TRAINIING AND DEVELOPMENT

Training and development is a function of human resource management concerned with organizational
activity aimed at bettering the performance of individuals and groups in organizational settings. It has
been known by several names, including "Human Resource Development", "Human Capital
Development" and "Learning and Development".

Training and development encompasses three main activities: training, education, and
development.

 Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.
 Education: This activity focuses upon the jobs that an individual may potentially hold in
the future, and is evaluated against those jobs.
 Development: 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

Typical Reasons for Employee Training and Development

Training and development can be initiated for a variety of reasons for an employee or group of
employees, e.g

 When a performance appraisal indicates performance improvement is needed

 To "benchmark" the status of improvement so far in a performance improvement effort
 As part of an overall professional development program
 As part of succession planning to help an employee be eligible for a planned change in
role in the organization
 To "pilot", or test, the operation of a new performance management system
 To train about a specific topic (see below)

Typical Topics of Employee Training

1. Communications: The increasing diversity of today's workforce brings a wide variety of
languages and customs.
2. Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.
3. Customer service: Increased competition in today's global marketplace makes it critical
that employees understand and meet the needs of customers.
 4. Diversity: Diversity training usually includes explanation about how people have
different perspectives and views, and includes techniques to value diversity
5. Ethics: Today's society has increasing expectations about corporate social responsibility.
Also, today's diverse workforce brings a wide variety of values and morals to the
workplace.
6. Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles,
benchmarking, etc., require basic training about quality concepts, guidelines and
standards for quality, etc.
8. Safety: Safety training is critical where working with heavy equipment , hazardous
chemicals, repetitive activities, etc., but can also be useful with practical advice for
avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful description of
the organization's policies about sexual harassment, especially about what are
inappropriate behaviors.

General Benefits from Employee Training and Development

There are numerous sources of online information about training and development. Several of
these sites (they're listed later on in this library) suggest reasons for supervisors to conduct
training among employees. These reasons include:

 Increased job satisfaction and morale among employees

 Increased employee motivation
 Increased efficiencies in processes, resulting in financial gain
 Increased capacity to adopt new technologies and methods
 Increased innovation in strategies and products
 Reduced employee turnover
 Enhanced company image, e.g., conducting ethics training (not a good reason for ethics
training!)
 Risk management, e.g., training about sexual harassment, diversity training

The Importance of Training & Development in the Workplace

Training presents a prime opportunity to expand the knowledge base of all employees, but many
employers find the development opportunities expensive. Employees also miss out on work time while
attending training sessions, which may delay the completion of projects. Despite the potential
drawbacks, training and development provides both the company as a whole and the individual
employees with benefits that make the cost and time a worthwhile investment.

Addressing Weaknesses
Most employees have some weaknesses in their workplace skills. A training program allows you to
strengthen those skills that each employee needs to improve. A development program brings all
employees to a higher level so they all have similar skills and knowledge. This helps reduce any weak
links within the company who rely heavily on others to complete basic work tasks. Providing the
necessary training creates an overall knowledgeable staff with employees who can take over for one
another as needed, work on teams or work independently without constant help and supervision from
others.

Improved Employee Performance

An employee who receives the necessary training is better able to perform her job. She becomes more
aware of safety practices and proper procedures for basic tasks. The training may also build the
employee's confidence because she has a stronger understanding of the industry and the responsibilities
of her job. This confidence may push her to perform even better and think of new ideas that help her
excel. Continuous training also keeps your employees on the cutting edge of industry developments.
Employees who are competent and on top of changing industry standards help your company hold a
position as a leader and strong competitor within the industry.

Related Reading: Importance of Safety Training

Consistency

A structured training and development program ensures that employees have a consistent experience
and background knowledge. The consistency is particularly relevant for the company's basic policies and
procedures. All employees need to be aware of the expectations and procedures within the company.
This includes safety, discrimination and administrative tasks. Putting all employees through regular
training in these areas ensures that all staff members at least have exposure to the information.

Employee Satisfaction

Employees with access to training and development programs have the advantage over employees in
other companies who are left to seek out training opportunities on their own. The investment in training
that a company makes shows the employees they are valued. The training creates a supportive
workplace. Employees may gain access to training they wouldn't have otherwise known about or sought
out themselves. Employees who feel appreciated and challenged through training opportunities may feel
more satisfaction toward their jobs.
Here are a few reasons that demonstrate the importance of training and development.

New Hire Orientation

Training is particularly important for new employees. This can be conducted by someone within
the company and should serve as a platform to get new employees up to speed with the processes
of the company and address any skill gaps.

Tackle shortcomings

Every individual has some shortcomings and training and development helps employees iron
them out. For example, at RateGain we have divided the entire headcount in several groups to
provide focused training which is relevant to those groups - sales training, first time managers,
middle management, senior leadership, executive leadership.

Improvement in performance

If shortcomings and weaknesses are addressed, it is obvious that an employee's performance

improves. Training and development, however, also goes on to amplify your strengths and
acquire new skill sets. It is important for a company to break down the training and development
needs to target relevant individuals. If I can draw examples from my organization, every
department has targeted training groups. These generally revolve around product development
training, QA training, PMP among others where internal and external process experts facilitate
various programs.

Employee satisfaction

A company that invests in training and development generally tends to have satisfied employees.
However, the exercise has to be relevant to the employees and one from which they can learn and
take back something. It will be futile if training and development become tedious and dull, and
employees attend it merely because they have to. As a company, we stress on industry specific
training and send many employees for international seminars and conferences that can be
beneficial to them.

Increased productivity

In a rapidly evolving landscape, productivity is not only dependent on employees, but also on the
technology they use. Training and development goes a long way in getting employees up to date
with new technology, use existing ones better and then discard the outdated ones. This goes a
long way in getting things done efficiently and in the most productive way.
Self driven

Employees who have attended the right trainings need lesser supervision and guidance. Training
develops necessary skill sets in employees and enable them to address tasks independently. This
also allows supervisors and management to focus on more pressing areas.
To transform our company into a learning organization and encourage a culture of continual
learning among employees, we have launched a training and development initiative called
'RateGain Lighthouse'. We call it lighthouse, as it symbolizes strength, guidance and direction.
We conduct various in-house training sessions on knowledge-building and skills & process.

The network facilitates various training sessions, based on experiential learning methodologies.
We have also engaged globally renowned experts like Aaron Ross, author of 'Predictable
revenue' and world renowned Sales coach and trainer. His session for our sales teams have
transformed the way we are working. The results from our training and development initiatives
have been very positive and it clearly shows that it is not a fad.

Training Methods: On Job Training and off

the Job Training Methods
A large variety of methods of training are used in business. Even within one organization
different methods are used for training different people. All the methods are divided into two
classifications for:

A. On-the-job Training Methods:

1. Coaching

2. Mentoring

3. Job Rotation

4. Job Instruction Technology

5. Apprenticeship

6. Understudy

B. Off-the-Job Training Methods:

1. Lectures and Conferences

2. Vestibule Training

3. Simulation Exercises

4. Sensitivity Training
5. Transactional Training

A. On-the-job training Methods:

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. Some of the commonly used methods are:

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. In India most of the scooter
mechanics are trained only through this method.

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.

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.

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). It helps us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

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.

The object of such training is to make the trainees all-round craftsmen. It is an expensive method
of training. Also, there is no guarantee that the trained worker will continue to work in the same
organisation after securing training. The apprentices are paid remuneration according the
apprenticeship agreements.

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.

B. 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:

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.

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.
Duration ranges from few days to few weeks. It prevents trainees to commit costly mistakes on
the actual machines.

3. Simulation Exercises:

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.

(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. Different games are used for training
general managers and the middle management and functional heads – executive Games and
functional heads.

(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.

(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. The steps involved in role playing include defining
objectives, choose context & roles, introducing the exercise, trainee preparation/research, the
role-play, concluding discussion, and assessment. Types of role play may be multiple role play,
single role play, role rotation, and spontaneous role play.

(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.

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 behavioral 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.

A group’s trainer refrains from acting as a group leader or lecturer, attempting instead to clarify
the group processes using incidents as examples to clarify general points or provide feedback.
The group action, overall, is the goal as well as the process.

Sensitivity training Program comprises three steps

5. Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and understanding the
behavior of others. In every social interaction, there is a motivation provided by one person and a
reaction to that motivation given by another person.

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 behaviors states of an individual).

Child:

It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses

which come to him/her naturally from his/her own understanding as a child. The characteristics
of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal
clues that a person is operating from its child state are the use of words like “I guess”, “I
suppose”, etc. and non verbal clues like, giggling, coyness, silent, attention seeking etc.

Parent:

It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses

imposed on her in her childhood from various sources such as, social, parents, friends, etc.

The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues
that a person is operating from its parent states are the use of words like, always, should, never,
etc and non-verbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.

Adult:

It is a collection of reality testing, rational behaviour, decision making, etc. A person in this ego
state verifies, updates the reaction which she has received from the other two states. It is a shift
from the taught and felt concepts to tested concepts.

ll of us show behaviour from one ego state which is responded to by the other person from any of
these three states.
Difference between on the job and off the job
training
Job training is an important Human Resource (HR) function and an absolute essential in today’s
competition. Though companies now days make hard efforts to hire the best available talent but
unless this talent is not polished through training, it can never give the optimum output. Job
training is an HR function which is concerned with enhancing the knowledge, skills and
competencies of employees for a particular job so that they perform to their best. A few believe
that training should be imparted only to the new recruits in order to make them learn about their
job as well as the organization. But in today’s fast changing business environment training must
be a continuous process so that any changes can be quickly and well adapted by the employees at
all levels. There are different training methods adopted by firms depending on their varying
needs. But broadly the training methods are categorized into on-the-job training and off-the-job
training methods. Let’s discuss how these methods differ.

On the job and off the job training methods

The major differences between these two training methodologies have been listed here:

1. On the job training involves imparting training in the real work environment i.e. it
believes in learning by doing; while off the job training involves imparting training
outside the real work environment i.e. the principle of learning by acquiring knowledge is
adopted.
2. Under on the job training the training and performance goes simultaneously so
production is not hindered at the time of training; while under off the job
training methods first training is imparted and then the real performance follows and
therefore does not add anything to actual production during training.
3. ‘On the job training aims at developing the best practices for a specific job and getting
the job done; while off the job training methods aim at learning basic facts and skills
and is more general in nature.
4. On the job training is usually imparted by experienced workers and first line
supervisors at the workplace; while‘off the job training is imparted usually by the
academicians and professionals at any place other than the real workplace.
5. ‘On the job’ training methods are suitable when the trainees are limited in numbers and
the job is not hazardous in nature; while off the job training methods can be utilized to
train any numbers of employees and for jobs that involve risks.
6. ‘On the job’ training methods are simple and less-expensive because they utilize the
actual workplace and firm’s supervisors for imparting training; while off the job
training methods are quite expensive as they need a complete different set-up. Training
here is imparted in an artificial set-up and outside experts are hired for the purpose.
 7. Most popular on the job training methods include job rotation and apprenticeship
training; while the popular off the job training methods include classroom lectures and
simulation exercises.
8. On the job training is generally imparted in case of manufacturing firms for production-
related jobs; while off-the-job training is mostly imparted for managerial and non-
production related jobs.

However, the kind of training methodology to be adopted depends on several factors that
includes:

1. The purpose of training

2. The budget of training.
3. The number of trainees.
4. The level of trainees in organizational hierarchy.
5. The time available.
6. Andd the nature of job for which the training has to be imparted.

Off-the-job training goes through following advantages:

1. High Productivity
The trained employees are placed in the actual work station; hence, high productivity is
maintained

2. No Production Error
In off-the-job training, the employees are trained outside the work environment. Therefore, they
are not involved in production process as in OJT. As a result, error in production can be
minimized.

3.Economy
Off-the-job training will be economical in the sense that a large groups of trainees are trained
simultaneously at a time. ersonal injury attorney los angeles
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Achievement

4. Free On Production
When the trainees are not involved in production process, the production activities can be carried
out without any interruption. Hence, it runs freely. Moreover, costly errors and injuries can be
avoided.

5. Large People
In off-the-job training, a large number of people can be trained at a time.

6. Less Time Of Training

Under off-the-job training, a large amount of information can be recovered within a short span of
time. During training phase, no production will take place; hence, training requires less time.

Advantages Of On-the-job Training (OJT)

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Trainee
Merit
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1. Simplicity
OJT is useful and simple to learn the jobs that can be learned by watching and doing. Under it,
the trainer need not explain and analyze the job detail, as employees can learn it by observing
and doing it in the actual work station.

2. Economy
OJT is economical in the sense that it does not require extra cost burden for arranging training
needs. Moreover, it does not require separate training space to provide training.

3. Actual Work Station

OJT is conducted at the actual work station; hence, employees can get first hand experience from
the job as they learn it through actual equipments and materials.
Financi al Statement
Incentive
Job Evaluations
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4. Immediate Productivity
Since trainees are involved in actual work process, quick learning and immediate productivity
will be obtained from the work performed by the trainees.

5. Quick Learning
OJT provides a favorable environment for quick learning. This is because trainees are involved
in actual work process.

6. Multi-skill
As it is a practical approach, it develops multi-skill in trainees. The employees can get quick
feedback about correctness of their performance.

Steps to Creating Effective Training

Programs
An effective training program is built by following a systematic, step-by step process. Training
initiatives that stand alone (one-off events) often fail to meet organizational objectives and
participant expectations. In today’s post we outline the five necessary steps to creating an
effective program.

1) Assess Training Needs: The first step in developing a training program is to identify and
assess needs. Employee training needs may already be established in the organization’s strategic,
human resources or individual development plans. If you’re building the training program from
scratch (without predetermined objectives) you’ll need to conduct training needs assessments.

2) Set Organizational Training Objectives: The training needs assessments (organizational,

task & individual) will identify any gaps in your current training initiatives and employee skill
sets. These gaps should be analyzed and prioritized and turned into the organization’s training
objectives. The ultimate goal is to bridge the gap between current and desired performance
through the development of a training program. At the employee level, the training should match
the areas of improvement discovered through 360 degree evaluations.

3) Create Training Action Plan: The next step is to create a comprehensive action plan that
includes learning theories, instructional design, content, materials and any other training
elements. Resources and training delivery methods should also be detailed. While developing the
program, the level of training and participants’ learning styles need to also be considered.Many
companies pilot their initiatives and gather feedback to make adjustments before launching the
program company-wide.

4) Implement Training Initiatives: The implementation phase is where the training program
comes to life. Organizations need to decide whether training will be delivered in-house or
externally coordinated. Program implementation includes the scheduling of training activities
and organization of any related resources (facilities, equipment, etc.). The training program is
then officially launched, promoted and conducted. During training, participant progress should
be monitored to ensure that the program is effective.

5) Evaluate & Revise Training: As mentioned in the last segment, the training program should
be continually monitored. At the end, the entire program should be evaluated to determine if it
was successful and met training objectives. Feedback should be obtained from all stakeholders to
determine program and instructor effectiveness and also knowledge or skill acquisition.
Analyzing this feedback will allow the organization to identify any weaknesses in the program.
At this point, the training program or action plan can be revised if objectives or expectations are
not being met.

Alternative view of the process

How To Create an Effective Training

Program: 8 Steps to Success
Nearly everyone recognizes the value and benefits of workforce training. When done properly,
training can make workers more efficient — increasing production, revenue, and profits while
decreasing costs, waste, and inefficiencies. Effective training can lead to increased compliance
with regulations. It can even lead to a happier, more satisfied workforce, which in turn reduces
turnover and costly onboarding.
Step 1: Perform a Training Needs Assessment
Imagine someone at work perceives a problem and thinks a new training program might resolve
it. For example, maybe the production manager says that her workers need to be more efficient
and create more units of a product. Before anyone rushes off, creates training materials, and
conducts the training, it’s a good idea to take a step back and assess the situation. That’s what the
training needs assessment is for.

The basic training needs assessment is a four-step process. Those steps are:

 Identify a clear business goal that the training supports

 Determine the tasks the workers need to perform so the company can reach that goal
 Determine the training activities that will help the workers learn to perform the tasks
 Determine the learning characteristics of the workers that will make the training more
effective

Sounds simple enough, but let’s break those four steps down a bit more.

Identify the business goal:

Don’t provide training if it’s not clear why you’re doing it, or if it doesn’t directly support a
business goal. Business goals include things like increasing revenue and efficiency, decreasing
costs and waste, supporting a new product, teaching a new or changed production process, or
complying with regulations. For example, a business goal might be to train employees to create a
new product.

Determine the tasks workers need to perform:

Once you’ve identified the business goal, ask yourself what your employees have to do if the
company is to reach that goal. During this phase, you’ll identify the “performance gap” between
what your workers can do now, and what they must be able to do. To keep with our new product
example, the workers might need to know what the new product is, how the product is produced,
and (most importantly) the tasks the workers must perform on the job to make the product.

Determine the training activities that will help workers learn to perform the tasks:

You’ve identified what the workers need to do, so now you have to identify the training activities
that will help them learn to do those tasks. To continue our example, this may include a quick
and short explanation of the product, an equally quick and short overview of the production
process, and demonstrations mixed with hands-on practice of the tasks they’ll have to perform on
the job.

Determine characteristics of workers that will make the training more effective:
Finally, consider the characteristics of your workers to determine the type of training that will be
most effective for them. In a perfect world, you’d cater training to each individual, but that’s not
always possible and you may have to consider the average characteristics of the group as a
whole. Consider these kind of things: are they more comfortable with computer-based training or
instructor-led training; do they like self-guided or self-paced learning, or would they struggle in
that environment; are they youngish or older; are there cultural issues that may factor in; do they
learn better from reading, listening, or doing; etc. And because it’s hard to create one-size
training that fits all, consider training that blends different aspects so you’ve got a better chance
of reaching everyone.

Step 2: Keep Adult Learning Principles in Mind

You could argue this step is already addressed at the end of step 1 or will factor into later steps,
and you’d be right. But it’s important enough to call it out on its own.

The workers you want to train are adults, and adults share certain characteristics that that make
training more effective for them (or less effective if you ignore the characteristics). If your
training recognizes and respects these adult learning principles, it’s likely to be more effective. If
your training disregards these principles, you’re throwing training money out the door from the
word “go.”

So what are these principles? Adult learners:

 Are self-directed
 Come to training with a lifetime of existing knowledge, experience, and opinions
 Are goal-oriented
 Want training that is relevant
 Want training that is task-oriented
 Learn when they see “what’s in it for them”
 Want to be and feel respected

You can see how these principles relate to the learner characteristics you identified during your
training needs assessment. And you can imagine how they should affect your training during
design and delivery. Remember the old saying that “you can tune a piano but you can’t tune a
fish?” Well, if you ignore adult learning principles, you’ll be trying to tune fish all day long.

Step 3: Develop Learning Objectives

Before you begin creating any training, it’s critical that you create a list of learning objectives.

Learning objectives are a list of things the workers must be able to do after the training is
completed. They are the “North Star” that all aspects of your training should be pointed at. Once
you’ve created your learning objectives, create content that covers the objectives—and nothing
but. In addition, any quizzes, tests, case studies, or hands-on exercises performed during training
to evaluate your worker’s comprehension of the training should assess only the workers’
understanding of the objectives. And finally, any observation of workers when they’re back on
the job to evaluate the effectiveness of the training should also focus on the performance of these
objectives.

To (intentionally) overstate the point, learning objectives are the end-all and be-all of your
training. Without objectives, you’ve got an out-of-control car without a driver.

There’s a lot to be said about learning objectives (and even more to be said); we’ve included a
few tips below.

They Can Address Knowledge, Skills, or Attitudes (KSAs):

A learning objective may address things that your learners can “know,” such as how product
flows through a machine; skills that your learner’s can perform, such as threading materials into
a machine; and attitudes that your employees can hold, such as the importance of threading
materials into a machine properly in order to create the best possible product.

Make them SMART:

When you write an objective, it should have five characteristics, known collectively by the
acronym SMART. The objective should be specific, meaning it’s very clearly stated and its
meaning is equally apparent to everyone. It should be measurable, meaning everyone can agree if
the learner satisfies it or not. It should be achievable, meaning the learner truly has a chance to
satisfy it. It should be relevant, meaning it’s important for the worker’s job. And it should be
time-bound, meaning it will be clear when the learner must be able to satisfy the objective
(typically, after training).

Step 4: Design Training Materials

Designing training materials is like planning a dinner party, coming up with a menu, and writing
the recipes. It’s the “plan before you do” phase of training creation.

While you’re designing your materials, keep the following points in mind:

 Remember that it’s important to design before you rush into the next step (development)
 Always focus primarily on the learning needs of your employees, and not on what’s easy
for your trainers
 Only create training content and assessments that relate directly to your learning
objectives
 Remember the adult learning principles
 Include as much hands-on practice or simulation as possible: people learn by doing
  Whenever possible, put the employees in control of the learning process (instead of the
trainer)
 Do everything possible to let the employees talk and interact with the trainer and with
each other during the training
 Make sure there’s plenty of opportunity for feedback during training
 Break your training materials up into small “chunks” that are easier to take in and
understand
 Order your “chunked” training materials in a logical manner—one step that builds on top
of another, or chronologically, etc.
 Try to use a “blended learning” approach that includes training in several different
formats (computer-based, instructor-led, etc.).
 Try to appeal to a variety of your workers’ senses during training—sight, hearing, touch,
smell, and taste (when appropriate and not dangerous). Sight is by far the most important
sense for learning, but adding the others when possible does help.

Step 5: Develop Your Training Materials

Once you’ve got your training materials designed, now’s the time to roll up your sleeves and
start developing them. It’s like you’ve written a recipe and are ready to cook the meal.

You may create a variety of training materials using several different tools
during this step. Here’s a look at a few options:

 Word, Excel, and similar “Office” programs to create handouts for employees and to
create training outlines and notes for the instructor of any instructor-led components
 Materials for hands-on elements and/or role-playing elements of the training
 PowerPoint for in-class projections and/or handouts to deliver to employees. Beware of
PowerPoint presentations that are nothing but screen after screen of bullet points,
however.
 Flip-charts, posters, transparencies, and/or computer-generated graphics for presenting
visual materials during training
 E-learning authoring tools such as Articulate Studio and Storyline or Adobe Captivate for
creating computer-based e-learning modules

These are just a few ideas. Be creative and mix and match these to best fit the employees’
training needs. While creating materials, always keep in mind two primary concerns: (1) the
things that will help your employees learn most effectively and (2) the learning objectives.

Step 6: Implement the Training

If designing is like writing a recipe, and developing is like cooking the meal, then this phase is
setting the table, ringing the dinner bell, and eating the food.
It may seem obvious, but one of the most critical things you’ll have to do in this phase is inform
the employees that will attend the training. Give them plenty of time in advance so that they can
work it into their schedules and complete any necessary pre-training preparation.

One thing to keep in mind is that a learning management system (LMS) can play a big role in
helping you during this step. An LMS is a software application used assign, deliver, track, and
report on training. If you use an LMS at work, it’s easy for your employees to log in and see the
list of training they’ve been assigned. Many learning management systems even include
notification systems that send emails to the workers when new assignments are made or due
dates are approaching. In short, an LMS can automate a lot of the clerical, scheduling, and
notification procedures you’d have to do yourself in this step (and they do a lot more than that,
too).

In addition, you may also have to do things like inform the workers’ supervisor, reserve rooms
for training, buy any necessary supplies, work through any scheduling or traveling logistics, and
perhaps even have food and drinks available. Get your ducks in order in advance, so your
training goes off as smoothly as possible.

Moving forward to the actual training, the implementation can take a variety of forms. It may be
classroom instruction; practice opportunities such as role-playing exercises, focus groups, case
studies, or small group assignments; on-the-job skills-based training; the delivery of paper-based
hand-outs for individual reading and study; the completion of e-learning modules on a computer;
a combination of some or all of these; or more.

If your training includes an on-the-job skills-based component, make sure you know exactly
what the employees must do to demonstrate competence. Define this in advance, when you’re
creating your learning objectives, and don’t leave it unstated or vague.

If your training includes a classroom instruction component, there are a number of things you
can do to make this more productive. Although the key things involve letting the employees be
active participants instead of passive and bored listeners, more mundane things like room
temperature, lighting, table and chair set-up, visual aids, and the instructor’s presentation style
also play a role. There are a number of good books and websites that can you help you with this;
the American Society for Training & Development’s website is a good place to start looking.

Here are some additional articles related to training delivery and management:

 Using an LMS to Onboard New Employees

 Benefits of Optional, Elective-Based Training
 Free Learning Management System (LMS) Buyer’s Guide

Download our free LMS Buyer’s Guide Checklist.

Step 7: Evaluate the Training

It’s easy to provide training to workers, pat yourself on the back, and think you’re done. But if
you do, you’ve put your cart before your horse.

If your goal is to deliver effective training that changes your worker’s behavior on the job—and
this SHOULD be your goal—then you need to confirm that the training was effective. The
standard way to do this is to use Kirkpatrick’s Four Levels of Evaluation.

7.1 As you may have guessed, this method involves evaluating the effectiveness of
your training at four different levels. Those four evaluations are:

7.1.1 Employees’ reaction to training:

Did the employees like the training? Did they feel like they learned? You can find this out by
observing the employees during training, asking their opinions, or handing out surveys. You can
hand out paper-based surveys after training if you want, but you may get better results if the
survey is online and anonymous.

7.1.2 Employees’ actual learning:

Assessments during the training should evaluate the employees’ actual learning of the objectives.
This might include simple tests for knowledge issues, or case studies, job simulations, or hands-
on exercises for skills and attitudes.

7.1.3 Employee’s post-training job behavior:

Are the workers taking the new knowledge/skills/attitudes from training and applying them at
work where it counts? Observations of the employees’ on-the-job work behavior will determine
this, as will other performance-based metrics.

7.1.4 Quantifiable business results:

Did the training result in reaching the desired business goal (i.e., did revenues rise, did costs
decrease, was the new product manufactured properly, or were workplace incidents reduced)?

After you’ve performed these four levels of evaluation, you may determine that the training was
as effective as you hoped, or even more. If so, congratulations and job well done. Now you can
pat yourself on the back. On the other hand, these evaluations may show that your training
wasn’t all you hoped it would be. If so, it’s time to revise the training and get things up to snuff.
Readers with long memories may have read about Kirkpatrick’s Four Levels of Evaluation and
felt the familiar tingle of déjà vu. If so, that’s because Kirkpatrick’s four levels map directly to
the four steps of the training needs analysis described at the beginning of this article. Check it out
for yourself in the table below.

KIRKPATRICK’S FOUR LEVELS STEPS OF TRAINING NEEDS

OF EVALUATION ASSESSMENT
Employees’ reaction Did the employees like the training?
Employees’ learning Did the employees learn from the training?
Are employees performing desired tasks on the
Employees’ post-training job behavior
job?
Quantifiable business results Was the business goal reached?

Step 8: Rinse, Lather, and Repeat Any Step When Necessary

You may have to return to different parts of this 8-step process in the future for a number of
reasons. As mentioned above, one would be if your original training proved to be ineffective at
any of the four levels. But you may have to do it again if you get new employees or if the work
process changes.

But that’s no cause for panic. Now that you know the method, just work your way through. If
you made some errors the first time—maybe you misjudged your employee’s learning needs,
misidentified the learning objectives, provided too much information during training, put too
little information into job aids, or held an instructor-led training that was dominated by the
instructor—just go back and do it better the next time.

Conclusion

So there you have it. Does training have an important role at the workplace? Absolutely. But it
can’t solve every problem, and its effectiveness depends on how it’s designed, developed, and
implemented. If you follow the eight steps listed above, you’ll find that your training programs
will be much more effective, leading to an increased training ROI, happier employees, and the
attainment of key business goals.