Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery. Participants will know what is Training and Development. Participants will know the difference between Training and Education. Participants will learn benefits of Training. Participants will learn how to perform “Training Needs Assessments” Participants will learn how to Design Training Needs Assessment Surveys. Participants will learn how to handle requests for Training Requirements Analysis Participants will learn what are the Misconceptions about Training. Participants will learn about Training Delivery Methods. Participants will learn about Determining Training Delivery Methods . Participants will learn about Evaluating Training and Results. Participants will learn about Guidelines for Evaluating the Effectiveness of Training. Participants will learn about Total Quality Management (Training and Human Resources Development )‏ Participants will learn about Examples of Quality Management Training. Participants will learn about using Ice Breakers in Training Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively. They will have an opportunity to practice Training. They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..

1. Training and
Development
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2. “If you think training
is expensive, try
ignorance.”
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3. Vision for this Course
“To Train Potential Certified Quality
Managers to teach, train and present
information clearly, credibly and
creatively to others in order to stay
ahead of their competition .”
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4. THIS COURSE
 Is an intensive, hands-on workshop that will instruct individuals in
the use of practical techniques for creative training delivery.
 what is Training and Development.
 the difference between Training and Education.
 learn benefits of Training.
 how to perform “Training Needs Assessments”
 how to Design Training Needs Assessment Surveys.
 how to handle requests for Training Requirements Analysis
 what are the Misconceptions about Training.
 about Training Delivery Methods.
 learn about Determining Training Delivery Methods .
 learn about Evaluating Training and Results.
 learn about Guidelines for Evaluating the Effectiveness of Training.
 learn about Total Quality Management (Training and Human
Resources Development )
 learn about Examples of Quality Management Training.
 learn about using Ice Breakers in Training
 learn how to facilitate discussions, direct activities, manage the
training session and acquire many other skills to help them train
effectively.
 will have an opportunity to practice Training.
 Twill leave with new ideas on how to "spice up" training as well as
www.cbl-global.com reinforce the skills that will make them feel masterful in training
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others..

5. What Is Training?
 Training is a change in skills.
The simple answer is, training deals with building skills. Therefore, in
order to build skills, training has to do two things:
• Assess learner's skill level before training starts.
• Design a program based on sound adult learning principles,
Including:
• Realistic scope
Clear objectives
Appropriate methodology
Numerous opportunities to practice skills with
feedback and suggestions for improvements
Competent instructors
Assess learner's skill level after training is over.
If your learner's skills did not increase, your training
did not work.
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6.  Education is a change in knowledge.
1. Education is our attempt to give our learners
broad information on a subject; no attempt is
made to develop skills
2. Education is what survives when what has
been learned has been forgotten.
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7. The Difference Between
Education and Training
 What is the difference between education
and training?
 Are they the same and it is just a matter of
semantics, or are they completely different
concepts?
 Can they be studied together?
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8. Education
Formal education is usually thought of studies done
in schools. The students range from the very youngest
through college to those in adult education.
There is also informal education or self-study, where
adults read books, listen to tapes and learn through
other media. Observing life itself is a form of
education.
The objective of classes or of self-education is usually
to gain knowledge about facts, events, principles,
concepts, and such. In some classes the student is
required to demonstrate the memorization of facts
and the association between concepts. In other
classes, they must apply rules to solve problems.
Testing concerns memorization and understanding,
plus perhaps analytic and problem solving skills.
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9. Training
• On the other hand, formal training is usually concerned with gaining a
skill. Training is done in trade schools, seminars, and business training
classes. Learners of training are usually adults, although there are some
classes to teach youngsters certain skills.
• Informal training is usually done through reading, viewing or listening to
how-to material. Sometimes that material is then used as a guide, while
the person applies the skills learned. For example, you may refer to a how-
to book when trying to fix your plumbing at home.
• Verification of skills is best achieved by actually doing something in the
real world. Sometimes tests given in trade schools check for knowledge, as
opposed to skill. Often in corporate training sessions and in seminars,
there is no verification that the learner had achieved the desired skills.
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10. Training or Education:
Does it make a difference?
 The education and training paradigms are opposite poles on
nine characteristics. Many instructional programs are a mixture
to varying degrees of these two paradigms
 (A paradigm is "...a constellation of concepts, values,
perceptions and practices shared by a community which forms
a particular vision of reality that is the basis of the way a
community organizes itself."
 . Much of what is called training is largely education by
definition and that includes many of the instructor-led
PowerPoint programs common in many corporations. There is
also some training in some educational programs – mostly in
the professional schools.
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12. What is Training Good
for Anyway?
 There are good reasons to mandate training
and development in your organization, and
there are bad reasons for mandating training.
 There are ALSO good reasons for NOT training,
in some circumstances, and bad reasons to
refuse. Knowing what training can and cannot
accomplish enables you to make the right
decisions at the right time, ensuring that your
limited training dollars are used effectively.
200 Production Costs
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190 Unit Price
lars
185
of Dol
180 Profits
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170
Millions
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160
155
150
1990 1991 1992
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13. What Training Can Do
Training CAN accomplish many things.
1. It can help people learn the new skills that are required to
meet new expectations, both formal and informal
2. Training can help people accept the challenge of their evolving
jobs.
3. Build a common understanding of the organization's purpose.
4. Show management's commitment and loyalty to employees
5. Develop people so they can increase their responsibilities
and contribute to the organization in new ways.
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14. What Training Cannot Do
 Training cannot do many things. Training, on its own, cannot
change ineffective employees into effective ones. It is unlikely
to address ALL the causes of poor performance. Limited
training also will not turn a poor supervisor or manager into an
effective one, unless it is coupled with ongoing coaching from
above.
 Training will not erase problems that occur because of poor
structuring of work, mismatching of work with the person,
unclear authorities and responsibilities or other
organizationally related issues.
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15. Training as a Tool
 The best way of thinking about training is to think of it as a
management tool, much like a carpenter's tool. Just as if a carpenter
picks the hammer and not a screwdriver to pound a nail, the manager
should be choosing training because it is the RIGHT tool for the job.
 In addition, to continue the analogy, if the supporting structure (the
wood) is rotted, only the foolish carpenter would attempt to pound the
nail into the wood, and expect it to help. It is the same with the
manager. If a manager expects things to improve because of training,
he or she needs to ensure that the supports
are there for the use of the tool, and that there are no other non-
training related problems hanging about.
 Training can be a valuable tool for the organization and the manager,
provided it is the RIGHT tool to solve the problem or address the
identified issues. Even then, there must be supports in the
organization so the training can be effective.
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16. Training Needs Assessment
What is a training needs assessment?
A tool utilized to identify what educational courses
or activities should be provided to employees to
improve their work productivity. Focus should be
placed on needs as opposed to desires.
For example, training dollars would be better spent
on a new employee in the accounting department
who needs to learn Microsoft Excel for their job
duties as opposed to learning Microsoft Publisher
which the employees wants but does not need.
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17. Training Needs Assessment
(cont)
Why conduct a training needs assessment?
· To pinpoint if training will make a difference in
productivity and the bottom line.
· To decide what specific training each employee
needs and what will improve their job performance.
· To differentiate between the need for training and
organizational issues.
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18. Training Needs
Assessment (cont)
 How is a training needs assessment performed?
Several techniques can be utilized individually or in combination with
each other. More than one tool should be considered to get a better
view of the big picture, however, which tools are used should be left
up to the company.
1. Meet with management.
2. Meet with employees.
3. Conduct surveys.
4. Conduct focus groups..
5. Review company goals and mission statement.
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19. Training Needs
Assessment (cont)
Three things to consider:
1-Consider meeting with employees that are already successfully
completing tasks. You may uncover useful techniques that can be
taught during training to other employees.
2-Keep surveys brief. More employees will be willing to complete
them and tallying the results will be more manageable.
3-Good hand-written notes should be taken during a focus group and
consideration should be given to either audio taping or videotaping
the session allowing it to be reviewed later for any details initially
missed.
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20. Analyze
 What is the problem? Problem Analysis
 Is it a training problem? Performance Analysis
 What skills and knowledge
should be included in the Task/Competency
Analysis
training program?
 Who needs to be trained?
Learner Analysis
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21. Steps to be followed
during Training Need
Analysis:
 First we have to fit our Business Goals and then we
have to find the necessary skills required to satisfy
our Goals
 Find the people whom you want to train and how
best to reach them.
 Find whether the employee accept training and the
methods that fit their needs.
 Take the decision regarding the Training process,
which fits the organization .
 Identify the trainee and fix the remuneration.
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22. Gagne's Nine Events of
Instruction
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide "learning guidance“
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
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23. The Four Stages of TRA
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24. Task/Competency Analysis
“What do learners need to
learn?”
Task Analysis
Competency Analysis
 For more skill oriented
 Soft skills training such as
jobs
mgmt, supervision
 When need consistent set
 Professional jobs
of training requirements
 Career patching
 Leadership development
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25. Steps in Task Analysis
 Break job into major
functions
 Break functions into major
tasks
 Break tasks into steps
 Identify training outcomes
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26. Task Analysis Interviews
 Managers
 Best performers
 Job incumbents
 Subject matter experts
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27. Competency Analysis
 What are competencies?
 Enduring characteristics of a person that result in
superior on-the-job performance
 Areas of personal capability that enable
employees to successfully perform their jobs by
achieving outcomes or successfully performing
tasks
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28. What is a competency
Model?
 Identifies the
competencies necessary
for each job as well as the
knowledge, skills,
behaviour, and personality
characteristics underlying
each competency.
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29. Training Delivery
Methods
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30. Training Delivery
Methods (Cont)
A- LECTURE METHOD
B- DISCUSSION METHOD
C- E-LEARNING
D- SIMULATIONS
 1- EQUIPMENT SIMULATORS.
 2- BUSINESS GAMES.
 3- CASE STUDY.
 4- ROLE PLAY.
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31. Training Delivery
Methods (cont)
E- BEHAVIOR MODELING.
F- ON-THE-JOB TRAINING
G- JOB-INSTRUCTION TECHNIQUE (JIT).
H- APPRENTICESHIP TRAINING.
I-COACHING.
J- MENTORING
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33. (a) Evaluating Training and Results
 Kirkpatrick's Four Levels of Training
Evaluation
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34. Level 1 Evaluation -
Reactions
Just as the word implies, evaluation at this level measures how
participants in a training program react to it. It attempts to answer
questions regarding the participants' perceptions - Did they like it?
Was the material relevant to their work? This type of evaluation is
often called a “smile sheet.”
According to Kirkpatrick, every program should at least be
evaluated at this level to provide for the improvement of a training
program. In addition, the participants' reactions have important
consequences for learning (level two). Although a positive reaction
does not guarantee learning, a negative reaction almost certainly
reduces its possibility.
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35. Level 2 Evaluation - Learning
To assess the amount of
learning that has occurred
due to a training program,
level two evaluations often
use tests conducted before
training (pretest) and after
training (post test).
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36. Level 3 Evaluation - Transfer
 This level measures the transfer that has occurred in
learners' behavior due to the training program.
Evaluating at this level attempts to answer the
question - Are the newly acquired skills, knowledge,
or attitude being used in the everyday environment
of the learner?
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37. Level 4 Evaluation- Results
•This level measures the success of the
program in terms that managers and
executives can understand -increased
production, improved quality, decreased
costs, reduced frequency of accidents,
increased sales, and even higher profits or
return on investment.
•From a business and organizational
perspective, this is the overall reason for a
training program, yet level four results are
not typically addressed.
•Determining results in financial terms is
difficult to measure, and is hard to link
directly with training.
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38. Why Evaluation of
Training?
 Training cost can be significant in any
business. Most organizations are prepared to
incur these cost because they expect that
their business to benefit from employees
development and progress
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39.  There are four parties involved in evaluating the result of
any training. Trainer, Trainee, Training and Development
department and Line Manager.
 • The Trainee wants to confirm that the course has met
personal expectations and satisfied any learning
objectives set by the T & D department at the beginning
of the Programme.
 • The Trainer concern is to ensure that the training that
has been provided is effective or not.
 • Training and Development want to know whether the
course has made the best use of the resources available.
 • The Line manager will be seeking reassurance that the
time hat trainee has spent in attending training results in
to value and how deficiency in knowledge and skill
redressed.
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40. Important Revision
What to Evaluate
 Donald Kirkpatrick developed four level models to
assess training effectiveness. According to him,
evaluation always begins with level first and
should move through other levels in sequence.
1. • Reaction Level:
2. • Learning Level:
3. • Behavior Level: .
4. • Result Level:
There are three possible opportunities to undertake
an evaluation:
1. Pre Training Evaluation:.
2. Context and Input Evaluation improvement and
adjustments needed to attain the training objectives.
3. Post Training Evaluation
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41. Total Quality Management
Training and Human Resources
Development
Total quality human resources management (TQHRM)
is “an approach to human resources management that involves
many of the concepts of quality management especially on
Training and Development.”
The primary goal of TQHRM is employee empowerment and
training.
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42. Training and Human Resources
Development
HR versus TQHRM
Traditional HRM TQHRM
Process Characteristics Unilateral role Consulting role
Centralization Decentralization
Pull Release
Administrative Developmental
and training
Content Characteristics Nomothetic Pluralistic
Compartmentalized Holistic
Worker-oriented System-oriented
Performance measures Satisfaction measures
Job-based Person-based
Source: Adapted from S. Thomas Foster, "Managing Quality an Integrative Approach." Prentice-Hall: New Jersey, 2001. P.21
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43. Example of Quality Management
Training
Why provide training for Quality
Management:
 To be more competitive in today's changing world
 Process improvement becomes a companywide
initiative through empowered employees
 Successful organizations must continuously improve to
survive
 Continuous improvement becomes focused on the
customer
 Prevention is the goal instead of detection of problems
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44. Quality management
training addresses the
following areas:
 The critical essentials of quality management
 Understanding and meeting customer expectations
 Measuring customer satisfaction
 Prevention vs. detection of errors
 Management commitment leads the process
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45. Quality management
training addresses the
following areas (cont)
 The elements of a successful quality
management implementation
 Customer Focus
 Leadership for Quality
 Education and Training
 Continuous Improvement
 Teamwork
 Empowerment
 Measurement
 Planning for Quality
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46. Quality management training
addresses the following
areas (cont)
 The personal aspects of quality
 Understand we each have personal customers
 Internal customers must be treated the same as external
customers
 Using functional analysis to identify our personal products
and customers
 Developing a personal action plan for meeting our
customers expectations
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47. Quality management
training addresses the
following areas (cont)
 Developing a quality improvement plan,
This plan should include the following:
 Mission
 Vision
 Quality Policy
 Critical Success Factors
 Evidence of Success
 Organization Actions
 Function Actions
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48. Quality management training
addresses the following
 The Critical Outcome is that: areas (cont)
 Management leads the process
 The Customer defines Quality
 Organizations Comply with Customer Expectations (not just
specifications)
 Zero Defects is the Goal
 Continuous improvement is ongoing
 Every employee plays a role in continuous improvement
 Do it right the 1st time all the time (No Rework)
 Focus on prevention rather than detection
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