Training Process Model: Analysis, Design, Development, Implementation & Evaluation

Training – Introduction – Definition – Scope – Objectives – Benefits of Training – Designing of effective
Training – Opportunities and Challenges for Training – Learning – Training – Development – Education –
Meaning – Concepts – Differences
Need Assessment – Reasons for analyzing the Training Needs – Identification of Training Needs – Steps to
conduct a Need Assessment – TNA Model – Organizational Analysis – Operational Analysis – Person
Analysis – Gather data for TNA
Training Design – Introduction – Perspective for Designing training – Building a Training Design – Learning
Objectives – Components and Methods – Training Process – Key factors in designing – General features of
good demonstration – Training of Trainers programs – Skills of an effective Trainer
Methods of Training – On-the-Job – Off-the-Job – Management Games, Case study method, Role play method
– In-basket Exercises, Laboratory training – Experiential Learning Techniques – Brain storming, Syndicate
method, Discussion method, Outward Bound Learning, Sensitivity Training in Organization – A practical tool –
The Fish Bowl Exercise - E-Learning and use of Technology as Training
Training Evaluation – Introduction – Reasons for evaluating training – Outcomes used in the evaluation of the
training programs – Factors determining the outcomes of Evaluation – Evaluation Techniques and Instruments
Topic Overview-(Syllabus)

BY
MANOJ KUMAR.T B.Tech,MBA,NET..
Asst Professor
Sri Kaliswari Institute of Management and Technology

TRAINING
Training is Expensive. Without Training, it is more
Expensive
Training is a set of activities.
It is the systematic process of providing an
opportunity to learn KSAs for current or future jobs.
Training provides an opportunity for learning.
Training is the process of altering employee behavior
& attitudes in a way that increases their probability of
goal attainment.” It involves changing of- skill,
knowledge and attitude.
T.Manoj kumar
Asst Professor, SKIMT Training and Development

SCOPE OF TRAINING
The scope of training depends upon the
categories of employees to be trained. As
we all know that training is a continuous
process and not only needed for the newly
selected personnel but also for the existing
personnel at all levels of the organisation.
• 1. Knowledge
• 2. Skills acquisition
• 3. Attitude formation
• 4. Ethical Values
• 5. Analytical Reasoning
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Objectives of Training
1. Increased Productivity
Training takes the current capabilities of the workers of a brand, polishes it and makes
them learn and devise new and effective methods of doing the same thing, in a repeated
manner.
2. Quality Improvement
Improving the quality of the product is obviously one of the main objectives of training
and development since it’s not like those times when customers weren’t such quality
conscious. Today’s customer knows what’s better for him and what’s not. Simply said,
those old methods of some sweet talk and business won’t work for much long
3. Learning time Reduction
Reducing the learning time is also one of the main objectives of training and
development. But this scenario can also be supported by the usage of proper learning
material and experienced instructors who prefer real-life experience than cramming
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Objectives of Training
4. Safety First
Providing the knowledge, for using the equipment in a proper way and creating the life-friendly product,
also belongs to one of the major objectives of training and development. The higher, the employees are
better at handling equipment, the better it is both for the company and for the workers.
5. Labour Turnover Reduction
Training ensures that the company doesn’t need to turn over its workforce again and again because it
prepares the employees to face any situation which proves helpful in bringing in the feeling of workers.
Therefore, the workforce feels safe and secure at a particular job.
6. Keeping yourself Updated with Technology
Newer technologies are rolling in and we could continue to list it down but we haven’t got time for that.
Training and education to the employees keep them updated with the latest of the additions to the
technologies, methods, techniques and processes.
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Benefits/Advantages of Training
1. Leads to improved profitability and or more positive attitudes towards profits
orientation
2. Improves the job knowledge and skills at all levels of the organisation
3. Improves the morale of the workforce
4. Helps people identify with organisational goals
5. Helps create a better corporate image
6. Fasters authenticity, openness and trust
7. Improves the relationship between boss and subordinates
8. Aids in organisational development
9. Learns from the trainee
10. Helps prepare guidelines for work
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Opportunities and Challenges/Issues in Training
1. Aligning training with business strategy
Changing business environment
People in all levels of organization should make day to day decisions that supports business strategy
Tapping the intelligence of the experts, i.e “employees”
2. Changing demographics
Major demographics shift have occurred
North America & Europe-20% working population is above 55 years
India will remain youngest country for a while
So Training should focus on building bridge between older managers & younger subordinates
Baby Boomers (Born after Second world war – 1946 -1964, aged between 52 and 70 in April 2016)
Age, gender, race, ethnicity, nationality

3. Knowledge Workers
Knowledge occurred through or during should benefit employees by providing equal knowledge in the area
they have obtained training
Defines these individuals as "high level employees who apply theoretical and analytical knowledge, acquired
through formal education, to develop new products or services".
4. Advances in technology
• Training executives must develop strategies for utilizing the available technology in a ways that meet their
business need
• Tools such as blogs,twitter,facebook,myspace and LinkedIn offer ways to enhance
• Some traditional training that occurs in a classroom and even earlier types of electronic training.
• Technology development is in rapid pace so adapting it and developing the right talent is challenge for
trainers.
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5.. Quality
Training must be seen as an integral part of the organization’s performance improvement system
Quality improvement is a key component of most continuous process
High –quality products and services are necessary to stay in business in today’s competitive
markets
ISO Certification process
Pre audit - Assessing how one is doing now
Process mapping - Documenting the way things are done
Change - Developing processes to improve the way things
are done to a desired level of quality
Training - Training in the new processes
Post audit - Assessing how one is doing now after the change and
continuing the improvement process
Example : Infosys
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OPPORTUNITIES
AND
CHALLENGES/IS
SUES IN
TRAINING
LEGAL ISSUES
• EQUAL OPPORTUNITY/EQUITY
• LIABILITY FOR INJURY OR ILLNESS
• CONFIDENTIALITY
• COPYRIGHTED MATERIALS
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Training
Process
Model
A Training Process Model
Triggering Event - Occurs when a person
with authority to take action recognizes that
Actual Organizational Performance (AOP) is
less than the Expected Organizational
Performance (EOP).
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T.Manoj kumar

TRAINING PROCESS MODEL
1.Analysis Phase
Often referred to as a Training Needs Analysis (TNA).Here both Training and Non-Training Needs are identified
 An effective training system begins with the identification of the organisation’s training needs.These needs will create a
Performance Gap (AOP is Less than EOP)
 Eg: Profit shortfalls, Sales coming down, Low customer satisfaction, Low market share, Excessive scrap, Labour turnover etc.
 Another type is future oriented (Introduction of automation)
 Once the Performance Gap exists, the cause must be determined.
 The cause might be inadequate KSAs of employees. – This is one among the reasons.
 After cause is identified ,then it should be eliminated
 The other reasons are motivation issues, faulty equipments etc. (Non-training needs)
 Separate KSA from Non-KSA Causes.
 Performance gaps caused by KSA deficiencies are identified as Training needs
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2. Design Phase
Development of training objectives that provide specific direction for what will be trained and how.
These provide directions for what will be trained and how. They specify the employee and organizational
outcomes that should be achieved.
Another part of design process is how the organization constraints will be addressed.
Finally identifying factors needed for the training program t o facilitate training and its transfer back to
the job are the major outcomes of design phase.
3. Development Phase
It is the process of formulating an instructional strategy to meet the training objectives. It consists of the
order, timing, methods, materials, equipments, media, facilities etc.
Obtaining or creating all the things needed to implement training program is a part of this stage.
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4. Implementation Phase
All the training aspects are put together here. Dry Run and Pilot study.
Determine any modification necessary
5. Evaluation Phase
a) Process Evaluation - Did the trainer follow the exact training process suggested?
How well the a training process is achieved its objectives.
Eg: Role play means it is Role play.Were they properly used?
Collecting and analyzing the data
b) Outcome Evaluation – Is the evaluation conducted at the end of training to determine the effects of training on the trainee,
the job and organization
Combination of Process Evaluation & Outcome evaluation serve as a power tool for improving programs
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Learning
SKILL
Compilation
Automaticity
Attitude
Motivation
Knowledge
DECLARATIVE
PROCEDURAL
STRATEGIC
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Learning
Permanent change in cognition (Understanding and thinking) that
results from experience and that directly influences behaviour.
Outcomes-Knowledge, Skills & Ablities.
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Learning
Knowledge is a organized body of facts, principles,
procedures and information occurred over time.
Declarative knowledge: is a person’s store of factual
information about a subject.
Facts are verifiable blocks of information such as
legal requirement for hiring, safety rules etc
Evidence of factual knowledge exists when the
leaner can recall or recognize specific blocks of
information.
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Learning
Procedural Knowledge : At a higher level is the
person’s understanding of how and when to
apply the facts that have been learned
It assumes some degree of factual knowledge.
Ex: Employment interviewing process.
Procedural knowledge allows trainees to
understand the underlying rationale and
relationship surrounding the potential course of
action so they can apply their factual knowledge
appropriatel.y
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Learning
Highest level of knowledge is strategic knowledge
This is used for planning, monitoring and revising goal
directed activity.
It requires acquisition of the two lower of knowledge
(facts & procedures)
Strategic knowledge consist of person’s awareness of
what he knows and internal rules he has learned for
accessing the relevant facts and procedures to be
applied towards achieving some goal.
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Learning
Skills:
A gap separate knowing those things from
actually being able to do them.
Skill means capacity needed to perform a set of
job.
A person’s skill level is demonstated by how well
she is able to carry out specific actions, such as
operating a piece of equipment, communicating
effectively or implementing a business strategy
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Learning
Levels of skill acquisition: 1) Compilation 2) automaticity
When a person is learning a skill or has recently learned it ,then he is in
compilation stage
After a person has learned a skill and used it often, then she has reached
automaticity stage.
At this stage he/she can perform things without thinking of it.
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Learning
Attitude
Are employees belief and opinion.
Beliefs and opinions the person holds about object or
events create positive or negative feelings about the object
or events
Ex: Opinion about Supervisor
Attitude affects motivation
Motivation reflected in the goals of people chose to pursue
and the effort they put in achieving those goals.
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Nature and Characteristics of Learning
Learning is the change in behaviorLearning
Learning is a continuous life long processLearning
Learning is a universal processLearning
Learning is purposive and goal directedLearning
Learning involves reconstruction of experiencesLearning
Learning is the product of activity and environmentLearning
Learning is transferable from one situation to anotherLearning
Learning helps in attainment of teaching learning objectivesLearning
Learning helps in the proper growth and developmentLearning
Learning helps in the balanced development of the personalityLearning
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Development
Development
Refers to the learning of KSA
In other words, training provides the opportunity for learning
and development is the result of learning.
This activity focuses upon the activities that the organization
employing the individual, or that the individual is part of, may
partake in the future, and is almost impossible to evaluate.
T.Manoj kumar

Education
Education is the process of increasing the general knowledge and
understanding of employees.
It is a person-oriented, theory-based knowledge whose main purpose
is to improve the understanding of a particular subject or theme.
Education is typically differentiated from training & development by
the types of KSAs developed, which are more general in nature.
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Difference between Training & Development
Point of Differences Training Development
Meaning Training means imparting skills and knowledge
for doing a particular job
Development visualizes growth of an
employee in all respects
Purpose Training increases the job skills Development shapes attitude
Targeted audience It is used to impart specific skills among
operative workers and employees
It is associated with the overall growth
of the executives
Perspective It has a short term perspective It has a long term perspective
Nature Training is job centered in nature Development is career oriented in
nature
Role of trainer In training, the role of trainer or supervisor is
important
Development is self driven. The
executives have to be internally
motivated for self development
Develop Training seeks to develop skills already
possessed by workers
Development seeks to develop hidden
qualities and talents of person
Methods used Training use On the job Training methods such
as Apprenticeship, Vestibule etc
Development use Off the job Training
methods such as lecture, brain
storming, role play etc

Training Policy
Training Policy
A good training policy includes
1. This policy depicts the top management’s philosophy regarding
training of employees.
2. This training policy includes the rules and regulations, procedure,
budget, standards and conditions regarding training.
3. This policy depicts the intention of the company to train and
develop its personnel.
4. It provides guidelines for training programme.

 Need Assessment
 Reasons for analyzing the
 Training Needs –
 Identification of Training Needs
 Steps to conduct a Need
Assessment
 TNA Model
 Organizational Analysis –
Operational Analysis – Person
Analysis –
 Gather data for TNA
BY
Asst Professor

TRAINING NEEDS ANALYSIS
TNA is a systematic method for determining what caused performance
to be less than expected or required. Performance improvement is the focus of
training. When the Actual Organisational Performance (AOP) is less than
Expected Organisational Performance (EOP), the difference is referred to as
Organisational Performance Gap (OPG). The answer to this is to conduct
TNA.
PG = EP - AP
1. Increase the chances that time and money spent on training is spent wisely.
2. Determine the benchmark for evaluation of training
3. Increase the motivation of participants
4. Align the training activities with the company’s strategic plans.
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Need For Training
1. No one is a perfect fit at the time of hiring and some training and
development must take place
2. Installation of new equipment or techniques
3. Change in working methods or products produced
4. Labor shortage necessitating the upgrading of some employees
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5. Promotion or transfer of individual employees
6. Ensures availability of necessary skills and there could be a pool of
talent from which to promote them
7. Reduces constant supervision
8. Improves quality
9. Increase efficiency
Need For Training
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TRAINING NEEDS ANALYSIS
A good TNA ensures that
1. Only those who need the training attend
2. To provide the data to show trainees why the training will be
useful to them
3. Consider the employees who do not need training but are sent
by their supervisor (lack of interest)
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Reasons for analyzing the Training Needs
1. TNA helps to determine whether resources required are available or not
2. To plan the budget of the company
3. To identify areas where training is required
4. To find out the alternate action where training may not be appropriate
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Training
Need
Analysis
Trigger Event
Organizational Analysis
Operational Analysis
Personal Analysis
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Identification of Training Needs
There are numerous source places to look for Organization performance Gap (OPG)
First data source-Organizational goals, objectives & budgets
Second data source-Labour inventory-Ex: No.of Senior Employees
Third data source-Organization climate indicators-Ex: Absenteeism
Proactive TNA- For the ongoing problem(gap) or after the problem has occurred.
Reactive TNA-Expected to happen in future
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Training
Need
Analysis
Three levels of Analysis
Organizational analysis: Looks at the internal environment of
the organization. Influences that could affect the employees
performance-to determine its fit with the organizational goals &
objectives.
Operational analysis : Examine specific jobs to determine the
requirements necessary to get the job done. This process is
called task analysis or job analysis.
All tasks are identified & KSA required to do the bare identified
Person analysis : Examines who can do the job & whether they
posses required KSA.
T.Manoj kumar
Asst Professor, SKIMT
Training and Development

Organizational
Analysis
Organizational analysis focus on the
strategies of the organization, resources
in the organization, allocation of these
resources & total internal environment.
Internal environment includes an
examination of structures, policies and
procedures, job design, workflow
processes and other factors that affects
employees ability to meet the job
performance.
T.Manoj kumar

Organizational
Analysis
i) Mission and Strategies
The organizational analysis helps the analyst align
the training with the organizational mission &
strategies
A company’s mission & strategies also indicate
priority for training.
Training resources are always finite so decisions
must be made as to where to spend the training
budget.
Ex: “Quality is job one” at Ford, analyst should know
that development of KSA relating to quality should
receive priority.
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ii) Capital Resources
A company’s finances, equipments and facilities are consider to be capital
resources. During strategic planning decisions are to be made as to where
money should be spent.
This will help to determine priorities for the HRD department. Another
concern for HRD is its own budget.
The decision whether to use external consultant or internal staff depends
on number & nature of issue not the least which it cost.
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Human Resources
It includes a general strategic need assessment and a more
specific training need assessment.
First at the strategic level HRD provides top management
with the assessment of current employees ability and
potential to support various strategies
Within this top management knows its employees
capabilities and can factor those capabilities into strategic
decision making: Ex : Maruti
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Organizational environment : A organizational environment is made up of
various structures ( workflow, division of labour, pay system & reward policies )
The environment analysis tells whether theses structures are aligned with the
aligned with the performance objectives of the unit in OPG have identified.
Identifying lack of alignment early and aligning the environment factors with the
objectives of training will help to ensure the training is complete, the new skills
will transfer to the job.
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Organizational
Analysis
Collect data :
Once the gap in performance identified in a
specific department or location, the cause of the
gap needs to be determined.
Identify the potential individuals need to be
interviewed
Should not assume training is needed to alleviate
the gap.
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Organization Analysis-Summary
Organizational
Analysis
Mission &
Strategies
Capital
Resources
Human
Resources
Organizational
Environment
Data
collection
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Operational
Analysis
The operational analysis determines what is
required of employees to be effective
Job analysis would be done to identify the
expected organization performance
The most frequently used process includes
questioning employees and their supervisors
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Operational
Analysis
For analyzing the job the following steps will be useful
1) What is the job : The first step is to determine what job is
to analyzed.
2) Where to collect data : there are many sources. Job
description & specification are one such sources. It
provides basic understanding of the job & its basic
requirements.
3) Who to ask : Incumbents (who is currently performing
the job) & supervisors
4) Who should select the incumbents : The selection
process should carried out by analyst not by the
supervisor or manager.
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Operational Analysis or Job Analysis
5) How many to ask :It is determined by the method of data gathering and the
amount of time available
6) How to select : Through representative sampling . From these data, the
company was able to refocus its selection procedures to include the KSA
necessary at the time to hire and to provide its training department with a
clear picture of the training necessary.
7) What to Ask about : 1) Worker oriented job analysis 2) Task oriented
analysis
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Worker oriented job analysis : Focuses on the KSA that are required on
the job
Task Oriented job analysis : Identifies the various work activities
required to perform the job.
Operational Analysis or Job Analysis
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Personal Analysis or Job Analysis
Personal analysis will identify those incumbents who are not meeting
performance requirements & why
Here each employees is examined is examined to determine if they
have necessary KSAs to meet the performance expectation.
After identifying they will be sent for training
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Personal
Analysis
Sources of data collection
1) Performance Appraisal
Supervisors are the ones who often responsible for rating the
incumbents
Things to be followed for better supervisor rating system
a) Have appraisal relevant to the job
b) Be sure the supervisor have access to relevant information.
c) Provide supervisors incentives to complete the rating properly

Personal
Analysis-
Performance
Appraisal
Methods
2) Self rating : Providing rating of oneself performance
Most individuals tend to overrate themselves
So proper implementation of combination of both Self
Rating & Supervisor rating system would give a better
benefit
3) 360 degree performance review : Here employees
rates himself on number of dimensions & receives rating
on these dimensions.
Generally here more sources are used to gather
information .
4) Cognitive Test : Measures person’s job knowledge.
General time limit is set to answer the question.
Sometimes extra time is also provided
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Personal
Analysis-
Performance
Appraisal
Methods
5) Declarative Knowledge test: if the job requires some sort of
factual knowledge then this kind of test should be conducted.
Multiple choice tests are often used.
6) Procedural knowledge test : Here the learners begins to
develop meaningful ways of organizing information into mental
models.
Paired comparison Test are used to identify how the person
sees the relationship between the two things.
7) Testing strategic knowledge : Deals with the ability to
develop and apply cognitive strategies used in problem solving.
Probed protocol analysis are used here
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Personal
Analysis-
Performance
Appraisal
Methods
8) Skill test or behavioral test : Measures skills and
are important means of developing employees
training needs
Work samples which are simply work situations
designed to reflect what actually happens in the
workplace.
Simulator technique : Equipment simulator,role plays,
business games and so on can be used to determine a
person’s skill in a particular situation
9) Attitudinal surveys with proper scales are
conducted to determine attitudinal measures
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Personal Analysis-Performance Appraisal Methods

Steps to conduct Training Need Assessment
1. Identify problems and needs Organisational Performance Gap
2. Determine the Design of Needs Analysis - Who, What methods, When
3. Collect data - Survey, Interview, and
Observation
4. Analyze data - Research on data
5. Provide feedback - Report for next program
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1) Identify problems and needs
An effective training system begins with the identification of the
organization's training needs. These needs will create a Performance
Gap (AOP is Less than EOP)
Eg: Profit shortfalls, Sales coming down, Low customer satisfaction, Low
market share, Excessive scrap, Labour turnover etc.
Another type is future oriented (Introduction of automation)
Once the Performance Gap exists, the cause must be determined.
The cause might be inadequate KSAs of employees. – This is one among
the reasons.
After cause is identified ,then it should be eliminated
T.Manoj kumar

2) Determine the Design of Needs Analysis
Development of training objectives that provide specific direction for
what will be trained and how.
These provide directions for what will be trained and how. They specify
the employee and organizational outcomes that should be achieved.
It is the process of formulating an instructional strategy to meet the
training objectives. It consists of the order, timing, methods, materials,
equipment's, media, facilities etc.
Obtaining or creating all the things needed to implement training
program is a part of this stage
T.Manoj kumar

3) Collection data Observation
Data should be collected from different sources that includes
i) Supervisor Performance Appraisal
ii) Own performance data ( Productivity,absenteeism,Wastage made,
customer complaints etc)
iii) Work sampling
iv) Interviews/Questionarie
v) Job knowledge test
vi) Skill test
vii) Assessment centers
viii) Organization goals
ix) Labor inventory
x) Job description & Specification
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4)Analyze Data
Making research on data. Understanding the data and deciding the
practical implication.
This helps to understand various job related features of the employees.
At this stage employees skill level or capabilities are understood. Their
performance evaluated based on a devised standard.
Sometimes modern technology and tools are used for the analysis of
data.
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5) Provide Feedback
After analyzing the data related to the employees performance proper
training decision will be taken.
Performance gap (PG) will be identified and the reasons for the
performance gap will be derived.
Then solution for the performance gap will be given as a training
program for existing employees or for the hiring the new employees.
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Gathering data for Training need analysis (TNA)
Data Sources
1) Supervisor performance appraisal: Useful if done specifically for TNA
2) Own performance data (productivity, absenteeism, product quality ,customer
complaint) :
This data shows who is not meeting performance standards but not why
Easy to analyze and quantify for the purposes of determining actual
performance
3) Observation –Work sampling
More subjective technique but provides both employee behavior and results of
the behavior.
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4) Interview/Questionnaires
Used here to focus on employees’s perception of her training needs and
attitudes
Needs to be sure employee believes it is in her best interest to be honest.
5) Job knowledge Tests :
Shows specific job related knowledge of employees.
6) Skill Test (Role play, case study, Business games, In basket)
Certain knowledge , skills and attitudes are demonstrated in these
techniques
Development of scoring criteria is important.
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7) Assessment centers :
Combination of several of the above technique into an intensive
assessment program
Although expensive, these are very good as they use multiple raters
8) Job Description :
This source outlines the job’s typical duties and responsibilities
9)Job specification :
These are specified tasks required for each job
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10) Organization goals
This source suggests where training emphasis should be placed
11) Objective & Budget:
This source provides information on both standards and direction
12) Labor Inventory : This source helps HRD identify where training is
needed because of retirement, turnover, age etc.
14) Other Sources include : Costs of labor, Quality of product and
wastages made.
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The TNA MODEL
INPUT PROCESS OUTPUT
TRIGGERING
EVENT
Operational
Analysis
(EP)
Person
Analysis
(AP)
Organisationa
l Analysis
Identify
Performance
Gap
PG = (EP-AP)
Training Needs
Non-Training
Needs
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Training
Need
Analysis
Model -Input
Organizational analysis: Looks at the internal environment of the
organization. Influences that could affect the employees performance-to
determine its fit with the organizational goals & objectives.
Operational analysis : Examine specific jobs to determine the
requirements necessary to get the job done. This process is called task
analysis or job analysis.
All tasks are identified & KSA required to do the bare identified
Person analysis : Examines who can do the job & whether they posses
required KSA.
T.Manoj kumar
Asst Professor, SKIMT
Training and Development

Data should be collected from different sources that includes
i) Supervisor Performance Appraisal
ii) Own performance data ( Productivity,absenteeism,Wastage made,
customer complaints etc)
iii) Work sampling
iv) Interviews/Questionarie
v) Job knowledge test
vi) Skill test
vii) Assessment centers
viii) Organization goals
ix) Labor inventory
x) Job description & Specification
Training Need Analysis Model-Input
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In the process phase, the operational analysis provides information on
expected performance(EP). Expected performance (EP) is the level of
performance expected in a particular job.
Personal analysis provides information on actual performance(AP).
Actual performance (AP) is the current level of performance by an
individual on a particular job
When AP is lower than EP, a more specific performance gap is
identified. As noted in the model , the specific performance gap is the
difference is the difference between EP and employee’s AP
Training Need Analysis Model-Process
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The output includes both Training Needs and Non-Training Needs
Training Needs - Training needs are dealt with by designing appropriate training programs
Non-Training Needs - It includes no gap in required KSAs
Causes of Non-Training Needs
i. Performance consequence incongruence
Good performer is assigned difficult job
ii. Inadequate or Inappropriate Feedback
Supervisors dislike giving negative feedback
iii. Barriers to Performance
Receiving material too late, using worn out machinery and being constantly interrupted
Supervisors need to be trained not the Employees
Training Need Analysis Model-Output
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 Training Design – Introduction –
Perspective for Designing training –
Building a Training Design – Learning
Objectives – Components and Methods –
Training Process – Key factors in designing –
 Social Learning Theory-Elaboration Theory-
Gagne Briggs Model- Expectency Theory
 General features of good demonstration –
Training of Trainers programs – Skills of an
effective Trainer
BY
Asst Professor

Training Design – Introduction
The design phase of training is a process of identifying set of specification
that will be used in the development phase for creating modules.
It is a process of identifying the set of specifications that will be used in the
development phase for creating the training modules.
It creates the guidelines that need to be followed when creating the
content, delivery process and materials to be used for the training.
It answers the following questions.
Why is training needed?
Who will be trained?
What are the training objectives? What methods will be
used?
When and where will training take place?
What are the guidelines to be followed

Organizational Constrains
Before developing the objectives, the Organizational Constrains should
be addressed.
Time allotted for the training
Number of trainees to be trained at the same time
Timings of the training – regular hours or overtime
Voluntary or mandatory training
Location of the training - Internal / External
Financial resources required

Organizational
Constrains
Organizational priorities
Budgets generally are limited. So choices must be made
about who gets trained and what type of training they
receive. One way of making these decision is to use
strategic direction of organization to set priorities.
Even if the organization does not have a clear strategic
plan in place, the top managers in human resource can
establish priorities by meeting with senior executives.
The technological sophistication of the organization
affect the type of training that can be offered.

Budgeting for Training
The budgeting process presented here is from the perspective of the
HRD department that charges its customer (dept in organizations) for
the services that HRD provides.
In fact in some cases they are expected to market their services outside
and inside the organization.
Generally the budgeting process is carried by bidding on a project.

Estimation of budget includes the following cost
i. Development Costs: Costs related with the development of the Training
Program. (TNA, Piloting of the Training, Materials used for designing)
ii. Direct Costs: Costs directly attributable for the delivery of the
training. (Trainer Fee, Rent, Materials and Equipments, Food and Beverages
etc)
iii. Indirect Costs: Costs incurred if the training were cancelled
(Marketing, Administrative, Clerical support etc)
iv. Participant Compensation: Remuneration for the high level
executive participants
v. Evaluation Costs: Costs associated with the evaluation of the
training program. (Testing cost)

ii) Trainee population : If the TNA identifies two or more subgroups with the
same learning objectifies but different knowledge, skills and attitude.
It is difficult to develop a single training program to meet all their needs.
Sometimes that trainees hold negative feeling about a particular training
technique
So the organization constrains affects the training process and impact on the
training objectives
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Training Objectives
Developing Training Objectives
It refers to all the objectives that are developed for the
training program.
• These objectives are used to design the training
program.
• It refers to what the learner is expected to achieve as
a result of training.
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Training Objectives
There are four Types of Training Objectives:
Trainee Reaction Objectives
- Objectives set for how trainees should feel about the training and their learning environment
Learning Objectives
Describes the KSA that trainees are expected to acquire throughout the training program
Transfer of Training Objectives
Describes the changes in job behaviour that are expected to occur as a result of transferring KSA
Organizational Outcome Objectives
Describes the outcomes that the organization can expect from the changes in the trainees’ job
behavior
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Learning Objective
Learning Objective : Learning can be observed only through the
influence of its behavior. Thus when writing learning objective only
think not only what is learned but also how it is demonstrated.
Components & Methods of Learning (Training) Objectives
Desired outcome : What should be expected to occur?
Conditions : Under what conditions is the outcome expected to
occur?
Standards : What criteria signify that the outcome is
acceptable?
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Learning Objective
Desired Outcome : The desired behavior must be worded clearly &
Unambiguously. It is usually an action verb that the trainees are able to
do as a result of training.
Ex: Unclear Objective Statement : Employees will be able to cut
electrical wires (ambiguous)
clear Objective Statement: Employees will be able to cut electrical
wires of any size and sort them into piles .This statement indicates what
the learner would need to do at the end of training.
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Learning Objective
ii) Conditions : Explaining the conditions under which the behavior
must occur further clarifies what is required. It includes the tools,
equipment's and place
Objective without condition specified ; “ The trainee will able to
differentiate between computer chips that are within specification and
that are outside specification”
Objective with condition specified : “The trainee will able to
differentiate between computer chips that are within specification and
that are outside specification by using a Ohmmeter and a chart &
record them using a software package”.
So providing conditions will make the objective even clearer.
Also the objective should consist of the reference material.
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Learning Objectives
iii) Standards :Standards are criteria of acceptability for performance
Three potential standards are
i. Accuracy - No error
ii. Quality- 99% significance level
iii. Speed - Completing the work within in 15 minutes
Ex: Good learning objective includes behavior, condition & Standard.
Using a standard climbing harness and spikes -Condition
Trainee must climb a standard Telephone Pole of 10 Meters- Behavior
Within 5 minutes following the safety procedures-Standards
So write out the desired behavior, add conditions under which the conditions must be performed and finally
specify the standards that are going to be used.
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Training Design
Perspective for Designing Training
Depending on the role and the status as a trainer one could design training in several different contexts.
i. One could be a HR Training Manager
ii. One could be an Institutional Trainer asked to design a training course
iii. One could be involved in a department’s function
Building a Training Design
Planning a Training Design session involves
1. Establishing learning objectives based upon identified training needs
2. Identifying the components to be included in the session
3. Assembling specific methods and activities in a coherent design
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Facilitation of Learning: Focus on the Trainee
A) Individual Differences in KSAs: May due to different factors like
1. Increased ethnically-disadvantaged sections of the society
2. When there is difference in the workforce in terms of age, gender
3. New technology & government legislation is making it easier for
people with disablity.
Sometimes best selection process are not successful. So the design of
the training might able to address the issues that would prevent them
from being successful.
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Differences in Learning Styles based on Felder –Silverman model
i) Sensing Versus Vs Intuitive Learner
Sensing learners don’t like training that doesn’t connect closely to
practical application, so prefers problem solving & facts
Intuitive leaners often prefers discovering possibilities and relationships
like innovation & dislike repetition
ii) Sequential Vs Global learners
Sequential learners tend to gain understanding in linear steps, with
each step following from the previous one.
Global learners are not able to absorb details until they understand the
big picture.
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iii) Active vs Reflective learners :
Active learners tend to retain and understand information best by
doing something active with it-discussing or applying it or explaining it
to others.
Reflective learners prefer to think about new information before
applying it. They will process the information before applying it.
So a trainer should design the training program accordingly and use
combination of methods during the training to make the trainees to
learn.
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B) Motivation of Trainee
Training should be designed not only to provide KSAs but also to motivate trainees to learn
those KSAs and apply them to the job.
i) Self-Efficacy : Is the feeling we have about our ability to successfully complete the
training. So self-efficacy can be improved through
Expectancy theory implications
a) Supervisors and peers tell the trainee that they are confident the/she can complete
the training successfully.
b) Provide the trainee opportunity to interact with older supervisor who already have
completed the training.
c) Provide the trainee about the clear objectives of training to reduce anxiety..
Thus by explaining the positive outcomes & its effect on their performance increases the
motivation of the trainees to complete the training successfully.
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Implication from classical conditioning
Classical conditioning takes places without awareness. Ex: We salivate
when we smell something. Similarly emotional responses can be
conditioned.
Trainee Vs School Environment Vs Bad Experience
Trainee Vs office Environment Vs Stress
Therefore some situations are associated with pleasant and unpleasant
emotional conditional. So designing the training in a pleasant situation
Makes the trainees physically and emotionally comfortable.
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Implication from operant conditioning
If a particular behavior is immediately followed by a reward the
behavior is likely to be repeated also punishment decreases likelihood
of the behavior happening again.
Know the things your trainees will see as rewarding and those that will
seen as punishing.
Plan to reward for the efforts of employees and give them proper feed
back
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Goal setting demonstrates that specific, challenging goals result in
higher motivation levels than do no goals. So design the training
program in a way that should have individual and group goals.
Goal Orientation
Learning goal orientation: Persistence when having problems doing a
complex task
Performance goal orientation: Focuses on the end result . They prefer
easier task.
So motivate employees to exhibit learning goal orientation.
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Facilitation of Learning: Focus on the
Training Design
1. Social Learning Theory(Eliminating Distraction and
Attracting Attention)
Proposed by Albert Bandura
People can learn new information and behavior by watching other people
via observation, imitation and modeling. It is known as observational
learning
Thus learning environment & process should be structured.
Attention distracters need to be removed & creature comforts should be
implemented.
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Facilitation of Learning: Focus on the Training Design
Necessary Conditions
A) Eliminating Distraction :
The rooms should be at comfortable temperature
Walls should be neutral with pleasant colors without distracting objects
The room should have no view outside with windows at proper location
Chairs should not be so comfortable
Proper breaks should be scheduled & refreshment should be provided.
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B) Attracting Attention :
Explain the trainee about the nature of training and job related benefits
State the learning objectives
Inform them that refreshments are available
Techniques of highlighting the important points should be built (Ex:
video)
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C) Retention
- Remembering what was attended (Ability to store the information)
An individual goes through four stages in the process of retaining something is
taught
a) Activation of Memory
b) Symbolic Coding
c) Cognitive Organization
d) Symbolic rehearsal
D) Behavioral Reproduction
Transformation of learning into actual behavior
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Facilitation of Learning: Focus on the Training
Design
Elaboration Theory/Macro Theory
It is based on a holistic alternative to the
part/whole sequencing that is usually
followed in training.
Sequencing
• Sequencing is the process of how to
group and order the content of
training. It is further classified into
a) Topical Sequencing
b) Spiral Sequencing
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. Topical Sequencing –It requires the complete learning of one topic
before moving to the next task
Topic A
Topic B
Module 1
Module 2
Module 3
Module 1
Module 2
Module 3
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Spiral Sequencing – It requires the learning the basics of the first task,
then the basics from the second task and so on.
Topic A Topic B Topic C
Topic A Topic B Topic C
Module 1 Module 1Module 1
Module 2 Module 2Module 2
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Facilitation of Learning: Focus on
the Training Design
. The Gagne-Briggs Model / Micro Theory
This theory provides nine events of instruction to be
followed.
1. Gain attention
2. Inform the learner of the goal or objective
3. Activate motivation to learn
4. Stimulate recall of prior relevant knowledge
5. Present material to be learned
6. Provide guidance for learning
7. Elicit the performanced
8. Provide feedback
9. Assess performance
10. Enhance retention and transferT.Manoj kumar

Facilitation of Transfer
Transfer of training refers to how much of what is learned in training
transfers to the job. Transfer can result in the following transfer outcomes.
Positive Transfer: a higher level of jib performance
Zero Transfer : No change in job performance
Negative Transfer : A lower level of job performance
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I. Massed Vs Spaced Practice
Massed – Long, Continuous practice over a single session (4 hours training
continuous in one day)
Spaced – Short, broken down regular practice over a couple of days (Daily one
hour for 4 days)
ii. Whole Learning Vs Part Learning
Whole learning – Tasks are interrelated – High task organization – Learning of
driving skill (pressing down the clutch, changing the gear, changing the steering wheel, seeing the
road etc)
Part learning - Tasks are separated – Low task organization – Raising a car with a
lever, checking the tire pressure, changing the rubber tube)
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How to increase Transfer
i. Practice – Over learning
ii. Maximize similarity
iii. Understand general principles
iv. Support from all levels
v. Opportunity to perform on the job
vi. Feedback and reinforcement
vii. Vary the situation – Behavioral aspects
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Demonstration
A demonstration is a visual display of how to do something or how
something works.
Whether demonstrating how to do something or demonstrating how
somethings works. The demonstration is most useful when your
training objectives are to increase knowledge & skills.
The most effective demonstration provides each trainee with resources
i.e equipments,materials, etc needed to do what is being
demonstrated.
Each trainee is able to copy the demonstration process immediately
after watching.
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Demonstration
Features of Good Demonstration
1) Visible
Tell the trainees what you will be doing so they understand what the trainee
will be showing them. This focuses their attention on the critical aspect of
the task
2) Describing in stage
Demonstrate the task , what you are doing while you are doing.
3) Used in conjunction with real materials
Use the real material & equipment for demonstration & explain why each
part of the task should be performed
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Demonstration
4. Encouraging
After the trainee completes the demonstration, it is time for the trainee
to try out
5. Intervening
Trainer must give the trainee an opportunity to do the task & describe
what he is doing & why
6. Provide Feedback
Trainer should provide feedback ,both positive & negative.
7. Practice
Allocate sometime and give opportunity to other learner to practice
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Skills of an Effective Trainer (Trainer Like Qualities)
TLQ
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Skills of an
Effective
Trainer
(Trainer Like
Qualities) TLQ
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Skills of an
Effective
Trainer
(Trainer Like
Qualities)
TLQ
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Skills of an
Effective Trainer
(Trainer Like
Qualities) TLQ
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Skills of an Effective
Trainer (Trainer Like
Qualities) TLQ
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SKILLS OF AN EFFECTIVE TRAINER (TRAINER LIKE
QUALITIES) TLQ
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DESIGN PHASE-SUMMARY
The Design Phase
INPUT PROCESS OUTPUT
Training Needs
Learning
Theory
Develop
Training
Objectives
Determine Factors
Facilitating Learning &
Transfer
Identify Alternative
Method of Instruction
Organisational
Constraints Evaluation Objectives

 On-the-Job – Off-the-Job
 Management Games, Case study method,
Role play method
 In-basket Exercises, Laboratory training –
Experiential Learning Techniques
 Brain storming, Syndicate method,
Discussion method,
 Outward Bound Learning,
 Sensitivity Training in Organization – A
practical tool – The Fish Bowl Exercise –
 E-Learning and use of Technology as
Training
BY
Asst Professor

UNIT-4
TRAINING METHODS
ON THE JOB TRAINING
OFF THE JOB TRAINING

On-the-job training Method
 Under these methods new or inexperienced employees learn through
observing peers or managers performing the job and trying to imitate
their behaviour.
 These methods do not cost much and are less disruptive as employees
are always on the job
 Training is given on the same machines and experience would be on
already approved standards, and above all the trainee is learning while
earning
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1 Coaching
2. Mentoring
3. Job
Rotation
4. Job Instruction
Technology
5. Apprenticeship
6. Understudy
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1. Coaching:
Coaching is a one-to-one training. It helps in quickly identifying the weak
areas and tries to focus on them. It also offers the benefit of transferring
theory learning to practice. The biggest problem is that it perpetrates the
existing practices and styles.
2.Mentoring
The focus in this training is on the development of attitude. It is used for
managerial employees. Mentoring is always done by a senior inside
person. It is also one-to- one interaction, like coaching.
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3. Job Rotation:
It is the process of training employees
by rotating them through a series of
related jobs. Rotation not only makes
a person well acquainted with
different jobs, but it also alleviates
boredom and allows to develop
rapport with a number of people.
Rotation must be logical.
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4. Job Instructional Technique (JIT):
 It is a Step by step (structured) on the job training method in which a suitable trainer (a) prepares a
trainee with an overview of the job, its purpose, and the results desired, (b) demonstrates the task or the
skill to the trainee, (c) allows the trainee to show the demonstration on his or her own, and (d) follows up to
provide feedback and help.
 The trainees are presented the learning material in written or by learning machines through a series called
‘frames’.
 This method is a valuable tool for all educators (teachers and trainers).
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5. Apprenticeship:
Apprenticeship is a system of training a new generation of practitioners of a
skill
. This method of training is in vogue in those trades, crafts and technical fields
in which a long period is required for gaining proficiency.
The trainees serve as apprentices to experts for long periods. They have to
work in direct association with and also under the direct supervision of their
masters.
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6. Understudy:
In this method, a superior gives training to a subordinate
as his understudy like an assistant to a manager or
director (in a film). The subordinate learns through
experience and observation by participating in handling
day to day problems. Basic purpose is to prepare
subordinate for assuming the full responsibilities and
duties.
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Off-the-job Training Methods
Off-the-job training methods are conducted in separate from the job
environment, study material is supplied, there is full concentration
on learning rather than performing, and there is freedom of
expression. Important methods include:
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1. Lectures and Conferences:
Lectures and conferences are the traditional and direct method of instruction.
Every training programme starts with lecture and conference.
It’s a verbal presentation for a large audience. However, the lectures have to be
motivating and creating interest among trainees.
The speaker must have considerable depth in the subject. In the colleges and
universities, lectures and seminars are the most common methods used for
training
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2. Vestibule Training:
Vestibule Training is a term for near-the-job training, as it offers access to something new
(learning). In vestibule training, the workers are trained in a prototype environment on
specific jobs in a special part of the plant.
An attempt is made to create working condition similar to the actual workshop conditions.
After training workers in such condition, the trained workers may be put on similar jobs in
the actual workshop.
This enables the workers to secure training in the best methods to work and to get rid of
initial nervousness. During the Second World War II, this method was used to train a large
number of workers in a short period of time. It may also be used as a preliminary to on-the
job training
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3. Simulation Exercise
Simulation is any artificial environment exactly similar to the actual
situation. There are four basic simulation techniques used for
imparting training: management games, case study, role playing, and
in-basket training.
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3. (a) Management Games:
Properly designed games help to ingrain thinking habits, analytical, logical and
reasoning capabilities, importance of team work, time management, to make
decisions lacking complete information, communication and leadership capabilities.
Use of management games can encourage novel, innovative mechanisms for coping
with stress.
Management games orient a candidate with practical applicability of the subject.These
games help to appreciate management concepts in a practical way
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3.(b) Case Study:
Case studies are complex examples which give an insight into the context of a problem
as well as illustrating the main point. Case Studies are trainee centered activities
based on topics that demonstrate theoretical concepts in an applied setting.
A case study allows the application of theoretical concepts to be demonstrated, thus
bridging the gap between theory and practice, encourage active learning, provides
an opportunity for the development of key skills such as communication, group
working and problem solving, and increases the trainees” enjoyment of the topic and
hence their desire to learn.
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3.(c) Role Playing:
Each trainee takes the role of a person affected by an issue and studies the impacts of
the issues on human life and/or the effects of human activities on the world around us
from the perspective of that person.
It emphasizes the “real- world” side of science and challenges students to deal with
complex problems with no single “right” answer and to use a variety of skills beyond
those employed in a typical research project.
In particular, role-playing presents the student a valuable opportunity to learn not just
the course content, but other perspectives on it
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3. (d) In-basket training:
In-basket exercise, also known as in-tray training, consists of a set of business
papers which may include e-mail SMSs, reports, memos, and other items. Now the
trainer is asked to prioritise the decisions to be made immediately and the ones
that can be delayed.
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Continuation of Inbasket Training
In this technique, the trainee or interviewee is given some information about the role to be
played such as, description, responsibilities, general context about the role.The trainee is
then given the log of materials that make up the in-basket and asked to respond to
materials within a particular time period. After all the trainees complete the in-basket, a
discussion with the trainer takes place.
In this discussion the trainee describes the justification for the decisions.The trainer then
provides feedback, reinforcing decisions made suitably or encouraging the trainee to
increase alternatives for those made unsuitably.
A variation on the technique is to run multiple, simultaneous in baskets in which each
trainee receives a different but organized set of information. It is important that trainees
must communicate with each other to accumulate the entire information required to make a
suitable decision.

Continuation of Inbasket Training
 Scoring
 As a means of providing the satisfaction of a specific measure of performance, a simple
scoring system may be developed during the discussion. For example, the group might
use “5” to indicate an extremely good answer, and “1” to indicate a very poor one with
others slotted in between.
Assessors can score the candidates on the following; the importance given to each
point will vary according to the behaviour’s required for the job.
• How well the candidate has identified the ‘Key’ issue of the item.
• Candidate interpretation of the information provided.
• Ease and speed with which the interviewee has arrived at their decision.
• The way in which the information has been evaluated.
• How effective the actions / decisions are in dealing with the presented problem.
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4. Sensitivity Training:
Sensitivity training is also known as laboratory or T-group training.This training is about
making people understand about themselves and others reasonably, which is done by
developing in them social sensitivity and behavioural flexibility.
It is ability of an individual to sense what others feel and think from their own point of view.
It reveals information about his or her own personal qualities, concerns, emotional issues,
and things that he or she has in common with other members of the group. It is the ability
to behave suitably in light of understanding.
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5.Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and understanding the
behaviour of others. In every social interaction, there is a motivation provided by one person
and a reaction to that motivation given by another person.
As by transactional analysis every person will exhibit three ego states in them such as child,
adult & parent
These three ego states are irrespective of age & gender
Ex : Sometimes when elder brother/sister when taking care of their younger sibling they may
exhibit parent ego state
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Continuation of Transactional analysis
This motivation reaction relationship between two persons is known as a transaction.
Transactional analysis can be done by the ego (system of feelings accompanied by a related
set of behaviours states of an individual).
This will be taught or demonstrated to trainee to make aware of the behaviour of other
people they might feel & handle in the working environment
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Syndicate method is a participative
method which basically consists of dividing up
the participants into number of groups for the
purpose of discussion, in exercise, or work on
a project.
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Process
 Preparation of subject/issues.
 Subject/issues should be informed to all the participants.
 Formation of group and chairperson selection.
 Observation during the discussion and stimulate each and every members for active participation
 Collection of the reports after the completion of time.
 Report presentation.
 Discussion/question on every report .
 Conclusion of the reports should be linked up with the subject matter.
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Discussion
Discussion is important to learning in all
disciplines because it helps students process
information rather than simply receive it.
Leading a discussion requires skills different
from lecturing.
The goal of a discussion is to get students to
practice thinking about the course material

Discussion
Steps in Discussions
• Develop a Clear Goal for the Discussion
• Problematize the Topic
• Select a Discussion Format
• Choose a Method to Assign Students to Groups
• Choose a Debriefing Method

Challenges in Discussion
Getting Started
Attendance
Losing Control
Discussion Monopolizers
Controversial Topics
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Fish Bowl Exercise
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Fish Bowl Exercise
The general idea is that rather than a large group having an
open discussion about something, which can be difficult to
handle and often only benefits a few active participants, a
smaller group (ideally 3 – 6 people) is isolated to discuss while
the rest of the participants (maximum of 50 people) sit
around the outside and observe without interrupting.
Facilitation is focused on the core group discussion
Less people = easier to facilitate.
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Fish Bowl Exercise
Fishbowls are useful for ventilating “hot topics” or sharing ideas or
information from a variety of perspectives
can help bring transparency to the decision-making process and
increase trust and understanding about complex issues.
Although largely self-organizing once the discussion gets underway, the
fishbowl process usually has a facilitator or moderator
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Fish Bowl Exercise
• Four to five chairs are arranged in an inner circle.
• This is the fishbowl. The remaining chairs are arranged in concentric
circles outside the fishbowl.
• A few participants are selected to fill the fishbowl, while the rest of
the group sit on the chairs outside the fishbowl.
• In an open fishbowl, one chair is left empty. In a closed fishbowl, all
chairs are filled. The moderator introduces the topic and the
participants start discussing the topic
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 Training Evaluation – Introduction
 Reasons for evaluating training
 Outcomes used in the evaluation of the
training programs
 Factors determining the outcomes of
Evaluation – Evaluation Techniques and
Instruments –Kirkpatrick Evaluation Model -
Formative & Summative Evaluation-Philips
ROI Model-Kaufman Five Level Model-
Anderson Model
 Resistance to training evaluation – Future
of Training and Development
 OrganizationDevelopment-Characters-
Process
BY
Asst Professor

Importance of Training Evaluation
• Training is a very costly and time consuming process. It is essential to
determine its effectiveness in terms of achievement of specific training
objectives.
• Individuals like to know how much they learnt or how well they are doing.
The sooner employees know the results of a quiz or test, the sooner they
can assess their progress.
• The sooner employees receive positive feedback from the trainer, the less
time they will waste.

Importance of Evaluation
Evaluation of training would provide useful information about the
effectiveness of training as well as about the design of future training
programmes.
It will enable an organization to monitor the training programme and
also to modify its future programmes of training.
The evaluation of training also provides useful data on the basis of
which relevance of training and its integration with other functions of
human resource management can be examined.
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Types Of Evaluation
The two types of outputs from the evaluation phase are Process
evaluation & Outcome Evaluation
Process Evaluation : Process Evaluation compares the developed
training to what actually takes place in the training program.
Outcome Evaluation : Determines how well training objectives has
been accomplished.
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Resistance to training Evaluation
Training Managers can come up with a surprising number of reasons
for not evaluating training. The reason are as follows
1) There is nothing to evaluate
For some companies training is simply a reward for good
performance or something mandated so everyone has to attend.
2) No one really cares about evaluating training
This explanation usually means that no one specifically asked for,
demanded or otherwise indicated a need for assessment of training
outcome.
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Resistance to training Evaluation
3) Evaluation is threat to job
This point indicates fear of result is the on e of the important reason
behind people not having evaluation system.
When people thing of evaluation they often connect with the single
final output at a part that represents success or failure.
Naturally no manager is ready to document a failure program when it
happens.
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Outcome used in the evaluation of training program
To determine how well the training met or meeting its goals, it is
necessary to examine various outcome measures. The outcome
ordered are as follows.
1) Reaction Outcome
These are measures of trainee’s perception, emotions and subjective
evaluation and are important because favorable reactions create
motivation to learn.
This outcomes tells whether the training ongoing is interesting or
boring
High reaction indicate from trainees indicate that the attention was
most likely and obtained.
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2) Learning Outcome
These outcomes are measured by how well the learning objectives and
purpose were achieved.
Employees KSA were measured to determine whether they were adequate
for job performance.
The outcome should be similar that of decided in the design stage.
3) Job Behavior Outcome
These are the measure of the degree to which the learned behavior has
transferred to the job.
It can be done only after completion of training.
The degree to which the job behavior improves place a role on how much
the training will improve the organization result
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4) Organizational Results
At this level of income organization performance gap is identified.
Some examples of organization results are
A. High levels of scrap are being produced.
B. Employees are quitting in record number.
C. Sales figures are dropping.
D. The number of rejects from the quality control is rising.
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EVALUATION MODELS
1) The Kirkpatrick Taxonomy Model
• Kirkpatrick Taxonomy is one of the most widely used methods for
evaluating the effectiveness of corporate training programs.
• Developed and designed by Don Kirkpatrick, the framework offers a
comprehensive four-level strategy to evaluate the effectiveness of any
training course or program.
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Evaluation Models
The four levels used in this are
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EVALUATION MODELS
Level 1: Reaction
This is the level where you gauge how the participants responded to the training given to
them. To be able to identify if the conditions for learning were present, you can ask the
participants to complete a short survey or feedback forms and gauge their reactions to
training.
Level 2: Learning
In the second stage, the idea is to understand what the participants learned from the
training. In most cases, practical tests or short quizzes before and after the training are
used to assess this.
Level 3: Behavior
This is the stage that takes place a while after the training. In this stage, you try to assess
whether the participants actually put what they learned into practice in their job roles. This
can be done either by asking participants to complete self-assessments or by asking their
supervisor to formally assess them.
Level 4: Results
In the last stage, you need to evaluate whether the training met the stakeholders’
expectations by determining the return on the expectations, also known as ROE
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EVALUATION MODELS
2) The Phillips ROI Model
Very similar to the Kirkpatrick model in approach, the Phillips ROI model has an extra step,
which is to evaluate the program’s return on investment (ROI) by measuring the difference
between training cost and training results.
Here is the step by step procedure to calculate ROI as per this method –
• Collect the pre-training data
The first step here is to collect pre-program data as a baseline measure that allows you to
compare metrics before and after training.
• Collect the post-training data
The next step is to collect post-training data through varied sources such as participants,
organizational performance records, team/peer group, participants’ supervisors, and other
internal/external groups.
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EVALUATION MODEL
• Isolate the effects of a training program
At this stage, determine whether results discovered are actually due to the training program.
Identify all the key factors that might have contributed to the performance improvement
• Convert the data to monetary gains
Once you’ve isolated the effect of the program, you need to convert the data to monetary values
and compare it to the overall program costs
• Calculate the return
Use the formula below to calculate the return.
In case the training results exceed the cost, it is an indication of a positive training ROI. Whereas if
the cost of training is more than the results, enterprises need to change their approach.
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EVALUATION MODEL
3) Summative and Formative Evaluation
• A thorough evaluation can give you the best insight into the drawbacks of
your training. So, it is also important to know how to assess a training
program both while it’s being developed (formative evaluation), and after
it has been delivered. (summative evaluation)
How to Conduct a Formative Evaluation?
• The steps to conduct a formative evaluation are –
• Reviewing the training materials with one or a group of trainees
• Using the material in a situation similar to that of an actual training
program to see the impact of the material
• Holding group discussions with the trainees to gain feedback
• Assessing the material with managers and supervisors who oversee
trainees
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Evaluation Models
How to Conduct a Summative Evaluation?
• Some of the steps to conduct a summative evaluation are –
• Testing trainees on how well they grasped the information provided
• Asking trainees for their opinion about the training program after it
has been delivered
• Measuring changes in production and quality of work that has been
accomplished post-training
• Conducting surveys or interviews with each trainer to gain a better
understanding of what they learned
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Evaluation Models
4) Kaufman's Five Levels of Evaluation
Kaufman’s Levels of Learning Evaluation is one of the other popular
types of training evaluation methods that build on or reacts to
Kirkpatrick’s model.
The levels and considerations of this method are as below –
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Evaluation Models
Level 1- Input and Process
The first level of Kaufman’s evaluation method is broken down into two parts. Level 1a is the
“Enabling” evaluation, designed to evaluate the quality and availability of physical, financial and
human resources. This is an input level. Level 1b, “Reaction,” evaluates the efficiency and
acceptability of the means, methods and processes of the proposed training program. Test subjects
are asked how they feel about the instruction.
Level 2 and 3 - Micro Levels
Levels 2 and 3 are classified as micro levels designed to evaluate individuals and small groups. Level
2, “Acquisition,” evaluates the competency and mastery of the test group/individual in a classroom
setting. Level 3, “Application,” evaluates the success of the test group/individual’s utilization of the
training program. Test subjects are monitored to determine how much and how well they
implement the knowledge they gained within the organization.
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Evaluation Models
Level 4 - Macro Level
“Organization Output” is level 4 in Kaufman’s method of evaluation. This
level is designed to evaluate the results of the contributions and payoffs of
the organization as a whole as a result of the proposed training program.
Success is measured in terms of the organization's overall performance and
the return on investments.
Level 5 - Mega Level
In the final level of Kaufman’s method of evaluation, “Societal Outcomes,”
the contributions to and from the client and society as a whole are
evaluated. Responsiveness, potential consequences and payoffs are gauged
to determine the success of implementing the proposed training program.
T.Manoj kumar

EVALUATION MODELS
Anderson's Model of Learning Evaluation
• Yet another type of training evaluation method, the Anderson model,
helps businesses to keep their business strategy a priority. There are
three stages to the Anderson Model –
• Stage 1: Evaluating your current training programs against the
business’ strategic priorities.
• Stage 2: The stage of measuring the contribution of training to
strategic business results.
• Stage 3: At this stage, you find the most relevant approaches for your
company and decide whether the ROI is worthwhile.
• If you’re not satisfied with the results of ROI measurement in stage 3,
it’s time to make improvements to your training programs.
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Reasons for Evaluating Training
1. To justify the existence of training department by showing how it
contributes to the organization's objectives and goals.
2. To decide whether to continue or discontinue training program
3. To gain information on how to improve future training programs
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Organizational Development
Kurt Lewin is the founding father of OD, a
German-American Psychologist. Kurt Lewin
played a key role in the evolution of organization
development as it is known today.
Organization development (OD) is the study of
successful Organizational Change and
performance.
Organization development is a deliberately
planned, organization-wide effort to increase an
organization's effectiveness and/or efficiency
and/or to enable the organization to achieve its
strategic goals.
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Organizational Development
OD relies on information from personality theory, learning theory,
motivation theory, group dynamics, power, leadership and
organizational design.
Organisational Development is a planned, systematic process of
organisational change based on behavior science research and theory
It is based on the principles regarding the behavior of individuals and
groups in organizations.

Characteristic of Organization Development
1. Planned change
- Also called change intervention
2. Comprehensive change
- OD involves total system
3. Emphasis on workgroups
- OD efforts are oriented towards individuals and groups
4. Long range change -
OD takes months/years to implement
5. Participation of a change agent -
The services of outside expert (Do it yourself is discouraged)

Characteristic of Organization Development
6. Emphasis on interventions
- Techniques by change agents
7. Collaborative management
- No traditional management (No - Do what I say)
8. Organisational culture
- Particular culture to particular organisation
9. Action Research
- The process of identifying the organisation’s specific
problems, gathering and analyzing organisational data and taking
action to solve problems

Organization Development-Process

The organizational development process is “based on the action research model opens in
new window which begins with an identified problem or need for change,” according to HR
People. It is cyclical, which means that it can be repeated as many times as necessary until
the desired result is achieved. The following are the four core steps of the organizational
development process.
DIAGNOSIS
• The first step in the organizational development process is identifying problems that
could interfere with organizational effectiveness. HR People notes that it “can also begin
when leadership has a vision of a better way and wants to improve the organization.”
• This step also involves understanding the causes. It may be completed through
interviewing or surveying members of the organization or business. According to Health
Behavior and Health Education: Theory, Research, and Practice opens in new window,
this step involves examining an organization’s:Mission,Goals,Policies,Structures and
technologies,Climate and culture,Environmental factors,Desired outcomes

ACTION PLANNING
• The next step involves creating an actionable strategy to address the problems diagnosed previously. It is a good
idea to come up with multiple plan options and then identify the most effective one to implement. This can
involve testing various solutions and assessing whether a chosen plan is achievable.
INTERVENTION
• During the intervention stage, leaders implement the strategy planned in the previous step. It is important to
closely monitor progress and adhere closely to the action plan. Depending on the identified problem,
interventions might include professional development, team building or structural interventions, HR People says.
EVALUATION
• Once intervention has begun, stakeholders should track the impact of the changes by gathering and analyzing
relevant data. Business leaders can then determine whether the intervention was successful or if other action
plans should be created to address the problem.
• The four steps of the organizational development process help organizations “better absorb disruptive
technologies, market opportunities, and ensuing challenges and chaos” so they can improve from the inside out,
Boundless explains

REFERENCES
P. Nick Blanchard and James W.
Thacker, EffectiveTraining: Systems,
Strategies and Practices
Pearson India Education Services Pvt.Ltd

mail id : manothamu@gmail.com
WhatsApp :+919150860613

Training Process Model: Analysis, Design, Development, Implementation & Evaluation

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