Unit 7

Employee
Training
HR’s role in employee
Training
 Training & development
strategy
Training issues:
What is the cost of TRaining?
What are the benefits?
Who gets trained?
What are high value trainings?
What are the needs for training?
What are the ways to capture effectiveness of traininhg
L&D strategy
Its is an organizational strategy that articulates
the workforce capabilities, skills or
competencies required to ensure a sustainable,
successful organization and that sets out a
means to developing these capabilities
 Example:

Real-Life Example: Amazon Technical Academy

Challenge:
With the increasing demand for technical talent, Amazon recognized a gap in the technical skills of its existing workforce. Rather than
solely relying on external hiring, Amazon sought to develop these skills internally, leveraging the potential of current employees who
had the aptitude but lacked the formal technical background.

Solution:
Amazon launched the Amazon Technical Academy, a program that provides non-technical employees with the opportunity to transition
into technical roles. This program is part of Amazon’s broader Upskilling 2025 initiative, which aims to provide 100,000 employees with
access to training in areas such as cloud computing, machine learning, and software engineering by 2025.

The L&D strategy at Amazon in this example is focused on upskilling and internal talent development to meet the company's
evolving technical needs. Here's a breakdown of the key elements of the strategy:
Implementation:

1. Identification of Candidates: Amazon identified employees across different departments who showed interest
and aptitude for technical roles.
2. Customized Learning Paths: Employees were provided with customized learning paths, which included online
courses, hands-on projects, and mentorship from experienced Amazon engineers.
3. Practical Application: The program emphasized real-world application of skills, allowing participants to work on
actual projects within Amazon, which helped bridge the gap between theory and practice.
4. Assessment and Placement: Participants were assessed through rigorous testing and practical evaluations.
Successful employees were then placed into software development roles within the company.

Outcome:

The Amazon Technical Academy helped Amazon address its internal skills gap by transforming non-technical employees
into proficient software developers. This not only reduced reliance on external hiring but also fostered a culture of
continuous learning and career growth within the organization.
TNA
Training Need Analysis/
Assessment
 TNA: Introduction
• Needs assessment refers to the process used to determine whether
training is necessary.
• training needs analysis (TNA) is a systematic method for
determining what caused performance to be less than expected or
required.
• the “trigger” for doing a needs analysis occurs when actual
organizational performance (AOP) is less than expected
organizational performance (EOP). We refer to this difference as
the organizational performance gap (OPG) .
• TNA is important because it helps determine whether training can
correct the performance problem
• Needs assessment typically involves organizational analysis,
person analysis, and task(operational) analysis.
Training Needs Assessment
The training needs analysis is a process in which the gap between
the actual and the desired knowledge, skills, and attitudes (KSAs) in
a job are identified.

Not every performance issues can be resolved through

training. At times there might be some non-training
solutions too.
Only when the problem is caused by a lack of knowledge, skills or
attitudes, can a training and the required training needs analysis, be a
viable solution.
It is important to identify this gap before designing any
training prgram
 Training Is Not Always the Answer:
So Do a TNA First: A caselet
Few years back, a Fortune 500 durable goods manufacturer decided
to increase its design engineer complement by about 40 employees.
They wanted to get these new hires up to speed as quickly as possible,
so they called Bill Stetar, president of Performance Technology Group,
to assist in the development of an appropriate training package. O n
arrival at the company, Bill learned that the company had already
decided that the training should consist of a series of lectures and
seminars and other formal learning processes. However, Bill suggested
that before deciding to use a particular type of training, it would be
useful to do a TNA. The company was initially reluctant to do a TNA
because they wanted to get the training set up as quickly as possible.
However, Bill was able to convince them that it would be a useful step.
The TNA indicated that much of the required learning could be
completed without any formal classroom training. Instead, job
aids (task-specific job instructions) and supplementary self-help
information was put online for access by the new hires at their
convenience.
Much of it was related to
• what the person needed to do,
• how to do it (self-help instructions were provided), and
• where to go for help if you needed it.
The results were that new hires got up to speed faster, made fewer mistakes
than in prior years, and did not have to spend any time in the classroom. How
much did the company save?
Well first of all, they saved approximately 50 percent of what they had originally
budgeted for the training.
But there was more. Learning of the material was faster.
Management expected it to take about 90 days for a new engineer to be up to
speed; it only took on average about 45 days. Without the TNA, traditional
training clearly would have been less efficient. So, as Bill would say: “Training is
not always the answer, do a TNA first.”
When to conduct a TNA?

There are times when a TNA might not be

necessary and without doing TNA,
training should be provided.
 Situations in which TNA is
not required
Example 1:
If the organization is trying to communicate a new vision or
address legal concerns, it might be advisable to train all
employees. Suppose the company has concerns regarding sexual
harassment. Everyone should be aware of how seriously top
management considers breaches of their “sexual harassment”
policy. Here, company-wide training on the issue might be
necessary. Sending everyone to a workshop on sexual
harassment ensures that management’s expectations regarding
this issue are clear. It also demonstrates an employer’s position
on sexual harassment to the courts, should an employee
consider a sexual harassment lawsuit.
 Example 2
Another situation in which a TNA might not be
necessary is if a team requires team-building skills. If a
new team is formed. In this instance, the goal of
training is to build the dynamics of the team so that
the members work together cohesively and
effectively, and also to provide the relevant KSAs. In
this case, everyone on the team should be part of the
training, even though they already might possess
many team KSAs.
So Training is not always the solution.
● sales might be low because of a mismatch between the
work and the rewards.
● Or that customer satisfaction is low because the top-down
driven product strategy is not in line with what customers
are looking for. These problems cannot be solved through
training (alone) but require an organizational intervention.

● A successful training needs analysis will identify those

who need training and what kind of training is needed.
 Why TNA?
If TNA it is not properly conducted, any one or more of the
following situations could occur:
• Training may be incorrectly used as a solution to a performance
problem (when the solution should deal with employee motivation,
job design, or a better communication of performance expectations).
• 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.
An effective TNA addresses questions such as:
● Which employees need training?
● What kind of training do they require?
● How can you design an effective training program for
them?
● What will be the impact of training on employee
performance?
● What level of investment and resources will be
required to implement an effective training program?
Mc Ghee’s 3-level TNA Model
1. Training Needs Analysis at the
Organizational Level

• Training needs analysis at the organizational level will help

identify training programs that would help achieve
the strategic business objectives of the organization.
Organizational analysis involves identifying :
• whether training supports the company’s strategic direction;
• Where is training most needed? (Is it for a specific department or a
group of employees?)
• whether managers, peers, and employees support training
activity; and
• what training resources are available.
Example of TNA at the Organizational Level

• Here’s an example. An insurance company’s Claims

Processing department continually receives poor
feedback from customers, and the company obviously
wants to improve its customer service rankings.
• An organizational level analysis reveals an issue in
claims processing and identifies the need for training
agents involved in claims processing. TNA can also
explain why the training program is recommended as
a solution and how it can contribute to the company’s
goal of improving customer service.
2. Training Needs Analysis at the Operational
Level (task analysis)

• This analysis can help identify the knowledge and skills required
to perform specific jobs at the workplace.
• Task analysis results in a description of work activities, including
tasks performed by the employee and the knowledge, skills, and
abilities required to complete the tasks. A job is a specific position
requiring the completion of certain tasks.
• Task analysis assesses the knowledge and skills required for
specific job tasks and correlates these requirements to the
workforce’s actual knowledge and skills. The training needs
can be identified from the gaps revealed in this analysis.

TNA at the operational level answers the following

questions:

• How is a job performed?

• What are the expected performance standards for the job?
• How should the work/task be done in order to meet the
performance standards?
• What are the knowledge, skills, and abilities required to
complete the job successfully?
Example of TNA at the Operational Level

• Let’s continue with the same example of the insurance

company. Operational or task analysis identifies what should
be done to increase the number of claims processed error
free.
• It also lists the knowledge and skills required to successfully
process a claim, in accordance with defined performance
standards.
3. Training Needs Analysis at the Individual
Level (person analysis)
• At the individual or personal level, TNA checks how
each employee performs in his/her job role. The
difference between the expected performance and
the actual performance helps you arrive at the
training need.
• Is there really a need for TNA at the individual
level?
• Training needs analysis at the individual level gives you
a complete picture of employee performance and
whether their performance meets expected standards, and
can help you answer the following questions:

• What is the desired performance?

• Does the employee have the necessary skills and
knowledge?
• What is the gap between the desired and actual
performance?
• What are the obstacles to efficient performance?
• What training must be provided to the employee to meet
desired performance standards?
Example of TNA at the Individual Level
• Going back to the same example, here’s what training
needs analysis at the individual or personal level can
do.
• It can identify the knowledge, skills, and abilities
(KSAs) that each employee possess and is it what is
expected.
• If not then there is a need for training.
• For example, one employee might need to focus on
improving claim analysis skills whereas another might
need help in interpreting policies and claim
calculations.
Training Types
Types of training

https://www.youtube.com/watch?v=vXgWl6-Hi2g
Types of training
https://www.youtube.com/watch?v=f8hxViZkjXI
on the job training
TRaining given at the job location
On the job Training
The advantages of OJT are as follows:

1. On the job method is a flexible method.

2. It is a less expensive method.

3. The trainee is highly motivated and encouraged

to learn.

4. Much arrangement for the training is not

required.
Coaching video: Imp
Workplace Learning - Coaching (Doing It Right!)

https://www.youtube.com/watch?v=hCnpHfdv9R4
Coaching
Situation: Imagine a software development company,
XYZ Tech, where a junior software developer named
Sarah has recently joined the team. Sarah is
enthusiastic but lacks experience in a specific
programming language, which is crucial for her
current project.

Coaching: Coaching typically involves a more

structured and task-oriented approach. In this case, a
senior software developer, Alex, takes on the role of
a coach for Sarah:
Identification of Needs: Alex assesses Sarah's skills and
identifies that she needs to improve her proficiency in the
specific programming language.
Setting Objectives: Together, Alex and Sarah set clear
objectives for her skill development, such as completing a
series of online tutorials and coding exercises in that language.
Regular Feedback: Alex regularly reviews Sarah's progress,
provides feedback on her coding practices, and guides her
through challenging coding tasks. He may also offer tips,
techniques, and best practices specific to the programming
language.
Skill Development Plan: They create a skill development plan,
which includes milestones and deadlines. Alex ensures that
Sarah adheres to this plan and helps her when she encounters
obstacles.
Assessment and Improvement: Through periodic assessments,
Sarah's coding skills improve steadily. She gains confidence in
her abilities and becomes proficient in the required
programming language.
Mentoring is typically more holistic and focuses on the broader
development of an individual, including career guidance and
personal growth:

Building a Relationship: Sarah is also assigned a mentor

within the company, Lisa, who is a senior software
architect. Lisa and Sarah build a strong mentor-mentee
relationship.
Overall Guidance: Lisa not only helps Sarah with her
coding skills but also offers guidance on career progression
within the software development field, including potential
career paths and skill diversification.
Soft Skills and Networking: Lisa provides insights on soft
skills, such as communication and teamwork, and
introduces Sarah to networking opportunities within and
outside the company.
Long-Term Perspective: The mentoring relationship
extends beyond the current project, focusing on Sarah's
long-term career development. Lisa shares her experiences
Job Rotation

There are various jobs in all organizations. Each job or

work requires a different set of skills in the workforce. In
order to develop the workforce in all the sectors and
zones of the organization, this method is used.
A worker gets an opportunity to work on different posts
with a different set of responsibilities without any
increase in the pay scale. Hence, it is also known as
‘lateral movements’.
Situation:

Imagine a multinational corporation, ABC Inc., with a

diverse range of departments and functions,
including marketing, finance, operations, and human
resources. The company is committed to nurturing
talent and providing employees with opportunities for
growth and development.

Example:

Situation: ABC Inc. has implemented a job rotation

program to enhance the skill set and broaden the
perspectives of its employees. Let's consider an
example involving two employees, Sarah and John,
who participate in this program.
Job Rotation: In the job rotation program, employees are temporarily
assigned to different roles or departments within the organization to
gain exposure to various functions. Here's how the program benefits
Sarah and John:

Initial Roles:
● Sarah is a marketing specialist, primarily focused on digital marketing
campaigns.
● John works in the finance department, specializing in financial analysis
and reporting.
Rotation Assignment:
● Sarah and John express their interest in participating in the job
rotation program.
● Sarah is temporarily assigned to the operations department, where
she works on supply chain management and logistics.
● John is temporarily assigned to the human resources department,
where he gets involved in talent acquisition and employee relations.
Learning and Development:
● Sarah gains a deeper understanding of how the company manages its
supply chain, which is essential knowledge for effective marketing
strategy.
● John learns about talent acquisition practices and how they relate to
financial planning and budgeting.
Adapting to New Roles:
● Both Sarah and John face challenges initially, as they are in
unfamiliar roles.
● However, they receive support from their respective teams and
mentors to help them adapt.
Skill Enhancement:
● Sarah acquires skills related to inventory management and
process optimization, which can be applied to her marketing
role.
● John improves his interpersonal and employee engagement
skills, which enhance his effectiveness in finance.
Enhanced Collaboration:
● As Sarah and John return to their original roles, they bring a
fresh perspective and a better understanding of other
departments' functions.
● They collaborate more effectively with colleagues from
different areas, improving overall teamwork and problem-
solving.
Career Growth:
● The experience gained through job rotation opens up new
career paths for Sarah and John within the organization.
Job Instructions

There are various steps to accomplish a particular task.

In this method of training, a worker is guided by a supervisor or a
trainer who tells him/her about the exact steps for the accomplishment
of the work. This kind of training usually exists for jobs requiring manual
skills such as factory workers.
The jobs require relatively low skills and hence can be taught in a simple
step by step procedure.
Job instruction training can be provided on a one on one basis as well as
one to many.
JIT is also used to train existing workers about new technology
Job Instruction Training
video

https://www.youtube.com/watch?v=1AKLLQ8NGuc
Situation:

Imagine a manufacturing company, XYZ

Manufacturing, specializing in the production of
electronic components. The company operates a highly
specialized assembly line where employees are
required to follow precise procedures to ensure product
quality and safety.

Example:

Situation: XYZ Manufacturing has implemented a job

instruction training program to onboard new
employees and ensure that existing employees follow
standardized processes accurately. Let's consider an
example involving a new employee, Emily, who joins
the company's assembly line.
Job Instruction Training: In job instruction training,
employees receive clear, step-by-step instructions on how
to perform their tasks correctly and efficiently. Here's how
it works for Emily:

Orientation: On her first day, Emily undergoes a comprehensive

orientation, where she is introduced to the company's values,
safety protocols, and the importance of following standardized
procedures.
Task Breakdown:
● Emily's supervisor breaks down her assembly line tasks into
a series of discrete steps.
● Each step is documented in a detailed job instruction
manual, including illustrations and safety precautions.
Demonstration:
● Emily's supervisor demonstrates the correct execution of
each task, explaining key points and emphasizing safety
measures.
● Emily observes and takes notes during this demonstration.
Hands-On Practice:
● After the demonstration, Emily is guided through each task one by
one.
● She performs the tasks under the supervision of her trainer,
receiving feedback and correction as needed.
Repetition and Review:
● Emily is encouraged to practice the tasks repeatedly until she
becomes proficient.
● Regular review sessions with her trainer ensure that she is
consistently following the correct procedures.
Independent Work:
● Once Emily demonstrates competence, she is allowed to work
independently but under close supervision for a period.
● Her supervisor periodically checks her work to ensure continued
adherence to the correct procedures.
Feedback and Evaluation:
● Emily receives ongoing feedback from her supervisor and
colleagues.
● Periodic evaluations are conducted to assess her understanding of
the job instructions and her ability to perform tasks correctly.
Documentation and Standardization:
● The job instruction manual is updated as needed to
reflect any process improvements or changes.
● Emily is also encouraged to provide feedback on ways
to improve the instructions.
Disadvantages of On the job
training method
1. Low Productivity

The trainees are taken at the actual work station for training; hence,
they are in the process of learning skills. AS a result, the
organizational productivity will be lower.

2. Errors On Production

Since the trainees are not involved with production activities, the will
be the possibility of errors on production activities. The goods
produced by trainees will be qualitative.
3. Costly

OJT method is costly in the sense that the workers are disturbed by training
activities; the goods produced by the trainees will have less quality and there will be
chances of damage of goods. These all result in higher cost of production.

4. Disturbance

Disturbance may arise during the work process as trainees are in learning phase.
The existing workers may feel disturbed due to the trainees and the supervisors.

5. Possibility Of Accidents

Under OJT, the learners are directly involved in production process who do not have
adequate knowledge and skill of working with the given equipments and materials.
Hence, the possibility of accidents exists in the work station.
Off-the job Methods
On the job training methods have their own limitations,
and in order to have the overall development of
employee’s off-the-job training can also be imparted. The
methods of training which are adopted for the
development of employees away from the field of the job
are known as off-the-job methods.
Imagine a retail company, XYZ Retail, which operates a
chain of stores across various locations. The company
has recently introduced a new point-of-sale (POS)
system to enhance efficiency and customer service. To
ensure that its employees are proficient in using the
new system, XYZ Retail has implemented vestibule
training.

Situation: XYZ Retail has adopted a vestibule training

approach to familiarize its store employees with the
new POS system. Let's consider an example involving a
store employee named Mike.
Vestibule Training: In vestibule training, employees are
trained in a simulated or mock environment that closely
resembles the actual workplace. Here's how it works for
Mike:

Orientation: Mike is informed about the transition to a new

POS system and the importance of learning its features and
functionalities. He understands that accurate use of the
system is vital for providing excellent customer service.
Vestibule Setup: XYZ Retail creates a dedicated vestibule
training area within the store. This area mirrors the actual
store layout and includes a fully functional replica of the
new POS system.
Training Modules: Mike is provided with a comprehensive
training curriculum that covers different aspects of the POS
system, such as processing transactions, managing
inventory, and addressing customer inquiries.
Hands-On Practice:
● Under the guidance of a qualified trainer, Mike begins the
training by practicing various tasks on the replicated POS
system.
● He learns how to navigate the user interface, scan items,
process payments, issue receipts, and troubleshoot common
issues.
Realistic Scenarios:
● Mike participates in realistic scenarios designed to simulate
different customer interactions and transactions.
● This includes handling returns, exchanges, and special
promotions.
Feedback and Evaluation:
● During the vestibule training, Mike receives continuous
feedback from the trainer.
● The trainer evaluates his performance and provides guidance
for improvement.
Progress Tracking:
● XYZ Retail keeps track of Mike's progress in the vestibule
training program, ensuring that he achieves proficiency in
Gradual Transition: Once Mike demonstrates a strong grasp
of the system in the vestibule training environment, he begins
using the actual POS system during store hours.
● During this transition, Mike is closely monitored to ensure
a smooth shift from training to real-world application.
Video…,.Training
How Flight Attendants Are Trained

https://www.youtube.com/watch?v=a8lbitoBhP4
 Management Games
Situation:

Imagine a large pharmaceutical company, PharmaGen Corp, which has

identified a need to enhance the leadership and decision-making skills of its
mid-level managers. To achieve this, the company has decided to
implement a management game as an off-the-job training method.

Example:

Situation: PharmaGen Corp has introduced a management game called

"PharmaGen Quest" to provide its mid-level managers with a simulated
business environment for developing their leadership and decision-making
abilities. Let's consider an example involving a manager named Lisa.
Management Game: Video
https://www.youtube.com/watch?v=fGcou89UaiQ
Management Game: A management game is an off-the-
job training method that simulates real-life business
scenarios and challenges, allowing participants like Lisa
to make decisions, strategize, and learn from the
consequences. Here's how it works for Lisa:

Game Introduction: Lisa is introduced to the "PharmaGen

Quest" management game during a dedicated training
workshop. She learns about the game's objectives, rules,
and its relevance to her role as a manager.
Simulation Environment: PharmaGen Corp has invested in
a sophisticated business simulation software that replicates
the pharmaceutical industry, complete with market
dynamics, competitors, and various product portfolios.
Team Formation: Lisa is placed in a team of fellow mid-level
managers. Each team represents a virtual pharmaceutical
company within the game.
Game Rounds: The game is divided into several rounds,
each representing a quarter in the business year. During
each round, Lisa's team must make strategic decisions
regarding product development, marketing, sales, pricing,
and budget allocation.
Competing Against Other Teams: Lisa's team competes
against other teams, each aiming to maximize
profitability, market share, and overall business
performance.
Decision-Making: Lisa and her team engage in
collaborative decision-making, analyzing market data,
assessing competitive moves, and making choices that
will impact their virtual company's success.
Feedback and Evaluation: After each round, the game
provides feedback on the consequences of the team's
decisions. Lisa and her team can see how their choices
influenced their virtual company's performance.
Learning and Adaptation: Lisa and her team members
learn from their successes and failures in the game. They
adapt their strategies based on the feedback received and
their growing understanding of market dynamics.
Debriefing: Following the completion of the game, there is
a debriefing session where participants reflect on their
experiences, discuss lessons learned, and identify ways to
apply these lessons to their real-world managerial roles.
role play video
https://www.youtube.com/watch?v=X2Gp5LubeF0
 Role PLay
Situation: XYZ Support Solutions aims to improve the customer
service skills of its newly hired customer support representatives.
They have implemented role-playing exercises as part of their
training program. Let's consider an example involving a new
customer support representative named Sarah.

Role-Playing Exercise: Role-playing is a training method that

involves participants like Sarah assuming different roles in
simulated scenarios. In this case, Sarah engages in role-playing
exercises to develop her customer service skills:
Scenario Introduction: Sarah is introduced to a training
scenario where she plays the role of a customer support
representative, and her trainer plays the role of a customer
with a common issue or inquiry.
Scenario Description: The trainer provides a detailed
description of the scenario. For example, the scenario might
involve a customer who is dissatisfied with a recent product
purchase due to a defect.
Role Assignment: Sarah assumes the role of the customer
support representative, while the trainer takes on the role of
the customer. Each participant is provided with background
information to help them get into character.
Role Play: Sarah and the trainer engage in the role-playing
exercise. Sarah must address the customer's concerns,
provide solutions, and resolve the issue as if she were
dealing with a real customer.
Feedback and Evaluation: After the role play, the trainer
provides feedback and constructive criticism to Sarah. They
discuss what went well and identify areas for improvement
 Films
Situation:

Imagine a large multinational company, GlobalTech Innovations,

specializing in technology solutions. The company has a diverse
workforce with employees located in various regions around the world.
GlobalTech Innovations is committed to providing its employees with
off-the-job training opportunities to enhance their professional
development.

Example:

Situation: GlobalTech Innovations recognizes the importance of keeping

its employees updated on the latest industry trends and leadership
principles. To achieve this, the company regularly uses films as a
method of off-the-job training. Let's consider an example involving an
employee named Alex.
Video (Film: value of your
life)
https://www.youtube.com/watch?v=YP3rgOrtQkY
Video (film based)
https://www.youtube.com/watch?v=mWZ6b_I-Djg
Films as Off-the-Job Training: Using films for off-the-job
training involves screening relevant movies or
documentaries that convey valuable lessons, insights, or
industry-specific knowledge. Here's how it works for
Alex:

Training Announcement: GlobalTech Innovations informs its

employees, including Alex, about an upcoming off-the-job
training session centered around a film.
Film Selection: The company selects a film that aligns with
its training objectives. In this case, they choose a
documentary called "Innovation Unleashed" that explores
groundbreaking innovations in the tech industry.
Screening Session: GlobalTech Innovations organizes a
screening session for employees, providing access to the
chosen film in a comfortable and conducive environment.
Alex attends this session along with his colleagues.
Guided Viewing: Before the screening, an experienced
facilitator provides context for the film, explaining its
Film Discussion: After watching the film, Alex and his
colleagues engage in a facilitated discussion. They share their
observations, insights, and key takeaways from the film. The
facilitator guides the discussion, drawing parallels between the
film's content and the company's business objectives.
Application to Work: Following the discussion, Alex is
encouraged to reflect on how the lessons from the film can be
applied to his role at GlobalTech Innovations. For instance, he
may consider how innovative thinking can be integrated into his
project management responsibilities.
Action Planning: Alex, along with his colleagues, participates in
an action planning exercise. They identify specific actions they
can take in their daily work to leverage the insights gained from
the film. For example, Alex might suggest implementing a
brainstorming session for his project team to encourage
innovative ideas.
Feedback and Follow-Up: GlobalTech Innovations values
feedback from employees. They collect feedback on the film-
based training session and use it to continuously improve their
off-the-job training initiatives.
Video:
Out Bound Training (OBT) Games Program

https://www.youtube.com/watch?v=ii_GsFJBV9o
Outbound training
Imagine a mid-sized consulting firm, Summit Solutions,
specializing in management consulting and leadership
development. The firm has a team of consultants who work with
clients on strategic projects. Summit Solutions has decided to
conduct outbound training to improve team dynamics, leadership
skills, and problem-solving abilities among its consultants.

Example:

Situation: Summit Solutions is planning an outbound training

program for its consultants. The program aims to enhance
teamwork, leadership, and decision-making skills by taking the
team out of the office environment. Let's consider an example
involving a consultant named Emily.
Outbound Training: Outbound training, also known as
adventure-based training or experiential learning, involves
taking participants outside of their typical work setting to
engage in activities that promote team building, leadership
development, and problem-solving. Here's how it works for
Emily:

Program Introduction: Summit Solutions informs Emily and her

fellow consultants about the upcoming outbound training program
and its objectives. The program is designed to take place at a
remote wilderness retreat.
Outdoor Challenges: Emily and her team are presented with a
series of outdoor challenges and activities, such as navigating a
ropes course, rock climbing, or wilderness survival exercises.
Team Formation: The consultants are divided into teams, each with
a mix of experience levels and roles. Emily is part of a diverse
team.
Problem-Solving Scenarios: The teams are presented with
problem-solving scenarios that require collaboration, effective
communication, and decision-making. For instance, they might
need to work together to navigate through a challenging hiking
Leadership Opportunities: Throughout the program,
participants like Emily are encouraged to take on leadership
roles within their teams. This provides opportunities to practice
leadership skills in a non-work-related context.
Debriefing Sessions: After each activity, there are debriefing
sessions facilitated by trained instructors. Emily and her team
discuss what they learned from the experience, reflecting on
their teamwork, communication, and decision-making
processes.
Transfer of Learning: Emily and her colleagues are guided to
apply the insights gained from the outdoor challenges to their
work at Summit Solutions. They discuss how effective
communication, collaboration, and adaptability can improve
client interactions and project outcomes.
Feedback and Action Planning: At the end of the program,
Emily and her team members receive feedback from both
instructors and peers. They work together to create action
plans for implementing the lessons learned into their consulting
work.
Follow-Up: Summit Solutions follows up with participants to
Modern methods of training
Modern methods
1.Video training

Video training has proved itself as a great employee training method. It

is considered a game-changer and is used for internal and external use.

The various types of video training methods are

● Screen recorded
● Animation
Video Training:

Situation: A retail company, SuperMart, is introducing a new

sales technique called "Effective Customer Engagement" for
its store associates to improve customer service and sales
performance.

Example: SuperMart creates a series of video training

modules for its store associates. These modules include
videos demonstrating effective customer engagement
strategies, such as active listening, upselling, and handling
customer complaints. Store associates can access these
videos on their mobile devices or computers, allowing them
to learn and practice the new sales techniques at their own
pace. The video training also includes quizzes and
assessments to test comprehension.
Advantages

● Video training is considered a faster and better method of training

employees
● Is accessible
● Video training is affordable
● Makes the process of learning easy
● Easy to change content

Disadvantages

● Not every employee likes to watch videos

● Is an individual experience

Examples- Airbus offers its flight attendants and pilots useful video training. IBM is
another company that uses video training as an effective training method.
 2.Computer-based training

As technology is advancing computer-based training is gaining more and more

prominence in society.

The various types of computer-based training methods are

● Multimedia
● CD-ROM
● Virtual reality
Computer-Based Training (CBT):

Situation: A software development company, CodeTech

Solutions, is launching a new programming language,
"CodeX," and wants its software engineers to quickly adapt
to it.

Example: CodeTech Solutions develops a computer-based

training program that includes interactive tutorials, coding
exercises, and simulations. Engineers can access this CBT
program through their computers. They learn the syntax,
best practices, and advanced features of CodeX by working
through coding challenges and real-world scenarios in a
virtual development environment. The program also tracks
their progress and provides instant feedback.
Advantages

● It can be customized as per specific needs of the trainee

● Applicable to self-directed training
● The training method is flexible. As it is available 24*7 the trainee can
use it as per his convenience
● Some of the computer-based training methods are interactive where
interaction helps in greater understanding and retention
● The computer-based training method is very easy-to-use
● Great for refresher training
● Considered good to develop and practice new skills in employees
● The computer-based is measurable and trackable
● Is cost-effective as the same equipment and program is used by
several trainees
● As it is uniform by nature the training method is considered
standardized
Disadvantages

● One of the limitations of computer-based training methods is that

every trainee must be computer literate
● The trainee must have access to computers
● If not designed properly the training method proves ineffective
● There is no direct interaction with a trainer and it is difficult to solve
relevant issues at once
● Computer-based training methods cannot train a trainee in soft skills

Example- CBT training methods are used by Lynda.com of LinkedIn, where

professionals can buy or take classes on several subjects like
career development and programming
3.Online training or e-learning
As access to the web is increasing e-learning is becoming a more
and more popular training method for employees.

The various types of

● Web-based training
● Webinars
● Audio-conferencing
● Video-conferencing
E-Learning, online learning

Situation: A global healthcare organization, HealthEduCare,

needs to train its healthcare professionals on the latest medical
research and protocols for treating a new disease outbreak.

Example: HealthEduCare creates an e-learning platform

accessible to healthcare professionals worldwide. The platform
hosts a library of courses, articles, and multimedia resources
related to the disease outbreak. Professionals can access this e-
learning platform on their devices, complete self-paced
courses, participate in webinars, and engage in discussion
forums to share knowledge and experiences. E-learning allows
them to stay updated on the latest information and collaborate
with peers regardless of their geographic location.
Advantages
● It is effective if training is required across multiple
locations
● Is cost-effective due to lack of travel expenses
● Useful for refresher training
● Considered effective for self-directed learning
● Is easy to update
Disadvantages
● The trainee must be computer literate
● Are generic and not customized
● Is an impersonal form of training
● Outdated hardware can result in a malfunction
Technology based Training

https://www.youtube.com/watch?v=1tk3ffoLWlY

Tata motors training video

How to choose right Training methods?
 How to choose the right employee training
methods?
1. How many people need training?

It is a fact that training in small groups is more effective than training larger groups.
Find out how many people need training and then tailor the size of your session as per
the requirement. Make sure you are dividing the group into reasonable numbers, for
instance, you cannot accommodate eighty people in one session it is better to divide
them into two or three groups as per your preference.

Once you have the knowledge of how many people need training you can easily
determine the resources you will need, how expensive it will prove, will the employees
have to travel somewhere and how much time an employee will have to spend on that
training.

All these are important queries that will need clarification if you are looking to choose
the right training method for your employees
2. Company goal in offering training
What is the goal of the company is offering training to its employees is an
important query that needs to be thought carefully before making any decision.

Does it want its new employees to learn the basics of the job or is it interested in
enhancing the current skills of present employees? Will one-day workshop prove
effective or will the training need to be continued for some time, is dependent on
the company goal in offering the training.

3.Taking workplace culture into account

Is your organization laid-back or it is fast-paced? Do you have the younger
generation more in number than older or middle-aged one? Is your
business structure conservative or do the employees have more workplace
freedom?

A company has to take into account all the factors before coming to a decision and
choosing the right kind of employee training
4. Does the organization have the necessary tools and
resources to offer training
Training methods require the use of several resources like equipment,
materials, time, place, money and effort to name a few.

If a company has the necessary resources then it is well and good to offer
viable training to its methods but if the resources are limited it is best to
focus on simple training methods or offering training to only those
employees that will have the most impact on the business.

5. Are you choosing the right employee for training

It is important not to make hasty decisions regarding the training. Make
sure the employee actually needs it before offering it to him.

It is only when you determine the right employee can you choose the right
training method for him so that it proves a perfect fit.
TRaining Evaluation
Training evaluation
Evaluation involves the assessment of the effectiveness of the
training programs.
This assessment is done by collecting data on whether the
participants were satisfied with the deliverables of the training
program, whether they learned something from the training and
are able to apply those skills at their workplace.
There are different tools for assessment of a training program
depending upon the kind of training conducted.
 Example
Here’s an example of how you might use a training evaluation at your
workplace.
Consider you’re a software company and released version 2.0 of your
product. In order to ensure that all engineers and IT employees
understand the new product, you deploy a training program. A training
evaluation would look at this program holistically, and evaluate it based
on the business needs, performance, learning needs, impact of training,
and finally, the return on investment.
The outcome of an evaluation of training should give
management all the information they need as to
-what worked,
-what did not work, and
-improvements for the future.
- It should also provide a clear indication if the money spent
on the training program produced the desired results.
Types of training evaluation

● Formative evaluation – This type of training evaluation offers feedback to

the developer and designer of the program so that they can know whether
the course meets the requirements of its target audience.
● Process evaluation– This type of training evaluation deals in information
related to events occurred during training. It is about imparting and
receiving feedback verbally.
● Outcome evaluation – This type of training evaluation determines
whether results were achieved after applying new skills and know-how.
● Impact evaluation – This type of training evaluation deals with the impact
of the training on the strategic goals of a company.
Purpose

● Improve the quality of the program for the development and

growth of an employee
● Justify the role and need for training
● Assess the suitability of overall training program
● Determine the competency of the trainer
● Assess the quality of the training program
● Pinpoint gaps in the program
● Determine whether the program has achieved its target
● The offer information on improving future training programs
A training evaluation is a form that gives comprehensive
feedback on the value of the training program administered
by an employer. Evaluations can be given to employees, the
trainer of employees and the supervisor overseeing the
training program in three different phases: before, during
and after the implementation. This way, a company can see
where training programs can be improved for the future
 Benefits of Training Evaluation

Evaluation acts as a check to ensure that the training is able to fill the competency
gaps within the organisation in a cost effective way. This is specially very
important in wake of the fact the organisations are trying to cut costs and
increase globally. Some of the benefits of the training evaluation are as under:
Evaluation ensures accountability - Training evaluation ensures that training
programs comply with the competency gaps and that the deliverables are not
compromised upon.
Check the Cost - Evaluation ensures that the training programs are effective in
improving the work quality, employee behaviour, attitude and development of
new skills within the employee within a certain budget. Since globally companies
are trying to cut their costs without compromising upon the quality, evaluation
just aims at achieving the same with training.
Feedback to the Trainer / Training - Evaluation also acts as a feedback to the
trainer or the facilitator and the entire training process. Since evaluation
accesses individuals at the level of their work, it gets easier to understand the
loopholes of the training and the changes required in the training methodology.
Training Evaluation models
1. Kirkpatrick’s model
2. Philip’s model
1.Kirkpatrick’s Training evaluation model:
Levels of training evaluation

The Kirkpatrick Four-Level Training Evaluation level is the scale used to

measure the performance of a training program. It's used by employers
to increase their return on investment for training programs they
implement.

Here are the levels that comprise a comprehensive training evaluation

program:
Kirkpatrick’s Training evaluation model:
 Level 1: Reaction

Reaction data captures the participants' reaction to the training experience.

Specifically, it refers to how satisfying, engaging, and relevant they find the
experience.

This is the most common type of evaluation that departments carry out today.
Training practitioners often hand out 'smile sheets' (or 'happy sheets') to
participants at the end of a workshop or eLearning experience. Participants rate,
on a scale of 1-5, how satisfying, relevant, and engaging they found the
experience.

Level 1 data tells you how the participants feel about the experience, but this data
is the least useful for maximizing the impact of the training program.

The purpose of corporate training is to improve employee performance, so while

an indication that employees are enjoying the training experience may be nice, it
does not tell us whether or not we are achieving our performance goal or helping
the business.

The bulk of the effort should be devoted to levels 2, 3, and 4.

Kirkpatrick Level 1 Evaluation Techniques
As discussed above, the most common way to conduct level 1
evaluation is to administer a short survey at the conclusion of a
training experience. If it's an in-person experience, then this may be
conducted via a paper handout, a short interview with the facilitator,
or an online survey via an email follow-up.
Kirkpatrick Level 1 Evaluation Examples
Let's consider two real-life scenarios where evaluation would be
necessary:

● A large technical support call center rolled out new screen

sharing software for agents to use with the customers.
They're providing training to teach the agents how to use the
new software.
● An industrial coffee roastery company sells its roasters to
regional roasteries, and they offer follow-up training on how to
properly use and clean the machines.
In the call center example, imagine a facilitator hosting a one-hour
webinar that teaches the agents when to use screen sharing, how to
initiate a screen sharing session, and how to explain the legal
disclaimers. They split the group into breakout sessions at the end to
practice.

At the conclusion of the experience, participants are given an

online survey and asked to rate, on a scale of 1 to 5, how relevant
they found the training to their jobs, how engaging they found the
training, and how satisfied they are with what they learned.

There's also a question or two about whether they would

recommend the training to a colleague and whether they're
confident that they can use screen sharing on calls with live
customers.
In the coffee roasting example, imagine a facilitator delivering a live
workshop on-site at a regional coffee roastery. He teaches the staff how
to clean the machine, showing each step of the cleaning process and
providing hands-on practice opportunities.

Once the workshop is complete and the facilitator leaves, the manager
at the roastery asks his employees how satisfied they were with the
training, whether they were engaged, and whether they're confident that
they can apply what they learned to their jobs. He records some of the
responses and follows up with the facilitator to provide feedback.
In both of these examples, efforts are made to collect data about
how the participants initially react to the training event; this data
can be used to make decisions about how to best deliver the
training, but it is the least valuable data when it comes to making
important decisions about how to revise the training.

For example, if you find that the call center agents do not find the
screen sharing training relevant to their jobs, you would want to
ask additional questions to determine why this is the case.
Addressing concerns such as this in the training experience itself
may provide a much better experience to the participants.
Level 2: Learning

Learning data tells us whether or not the people who take the
training have learned anything. Specifically, it helps you answer
the question: "Did the training program help participants
learn the desired knowledge, skills, or attitudes?".
Kirkpatrick Level 2 Evaluation Techniques
While written or computer-based assessments are the most common
approach to collecting learning data, you can also measure learning by
conducting interviews or observation.

For example, if you are teaching new drivers how to change a tyre, you can
measure learning by asking them to change a tyre in front of you; if they are
able to do so successfully, then that speaks to the success of the program;
if they are not able to change the tire, then you may ask follow-up questions
to uncover roadblocks and improve your training program as needed.

However, if you are measuring knowledge or a cognitive skill, then a

multiple choice quiz or written assessment may be sufficient.
 Kirkpatrick
Carrying Level
the examples 2 Evaluation
from the previous sectionExamples
forward, let's consider what level 2
evaluation would look like for each of them.

For the screen sharing example, imagine a role play practice activity. Groups
are in their breakout rooms and a facilitator is observing to conduct level 2
evaluation. He wants to determine if groups are following the screen-sharing
process correctly.

A more formal level 2 evaluation may consist of each participant following up

with their supervisor; the supervisor asks them to correctly demonstrate the
screen sharing process and then proceeds to role play as a customer. This
would measure whether the agents have the necessary skills.

The trainers may also deliver a formal, 10-question multiple choice assessment to
measure the knowledge associated with the new screen sharing process. They may
even require that the agents score an 80% on this quiz to receive their screen
sharing certification, and the agents are not allowed to screen share with customers
until passing this assessment successfully.
In the industrial coffee roasting example, a strong level 2 assessment would be
to ask each participant to properly clean the machine while being observed by
the facilitator or a supervisor. Again, a written assessment can be used to
assess the knowledge or cognitive skills, but physical skills are best measured
via observation.
 Level 3: Behavior

As we move into Kirkpatrick's third level of evaluation, we move into the high-
value evaluation data that helps us make informed improvements to the training
program.

Level 3 evaluation data tells us whether or not people are behaving differently on
the job as a consequence of the training program. Since the purpose of corporate
training is to improve performance and produce measurable results for a
business, this is the first level where we are seeing whether or not our training
efforts are successful.
Kirkpatrick Level 3 Evaluation Techniques
Reviewing performance metrics, observing employees directly, and
conducting performance reviews are the most common ways to
determine whether on-the-job performance has improved.

supervisor reviews or annual performance reports may be used to

measure the on-the-job performance changes that result from a training
experience.

intentional observation tied to the desired results of the training program

should be conducted in these cases to adequately measure
performance improvement.
Kirkpatrick Level 3 Evaluation Examples
Bringing our previous examples into a level 3 evaluation, let's begin with the call
center. With the roll-out of the new system, the software developers integrated
the screen sharing software with the performance management software; this
tracks whether a screen sharing session was initiated on each call.

Now, after taking the screen sharing training and passing the final test, call
center agents begin initiating screen sharing sessions with customers. Every
time this is done, a record is available for the supervisor to review.

On-the-job behavior change can now be viewed as a simple metric: the

percentage of calls that an agent initiates a screen sharing session on. If
this percentage is high for the participants who completed the training,
then training designers can judge the success of their initiative
accordingly. If the percentage is low, then follow-up conversations can be
had to identify difficulties and modify the training program as needed.

I
In the coffee roasting example, the training provider is most interested in
whether or not their workshop on how to clean the machines is effective.
Supervisors at the coffee roasteries check the machines every day to
determine how clean they are, and they send weekly reports to the training
providers.

When the machines are not clean, the supervisors follow up with the staff
members who were supposed to clean them; this identifies potential road
blocks and helps the training providers better address them during the
training experience.
 Level 4: Results

Level 4 data is the most valuable data covered by the Kirkpatrick model; it
measures how the training program contributes to the success of the
organization as a whole. This refers to the organizational results themselves,
such as sales, customer satisfaction ratings.

Many training practitioners skip level 4 evaluation. Organizations do not devote

the time or budget necessary to measure these results, and as a consequence,
decisions about training design and delivery are made without all of the
information necessary to know whether it's a good investment.
Kirkpatrick Level 4 Evaluation Techniques
Similar to level 3 evaluation, metrics play an important part in level 4, too. At this
level, however, you want to look at metrics that are important to the organization
as a whole (such as sales numbers, customer satisfaction rating, and turnover
rate).

If you find that people who complete a training initiative produce better metrics
more than their peers who have not completed the training, then you can draw
powerful conclusions about the initiative's success.

A great way to generate valuable data at this level is to work with a control
group. Take two groups who have as many factors in common as possible, then
put one group through the training experience. Watch how the data generated by
each group compares; use this to improve the training experience in a way that
will be meaningful to the business.
Kirkpatrick Level 4 Evaluation Examples
In our call center example, the primary metric the training evaluators look to is
customer satisfaction rating. They decided to focus on this screen sharing
initiative because they wanted to provide a better customer experience.

If they see that the customer satisfaction rating is higher on calls with agents
who have successfully passed the screen sharing training, then they may
draw conclusions about how the training program contributes to the
organization's success.
For the coffee roastery example, managers at the regional roasteries are
keeping a close eye on their yields from the new machines. When the
machines are clean, less coffee beans are burnt.

As managers see higher yields from the roast masters who have
completed the training, they can draw conclusions about the return that
the training is producing for their business.
Reaction: This level can be used after an employee has completed a
training program to measure their performance and get feedback about
how the program worked for them. You can make adjustments to the
programs, assign new goals to the employee and offer additional support
as needed.

Learning: This level solely focuses on what employees are learning from
the current training program. It allows personnel to be more introspective
and understand what they can be doing better when working on the
training program. Additionally, they can communicate their feelings
regarding confidence and motivation, which can be a sign of what change
is required to ensure the employee is committed to working on the
objectives they seek to accomplish. It's also a way to test their
comprehension of concepts they're learning.
Behavior: The behavioral evaluation looks at a program's learning environment
to determine whether personnel uses what they learned in their training to
succeed in daily tasks. An employee may have liked the design of a training
program and absorbed vital information, but the communication or cultural
structure could be improved to help the employee improve their skills.

Results: This level reviews whether an employee met their learning objectives
and examines where they still need to grow. It can also determine whether the
organization received any return on investment from the employee's work
activities with regards to the amount of time it took to reach this point in their
development. Some employers focus on what outcomes they want to see
improve first to guide employees on the expectations they have for them.
Some examples of metrics a company may be measuring for include increased
morale, sales and customer satisfaction.
Imp: Situation: Application
TechWizard, a mid-sized software company, recently implemented a new
software development framework to improve coding standards and reduce
project delays. However, adoption has been slow due to inadequate training.
New hires struggle with the company’s tools and processes, while seasoned
employees resist the change, citing a lack of practical training and unclear
guidance.
The current training consists of slide presentations and self-paced online
modules, which employees find disengaging and overly theoretical. As the
HR Training Manager, your task is to revamp the training program to improve
engagement, ensure effective learning, and facilitate a smooth transition to
the new framework. Identify the gaps in TechWizard’s current training
methods that hinder the adoption of the new framework and evaluate the
training methods which can be used in this situation.
 Solution:
The primary gaps in TechWizard’s current training methods include:

● Lack of Engagement: The existing training relies heavily on passive learning methods such as slide presentations,
which do not effectively engage employees or cater to different learning styles.
● Insufficient Practical Application: There is a lack of hands-on, real-world training scenarios that allow employees
to practice the new framework in a controlled environment, leading to difficulties when applying the knowledge in
actual projects.
● One-Size-Fits-All Approach: The current training does not differentiate between the needs of new hires, who
require foundational knowledge and onboarding into company tools, and seasoned employees, who need advanced,
scenario-based learning to integrate the new framework into their existing workflow.
New Hires' Needs:

● Structured, foundational training on company-specific tools and practices.

● Hands-on exercises and coding sessions to build familiarity with the new framework.
● Access to mentors or experienced colleagues for guidance.

Seasoned Employees' Needs:

● Advanced training that goes beyond basics to include complex, real-world applications of the new framework.
● Interactive sessions that allow them to ask questions, provide feedback, and see the direct benefits of the new
methods in their day-to-day work.
Training Methods proposed are:

Blended Learning:

● Pros: Combines online digital media with traditional face-to-face training. It allows flexibility and accommodates
different learning styles, providing both theoretical and practical components.
● Cons: Requires careful coordination and can be resource-intensive to develop high-quality content that keeps both new
hires and seasoned employees engaged.

Simulations:

● Pros: Offers a realistic, risk-free environment for employees to practice the new framework, which can significantly
improve their understanding and application in real-world scenarios. Ideal for both new hires and seasoned professionals
to test and refine their skills.
● Cons: Developing simulations can be costly and time-consuming. The effectiveness relies heavily on the quality and
relevance of the scenarios created.

Coaching/Mentoring:
How It Works:

● Structure: Experienced employees or external experts act as coaches or mentors to guide less experienced employees
through the new framework. This can involve one-on-one sessions, shadowing, or pairing new hires with seasoned
professionals who are already proficient in the framework.
● Customization: The mentoring can be tailored to address the specific needs of the employee, providing personalized
guidance and feedback.
extra
2. Philip’s model of Training
evaluation
Phillips model has five levels, compared to Kirkpatricks’ four
levels of evaluation. Phillips added a fifth level, which is return
on investment (ROI) – a metric that is incredibly valuable for HR
leaders to demonstrate to decision-makers the importance of
training.
Philip’s model of Training evaluation
Level 1: Reaction

The model begins with evaluating participants’ experience of the training program
they’ve gone through. The most common technique is to use a post-training survey.
However, as employees tend to feel ‘over surveyed’, other techniques include pulse
surveys (pop-ups), AI technology to understand emotional reactions, suggestion
box and review sites. This is the step to gather data for evaluation.

Level 2: Learning

This is to assess if learning actually took place. To put it another way, it’s a great
way to measure if the training program’s learning objectives have been met and if
there was attendance and attentiveness. A way of doing this is to do a pre and post-
test. For example, if the training objective was to teach a group of coders a new
coding language, Python, for instance, it would be good to test the learners before
they start their python skills before and after the program with an assessment.
Level 3: Application and Implementation
At this stage, the Phillips V-model tries to distinguish if the problem is with the
application of learning or if it is in implementation. Let’s, for example, say that
the information collected in level 2 confirmed that the training was not
successful; then level 3 would be able to determine what the issue is as to why
there is no application or implementation. For instance, if the employees
understood Python, but were unable to apply it because of software
requirements, then the issue to be resolved is for the organization to invest in
better software.
Level 4: Impact
At the fourth level, the Phillips V-model looks at the total impact the training has
had on the organization. It not only attributes impact to the training
effectiveness but also considers organizational factors that might hinder the
successful implementation of the skills gained during training. It takes into
consideration external factors as well, and whether that has any impact on the
performance of training.
As an example, let’s say you ran a training program for sales agents on the skill of door-
to-door sales training. Due to COVID-19, your sales agents are unable to approach
customers at their doorstep. Therefore, it can be surmised that applying the new skills
gained during the training is hindered due to not being able to use them.
Level 5: Return on investment (ROI)

This is where the Phillips V-model distinguishes itself from the Kirkpatrick model. It
measures the return on investment of the training. Although there is no direct way to
attribute training to business performance, the Phillips V-model uses specific metrics
and measures to give as close a viewpoint as possible.

For example, using cost-benefit analysis for a training program can determine if the
money invested in training has had any impact. Are there any measurable results?
In other words, if the training cost $50,000 to train sales agents to sell an
organization’s products online, and the net profit from this is $500,000, then that
would be considered a good investment. The benefits of training are clear in this
case.

Of course, it would be important to take other considerations in place specific to your

organization and program.
The levels of evaluation happen at different times
 ADDIE Model of Training
ADDIE is a leading learning development model used
for instructional design, which is the complete process
of designing, developing, and serving learning
content. The model is often used to design training
and learning & development programs in
organizations.
ADDIE stands for:
● Analyze
● Design
● Develop
● Implement
● Evaluate
1.Analyze
Analyze
In the Analyze phase of the ADDIE process, the first task is
to identify the problem you’re trying to solve.
For example, maybe it’s poor sales, a non-inclusive
culture, or a lack of skills to move to a more digitized
organization.
From here, you can identify the core business problem and
decide whether it can be solved through effective training,
or if other organizational development interventions will be
more effective. Instructional designers also need to
determine and manage stakeholders’ needs.
Some helpful questions to ask are:
● What is the purpose of the training?
● Why should we do it?
● What is the desired change?
● Will the training be effective in creating this change?
In the Analyze phase, the training needs analysis (TNA) process
helps identify the gap between the actual and desired skills,
knowledge, and abilities. With these findings, you can define
learning goals and base the training on these.
TNA
During this phase, it’s crucial to determine a target audience. You can
create one or more trainee “personas” who display the general
characteristics, knowledge, and experience of your target audience.
Recognizing their needs and expectations will enable you to actively
manage these, tailor your training to your audience and make it more
relatable.
“To ensure success when using the ADDIE model, it’s essential to have
a clear understanding of your target audience and focus on setting clear
and measurable learning objectives. This helps guide the content
development process and ensures that learners are achieving their
desired learning outcomes,” explains Anchal Dhingra, Learning
Consulting Manager at AIHR.
Based on all the information gathered in the Analyze phase, you can
also map out the resources required for the training. This includes the
number of training hours, duration, required budget, facilities, and
additional information.
Once you’ve collated all of this information, you can create a full training
plan, which will include the who, what, when, where, why, and how of
the training.
 2.Design
In the Design phase of the ADDIE model, you translate all the
information collated in the Analyze phase into a learning design.
An outline is created that structures the learning intervention and
specifies learning objectives for each workshop or lesson. This will
include a strategy, delivery methods (e.g., online, offline, blended),
lessons, duration, assessment, and feedback.
In this phase, you also select an appropriate evaluation method will
be from a learning design standpoint. Based on
Kirkpatrick’s model, effectiveness can be measured on different
levels.
3.Develop
❖ In the Develop phase, you will use your storyboards and/or
prototypes as a guide to creating your courses.
❖ You’ve already decided on the core learning objectives. Now it’s
time to start bringing the training to life.
❖ Consider how the training will be delivered:
❖ Once you’ve decided, you can then think about whether you want
to build this in-house or with an external provider.
❖ It’s equally important to decide where it will be hosted and what
software and tools you will need (e.g., video conferencing software
like Zoom, vendor’s platform, or an LMS).
❖ Building the learning product in line with the design represents
the bulk of the work in the development phase. You may
outsource this part to a trainer who is a subject matter expert or
a training organization with relevant knowledge.
❖ Once you’ve created your course, test for errors like grammar
and spelling and ease of navigation. This is not a simple case
of clicking through the course but more about content accuracy
and utility of navigation.
❖ Conduct pilots and product reviews where different people
(including you) test the learning product and training
materials. You may want to use web-based tools like Survey
Monkey or Qualtrics for users to evaluate the training.
Once you’ve completed the development stage, it’s time for
implementation – the training can commence!
 4.Implement

-Focuses on the delivery of the training.

This includes communicating with learners, logistics, data collection,
and training trainers for global roll-outs of the learning program.
The training delivery is the key element in this phase.
Is there a need for side programs that provide extra support to learners
in addition to the main program? These can include weekly one-to-
one or group coaching or webinars to deepen the learning and answer
any questions the learners might have.
Do any need to make any physical changes in the work environment
for certain training activities? For example, extra posters, props, or
symbols that reinforce key messages learned.
Now it’s time to share your course or training with your learners.
Depending on the choices made in the analysis phase, you can
use different methods for training evaluation. These can
include training evaluation forms and pre-and post-training
assessments, potentially with a control group. Commonly used
instruments are questionnaires, interviews, observations,
knowledge assessments, work assessments, 360-degree
feedback, and work output data. Some of these activities fall
under the next phase, evaluation.
 5.Evaluation

It’s important to evaluate at the design, development, and delivery

stages and continuously evaluate all elements of the program.
After your training is first delivered, there will likely be feedback
and questions that were not spotted earlier. Addressing these quickly
will immediately improve the training.
At the evaluation phase, you can formally evaluate the learning
program using post-assessments, observations, or productivity data.
All of these sources will highlight what people learned, how they’ve
applied it, and the results achieved.
• Any time you deliver training to your team, you need
to know how effective it's been.
• Are your people putting their learning into practice?
• And, is it positively impacting their role and the wider
organization?

Kirkpatrick's Four-Level Training Evaluation Model can help

you to answer questions like these.
Using your formal evaluation, decide to what degree your
initial training met the objectives and goals from the analysis
phase. Feed these results back to your stakeholders and inquire
about their satisfaction with the training program, as this will
provide excellent input for future programs.
Summary
Examples: Training for public speaking & presentations

This sample employee training plan will focus on improving public speaking skills including, communication,

clarity, connecting with the audience, projecting the voice, tone of voice, creating note cards, designing an

engaging slideshow presentation, and body language.

Trainees will build these skills through training methods such as in-person practice sessions. They will also

receive theory instruction to gain knowledge of what makes a great presentation.

Analysis phase Identify the need for training specifically for anyone who will need to give presentations to large groups as they progress in
their career, or anyone who has struggled in the past to deliver compelling presentations or battles with nerves (managers
can advise on their teams)
Determine the learning objectives for the training, such as improving communication skills, body language, projecting the
voice, and connecting with any audience
Identify the target audience for the training as anyone who will need to regularly give presentations to large audiences.
Evaluate the existing public speaking resources and identify any gaps in knowledge or skills

Design phase Develop a training plan that outlines the instructional methods and materials to be used to address the learning objectives
Create the instructional content such as training manuals, presentations, and other instructional materials to support the
learning objectives
Define the assessment methods and develop any necessary evaluation tools to measure the success of the training
program
Establish the training schedule and logistics, including the number of sessions and their duration, and the timing of each
session

Development phase Create any necessary visuals, videos, or multimedia material for the training content
Develop in-person exercises and other interactive elements to be used in the training program
Review and refine the instructional content based on feedback from stakeholders
Conduct a pilot test of the training content, and make any necessary revisions

Implementation phase Deliver the training sessions to the employees

Provide any necessary support or feedback to the learners during the public speaking training
Monitor the learners’ progress and address any issues as they arise

Evaluation phase Gather feedback from the employees about the effectiveness of the training
Analyze the assessment results to identify any gaps in knowledge or skills
Compare the confidence of the employees when giving presentations before and after the training to evaluate its
effectiveness
Make any necessary modifications to the training based on the evaluation results
Training for sales representatives

The focus of this sample training plan for sales

representatives is on improving sales skills like rapport
building, prospecting, presenting, and negotiating.
Training methods such as role-playing will be used to
reinforce these skills, while visual aids like infographics
will be used to keep the trainees engaged.
Analysis phase Identify the need for training specifically for sales representatives (based on low sales
numbers or other issues that have arisen)
Determine the learning objectives for the training, such as improving communication skills,
negotiation, emotional intelligence, or product knowledge. Identify the target audience for
the training as the sales staff
Evaluate the existing sales resources and identify any gaps in knowledge or skills

Design phase Develop a training plan that outlines the instructional methods and materials to be used to
address the learning objectives
Create the instructional content such as training manuals, presentations, and other
instructional materials to support the learning objectives
Define the assessment methods and develop any necessary evaluation tools to measure
the success of the training program
Establish the training schedule and logistics, including the number of sessions and their
duration, and the timing of each session

Development Create any necessary visuals, videos, or multimedia material for the training content
phase Develop role-playing exercises and other interactive elements to be used in the training
program
Review and refine the instructional content based on feedback from stakeholders
Conduct a pilot test of the training content, and make any necessary revisions
Implementation Deliver the training sessions to the sales representatives
phase Provide any necessary support or feedback to the learners during the sales training
Monitor the learners’ progress and address any issues as they arise

Evaluation phase Gather feedback from the sales representatives about the effectiveness of the training
Analyze the assessment results to identify any gaps in knowledge or skills
Compare the sales numbers of the reps before and after the training to evaluate the
effectiveness of the training
Make any necessary modifications to the training based on the evaluation results