TRAINING &

DEVELOPMENT
Review
 Training constitutes a basic concept in human
resource development. It is concerned with
developing a particular skill to the desired
standard by instruction and practice.

Training is a highly useful tool that can bring an

employee into a position where they can do
their job correctly, effectively, and
conscientiously.

Training is the act of increasing the knowledge

Training and skill of an employee for doing a particular

job
Definition of Training
Dale S. Beach defines training as “the organized procedure by which people learn knowledge
and/or skill for a definite purpose”. Training refers to the teaching and learning activities
carried on for the primary purpose of helping members of an organization acquire and apply
the knowledge, skills, abilities, and attitudes needed by a particular job and organization.

According to Edwin Flippo, ‘training is the act of increasing the skills of an employee for doing
a particular job’.

For Wayne Cascio, “training is consists of planned programs undertaken to improve

employee knowledge, skills, attitude, and social behavior so that the performance of the
organization improves considerably.”
 ENVIRONMENTAL CHANGES

E
NEED FOR TRAINING
Mechanization, computerization, and automation have resulted in many changes that
require trained staff possessing enough skills. The organization should train the
employees to enrich them with the latest technology and knowledge.

CHANGE IN THE JOB ASSIGNMENT

Training is also necessary when the existing employee is promoted to a higher level
or transferred to another department. Training is also required to equip the old
employees with new techniques and technologies. C
HUMAN RELATIONS

Every management has to maintain very good human relations, and this has made
training one of the basic conditions to deal with human problems. H
ORGANIZATIONAL COMPLEXITY
With modern inventions, technological upgrades, and diversification, most
organizations have become very complex. This has aggravated the problems of
coordination. So, in order to cope with the complexities, training has become mandatory.
O
SUIT EMPLOYEE SPECIFICATIONS

S
An employee’s specification may not exactly suit the requirements of the job and the
organization, irrespective of past experience and skills. There is always a gap between
an employee’s present specifications and the organization’s requirements. For filling
this gap training is required.
TYPES OF TRAINING
INDUCTION TRAINING
This is also known as orientation training given for the new recruits in order to make them
familiarized with the internal environment of an organization. It helps the employees to
understand the procedures, code of conduct, and policies existing in that organization.

JOB INSTRUCTION TRAINING

This training provides an overview of the job and experienced trainers demonstrate the entire
job. Additional training is offered to employees after evaluating their performance if necessary.
VESTIBULE TRAINING
It is the training on actual work to be done by an employee but conducted away from the
workplace. A vestibule is a large entrance or reception room or area. Vestibule Training is a term
for near-the-job training, as it offers access to something new (learning). In the early 1800s,
factory schools were created, due to the industrial revolution, in which workers were trained in
classrooms within the factory walls. The workers are trained as if on the job, but it does not
interfere with the more vital task of production. Transfer of skills and knowledge to the workplace
is not required since the classroom is a model of the working environment. Classes are small so
that the learners received immediate feedback and ask questions more easily than in a large
classroom.
REFRESHER TRAINING
This type of training is offered in order to incorporate the latest development in a particular field.
The Refresher Training or Retraining is a training program designed for the old or existing
employees of an organization, with the purpose to acquaint them with the new skills, methods,
and processes required to improve their performance on the jobs. This training is imparted to
upgrade the skills of employees. This training can also be used for promoting an employee.

APPRENTICESHIP TRAINING
Apprentice is a worker who spends a prescribed period of time under a supervisor. An
apprenticeship is a structured learning program in which an inexperienced person (the
“apprentice”) works with an experienced professional, gaining practical, on-the-job experience for
the purpose of learning a trade, skill, or art.
Types of Training
depending on the type of the Job
Technical training - addresses software or other programs that employees use while
working for the organization.

Quality training- is a type of training that familiarizes all employees with the means to
produce a good-quality product. The ISO sets the standard on quality for most
production and environmental situations. ISO training can be done in-house or externally.

Skills training- focuses on the skills that the employee actually needs to know to perform
their job. A mentor can help with this kind of training.

Soft skills- are those that do not relate directly to our job but are important. Soft skills
training may train someone on how to better communicate and negotiate or provide
good customer service.
Types of Training
depending on the type of the Job
Professional training- is normally given externally and might be obtaining certification or
specific information needed about a profession to perform a job. For example, tax
accountants need to be up to date on tax laws; this type of training is often external.

Team training- is a process that empowers teams to improve decision-making, problem-

solving, and team-development skills. Team training can help improve communication and
result in more productive businesses.
1. Improving communication
2. Making the workplace more enjoyable
3. Motivating a team
4. Getting to know each other
5. Getting everyone “onto the same page,” including goal setting
6. Teaching the team self-regulation strategies
7. Helping participants to learn more about themselves (strengths and weaknesses)
8. Identifying and utilizing the strengths of team members
9. Improving team productivity
10. Practicing effective collaboration with team members
11. To get someone ready to take on a management role, managerial training might be given.
Types of Training
depending on the type of the Job

Safety training- is important to make sure an organization is meeting OSHA standards.

Safety training can also include disaster planning
1. Eye safety
2. First aid
3. Food service safety
4. Hearing protection
5. Asbestos
6. Construction Safety
7. Hazmat safety
Types of Training
depending on the type of the Job

Compliance Training- ensures that employees understand and comply with legal, regulatory,
and industry-specific requirements. It covers areas such as workplace safety, data
protection, ethics, anti-discrimination policies, and other legal obligations.

Team Building and Collaboration Training: Team building training activities aim to improve
communication, collaboration, and teamwork within a group or department. It may include
exercises, workshops, or simulations designed to enhance trust, problem-solving, conflict
resolution, and team dynamics.
CLASSIFICATION OF TRAINING

Skill-Based vs. Knowledge-Based Training: Training can be classified based on whether it focuses on developing specific skills or
imparting knowledge. Skill-based training emphasizes hands-on practice and application of skills, such as operating machinery, coding,
or public speaking. Knowledge-based training focuses on imparting theoretical knowledge and understanding, such as compliance
regulations, product knowledge, or industry trends.

Formal vs. Informal Training: Formal training refers to structured and planned training programs that are often facilitated by
instructors or trainers. It follows a predetermined curriculum and may include assessments or certifications. Informal training, on the
other hand, occurs through day-to-day work experiences, interactions, and learning from colleagues or mentors without a structured
curriculum.

On-the-Job vs. Off-the-Job Training: This classification distinguishes between training that takes place within the work
environment (on-the-job training) and training conducted outside of the work environment (off-the-job training). On-the-job training
involves learning while performing actual job tasks, such as job shadowing or apprenticeships. Off-the-job training takes place in
settings outside of the workplace, such as seminars, workshops, or external training programs.
CLASSIFICATION OF TRAINING

Internal vs. External Training: Training can be categorized based on the source or location of the training resources and expertise.
Internal training refers to training programs developed and delivered by the organization's own trainers or subject matter experts.
External training involves utilizing external resources, such as training companies, consultants, or educational institutions, to provide
training to employees.

Individual vs. Group Training: This classification distinguishes between training that is delivered to individuals or customized for
their specific needs (individual training) and training that is conducted for a group of participants simultaneously (group training).
Individual training allows for personalized attention and targeted skill development, while group training promotes collaboration,
shared learning experiences, and interactions among participants.

Mandatory vs. Voluntary Training: Training can be classified based on whether it is compulsory or optional for employees.
Mandatory training refers to training programs that employees are required to complete to comply with legal, regulatory, or
organizational requirements, such as safety training or ethics training. Voluntary training, on the other hand, is optional and often
includes professional development programs or additional skills training that employees can choose to participate in.
Training Process

EVALUATION
ANALYSIS

IMPLEMENTATION
DESIGN

ADDIE MODEL DEVELOPMENT

Analysis Phase

Below are some of the questions that are addressed during the analysis phase:
* Who are the audience and their characteristics?
* What are the identified new behavioral outcomes?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
Analysis Phase

Training needs analysis is the process of identifying the training and

development needs of employees and volunteers in an organization.
It considers the strategic objectives of the organization as well as the
individual’s career goals to determine training needs. It helps in the
process of identifying gaps between employee training needs and
actual training performed.
Analysis Phase

Training needs analysis is generally carried out at three levels: organizational, team, and
individual levels. It is important to be carried out at all 3 levels to achieve organizational as
well as individual goals.

Some of the methods which can be used to carry out a TNA are:
• Interviews with employees
• Surveys
• Appraisal to understand present skill levels
• Focus group discussions
Design Phase

These are steps used for the design phase:

* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by the
domain (cognitive, affective, and psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
Training Program Framework Development

Needs assessment and learning objectives.

This part of the framework development asks you to consider what kind of
training is needed in your organization. Once you have determined the
training needed, you can set learning objectives to measure at the end of the
training.
SMART OBJECTIVES

Specific

Measurable

Attainable

Realistic

Time-bound
Training Program Framework Development

Consideration of learning styles.

Making sure to teach a variety of learning styles is important to the

development of training programs.
Training Program Framework Development

Delivery mode.

What is the best way to get your message across? Is web-based training more
appropriate, or should mentoring be used? Can vestibule training be used for
a portion of the training while job shadowing is used for some of the training,
too? Most training programs will include a variety of delivery methods.
Training Methodologies
Lectures: Lectures involve an instructor delivering information or content to
learners in a structured manner. This method is useful for providing
foundational knowledge or explaining complex concepts. It often includes
visual aids, presentations, or demonstrations to support learning.

Demonstrations: Demonstrations involve showcasing how a task or skill is

performed. The trainer or expert performs the action, explaining each step
and highlighting important details. This methodology is particularly effective
for hands-on or technical skills training.
Training Methodologies
Role-Playing: Role-playing involves participants taking on specific roles or
characters to simulate real-life scenarios. This interactive method allows learners
to practice skills, apply knowledge, and develop problem-solving abilities. It is
commonly used in customer service, sales, or conflict resolution training.

Case Studies: Case studies present real or hypothetical scenarios that require
analysis, decision-making, and problem-solving. Learners analyze the situation,
identify key issues, and propose solutions based on their knowledge and
understanding. Case studies promote critical thinking, practical application, and
experiential learning.
Training Methodologies
Simulations: Simulations create a virtual or replicated environment where
learners can experience and practice skills or scenarios. They mimic real-life
situations, allowing participants to make decisions, observe the consequences, and
learn from their actions. Simulations are often used for training in fields such as
aviation, healthcare, or emergency response.

Group Discussions: Group discussions involve learners engaging in conversations

and exchanging ideas on specific topics or challenges. It encourages active
participation, collaboration, and the sharing of diverse perspectives. Group
discussions promote critical thinking, problem-solving, and peer learning.
Training Methodologies
Hands-on Training: Hands-on training allows learners to directly engage with
equipment, tools, or materials relevant to their work. They practice tasks, apply
techniques, and gain practical experience under the guidance of an instructor.
Hands-on training is commonly used in trades, laboratories, or technical skills
training.

Gamification: Gamification integrates game elements, such as points, rewards,

challenges, or competition, into the training process. It enhances engagement,
motivation, and knowledge retention by making the learning experience interactive
and enjoyable.
Training Methodologies
Blended Learning: Blended learning combines multiple training methodologies
and delivery formats to create a comprehensive and flexible learning experience. It
may involve a mix of classroom instruction, online modules, self-paced learning,
and hands-on activities tailored to meet specific learning objectives.

Microlearning: Microlearning breaks down content into small, bite-sized modules

or lessons that are easily digestible. Learners can access and complete these
modules independently, focusing on specific topics or skills. Microlearning is
suitable for just-in-time training, reinforcement of knowledge, or mobile learning.
Training Program Framework Development
Budget.

How much money do you have to spend on this training?

Delivery style.

Will the training be self-paced or instructor-led? What kinds of discussions and

interactivity can be developed in conjunction with this training?
Training Program Framework Development
Audience.

Who will be part of this training? Do you have a mix of roles, such as
accounting people and marketing people? What are the job responsibilities of
these individuals, and how can you make the training relevant to their
individual jobs?
Training Program Framework Development
Content.

What needs to be taught? How will you sequence the information?

Timelines.

How long will it take to develop the training? Is there a deadline for training to
be completed?
Training Program Framework Development
Communication.

How will employees know the training is available to them?

Measuring the effectiveness of training.

How will you know if your training worked? What ways will you use to measure
this?
Development Phase

The Development Stage starts the production and testing of the

methodology being used in the project. In this stage, designers make use of
the data collected from the two previous stages and use this information to
create a program that will relay what needs to be taught to participants. If the
two previous stages required planning and brainstorming, the Development
stage is all about putting it into action. This phase includes three tasks, namely
drafting, production and evaluation.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and
the learners is developed. The facilitators’ training should cover the course
curriculum, learning outcomes, method of delivery, and testing procedures.
Preparation of the learners includes training them on new tools (software or
hardware), and student registration.

This is also the phase where the project manager ensures that the books,
hands-on equipment, tools, CD-ROMs, and software are in place and that the
learning application or Web site is functional.
Evaluation Phase
Kirkpatrick Model: Four Levels of Learning Evaluation

Reaction Learning Behavior Results

Evaluation Phase
Level 1 Evaluation – Reaction
In what ways do participants like a particular program/training? How do
participants feel?

The objective for this level is straightforward, it evaluates how individuals

react to the training model by asking questions that establish the trainees’
thoughts. Questions will figure out if the participant enjoyed their experience
and if they found the material in the program useful for their work. This
particular form of evaluation is typically referred to as a “smile sheet.”
Evaluation Phase
Level 1 Evaluation – Reaction
Online assessment that can be graded by delegates/evaluators.
Interviews
Can be done immediately after the training ends.
Are the participants happy with the instructor(s)?
Did the training meet the participant’s needs?
Are the attendee’s happy with the educational tools employed (e.g., PowerPoint,
handouts, etc)
Printed or oral reports provided by delegates/evaluators to supervisors at the
participants’ organizations.
Evaluation Phase
Level 1 Evaluation – Reaction

“Smile sheets”.
Comment forms are determined by the subjective individual reaction to the training
course.
Post-training program questionnaires.
Verbal responses that can be taken into consideration and considered.
Especially encourage written comments
Try to get honest responses and feedback
Evaluation Phase
Level 2 Evaluation – Learning

New skills/knowledge/attitudes? What was learned? and What was not

learned?

Evaluating at this level is meant to gauge the level participants have developed
in expertise, knowledge, or mindset. Exploration at this level is far more
challenging and time-consuming compared to level one
Evaluation Phase
Level 2 Evaluation – Learning

Examples of tools and procedures for level two:

Measurement and evaluation are simple and straightforward for any group
size.
You may use a control group to compare.
Exams, interviews or assessments prior to and immediately after the training.
Observations by peers and instructors
Strategies for assessment should be relevant to the goals of the training
program.
Evaluation Phase
Level 2 Evaluation – Learning

Examples of tools and procedures for level two:

A distinct clear scoring process needs to be determined in order to reduce the
possibility of inconsistent evaluation reports.
Interview, printed, or electronic type examinations can be carried out.
An interview can be carried out before and after the assessment, though this is
time-consuming and unreliable.
Evaluation Phase
Level 3 Evaluation – Behavior

Was the learning being applied by the attendees?

This level analyzes the differences in the participant’s behavior at work after
completing the program. Assessing the change makes it possible to figure out if
the knowledge, mindset, or skills the program taught are being used in the
workplace.

This level starts 3–6 months after training.

Evaluation Phase
Level 3 Evaluation – Behavior

Examples of assessment resources and techniques for level three:

This can be carried out through observations and interviews.
Evaluations have to be subtle until a change is noticeable, after which a more
thorough examination tool can be used.
Were the learned knowledge and gained skills used?
Surveys and close observation after some time are necessary to evaluate
significant change, the importance of change, and how long this change will
last.
Evaluation Phase
Level 3 Evaluation – Behavior

Examples of assessment resources and techniques for level three:

Online evaluations tend to be more challenging to integrate. Examinations are
usually more successful when incorporated within present management and
training methods at the participant’s workplace.
Quick examinations done immediately following the program are not going to
be reliable since individuals change in various ways at different times.
360-degree feedback
Evaluation Phase
Level 3 Evaluation – Behavior

360-degree feedback is a tool that many

businesses use but is not necessary before starting
the training program. It is much better utilized
after training since participants will be able to
figure out on their own what they need to do
differently. After changes have been observed over
time then the individual’s performance can be
reviewed by others for proper assessment.
Evaluation Phase
Level 4 Evaluation – Results

What are the final results of the training?

Commonly regarded as the primary goal of the program, level four determines
the overall success of the training model by measuring factors such as lowered
spending, higher returns on investments, improved quality of products, fewer
accidents in the workplace, more efficient production times, and a higher
quantity of sales.