TRAINING &
IT’s PROCESS
Moeed A. Solangi
Deputy Manager R&D
Axis Pharmaceuticals
OBJECTIVE
 What is Training & Training Principles?
 Why do we Need Training?
 A Systematic Approach to Training
 Training Process & Outcome
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TRAINING
 Training is a systematic process through which
an organization’s human resources
gain
knowledge and develop attitude, skills by
instruction and practical activities that result
in improved performance at work.
3
 Training is a planned effort by a company to
facilitate employees’ learning of job-related
competencies.

Competencies include knowledge, skills or behavior
critical for successful job performance.
 The goal of training is for employees to master
the competencies and apply them to their dayto-day activities.
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DIFFERENCES B/W TRAINING,
EDUCATION & DEVELOPMENT
 Training:
short term, task/job oriented
and targeted on achieving a
change of attitude, skills and
knowledge in a specific area.
 Education:
lifetime investment. It tends to
be initiated by a person in the
area of his/her interest .
 Development: long term investment in human
resources.
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DO ORGANIZATIONS
NEED TRAINING?
 The answer is “YES”
 However, we must
know the purpose
and functions of
training before we
can use it.
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BENEFIT OF TRAINING
 Most training is
targeted to ensure
trainees
learn
something that they
can apply to their
job.
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IMPORTANCE OF
TRAINING
 Maintains qualified products / services
 Achieves high service standards
 Provides information for new comers
 Refreshes memory of old employees
 Reduces mistakes - minimizing costs
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 Achieves learning about new things;
technology, products / service delivery
 Opportunity for staff to feedback / suggest
improvements
 Improves communication & relationships better teamwork
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FIVE PRINCIPLES OF
TRAINING
 Participation: involve trainees, learn by doing
 Repetition:
repeat ideas & concepts to help
people learn
 Relevance:
learn better when material is
meaningful and related
 Transference: to real world using simulations
 Feedback:
ask for it and adjust training
methods to audience.
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A SYSTEMATIC APPROACH
TO TRAINING
 Who needs what kind of training?



Needs analysis
Learning objectives
Learning environment
 How should training be delivered?

Instructional techniques
 Was training effective?



Measuring criteria
Experimental design (interpreting results)
Training validity
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MODEL OF A TRAINING
PROCESS*
*Goldstein, I. (2002) Training in Organizations 4th Ed.
Assessment Stage
Training Stage
Evaluation Stage
Development of Training
Objectives
Design & Select
Procedures
Measure Training Results
Development of
Criteria for Training
Evaluation
Train
Compare Results to Criteria
Organizational
Needs
Assessment
Task Need Assessment
Feedback
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STEPS IN THE TRAINING
PROCESS
1.
2.
3.
4.
5.
6.
7.
Assessing training needs
Specifying training objectives
Preparing & Designing the training program(s)
Selecting the instructional methods
Completing & Implementing the training plan
Evaluating the training
Planning future training
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1. Training Needs
Assessment
 To identify performance requirements and the
knowledge, skills, and abilities needed by an
agency's
workforce
to
achieve
the
requirements.



Organization Analysis
Personal Analysis
Task Analysis
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The “ASK” Concept
 A needs assessment is the process of
identifying the "gap" between performance
required and current performance.
 When a difference exists, it explores the causes
and reasons for the gap and methods for
closing or eliminating the gap.
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 This “gap” can be separated into 3 main
themes



Attitude
Skills
Knowledge
 Rank ASK by difficulty to develop in people;



Attitude
Skills
Knowledge
Easy
Moderately Difficult
Most Difficult
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2. Training Objectives
 Training Objectives must be specific &
measurable. Why?

Very difficult to measure effectiveness after course
is finished.
 Objectives



Convey training goals
Provide a framework to develop course content
Provide a basis for assessing training achievement
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 What should trainees be able to accomplish
after participating in the training program?
 What is the desired level of such
accomplishment, according to industry or
organizational standards?
 Do you want to develop attitudes, skills,
knowledge or some combination of these
three?
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3. Preparing & Designing
the Training
 Key Concepts in Preparing a Training
Plan
Before you train and develop people identify
what:



They must know - before they can perform job
They should know - to improve performance
Would be nice for them to know – but not necessary
to perform duties.
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▪ Points to be kept in mind for Designing a
Training Program
1.
2.
3.
4.
5.
6.
Program duration
Program structure
Instruction methods
Trainers qualification
Nature of trainees
Support resources –
materials,
OHP,
classroom
7. Training location &
environment
8. Criteria & methods for
assessing participant
learning
and
achievement
9. Criteria & methods for
evaluating the program
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4. Selecting Instructional
Methods
 The most important step.
 On-the job-training (OJT)


Learn while you’re working
In house, training or classroom
 Off -the job-training


External, consultancies or attending external classes
Independent bodies, such as government talks
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 Traditional Approaches

Classroom Instruction



Self-Directed Learning



Lecture, Discussion or Case Study
Role Playing
Readings, Workbooks, Correspondence Courses
Programmed Instruction
Simulated/Real Work Settings



Apprentice training
On-the-job training
Job Rotation/Cross Training
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 New Training Approaches




Distance Learning
CD-Rom and Interactive Multimedia
Web-based Instruction
Virtual Reality Training/Video conferencing, same
as classroom except teachers and students are in
different locations.
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5. Completing the Training
Plan
 Target group – assess your audience
 Topic – task, skill or attitude ingredient
 Trainer – preparation, enthusiasm, skills & effective
communication
 Method – direct (one way communication) or indirect
(discussion, games, experimental exercises). Important
as evaluation of trainees usually lies on the perception
on what they did in the training session
 Time – length, period, breaks important to consider
 Location – away from the office?
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A Training Lesson










Topic
Summary of Key Points
Training Objectives
Training Contents
Training Methods / Activities
Duration of Each Activity in Each Session
Break(s)
Exercise to Warm Up
Questions to test Understanding
Conclusion
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6. Evaluating the Training
 Three Levels of Evaluation



Immediate Feedback - Survey or interview directly
after training
Post-Training Test - Trainee applying learned tasks
in workplace?
Post-Training Appraisals - Conducted by immediate
supervisors of trainees
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Kirkpatrick’s Evaluation
Criteria
 Level 1 – Reaction

Did trainees like the training and feel it was useful
 Level 2 – Learning

Did trainees learn material stated in the objectives
 Level 3 – Behavioral

Are trainees using what was learned back on the job
 Level 4 – Results

Are benefits greater than costs
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7. Planning Future
Training
 Last step in the training process.
 After taking all evaluated comments, trainers
should modify the programs to keep good
things and make suggested improvements

Remember, even with the same topic for different
trainees, trainers should address many parts of the
training process again and consider new
approaches.
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Effective
Outcome:
Applying knowledge
& skills to boost
On-job performance
Training
Completion:
Improving ASK
Training:
Acquiring Knowledge,
Skills & Attitude
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REFERENCES








Training Needs Assessment Online Training-National Oceanic and Atmospheric
Administration (NOAA): http://www.csc.noaa.gov/needs/
Needs Assessment--The First Step: http://www.statetraining.ca.gov/files/TNADOE.ppt#16
Four Steps To Conducting A Needs Assessment:
http://alumnus.caltech.edu/~rouda/T2_NA.html
Tobey, Deborah, Needs Assessment Basic, ASTD Press, 2005
Anthony W.P., Kacmar, K.M., Perrewé, P.L. (2002) Human resource management: a
strategic approach, 4th ed.
Goldstein, I. L., Ford J.K. (2002) Training in organizations : needs assessment,
development, and evaluation, 4th ed.
Greer, C.R. (1995) Strategy and human resources – a general managerial
perspective, Prentice Hall.
Riley, Michael, (1996) Human resource management in the hospitality and tourism
industry, 2nd ed.
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