handbook of training

8/7/2019 Handbook of training

1/18

Handbookof

Training Process

By

Aatrayee Ghosh


2/18

Handbook of Training Process

Aatrayee Ghosh

2

Contents

Topics Page No.

1. Module 1 Training Policy 4

2. Module 2 Training Process 6

a. Chapter 1- Analysis Phase 7

b. Chapter 2 - Design Phase 8

c. Chapter 3 - Development Phase 10

d. Chapter 4 - Implement Phase 14

e. Chapter 5 - Evaluation Phase 16

5. After-Word 19


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Module 1

Training Policy

The term Training generally refers to acquisition of knowledge, skills, attitude, as a result of

teaching of vocational or practical skills and knowledge and relates to specific skills. It is often

referred to as Professional Development. At Intrasoft, we provide opportunity for and encourage

participation in job-related training programs for staff that will enhance skills and knowledge and

maximize job performance. The responsibility for participating in training is shared by individual

employees, supervisors/managers, and the company.

Responsibilities:

Team Leaders and Managers:

The main responsibility for training and training development lies with Team Leaders and managers.

Their responsibilities include the following:

To ensure that personnel under their supervision meet training requirements.

To determine training needs (using th tools given to them by the Training Department)

To ensure that the personnel complete the required training courses.

To retain individuals to serve as SMEs (Subject Matter Experts)

Maintaining the training records.


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Personnel:

Personnel are expected to follow these rules:

Attendance:

Missing more than two sessions in a row may result in dismissal from the course.

Inform the trainer when you may have to arrive late or leave early, (preferably in advance.).

Punctuality:

If one enters the session later than ten minutes into it, s/he will be marked absent for the

day, until and unless informed.

Assignments/Tutorials:

All assignments should be handed over on the specified day unless s/he is absent. Failure to

do so on more than one occasion will result in the participants dismissal from that training

program.

Conduct:

Participants will maintain a decent conduct during the training sessions and will show respect

for the trainer as well as fellow trainees. Failure in doing so may result in the trainees

dismissal from the training session.

Chewing gum is generally OK as long as it doesnt serve as a distraction, but NEVER chew gum

when giving a presentation!

Training team:

Single point of contact for all training scheduling, within the organization

Design and deliver trainings.

Training curriculum development and delivery for multiple teams.

Manage multiple curriculums according to level of skill.

Coordinate effectively with other functional groups.

Interact with various departments in the company and identify the training needs and chart

out an annual training calendar.

Developing a network of in-house resource people who will partner in the training efforts.

Chalking out a training calendar for the year and out up programs addressing the inventory of

needs.

Designing and developing evaluation tools to measure the effectiveness of training programs.

Designating Black-out period during which time no training is scheduled unless it is an

emergency.


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Module 2

Training Process

The Training team follows the Instructional System Design (ISD) which can be represented with the

following model:

This is a general schema, each of which components shall be discussed in the following chapters. Each

component is integral to the training process as well and will eventually determine the training

success.


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Chapter 1

Analysis Phase

The analysis phase is the

building block of a training

program. The basis for who must

be trained, what must be trained,

when training will occur, and where

the training will take place are

accomplished in this phase. This

process is where the main problem

identification is performed. It

includes the following:

Overview of the particular department or process to achieve greater understanding

Compiling Job Description which will include the following:

Post

Reporting status

Job type

Job summary

Duties and responsibilities (functional, organizational and managerial)

Analyzing tasks for performance problems (task analysis) or perform needs analysis using the

survey form.

Selecting tasks for training (tasks that have non-training related performance problems should

be solved by using other solutions)

Identifying SMEs (Subject Matter Experts) who will assist in the training.

Getting to know the target population including their educational background, job performance

requirements, present skill levels, specific interests

To construct performance measures, i.e., to create a benchmark that an individual has to

attain after training is provided to him.

Choose the instructional setting.

Estimate training cost (if applicable)


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Chapter 2

Design Phase

This phase begins with the end products of

the Analysis phase and ends in a blueprint of the

training program. This blueprint will contain five

key points:

Entry behaviors

This would include what the individual must already

know when he comes in for training. A training

program requires a base level of knowledge, skills,

and attitudes (KSA) that must be specified at this

stage. A sample of the learner target population should be tested to determine if their entry

behavior Skills, Knowledge, and Abilities (SKAs) match the proposed level of instruction.

Learning objectives

This outlines what the individual is expected to achieve upon completion of training. It

prescribes the conditions, behavior (action), and standard of task performance for the training

setting. The objective is sometimes referred to as performance or behavioral objectives. A

learning objective has three parts:

The learners skills& knowledge,after training

The learners skills &knowledge,

before training.

The point atwhich instruction

is started

Training started here is

a waste of resources

Training started here,

causes a learning gap.

Pre-training

behavior

Post-training

behavior


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An observable performance or behavior. One

objective should deal with one behavior only.

A measurable Criterion or standard that states the

level of acceptable performance, in terms of

quantity, quality or time limit.

Conditions of performance which describes the actual

conditions under which the task will occur or be

observed. Also, it identifies the tools, procedures,

materials, aids, or facilities to be used in performing

the task.

Performance test

The major purpose of the test is to promote the development of the learner. It ascertains

whether the desired behavior changes have occurred following the training activities. It

performs this by evaluating the learner's ability to accomplish the learning objective. It also is

a great way to provide feedback to both the learner and the instructor. That is the reason why

it is developed in the design phase, instead of in the development phase.

The tests are generally written and can incorporate these types of questions:

Open-ended questions

Checklist

Two-way questions

Multiple-choice questions

Ranking scales

Essay

An effective test combines one or more of these questioning patterns.

Performance steps

Learning cannot occur without proper sequencing of knowledge. Building steps will define the

pattern that the training will follow, e.g., arranging the learning objective from easy to hard or

in the order they are performed on the job. These are step-by-step instructions for performing

the process. They describe each step in sequence. You should ask, What does the SME do first,

second, third, and so on?" Nothing should be taken for granted as experts may do some things so

quickly that they are almost invisible. Often, they will not even be aware of the fact that they

are performing something because they have done it so many times it just seems second nature

to them.


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Chapter 3

Development Phase

This phase elaborates and builds on the Learning

Objectives that were produced in the design phase.

Development is simply diagramming or outlining the

necessary activities that will assist the learners in reaching

the course goals. The end result is the completed

instructional courseware.

The key areas in this phase are as follows:

To list learner activity and choose delivery system

Development phase begins with specifying the learning

activities that will assist in the learning process. There

are two types of training media within a training

program. The first is the instructional setting or major

media. For example, the learners might go to classroom

training for 2 days. The second is the delivery systems

or learning strategies. These are the various

instructional methods that take place within the instructional setting. They are divided into the

following categories:

1. Lockstep

Classroom

Lecture

Telecommunication

Video

2. Self-paced

Computer-based training

e-learning or Internet Distant Learning

Personalized System of Instruction (PSI)

3. Job

Job Performance Aid

On-the-job


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4. Specialized

Best-Of-Class model (blended model)

Coaching

Mentoring

Review existing material

It is necessary to review existing materials, if any, and incorporate them into the program. This

saves resources and prevents duplication of materials. Also, existing materials pertaining to a

new program should be reviewed to ascertain whether they should be discarded or integrated

into the program.

Develop instructions

After all the pre-planning is done, that is the time to start developing the instruction material.

An Instructional Design Model for developing training material makes it easy to understand:

Chunk the materials Through this process, various chunks are created which start

from a fundamental, overall view to an elaborate, specific one. It follows themechanics of a zoom-lens, which starts from a wide-angle view to a more detailed

one.

Sequence it into a logical structure This process concentrates on putting the chunks

into a logical sequence, the sequence which the learner has to follow thereafter.

This generally means that the chunks are arranged in order of difficulty, from simple

to complex.


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Build an Interest Device The prime motive here is to hold the learners attention

while the learning point is delivered. This can be done by implementing any or all of

the following devices:

Storytelling

Demonstrations

Presenting a problem to be solved

Doing something the wrong way (the instruction would then be to show how to

do it the right way)

Why it is important

Organize the objectives This is the Task, Condition, and Standard built in the

design phase. Normally, the objectives built are too stiff or formal for informing the

learners. Reword them. If at all possible, get the learners' input for the objectives -

what do they need to learn that will make their job more effective or efficient.

Stimulate the recall of prior knowledge This allows the learners to build on their

previous knowledge or skills; e.g. remind the learners of prior knowledge relevant to

the current lesson, provide the learners with a framework that helps learning and

remembering.

Create strategies to foster Critical Thinking and Deeper understanding These could

be:

Build activities t to relate the information to the learners interests.

Encourage active participation as it helps in retention of learned material.

Point out content relationships

Ask rhetorical questions

Ask the learners for examples

Build Summaries and Relate it to the Next Period of Instruction the following

should be implemented:

Provide regular summaries.

Give them time to gather their thoughts. Build in Reflection periods for deeper understanding.

Test the learners What we get tested on is what we remember the most and the

longest. This should have been built in the Design Phase.


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Help with the transfer of learning Transfer of learning is the influence of prior

learning on performance in a new situation. Ensure that the learner can apply the

knowledge acquired in his/her field of work.

Synthesize

When developing the training material and media, ensure that it is synthesized into an

integrated program. The following should be kept in mind:

It should flow as naturally as possible, with each lesson block building the foundation

for the next one.

Provide variety that is conductive to learning.

Break practice periods up with instructional periods.

Validate instructions

The last step is to validate the material by using representative samples of the target

population and then revising the program as needed. In the U.S. Army Artillery there is a firing

method known as the bracketing process. Fire and adjust! Fire and adjust! This process is

continued until there is fire for effect, and then adjusted again until the target is hit! The same rule

applies in developing course materials.


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Chapter 4

Implementation Phase

To some, this may sound like the easy part, but it

is actually the hardest part of the system. Good trainers

can make a poorly developed program work well and a

well developed program work great...bad trainers can

make neither work.

The most important factor in implementation is

the implementer or the trainer. These trainers need

specific skill-sets to be successful. Following is a

discussion on the various skills that a professional trainer

needs.

There are three factors that must happen for a successful

learning experience:

1. Knowledge: The trainer must know the subjectmatter. She is the one who will provide leadership, will model behavior, and adapt to the

trainees various learning preferences.

2. Environment: The trainer must have adequate tools to transfer the subject matter to thelearners, i.e. adequate space, courseware, teaching aids, etc.

3. Involvement skills: To achieve a climate conducive to learning, involvement skills areemployed. Some of the involvement skills needed by trainers to coach their learners to success

are:

Flexibility: The trainer must adapt the training program to meet the learners needs

by responding to their individual learner needs.

Spontaneity: The trainer must be spontaneous in her delivery, so that it is

interesting to the people partaking. Otherwise, whats the difference between a

trainer and a videotape?

Empathy:This is the ability to perceive another person's view of the world as though

that view were your own. The trainer must empathize with the participants and

give seasoned, conscious responses.

Compassion: The trainer must alleviate stress within the class as it is generally not

conducive to learning. She must also understand how much stress she should induce

so as to make learning effective.


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Questioning: The trainer should implement the APC ( Ask, Pause, Call) method to

question, which is:

Ask the question

Pause to allow the learner time to think. The questions asked must help her to

gauge the effectiveness of the training. Wait around 10 seconds.

Call on someone to answer. This gets everyone charged up in anticipation.

Some hints for effective questioning are:

Know what you want to find out

Generate interest in advance

Use open-ended questions to elicit dialog.

Keep the questions short. Long questions are confusing

Ask questions with answers that will suggest a course of action

The categories under which questions can be asked are:

Knowledge it checks the extent of knowledge of the learner

Comprehension it involves the ability to interpret and communicate the

meaning of given variables

Application it implies the use of knowledge to solve problems

Analysis it requires a learner to examine information in parts and arrive at a

solution or response.

Synthesis it requires the learner to combine elements and parts into a unified

whole.

Evaluation it involves making judgments, appraising, choosing, assessing,

measuring, and critically inspecting some idea or object and determining its

relative value or worth.

Counseling: be well-equipped to provide counseling to the

learners both in a directive and non-directive manner. The directive manner is when

the trainer would identify and suggest solutions; in the non-directive one, the

The trainer has to

learner identifies the problem and determines a solution after consultation with the

trainer. The trainer has to decide which method to implement in what situation.

gestures as well as encouraging words.

Positive reinforcement: The trainer must ensure constant reinforcement of the

learners as it facilitates the learning process. This can be done by way of positive


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Chapter 5

Evaluation Phase

This phase is ongoing throughout the entire ISD

process. That is, it should be performed during the

analysis, design, development, and implementation

phases. It is also performed after the learners return

to their jobs. Its purpose is to collect and docume

learner performance in a training course, as well as

on the job. The goal is to fix problems and make t

system better.

nt

he

There are 3 main purposes of evaluation. They are:

1. Feedback - Linking learning outcomes to

objectives and providing a form of quality

control.

2. Research - Determining the relationships

between learning, training, and the transfer of training to the job.

3. Intervention - The results of the evaluation influence the context in which it is occurring.

Evaluations are normally divided into two broad categories: formativeand summat ive.

Formative evaluation (also known as internal) is a method of judging the worth of a program while

the program activities are forming (in progress). This part of the evaluation focuses on the

process. The summative evaluation (also know as external) is a method of judging the worth of a

program at the end of the program activities (summation). The focus is on the outcome.

According to Kirkpatricks four levels of evaluation, levels one and two (reactive and learning)

are formative evaluations while levels three and four (performance and impact) are summative

evaluations. The reactive evaluation is a tool to help determine if the objectives can be reached,

the learning evaluation is a tool to help reach the objectives, and the performance evaluation is a

tool to see if the objectives have actually been met, while the impact evaluation is a tool to judge

the value or worth of the objectives.


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The chart below shows how the evaluation process fits together:

Level One - Reaction

Evaluation at this level measures how the learners react to the training.

This level is often measured with attitude questionnaires that are passed out after most

training classes.

This level measures one thing: the learner's perception (reaction) of the course.

Learners are keenly aware of what they need to know to accomplish a task. If the training program

fails to satisfy their needs, a determination should be made as to whether it's the fault of the

program design or delivery.

Level Two - Learning

This is the extent to which participants change attitudes, improve knowledge, and increase

skill as a result of attending the program.

It addresses the question: Did the participants learn anything?

The learning evaluations require post-testing to ascertain what skills were learned during

the training.


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In addition, the post-testing is only valid when combined with pre-testing, so that you can

differentiate between what they already knew prior to training and what they actually

learned during the training program.

Measuring the learning that takes place in a training program is important in order to validate the

learning objectives. Evaluating the learning that has taken place typically focuses on such

questions as:

What knowledge was acquired?

What skills were developed or enhanced?

What attitudes were changed?

Level Three - Performance (behavior)

This evaluation involves testing the students capabilities to perform learned skills while on

the job, rather than in the classroom.

Level three evaluations can be performed formally (testing) or informally (observation).

It determines if the correct performance is now occurring by answering the question, "Do

people use their newly acquired learning on the job?"

Although it takes a greater effort to collect this data than it does to collect data during training, its

value is important to the training department and organization as the data provides insight into the

transfer of learning from the classroom to the work environment and the barriers encountered when

attempting to implement the new techniques learned in the program.

Level Four - Results

This is the final results that occur. It measures the training program's effectiveness, that is,

"What impact has the training achieved?"These impacts can include such items as monetary, efficiency, moral, teamwork, etc.

Collecting, organizing and analyzing level four information can be difficult, time-consuming

and more costly than the other three levels, but the results are often quite worthwhile

when viewed in the full context of its value to the organization.


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As we move from level one to level four, the evaluation process becomes more difficult and time-

consuming; however, it provides information that is of increasingly significant value. Perhaps the most

frequently type of measurement is Level one because it is the easiest to measure. However, it provides

the least valuable data. Measuring results that affect the organization is considerably more difficult,

thus it is conducted less frequently, yet it yields the most valuable information.

After-word

The ultimate goal of any training is to enhance performance on the job-front. To ensure the

same some basic strategies need to be applied. Firstly, it is to be determined that the need is

actually a training and development opportunity and not caused by a lack of resources.

Secondly, a context has to be created for the training so that a connection can be made

between the training, the employee and the job. Post-training rewards and recognition is also

important for application of learned material. Thirdly, the goal should be to provide job-

specific and job-relevant training for optimum retention of knowledge. Fourthly, measurable

objectives and specified outcomes in a training and development initiative should be favored

at all costs. Finally, the employees should be intimated beforehand on the nature of the

course, the benefits they can earn from it and make sure they understand their

responsibilities thoroughly. Only when the above criteria are followed can training be touted

as a successful one.

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