WHAT IS T&D

BASIS FOR
TRAINING DEVELOPMENT
COMPARISON

Meaning Training is a learning process in Development is an educational

which employees get an opportunity process which is concerned with
to develop skill, competency and the overall growth of the
knowledge as per the job employees.
requirement.

Term Short Term Long Term

Focus on Present Future

Orientation Job oriented Career oriented

Motivation Trainer Self

Objective To improve the work performances To prepare employees for future

of the employees. challenges.

Number of Many Only one

Individuals

Aim Specific job related Conceptual and general

knowledge

T&D PROCESS
Identify training need/TNA
Establish objectives
Select training method
Conduct and deliver training
Evaluate performance

TRAINING NEED ANALYSIS

Thayer and McGhee model
Organizational analysis – Task analysis – Person Analysis
Organizational analysis
involves the detailed analysis of the following:
Organization structure
Goals and objectives
Human resource and future plans
Understanding culture
TASK ANALYSIS
Each task has an expected standard of performance
Knowledge of the task helps in understanding what skills, knowledge and attitude an
employee should have
Involves reviewing the job description and specification to identify the activities performed in
a particular job and the KASH needed to perform them
PERSON ANALYSIS
involves determining the employee’s requirement- what is required and not
help the organization help the managers
 What is T&D T&D Process
Comparision between
T&D

Organizational analysis
TNA
Thyer and McGhee Task analysis
Person Analysis

Create objectives
Task/observable action
Conditions environment
Standards
Audience, behaviour, standard
Content
Approaches to TNA
Involves collection of data on current situations and actual requirements
Interviews
Performance appraisal data
Observation using consultants
Outside assessment centres
Analysis of another data from workplace
Most common method is combination reviewing how well a job is performed in total, and the
individual’s performance within the job
Types
Change in KSA and behaviour
Individual and group need based
Reactive and proactive
Base
Objective trainingb
Steps
Determining the level and type of job performance desired
Determining the critical job outputs
Determining the tasks
Determining the knowledge and skills to undertake the job
Identify the employees actual typical job performance
Determine the gap between desired job performance and actual, typical, performance
Asses the impact of the gap
Identify the cause
Identify the new knowledge and skills required
 1. Standard
2. conditions
3. Content
4. audience
5. behaviour
organizational resources, practices, priorities etc.
training climate- based on the atmosphere and the season
transitional planning

Steps in creating training modules-

Creating training objectives
Content development-
Collection of data and info
Mapping and sequencing
Prioritizing
Deciding learning styles
Deciding the learning models
Deciding on the learning aids
Training design
 Introducing the design
Acquiring the concept
Practice
Evaluation
Session plan
Execution
Training etiquettes
Evaluation `
Learning- relatively permeant change in human capabilities that is not result of a growth
process
Behaviourism
Learning involves the formation of associations between specific actions and specific events
(stimuli) in the environment. these stimuli may either precede or follow action
Many behaviourists use intervening variables but avoid references to mental states.
Radical behaviourism (operant conditioning/behaviour modification/behaviour analysis)
avoids any intervening variables and focus on descriptions of relationships between
behaviour and environment
Cognitivism
Learning Theories
Reinforcement theory
Positive reinforcement
Negative reinforcement
Extinction
Punishment
Learners to acquire
Social learning theory
Emphasizes that people learn by observing other people whom they believe are credible and
knowledgeable
The model’s behaviour or skill that is rewarded is adopted by the observer
The model’s behaviour or skill that is rewarded is adopted by the observer
Learning is also influenced by a person’s self-efficacy
Self-efficacy is a person’s judgement about whether she can successfully learn knowledge
and skills

Adult learning Theory

Based on the following assumption
adults have a need to know why they are learning
need to be self-directed
adults bring work related experiences to their solutions
adults enter into a learning experience with a problem cantered approach to learning
adults are motivated to learn by both extrinsic and intrinsic motivators

WTFM (what’s there for me)

KSA- need to learn
4Ms- Motivation, meaning, method, mile
ADDIE Model
First created for the US Military in 1970s by Florida state university. Cyclic process
Analyse-
Instructional problem is defined
Goals metrics and objectives are established
Information regarding the learner
Design-
Learning objectives
Instructional methods
Outline
Content
Subject Matter Knowledge
Lesson outline
Media Assets
Development-
Developing the content outlined in the designed phase
Content is developed
Assembling graphics audio etc
Implementation-

Evaluation

Objective

Training
learning
experience

Evaluation/
Process
Outcome
Objective
Achievable
Brief/Balanced
Complete
Backward Mapping
Implementation part of the ADDIE model
The instructional designer developers the content and materials and provides training to the
trainer.
Evaluation phase
Use of formative and summative assessment formats
Formative is done on a continues basis
Summative done after the training is completed
Merrill’s first principle of instructions

Integrate 4 Activate 1

Problem/Task
Centred

Apply 3 Demonstrate 2

Activation of prior experience

Demonstration of skills
Application of skills
Integration of skills
GAGNE
9 steps of learning
Gain attention
Informer learners of objectives
Stimulate recall of prior learning
Present stimulus
Provide learner guidance
Illicit performance
Provide informative feedback
Assess if learning has occurred
Enhance retention and transfer z
Content development
Gather information
Create mind map- helps determine boundaries
Def
Types
Characteristics
Function
Factors
Adv& DAV
Qualities
Kirkpatrick’s Four level of training evaluation
Worldwide standard of training effectiveness
Considers the value of training (formal and informal) across four levels
Before during and after

reaction learning behaviour results

LV1 LV2 LV3 LV4
LV1- evaluates how participants respond to the training (reaction sheets/feedback
survey/verbal feedback)
LV2- did actually learning occur (pre and post test to measure the increase in knowledge/use
of control group to compare learner’s performance)
LV3- Use of the acquired knowledge (observation, interviews with immediate supervisors)
LV4- impact on the organization and the institute (data collection over a period of time,
comparisons of KPI)
ASSURE
Analyse-
Analyse the attributes of his/her learners
3rd
general
attribut
es of
your
learners
(age,gen
2nd prior
der com petencies
etc.)

1st learners style

Entry behaviour and exit behaviour needs to be taken into consideration

State standards and objective (refer CIA 1 by Stephen)-

degree to
which audience
knowledge

behaviour

condition
Select modify or design materials (do it yourself)-

Utilize materials-
Five Ps involved
Preview the technology, media, and materials,
Prepare the same
Prepare the environment
Prepare the learners
Provide the learning experience
Require learner’s Participation
Actively engage the learners- at the group level and the individual level
Group discussions
Encourage a specific kind of note
Evaluation- (fuckin obvious)
Dicks and Carey model-
Backward design model by Wiggins
Hannifin pecks model
Gerlach and fly IDM
Kirk and Gustafson
Kemp model Training models
Introduction
Acquisition
Practice
Evaluation

Training Aids
white board
markers
projectors
sound system
computers
pointers
charts- discussion charts, flip charts
Self- Learning Materials
Tends to require more work
DLS- Differentiated learning strategy i.e. every activity should be provided in multiple
channels (kinesthetics, Audi, visual etc)
Based on individuals own time, pace, and place
Theories of learning
Behaviourism
Cognitivism
Experiential learning
Constructivism
Paper by Arizona state UNI
Precedents like,
Access to learning
Student enrolment- completion of the course, retention to applicability.
Cost
World moving towards virtual universities
Materials-
Books, videos, etc
Core of an SLM
Think: through questions
Write: setting exercise
Do: through practical exercises
Retention+Practice+Thining+Application = learning
Characteristics
Self-explanatory
Self-contained
Self-directed
Self-motivated
Self-evaluating
Types
Tutorial in print
Reflective action
dialogue
Component of Self learning Materials
Beginning of the unit
Main body
End matters
Programmed instruction
Definition of Keith
5 Principles
Basic Principles of Programmed learning
Stages Production of SLMS
Planning-
selection of topic or module
preparing a content outline
define objectives in behavioural terms
construct a test of entry behaviour
construction a test of terminal behaviour
Development-
Presenting in frames
Provide for active student response
Confirmation of student response
Careful sequencing of frames
Revision and implementation-
Editing the draft by subject matter experts
Administration the program to test validity and reliability
Evaluation and revision. (error rate and program density)
Linear Programming

entry terminal
content 1 content 2 content 3
behaviour behaviour

Preferred for first time learners

40 words
Forward branching
used if the program is difficult in nature. Thus, has remedial frames to control for the
difficulty
through but time consuming to construct with respect to SLMs
Mathetics Programming
Skill based
Training situations and legal trouble (Stephu)
Failing to provide required training
Employee injury during training
Injuries incurred because of the training outside the training
Incurring breach of confidentiality or defamation
Reproducing or using copyrighted material
Discrimination and exclusion of people.
Not ensuring equal treatment
Forcing training that may be perceived as offensive
Revealing discriminatory information
Not accommodating trainees with disabilities
Fault or faking cost of the training
Partnership and outsourcing
External suppliers preferred because-
Downsizing
Specialized knowledge required
Demand fluctuating
External suppliers can be used as partners or as sole providers of training services.
Outsourcing and Application Service provider (ASP)