Lecture Notes

Systematic Approach to Training

1. The need to adapt to changing environment is very pronounced in the defence forces.
Cutting edge technology weapons and support systems are being continuously developed and
fielded across the world. As such there is ever present need to upgrade the training process to
ensure new weapon systems are exploited to their optimal potential. Under the circumstances,
the training methodology has to be precise, exacting and tuned to highest standards. Also the
training is imparted in pre planned cycles to ensure that skills remain sharp and knowledge
component is updated regularly.

2. In order to stream line the training process, US army in collaboration with Florida Estate
University, developed a five phase training model in 1975. It had distinct 19 steps for
implementation of training program as per following diagram.
3. The above system was termed as Systems approach to Training SAT or Instructional
System Design(ISD) . Subsequently it was further modified and a redesigned system was
introduced in 1981. It still had five basic phases but the implementation was slightly different as
per following diagram.

4. This approach to training has been further refined for the corporate world and is now
termed as Systematic Approach to Training and apart from Corporates has found universal
acceptance and is being used by various NGOs, educational institutions, international and
government agencies since training is inherent in all the jobs.
5. The reasons for the training have already been identified in the Introduction to Training and
Development lecture. To recap these could be any of the following:-
(a) Economic cycles, such as the one we are experiencing today in this pandemic to
adapt to emerging situations.
(b) Globalisation, today even the small companies are offering services across the
globe, an area where only big multinationals were working. So there is need to remain
competitive even in other countries.
(c) Increased value placed on intangible assets and human capital.
(d) Employee engagement.
 (e) Focus on link to Business strategy.
(f) Talent management.
(g) Customer service.
(h) Leverage New technology.

6. Systematic approach to training starts with the identification of training needs which
in turn is dictated by the strategic goals. The flow can be represented by the following
diagram:-

Strategic Goals

Analysis

Evaluate and validat Design

Implement Develop

Figure 1

Analysis
7. This is most important part of the cycle and lays down the foundation for other phases.
Once need analysis has indicated a gap exists for future functioning of the orgainisation or there
is a performance issue, the HR has to identify whether this requires training intervention or can
be handled by other methods such as motivation or job rotation etc. Analysing training needs
implies finding out what people need to learn. This is done by:-
(a) Analysing the knowledge, skills and attitudes/behaviours that each task requires; and
(b) Assessing the degree of competence of job-holders to meet those requirements.
8. In other words, whether there is a gap in in-house availability of skills, knowledge or
behaviour for envisaged activities in future, performance gap, safety procedures that need to be
addressed or new competencies that are essential to organisational objectives. It entails
organisational analysis, individual analysis and task analysis.

Design

9. Setting aims and learning objectives. This implies specifying what trainees should be able
achieve in terms of skill, knowledge and behaviour as a result of training.
10.This stage in the systematic approach is therefore concerned with planning the
optimal use of available training resources, and to select appropriate media to impart
training. Organisations may conduct this training with in house resources or may
outsource the same, should internal resources be not adequate. These have to be
planned within constraints such as budgets, operational demands, facilities,
availability of trainers & trainees and so on.
11.A training intervention takes account of the full extent of training that will be
needed to help people gain the performance goals desired. This can be planned for
groups or for individuals, and they can vary in duration.
12.A complete training program may include lectures, workshops, simulations, on the
job training, distance learning, simulator training, etc., besides courses. Designing
training refers to the application of appropriate training technique to devise learning
opportunities within the context of a training program. Design should answer
following:-
(a) What will be taught and the instructional methods to be used?
(b) Specific instructional objectives, ie, terminal objective and learning
objectives, ie, specific knowledge, skill and behaviour objectives after each phase of
training. The terminal objective being the skill, knowledge and attitudinal gaps
identified during the needs analysis.
(c) Resources to be used for training.

Development

13.Once training design has been completed then the training program is developed to
 include specific instructional content for workshop, seminar, lectures or presentation
etc. These may include lecture scripts, presentations, computer programs to run the
simulation, course contents, questionnaires to be used by trainers etc.

Implementation
14.Within the systematic approach to training, this is the stage where people undertake
learning activities. This requires active participation of the trainee and the support of
the orgainisation. The degree to which the trainee is willing to participate in training
activities depends on such factors as whether:
(a) The trainee recognises the need for training
(b) The trainee is sufficiently motivated to want to learn
(c) During implementation this motivation is maintained or increased
(d) The design of learning events is realistic within the context of the organisation
(e) Clearly defined objectives are used to direct learning activities
(f) The trainers possess sufficient technical and instructional skills and this may also
include an additional step of training the trainers.
(g) Personnel in the organisation who are associated with the training
activities, (management, supervisors and peers) support the application and
development of newly acquired knowledge, skills and attitudes.
15.The success of the implementation stage relies on these and many other factors. It
is often the fragile process by which learning is organised and the means by which
performance problems are resolved.

Evaluation
16.Training is only as good as the results it achieves and the benefits derived from it
by individuals and their organisation. The fifth and final stage is therefore to assess and
evaluate the results obtained from training activities. Assessment needs to answer three
basic questions:
(a) Did the training achieve what it tried to achieve?
(b) Did the training improve performance or solve the problem?
(c) Was the training worthwhile?
17. Types of assessment of training have been shown in figure given below:-

18.All stakeholders will assess whether training has been efficient and effective.
Assessment can be made in two distinct ways; one is to assess the process of training -
formative assessment, and the other is to assess at the end of training - summative
assessment.

Formative Assessment

19. Depending on the training methods being used, there can be many instances
where we can give trainees feedback information about their performance, which
will help them to improve. This is very practical in cases which involves simulators
or the computers. This type of assessment is built into the learning event and it
becomes an integral part of the learning process: the trainees may not even
recognise it as 'assessment'. It is, however, an essential feature of good training as it
provides feedback to both the trainee and the trainer.
 20. Computer-based training and interactive video programs, both are based on
the principles of 'programmed learning', include 'remedial loops.' In the event of
making an error, the trainee is presented with additional learning to overcome the
difficulty. Interactive program can take this a stage further by showing the trainee
the consequences of a certain decision and using the situation to provide additional
or remedial learning.
21. It is easy for trainee to be apprehensive of committing mistakes and
therefore formative assessment should be non-threatening and designed to help the
trainee to learn by assuring them that making errors is part of learning process.
Trainees should be assured that the results of the test will not be divulged to anyone
other than the trainer to evaluate the progress of learning to give the trainee
confidence.

Summative Assessment

22. The Driving Test is an example of summative assessment. The test will
produce a pass or a fail result based solely on performance, not on learning.
Summative assessment is used at schools and colleges. Summative assessment is
divided into two groups, Normative Assessment & Criterion - Referenced
Assessment.

Normative Assessment

23. Consider the final of the 100 meters in the any athletic meet. Eight athletes
are lined up ready to race. They are the best sprinters in their respective
organisations and in less than 15 seconds, results of the race are announced, with
one winner, although all of them may have broken the meet records. Since the
norm has been pitched at wining the race, it is 'Normative Assessment'. This is a
familiar in sport, but it is hardly appropriate in training for work. People are trained,
not to compete against each other but to help them improve their performance over
a long period (not 15 seconds), as individuals and as members of teams.

Criterion - Referenced Assessment.

 24. The purpose of training should be that all the training objectives are
achieved, performance improved and the problem solved. This is to strive towards a
situation in which everybody is a winner, and in that everybody achieves the
standard, or criterion for success. In most academic examinations 30 percent is the
pass mark, whoever has got it, is declared as passed. This forms Criterion -
Referenced Assessment.
Internal Validation
25. As a part of the Systematic Approach to Training (SAT) you have planned
and designed a training program based on the training needs identified through the
Training Needs Analysis. Accordingly, you have implemented the training program
to achieve the training objectives.
26. So a series of tests and assessments have been designed to ascertain whether
a training program has achieved the training objectives specified. Internal
Validation will give you the feedback on the quality of training and how it is
implemented. Reasons for doing internal validation include:

(a) It provides trainers with feedback about the training they provide.
(b) It checks whether trainees have achieved the specified obj ectives.
(c) It enables the quality of training to be monitored.
(d) It indicates where the effectiveness of training can be improved.
(e) It indicates where training can be more efficiently delivered.
(f) It provides the basis for certification.

External Validation

27. Now consider the people you have trained, where they have achieved the
objectives specified - based on the identification of their training needs. They will
now return to their jobs. His supervisor is interested to know whether the
performance of the trained officials has improved to a desired level. A process of
external validation will now be used to find out whether they are now able to
perform to a satisfactory standard. This process is likely to be done by the people
concerned at organisational level. Reasons for doing external validation include:
 (a) It involves line or departmental management
(b) It focuses on actual performance
(c) It can be related to identified training needs
(d) It establi shes the basi s for the transfer of learning
(e) It indicates the validity of the specified training objectives
(f) It can be used as evidence of competence
(g) It provides essential data for cost benefit analysis
(h) It proves the benefits being obtained from training

Evaluation

28. Once training has been completed and its validity has also been established,
the organisation may now decide to evaluate investment in the entire training
project. This might be done by senior management, by accountants, consultants, or
by customers. Each will use what they consider to be an appropriate criterion. While
doing this evaluation, it is likely that the results will also be used to evaluate the
training function, as a whole. Reasons for doing an evaluation of training include:

(a) Justification for the investment in training

(b) It includes cost benefit analysis
(c) It provides professional discipline for training management
(d) It encourages careful scrutiny of training proposals.

Conclusion
29.We have discussed the five phases of Systematic Approach to Training and we
have shown their inter-relationships. We Commence with the identification of training
needs through needs analysis. All levels of the organisation, from directional level to
shop floor individuals should be involved in this phase.
30.Next phase is Design of the training program. It is the primary responsibility of the
human resource professionals and operational managers, are to plan and design the
training program to solve the need gaps. In case expertise does not exist inhouse,
consultants with requisite competencies may be called in.
31.The third phase is development of exact material, such as lecture scripts,
simulations, presentations that would be used during implementation of the training.
32.Implimentation phase is conduct of training program by designated trainers for the
identified individuals or groups.
33.The last phase is evaluation, which in effect runs concurrently with all the previous
phases, providing valuable feedback for review of the program, its design and conduct.
It allows for suitable intervention should it indicate mid course correction is necessary.
34.Training intervention is powerful tool for organizations to remain relevant,
competitive and future ready in the fast changing world.