This information should
There are can be massive benefits to learning new things: 7 Steps to Develop an Effective Employee Training help to fine tune your program in the future.
1) You can grow as a person, develop your knowledge base and improve Program An effective training program is one of the best ways to prepare employees for
yourself for the better. 1. Identify goals. success. By equipping them with the tools and knowledge to perform their jobs,
2) Learning something new gets us access to new and different opportunities It’s hard to be successful without knowing exactly what you’re trying to achieve. you can expect better performance and a more cohesive unit. The long-term
and the chance to try new experiences that might be the best ones you have That’s why brainstorming sessions to determine your business’s needs are effects are often higher productivity, better company culture, and increased
ever tried! important. In one industry, employees may need to learn the fundamentals of sales.
3) You could potentially earn more money in your work life from learning a new customer service. In another, they might need to know how to operate different
and appropriate skill or by developing one that links to the work you do. You’ll types of machinery and how an assembly line operates. Regardless of the To create an effective training session plan, take the following steps:
rejuvenate your working life and get so much more from it. details, knowing your goals will dictate how you approach program Step 1: Define your objectives.
4) Developing a new skill will influence the way you do things day to day and development. Step 2: Clarify key topics and related concepts.
they will make doing things quicker and easier, saving time, energy and stress. 2. Acquire training resources. Step 3: Organize material.
5) Learning across our lives is essential for staying up to date in an ever- Unless there is immediate access to all training materials, you will need to Step 4: Plan presentation techniques.
changing world. If we stop learning things, we can stagnate and actually move purchase them from the appropriate vendors. This might include computer Step 5: Include evaluation.
backwards, especially in our professional lives. software, an online course, or books. In some cases, the provided materials will Step 6: Focus on timing.
6) Learning new things is very important for our self-esteem. Learning cover every aspect of the training process where no customization is necessary.
something new keeps brain cells active and allows us to succeed at something Other times, you may need to customize certain things so that the materials
new, allowing us to give ourselves a big pat on the back! address the specifics of your company. • How do you evaluate the training staff performance?
7) Trying anything different ensures you meet new people, some of whom will 3. Create a schedule. Explain any two model of evaluation.
have similar interests to you and be interested in some of the same things. You Depending on the length and complexity of a training program, it might take a
could make new friends and really enhance your social or work life. few days to several weeks to complete. Figure out roughly how long it will take
Learning is “a process that leads to change, which occurs as a result of and create a schedule. You may want to have employees attend the program
experience and increases the potential for improved performance and future together to streamline it, or break it down into smaller groups if necessary. Be
learning” (Ambrose et al, 2010, p.3). The change in the learner may happen at sure to take into account any potential setbacks and try not to overwhelm team
members with excessive information in a short period of time. Learning new