BUILDING

STRATEGIC
TRAINING &
DEVELOPMENT
COMPETENCIES
At the end of the 2 day seminar
workshop the participants will be able
to:
 Topic
I
HRD
FRAMEWORK
HRD FRAMEWORK

ELEMENTS OF HRD

• Training – needs improvement now

• Education – prepare participants for a

specific future job/developing total person

• Development – prepare participants for

a specific situation which the company
will get into the future.
HRD FRAMEWORK

Objective of training function

• To change behavior by changing
skills, knowledge and a attitude
• Bridge gap between needs and skills
• Motivation tool
- employees career path
- learning organization
- great place to work
HRD FRAMEWORK

Objective of training function

Provide future tools

- succession plans
- business expansion merger
- new business
- new strategy
HRD FRAMEWORK

TYPES OF TRAINING

PROACTIVE

• preparation to handle future change

• related to development

• refers to general skills

• cause by technology, legislation,

finance, political issues, etc.
HRD FRAMEWORK

TYPES OF TRAINING

REACTIVE

• identification of existing weaknesses and

reacting to remedy them

• weaknesses form as barriers to achieve

objectives

• weaknesses identified by various symptoms

HRD FRAMEWORK

Common Problems on
Training
 no impact on organizational objectives
 back home situation
 training as panacea
 training for training’s sake
 lack of management support
HRD FRAMEWORK

Benefits of Training
 vehicle to facilitate change
 confirmation of doing the right thing
 satisfies need for growth & to try new
ways of behaving
 re-energizing people
 getting to know other people
 time for reflection & pause
HRD FRAMEWORK:

ADULT
LEARNING
HRD FRAMEWORK: Adult learning
Linking to Business
Strategies
 relate to vision, mission, strat plan, values,
objectives
 focus on organizational effectiveness by
aligning development efforts
 approach: awareness to behavior change
HRD FRAMEWORK: Adult learning

LEARNING STYLES
• CONTENT LEARNING
concrete experiences
abstract conceptualizing

• INVOLVEMENT OF LEARNING
reflective observation
action experimentation
HRD FRAMEWORK: Adult learning

Principles of Learning
Support Feedback

Direction Interest

Structure Motivation

Comprehension Achievement

Involvement Opportunity
HRD FRAMEWORK: Adult learning

FACTORS INFLUENCING
LEARNING & KEY ACTIONS
What the trainer can do
Learning is most likely when

•the course is relevant to •give as much pre-course

learners needs and
pitched at right level information as possible; find
out what delegates want
•learners know where they
are going and why • give short-term signposts

• the trainer acknowledges

delegates’ levels of •find out as much as you can
knowledge and experience
about where delegates are
starting from
HRD FRAMEWORK: Adult learning

FACTORS INFLUENCING
LEARNING & KEY ACTIONS
What the trainer can do
Learning is most likely when
•the learner has time to •avoid overloading the learner;
digest information before build in time for consolidation; use
it is given
aids to reduce memory load
• the learner feels secure • create the right atmosphere by
and unthreatened being friendly, non-evaluate,
honest and supportive
• regular check the level of
• the learner can cope
with the pace of teaching understanding and encourage
learners to raise queries, doubts,
problems, etc.
HRD FRAMEWORK: Adult learning

FACTORS INFLUENCING
LEARNING & KEY ACTIONS
What the trainer can do
Learning is most likely when
•learners take •encourage learners to
responsibility for their adopt the habit of self-
own learning assessment; don’t let them
get dependent on you

•mistakes are made and • establish what went wrong

are dealt with helpfully and why and how to prevent
it happening again; be non-
evaluate in your feedback
• adopt the rule of
•the learner is involved “HELPER” rather than
in the learning process “TELLER”
HRD FRAMEWORK:

Training
cycle
HRD FRAMEWORK

Stages
of a MENTOR

Trainer COLLABORATO
R

FACILITATOR

SPEAKER

NEOPHYTE

DREAMER
HRD FRAMEWORK

Attributes of
Empowered Trainer

• Ability to negotiate & get commitment

• Has Facilitation skills
• Ability to innovate presentation,
sessions, situation
• Humor
HRD FRAMEWORK

Managerial Grid Matrix

Training Resource
Environment
I II.
High
High A / Low High A / High
KS KS

Placement Motivations

III. IV. Low

Low A / Low Low A / High
KS KS

Low High
HRD FRAMEWORK:

Problem
diagnosis
HRD FRAMEWORK : Problem
diagnosis

Current /Actual Desired /

Job or Unit Acceptable
Performance Performance

Factors GAP Solutions

Problems /
Deficiencies /
needs
HRD FRAMEWORK : Problem
diagnosis

Training Needs Parameters

• Changes in technology, market conditions,
legislation and manpower conditions
• Problems related to organizational structure,
work methods, material control, safety,
quality
• Analysis of Manpower losses due to induction,
skill and manpower development, wage and
salary structure, recruitment & selection,
interpersonal conflicts, work demands
HRD FRAMEWORK:

Diagnostic
approach to
training
HRD FRAMEWORK : diagnostic
approach
to training
Organizational Analysis
- study where organization training
emphasis should and can be placed
Policies, Cooperation
Procedures
,Goals Mutual
Confidence

GOOD ATTITUDINAL
Congruent CLIMATE

Individual values, Acceptance

atittudes,
objectives Higher Morale
HRD FRAMEWORK : diagnostic
approach
to training

• Operational Analysis
- systematic data collection on
existing or potential industrial tasks
• Man Analysis
- study of individuals to determine
specific quality of behavior in a job
situation to meet the job requirements
TRAINING NEEDS
ANALYSIS
• Training program
−It is a plan for learning

• Training module
−It is a complete test containing the
needed training materials, and time
coverage of a designed training course.
TYPES OF NEEDS ANALYSIS

• Interview(formal/Informal)
• Observation
• Formal Research
• Needs Survey
• Analysis of critical incidents,
accidents, breakdowns
 GUIDELINES IN ANALYZING
NEEDS
• Distinguish wants and needs.
• Ensure needs are related with
Organization’s objectives.
• Don’t assume all needs are met by training.
• Find out the present performance level
• Assess Organizational climate or work
environment.
• Establish guidelines what training to be
done.
• Establish behavioral attitudes.
• Find out the causes of needs
• If training is seen as the
solution, what kind of training is
needed and for what level.
• Determine when a training is
considered a practical
necessity.
 SOURCES OF TRAINING
NEEDS
• Employees records
• Communication Failure
• Work flow
• Performance appraisal records
• Job analysis
• Interview records
• Personnel evaluation
• Work place
• Corporate plans
 NEEDS ASSESSMENT
PROCESS
• Study the corporate culture
• Study the job
• Determine the essential
knowledge, skills, and attitude.
• Assess the current situation
• Determine the deficient areas
 METHODS TO ASSESS
TRAINING NEEDS
• Group Response
• Questionnaires
• Brain storming

• Individual Responses
• Potential appraisal
• Job description
• Performance appraisal
• Suggestion Scheme
 COMMON PITFALLS OF
TRAINING NEEDS ANALYSIS
• Wants & needs cannot be
distinguished.
• Needs may not be correlated with
organizational plans and objectives.
• Relying solely upon intuition or
previous practice to interpret
expressed needs.
 TRAINING PROGRAM
DESIGN
1. Identification of Trainees
2. Formulation of Training Objectives
3. Content and Processes
4. Selection of Methods
5. Selection of Resources
6. Training Arrangements and
Schedules
IDENTIFICATION OF
TRAINEES
A. Interest in Life
 what they like to do with their own time
 what kind of problems they seem to
prefer

B. Need Gratifiers
 What rewards they value and seek out
 What they count as success
 What they regard as satisfying outcome
C. Anticipated Attitudes of Trainees
 Convictions, biases and prejudices they bring to the
training program
 They come voluntarily or against their will
 Pay off or status of the program provide

D. Physical Characteristics
 Age, sex, etc.

E. Formal/Informal Education/Training
 (Educational Background) This background makes a
difference to the vocabulary use and how the training
course is presented

F. Others
 Department, position
 Years of service in the company/position
 Etc.
FORMULATION OF
TRAINING OBJECTIVES
Training Objective
An intent in a proposed
statement describing a
proposed change in a learner
A description of a pattern of
behavior we want the learner
to be able to demonstrate
Terminal Performance
Objective (TPO)
A statement that describes
in general and positive
terms what the participants
will be able to do as a result
of the learning activities
Formulating Objectives:
Sample key phrases in
formulating:
At the end of the training, the
participants will be able to …
Under the following condition, the
trainee will be able to …
After completing the course, the
participant will be able to …
Specific Learning
Objective / Enabling
Objective (SPO/EO)

A statement that
describes precisely as
possible what the learner
will be able to do as a
result of a learning activity
that focus directly on a
previously identified need
SLO/EO Includes:
Types of learning
Description of observable behavior
that demonstrate a learning occurred
Statement of minimum level of
performance for the learned behavior
Description of the condition under
which the performance will be
measured
3 Types of SLO/EO

A. Knowledge Learning
 Means theories, principles, topics, subject
matter, relationships, procedures, processes

B. Skills Learning
 Means operating, handling, demonstrating,
filling up, inputing, presenting, preparing

C. Attitude Learning
 Means disposition, opinion, belief, frame of
mind, orientation, feelings, conviction
Selection of
Methods
Methods – means to which
training objectives
and participant’s
learning needs
are met
Commonly used training
methods:
• Lecture/lecturette
• Experiential lecture
• Guided (plenary) discussion
• Small group discussion
• Written exercise
• Case study
• Demonstration
• Role play
• Structure learning
experience
• Presentations
• Reading
• Discussions
• Graphics
• Gaming
• drama
Questions that can help in
selecting methods:
1. Is it suitable to the objective?
2. Does it lend itself to SKA learning?
3. May it yield to multiple learnings?
4. Does it require a greater/lesser degree of
background SKA than participants
presently possess?
5. How much time does it need?
6. How much space does it take?
7. What kind of props it takes or are
they available?
8. What skills of the staff to be
competent?
9. Is it comfortable for the participants
& consistent with their expectations?
10. Is the method slow or fast paced?
 Selection of Resources:
(Materials, Equipments, Persons, Budget, etc.)
Selection of training aids:
A. Non-printed materials:
a. chalk / whiteboard
Advantage Disadvantage
* low cost * visibility
* simple * low legibility
* reliable * low eye contact
* low interest
* low motivation
* messy
b. Overhead projector / transparency

* allow note taking * fairly costly

* provides color * not easily
transportable
* easily visible * subject to electricity
* face-to-face contact * poor preparation
* reusable * distracts presentation
* reliable
* accessible
* portable
c. Slide projector
* accessible * difficult to take notes
* portable * poor results in lighted
room
* easy to operate * expensive
* graphic presentation
* attention loss on dark
room

d. Video (same above)

f. Other non-printed materials
masking tapes microphone
pencils copier
video tapes water pitcher/glasses
tape recorders coffee
name tags pointers
papers/notebookslecterns

g. Printed materials
handouts:
- complements
lecture/discussion
- easy reference
Program Design
Considerations
1. Objectives
 must be clear
 must geared towards attaining these objective

2. Content
 only relevant and significant to participant’s
work situation and references
 balance between scope and emphasis

3. Sequencing
 activity is build from previous sequence of
activities and toward the next one

4. Modes of Learning
 strike a balance “intake” activities and
“synthesis, reflection, or expression” activities
5. Pacing
 keep things moving
 avoid passivity and boredom by being
sensitive to the effecy

6. Integration
 all parts are fit together into a whole
integration at key points in your design

7. Flexibility
 modify the design to meet the learning
needs of trainees using data
Program Design
Parameters
A. Psychological Contract
 Participants know what to expect

B. Length and Timing of the Program

 Continuous/staggered hours

C. Location & Physical Facilities

 In house/outside company
 CONDUCTING TRAINING
Guidelines for facilitating discussion
preparation:
carefully arrange the venue
 read pre-discussion papers, if any

Introduction:
 introduce yourself and define your role
 let the group know you’re there to serve them
 set a positive tone
During discussion, be
aware of:
a. Your body language and its effects
b. The needs of the participants
c. The energy level of the participants
d. Talking too much
e. Initiating interpersonal confrontation
f. Being defensive about your mistakes:
admit and correct them
g. One person to dominate the
discussions
h. Engaging in repetitive and prolonged
discussions
 Examples of Body Language
•Brisk, erect walk •CONFIDENCE
•Standing with hands on •READINESS,AGGRESSION
hips •BOREDOM
•Sitting with legs crossed,
foot kicking slightly •OPEN, RELAXED
•Sitting , legs apart •DEFENSIVENESS
•Arms crossed on chest •DEJECTION
•Walking with hands in
pockets , shoulders
hunched •EVALUATION , THINKING
•Hand to cheek •REJECTION, DOUBT
•Touching , slightly rubbing
nose •DOUBT, DISBELIEF
•Rubbing the eye •ANGER, FRUSTRATION,
•Hands clasped behind APPREHENSION
back
•Locked ankles •Apprehension
•Head resting in hand, eyes •Boredom
down cast
•Rubbing hands •Anticipation
•Sitting with hands clasped •Confidence, superiority
behind head, legs crossed
•Open palm
•Sincerity,
•Pinching bridge of nose, eyes openness,innocence
closed
•Negative evaluation
•Tapping or drumming fingers
•Impatience
•Steep ling fingers
•Authoritative
•Patting/fondling hair
•Lack of self-confidence,
•Tilted head insecurity
•Stroking chin •Interest
•Looking down, face turned •Trying to make a decision
away
•Disbelief
•Biting nails
•Insecurity , nervousness
•Pulling or tugging at ear
•indecision
Guidelines for facilitating
discussion during discussion:
DO…
 Listen
 Ask question
 Offer information

OTHERS…
 Be honest
 Educate the group as to process techniques
 Provide positive reinforcement for significant
suggestions/contributions
 Refer some questions back to the group when
they are directed to you
 Give each a chance to talk in the group
FACILITATION SKILLS
 Listening
 Conveying
acceptance
 Linking function
When you fail to listen:
• You will hear what you want to hear.
• You will hear what you expect to
hear.
• You will not analyze what others are
telling you.
 How do you practice listening?
• Maintain eye contact
• Don’t let your eyes (and your mind) wander off to
something else going in the room.
• Focus on content
• Perhaps the person speaking to you is twirling her
hair or spinning a pencil in his hands. Ignore it and
focus on what he or she is actually saying.
• Don’t interrupt
• Let the participant, customer or employee finish his
or her thoughts and words before you jump in with
an answer or question.
• Stay active in the conversation and ask questions
• If something doesn’t make sense, ask for clarification
or further explanation.
When you listen well, you will be able
to :

• Figure out what your participants ,

customer or employee wants and needs
• Prevent misunderstandings and errors
• Build long-term relationships
Listening
 Listen empathically
 Suspend own ideas
 Shut out own way of looking at things
 Hear only what is present in the speaker’s
awareness
 Reflect on perceived feelings and
meanings
 Ask question to clarify
 Provide relevant information
Conveying Acceptance

 Acknowledging inputs/contributions
 Relying on relevant responses
 Avoiding order, demanding,
obligating, warning appeal, and
advising responses
Linking Function
 Clarifies the meaning of a comment
and makes clear to the group how
the new contribution is related to
the previous discussion.
ART OF QUESTIONING
Purpose:
 To arouse interest and curiosity
 To stimulate the discussion by
thought (provoking questions)
 To channel the thinking
 To determine group understanding
 To get the attention of an individual
 To help a timid person to express
his thoughts
ART OF QUESTIONING
Characteristics:
 Brief, easily understood
 Directed to one main thought
 Natural part of presentation
 Addressed to the entire group
 Distributed among the group
 Not used to arouse antagonism
 Ask in a friendly, sincere manner
 Phrased using why, where, when, who,
what and how
Questioning techniques:
•Essential Questions
•Strategic Questions
•Subsidiary Questions
•Elaborating Questions
•Hypothetical Questions
•Unanswerable
•Telling Questions Questions
•Planning Questions •Inventive Questions
•Organizing Questions •Provocative Questions
•Probing Questions •Irrelevant Questions
•Sorting & Sifting •Divergent Questions
•Questions •Irreverent Questions
•Clarification Questions
•Essential Questions •Subsidiary Questions
−probe the deepest −These are questions
issues confronting us which combine to help
complex and baffling us build answers to our
matters which elude Essential Questions
simple answers: •Hypothetical
Life - Death -
Marriage - Questions
Identity - Purpose − are especially helpful
- Betrayal - Honor when trying to decide
- Integrity - Courage between a number of
- Temptation - choices or when trying
Faith - Leadership to solve a problem.
- Addiction - Invention
- Inspiration.
•Telling Questions •Planning Questions
−lead us (like a smart − lift us above the action
bomb) right to the of the moment and
target. They are built require that we think
about how we will
with such precision that
structure our search,
they provide sorting and where we will look and
sifting during the what resources we
gathering or discovery might use such as time
process. They focus the and information.
investigation so that we
gather only the very •Organizing Questions
specific evidence and − make it possible to
information we require, structure our findings
into categories which
only those facts which
will allow us to
"cast light upon" or
construct meaning.
illuminate the main
question at hand.
•Probing Questions •Sorting & Sifting
−take us below the Questions
surface to the "heart −enable us to
of the matter." Allow
manage Info-Glut and
us to push search
Info-Garbage - the
strategies well
hundreds of hits and
beyond the broad
pages and files which
topical search to
often rise to the
something far more
surface when we
pointed and powerful
conduct a search -
culling and keeping
only the information
which is pertinent
and useful.
•Clarification Questions •Elaborating Questions
− convert fog and smog − extend and stretch the
into meaning. A import of what we are
collection of facts and finding. They take the
opinions does not always explicit and see where it
make sense by itself. might lead.
•Strategic Questions •Unanswerable
− focus on Ways to Make Questions
Meaning − are the ultimate
− arise during the actual challenge.
hunting, gathering, − we may never find Truth,
inferring, synthesizing
but we may illuminate . . .
and ongoing questioning
extend the level of
process.
understanding and reduce
the intensity of the
darkness.
•Inventive Questions •Divergent Questions
− turn our findings inside out − use existing knowledge
and upside down. They distort, as a base from which to
modify, adjust, rearrange, "kick off" like a swimmer
alter, twist and turn the bits making a turn. They move
and pieces we have picked up more logically from the
along the way until we can core of conventional
shout "Aha!" and proclaim the knowledge and experience
discovery of something brand than irrelevant questions.
new
•Irreverent Questions
•Provocative Questions − explore territory which is
− are meant to push, to "off-limits" or taboo. They
challenge and to throw challenge far more than
conventional wisdom off conventional wisdom. They
balance. They give free rein to hold no respect for
doubt, disbelief and authority or institutions or
skepticism. myths. They leap over,
•Irrelevant Questions under or through walls and
− take us far afield, distract us rules and regulations.
and threaten to divert us from
the task at hand.
 HANDLING QUESTIONS, YOU/IT should
be:
 Certain that a reply is directed to the question that was
asked
 Heard by everyone; or, repeat the question
 Answered not quickly to avoid the impression that the
individual should have known the answer
 Answered politely by stating that you “don’t know or
can’t answer”, but offer to find out
 Offer to find out and let them know or call someone
 If you do it frequently, the group’s opinion and respect
of the possessed knowledge diminishes
 Answered tactfully when it’s irrelevant, not pertain to
the current subject, or not qualified to answer
 Keep your temper
 TOPIC 5

Evaluating Training
 What’s to
be
Evaluate
Evaluate evaluated?
?? Trainees?
Training in
general?

a ttee??
u
evvaal lua What is it
Whhyy e supposed to
W
do?
EVALUATING TRAINING

EVALUATION
Is the assessment of the total value of
training system, training course or
program in
social and financial terms.
 EVALUATING TRAINING

VALIDATION
Attempts to measure the overall cost
benefit of the course or program and not
just the achievement of its laid down
objectives.

It is use in the general judgmental sense

of the continuous monitoring of a
programme or of the training function as
a whole.
 Evaluation vs.
Figure 1-
Validation
Figure 2 - The Structure of the Training Evaluation
EVALUATING TRAINING
Levels of training evaluation
1. Reactions
"Reaction may best be defined as how well
the trainees liked a particular
training program." - Measures trainee
satisfaction.

2. Learning
"What principles, facts, and techniques were
understood and absorbed by the conferees?"
- Assesses knowledge and skills acquisition
EVALUATING TRAINING
Levels of training evaluation
3. Behavior
Measures the extent to which trainees change
their behavior on the job after participating in a
training program.

Evaluation of training in terms of on-the-job

behavior is more difficult than reaction and learning
evaluations. It requires consideration of
many factors.
 EVALUATING TRAINING
Levels of training evaluation
Guideposts for evaluating training in terms
of behavioral changes:
• Conduct a systematic appraisal of on-the-job performance
on a before-and-after basis.

• Appraisal of performance should be made by one or more of the

following groups (the more the better): trainees, trainees'
supervisors, subordinates, peers, and others familiar with
trainees' on-the-job performance.
• Conduct a statistical analysis to compare before-and-after
performance and to relate changes to the training.
Conduct a post-training appraisal three months or more after training
EVALUATING TRAINING

Levels of training evaluation

4. Results
“ Did the training pay-off?”
The objectives of most training programs
can be stated in terms of the desired
results, such as reduced costs, higher
quality, increased production, and lower
rates of employee turnover and
absenteeism.
 EVALUATING TRAINING

Learning Level Evaluation Techniques

• OBSERVATION

Note the difference in performance levels of trainees

engage in activities such as:

writing letter collection

handling clients bookkeeping
cashiering
EVALUATING TRAINING
Learning Level Evaluation Techniques
• Learning

Precourse questionnaires to instructors

Programmed instruction
Objective Tests
Essays ( Written/Oral Examinations)
Assessment by trainees of knowledge changes
Skills analysis and task analysis
Standardize tests of skills
Tailor-made techniques for evaluating skills
Assessment by trainees of skill changes
Standardize attitude questionnaires
Tailor-made attitude questionnaires
Semantic Differential scales
Group feedback analysis
 EVALUATING TRAINING
Learning Level Evaluation Techniques

•Job behavior
Activity sampling
Observer diaries
Width interviews and questionnaires
Appraisal and self-appraisal
The critical incident technique
Observation of specific incidents
Coaching by superiors
Self-reporting of specific incidents
Depth interviews and questionnaires
Open-ended depth techniques
Prescription for involving management in the training
process
 EVALUATING TRAINING

Learning Level Evaluation Techniques

•Organization
indices of productivity, labor turn-over studies of
organizational climate, use of job behavioral objectives to
study behavior of non-trainees work flow studies

•Ultimate Value
cost benefit analysis
human resource accounting
EVALUATING TRAINING

Problems associated with training

evaluation

• Lackof standards/yardsticks
•Not behavior-oriented
•Accuracy or honesty of comments
•Lack of time
•Lack of adequate evaluation methodology
 EVALUATING TRAINING

EVALUATION STRATEGY EVALUATION GUIDE

. TEST Q1. What do you think is the importance of
To be given at the end of the an effective customer service in handling
training clients?
Q2. What are the key principles of effective
customer service?

. INTERVIEWS/DELIBERATION OF Q1. In what way can you effectively

MPLOYER’S TRAINING PROGRAM convince your clients?
ick a group member at random Q2. How do you deliver your ideas to your
o be interviewed customers?

. PRACTICAL APPLICATION Surprise branch visits ( Customer service

evaluation based on actual)