TRAINING PROGRAM

Training concept:

Training is a fundamental tool for Human Resources Management, it is a planned process

that seeks to modify, improve and expand the knowledge, skills and attitudes of new or
current personnel.

What is a training program?

It is a set of planned activities whose purpose is to improve the present or future

performance of your organization's employees, through the modification or enhancement
of their knowledge, skills or attitudes.

Training approach:

Training in addition to dealing with information, skills. Attitudes and concepts are now
oriented to the development of certain competencies desired by the organization. This
training is based on a pre-drawn map of competencies essential to the success of the
organization. These core competencies are then divided into organizational areas and
individual competencies. All competencies at the organizational, divisional and individual
levels are clearly and objectively defined so that they can be understood by all associates.
Based on this definition, training programs are established for all personnel involved.

Training is at the core of an ongoing effort designed to improve people's competencies

and, consequently, the organization's performance. This is one of the most important
processes in human resources management. Training is designed to provide talent with
the knowledge and skills they need in their current positions. Development involves
learning that looks beyond the current position and extends to the individual's career, with
a long-term focus, in order to prepare them to keep pace with organizational change and
growth.

Why should a training program be developed?

 Help the instructor think and imagine the development of the lesson as it is
structured.

 It allows to foresee the tools, materials and auxiliary means to carry out the event,
session, etc.

 Determines the different stages of the event in a systematic way.

 Incorporates the necessary contents for the development of the event without
saturating it.

 Time is distributed within an established timetable.

National University of Tumbes
Faculty of Economics
School of Management

 Defines the moments to carry out the group integration and perform the necessary
evaluations.

Functions of a training program:

 Guide training activities by outlining the objectives, activities, techniques and

resources to be applied during the instruction-learning process.

 Selecting the contents based on the analysis of activities in a systematic manner

based on the needs assessment.

 Provide the instructor with an overview of the event, allowing him/her to know the
structure of the event and assisting in the development of the session plan.

 To provide the trainee with the total vision of how the instruction-learning process
will be during the established period.

 Provide the basis for evaluating the program, i.e. the way in which it is structured
with respect to the selection and organization of contents and its location in
relation to the training plan of which it is a part.

Benefits of a training program:

1. How training benefits organizations:

 Leads to higher profitability and more positive attitudes

 Improved job knowledge at all levels
 Boosts workforce morale
 Helps staff to identify with the organization's objectives
 Creates better image
 Improves the relationship between company personnel
 Promotes the development


2. How staff training benefits:

 Assistance in decision making and problem solving

 Nurtures confidence, assertive stance and development.
 Builds leaders and improves communication skills
 Enables the achievement of individual goals
 Develops a sense of progress
 Eliminates fears of individual incompetence or ignorance.

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National University of Tumbes
Faculty of Economics
School of Management

Training Process:

Training is a cyclical and continuous process that goes through four stages:

1. Needs assessment: this consists of making an inventory of the training needs or

gaps that must be addressed or satisfied. Needs may be past, present or future.
2. Design of the training program
3. Implementation
4. Evaluation of training results

1. Diagnosis of training needs:

The first step in establishing an effective Training and Development Program (TDP) is to
analyze your company's needs. This provides information about where training is needed,
what the content should be and which people in your company should be trained in
specific knowledge, skills and abilities. There are two ways to determine or identify training
needs: the analysis of needs by levels (of the organization, of the operation or task and of
the individual person) and the analysis of the worker's performance. We will focus on the
first method because it is the most comprehensive and because the second is the subject
of a complete EBA guide through the Performance Evaluation Programs (PED).

Needs analysis by levels: It is a way to identify training needs.

Analysis at the organizational level: The analysis begins with the examination of the
strategy, short, medium and long term objectives of the organization as a whole.

 in some key positions, do we depend on just one person? Do we have back-up

personnel in critical positions in case the incumbent is not available?

 Is employee performance satisfactory, fair or unsatisfactory?

 If performance is unsatisfactory, is it due to a lack of knowledge, skills, and abilities

of the worker or a machine or tool that is not working properly? You should take
into account that different work groups have different training needs: line
supervisors, middle management, senior management.

Task-level analysis: It is necessary to determine which tasks must be performed in each

job, the skills required to perform them and the minimum acceptable level of performance.

 What is the frequency of this task?

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National University of Tumbes
Faculty of Economics
School of Management

 How important is the impact of poor performance for the company in terms of
added value?

 How difficult is it to learn how to perform this task? Undoubtedly, training efforts
should be selectively directed towards the most frequent, important and difficult to
learn tasks.

People-level analysis: The analysis focuses on your employees and seeks to uncover
discrepancies between actual performance and minimum acceptable levels.

 Who needs training? What type?

 What skills are required? Do they have the required skills?

 Are your workers physically and mentally fit to perform adequately?

 Are the necessary resources available to carry out your work?

 are workers rewarded for performing adequately?

 is poor work criticized? is good performance praised?

Methods for conducting an inventory of training needs:

An inventory of training needs can be carried out on the basis of four levels of analysis:

1. Organizational analysis: based on the diagnosis of the entire organization, to

verify which aspects of the mission, vision and strategic objectives should be
addressed by the training program.
2. Human resources analysis: starting from the profile of people to determine the
behaviors, attitudes, knowledge and skills required for people to contribute to
achieving the organization's strategic objectives.

3. The analysis of the job structure: based on the study of the requirements and
specifications of the jobs to know what are the skills, abilities and competencies
that people must develop to adequately perform their jobs.
4. Training analysis: based on the objectives and goals to be used as criteria to
evaluate the efficiency and effectiveness of the training program.

Means of detecting training needs

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National University of Tumbes
Faculty of Economics
School of Management

 performance appraisal: this makes it possible to identify those employees who

perform their tasks below a satisfactory level, as well as to find out which areas of
the company require immediate attention from those responsible for training.
 Observation: note where there is evidence of inefficient work, such as broken
equipment, behind schedule, wastage of raw materials, high number of disciplinary
problems, high absenteeism, high staff turnover, etc.
 Questionnaires: research by means of questionnaires and checklists containing
evidence of training needs.
 Interdepartmental meetings: discussions between the heads of different
departments on matters concerning the organization's objectives, operational
problems, plans for certain objectives and other administrative matters.

2. Training Program Design

The design of the training program or project is the second stage of the process. This
refers to the planning of training actions and must have a specific objective; in other words,
once the training needs diagnosis has been made, it is necessary to plan how to meet
those needs in a comprehensive and cohesive program. Scheduling training means
defining the six basic ingredients:

 Who should be trained: trainees or learners

 How to train: training methods or institutional resources
 What to train on: subject or content of training
 Who will train: instructor or trainer
 Where training will take place: training facility
 When to train: time or schedule for training
 Why train: training objectives

The program must be linked to the strategic needs of the organization. It is necessary to
assess the needs of the organization and the people and set precise criteria to establish
the desired level of performance.

Training methods:

 On-the-job training: is the training carried out during the individual's work activity,
by his immediate boss or by his specialized instructor; the instruments and
materials used are those of the job position.

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National University of Tumbes
Faculty of Economics
School of Management

 Off-the-job training: it is provided in specialized centers inside or outside the

company, based on a structured program. This type of training is appropriate for
the group teaching-learning process.

 Face-to-face training: this is the traditional teaching-learning modality, in which

the instructor interacts face-to-face with the participant(s). This modality is
indicated because participants require technical support and motivational
reinforcement during the learning process.

 Non-face-to-face training: this includes all training modalities that do not require
the physical presence of the trainer at the learning site, such as distance training
and self-learning programs.

 Individual training: it is adapted to the individual characteristics of each

participant, considering their potential and limitations in terms of knowledge,
experience, interests and learning style. It places each individual at the center of
the training process and requires personalized attention from the trainer when the
target group is heterogeneous.

 Group training: the subject of learning is a group of participants, and teaching is

given collectively. The strengths of group training are the possibility of creating an
environment of social interaction among the participants and with the instructor. Its
main challenge is the individual differences that may arise in the learning ability
and motivation of the participants, in order to achieve homogeneous learning within
the timeframe of the training program.

Training techniques:

a. Commissions:

 Participants are subdivided into small groups in order to study and

discuss a specific topic or problem, presenting solutions.

 Roles such as assembly director, committee heads and rapporteurs are

assigned.

 The opinions and solutions of the commissions will be socialized and

discussed by all participants.

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National University of Tumbes
Faculty of Economics
School of Management

b. Conferences:

 A specific topic is presented by one or more speakers.

 The participants take a passive attitude and the subject can be dealt
with in a few sessions.

 The stages of the conference: introduction, development, synthesis,

conclusions

c. Exhibition hall:

 It is one of the most common techniques and is applied by numerous

groups.

 The trainer delivers information to a group of participants

 The role of the participants is passive (they only ask questions and ask
for statements).

d. Learning in action:

 Applies to management level

 Participants analyze and solve real problems in other areas of the

company.

 They meet periodically to analyze the progress and results of their work
with the advice of one or more managers.

e. Public debate:

 A small group of specialists analyze a specific topic where each one

shares his or her opinion on the subject.

 They are conducted in front of an audience and the participants draw

their own conclusions at the end of which questions are asked to the
specialists.

f. Dramatization (role playing):

 Roles are assigned to be dramatized by the participants.

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National University of Tumbes
Faculty of Economics
School of Management

 They are instructor-led and their main objective is to develop

behavioral competencies.

 Its effectiveness depends on the seriousness and commitment of the

participants.

3. Implementation

This is the third stage of the training process. Once the needs have been diagnosed and
the training program has been developed, the next step is its implementation. The
implementation or realization of training presupposes the pairing of trainer and trainee.
Apprentices are people at any hierarchical level in the company who need to learn or
improve their knowledge of some activity or job. Instructors are persons at any hierarchical
level in the company, who are experienced or specialized in a certain activity or job and
who pass on their knowledge to trainees.

The implementation of training depends on the following factors:

 Adequacy of the training program to the needs of the organization: The

decision to establish training programs depends on the need to improve the level of
employees. Training should mean solving the problems that gave rise to the
diagnosed or perceived needs.

 The quality of the training material presented. Teaching materials should be

planned in order to facilitate the implementation of the training. The teaching
material seeks to concretize instruction, facilitate understanding through the use of
audiovisual resources, increase training performance and streamline the
instructor's task.

 The cooperation of the company's managers and leaders. Training should be

done with all company personnel, at all levels and functions in a coordinated set of
efforts.

 The quality and preparation of the instructors. The success of the

implementation will depend on the interests, hierarchy and capacity of the
instructors. The criteria for selecting instructors is very important. They must have
personal qualities such as: facility for human relations, motivation, reasoning,
didactic, ease of communication, as well as knowledge of the specialty.

 The quality of the trainees. The quality of the trainees influences the results of
the training program. The best results are obtained when trainees are properly
selected, based on the form and content of the program and the objectives of the
training, so that people form a homogeneous group.

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National University of Tumbes
Faculty of Economics
School of Management

4. Evaluation of the training program

The final stage of the training process is the evaluation of the results obtained. The training
program should include the evaluation of its efficiency, which should consider two aspects:

 To verify whether the training has produced the desired changes in employee
behavior.

 Verify whether the results of the training are related to the achievement of the
company's goals.

The evaluation of training results can be done at three levels, namely:

1) Organizational level evaluation: At this level, training should provide results such
as:

 Increased organizational effectiveness

 Improvement of the company's image.

 Improvement of the organizational climate.

 Improvement in the relationship between the company and its employees.

 Supporting change and innovation.

 Increased efficiency, among others.

2) Evaluation at the human resources level: At this level, training should provide
results such as:

 Reduced staff turnover

 Reduction of absenteeism

 Increased individual employee efficiency.

 Increased people skills

 Increasing people's knowledge.

 Change in people's attitudes and behaviors, etcetera.

Management 10
National University of Tumbes
Faculty of Economics
School of Management

3) Evaluation at the task and occupational level: At this level, training should
provide outcomes such as:

 Increased productivity.

 Improved quality of products and services

 Reduction of production flow.

 Improved customer service.

 Reduction of the accident rate.

 Reduction in the maintenance rate of machinery and equipment, among

others.

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