Handbook

of
Training Process

By
Aatrayee Ghosh

Handbook of Training Process

Contents

Topics

Page No.

1.

Module 1 Training Policy

2.

Module 2 Training Process

a. Chapter 1- Analysis Phase

b. Chapter 2 - Design Phase

c. Chapter 3 - Development Phase

10

d. Chapter 4 - Implement Phase

14

e. Chapter 5 - Evaluation Phase

16

After-Word

19

5.

Aatrayee Ghosh

Handbook of Training Process

Module 1
Training Policy

The term Training generally refers to acquisition of knowledge, skills, attitude, as a result of
teaching of vocational or practical skills and knowledge and relates to specific skills. It is often
referred to as Professional Development. At Intrasoft, we provide opportunity for and encourage
participation in job-related training programs for staff that will enhance skills and knowledge and
maximize job performance. The responsibility for participating in training is shared by individual
employees, supervisors/managers, and the company.
Responsibilities:
Team Leaders and Managers:
The main responsibility for training and training development lies with Team Leaders and managers.
Their responsibilities include the following:
To ensure that personnel under their supervision meet training requirements.
To determine training needs (using th tools given to them by the Training Department)
To ensure that the personnel complete the required training courses.
To retain individuals to serve as SMEs (Subject Matter Experts)
Maintaining the training records.

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Handbook of Training Process

Personnel:
Personnel are expected to follow these rules:
Attendance:
Missing more than two sessions in a row may result in dismissal from the course.
Inform the trainer when you may have to arrive late or leave early, (preferably in advance.).
Punctuality:
If one enters the session later than ten minutes into it, s/he will be marked absent for the
day, until and unless informed.
Assignments/Tutorials:
All assignments should be handed over on the specified day unless s/he is absent. Failure to
do so on more than one occasion will result in the participants dismissal from that training
program.
Conduct:
Participants will maintain a decent conduct during the training sessions and will show respect
for the trainer as well as fellow trainees. Failure in doing so may result in the trainees
dismissal from the training session.
Chewing gum is generally OK as long as it doesnt serve as a distraction, but NEVER chew gum
when giving a presentation!
Training team:
Single point of contact for all training scheduling, within the organization
Design and deliver trainings.
Training curriculum development and delivery for multiple teams.
Manage multiple curriculums according to level of skill.
Coordinate effectively with other functional groups.
Interact with various departments in the company and identify the training needs and chart
out an annual training calendar.
Developing a network of in-house resource people who will partner in the training efforts.
Chalking out a training calendar for the year and out up programs addressing the inventory of
needs.
Designing and developing evaluation tools to measure the effectiveness of training programs.
Designating Black-out period during which time no training is scheduled unless it is an
emergency.

Aatrayee Ghosh

Handbook of Training Process

Module 2
Training Process
The Training team follows the Instructional System Design (ISD) which can be represented with the
following model:

This is a general schema, each of which components shall be discussed in the following chapters. Each
component is integral to the training process as well and will eventually determine the training
success.

Aatrayee Ghosh

Handbook of Training Process

Chapter 1
Analysis Phase
The analysis phase is the
building block of a training
program. The basis for who must
be trained, what must be trained,
when training will occur, and where
the training will take place are
accomplished in this phase. This
process is where the main problem
identification is performed. It
includes the following:
Overview of the particular department or process to achieve greater understanding
Compiling Job Description which will include the following:
Post
Reporting status
Job type
Job summary
Duties and responsibilities (functional, organizational and managerial)

Analyzing tasks for performance problems (task analysis) or perform needs analysis using the
survey form.
Selecting tasks for training (tasks that have non-training related performance problems should
be solved by using other solutions)
Identifying SMEs (Subject Matter Experts) who will assist in the training.
Getting to know the target population including their educational background, job performance
requirements, present skill levels, specific interests
To construct performance measures, i.e., to create a benchmark that an individual has to
attain after training is provided to him.
Choose the instructional setting.
Estimate training cost (if applicable)

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Handbook of Training Process

Chapter 2
Design Phase
This phase begins with the end products of
the Analysis phase and ends in a blueprint of the
training program. This blueprint will contain five
key points:
Entry behaviors
This would include what the individual must already
know when he comes in for training. A training
program requires a base level of knowledge, skills,
and attitudes (KSA) that must be specified at this
stage. A sample of the learner target population should be tested to determine if their entry
behavior Skills, Knowledge, and Abilities (SKAs) match the proposed level of instruction.
Pre-training
behavior

The learners skills &

knowledge,
before training.

Post-training
behavior
The point at
which instruction
is started

Training started here is

a waste of resources

The learners skills

& knowledge,
after training

Training started here,

causes a learning gap.

Learning objectives
This outlines what the individual is expected to achieve upon completion of training. It
prescribes the conditions, behavior (action), and standard of task performance for the training
setting. The objective is sometimes referred to as performance or behavioral objectives. A
learning objective has three parts:

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Handbook of Training Process

An observable performance or behavior. One

objective should deal with one behavior only.
A measurable Criterion or standard that states the
level of acceptable performance, in terms of
quantity, quality or time limit.
Conditions of performance which describes the actual
conditions under which the task will occur or be
observed. Also, it identifies the tools, procedures,
materials, aids, or facilities to be used in performing
the task.
Performance test
The major purpose of the test is to promote the development of the learner. It ascertains
whether the desired behavior changes have occurred following the training activities. It
performs this by evaluating the learner's ability to accomplish the learning objective. It also is
a great way to provide feedback to both the learner and the instructor. That is the reason why
it is developed in the design phase, instead of in the development phase.
The tests are generally written and can incorporate these types of questions:
Open-ended questions
Checklist
Two-way questions
Multiple-choice questions
Ranking scales
Essay
An effective test combines one or more of these questioning patterns.
Performance steps
Learning cannot occur without proper sequencing of knowledge. Building steps will define the
pattern that the training will follow, e.g., arranging the learning objective from easy to hard or
in the order they are performed on the job. These are step-by-step instructions for performing
the process. They describe each step in sequence. You should ask, What does the SME do first,
second, third, and so on?" Nothing should be taken for granted as experts may do some things so
quickly that they are almost invisible. Often, they will not even be aware of the fact that they
are performing something because they have done it so many times it just seems second nature
to them.

Aatrayee Ghosh

Handbook of Training Process

Chapter 3
Development Phase
This phase elaborates and builds on the Learning
Objectives that were produced in the design phase.
Development is simply diagramming or outlining the
necessary activities that will assist the learners in reaching
the course goals. The end result is the completed
instructional courseware.
The key areas in this phase are as follows:
To list learner activity and choose delivery system
Development phase begins with specifying the learning
activities that will assist in the learning process. There
are two types of training media within a training
program. The first is the instructional setting or major
media. For example, the learners might go to classroom
training for 2 days. The second is the delivery systems
or learning strategies. These are the various
instructional methods that take place within the instructional setting. They are divided into the
following categories:
1. Lockstep
Classroom
Lecture
Telecommunication
Video
2. Self-paced
Computer-based training
e-learning or Internet Distant Learning
Personalized System of Instruction (PSI)
3. Job
Job Performance Aid
On-the-job

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Handbook of Training Process

4. Specialized
Best-Of-Class model (blended model)
Coaching
Mentoring
Review existing material
It is necessary to review existing materials, if any, and incorporate them into the program. This
saves resources and prevents duplication of materials. Also, existing materials pertaining to a
new program should be reviewed to ascertain whether they should be discarded or integrated
into the program.
Develop instructions
After all the pre-planning is done, that is the time to start developing the instruction material.
An Instructional Design Model for developing training material makes it easy to understand:

Chunk the materials Through this process, various chunks are created which start
from a fundamental, overall view to an elaborate, specific one. It follows the
mechanics of a zoom-lens, which starts from a wide-angle view to a more detailed
one.
Sequence it into a logical structure This process concentrates on putting the chunks
into a logical sequence, the sequence which the learner has to follow thereafter.
This generally means that the chunks are arranged in order of difficulty, from simple
to complex.
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Handbook of Training Process

Build an Interest Device The prime motive here is to hold the learners attention
while the learning point is delivered. This can be done by implementing any or all of
the following devices:

Storytelling

Demonstrations

Presenting a problem to be solved

Doing something the wrong way (the instruction would then be to show how to
do it the right way)

Why it is important

Organize the objectives This is the Task, Condition, and Standard built in the
design phase. Normally, the objectives built are too stiff or formal for informing the
learners. Reword them. If at all possible, get the learners' input for the objectives what do they need to learn that will make their job more effective or efficient.
Stimulate the recall of prior knowledge This allows the learners to build on their
previous knowledge or skills; e.g. remind the learners of prior knowledge relevant to
the current lesson, provide the learners with a framework that helps learning and
remembering.
Create strategies to foster Critical Thinking and Deeper understanding These could
be:

Build activities t to relate the information to the learners interests.

Encourage active participation as it helps in retention of learned material.

Point out content relationships

Ask rhetorical questions

Ask the learners for examples

Build Summaries and Relate it to the Next Period of Instruction the following
should be implemented:

Provide regular summaries.

Give them time to gather their thoughts.

Build in Reflection periods for deeper understanding.

Test the learners What we get tested on is what we remember the most and the
longest. This should have been built in the Design Phase.

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Handbook of Training Process

Help with the transfer of learning Transfer of learning is the influence of prior
learning on performance in a new situation. Ensure that the learner can apply the
knowledge acquired in his/her field of work.
Synthesize
When developing the training material and media, ensure that it is synthesized into an
integrated program. The following should be kept in mind:
It should flow as naturally as possible, with each lesson block building the foundation
for the next one.
Provide variety that is conductive to learning.
Break practice periods up with instructional periods.
Validate instructions
The last step is to validate the material by using representative samples of the target
population and then revising the program as needed. In the U.S. Army Artillery there is a firing
method known as the bracketing process. Fire and adjust! Fire and adjust! This process is
continued until there is fire for effect, and then adjusted again until the target is hit! The same rule
applies in developing course materials.

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Handbook of Training Process

Chapter 4
Implementation Phase
To some, this may sound like the easy part, but it
is actually the hardest part of the system. Good trainers
can make a poorly developed program work well and a
well developed program work great...bad trainers can
make neither work.
The most important factor in implementation is
the implementer or the trainer. These trainers need
specific skill-sets to be successful. Following is a
discussion on the various skills that a professional trainer
needs.
There are three factors that must happen for a successful
learning experience:
1. Knowledge: The trainer must know the subject
matter. She is the one who will provide leadership, will model behavior, and adapt to the
trainees various learning preferences.
2. Environment: The trainer must have adequate tools to transfer the subject matter to the
learners, i.e. adequate space, courseware, teaching aids, etc.
3. Involvement skills: To achieve a climate conducive to learning, involvement skills are
employed. Some of the involvement skills needed by trainers to coach their learners to success
are:
Flexibility: The trainer must adapt the training program to meet the learners needs
by responding to their individual learner needs.
Spontaneity: The trainer must be spontaneous in her delivery, so that it is
interesting to the people partaking. Otherwise, whats the difference between a
trainer and a videotape?
Empathy: This is the ability to perceive another person's view of the world as though
that view were your own. The trainer must empathize with the participants and
give seasoned, conscious responses.
Compassion: The trainer must alleviate stress within the class as it is generally not
conducive to learning. She must also understand how much stress she should induce
so as to make learning effective.

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Handbook of Training Process

Questioning: The trainer should implement the APC ( Ask, Pause, Call) method to
question, which is:
Ask the question
Pause to allow the learner time to think. The questions asked must help her to
gauge the effectiveness of the training. Wait around 10 seconds.
Call on someone to answer. This gets everyone charged up in anticipation.
Some hints for effective questioning are:
Know what you want to find out
Generate interest in advance
Use open-ended questions to elicit dialog.
Keep the questions short. Long questions are confusing
Ask questions with answers that will suggest a course of action
The categories under which questions can be asked are:
Knowledge it checks the extent of knowledge of the learner
Comprehension it involves the ability to interpret and communicate the
meaning of given variables
Application it implies the use of knowledge to solve problems
Analysis it requires a learner to examine information in parts and arrive at a
solution or response.
Synthesis it requires the learner to combine elements and parts into a unified
whole.
Evaluation it involves making judgments, appraising, choosing, assessing,
measuring, and critically inspecting some idea or object and determining its
relative value or worth.
Counseling: The trainer has to be well-equipped to provide counseling to the
learners both in a directive and non-directive manner. The directive manner is when
the trainer would identify and suggest solutions; in the non-directive one, the
learner identifies the problem and determines a solution after consultation with the
trainer. The trainer has to decide which method to implement in what situation.
Positive reinforcement: The trainer must ensure constant reinforcement of the
learners as it facilitates the learning process. This can be done by way of positive
gestures as well as encouraging words.

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Handbook of Training Process

Chapter 5
Evaluation Phase
This phase is ongoing throughout the entire ISD
process. That is, it should be performed during the
analysis, design, development, and implementation
phases. It is also performed after the learners return
to their jobs. Its purpose is to collect and document
learner performance in a training course, as well as
on the job. The goal is to fix problems and make the
system better.
There are 3 main purposes of evaluation. They are:
1. Feedback - Linking learning outcomes to
objectives and providing a form of quality
control.
2. Research - Determining the relationships
between learning, training, and the transfer of training to the job.
3. Intervention - The results of the evaluation influence the context in which it is occurring.
Evaluations are normally divided into two broad categories: formative and summative.
Formative evaluation (also known as internal) is a method of judging the worth of a program while
the program activities are forming (in progress). This part of the evaluation focuses on the
process. The summative evaluation (also know as external) is a method of judging the worth of a
program at the end of the program activities (summation). The focus is on the outcome.
According to Kirkpatricks four levels of evaluation, levels one and two (reactive and learning)
are formative evaluations while levels three and four (performance and impact) are summative
evaluations. The reactive evaluation is a tool to help determine if the objectives can be reached,
the learning evaluation is a tool to help reach the objectives, and the performance evaluation is a
tool to see if the objectives have actually been met, while the impact evaluation is a tool to judge
the value or worth of the objectives.

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Handbook of Training Process

The chart below shows how the evaluation process fits together:

Level One - Reaction

Evaluation at this level measures how the learners react to the training.
This level is often measured with attitude questionnaires that are passed out after most
training classes.
This level measures one thing: the learner's perception (reaction) of the course.
Learners are keenly aware of what they need to know to accomplish a task. If the training program
fails to satisfy their needs, a determination should be made as to whether it's the fault of the
program design or delivery.
Level Two - Learning
This is the extent to which participants change attitudes, improve knowledge, and increase
skill as a result of attending the program.
It addresses the question: Did the participants learn anything?
The learning evaluations require post-testing to ascertain what skills were learned during
the training.

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Handbook of Training Process

In addition, the post-testing is only valid when combined with pre-testing, so that you can
differentiate between what they already knew prior to training and what they actually
learned during the training program.
Measuring the learning that takes place in a training program is important in order to validate the
learning objectives. Evaluating the learning that has taken place typically focuses on such
questions as:
What knowledge was acquired?
What skills were developed or enhanced?
What attitudes were changed?

Level Three - Performance (behavior)

This evaluation involves testing the students capabilities to perform learned skills while on
the job, rather than in the classroom.
Level three evaluations can be performed formally (testing) or informally (observation).
It determines if the correct performance is now occurring by answering the question, "Do
people use their newly acquired learning on the job?"
Although it takes a greater effort to collect this data than it does to collect data during training, its
value is important to the training department and organization as the data provides insight into the
transfer of learning from the classroom to the work environment and the barriers encountered when
attempting to implement the new techniques learned in the program.
Level Four - Results
This is the final results that occur. It measures the training program's effectiveness, that is,
"What impact has the training achieved?"
These impacts can include such items as monetary, efficiency, moral, teamwork, etc.
Collecting, organizing and analyzing level four information can be difficult, time-consuming
and more costly than the other three levels, but the results are often quite worthwhile
when viewed in the full context of its value to the organization.

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Handbook of Training Process

As we move from level one to level four, the evaluation process becomes more difficult and timeconsuming; however, it provides information that is of increasingly significant value. Perhaps the most
frequently type of measurement is Level one because it is the easiest to measure. However, it provides
the least valuable data. Measuring results that affect the organization is considerably more difficult,
thus it is conducted less frequently, yet it yields the most valuable information.

After-word
The ultimate goal of any training is to enhance performance on the job-front. To ensure the
same some basic strategies need to be applied. Firstly, it is to be determined that the need is
actually a training and development opportunity and not caused by a lack of resources.
Secondly, a context has to be created for the training so that a connection can be made
between the training, the employee and the job. Post-training rewards and recognition is also
important for application of learned material. Thirdly, the goal should be to provide jobspecific and job-relevant training for optimum retention of knowledge. Fourthly, measurable
objectives and specified outcomes in a training and development initiative should be favored
at all costs. Finally, the employees should be intimated beforehand on the nature of the
course, the benefits they can earn from it and make sure they understand their
responsibilities thoroughly. Only when the above criteria are followed can training be touted
as a successful one.

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