Training Processes

Under Supervision : Dr. Hesham Zaher

Presented By:
El- Sayed Soliman
Enas Ahmed
Enas Mesbah
Mazen Mohamed
Mohamed Mahmoud
Mohamed Salah Eldin
Mohamed Talaat
Omar Mohamed
Rania Rashad
Rania Maher

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 Index
• What is Learning
• What is Training
• What is Education
• Trainability Concept
• Adult Learning Laws
• Barriers to Adult Learning
• Understanding Different Learning Styles
• The Training Process
• Concept of Learning Organizations
• Strategic Alignment of HRD
• Steps of the Training Process
o Training Needs Analysis
o Training Design
o Training Delivery & Implementation
o Training Evaluation
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What is Learning
 Learning is a change in individuals, due to the
interaction of the individuals and their
environment, which fills a need and makes
them more capable of dealing adequately with
their environment.

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 What is Training
 Training is the process of developing skills in order to
more effectively perform a specific job or task.

1. Emphasizes doing rather than knowing.

2. Emphasizes achieving a certain level of skill attainment.
3. Emphasizes a closed system perspective with specific right
and wrong ways of performing a skill.
4. Emphasizes a comprehensive listing and description of the
skills required to perform a specific behavior.

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What is Education
• Education is the process of passing on
knowledge or experience.

• Emphasizes knowledge that is not linked to a

specific job or career.
• Emphasizes an open ended approach where not
every step in the process is described.

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 Trainability Concept
How people learn is a direct result of an interaction between
forces within the individual and the environment. This can be
summarized into the concept of:

Trainability: this concept is concerned with the readiness to

learn, combining participants’ level of ability and motivation
with their perceptions of the work environment

Motivation x Ability x Work Environment = Trainability

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 Adult Learning Laws
 Thelaw of readiness states that people learn best when they
assume a will to learn.

 Thelaw of effect states that people learn best under pleasant

and rewarding circumstances.

 Thelaw of frequency suggests that the more often you

practice a trained behavior, the more likely you will continue
using the trained behavior.

 Thelaw of association suggests that every new fact, idea,

concept, or behavior is best learned if you can relate it to or
with something you already know.

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 Barriers to Adult Learning

– Lack of Trust
– Peer Group Pressure
– Low Tolerance to Change
– Other

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 Understanding Different Learning Styles

“Learning Styles”

◦ Feelers – people oriented learners who learn through expressing

and focusing feelings and emotions

◦ Observers – people who like to watch and listen in order to

consider various ideas and opinions

◦ Thinkers – people who appreciate logic and reason and enjoy

analyzing and evaluating concepts

◦ Doers – people who like to be actively involved in the learning and

enjoy opportunities to practice what they have learned

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The Training Process

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Concept of Learning Organizations

A learning Organization is an organization that is

characterized by the capability to adapt changes in its
environment. A learning organization is one that can
respond to lessons of experience by altering organization
behavior through constant and various forms of learning.
Learning Organizations adopt three levels of learning:
1. Individual learning occurs through self study,
technology-based instruction, insight and observation
2. Group Learning occurs through the increase in skills,
knowledge, and abilities accomplished within groups
3. Organizational Learning begins through the shared
insights and knowledge of individuals and then builds on
past organizational memory such as policies, strategies,
and models
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 Concept of Learning Organizations

In a culture that supports Organizational Learning:

Members recognize the importance of learning

Learning is a continuous process that runs parallel to work
There is a focus on creativity
People have access to information that is important to the
company’s success
The company rewards individual and group learning
Quality and continuous improvement drive the company
There are well-developed core competencies

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Strategic Alignment of HRD
There are some ways in which HRD can
directly demonstrate its strategic capability:
1. By Participating in the strategic planning process
2. By linking the training outcomes to organizational
goals
3. By maintaining a strong customer focus in the design,
development, and implementation of all HRD
activities
4. By managing the HRD with a systems view of
performance in the organization

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 Strategic Alignment of HRD
Vision
How the
Employee Mission
Objectives are
cascaded down from the
Company Strategy Strategy

Company Objectives

Department Objectives

Individual Objectives

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Strategic Alignment of HRD
Example of a company’s
Objective Hierarchy

Strategic Goal Improve competitiveness by getting the

product to market in half the time

Company Objective Reduce new-product development time by

three months in science and research
group
Department Objective Increase the accuracy of lab work by
decreasing turnaround time on reports to
scientists by one day
Employee Learning Improve questioning skills of lab
Objective technicians in order to obtain necessary
information that will decrease report
turnaround time by one day
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Strategic Alignment of HRD
Sample Objective Setting for an employee

Employee
Objective Weight Measurement (KPI) Score

1 30 15

2 20 15

3 20 20

4 15 15

5 15 15

Total 100 80
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Steps of the Training Process
1. Assess / Analyze Training Needs

2. Design the Training Programs

3. Validate & Develop the Training Design

4. Deliver & Implement Training

5. Evaluate Training

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Training Needs Analysis

 The first step of the Training Process is the Needs

Assessment: TNA

It means collecting the data to identify the gaps between

actual and desired organizational performance and
organization objectives.

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 Training Needs Analysis
oA needs assessment is used to identify:
oThe organization’s goals and its effectiveness in reaching these
goals
oDiscrepancies between current and future performance
oConditions under which the HRD activities will occur.
oTypes of programs needed.
The target audience for the programs
oBenefits of TNA
oIt allows for training content decisions to be made on the basis
o of fact rather than intuition
oProvides base-line information for use in evaluating
effectiveness
oPermits HR department to develop and implement cost-
effective programs

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 Training Needs Analysis
•Reasons why organizations do not conduct Needs
Assessments:

•Lack of support for the needs assessment process

•Time consuming
•Difficult to summarize findings in comprehensive data
•Managers prefer action over research
•Don’t know how to conduct an assessment

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Training Needs Analysis
 Organization Analysis
of environment , strategies, resources to determine where to
emphasize training.

 Task Analysis
of the activities to be performed in order to determine the
training needed.

 Employee Analysis
of performance, knowledge, and skills to determine who
needs the training.

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Training Needs Analysis
 Organization Analysis
It identifies where the training is needed in the organization,
what are the conditions under which training will be
conducted.

Sample Reports to be provided for the organization analysis:

1. Company’s Objectives
2. Turnover rate
3. Absenteeism rate
4. Departments Performance Indicators

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 Training Needs Analysis
• Task Analysis
•It identifies what is needed to be taught, and what must be done
to perform the job effectively.
•Itcompares the job requirements and skills essential to perform
the job. Job descriptions and specifications provide information
on the expected performance and the necessary skills for
employees to accomplish the work.
•Task assessment identifies:
•Tasks that must be performed
•Conditions under which tasks are performed
•When and how often tasks are performed
•Quantity and quality of performance required
•Skills and Technical knowledge required to perform tasks
•Where and how these skills and knowledge are best acquired

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 Training Needs Analysis

 Employee Analysis
It identifies who should be trained, and what kind of training
do they need?

It focuses on employees and how they perform their jobs. The

use of performance reviews data is used in analyzing
employee development areas.

Sample Reports to be provided for the Employee analysis:

1. Performance Appraisal Form (where objectives of the
employee are identified and employee performance strengths
and weaknesses areas are highlighted)

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 Training Needs Analysis

Steps of Conducting the Needs Analysis:

1. Gather Data to identify Needs (Org, Task, Employee Analysis)

2. Determine Needs that can be met by HRD Interventions

3. Propose Different Training Solutions

4. Calculate potential cost of different Training Interventions

5. Choose and design the best training intervention

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 Training Needs Analysis

Notes:

Some further Data Sources that you can use to Gather Data
to identify Training Needs:
A. Skills inventories
B. Employee surveys
C. 360 surveys
D. Productivity rates
E. Customer complaints
F. Exit interviews and Turnover analysis
G. absenteeism rates

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Training Needs Analysis
Data Gathering Methodologies:

A. Surveys / questionnaires
B. Interviews
C. Performance appraisals
D. Observations
E. Tests
F. Assessment Centers
G. Focus group discussions
H. Document reviews
I. Advisory committees

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Training Design

Steps of Conducting the Training Design:

Use the (What, Why, When, Where, Who, How) in the

training Design:

◦ What: Course Content

◦ How: Training Type , Methodology, Materials,
Media
◦ How Much: Cost per participant
◦ Who: Instructor, HR, Attendees, Line Manager,
Training Provider, …
◦ When: Timing & Date
◦ Where: Venue
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Training Design
1. Specify the Training Programs Target Group (is the training
targeted for the Sales Team, Engineering Team; is it targeted to senior
or junior levels,…)

2. Specify the Training Program Title (e.g Selling Skills)

3. Specify the Training Program Content (subjects and topics)

4. Decide the Training Programs Types / Forms:

◦ Orientation (zero cost)
◦ On job training (zero cost)
◦ Internal In-House Training (zero cost)
◦ External Training (tailored / customized training – local /
offshore) ($ cost)
◦ Online Training (E-Learning) ($ cost)
◦ Self-Studies (Accredited Certificates/Diplomas/Post Graduate
Degrees) ($ cost)

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 Training Design

5. Decide the Training Methodologies & Materials:

a) Training Methodology
◦ case study & demonstrations
◦ group discussions
◦ presentations
◦ Simulation

b) Materials & Media:

◦ printed hardcopy material / books
◦ audio recordings (CDs, cassette tapes,…)
◦ tangible objects (game models, equipment, …)
◦ projected objects (video, datashow, film, …)
◦ non-projected objects (flip charts, white board, maps, …)

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Training Design
6. Meet with, compare & select the Training Provider in relation to
◦ course content, type & methodology
◦ no. of days & cost
◦ COMPETENT INSTRUCTORS
◦ Other
P.S: in order to validate and make a tangible decision about the
quality of a specific program or instructor it is advised to
meet with the instructor/s, make sure your training needs
are thoroughly explained, you may also need to attend a
sample training day upon the provider’s invitation.

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 Training Design Sheet
Sample - Training Design Sheet

What How When Where How Who

Mu
ch

Course Title Course Content Training Duration Date / Training Cost Training
Type & Timing Venue per Provider
Methodology trainee
Selling - sales - tailored 3 days 15 to hotel 3000L Provider
Skills for fundamentals training 17 Jan E X
Junior Sales -Selling - Case studies Provider
Staff techniques & 9am till Y
presentations 5pm Provider
Z

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 Training Provider Comparison Sheet
Sample - Training Provider
Comparison Sheet

Provider Course Methodology Duration Date / Training Cost Instructor

Name Content Timing Venue per
trainee

x 10 topics case studies 3 Jan 08 hotel 2500 sound

covered only instructor
(attach
bio)
y 15 topics case studies, 4 Feb 08 provider’ 4000 average
covered presentations s premise instructor
z 15 topics case studies, 5 Mar 08 hotel 3000 sound
covered presentations instructor
, simulation
games
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 Training Delivery & Implementation
Steps of Conducting the Training Implementation:

1. Revise the final training program details with line managers and
modify/add the final fine-tune of the program.

2. Confirm the final schedule and timing with line managers minimum
two weeks prior to launching the training.

3. Announce the program (send written invitations to all concerned

parties and/or meet with the participants to clarify on the training
program objective, timing, requirements, expected learnings &
training outcomes; answer their inquiries and receive their feedback)

4. Launch the final program (be the first to arrive to the training venue,
make sure all training settings are arranged as agreed; start the
session by welcoming the participants to the program and remind
them with the training objective/s)

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 Training Delivery & Implementation

5. If the training is conducted in an outdoor venue it is

advised to arrange the training facilities & logistics
or outsource an agency to perform the following:
a) training venue / location
b) space and seating requirements (round tables,
U-shapes, theatre style)
c) breaks (timings and contents of the coffee &
lunch breaks)
6. Prepare Participants Attendance Sheets and Contact
Info
7. Place Name Tags, Material & Evaluation Form for
each participant at his/her seat
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Training Delivery & Implementation

Steps of Conducting the Training Implementation:

7. Determine follow up procedures of the program (take

regular on-the-spot feedback from the participants and
instructor, as HRD specialist you should act as the
facilitator make sure the training needs of the
participants are met and the training program is taking
its right designed set of action)

8. Ask participants and instructor upon the conclusion of

the training program to develop a Training
Implementation Action Plan, to bring the learning
practically to implementation. (line management is
involved to revise the training action plan)

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 Training Evaluation
The final step of the training process is measuring the effectiveness of
the Training Programs.

Training Evaluation is defined as the systematic collection of the

judgemental information necessary to make effective decisions related
to the selection, adoption and modification of the organization’s
training programs.

It is essential to conduct the training evaluation in order to show the

organization the return on investment (ROI) of the HR Development
programs (HRD).

HRD programs are functional and relevant only when the effectiveness
of the programs is measured through evaluation. IF HRD professionals
cannot justify the contribution of the HRD programs to achieving the
organizational goals, they could risk budget issues and could lose the
credibility of showing tangible results to the organization.

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 Functions of Evaluation
Evaluating the training programs serve a number of purposes:

1. It determines if a program achieved the required objectives

2. It identifies the strengths and weaknesses of the training

programs

3. It determines the cost-benefit ratio of the training programs

4. It identifies which participants benefited the most or the

least from the program – links back to employee analysis

5. It helps to gather data about the best training programs to

help in selecting the best programs in future

6. It helps in establishing a database of information to assist in

strategic decision making
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What is it that we evaluate about
training?
 Training validity – measure of learning / knowledge
from training programme

 Transfer validity – measure of on-the-job

behaviour/skills

 Intra-organizational validity – will training work for

other individuals/departments?

 Inter-organizational validity – will training work in

another organization?

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Evaluation Levels
Choosing how to evaluate the training programs is
essential to guarantee the success of the whole training
process. It is therefore the responsibility of the HRD
Specialist to be aware that the evaluation process works all
through the training process and not only by the
conclusion or ending of the training process.

Evaluation is conducted in the earlier stage of the training

program setting, design and implementation and follows
through till the evaluation the training outcomes.

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 Evaluation Levels
Process Evaluation Criteria
Program Design - what design will work the best for the
organization needs?
- which training type and methodology will
work best for the program and participants?
Program - is the program on schedule?
Implementation - is the agreed upon course content being
followed and thoroughly tackled by the
instructor/s?
- are the participants following on
satisfactorily with the program?
- are the training settings working right for
the participants or are there any
modifications that need to be modified?
- how can the leaning gained at the program
be implemented practically at the work
place? 41
Evaluation Model
Donald L. Kirkpatrick, in his book Evaluating Training
Programs, identified four levels at which training can be
evaluated. The four levels described are widely used to
focus the efforts of HRD professionals on techniques of
evaluation.

Kirkpatrick’s model focuses on evaluating effectiveness

after the program is conducted.

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 Levels & Methodologies of Evaluation
Level Evaluates Methodology
Reaction if participants like training, what the - HRD Specialist Checklists
participants felt about the program? - Participants Questionnaires
- Interviews

Learning if the participants got the learning - Pre Measure Tests

(ideas, facts, theories, practices); how - Post Measure Tests
the participants increased/changed - Pre-Post Measure Group
their knowledge, skills and attitudes? Tests
Behavior how the participants changed their - Observations
job behavior - Simulations
- Critical Incidents
- Customer feedback survey
Results has the objective been meet (e.g., less - Performance Appraisals
accidents, more production, less - Cost-Benefit Analysis
turnover, more sales, better quality, - KPIs (key performance
etc); did the program affect positively indicators, progress towards
achieving the organizational goals? organizational objectives)
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Sample Participant Evaluation Form

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Who Should participate in the Evaluation
?Process

 The Participants: they provide feedback about how the program

had changed their behavior, skills and performance at work.

 Management: they provide feedback regarding whether the

program achieved the required objectives.

 The HRD Specialist: provide feedback about the program

overall design and implementation successes and pitfalls. If the
training was too complex or too elementary.

 Instructor / Training Provider: helps as a consultative resource

for insights on the program and recommendations for next steps.

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Reasons why ‘good’ evaluations might
not be conducted:

Lack of Expertise
No pressure to justify resources
Objectives not well developed
Fear that conducting evaluation may be seen as
admitting there could be something wrong
False belief that evaluation levels are causally
related

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