1

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Welcome and Introductions
Group Norms: Ground Rules
Goals & Objectives
Pre-Test
Mod 1: What is Corporate Training?
Mod 2: The Corporate Training Cycle
Mod 3: The HCC Process
Mod 4: Learning & Performance
Mod 5: Evaluation
Mod 6: HCC Vendor Partners
Putting It All Together!
Post-Test
2

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Participate & ask questions
Take part in exercises
Share experience & knowledge
Respect each other’s opinions
Focus on the topic at hand
Follow the time schedule
Minimize interruptions
Manage electronic devices responsibly
Maintain confidentiality
3

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Introduction to HCC’s Division of Extended
Learning Organization
 Corporate Training concepts and
Requirements to teach for the Corporate
College
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Understand Corporate College role in meeting HCCS mission
Understand and describe the Corporate Training Cycle
Identify need for training: what, who, how and why
Identify existing HCC resources for Corporate Training and how to access
Understanding employer training goals
Design the delivery of training that employers will remember
Utilizing ice-breakers, toys & games for presentations
Identify resources to customize materials
Describe how prepare for a corporate training session
Coordination of material production, delivery, equipment, visuals, environment set-up, and amenities
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6

a) b) c) d) e)
College’s current course content
Student preferred course content
Employer driven learning objectives
The Coordinating Board prescribed content
None of the above
7

a) b) c) d) e)
Course development, need assessment, implementation,
ROI, and long-term relationship
ROI, need assessment, course development, implementation, and long-term relationship
Need assessment, course development, implementation,
ROI, and long-term relationship
Long-term relationship, Need assessment, course development, implementation, ROI
Only C or D are correct
8

a) b) c) d) e)
Corporate College account representative, subject matter expert,
Director of Corporate College
Dean, subject matter expert, Director of Corporate College,
Student Services advisor
Dean of Student Services, Corporate College account representative, Director of Corporate college
Continuing Education Documentation Specialist, Corporate
College account representative, Director of Corporate College
None of the above
9

The following is not a benefit of corporate a) training for the community college? b) c) d) e)
Increased source of revenue and continuing education enrollment
Provides closer relationship opportunity with businesses leading to possible donations
Added financial aid staff to the college
Cross-marketing of HCC credit programs and courses to corporate
Training participants
Course participants and employers’ increased awareness of HCC’s instructional quality
10

a)
College’s regular tuition for continuing education courses b) c) d) e)
Negotiated amount based on costs and operating margin formula
In-district, out-of-district tuition and fees of participants
Amount determined by company offer to pay
All of the above
11

a)
b) c) d) e)
Employer performance enhancement needs
Worker career paths
Targeted occupations for growth
Business demands for incumbent worker skills upgrading
Only A and D are correct
12

The length (hrs) of a corporate training course module will depend on? a) b) c) d) e)
Specific skills needed for performance, learner educational experience, workers’ schedules
Workforce education course manual (WECM) course objectives and worker’s schedules
Regular semester course length
Trainer’s available time to teach the course and the workers’ schedules
None of the above
13

Participants of corporate training a) courses?
(Check all that apply)
Are highly motivated since the training can affect their performance and their evaluations b) c) d)
Expect professional presentation of content, trainer appearance, and materials
Expect to be able to immediately apply learning objectives to their job upon completion
Have little motivation to learn and want courses to finish early
14

a) b) c) d) e)
Which one of the following is not a current HCC
Corporate training content partner?
HRD Training Solutions
AchieveGlobal
Command Spanish®
Element K
Franklin Covey
15

a)
b) c) d) e)
A job skills assessment system measuring real-world skills
The employer’s key set for the training classroom
Skills assessment which identifies the skills and skill levels needed to be successful on the job
Assesses the current skill levels of incumbent workers on the job and their gap to required levels for successful performance
Job profiling and task analysis
16

End of Pre-Test
Pre-Test KEY on Page
31 of Learning Guide
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Employer Sponsored
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Employer Driven
Upgrading of Worker Skills
Customized
State Funded Grants
Performance Enhancement Initiative (s)
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“Involves planning and delivering customized training for business, government entities, or other organizations, defined in a contractual agreement between the college and the client (Dougherty &
Bakia, 2000)”
19

 Employer
 Organizational
Development
 Build Employee
Loyalty
 Improves
Performance
 Quality Assurance
 Cost-effective
 HCC
 Mission
 Workforce
Development
 Revenue Source
 Business
Relationships
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21

 What makes this training unique, better, more valuable than others? What is the “added value”?
 Evaluate competition
 Why choose HCC over other alternatives?
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Quality – Reputation, credentials, prior performance
Available courses – wide variety
Experience – Testimonials
 Passing Rates
Blended Learning
“College Credit” – Unique advantage of HCC over private training organizations
 Articulate before committing
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“HCC Corporate College provides relevant, customized, on-site training to advance today's workforce. As a trusted hometown trainer, HCC can maximize training dollars and quickly update employee skills. Also, having the resources and infrastructure of a large educational institution allows the Corporate College to offer high quality instruction at competitive prices”.
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1.
2.
Name two HCC benefits of having corporate training
______________________
______________________
The Corporate Training Cycle deals mostly with _________________

DEL (Division of Extended Learning)
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26

How is Corporate Training Organized?
Joe Little
Director
Records Specialist
Yvonne Zuniga
Office Manager
Stephanie Macias
Program Manager
Dee Woody
Program Manager
Alan Corder
Sr. Business
Development
Manager
Ardis Griggs
Corporate Trainers
Corporate Trainers
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 Account Manager
 Account Manager: Follow-up Leads, Coordinates meetings and communications with client, obtains available data for need assessment, assists SME with outlining training needs
 Director Corporate Training
 Supervises Quality of Training Cycle Quality
 Approves Training Costs and Pricing
 Subject Matter Expert
 Consulting, clarifies learning outcomes, develops curriculum, facilitates training
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Corporate Training Cycle – Process Steps
 Customized Training
 Needs Assessment
 Training Proposal
 Training Agreement (Contract / MOU, Etc.)
 Course / Curriculum Development
 Implementation / Delivery Plan
 Effectiveness/Evaluation/Return on Investment
 Long-term Relationship with Client
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Corporate Training Cycle
Need Assessment
Relationship
Building
Evaluation / ROI Analysis
Sales
Employer Needs Driven
HCC
Training Proposal
$ $
$
Training Agreement
Delivery of Course
Develop Course Materials
/ Syllabus / Content
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 Training and development needs can be identified at different levels:
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Organizational
Departmental
Occupational
31

Categories of Needs
Assessment
Dictionary of Occupational Titles
INTERVIEWS
AVAILABLE
DATA
SITE VISITS
(DOT)
DOT
ASSESSMENT
TOOLS
32

Need Assessment
 Job Analysis and Competency Modeling
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Interviews
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Management, Staff, Participants
Line manager of the employee group to discuss training needs
Training and Development Officer
Emerging Themes; Categories;
Available Documentation / Artifacts
 Job Descriptions, Manuals, Identified Skills Competencies for each Job, Web Site, etc.
Site Visits
 Work Environment, Meetings, Events
Dictionary of Occupational Titles (DOT)
Job Analysis Assessment Tools (Examples):
 WorkKeys – Available at HCC – NW
 Brainbench
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 eSkill
Others ( www.hr-guide.com/data/019.htm
)
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 Northwest College
 Job profiles
 Job analysis
 Help employers identify the level of skill current and prospective employees need in order to be successful on the job.
 Provide individuals with the skill levels they need to qualify for and be successful in specific jobs.
 Measures eight (8) foundational work skills
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Needs Assessment: Prioritizing Training
 Must be aligned with business strategy
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Identified skill competencies for Job
Categories
Compliance training and / or Motivational training may be needed first
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The three members of the HCC Corporate College Sales
Team are……
The HCC Corporate Training Cycle is based on two major principles:
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Building R___________, and
Process _____________.
What are the three (3) levels of need assessment?
Identify five (5) Categories of Need Assessment tools.
Identify four (4) names of Job Assessments Tools and which one is available at HCC?
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Document Preparation
 Edit, Proof, PDF, Bind
Presentation
 Restate Need
 Review Need Assessment Outcomes
 Course Outline and Learning Objectives
 Training Solution Presentation
 Emphasis on Benefits to client, SME, Added Value
 Review Expected Outcomes and Benefits
 Features and Location
 Terms
Training Proposal
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$ $
$
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PRICING  Pricing
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Market Research
Instructional Costs
Director Corporate College and
Account Manager Price
Contracts
Operating Margin Goal
Net Goal % vs. Market – Whichever is higher
Add negotiable range and Price
 Anticipate objections
 Be prepared to negotiate price
 Expect negotiation
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$ $
$
Training Agreement
 HCC Corporate College Agreement (Contract,
MOU, Other)
 Signed agreement required to order materials, confirm schedule, and trainer agreement
 Certify trainers as needed
 Coordinate trainer orientation to client needs
and HCC orientation
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 Using the information sheet provided, outline a Training Proposal on easel paper. See sample handout.
 Then present to the class.
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Develop Implementation Timeline
Syllabus
 HCC Corporate College Standard Format
 WECM - Special Topic, Local Need
Course Outline
 Based on Need Assessment (NA)
Student Learning Objectives (SLO’s)
 Include Bloom’s Taxonomy levels
 Confirm with Client
Skill Building and Application Activities
 Develop based on Learning Outcomes and Needs Analysis
Bibliography & Other references
 Subject Matter Reading List
Assessment (Pre & Post)
Develop Course Materials
/ Syllabus / Content
41

 Defines six different levels of thinking
 Learning Objectives
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Activities for each
Action verbs
 Page 36 in Learning Guide
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Subject Matter Experts –
Corporate Trainers
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Credentials and References
Availability
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Cost
HCC Credentialing
Orientation
Materials
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Off the shelf
HCC Content Partners
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Publishers
Level of Customization
Duplicating and Binding
Cost
Availability
Purchasing
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Equipment
 Availability
 Purchasing
 Time Frame
 Budget
Content
 WECM
 New Course Inventory
 Existing Course
 Non-WECM
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Develop Course Materials
/ Syllabus / Content
Corporate Trainer Availability
Materials, Books & Equipment
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Reserve TV-DVD, Movies, Easels, Flip Charts, Markers, Equipment
Plan duplication, biding, & delivery of material
Purchase Orders
 Vendor; Budget; Signatures
Delivery Format
 Online, Instructor, or Hybrid
Location
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Reserve, Inspect, Confirm
Provide written and Web based directions
Class Schedule
 Coordinate and confirm with Client
44

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Three (3) key needs regarding Corporate
Trainers are?
Student Learning Objectives (SLO’s) are based on?
List three (3) key needs to consider when assessing Materials.
List two (2) key needs to consider when assessing Equipment.
List four (4) Implementation Planning considerations.

DELIVERING TRAINING
Cornerstones of training excellence!
Meaningful
Contextual
Memorable
Fun
Trainer
Expertise
Learner
Involvement
Learner
Pre and Post
Assessment
Materials
Facilities,
Equipment, and
Resources
Experiential
Learning Cycle
Training
Evaluation
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Professional Appearance: Dress and Grooming
Professional Materials
 Manuals or Textbooks
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Copies
PPT Content
Use of Teaching Tools
 Pointers
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Training Games
Technology
Facilitation vs. Lecture
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Support a variety of learning styles
Reinforce learning through immediate feedback to learners
Games offer a variety of instructional strategies
Games increase interaction
Games motivate learners
Games allow creative instruction
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 HCC Training and Development Video Library
 http://library.hccs.edu/library_services/tandd/index.php
Student Response Systems
 Turning Point
Trainer’s Warehouse
Training Games
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LearningWare
 Game Pro
 www.learningware.com
Interactive Games:
 http://resources.oswego.org/games/
Half-Baked Hot Potatoes:
 http://web.uvic.ca/hrd/halfbaked/
 Create and host six different types of games online for free
TeachNet.com:
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 www.teachnet.com
Free PPT templates for Jeopardy, WWTBAM, & Hollywood Squares www.thiagi.com/games.html
http://www.astd.org/lc (ASTD Learning Circuits)
51

http://www.astd.org/lct
Created by Terri Street for OKTechMasters, 2000
52

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Establish Expertise
 Introduce yourself; focus on experience related to training
Learner Involvement
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Tent Cards
Greetings
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Break-Ice Exercise
Humor
General Training Goals
 Meaningful, Contextual, Memorable, and Fun
53

 Facilities & Equipment
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Room Appearance & Availability
Equipment condition and availability
 Test and become familiar on how to operate
Markers, Flip Charts, Easels, Computers,
Internet Connections, Projectors
54

 General Course Outline
 Establish Group Norms
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Introduce Learning Objectives
Introduce Agenda of Training – What to expect
 Review Materials Content
 Pre-Test
 Experiential Learning Cycle
 Foundation for training delivery
 Post-Test
55

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The seven (7) cornerstones of instructional excellence in Corporate
Training are?
Facilitation improves ___________
56

“Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.”
57

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“… is a cyclic process of setting goals, followed by thinking, planning, experimenting and decision making , followed by action, followed by observing, reflecting & reviewing, followed by a bit more thinking, decision making and sometimes adjusting goals, followed by more action and so on…”
The HRD Group: http://www.thehrdgroup.com/
58

59

Principles of Experiential Learning
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 People learn best from their own experiences and their own reviews
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What people do is more important than what they know
Renders behaviors and attitudes visible and thereby can become acknowledged and then addressed
It is not enough to explain to people what to do, they must be shown how to actually do it and then how to improve it
60

Principles of Experiential Learning cont…
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Moves beyond knowledge and into skill by generating a learning experience - the more experience the greater the skill
Gets to grips with the most important aspect of training and that is to achieve change in behavior and attitude
Understands that to be remembered over a long period of time the learning process should be enjoyable, motivating and rewarding
61

Teaching to all three Learning Styles improves memory / retention (Appendix)
 Visual
 Auditory
 Tactile
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 Complete Learning Style Inventory found on page 37 of your participant manual
63

Evaluation of Training
Houston Community College
Corporate Training Division
CONTENT
Training Purpose
INPUTS
Accurate Selection of:
Training
Content
Resources
REACTIONS
Learner’s feedback on training relevance to learner’s roles
OUTCOMES
Measure the levels at which the learning has been transferred to the workplace
64

Evaluation of Training
Houston Community College
Corporate Training Division
CONTENT
Training Purpose
INPUTS
Accurate Selection of:
Training
Content
Resources
REACTIONS
Learner’s feedback on training relevance to learner’s roles
OUTCOMES
Measure the levels at which the learning has been transferred to the workplace
 Content
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What was the training purpose?
Where the desired skills competencies achieved?
Was the training relevant to the learners?
65

Evaluation of Training
Houston Community College
Corporate Training Division
CONTENT
Training Purpose
INPUTS
Accurate Selection of:
Training
Content
Resources
REACTIONS
Learner’s feedback on training relevance to learner’s roles
OUTCOMES
Measure the levels at which the learning has been transferred to the workplace
 Inputs
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Were the materials and equipment appropriate for the training?
Are the trainer credentials and experience accurate for the training?
66

Evaluation of Training
Houston Community College
Corporate Training Division
CONTENT
Training Purpose
INPUTS
Accurate Selection of:
Training
Content
Resources
REACTIONS
Learner’s feedback on training relevance to learner’s roles
OUTCOMES
Measure the levels at which the learning has been transferred to the workplace
 Reactions
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Was the content relevant to the learner and his/her role in the organization?
Was the content relevant to the desired outcomes?
67

Evaluation of Training
Houston Community College
Corporate Training Division
CONTENT
Training Purpose
INPUTS
Accurate Selection of:
Training
Content
Resources
REACTIONS
Learner’s feedback on training relevance to learner’s roles
OUTCOMES
Measure the levels at which the learning has been transferred to the workplace
 Outcomes
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Measure the levels at which the learning has been transferred so it can be applied to the workplace
May also conduct a follow-up on-the-job assessment within a pre-determined period after training
68

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Labor savings
Productivity increase
Fewer machine breakdowns, resulting in lower maintenance costs
Increased sales
New product ideas
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 Content
 Co-branding
 Training
 Resources
70

CORPORATE TRAINING:
CONTENT ASSESSMENT, DELIVERY, & ASSESSMENT PROCESS
Job Analysis and Competency
Modeling
INTERVIEWS
AVAILABLE
DOCUMENTATION
SITE VISITS
D.O.T.
JOB ANALYSIS
TOOLS
Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.
- Confucius, 450 B.C.
TRAINING GOALS;
LEARNING OBJECTIVES;
DESIRED LERNER
OUTCOMES
COURSE DEVELOPMENT
QUALITY CURRICULUM
LEARNER ACTIVITIES
DELIVER TRAINING
Facilities, Equipment, Material
...there is an intimate and necessary relation between the processes of actual experience and education.
- John Dewey, 1938
Evaluation / Desired Lerner Outcome Achieved
71

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Managing internal & external relationships through the lifecycle of the training contract
Preparing written documents that excite and interest prospective clients
Ensure consistency of verbal presentations and meetings
Prepare and deliver team presentations: tackle the need, provide solutions and benefits, and anticipate what might happen
Demonstrating personal, team and organizational confidence, commitment, energy and enthusiasm
Listen to hidden needs = Future Training Opportunities
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 Professionalism
 Reliability
 Knowledgeable
 Personable
 Clear communications
 Accessibility
 Do what you say you will do
 Under promise and Over Deliver
 Give Thanks
73

Corporate Training Cycle
Need Assessment
Relationship
Building
Evaluation / ROI Analysis
Sales
Employer Needs Driven
HCC
Training Proposal
$ $
$
Training Agreement
Delivery of Course
Develop Course Materials
/ Syllabus / Content
74

Post-Test
75

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