Training & Development-Unit II

DR. SUCHETA AGARWAL

Unit 2 Content: Training Models, Concept of Needs Assessment: causes, outcomes,
process, methods of Needs Assessment, Designing effective Training Process, Design of
Evaluation Programme, Types and Methods of Training Evaluation, Determining
Return on Investment,
 Training Models

Training is a sub-system of the organization because the departments such as marketing

& sales, HR, production, finance, etc. depends on training for its survival.
Training is a transforming process (KSAs-knowledge, skills and attitudes as output).

The three models of training are:

1. System Model
2. Transitional Model
3. Instructional System Development Model
1. System Model
 1. System Model

The system model consists of five phases. It should be repeated on a regular basis to make further improvements. The
training should achieve the purpose of helping the employees to perform their work to required standards.
The steps involved in System Model of training are as follows:
1. Analysis and Identification:
Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs
training, what do they need to learn, estimating training cost, etc. The next step is to develop a performance measure
on the basis of which actual performance would be evaluated.
2. Designing:
Design and provide training to meet identified needs. This step requires developing objectives of training, identifying
the learning steps, sequencing and structuring the contents.
3. Developing:
This phase requires listing the activities in the training program that will assist the participants to learn, selecting
delivery method, examining the training material and validating information to be imparted to make sure it
accomplishes all the goals and objectives.
4. Implementation:
Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training
programme.
5. Evaluation:
Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making
necessary amendments to any of the previous stage in order to remedy or improve failure practices.
SYSTEM MODEL OF TRAINING AND DEVELOPMENT
 2. Transitional Model

Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of
the organization on the basis of which training model i.e. inner loop is executed.

Vision:
Focuses on the milestones that the organization aims to achieve after the defined point of time. A vision statement
tells where the organization sees itself few years down the line. A vision may include setting a role model, or bringing
some internal transformation, or meeting some other deadlines.
Mission:
Explain the reason of organizational existence. It identifies the position in the community. The reason for developing a
mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission
statement tells how the organization would like to be viewed by the customers, employees, and all other
stakeholders.
Values:
It is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the
organization and is independent of current industry environment. For example, values may include social
responsibility, excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a
whole. The objective is formulated keeping these three things in mind and then the training model is further
implemented.
2. Transitional Model
 3. Instructional System Development Model

Instructional System Development model was made to answer the training problems. This model is widely used now a
day in the organization because it is concerned with the training need on the job performance. Training objectives are
defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual
progress is measured.
This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering
media for the types of training objectives to be achieved.
The Instructional System Development model comprises of five stages:
1. Analysis:
This phase consist of training need assessment, job analysis, and target audience analysis.
2. Planning:
This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a
participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer
and the training program, strategies to impart knowledge i.e., selection of content, sequencing of content, etc.
 3. Instructional System Development Model

3. Development:
This phase translates design decisions into training material. It consists of developing course material for the trainer
including handouts, workbooks, visual aids, demonstration props, etc. course material for the trainee including
handouts of summary.
4. Execution:
This phase focuses on logistical arrangements, such as arranging speakers, equipment’s, benches, podium, food
facilities, cooling, lighting, parking, and other training accessories.
5. Evaluation:
The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work
performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any
of the previous stage in order to remedy or improve failure practices.
The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an
important phase throughout the entire training program. In this model, the output of one phase is an input to the
next phase.
Instructional System Development Model (ISD)
 Concept of Need Assessment

Needs Assessment
Needs assessment refers to the process used to determine whether training is necessary
Why is Needs Assessment Necessary?
•Training may be incorrectly used as a solution to a performance problem.
•Training programs may have the wrong content, objectives, or methods.
•Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or
confidence needed to learn.
•Training will not deliver the expected learning, behavior change, or financial results that the company
expects.
•Money will be spent on training programs that are unnecessary because they are unrelated to the
company’s business strategy.
Example: A delivery truck driver- job is to deliver anesthetic gases to medical facilities.
Driver mistakenly hooks up the supply line
Contaminating the hospital’s oxygen supply
Why did the driver make this mistake, which is clearly a performance problem?
May be
Because of lack of knowledge
Because of anger over a requested salary
Because of mislabeled valves for connecting the gas supply
 Training Needs Assessment:

The objective in conducting a needs analysis is to find answers to the following questions:

- "Why" is training needed?

- "What" form of training is needed?

- "When" is the training needed?

- "Where" is the training needed?

- "Who" needs the training?

- "How" will the training be performed?

Causes and Outcomes of Need Assessment
Table Key Concerns of Upper-Level and Mid-Level Managers and Trainers in Needs Assessment (Who
should participate)
Subject matter experts (SMEs) : employees, trainers etc
Job incumbents – employees who are currently performing the job.
 Methods of Training Needs Assessment:

Techniques Advantages Disadvantages

 Methods of Training Needs Assessment:

Techniques Advantages Disadvantages

 Methods of Training Needs Assessment:

The following four methods for collecting data include surveys, observations, interviews, and customer comment
cards.
1. SURVEYS: Surveys are used to focus on specific areas of performance deficiency. Surveys can be administered either
by management or an outside professional. The surveys consist of a written questionnaire that employees answer on
an anonymous basis which will allow them to answer freely and be truthful with their answers. The questions on the
survey should be highly oriented toward the specific tasks, responsibilities and needs of the organization and its
employees.
2. OBSERVATIONS: Observations involve just that--watching! Observing the employees at work can provide the trainer
with sufficient information as to where the deficiencies exist. The only problem with this method is that the employees
will tend to perform appropriately as a result of being watched (that is, if they know they are being watched).
3. INTERVIEWS: Interviews involve talking with each individual employee or as a group to discuss what possible
problems and issues are responsible for the deficiencies. This method is a very decentralized and democratic approach
to training in that it allows for the suggestions and opinions of the employees.
4. CUSTOMER COMMENT CARDS: Customer comment cards serve as a major source of information as to what the
deficiencies may be. They often indicate what specific areas need improvement and why. Be sure that each question
on the customer comment card is directed toward a specific service already offered in order to determine its
effectiveness.
The Needs Assessment Process
 The Person Analysis Figure – Process for Analyzing the Factors That
Influence Employee Performance and Learning
 TASK ANALYSIS

Task analysis – identifies the important tasks and knowledge, skills, and behaviors that need to be
emphasized in training for employees to complete their tasks.
Job – specific position requiring the completion of certain tasks.
Task – employee’s work activity in a specific job (KSAOs).
Knowledge – includes facts or procedures.
Skill – indicates competency in performing a task.
Ability – includes the physical and mental capacities to perform a task.
Process used in developing a competency model
Designing Effective Training Process
 Designing Effective Training Process

The training design process refers to a systematic approach for developing training programs.
Step 1 is a needs assessment, which is necessary to identify whether training is needed.
Step 2 is to ensure that employees have the motivation and basic skills necessary to master the
training content.
Step 3 is to create a learning environment that has the features necessary for learning to occur.
Step 4 is to ensure that trainees apply the training content to their jobs. This step involves having
the trainee understand how to manage skill improvement, as well as getting co-worker and
manager support.
 Designing Effective Training Process

Step 5 is to develop an evaluation plan. Developing an evaluation plan includes identifying what
types of outcomes training is expected to influence (for example, learning, behavior, or skills),
choosing an evaluation design that allows you to determine the influence of training on these
outcomes, and planning how to demonstrate how training affects the “bottom line” (that is, using a
cost-benefit analysis to determine the monetary benefits resulting from training).
Step 6 is to choose the training method based on the learning objectives and learning environment.
This step may include a traditional training method of face-to-face interaction with a trainer or e-
learning using web-based training or mobile learning.
Step 7 is to evaluate the program and make changes in it or revisit any of the earlier steps in the
process to improve the program so that learning, behavior, change, and other learning objectives
are obtained.
 Training Evaluation Programme :

Training evaluation refers to the process of collecting the outcomes needed to determine if training is
effective. Evaluation design refers to from whom, what, when, and how information needed for
determining the effectiveness of the training program will be collected. Training investment is
increasing because learning creates knowledge which differentiates between those companies and
employees who are successful and those who are not.
Evaluation is an activity that is concerned with project effects and impact.
It can be defined as “the assessment and control of the progress of the training programme for its
effective organization”.
The training evaluation is a means by which participants express their feedback regarding the
effectiveness of training through a series of qualitative and quantitative survey questions completed
at the end of the training programme.

Training evaluation provides the data needed to demonstrate that training does offer benefits to the
company.
 Design of Evaluation Programme :

Reasons for evaluating training

•Companies makes huge investment
•They expects that outcome to be measurable
•ROI
It involves formative and summative evaluation
Formative evaluation refers to the evaluation of training that takes place during program
design and development. That is, formative evaluation helps ensure that (1) the training
program is well organized and runs smoothly, and (2) trainees learn and are satisfied with
the program. Formative evaluation provides information about how to make the program
better; it usually involves collecting qualitative data about the program.
Qualitative data include opinions, beliefs, and feelings about the program. It involves pilot
testing.
Pilot testing refers to the process of previewing the training program with potential trainees
and managers or with other customers (persons who are paying for the development of the
program).
Pilot testing can be used as a “dress rehearsal”.
 Design of Evaluation Programme :

Reasons for evaluating training

•Companies makes huge investment
•They expects that outcome to be measurable
•ROI
It involves formative and summative evaluation
Formative evaluation refers to the evaluation of training that takes place during program
design and development. That is, formative evaluation helps ensure that (1) the training
program is well organized and runs smoothly, and (2) trainees learn and are satisfied with
the program. Formative evaluation provides information about how to make the program
better; it usually involves collecting qualitative data about the program.
Qualitative data include opinions, beliefs, and feelings about the program. It involves pilot
testing.
Pilot testing refers to the process of previewing the training program with potential trainees
and managers or with other customers (persons who are paying for the development of the
program).
Pilot testing can be used as a “dress rehearsal”. (ex Web Based Training)
 Design of Evaluation Programme :

Summative evaluation refers to an evaluation conducted to determine the extent to which

trainees have changed as a result of participating in the training program.

Summative evaluation may also include measuring the monetary benefits (also known as return on
investment or ROI) that the company receives from the program.

Summative evaluation usually involves collecting quantitative (numerical) data through tests,
ratings of behavior, or objective measures of performance such as volume of sales, accidents, or
patents.
Overview of Design of Evaluation Process :
 METHODS/ OUTCOMES USED IN THE EVALUATION OF TRAINING
PROGRAMS
1. Kirkpatrick’s Four-Level Framework of Evaluation Criteria
Level Criteria Focus
1 Reaction Trainee satisfaction
2 Learning Acquisition of knowledge, skills, attitudes, behaviour
3 Behaviour Improvement of behaviour on the job
4 Results Business results achieved by trainees
Training program objectives and their implications for evaluation:
 Methods of Evaluation Programme :

2. Questionnaires (obtain opinions, reactions, views)

3. Start of course assessment (pre-programming assessment)
4. Tests (pre test or post test)
5. Interviews (usefulness)
6. Daily or interim evaluation approaches (more than a day)
7. Studies(carried out to eliciting opinions, judgements etc)
8. Cost benefit analysis (hiring trainers, tools to learn, compared with reduced learning time, improved
learning, superior performance)
9.End of programme evaluation (reaction)
10. Feedback (feedback report)
11. Human resource factors (employee satisfaction-absenteeism, turnover ratio, accidents, grievances)
12. Balance Score Card
13. Recall session
 Types of Training Evaluation:

1. Evaluation for planning (contents, methods etc)

2. Process evaluation (entire duration of programme)
3. Terminal evaluation (effectiveness, benefits, goals,
causes)
4. Impact evaluation (on the job behaviour, feedback,
outcome)
5. Formative Evaluation
6. Summative Evaluation
 Determining Return on Investment :

Analysis of Training Return on Investment (ROI) - ROI is a measure of the monetary

benefits (profit) obtained by an organization over a specified time period in return for a

given investment in a training program.

•ROI can be used both to justify a planned investment and to evaluate the extent to

which the desired return was achieved.

•It is the most common profitability ratio.
•There are several ways to determine ROI, but the most frequently used method is to
divide net profit by total assets.
 Determining Return on Investment :

Thus on the basis of these, the cost and benefits estimations of the training
programme are done and then ROI can be calculated
%ROI= (Benefits-cost)/cost)*100
To calculate monetary ROI, identify the total financial benefit your organization
draws from a learning programme and then subtract from that the total investment
made to develop, produce and deliver that programme.

Example

Cost of training programme (25 participants) = Rs. 50,000

Benefit after training programme (after 1 year) = Rs. 90,000
%ROI= (Benefits-cost)/cost)*100
ROI= (90,000-50,000/50,000)*100
Answer of this problem is ROI=80%