B233 ESE 

Cheatsheet
*not meant for revision purposes. This is just me compiling stuff from
the 6P slides so that we don't have to scroll through unnecessary stuff to
Plea
get the info we need. s
Refer etoju st u
contents e
pageC T
toR L+
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what slide you need,
or just use Crtl+F lmao
 Content Page (not updated)
 Lesson 1  Lesson 3&4
 Human Capital vs Human Resources (slide 4) § 3 Levels of Training Needs Analysis (slide 19)
 Training and Development definition (slide 5) § Seven Steps for a Job Task Analysis (slide 20)
 Onboarding + Four 'C's (slide 6) § Difficulty-Importance-Frequency aka DIF (slide
21)
 Factors Influencing Work and Learning (slide
§ Skills Gap Analysis (slide 22)
8)
 Precursor to ADDIE (slide 9)  Lesson 5&6
§ Pedagogy vs Andragogy (slide 25)
 Lesson 2
§ Characteristics and Concerns of Adult Learners &
 The 'Analyse' in ADDIE (slide 11) Knowles' Core Adult Learning Principles (slide 26)
§ Expectancy Theory of Motivation (slide 12) § VARK Learning styles (slide 27)
§ Reinforcement Theory of Motivation + § Kolb's Learning Cycle (slide 28)
Schedule for Reinforcements (slide 13) § Four Components of Programme Design +
§ Training Needs Analysis – Causes & Outcomes examples (slide 29)
(slide 14) § Learning Objectives (slide 32)
§ Key Stakeholders in Training (slide 15) § Domains of Learning/Bloom's Taxonomy (slide
§ Data Collection Methods + Pros & Cons (slide 33)
16) § In-house or outsourcing training? (slide 34)
Lesson 1
 Human Capital vs Human Resources (slide 4)
 Training and Development definition (slide 5)
 Onboarding + Four 'C's (slide 6)
 Factors Influencing Work and Learning (slide 8)
 Precursor to ADDIE (slide 9)
Human Capital vs Human Resources
‘Capital’ ‘Resources’
Assets that can grow and increase in value; an investment. Money, time, inventory, raw materials, manpower

Human Capital (HC): Human Resources (HR):

Employees regarded as assets to the company that Resources used to produce work; implying that human
can:  resources are:
 Grow  Finite
 Increase in value  Usable
 Not interchangeable  Fixed value
 Easily replaced

1. From ensuring process adherence (HR) to

 Learning refers to employees acquiring
investing in talent (HC). A focus on human capital
knowledge, skills, competencies, attitudes
means moving away from ensuring compliance and
or behaviours.
administration to investing in people, for the
 The overall goal of training and
present as well as their future.
development is learning.
 What employees learn contributes to the
2. From gatekeeper (HR) to service provider (HC).
development of human capital.
The HR team's clients are internal. HR needs to shift
focus towards assisting and enabling a business'
talent rather than attempting to protect the
organisation from its people.
 Training: Planned effort to facilitate employees’
learning of current job-related competencies.

 Development: Formal education, job experiences,

relationship management, as well as assessments of
personality and abilities that help employees to
prepare for future job and company
Onboarding for New Employees
The process of getting new Onboarding VS Orientation
hires adjusted to the social Employee’s specific role in General Focus Employee’s role at the
and performance aspects of his or her department  company
their new jobs quickly and
smoothly.
Ongoing (could last a few Duration One-time event
Learn the Knowledge, Skills, months) 
Abilities, Others (KSAOs),
competencies and On-the-job  Setup Classroom or online
behaviours required to Specific to each new Content General Overview
function effectively employee 
Feel welcomed into the
Get new employees ready Outcome Get new employees ready to
organisation and prepared to be productive start working and ready to
for their new jobs take job-specific training
Four 'C's of Onboarding
Compliance Onboarding helps new employees adjust to
Understand basic legal and policy their jobs by establishing better relationships
or company related rules and to increase satisfaction, clarifying
regulation expectations and objectives to
improve performance, and providing support
Clarification to help reduce unwanted turnover.
Understand job and performance
expectations
Culture
Understand company history,
traditions, values and norms 
Connection
Understand and develop formal
and informal relations
Factors Influencing Work and Learning
Factor Description Effects
New Technology New machines/processes/services, new platforms (e.g. social media),  Alternative forms of delivery (e.g. webinars)
alternative work arrangements (e.g. telecommuting, virtual teams, contracted  Access to experts and learning by sharing
staff). Leads to: training in use of new technologies and platforms, new styles of  Greater accessibility (anytime and anyplace)
leadership & people management.   More realistic & customised (e.g. simulations, self-
pacing and feedback collection).

Globalisation International operations, employees of diverse background, new competitors,  Coordinating time zone and travel
new consumer markets / opportunities. Leads to: training in international  Translation and customisation of materials
supply chain and business management, cultural sensitivity & acclimatisation  Scaled-up training management (e.g. needs analysis
(including communication skills and social norms), languages, etc. and tracking of training delivery)

Talent Management More competition for talent, development, retention and engagement of talents  Structured development roadmap
part of business strategy. Leads to: new programmes (e.g.  Expert knowledge sharing, peer coaching and
postgraduate/executive courses) as well as training in leadership & employee mentoring, on-the-job training, apprenticeship
engagement.  Culture of lifelong learning

Diversity of Workforce Bigger talent pool (women), loss of talent (e.g. retirement), new concerns such  Meet different developmental goals
(Gender, Age and as employee health and work accessibility, communication or work style  Apprenticeship and knowledge sharing
Multi-generational) differences. Leads to: retraining older workers for new roles, staff wellbeing  Accessibility and representativeness of materials
workshops (health, family) cross-generational understanding training and fair (including avoiding stereotypes)
workplace practices training, etc.  Fair workplace practices training

Diversity of Workforce Greater availability of skills at lower cost, larger labour pool, increased  Global training centres
(Multi-cultural and opportunity for misunderstanding/favouritism among staff. Leads to: retraining  Translation of materials
multi-national) existing employees for higher-value jobs, cross-cultural training and immersion  Context of the training topics
programmes, technical or service training (local context), language, fair  Logistics and arrangement
workplace practices training, etc.
Designing Effective Training
 Analysis
 Business Strategy & Training Needs
 Learning Needs
 Budgeting 
 Design
 Learning Theories
 Trainer and Venue
 Lesson Plan
 Development
 Training materials
 Implementation
 Training Delivery
 Training Resources
 Trainers / Trainees
 Evaluation
 Evaluate Training Effectiveness
Lesson 2
 The 'Analyse' in ADDIE (slide 11)
 Expectancy Theory of Motivation (slide 12)
 Reinforcement Theory of Motivation + Schedule for Reinforcements
(slide 13)
 Training Needs Analysis – Causes & Outcomes (slide 14)
 Key Stakeholders in Training (slide 15)
 Data Collection Methods + Pros & Cons (slide 16)
ADDIE: Analysis
 Who are the learners (profile and
background)?
 What areas of learning is needed
(content)? How do these benefit
the learners? How motivated are
they to learn?
 How will the learning be delivered?
 Will the stakeholders’ needs be
met? What support or resources
are needed/available?
 What are the barriers/constraints
to effective learning? 
Expectancy Theory of Motivation
 Expectancy
 Expectancy is the belief that one's effort (E) will result in attainment of desired performance (P) goals. Usually based on an individual's past
experience, self-confidence (self efficacy), and the perceived difficulty of the performance standard or goal.
 Instrumentality
 Instrumentality is the belief that a person will receive a reward if the performance expectation is met. This reward may present itself in the form of a
pay increase, promotion, recognition or sense of accomplishment. Instrumentality is low when the reward is the same for all performances given.
 Valence
 Valence is the value an individual places on the rewards of an outcome, which is based on their needs, goals, values and sources of
motivation. Influential factors include one's values, needs, goals, preferences and sources that strengthen their motivation for a particular outcome.
 Valence is characterized by the extent to which a person values a given outcome or reward. This is not an actual level of satisfaction rather the
expected satisfaction of a particular outcome.

Situational Institutional Attitudinal Academic

 Responsibilities at home or  Learning style not catered  Low self-esteem & negative  Lack adequate basic skills
work & lack of suppport for adult learners. attitudes about being a (e.g. literacy, computer,
and resources (e.g. family  Lack of support & adult learner. research, critical thinking &
support, time & money). resources (e.g. scholarship,  Lack of interest in learning exam/writing skills).
 Effects of ageing (e.g. loss learning or specific courses.
of visual acuity or hearing, resources/facilities).
fatigue & chronic illnesses).  Prior learning and These are typical barriers
qualifications not
recognised.  to learning that affects
'Expectancy'
 Reinforcement Theory of Motivation
...something they LIKE ...something they DISLIKE
GIVE TO the person... Positive Reinforcement Punishment
Positive behaviour followed by positive Negative behaviour followed by negative
consequences consequences
(Manager praises the employee) (Manager scolds the employee)

TAKE AWAY from the person... Extinction Negative Reinforcement

Negative behaviour followed by removal Positive behaviour followed by removal
of positive  consequences of negative consequences
(Manager bans use of handphone to (Manager stops nagging the employee)
minimise distraction at work)

Potential Schedule for

Reinforcements:
 Training Needs Analysis – Causes & Outcomes
Business Causes (what might
cause a needs analysis Outcomes (of the needs analysis)
 New Legislation
 Who to Train
 New Technology
 What to Train
 New Products/Processes
 How to Deliver Training
 New Jobs/Staff
 How Frequently to Train
 Poor Job Performance
 Buy or Develop Training
 Higher Performance Standards
 Is Training the Solution
 Customer Dissatisfaction
 How to Evaluate Training
 Reduce Waste
 How to Enable Transfer of Training 
 Improve Quality
Nature of Problem (Example) Training Related?
Lack of knowledge and skill to perform a job Training
Trained but never or infrequently used the training content Non-Training
Training vs Know how to perform a job, but still does not perform Non-Training
Non-training
Performance expectation is unclear, or employee did not receive Non-Training
needs timely constructive feedback on performance
Processes are faulty, or employee lack required resources Non-Training
Employees do not have basic skills (e.g. basic literacy) Non-Training
Employees not motivated at work, or ready to learn Non-Training
Key Stakeholders
Stakeholder Their interests
in Training Data that can be
Other sources
of Training Needs
sourced from them
Data:
Senior  How will training support our business objectives or strategies? Understand business
management  What training should be prioritised? Employees in which business functions issues, and get Subject Matter
need training? leadership’s
Experts (SMEs): Gain
 What are the outcomes of training (e.g. retain talent, develop employees perspective. 
with the right knowledge, skills, abilities (KSA) for business advantage)?  in-depth
understanding of
Mid-level  How will training help meet my business goals? training topics and
(Line)  Which training should be given the priority? What KSAs are important?
Mangers Do we have resources for training (e.g. budget and manpower)?  technical expertise

 Who should be trained? needed for job
performance.
Trainers/  How will training support our business operations? Includes external
Learning &  Which training should be given the priority? What KSAs are important?  experts and highly
Development  Will managers support the training? competent
Team  Do we have the resources (e.g. budget, facilities, and Subject Matter
Experts)? employees in the
 How do we identify which employees need training? organisation. 
Employee/  Is learning rewarded? Understand the work
Learners  Will the content be valuable to me? What KSAs are important? environment, learn Customers &
 Will my manager support my training? how tasks are Vendors:
 Do I want to learn? currently done, and Get external
 Can I learn the training content? gauge learner perspective,
attitudes and needs. 
particularly as
customers are the
drivers of business. 
Data Collection Methods
 Observations
 Observations on quality of work include supervisor's direct observation, on-the-job simulations, and written
work samples.
 Individual Interviews
 Interviews involve asking probing questions to uncover the expectations, detail of problems, and knowledge of
experts; particularly when there is only 1 person or only a few people who can provide the input.
 Focus Groups
 It involves simultaneously asking a number of individuals about training needs. Best results occur with groups
of similar experiences or expertise. 
 Surveys
 Surveys generally use a standardised format to seek input from a large group of people. It can be done in
writing, electronically or by phone.
 Documentation (Review Records)
 Records can include accident reports, job descriptions, staff evaluations, exit interviews and other records such
as sales reports. These can be analysed to identify issues and training needs.
 Online Technology
 Use of digital technology leaves trails and records such as logs and recording of calls, which can be analysed for
training purpose.
Data Collection Pros Cons
Methods
Observation  Generates data relevant to work environment  Needs skilled observers
 Minimizes interruption of work  Employees' behaviour may be affected by being observed

Surveys  Inexpensive  Requires time

 Can collect data from a large number of persons  Possible low returns rates, inappropriate responses
 Data easily summarized  Lacks detail
 Only provides information directly related to questions asked

Interviews  Good at uncovering details of training needs, as well as  Time-consuming  Difficult to schedule
causes of and solutions to problems  Difficult to analyze  SMEs provide only such
 Can explore unanticipated issues that come up  Needs skilled interviewers information they think
 Questions can be modified  Can be threatening to SMEs you want to hear

Focus Groups  Useful with complex or controversial issues that one  Time-consuming to organize
person may be unable or unwilling to explore  Group members only provide information they think you want
 Questions can be modified to explore unanticipated to hear
issues

Documentation  Good source of information on procedure  You may be unable to understand technical language
 Objective  Materials may be obsolete
 Good source or task information for new jobs in the
process of being created

Online  Objective  May threaten employees

Technology  Minimizes interruption of work  Manager may use information to punish rather than train
 Requires limits human involvement  Limited to jobs requiring interaction with customers vis
computer or phone.
Lesson 3 & 4
 3 Levels of Training Needs Analysis (slide 19)
 Seven Steps for a Job Task Analysis (slide 20)
 Difficulty-Importance-Frequency aka DIF (slide 21)
 Skills Gap Analysis (slide 22)
3 Levels of Training Needs Analysis
 Level 1: Organisational Level
 A macro level analysis that helps identify areas where the employees of the organization lack
necessary knowledge or skills and provides need-based training. 
 Can clearly define measurable outcomes for a training and thus improve the chances of success of
the training program.
 Level 2: Operational Level/Task Analysis
 Determines what kind of training needs to be given to employees to achieve a specified level of
proficiency. This analysis can help identify the knowledge and skills required to perform specific
jobs at the workplace.
 Assesses the knowledge and skills required for specific job tasks and correlates these
requirements to the workforce’s actual knowledge and skills. The training needs can be identified
from the gaps revealed in this analysis.
 Level 3: Individual Level/Person Analysis
 Checks how each employee performs in his/her job role. The difference between the expected
performance and the actual performance helps you arrive at the training need.
 Gives a complete picture of employee performance and whether their performance meets
expected standards.
Seven Steps for a Job Task Analysis
 Identify Subject Matter Experts (SMEs)
 Look for SMEs who have a documented history of working in the area for which they are an expert.
 Make sure SMEs have actually done the work. They need to understand your challenges and the details surrounding those challenges. They’ve
analyzed requirements, measured data, documented business processes, managed critical projects, etc.
 SMEs need to understand industry best practices and can communicate those insights to help you improve your business model.
 Prepare for the Interview
 The interview is a discussion about the “who, what, when and why” of the position. A good way to prepare for the interview involves reviewing
any existing documentation about the job such as work instructions and job descriptions.
 Define Tasks and Responsibilities
 A responsibility is a broad category that will be broken down into more specific tasks.
 A task is a unit of work which has a definite beginning and ending point and results in the completion of a product or process. Task statements are
meant to be very clear and concise.
 Conduct interview and draft tasks
 Ask your SME what their main 3-5 job responsibilities are. Gives a base idea of the most important things involved in the job and may be
considered an initial pass at the list of responsibilities for your JTA.
 Verify Job Responsibilities and Tasks Performed
 Confirm and refine the JTS with SMEs and supervisors. Best to interview more than one person
 Gather additional information
 Gathering which competencies are required to perform each task may be helpful. Competencies are measurable patterns of knowledge, abilities,
behaviors and skills a person needs to perform occupational functions.
 Finalise Job Task Analysis
 A comprehensive list of main job responsibilities
 A list of tasks associated with each responsibility written in a concise format and approved by multiple SMEs
 List of competencies needed to perform the job
Difficulty-Importance-Frequency (DIF Analysis)
I don't think further
elaboration is needed for
this lol
Skills Gap Analysis
 Identify the skills required from a top-down organisational level (Job Task Analysis aka JTA)
 Give each skill an importance level (DIF)
 Rate the skill level required (dependent on the company/organization)
Afterwards, begin assessing each job role in batches, managers, front line support, all levels, until
you have a score for everyone. Have each person score themselves and have each person's manager
agree or disagree.
The templates can look something like these:
Skills Gap Analysis
Approaches to gather data on skills gap Description

Key Performance Indicators Key Performance Indicators (KPIs) determine how a person contributes to the
business as an employee. They also impact career progression, compensation,
rewards, benefits, and even retention. KPIs are very accurate indicators of
competency gaps in the workplace.

Employee assessments Tests and quizzes are a common way to do employee assessments, but other methods
also include practical assessments or role-playing activities

360-degree reviews Identify skill gaps through feedback on employee performance. Solicited from peers,
managers, and direct reports. Sometimes, this type of review also includes customers,
clients, and vendors. Good way of getting qualitative data.
Can also get responses regarding certain performance issues of employees as a whole
and use them for your team and individual training analysis. Can be taken from
surveys, focus group discussions and interviews.

Observations Observing employees at work is the perfect opportunity to find out how different
factors come into play when there are apparent skill gaps. It was mentioned that
numbers don’t really tell the story in all its entirety.

Performance benchmarks Another approach to identify skill gaps in the workplace is by benchmarking the
performance of the organization’s top performers. This sets a point of reference on
what the needed skills for success in the workplace are.
Lesson 5&6
 Pedagogy vs Andragogy (slide 25)
 Characteristics and Concerns of Adult Learners & Knowles' Core Adult
Learning Principles (slide 26)
 VARK Learning styles (slide 27)
 Kolb's Learning Cycle (slide 28)
 Four Components of Programme Design + examples (slide 29)
 Learning Objectives (slide 32)
 Domains of Learning/Bloom's Taxonomy (slide 33)
 In-house or outsourcing training? (slide 34)
 At a glance, andragogy refers to the methods and approaches used in adult education and is directed towards self-
actualization, gaining experience, and problem-solving. In contrast, pedagogy is an education method in which the
learner is dependent on the teacher for guidance, evaluation, and acquisition of knowledge.
Pedagogy VS Andragogy
 Dependent upon instructor for all Learner • Learner is self-directed
learning • Learner is responsible for own
 Instructor is responsible for what is learning
taught • Self-evaluation is characteristic of this
 Instructor evaluates learning approach

 Learner comes with little experience Learner's Experience • Learner brings volume and quality of
that could be tapped as a resource for experience
learning • Adults are a rich resource for one
 Experience of instructor is most another
influential

 Standard curriculum based on societal Readiness to Learn • Learning is for performing tasks,
needs solving problems
 Learning is a process of acquiring Orientation to Learning • Learning is for performing tasks,
subject matter solving problems
 Primarily motivated by external Motivation • Internal motivators: self-esteem, self-
pressures, competition for grades, confidence, self-actualization
consequences of failure
Characteristics of Adult Learners
 Take control of their own learning
Concerns of Adult Learners
 Experience / prior knowledge  Being made to feel that are wrong or do not know
 Pragmatic (dealing with things sensibly and realistically in enough.
a way that is based on practical rather than theoretical  Having their experiences/opinions disregarded
considerations
 Being unable to resolve tensions or contradictions
 Multiple roles (learner, employee, breadwinner) between what they know/do, and what is being taught
 Under pressure to perform well in their various sectors  Seeing no relevance or usefulness in training
(i.e. work, school)  Not being actively involved in the learning process
 Resistant to change
 Diverse

Things to note:
 Adults have a high sense of self-direction and
motivation
 Adults use their life experience to facilitate
learning
 Adults need to know how the information is
relevant
VARK Learning Styles
Visual Auditory Read/Write Kinaesthetic

Description Associates concepts with pictures. Pays Learns better through Works best with written Learns best by moving their
close attention to the body language and listening. Needs to hear oral words. Problem solving bodies and through physical
facial expressions of others. Has keen directions or explanation of strategies centres around interaction. Are hands-on
awareness of the aesthetics of the concepts. Easily distracted by reading and referencing, and learners. Solves problems
physical environment. Solves problems noises. Solves problems by possibly writing and noting through hands-on experience.
through the use of images, pictures, and talking through possible down the knowledge Wants to be actively-involved
colours.  solutions gathered.  in every step of the learning
process.
Characteristics Stimulated by gestures and Describes/ narrates Collects and organizes Likes concrete
picturesque language  ideas and stories information  experiences application

Challenges Lengthy texts Note-taking Symbolic information or Abstraction or theory

meaning

Tools  Pictures  Explain  Research Record  Role-plays

 Colours  Present  Lists/ Maps ideas  Experiments
 Drawing Activities  Summarize  Examples
Kolb's Learning Cycle
1. Concrete Experience - a new experience or situation
is encountered, or a reinterpretation of existing
experience.
2. Reflective Observation of the New Experience - of
particular importance are any inconsistencies between
experience and understanding.
3. Abstract Conceptualization reflection gives rise to a
new idea, or a modification of an existing abstract
concept (the person has learned from their experience).
4. Active Experimentation - the learner applies their
idea(s) to the world around them to see what happens.
Four Components of Programme Design
 A curriculum road map refers to a figure showing all of the courses in a
curriculum, the paths that learners can take through it, and the sequences in
which courses have to be completed (e.g. identify prerequisite courses).
 A design document can be used to guide the development of training and
explain the training to managers, SMEs, reviewers, or other trainers.
 A lesson plan translates the content and sequence of training activities in to
a guide that is used by the trainer to help deliver the training.
 A learning plan overview matches major activities of the training program
and specific times or time intervals.
Road Map Examples
Design Document and Examples
Learning Objectives
 Performance
 Describes what the learner will be able to do, what you want the Things to note:
trainee to be able to get back on the job.  Analyse your goals for the lesson. What
 Conditions is it you’re hoping to achieve?
 Identify outcome - how will you know
 What will you give the trainee to use, what will the working
environment be, time constraints etc that the students have achieved your
learning objectives? How will you assess
 Criterion learning?
 How well or to what level should the trainee perform? What are  Develop your instructional strategies -
the criteria for measuring success/competence. how will you facilitate students in
learning the objectives you identified so
LO: The participants must be able to calculate salary for the
that they are able to achieve the
employees, without any assistance from their managers, cutting
outcomes you’ve set for them?
across different business units, divisions, department and levels.  Implement - Try out your lesson plan or
unit with students.
LO: Smile at all customers even when exhausted, unless the  Evaluate - Were you successful? Did
customer is irate
students learn? Did they have fun doing
it? What should you change for the next
Performance
time?
Conditions
Criterion
Domains of Learning
 Cognitive
 Intellectual skills
 Affective
 Emotions
 Attitudes
 Values
 Psychomotor
 Physical
 Kinesthetic skills Bloom's Taxonomy of Cognitive Learning (newer version: 2001)
 Remembering: can the student recall or remember the information? 
 define, duplicate, list, memorize, recall, repeat, reproduce state
 Understanding: can the student explain ideas or concepts?
 classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase
 Applying: can the student use the information in a new way?
 choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write. 
 Analysing: can the student distinguish between the different parts?
 appraise, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test. 
 Evaluating: can the student justify a stand or decision? 
 appraise, argue, defend, judge, select, support, value, evaluate
 Creating: can the student create new product or point of view? 
 assemble, construct, create, design, develop, formulate, write. 
In-house or outsource?
 Autonomy (favour to in-house)
 In-house training gives the company more flexibility of how, where, and when training is delivered.
 Company focus (favour to outsource)
 Outsourcing to training organisations can help a business focus on its core activities without
additional burden.
 Company-specific knowledge (favour to in-house)
 It can be more effective to use an internal team to conduct training, compared to an external vendor
who may not know the primary business as well.
 Cost (favour to outsource)
 Specialised training organisations can provide training at reduced costs.
 Manpower (favour to outsource)
 Smaller companies may not have the resources to allocate a portion of its manpower to provide
training.
 Training expertise and technology (favour to outsource)
 Well-established training organisations usually have experienced trainers and the corresponding
technology.
Lesson 7
 Training Methods
 That's it lmfao
Method Strenght(s) Weakness(es)
Lecture  Quick and simple way to provide knowledge to large  Lacks participation, involvement and meaningful
group of trainees  connection to the work environment 
Demonstra  Immediately applicable to the job  May not be suitable for training a large group 
tion/  Provide in-session feedback to trainers on how well
Practice trainees are learning 
Video  Show situations and equipment that can’t be easily  May contain too much information
demonstrated in a classroom  May contain poor dialogue
 Use for improving communications skills, interviewing
skills, and customer-service skills 
OJT (On-  By observing peers or managers performing the job and  May pass on bad habits as well as useful skills.
the-job- trying to imitate their behaviors  May lack demonstrations, practices and feedback
training)  Using actual tools and equipment  Unstructured OJT can result in poorly trained
 Offered any time to the trainees at work employees 
Simulations  Represents a real-life situation  Expensive to develop
   Allows trainees to see the impact of their decisions in an  Needs constant updating to mimic the equipment and
artificial, risk-free environment  work environment 

Case Study  Process of discovery, analysis  May lack innovative ideas

 Trainees are likely to recall and apply their knowledge  Cases may not actually relate to the real world scenario
Business  Engaging  Requires plenty of preparation to ensure proper
games  Involves trainees to gather information, analysis for structure, execution, and realism
managerial skills
 Practise decision making process
Method Strenght(s) Weakness(es)
Role Play  Focus on physical, interpersonal responses  Requires trainees to assume different characters
 Interactivity among other trainees (emotional and and act out the roles in series of make-believe
subjective reactions) scenarios
 Training comes through reflection on the role-play
and require trainees to be engaged for the role-
plays to be effective 
Group Building  Best suited for developing skills related to group  Not suitable when the trainees are geographically
Methods effectiveness located at various areas
 Trainees interact in an informal environment  Not all trainees can cope with the physically
 Trainees likely to share strong emotional experiences  demanding activities
Behaviour  Presents trainees with a model where trainees can  More appropriate for teaching skills and behaviours
Modelling learn new behaviours by observing the correct than for teaching factual information.
behaviour being demonstrated. The trainees observe
the model and then imitate the behaviour of the model
 Appropriate for teaching skills and behaviours
 Appropriate when there is a lack of time 
Online/E-  Trainees control when and where they receive training  Cost of developing software and purchasing
learning  Training administration such as course enrolment, hardware are high
testing and training records can be done electronically,  Not all trainees are well versed in using technology
reducing the paperwork and time needed 

 The training budget for developing training methods can influence the
 There is considerable overlap between learning outcomes across the
method chosen.
training methods.
 If possible, you may want to use several different methods within a
 Optimally, hands-on methods provide a better learning environment
single training program to capitalize on the different strengths of each
and transfer of training comparing to the presentation methods.
method for facilitating learning and transfer.
Lesson 8 Lesson 8 SCORM
Notes

 Behaviour Modeling
 Group vs Team
 Group Building Methods
 Team Training
 Action Learning
 Adventure Learning
 Behaviour Modeling

 Behavior modelling is a hands-on

Components of Behaviour Modeling
method that presents trainees with
1. Modelling – Candidates watch live or video
a model who demonstrates key
behaviors to replicate and provides examples that show the correct behavior in
trainees with the opportunity to a problem situation
practice the key behaviors. 2. Role Playing – Candidates rehearse and
practice on some of the problem situations
 At the workplace, behavior in a simulated environment
modelling, a component of Social 3. Feedback – The supervisor provides
Learning Theory, is the act of
constructive feedback to all the candidates
guiding employees how to do smth
4. Execution – The candidates are encouraged
by showing them the standard
to apply their newly acquired skills when
modelled behavior. This process is
of the premise that people tend to they are back in their jobs.
inevitably learn things they see in a
hands-on way.
 Group Building Methods – Team Training
Team training coordinates the performance of individuals who work together, to achieve a common goal
Based on 3 Components
 Behavior: Performing action that allows communication, coordination and adaptation
 Knowledge: Mental models to function in new situations
 Attitude: Beliefs about the tasks and feelings about each other
Strategies
 Cross Training: Team members understand and practice each other’s skills so that members are
prepared to step in and take the place of a member who may temporarily or permanently leave the
team.
 Coordination Training: Instructs the team on how to share information and decision-making
responsibilities to maximize team performance
 Team Leader training: Training that the team manager or facilitator receives so that the leader is better
equipped to lead/perform
 Guided Team Self-Correction: Training that emphasizes continuous learning and knowledge sharing in
teams
 Scenario-Based Training: Training that places team members in a realistic context while learning
 Group Building Methods – Action Learning
Used by companies to 1) solve important problems, 2) develop leaders and 3) quickly build high-
performance teams
Steps in Action Learning
1. Identify stakeholders – These are the sponsors of action learning, such as the CEOs and top
managers, as well as the teams involved and the coaches.
2. Identify actual problem – This is where the situation is analyzed and the problem issue is identified
3. Selection of Group – The group who can address the problem is selected and the problem is
presented to the group
4. Group Discussion – This involves reframing the problem and agreement on what the problem is,
what the group should do to solve the problem and how the group should proceed
5. Data gathering and analysis – Data gathering and analysis relevant to the problem takes place, done
by the group as a whole as well as individual members.
6. Group presentation – The group presents on how to solve the problem, with the goal of securing a
commitment from the sponsors to act on the group’s recommendation
7. Self-reflection and debriefing – The group reflects on what they have learnt and what they could
have done differently
 Group Building Methods – Adventure Learning
 Focuses on the development of
teamwork and leadership skills through How to ensure that Adventure Learning Programs are
structured activities successful?
 Exercises should relate to the types of skills that
 It is an approach to instructional design
participants are expected to develop
that actively engages students in
 After the exercises, a facilitator should lead a
authentic, mentally and physically discussion on what happened in the exercise,
challenging tasks what was learned, how events in the exercise
 During adventure learning, students work relate to a job situation and how to set goals
both independently and collaboratively to and apply what was learned on the job.
complete tasks, solve problems, and
support one another as they are Concerns to look out for:
challenged to go outside of their comfort  Ability to include all trainees during the program
zones.  Physical demands of some exercises as well as
 Appears to be best suited for developing the requirement where trainees may need to
touch each other may increase a company’s risk
skills related to group effectiveness such for negligence claims such as
as self-awareness, problem-solving,  Personal injury
conflict management and risk-taking.  Intentional infliction of emotional distress
Lesson 9
 Transfer of Training (Near and Far Transfer)
 Theories
 Theory of Identical Elements
 Stimulus Generalisation Approach
 Cognitive Theory of Transfer
 Climate for Transfer
 Use of Technology in Transfer of Training
 Four modes of knowledge sharing that encourages Transfer of Training 
 Self-Management Programme
 Near Transfer Far Transfer
Definition Trainee’s ability to apply learnt Trainee’s ability to apply learnt
capabilities exactly to work environment. capabilities to work environment,
Transfer of Training even though it is not identical or
similar. 
Trainees would learn general
principles or concepts that they can
apply to a wide variety of situations. 
Use when:  Trainees need to follow standardised  Tasks involve more variable,
SOP, audits. interactions with people or
Refers to trainees’ effectively  Task are predictable. equipment.
 Series of steps must be followed to  Tasks are unpredictable.
and continually applying what attain the end product.   No step by step requirement.
they learned in training to their  Innovation and creative thinking
is encouraged.
jobs. Strats to  Provide SOPs, checklists, processes,  Include general concepts, broad
Trainees effectively and increase flow charts, guides. principles.
transfer  Giving explanation to any differences  Explain how these general
continually apply what they had between training and work tasks (for concepts can be applied in
learnt in training (knowledge, nonidentical but similar tasks). various different contexts.
 Focus on the important differences  Provide list of prompts or
skills, behaviours, cognitive between training and work tasks. questions to trigger thoughts or
strategies) to their jobs.  Understanding the procedure, step by see connections that may apply
step guide. to different situations. 
Leads to better job  Behaviours or skills that help them in
performance, staff satisfaction effective performance.
and Return on Investments
(ROI).
Transfer of Training Theories
Theory of Identical Elements
 Transfer of training occurs when what is being learnt in the training session is identical to the tasks the
trainee has to perform on the job.
 Transfer will be maximised to the degree that the tasks, materials, equipment and other characteristics
of the learning environment are similar to those encountered in the work environment.
 Particularly relevant in making sure that “near transfer” occurs.
Stimulus Generalisation Approach
 Transfer of training occurs when training emphasises on the most important features of a task or general
principles that can be used to complete a task or solve a problem.
 Can be seen in the design of skills training programmes where key behaviours are learnt and believed to
be applicable to a wide variety of situations.
 Particularly relevant for “far transfer”.
Cognitive Theory of Transfer
 Based on storage and retrieval of information by the learner.
 Likelihood of transfer of learning is increased by providing trainees with meaningful materials that
enhances the chances that they will link what they encountered in the work environment to the learnt
capability.
 Applicable to both ‘near transfer” and “far transfer”
Work environment Description
factors that influence
transfer of training
Manager Support Refers to the degree to which trainees’ managers:
1. emphasise the importance of attending training
programmes 
2. stress the application of training content to the job
Peer Support Transfer of training can also be enhanced by a support
network among the trainees.
A support network is a group of two or more trainees
who agree to meet and discuss their progress in using
learned capabilities on the job.
Opportunity to use Opportunity to use learned capabilities (opportunity to
Learned Capabilities perform) refers to the extent to which the trainee is Levels of management support for training
provided with or actively seeks experiences that allow
for application of the newly learned knowledge, skill,
and behaviours from the training programme.
Technological Support Technologies (electronic support systems) are being
& Reinforcements used to support training efforts. Training support
means that the technologies are helping to capture
training content, and to provide information to
employees whenever they need it in order to reinforce
learning Climate for
Transfer
Use of Technology in Transfer of Training
 Both near- and far-transfer of job related competences may occur by
playing realistic entertainment games.
 Automated feedback in stand-alone educational serious games for
procedural tasks could replace human tutoring to a certain extent.
 Games may teach relevant skills and enrich existing training curricula
to make learners more inspired, motivated and engaged
Self-Management Programme Prepare trainees to deal with obstacles by providing instructions in self-management
techniques at the end of the training programmes.

Four modes of knowledge sharing that

encourages Transfer of Training
Lesson 10
 Planning Process when implementing a training
 Learning Environment and Type of Learning
 Evaluating a Training Room
 Features of a Good Training Site
 Seating Arrangements
 Project/Events/Schedule Management
 Learning Management System (LMS) & Training Management System
(TMS)
Planning Process
1. Address the needs and concerns of different parties / stakeholders
involved in the training programme.
a. Determine the type of learning environment suitable for the training
b. Determine the list of tasks/actions required
2. Determine the lead time required for each logistic item/task.
3. Use a project management tool, such as the Gantt Chart to ensure
smooth execution of the programme.
Learning Environment and Type of
Learning
 Collaboration: The extent to which
learning will occur by interaction
with others 
 High collaboration means that training
requires a high level of interaction
with other participants
 Low collaboration means that training
requires a low level of interaction or
no interaction with other participants.
 Self-direction: The extent to which
trainees decide when, where, and
how they will learn
 High self-direction means that
trainees have freedom to decide
when, where, and how they learn
 Low self-direction means that trainees
have little or no freedom to decide
when, where, and how they learn 
Features of a Good Training Site
 Comfortable and accessible.
 Quiet, private, and free from
interruptions.
 Sufficient space for trainees to
move easily around in, offers
enough room for trainees to have
adequate work space.
 Good visibility for trainees to see
each other, the trainer, and any
visual displays or examples that will
be used in training (e.g., videos,
product samples, charts, slides). 
Seating Arrangements
Project/Events/Schedule Management
 (5W + 1H):
 What, Who, Where,
When, Why, How
 Simple tools:
 Action item
 Gantt Chart
 Learning Management System (LMS) & Training Management
System (TMS)
Learning Management System (LMS) Training Management System (TMS)
 A technology platform that can be used to:  A software that can be used to:
 Automate the administration development
 Delivery of all of a company’s training programs 
 Handle all the back-office administrative
tasks associated with running training
 Module vs Integrated sessions
 On site vs Cloud   Make sure that all the work leading up to the
A robust LMS should: courses, during the courses, and after the
 Centralise and automate administration courses, runs as smoothly as possible
 Allow employees to have self-service, self-guided
service The main difference between the LMS and
 Assemble and deliver learning content rapidly the TMS is that the LMS is about courses
 Consolidate training initiatives on scalable web- and learning management, and the TMS
based platform helps to manage all the administrative
 Support portability and standards processes (including learning
 Personalise content and enable reuse  management). [e.g. RP’s LEO 2.0] 
Lesson 11
 Importance of Conducting Evaluations Everything’s in here lol
 Types of Training Evaluations
 Evaluation process Lesson 11 SCORM
 Kirkpatrick Training Evaluation Model Notes
Evaluation Designs
Evaluation Designs

Example of Level 2 Evaluation

Evaluation Designs Example of Level 4 Evaluation

Example of Level 3 Evaluation

Lesson 12
 Cost-Benefit Analysis
 Return on Investment (ROI, lvl 5 of Kirkpatrick Model)
Cost-Benefit Analysis
Comparing the monetary costs of training to the benefits received in
non-monetary terms such as improvements in attitudes, safety and
health, etc.
Return on Investment (ROI)
ROI = Return / Investment
        = (Benefits – Costs)/Costs
$$ Benefits
 $$ gained
 Convert monetary value to non-
monetary Cost for hiring the part timer for 3 days = ($100 x10 ) x 3 days
                                                                       = $3,000
$$ Cost  Benefits of training:
 Direct cost (salaries of employees, • 50 – 30 = 20 additional parcels packed per employee.
• No longer have to pay the penalty for the 50 delayed packages per day
training room rental etc) Additional Benefits made after training per day = (20 x $3 x 10) + (50 x $5)
                                                                                     = $850
 Indirect cost (travel and expenses Additional Benefits made per (full) month = $850 x 20
of employees to the place, etc)                                                                              = $17,000
ROI = ($17,000 - 3,000)/3,000 
       = 4.67 (2.d.p)
Lesson 13
B233_LD13_6P.pdf
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