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1. Training of Trainers
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3. Ground RulesGround Rules

4. 4
Nam
e!
Experience
Organization
Education
Position
Knowledge about KPI’s!
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5. Chapter One: IntroductionChapter One: Introduction

6. Overview of WorkshopOverview of Workshop
A train-the-trainer model will be used to assist participants to developA train-the-trainer model will be used to assist participants to develop
and/or expand their skills to conduct effective trainings that areand/or expand their skills to conduct effective trainings that are
specifically related to the fair housing training curriculum provided.specifically related to the fair housing training curriculum provided.
Workshop Overview:Workshop Overview:

7. ObjectivesObjectives
• Develop participants’ capacity to plan, organize, and conduct training.
• Introduce participants to principles and concepts of training.
• Equip participants with knowledge of effective training methods and
visual aids and skills to use them.
• Identify effective ways to monitor and evaluate training sessions.
• Help participants develop training plans.

8. Activity: Ice breaking “Lifelines”Activity: Ice breaking “Lifelines”
Every participants will introduce himself then draw a line on a piece of flip
chart paper turned sidewise. At one end is your date of birth. Along the line
you should record the important events in your life that shaped what you
have become today.
L I f e l i n e

9. Importance of TrainingImportance of Training
Training is showing increasing importance due to:
•The Rapid Environmental Changes in all Aspects.
•The Significant Changes in Manpower Characteristics.
•The Various Challenges Facing Modern Organizations.
•Global Competition.
•The Need To Have Productive, Stable and Effective Manpower.

10. Principles of TrainingPrinciples of Training
Motivation
Motivation
Learning
by
parts
Learning
by
parts
Individual
Differences
Individual
Differences
Feedback
Feedback
Principles of TrainingPrinciples of Training
Time
Time
Balance
Balance
PracticePractice
Known
to
Unknown
Known
to
Unknown

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12. 1. Trainees should be given the opportunity to apply and utilize the theoretical
concepts that are presented in the training program.
2. Feedback is helpful since it makes trainees correct their mistakes, makes
training more interesting and enables trainees to set goals for improving
their performance.
3. Effective training is based on making a balance between a compacted
training and lengthy training.
4. Moving from the known topics to the unknown and from the easier subjects
to the more difficult ones.
Principles of TrainingPrinciples of Training

13. 5. Effective training should be associated with a motivation for trainees. This
motive could be self-development, a promotion or any other motive.
6. Segmentation of training: to provide people with relevant KSAs, this should
be done by dividing the whole subject into minor parts and these small parts
should be integrated to achieve the training goals.
7. Adequate time that is convenient to the trainee and also this means
conducting training on interval basis not on continuous basis.
8. The individual differences among trainees should be observed. Since
people are not alike and each trainee is a unique human entity, certain
differences will emerge concerning physical, conceptual, mental, social and
physiological aspects.
Principles of TrainingPrinciples of Training

14. Utilize and stimulate the SensesUtilize and stimulate the Senses
• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we hear & see
• 70% of what we do
• 90% of what we teach

15. Training System ComponentsTraining System Components
1. Training Needs Assessment ( TNA).
2. Developing Plans and Designing Programs.
3. Training Implementation.
4. Training Evaluation.

16. Inputs Processing Outputs
• Manpower
• Money
• Materials
• Tools & Aids
• Data
• Objectives
• Polices
• Technology
• Manpower
• Money
• Materials
• Tools & Aids
• Data
• Objectives
• Polices
• Technology
• TNA
• Developing plans
&programs
• Implementation
• Evaluation
• TNA
• Developing plans
&programs
• Implementation
• Evaluation
• Knowledge
• Skills
• Attitudes
• Higher performance
• Better quality
• Better morale
• Higher stability
• =Effectiveness
• Knowledge
• Skills
• Attitudes
• Higher performance
• Better quality
• Better morale
• Higher stability
• =Effectiveness
Feedback

17. Chapter Two: Planning of theChapter Two: Planning of the
TrainingTraining

18. Training Needs AnalysisTraining Needs Analysis
Defining and assessing training needs to find out
the deficiencies of knowledge, skills and attitudes
according to the organizational analysis.
Defining and assessing training needs to find out
the deficiencies of knowledge, skills and attitudes
according to the organizational analysis.
Translating needs into:
•Training needs
•Mechanisms
•Resources
•Tasks
•Time frame
Translating needs into:
•Training needs
•Mechanisms
•Resources
•Tasks
•Time frame
A detailed statement covering a specific training
need.
A detailed statement covering a specific training
need.
Training Needs
Trainin
g Plan
Training
Program

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20. What is a Training Need?What is a Training Need?
• It is a gap between the current employee’s competence level (what is) and
the desired competence level (what should be).
• The desired (ideal) level - the current level = the training need

21. Levels of Training NeedsLevels of Training Needs
AssessmentAssessment
TNA is carried out on three levels:
1.The organizational level.
2.The task level.
3.The individual.

22. How Training Needs Assessment isHow Training Needs Assessment is
carried out?carried out?
TNA is carried out according to the following steps:
1.Revising the objectives to be achieved and relevant activities during a future
period.
2.Collecting data about performance.
3.Data analysis.
4.Abstracting performance problems ( problems that can be solved by training).
5.Translating those problems into training needs.

23. First: Revising Future Objectives and RelatedFirst: Revising Future Objectives and Related
ActivitiesActivities
This is the first and logical step to start with in order to revise the main objectives of
the organization and its divisions during the coming period (e.g. 2020 or 3 years).
Analysis also considers the main activities required to attain the objectives. Here we carry
out the organizational and task analysis.

24. Second: Collecting Data about PerformanceSecond: Collecting Data about Performance
IndicatorsIndicators
Data is collected about : current performance levels, costs of activities and
problems associated with each sector or activity. Data is collected using a number
of methods including:
•Observation
•Reporting
•Personnel records
•Performance appraisal
•Job description cards
•Interviews
•Questionnaires ( addressed for managers and employees).

25. Third: Data AnalysisThird: Data Analysis
• Having secured the provision of data from various sources using the previous
methods, data collected is subjected to processing and interpretation via manual or
electronic data processing techniques. The purpose is to abstract meaningful
indications about performance problems.

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27. Fourth: Classifying Performance ProblemsFourth: Classifying Performance Problems
Once we have reached a list of performance problems, we start classifying these
problems into:
•Problems that cannot be tackled by training. These are the problems that need
certain methods of intervention rather than training. Examples of these problems include:
Structural problems, moral problems, resources problem...
•Problems that can be addressed by training. These are the problem that caused
mainly by deficiencies in knowledge, skills and attitudes and thus training is the effective
method to handle these problems and fill the gap of what is and what should be.

28. Fifth: Translating those KSA PerformanceFifth: Translating those KSA Performance
ProblemsProblems
In this last step, performance problems that can be solved via training are translated into
training needs:
•Quantitatively: The numbers of people need to be trained.
•Qualitatively: this refers to the KSA needed (by each individual).

29. Developing Training PlansDeveloping Training Plans
Training Plan: is a statement of the organization’s vision, objectives and the mechanisms
of achieving these objectives.
(1) Motivation (2) Resources
(3) Job Redesign (4) Training
High
Low
High
To explain the TN as a successful method of intervention to handle performance problems
related to the KSA deficiencies, the following figure is inserted to show the cases of
performance deficiencies and the adequate method to deal with each case:

30. Steps Of The Training Plan ProcessSteps Of The Training Plan Process
Revising previous training plans
Investigating & identifying the
resources and factors affecting training
Setting up priorities taking in account
certain consideration
Translating Training needs into
training objectives
Determining the requirements
and mechanisms relevant to the
accomplishment of the plan
The design of training programs
Developing the plan document

31. Revising the Previous Training PlansRevising the Previous Training Plans
• The aim of such a revision is to get certain guidelines and useful indicators
so as to identify the new aspects to be addressed in the light of the
emerging needs and variables.
• Help exclude some irrelevant and obsolete programs. Additionally, we can
reach certain new priorities according to the actual implementation of the
last year training plan.

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