*Presentation is not mine*

1. 1© 2008 by Paul L. Schumann. All rights reserved.

2. Outline
Training & Development
Training Cycle
Step 1: Needs Analysis (Needs Assessment)
Step 2: Design & Develop Training Program
Step 3: Deliver the Training
Step 4: Training Evaluation
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3. Training & Development
What is training? What is development?
Training: enhances the capabilities of an employee to
perform his or her current job
Focuses on the current job
 Examples for a bank teller:
 Training program to correctly identify counterfeit currency
 Training program in the bank’s new computer system used by
tellers to process customer’s transactions
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4. Training & Development
Development: enhances the capabilities of an
employee to be ready to perform possible future jobs
Focuses on future jobs
 Developmental education programs
 Examples for a bank teller:
 Bank sends the teller to a day-long workshop on “Emerging
Issues in Finance & Banking”
 Bank pays for the employee to get his or her MBA degree
 Developmental job experiences
 Examples: job rotation or job enlargement
 Developmental interpersonal relationships
 Example: mentoring
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5. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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6. Step 1: Needs Analysis/Assessment
Goal of needs analysis: Identify training needs
Summary of Needs Analysis:
3 Levels of Needs Analysis:
 Organizational analysis
 Job and task analysis
 Individual analysis
Training Objectives
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7. Needs Analysis
3 Levels of Needs Analysis:
Organizational analysis: What are the training needs of the
organization?
 What training will support the organization’s strategy?
 Example: Internal growth strategy (growth from new products or
new markets) would be supported by training in:
 Creative thinking
 New product development
 Understanding & evaluating potential new markets
 Technical competence in jobs
 Example: What are the training needs for other strategies?
 Low-cost leadership, focused (niche) concentration, external
growth (mergers & acquisitions), downsizing & divesting
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8. Needs Analysis
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9. Organizational Analysis
Examines where training is needed in the
organization and under what conditions the training
will be conducted. It identifies the knowledge, skills,
and abilities that employees will need for the future,
as the organization and their jobs evolves or changes.
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10. Future skill needs: How is your organization
changing? Examples of situations that will affect
planning for training needs on the organizational
level, include:
Compliance with affirmative action plans. Affirmative
action guidelines require HR and management to be
aware of equal employment opportunity (EEO)
regulations and understand compliance goals.
Installation of new equipment. New equipment creates
the urgent need to train employees so the new
equipment can be running productively and safely. 10

11. Changes in standards and procedures. Whenever
performance standards or procedure changes, the need
for new skills will occur.
Working in a team environment. New interpersonal
skills and decision making will be needed with this type
of cultural change.
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12. Changes in the labor pool. Organizations have to plan
for adjustment as the labor pool changes.
As more women, minorities, immigrants and older
workers join the workforce, employers must plan how
to accommodate employees’ diverse needs and still get
the job accomplished.
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13. Needs Analysis
3 Levels of Needs Analysis (more):
Organizational analysis (more)
 Use benchmarks of organizational health & success to identify
training needs
 General examples:
 Headcount
 Productivity
 Costs
 Quality
 Specific examples for an airline:
 On-time rates
 Lost baggage rates
 Employee injury rates
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14. Needs Analysis
3 Levels of Needs Analysis (more):
Job and task analysis: What are the training needs of
each job in the organization?
 Examine the job descriptions:
 What tasks & duties are performed by each job?
 For each task:
 Do new hires already know how to perform the task or will
they have to be trained? (Helps to identify training needs)
 What are the consequences of performing the task
incorrectly? (Helps to set training priorities)
 Can the task be learned on the job, or should it be taught
off the job? (Helps to identify training methods)
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15. Task analysis begins with job requirements and
compares employee knowledge and skills to
determine training needs.
Examining job descriptions and specifications provide
necessary information on expected performance and
the skills employees need to accomplish their work.
Any gaps between performance and job requirements
indicate a need for task training.
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16. A good task analysis identifies:
Tasks that have to be performed.
Conditions under which tasks are to be performed.7
How often and when tasks are performed.
Quantity and quality of performance required.
Skills and knowledge required to perform tasks.
Where and how these skills are best acquired.
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17. Needs Analysis
3 Levels of Needs Analysis (more):
Individual analysis: What are the training needs of each
individual employee in the organization?
 Examine each employee’s performance appraisal
 Do certain employees, or groups of employees, have job
performance that might be improved by training that is cost-
effective?
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18. Individual Analysis targets individual employees and
how they perform in their jobs. Using information or
data from an employee’s performance review in
determining training program needs is the most
common method.
If an employee’s review reveals deficiencies, training
can be designed to help the employee meet the
performance standard.
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19. Needs Analysis
Training Objectives: Use the 3 levels of needs analysis to
establish the training objectives for the training program
Training objectives answer the question:
 What will employees be able to do as a consequence of the training?
 Make the training objectives specific, concrete, & measurable
 Example for a bank teller training program in detecting
counterfeit currency:
 Identify counterfeit currency correctly 100% of the time
 Example for a bartender training program on underage
consumption:
 Check customer’s age, refuse service, and report attempts at
underage consumption correctly 100% of the time
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20. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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21. Step 2: Design & Develop Training
Program
3 Stages of Learning: Design the training program to
move employees up to Stage 3
Stage 1: Declarative knowledge (cognitive phase)
 Learn facts & concepts
 High demands on memory & attention
 Performance is slow & halting (hesitant; lack of confidence)
 Errors are common
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22. In the first stage of learning performances are
inconsistent and success is not guaranteed.
Performing the skill requires all of the athletes
attention and so they rely on the coach for cues. This
is a process of trial and error with a success rate of 2
or 3 out of 10 attempts. Correct performances must be
reinforced through external feedback.
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23. Step 2: Design & Develop Training
Program
Stage 2: Knowledge compilation (associative phase)
 Facts & behaviors get “chunked” into a routine
 Performance begins to improve
 Reduced concentration is required
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24. Performances are becoming more consistent as
motor programmes are being formed. While the
simpler parts of the skill now look fluent and are well
learned, the more complex elements requires most of
the spare attention.
The athlete is starting to get a sense of internal
'kinaesthetic' feedback when they perform the skill
well. They are starting to detect and correct their own
errors and success rate has risen to 5-7 out of 10.
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25. Design & Develop Training
Program
Stage 3: Procedural knowledge (autonomous phase)
 Performance becomes automatic
 Performance is fluid & correct
 Little conscious concentration is required
But if we want to design our training program to move
the trainees up to Stage 3, how do we do that?
 The answer involves putting together the following concepts
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26. In the final stage of learning, performances have
become consistent, fluid and aesthetically pleasing.
The motor programmes involved are well learned and
stored in the long-term memory. There is now spare
attention which can be focused on opponents and
tactics. To retain the new skill at this level, it must be
constantly practiced to reinforce the motor
programmes. Success is now 9 out of 10.
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27. Design & Develop Training
Program
Preconditions for learning: Design the training
program to satisfy 2 key preconditions:
Trainee readiness: What do the trainees already
know?
 We want to start the training program at the right level
 We need to find out what they already know
 Example: Does our newly hired bank teller know how to
count money?
 Design the training program to build on what the trainees
already know
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28. Design & Develop Training
Program
Preconditions for learning (more):
Trainee motivation: Are the trainees motivated to learn?
 Involve employees in the needs analysis
 Show trainees how the training will enhance their job performance
& their careers
 Use goal setting:
 Establish specific, concrete, & measurable training goals
 Make the goals difficult but achievable
 Set intermediate & end goals
 Build strong self-efficacy expectations: beliefs about success
 Persuasion: “You can do it!”
 Modeling: show trainees successful previous trainees
 Enactive mastery: lead trainees to early success in training
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29. Design & Develop Training
Program
Practice: “practice makes perfect”
One critical key to moving to Stage 3 of learning is providing
the trainees with the right kinds of practice
 Take into consideration the task complexity:
 Simple task: practice the entire task
 Complex task:
 Break the complex task into simple pieces
 Practice each of the simple pieces
 As performance improves, combine the simple pieces and
practice the entire complex task
 Distributed practice sessions work better than a massed practice
session: spread the practice sessions out over multiple days with
sleep between the practice sessions
 Overlearning is good: keep practicing well beyond the point of
correct performance of the task
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30. Design & Develop Training
Program
Knowledge of results: feedback is important
Provide lots of feedback & encouragement, especially early in
training
 Helps build self-efficacy expectations
 Guide the trainee to correct performance
As performance improves, raise the performance level
required for positive feedback
 Encourage the trainee to strive for better performance
Show trainees how to evaluate their own performance
 Allows trainees to determine for themselves how they’re doing
Gradually shift from trainer-provided feedback to the
trainee’s own self-generated feedback
 Prepares the trainee to correctly use the training on the job without
the close supervision of the trainers in the training program
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31. Design & Develop Training
Program
Overcome interferences: identify& resolve things that
might interfere with learning
Distractions in the training environment
 Lighting problems
 Noise problems
 Temperature problems, etc.
Bad habits that the trainees bring with them into
training
 Identify the bad habits of the trainees early in training
 Correct the bad habits early in training so that the trainees
practice the correct way, and not the wrong way
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32. Design & Develop Training
Program
Transfer of training: structure the training program
to enhance the transfer of training from the training
program back to the job
Make the training setting similar to the work setting
 Use the same equipment & processes in training that are
used on the job
Teach both tasks & principles
 Both how to do the task and why it is done that way
Overlearning is good: provide lots of practice
Use a variety of job-relevant examples
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33. Design & Develop Training
Program
Transfer of training (more):
Show the trainees the relevancy of the training to their
jobs
Build positive self-efficacy expectations
Ask trainees to develop their own action plan with
goals for how they will use the training on their jobs
Relapse prevention: ask trainees to anticipate what
might cause them to relapse to their bad habits, and to
develop their own plans to avoid the relapse
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34. Design & Develop Training
Program
Transfer of training (more):
Provide pre-planned opportunities for trainees to use
their new skills on their jobs
Supervisors and co-workers should support the new
behaviors back on the job
Train a team together as a team
Give homework assignments that require trainees to
apply what they are learning in training to their jobs
Provide reminders (job aids) for trainees to take back
with them to their jobs
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35. Design & Develop Training
Program
Training Methods: decide which training method to use
On-the-job training (OJT): training is at the actual work
site using the actual work equipment
 Advantages:
 Enhances the transfer of training: the training setting and the
work setting are the same
 May reduce costs: avoid the cost of a separate training facility
 Enhances trainee motivation: job-relevancy of training is more
obvious to the trainees
 Disadvantages:
 May be disruptive to normal operations
 May have more distractions that interfere with learning
 May have safety concerns
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36. Design & Develop Training
Program
Training Methods (more):
Off-the-job training: training takes place off the job at a
training facility designed for training
 Advantages:
 Avoids disruptions to normal operations
 Minimizes distractions
 Avoids safety concerns
 Disadvantages:
 Transfer of training may be more difficult due to differences
between the training setting and the work setting
 Costs may be higher due to the cost of the training facility
 Trainee motivation may be reduced because the job-relevancy of
the training is not as obvious
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37. Design & Develop Training
Program
Training Methods (more):
Off-the-job training (more):
 Off-the-job training techniques:
 Lectures
 Discussions
 Cases
 Role-plays
 Simulations
Example: How should we set up a training program for
newly hired bank tellers to teach them how to do their
job? On-the-job or off-the-job?
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38. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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39. Step 3: Deliver the Training
Deliver the training that was planned
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40. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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41. Step 4: Training Evaluation
4 Levels of Evaluation
(Kirkpatrick, 1983)
Level 1: Reaction:
measure the satisfaction
of the trainees with the
training program
 Satisfaction questionnaire
Level 2: Learning:
measure how much the
trainees have learned
 Written tests
 Performance tests
 Simulation tests
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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42. Step 4: Training Evaluation
4 Levels of Evaluation (more)
Level 3: Behavior: measure
the trainees’ job
performance back on their
jobs
 Performance appraisals
Level 4: Results: measure
the impact on the
organization
 Profits
 Costs
 Productivity
 Quality
 Injury rates, etc.
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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43. 43

44. 44
Level Questions being Asked Measures
Results
Is the
organization
or unit
better because
of the training?
Accidents
Quality
Productivity
Turnover
Morale
Costs
Profits
Behavior Are trainees behaving
differently
on the job after training?
Are they using the skills and
knowledge they learned in training?
Performance appraisal by superior,
peer, client, subordinate
Learning To what extent do trainees have greater
knowledge or skill after the training
program than they did before?
Written Tests
Performance Tests
Graded Simulations
Reaction Did the trainees like the program, the
trainers , the facilities? Do they think
the course was useful? What
improvements can they suggest?
Questionnaires

45. Training Evaluation
Evaluation designs: when do you collect data on
reactions, learning, behavior, and results?
One-shot posttest-only design: measure when training is
finished:
TRAIN MEASURE→
 Makes sense for Level 1 (Reaction)
 Ask the trainees to complete the satisfaction questionnaire at
the end of the training program
 But it’s a poor design for the other levels of evaluation
 There’s no comparison group
 We wouldn’t know if learning, behavior, and results have
changed for the better because of the training program
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46. Training Evaluation
Evaluation designs (more):
One-group pretest-posttest design: measure both before and
after training:
MEASURE TRAIN MEASURE→ →
 Compute the change in the measures:
 Learning: Did the percentage correct on the test go up?
 Behavior: Did the employee’s job performance improve?
 Results: Did the company improve (profits, costs, etc.)?
 Weakness: We’re not sure if the training is the only thing that
might have caused the measures to improve
 There might be other things that happened at the same time as
the training that also affects employee behavior (job
performance) and corporate results (profits, etc.)
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47. Training Evaluation
Evaluation designs (more):
Pretest-posttest control-group design: compare the changes
in a control group to the changes in the training group
Control: MEASURE NO TRAIN→ MEASURE→
Training: MEASURE TRAIN→ MEASURE→
 Randomly divide employees into 2 groups:
 Control group: does not get training
 Training group: does get training
 Measure learning, behavior, & results in both groups before and
after training is provided to the training group
 Compute the changes in the measures for both groups
 Did the training group improve more than the control group?
 Learning (test scores), behavior (job performance), & results
(profits, costs, etc.)
 This is the strongest evaluation design
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48. Training Evaluation
Example: Sales training program to help our
salespeople increase sales
Training Group: randomly select some of the
salespeople to be in the training program
Control Group: the other salespeople are in the control
group that doesn’t receive training (at least initially)
Level 1 Evaluation: Reaction
 One-shot posttest-only design: administer in the training
group at the end of the training a questionnaire that
measures the satisfaction of the trainees with the training
program
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49. Training Evaluation
Example: Sales training (more)
Level 2 Evaluation: Learning
 Pretest-posttest control-group design:
Control: MEASURE NO TRAIN→ MEASURE→
Training: MEASURE TRAIN→ MEASURE→
 Develop a test that measures the extent to which individuals
have achieved the learning objectives of the training program
 Before providing the training to the training group, administer
the test to both the control and the training groups
 After training the training group, administer the test to both the
control and the training groups
 Compare the average change in the test scores in the control
group to the average change in the test scores in the training
group
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50. Training Evaluation
Example: Sales training (more)
Level 3 Evaluation: Behavior
 Pretest-posttest control-group design:
Control: MEASURE NO TRAIN→ MEASURE→
Training: MEASURE TRAIN→ MEASURE→
 Use the organization’s performance appraisal system to measure
the job performance of the salespeople
 Example: amount of sales, customer satisfaction ratings, etc.
 Before providing the training to the training group, measure the
job performance of each salesperson in both the control and the
training groups
 After training the training group, measure the job performance of
each salesperson in both the control and the training groups
 Compare the average change in the job performances in the
control group to the average change in the job performances in
the training group
50

51. Training Evaluation
Example: Sales training (more)
Level 4 Evaluation: Results
 One-group pretest-posttest design:
MEASURE TRAIN MEASURE→ →
 Measure organizational results before training the training group
 Measure organizational results after training the training group
 Compute the change in organizational results
 Organizational results could include anything that the training
might affect: profits, costs, productivity, injury rates, quality,
employee morale, etc.
 Pretest-posttest control-group design might be possible if the
organization has multiple business units
 Select some of the business units to be the training group that
receives training initially
51

52. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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53. Stephen Lieb
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54. Adults are internally motivated and self-directed
Adult learners resist learning when they feel others
are imposing information, ideas or actions on them
(Fidishun, 2000).
Trainer’s role is to facilitate a students' movement
toward more self-directed and responsible learning as
well as to foster the student's internal motivation to
learn.
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55. Adults bring life experiences and knowledge to
learning experiences
Adults like to be given opportunity to use their existing
foundation of knowledge and experience gained from
life experience, and apply it to their new learning
experiences.
55

56. Find out about your student - their interests and past
experiences (personal, work and study related)
Assist them to draw on those experiences when problem-
solving, reflecting and applying reasoning processes.
Facilitate reflective learning opportunities which Fidishun
(2000) suggests can also assist the student to examine
existing biases or habits based on life experiences and
"move them toward a new understanding of information
presented"
56

57. Adults are goal oriented
Adult students become ready to learn when "they
experience a need to learn it in order to cope more
satisfyingly with real-life tasks or problems"
(Knowles,1980 p 44, as cited in Fidishun, 2000).
Trainer’s role is to facilitate a student's readiness for
problem-based learning and increase the student's
awareness of the need for the knowledge or skill
presented
57

58. Adults are relevancy oriented
Adult learners want to know the relevance of what they
are learning to what they want to achieve. One way to
help students to see the value of their observations and
practical experiences
58

59. Adults are practical
Through practical fieldwork experiences, interacting
with real clients and their real life situations, students
move from classroom and textbook mode to hands-on
problem solving where they can recognize first hand
how what they are learning applies to life and the work
context
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60. Adult learners like to be respected
Respect can be demonstrated by:
 Taking interest
 Acknowledging the wealth of experiences that the student
brings to the placement;
 Regarding them as a colleague who is equal in life experience
 Encouraging expression of ideas, reasoning and feedback at
every opportunity.
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