Updated G108 Training 30-11-13 - 8 1

Training and Development
30th of November, 2013
1
Main Agenda
• Main introduction
• Expectations
• Objectives of the module
• Topics
• Road map
• Methodology
• References
• Rules
2
Main Introduction
To compete, organizations must have skilled
motivated employees.
To remain competitive, organizations must
include employee training, education and
development as part of their overall strategy.
Given the rapid pace of change in today’s
business environment, employees must
continually learn through their careers to
maintain performance and ensure business
sustainability.
3
Main Introduction (cont.)
H.R.D. (Human Resources Development )
ensures that all K.S.A. (Knowledge, Skills
Abilities) and performance of the workforce
meet current and future organizational &
individual needs.
Main Introduction (cont.)
This is accomplished through activities and
programs that address employees through three
approaches:
– Training and Development
– Career Management
– Performance Management .
These activities should be aligned with the
overall strategic goals of the organization.
5
Let’s Know Each Other
• Name:
• Occupation:
• Industry/business sector:
• Years of experience:
6
Expectations
?
7
Main Objectives
In 9 weeks (8+1), and by the end of this module,
participants will be able to:
• Describe the role of the training function and
its impact on the company strategic goals
• Evaluate effectiveness of training
• Develop career management programs
• Develop and implement performance appraisal
process
8
Main Topics
1. HRD & Strategic Direction 3. Career Management
– Role of the training & development – Adult learning
– HRD strategic alignment – Theories of motivations
– Talent management
– Career development
2. Training – Employee development programs
– Challenges in Talent Management
– Assessment
– Design
– Development
– Implementation 4. Performance Management
– Evaluation – Organizational values and goals
– Performance management standards
– Employee performance
– Measurement and feedback
– Business results and employee growth
Road Map
Main Introduction
HRD & Strategic Direction Session 1 Role of the training & development
HRD strategic alignment
Assessment (TNA)
Session 2 Design
Development
Training Session 3 Implementation
Session 4 Evaluation
Adult learning
Session 5 Theories of motivations
Career Management Talent management
Career development
Session 6 Employee development programs
Organizational values and goals
Session 7 Performance management standards
Performance Management Employee performance
Measurement and feedback
Session 8 Business results & employee growth
Session 9: Exam
Methodology
• Research based learning
• Interactive instructor led sessions
• Transfer of knowledge techniques:
– Presentations
– Case study
– Videos
– Reading
– Discussions
– Knowledge sharing
– Exercises
11
Methodology (cont.)
Participants post module evaluation will be based on:
10% Participation A 92% and above

Excellent
10% Presentation A- 88% - 91%
10% Assignments B+ 85% - 87%

V. Good
B 80% - 84%
20% Case
B- 77% - 79%
50% Final Exam Good
C+ 75% - 76%
____
Pass C 70% - 74%
100% Total
Fail F < 70%
12
References
References (cont.)
14
References (cont.)
15
References (cont.)
16
References (cont.)
17
References (cont.)
18
Rules
• Don’t assume
• A bad question is the one you never asked
• Connect learning to real situations
• Submit your assignments on due dates
• Attendance
• Others (mobile, smoking, breaks, ..etc)
Note:
It is highly recommended to read the topics before each session
19
End of
Main Introduction
20
Topic 1
HRD & Strategic Direction
21
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Objectives
By the end of this topic, participants will be able
to:
• State the role of HRD function
• Define the link between HRD activities and
the organization strategic direction
• Align all HRD activities to the organizational
strategic direction
23
Topics
1. HRD & Strategic Direction
1.1 Role of the training & development
1.2 HRD strategic alignment
24
Organizations are increasingly concerned about

Critical Success Factors (CSF) impacting their
performance & achievements.
Knowledge (information, practices, skills , procedures…etc)
is a major CSF that might be lost because of
promotions, resignations, retirement . . .etc.
For this reason, Knowledge Management (KM)
became a strategic approach to success.
Knowledge Management focuses on:

• Reducing knowledge loss (due to employees turnover)
• Fostering learning culture
• Sharing organizational information
• Creating learning environment
• Retaining of Intellectual Property after the
employee leaves
HRD (Human Resource Development) is a set of planned

activities that provide employees with the
necessary KSA (Knowledge, Skills and Abilities) to meet
current and future business demands.
HRD activities should be planned for all
employees from the time they join the
organization to the end of their career.
The main role of any Training and Development
Function is to provide HRD in order to:
• Support the organization strategic direction
• Increase productivity and quality outcomes
• Lower performance deficiencies
• Increase employee commitment
• Lower employee turnover rates
• Reduce accidents
Topics
29
Since all HRD activities must support the

organization strategic goals and objectives,
Training Managers must ensure that all
development programs are aligned with
organizational goals.
This can only be accomplished by participating
in the business strategic planning process from
the beginning (when setting the mission, vision, strategic goals and
targets).
Training Managers responsibilities are to:

• Link training to business strategic goals
• Maintain a customer focus when designing,
developing and implementing training
• Measure training outcome
• Promote learning culture
• Secure training budget
Summary
End of
Topic 1
HRD & Strategic Direction
Thank You
End of Session 1
Topic 2: Training
2.1 Assessment
35
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
An organization is only as good as its people.
Many companies use the phrase “HUMAN
CAPITAL” to show how employees are seen
as valued assets.
In today’s business, training is considered an
investment not a cost.
Training & development is an endless process of
Assessment, Design, Development,
Implementation and Evaluation.
37
Introduction (cont.)
ADDIE model
Assessment
Design
Development
Implementation
Evaluation
38
Objectives
to:
• State the needs assessment process
• Select the appropriate level(s) of needs
assessment model
• Implement the training needs assessment
process
Topics
2. Training
2.1 Assessment (TNA)
2.1.1 Why needs assessment?
2.1.2 Levels of needs assessment
2.1.3 Needs assessment process
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training

Effective training must be developed based on
reliable Training Needs Assessment (TNA).
TNA is defined as the ongoing process of
generating information about performance in
an organization in order to make better
decisions about where and when to use
training.
2. Training
TNA is used to identify:

• Gaps between current & future performance
• Effectiveness in reaching goals
• Types of needed program
• Target audience
• Contents (based on fact rather than intuition)
• Parameters for cost-effectiveness
2. Training
Despite of the values of the TNA, management

often don’t conduct it due to:
• Lack of support
• Time-consumption
• Difficulty to summaries findings in objective
data
• Managers prefer action over research
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.1.2 Levels of needs assessment:

A complete needs assessment will look into
possible development needs on three levels:
1. Organizational TNA
2. Task TNA
3. Individual TNA
2. Training
1. Organizational TNA:
It identifies the KSA (knowledge, skills and abilities) that
will be needed in the future to cope with the
change in strategic directions.
Defining training needs based on a strategic
SWOT analysis is an example of
Organizational TNA.
2. Training
2. Task TNA:
It compares job requirements with employees’
KSA to identify areas requiring improvement.
Defining training needs based on changes in
processes, procedures, workflow, products or
services is an example of task TNA.
2. Training
3. Individual TNA:
It focuses on individual employee performance
to determine areas requiring training or
development.
Defining training needs based on employee poor
appraisal, mistakes or repetitive coaching for
the same problems is an example of individual
TNA.
48
2. Training
49
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.1.3 Needs assessment process:

The needs assessment
process is based on
the problem-solving
model, aspects of
which relate to HR’s
role in strategic
management.
2. Training
Step 1: Gather data to identify needs

• Surveys/questionnaires
• Interviews
• Performance appraisals
• Observations
• Tests
• Assessment centers
• Focus groups/group discussions
• Document reviews
• Advisory committees
2. Training
Step 2: Determine needs that can be met by

training
Training is not the solution for all problems.
Problems resulting from non-HRD issues
(such as obsolete equipment, insufficient rewards, conflict of values
should be identified and
and managerial styles)
referred to management in this step.
2. Training
Step 3: Propose solutions

After it is determined that a performance
gap exists and that training is the remedy,
all possible solutions should be examined
for their ability to address the problem.
Example:
• Design in-house program
• Tailoring programs through service provider
• Send trainees to public program
54
2. Training
Step 4: Calculate potential cost of training

The costs of all proposed solutions should
be calculated and the benefits of the
selected training program must determined.
The closer the training program is linked to
the vision, mission and goals of the
organization, the greater the possibility that
the program will be cost justified.
55
2. Training
56
2. Training
Step 5: Choose the training

Once all costs have been calculated, it is
time to select the most appropriate training
interventions and thus continue with the
next step (Design).
57
Summary
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
58
End of
Topic 2: Training
2.1 Assessment
59
Topic 2: Training
2.2 Design
60
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
ADDIE model
Assessment
Design
Development
Implementation
Evaluation
62
Introduction
Design is the phase where initial decisions
regarding course contents, goals, objectives,
delivery methods and implementation are
made.
The outcome of the design phase is a rough
sketch of what the final program will look like.
All major content components are included in
the order and method in which they will be
presented
Objectives
to:
• State goals definition
• Set SMART objectives
• Define target audience
• Select the instructional designer
Topics
2. Training
2.2 Design
2.2.1 Goals vs. objectives
2.2.2 Defining goals
2.2.3 Setting objectives
2.2.4 Defining the target audience
2.2.5 Selecting an instructional designer
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.2 Design
2.2.1 Goals vs. objectives:
Although the terms goals and objectives are
sometimes used interchangeably, there are
differences between the two.
Goals are general directions, somewhat vague,
not specific enough to be measured.
Objectives, are specific and measurable. They
can be output objectives, attitudinal or
behavioral.
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.2 Design
2.2.2 Defining goals:
The goal is a clear statement, usually in one
sentence, of the purpose and the intent of the
program.
The goal should answer the following three
questions:
– Who is the training for?
– What is the training about?
– Why is the training being conducted?
2. Training
2.2 Design
• Examples:
The goal of the HR Diploma is to provide HR
professionals with the needed KSA to perform
their jobs.
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.2 Design
2.2.3 Setting objectives:
Training objectives are based-on and derived-
from the goals of the program.
Training objectives are set to help participants
focus on learning, to ensure knowledge and
skill transfer and to provide a means of
measuring what has been learned.
In brief, they are the results the participants will
be able to perform at the end of the program.
2. Training
2.2 Design
Training objectives are specific tasks broken

down from training goals and they answer
these questions:
– What new behaviors will participant exhibit?
– What will they know and do differently after the
training?
– What standards and criteria should be met.
– What are the conditions under which standards
should be met?
2. Training
2.2 Design
The SMART model provides an easy way to

write objectives
S pecific
M easurable
A chievable (Action oriented)
R ealisatic
T ime bound
73
2. Training
2.2 Design
Well written objectives use action verbs such as

identify, list, describe, define, operate and
compose.
Non-action verbs should never be used, such as
understand, do better, or learn about..
74
2. Training
2.2 Design
Example:
to:
• State goals definition
• Set SMART objectives
• Define target audience
• Select the instructional designer
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.2 Design
During TNA, the target audience is generally
identified.
The following factors related to the audience
should be considered:
1. Aptitude
2. Prior KSA
3. Perception
4. Principles of adult learning
77
2. Training
2.2 Design
1. Aptitude
• It refers to one’s ability to learn information or
acquire a skill.
• Different target audiences have different
aptitudes for learning.
• In order for a program to be most effective, it
must address these aptitudes so that the
training is not beneath or above the
participants’ level
78
2. Training
2.2 Design
2. Prior KSA:
• Knowledge and skill levels must be
acknowledged when designing training.
• This can vary in the same target audience, so it
is important to find a way to accommodate
different levels.
• A balance must be achieved in the design of
the information so that participants are
receptive to learning
79
2. Training
2.2 Design
3. Perceptions:
• Participants’ attitude are influenced by their
perception of the program.
• A positive attitude toward the program helps
make it more successful.
• The best time to get a handle on the target
audience’s attitude is before the program is
developed. (This may be accomplished informally through
interviews, observations or questionnaires).
80
2. Training
2.2 Design
4. Principles of adult learning:

• People learn when they are ready to learn
• People learn from their mistakes
• People cannot learn what they cannot
understand
• People learn through practice
• People learn better when they see their
progress
81
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.2 Design
An organization’s size is the major deciding
factor as to whether or not it has a structured
internal training function.
A key decision is whether to develop a training
program “in-house” or to purchase it “off-the-
shelf”.
Both approaches have their advantages and
disadvantages.
83
2. Training
2.2 Design
84
2. Training
2.2 Design
The end result of the

design phase should
be in the form of a
course outline.
Summary
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
86
End of
Topic 2: Training
2.2 Design
87
Thank You
End of Session 2
Topic 2: Training
2.3 Development
89
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
ADDIE model
Assessment
Design
Development
Implementation
Evaluation
91
Introduction
The development phase involves the creation or
purchase of the materials to be used in the
training program and the final selection of
delivery methods and media.
It is always advisable to check learning material
that already exists in the organization to avoid
“reinventing the wheel” and to promote
consistency.
Objectives
to:
• State the types of training programs
• State the various delivery methods
• Define the most appropriate delivery method
depending on all variables
Topics
2. Training
2.2 Design
2.3 Development
2.3.1 Types of training programs
2.3.2 Delivery methods
2.4 Implementation
2.5 Evaluation
2. Training
2.3 Development

The common types of programs are:
1. Orientation (optionally followed by induction)
2. Skill and knowledge development
2. Training
2.3 Development
1. Orientation (optionally followed by induction)
• It is an initial phase where new employees
acquire general knowledge about the
organization. The objectives of orientation is
to establish relationship with coworkers and
gain a feeling of belonging.
• Induction, on the other hand, is a specific
training that is needed for a new comer to
perform his/her duties.
96
2. Training
2.3 Development
2. Skill and knowledge development

• It is a process where employee skill and
knowledge are developed on an ongoing basis.
• Skills training generally refers to soft skills,
technical, sales, interpersonal, quality and
many other training categories
97
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.3 Development

Training delivery methods can be defined as the
ways in which the information is conveyed.
It is the approach for teaching the content.
There is no right or wrong answer when deciding
which methods and media to use in a training
program.
99
2. Training
2.3 Development
Answering the following questions helps when

selecting delivery method(s):
– What are the learning objectives of the program?
– What are the cost limitations?
– What is the time frame of the program?
– What equipment is available for delivering the
program?
– Who is the audience?
100
2. Training
2.3 Development
• Delivery methods
– Classroom training
– Self-directed study
– E-learning
– Blended learning
– On-the-Job training
101
2. Training
2.3 Development
Classroom training
• This traditional mode is usually led by an
instructor in a classroom setting. The face-to-
face classroom structure permits the use of
several learning methods such as:
-Presentation -Structured exercise
-Case study -Group discussion
-Reading -Simulation
-Demonstration
102
2. Training
2.3 Development
103
2. Training
2.3 Development
Self-directed study
• It allows learners to progress at their own pace
through a set of training material such as
workbooks, CDs or web based materials,
usually without the aid of an instructor.
• Self-directed study may be combined with
other methods as well.
104
2. Training
2.3 Development
105
2. Training
2.3 Development
E-learning
• It is the delivery of formal and informal
training and educational materials, processes
and programs via the use of electronic media.
• It includes web-based learning, computer
based training (CBT), and virtual classrooms.
106
2. Training
2.3 Development
107
2. Training
2.3 Development
Blended learning:
• It is a planned approach to learning that
includes a combination of methods such as
classroom, e-learning, self-paced and
coaching.
108
2. Training
2.3 Development
109
2. Training
2.3 Development
On-the-job training (coaching)

• Around 80% of learning takes place on the job
• Coaching is the continuation of what has been
taught in classroom training
• It is provided to employees by managers and
supervisors at the actual work site.
• It utilizes demonstration and actual
performance of job tasks to be accomplished.
110
2. Training
2.3 Development
111
Summary
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
112
End of
Topic 2
Training
2.3 Development
113
Topic 2: Training
2.4 Implementation
114
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
ADDIE model
Assessment
Design
Development
Implementation
Evaluation
116
Introduction
The end result of the implementation phase is the
delivery of the training to the target audience.
This involves pilot programs, revising content,
scheduling, announcing and implementing the
program
A multitude of considerations influence how the
programs may be best implemented.
Objectives
to:
• Utilize pilot programs
• Revise content
• Schedule program
• Announce and implement programs
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.4.1 Pilot programs
2.4.2 Revising content
2.4.3 Scheduling the program
2.4.4 Announcing and implement the program
2.5 Evaluation
2. Training
2.4 Implementation
The implementation phase is the most visible

phase in the ADDIE process.
Success will be measured on the learning that
takes place during the delivery of the program.
At this point, the primary responsibility for this
success lies in the hands of the facilitator.
120
2. Training
2.4 Implementation
Pilot program is the most beneficial step in
implementing an HRD program.
It involves offering the program initially in a
controlled environment with a segment of the
target audience.
The feedback from participants of the pilot
audience is usually used to revise, modify or
change contents as appropriate.
121
2. Training
2.4 Implementation
Benefits of a Pilot Programs:

– Evaluate the sequencing of the content
– Measure the efficiency of the chosen learning
activities
– Assess the allotted time
– Examine the physical space in which the program
will occur
– Establish support for the program from key
stakeholders
122
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.4 Implementation
Based on the feedback provided from the pilot
audience, adjustments should take place prior
to final delivery.
Example:
– Changing sequence of topics
– Revising learning activities
– Modifying instructional method(s)
– Changing pace
124
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.4 Implementation
Scheduling involves paying attention to:
1. Facilitator selection
2. Facility selection
3. Environmental considerations
4. Space requirements
5. Seating arrangements
Others (deadlines for completion, participation at a distance, target
audience enrollment …etc).
126
2. Training
2.4 Implementation
1. Selecting a facilitator
Effective facilitators possess a variety of
characteristics and different styles that make
them suitable for leading a training session.
The training method and the target audience
should influence the choice of the facilitator.
127
2. Training
2.4 Implementation
128
2. Training
2.4 Implementation
129
2. Training
2.4 Implementation
2. Selecting a facility:
The location of the program has an impact upon
its effectiveness.
The choice of the training facility depends on
the target audience, the methods and media to
be used, special needs (PCs, simulation aids)
and program length.
130
2. Training
2.4 Implementation
On-site facility option might include labs,

classrooms, learning centers or conference
rooms.
Off-site training is often selected for multi-day
programs (hotels or conference centers)
The novelty of the new environment helps
participants to be more alert & involved (but more
administration is required to ensure that all logistics are taken care of).
131
2. Training
2.4 Implementation
3. Environment considerations:
Few considerations for comfortable classrooms
are good seating, acoustics, vision site-line,
room design, lighting, temperature, ventilation
and media equipment.
Breaks should be carefully planned to keep
participants refreshed and alert.
132
2. Training
2.4 Implementation
4. Space requirement:
Adequate space must be available.
Although there are no rules of thumb on square
feet per participant, participants should not feel
cramped or uncomfortable.
In general, highly interactive designs (role playing,
team exercises) require more space than
presentations
133
2. Training
2.4 Implementation
5. Seating arrangements:
The type of training and the size of the group
determine the seating arrangements.
General types of seating include classroom
(theater), banquet, circle and rectangular, with
each having variations.
134
2. Training
2.4 Implementation
135
2. Training
2.4 Implementation
136
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.4 Implementation
The effective way to increase interest in an
upcoming training program is to launch an
internal marketing campaign.
Giving participants a preview of the topics and
agenda creates interest, motivation, increased
attendance and increased preparation and
learning.
Training plan is then issued and distributed.
138
Summary
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
139
End of
Topic 2: Training
2.4 Implementation
140
Thank You
End of Session 3
Topic 2: Training
2.5 Evaluation
142
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
ADDIE model
Assessment
Design
Development
Implementation
Evaluation
144
Introduction
Evaluation consists of comparing the program
results to the established objectives to
determine whether the original needs were
met.
Participants’ reactions, learning, changes in
behavior on the job and changes in
organizational performance indicators are
considered when evaluating training results.
Objectives
to:
• Increase effectiveness of training
• Implement Kirkpatrick’s 4 levels of evaluation
• Use several sources for evaluating training
programs
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2.5.1 Increasing effectiveness (transfer of training)
2.5.2 Evaluation methods (Kirkpatrick’s 4 levels)
2.5.3 Sources for evaluating training programs
2. Training
2.5 Evaluation
Evaluation helps in:
– Determining if a program achieved its objectives
– Identifying strengths/weakness of programs
– Determining the cost-benefit ratio of programs
– Identifying which participants benefited most/least
from the program
– Gathering data to assist in marketing future
programs
– Establishing a database of information to assist in
strategic decision making
148
2. Training
2.5 Evaluation

Transfer of training is the effective & continuing
on-the-job application of the knowledge and
skills gained during the learning experience.
While learning is an important outcome for HR
programs, the organization needs the
participants to bring the new skills and
knowledge back to the work site.
149
2. Training
2.5 Evaluation
There is a variety of ways in which positive

transfer can be realized.
To understand how transfer of knowledge can
take place, it is helpful to understand the times
when it does not.
The most significant barrier participants
experience is the lack of reinforcement and
support when attempting to apply what they
have learned to their jobs.
150
2. Training
2.5 Evaluation
Most common barriers:

– Non-supportive organizational culture
– Pressure from peers to resist changes
– Impractical training programs or irrelevant content
– Discomfort with change and associated efforts
– Poorly defined/delivered training
– Newly learned behaviors are not valued or
modeled by participant’s manager
151
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.5 Evaluation
Donald L. Kirkpatrick model primarily focuses
on evaluating the effectiveness of training after
the program has been conducted.
Kirkpatrick, identified four levels at which
training can be evaluated:
– Reaction
– Learning
– Behavior
– Results
153
2. Training
2.5 Evaluation
Level 1: Measuring reaction
• By administering surveys or conducting
interviews with participants immediately after
the completion of the program.
• It measures how people liked the program, the
trainer and the environment rather than their
level of learning.
• This method is frequently used because it is
the easiest to administer.
154
2. Training
2.5 Evaluation
Level 2: Measuring learning

• It involves measuring how well participants
learned facts, ideas, concepts, theories and
attitudes.
• Three methods of measurement:
– Post-measure
– Pre/post-measure
– Pre/post-measure with control group
155
2. Training
2.5 Evaluation
Level 3: Measuring behavior

• Behavior is more difficult to measure than
reaction and learning since it takes place out of
the training environment and is usually done
by the participant superior.
• Methods for evaluating behavior include:
– Performance tests – Observations
– Critical incidents – 360-degree feedback
process
– Simulations
156
2. Training
2.5 Evaluation
Level 4: Measuring results

• Results are measured by comparing the effect
of training programs on the achievement of
organizational goals.
• The difficulty is pinpointing whether the
training program was the sole factor affecting
the results.
157
2. Training
2.5 Evaluation
• ROI analysis is an example of how to

determine results (results such as productivity, turnover,
quality, time, sales and cost are concrete).
• Results can also be determined from progress
toward organizational goals or performance
appraisal.
• In brief, measuring results relies on comparing
the company records before and after training.
2. Training
2.5 Evaluation
• US organizations spend more than 109 billion

US$ on employee learning and development
each year.
• Many medium-size companies fail to link their
training & development to their business plan.
• ROI is the ratio of the total cost of a training
and development program relative to the total
benefits gained from it
2. Training
2.5 Evaluation
160
Topics
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
2. Training
2.5 Evaluation

In evaluating the effectiveness of training
programs, every attempt should be made to
achieve an objective viewpoint.
The way to do this is by soliciting information
from several sources including the facilitator,
the participants and management.
162
Summary
2. Training
2.2 Design
2.3 Development
2.4 Implementation
2.5 Evaluation
163
Assignment # 1
Name, group number, date, occupation, years of
experience.
Topic: Training and Development
Please refer to your company and:
1. State the actual current training process
2. Analyze how the training is supporting the
organization strategic direction
3. Compare the company’s training process to the
ADDIE model.
4. State your recommendations for improvement
164
End of
Topic 2: Training
2.5 Evaluation
165
Thank You
End of Session 4
And
Topic 2: Training
Topic 3
Career Management
167
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Introduction
Career management focuses on exploring and
fostering individuals’ capabilities and capacity
to grow.
Growing relies on individuals’ engagement in
the learning process.
HR professionals` role is to trigger the learning
motivation behavior in each individual.
Objectives
to:
• Define the appropriate motivation behavior
using Maslow’s Hierarchy of needs
• Describe the talent management principles
• Define the key players in managing career
development
• Define challenges in Talent Management
Topics
3. Career Management
3.1 Adult learning
3.2 Theories of motivation
3.3 Talent management
3.4 Career development
3.5 Employee development programs
3.6 Challenges in Talent Management
3.1 Adult learning
Ultimately, organizational success happens

through people.
Before starting the design and development of
any HRD program, it is important to
consider:
1. Trainability of the adult learner
2. Obstacles to learning
3. Learning styles
172
3.1 Adult learning
1. Trainability of the adult learner

• An individual must have both the willingness
to learn and the ability to achieve the learning
objectives.
• Lack of willingness results in waste of time
and resources.
• Lack of ability results in increasing the length
of programs and the expense involved
173
3.1 Adult learning
2. Obstacles to learning:
• Low tolerance for change
• Lack of trust
• Peer group pressure
174
3.1 Adult learning
3. Learning styles:
1. Visual learners
Learn best from visual displays, diagrams, textbooks, videos, computer
based training programs, flip chart and handouts.
2. Auditory learners
Learn best from lectures, discussions, tape recorders. They interpret
meanings of speech through listening to tone, pitch & speed.
3. Kinesthetic learners (tactile learners)

Learn best through hands on approach. Actively explore the physical
world around.
175
Topics
3.1 Adult learning
176
Known theories of motivation:
• Herzberg’s motivation-hygiene theory (challenge)
• McClelland’s theory (needs fulfillment)
• Theory X and Theory Y (lazy vs. self-motivated)
• Vroom’s expectancy theory (Expectancy, Instrumentality, and
Valence)
• Equity theory
• Skinner’s behavioral reinforcement theory
• Maslow’s hierarchy needs
177
Off the job On the job

Opportunities for growth,
Education, personal growth Self development, problem solving,
creativity
Actualization
Approval of family, friends, Training, recognition, high status,
community Esteem increased responsibilities
(self and others)
Family, friends, Work groups, clients,
community groups . Belonging & Love coworkers, supervisors
Freedom from Working conditions, benefits
Safety and Security
war, pollution . employment security .
Food, water, Basic Physical Needs Base salary, paycheck
reproduction .
178
• In Maslow’s theory, needs are arranged in

hierarchy.
• A lower-level need must be relatively satisfied
in order for a higher-level need to serve or be
used as a motivator.
• The theory’s main strength is in the
identification of individual needs for the
purpose of motivating behavior.
179
Topics
3.1 Adult learning
180
• Talent management is a strategic concept to

managing human capital.
• It refers to the integration of HR processes that
attract, develop, engage and retain the KSA of
employees to meet current and future business
needs.
• The goal of talent management is to increase
workplace productivity.
181
• Many organizations integrate recruitment,

performance management and leadership
development activities (i.e. recruitment and
training perform as one function).
• Talent management is a continual process,
ever evolving and changing with the business
directions of the organization.
182
Ways organizations develop and support talent
management programs:
– Anticipate future staffing needs (via workforce planning)
– Develop positive workplace culture
– Put formal retention plan in place
– Identify and develop future leaders
– Create succession and replacement plans
– Support training & career development programs
– Support employee engagement and reward
programs
183
End of
Session 5
Topic 3
Career Management
185
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Session 9: Exam
Topics
3.1 Adult learning
187
3.4 Career Development
• It is the process by which individuals progress

through a series of stages in their careers.
• It consists of two processes:
– Career planning (Individual Focus)
– Career management (Organization Focus)
188
Career planning: (Individual Focus)

• The actions and activities that individuals
perform to give direction to the work life.
• The focus is on the individuals and their
responsibilities
• HR professionals role is to assist individuals in
assessing their skills and abilities in order to
establish career plan.
189
Career management: (Organization Focus)

• It involves preparing, implementing and
monitoring employees’ career paths.
• The primary focus is on the goals of the
organization.
• The organization provides development
programs and opportunities that align with its
interest such as succession planning.
190
Career planning Career management

1. Identify personal abilities & interests. 1. Identify future organizational
2. Plan personal career goals staffing needs
3. Communicate development 2. Assess career strategies & training
preferences to manager programs
4. Assess career path options within &
3. Develop career development
outside the organization
programs (career paths)
5. Design a career plan that
accommodates the organization’s 4. Match organizational needs with
needs individual abilities
6. Seek out & participate in training & 5. Provide career training, on-the-job
development opportunities development and counseling.
191
1. Roles in managing career development:
There are four key players within an
organizational setting involved in the career
development process:
1. Individual employees
2. Managers
3. HR professionals
4. Organization’s leaders
192
1. Individual:
• Every individual bears the primary
responsibility for his/her own career.
• Individuals should be proactive in planning
their own careers and understand that their
organization is a mean of support.
193
2. Manager
• The manager should serve as the support
linkage between the individual and the
organization.
• The 4 roles of managers in career
development: coach, appraiser, advisor and
referral agent
194
3. HR professionals
• Design career paths, enlargement and
enrichment programs.
• Communicate potential career paths to
employees.
• Determine training and development needs of
employees
195
4. Organization’s leaders
• Leaders must support career development to
promote a development culture.
• Leaders must create a more resilient workforce
that can adapt to change.
196
2. Model for career development:
• Occupational preparation
• Organizational entry
• Early career establishment and achievement
• Mid career
• Late career.
197
Stages Major Tasks
Stage 1: •Develop occupational self image
Occupational preparation •Assess alternative occupations
•Develop initial occupational choice
•Pursue necessary education
Stage 2: •Obtain job offers from desired organizations
Organizational entry •Select appropriate offer
Stage 3: •Learn job
Early career establishment •Learn organizational rules and norms
and achievement •Fit into chosen occupation and organization
•Increase competence
•Pursue career dream
Stage 4: •Reappraise early career plans
Mid career •Reaffirm or modify career dream
•Make choices appropriate to middle adult years
•Remain productive in work
Stage 5: •Remain productive
Late career •Maintain self-esteem
•Prepare for effective retirement
•May contribute to career development of others
198
• An important point regarding this model is that

individuals can cycle through these stages
numerous times in their lives.
• Increasingly, people have multiple careers and
can experience the tasks in given stages more
than once.
199
3. Career development programs

Organizations have a wide range of possible
career development tools and activities to
choose from.
These tools and activities can be classified as:
1. Self-assessment tools
2. Individual coaching/counseling
200
1. Employee self-assessment tools:

– Self-study workbooks (to help individuals discover
their own career values, abilities and preferences.)
– Web-based career planning tools (including
assessments, interactive exercises and internet resource
searching capabilities.)
– Structured career planning workshops (that offer
support and feedback from others.)
201
2. Individual coaching/counseling:
– Mentoring (developmentally oriented relationship
between two individuals, usually a senior and a junior.)
– Coaching (ongoing meeting between supervisors and
employees to discuss the employee’s career goals and to
give career advice.)
– Executive coaching (supports managers in mastering
the fundamental principles and practices for achieving
extraordinary results and empowering staff success.)
202
Topics
3.1 Adult learning
203
Types of employee development programs:
• College/University & continuing learning
Tuition reimbursement programs support employees’ education. Most
companies require that programs attended by employees directly pertain to
their job responsibilities.
• Committee/Team participation
These assignments provide challenging activities, enrich employees
knowledge and develop leadership.
• Apprenticeship
It is a system of training a new generation of practitioners of a structured
competency based set of skills.
• Internal mobility
Promotion, demotion, relocation, transfer.
204
• Job rotation, enlargement and enrichment
– Rotation is the movement between different jobs.
– Enlargement occurs when doing different tasks within the same job.
– Enrichment increases the depth of a job by adding responsibilities such
as planning, organizing, controlling and evaluation.
• Dual-Ladder programs
Means of identifying meaningful career paths for professional and
technical people and experts who may not be well-suited for future
management and executive leadership roles.
• Fast-Track programs
Are used when an organization has identified a pool of potential future
leaders to promote their development.
205
• Succession planning/Replacement planning

It is a talent management strategy to help identify and foster the
development of high-potential employees.
206
Topics
3.1 Adult learning
207
Careers do not always take an upward or positive

direction for the employee.
One of the annoying issues for HR professionals
is dealing with employees whose careers, for
whatever reason, are going nowhere.
Common challenges in talent management are:
plateaued careers, retirement/transition
planning and outplacement programs.
208
Plateaued careers
• Long-term employees who have plateaued and
yet are years away from retirement can be a
drag on the flexibility and profitability of an
organization.
• HR professionals must seek ways to maintain
and expand skills, recapture enthusiasm,
maintain motivation and utilize the talents of
an aging experienced worker.
209
Retirement/transition planning
• Many organizations are creating formal
mentoring programs and modified work
arrangements, including part-time work, with
the mutual goal of supporting their employees
through this career transition and effectively
keeping their knowledge in the organization.
210
Outplacement programs
• May be developed to assist displaced
employees in finding jobs and adjusting to
change.
• Services may include assessment, testing,
career counseling, job search assistance,
resume preparation, interviewing skills and
training.
211
Summary
3.1 Adult learning
212
Assignment # 2
Name, group number, date, occupation, years of
experience.
Topic: Career Management
Please refer to your company and:
1. State the actual current career management process.
(a newly promoted employee can be taken as an example).
2. Compare the company process to the stated career

process in this topic
3. State your recommendations for improvement.
213
End of
Topic 3
Career Management
214
Thank You
End of
Session 6
Topic 4
Performance Management
216
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Performance management system
Session 7 Organizational values and goals
Performance Management Performance management standards
Employee performance
Session 8 Measurement and feedback
Session 9: Exam
Introduction
Performance Management is relatively a new
concept to the field of management.
Managers have conducted performance
appraisals all the time, employees have
attended training sessions for years. Planning,
budgeting and business processes have been
carried out for decades in organizations.
Introduction
Unfortunately, these activities are done mostly
for the sake of doing them, not for contributing
directly to the desired results of the
organization
The overall goal of Performance Management is
to ensure that the organization and all of its
subsystems (processes, departments, teams, employees, … etc.)
are working together in an optimum fashion to
achieve the results desired by the organization.
Objectives
to :
• Define the relation between performance
appraisal and performance management
• Set performance standards in alignment with
the organization’s strategic goals
• Use the performance appraisal as a
development tool
220
Topics
4. Performance Management
4.1 Performance Management System
4.1.1 What is Performance Management
4.1.2 Performance Management System
4.2 Organizational Values & Goals
4.3 Performance Management Standard
4.4 Employee Performance
4.5 Performance Appraisal

It is a process that ensures all employees
are focusing their work
efforts on achieving
the organization’s
mission, vision
goals and results.
222
Because business results are directly linked to
employees’ achievements, organizations are
more and more adopting performance
management systems to ensure optimum
employee performance.
(This is accomplished through the use of several performance tools such as
appraisals, coaching, counseling, continuous feedback systems,
performance reviews ..etc)
223
In general, a performance management system

consists of three phases:
1. Setting performance expectations
(employee objectives, targets, tasks, activities, behavior, ..etc)
2. Feedback
(maintaining a dialogue between supervisor and employee to keep
performance on track)
3. Evaluation
(measuring actual performance relative to performance expectations)
224
Topics
Performance Management and Performance
Appraisal are sometimes mistaken for each
other.
Performance Management System is the main
domain (under which the process takes place to ensure the
achievement of goals in an effective and efficient manner.)
Performance Appraisal is only part of it. (It is the
tool used in this process to measure the achievements of predetermined
goals.)
226
Organizational values & goals
Performance management standards
Performance
Management Employee performance
Performance
Performance Appraisal Appraisal
Business results & employee growth
Ref.
SHRM Learning System
227
Topics
4.2.1 Values
4.2.2 Goals
Values and goals reflect organizational structure
and philosophy.
When organizations establish & communicate
clear values and goals, employees develop a
sense of purpose and know where focus and
where to place priorities.
It is the responsibility of top management to
define and develop organizational values and
goals.
4.2.1 Values
Values are principles, standards or qualities
considered worthwhile and desirable (they are
usually expressed in the mission statement)
Values are often displayed trough behavior.

For this reason, it is a must that management
throughout the organization display behavior
that adheres to the organizational values
230
Highly regarded values include :

• Putting the customer first (internal/external)
• Treating employees as well as treating
customers
• Conducting business fairly and honestly
• Demonstrating creativity and innovation
• Utilizing teamwork to achieve goals
231
Topics
4.2.1 Values
4.2.2 Goals
4.2.2 Goals
Goals are the means and measures that reflect the
success of the organization.
Organizations’ Goals (Strategic Goals) are developed,
set and achieved to ensure attaining the
mission and vision.
By comparing them with the achievements,
management can clarify whether or not the
organization is progressing at the desired rate.
233
Topics
4.3.1 Results
4.3.2 Behaviors
When communicating performance standards
(objectives, tasks, targets, KPIs …etc.), they must be crafted
in a way that ensures all employees understand
what is expected from them.
The best place to start from is the Job
Description where responsibilities are
recorded.
The JD makes it easy to define WHAT to
achieve and HOW to achieve it.
235
Results (WHAT)
What does the organization want employees to
produce?
Behavior (HOW)
How does the organization want employees to
perform?
236
4.3.1 Results (WHAT):
• Using the S.M.A.R.T. model when writing
objectives is a good example of setting results
standards.
Specific
Measurable
Achievable (Action oriented)
Realistic
Time bound
237
When setting results standards (objectives):
Do use action verbs such as:
– Identify - Define
– List - Operate
– Describe, - Compose
Don’t use terms like:
– Understand
– learn about..
– Perform better
238
Topics
4.3.1 Results
4.3.2 Behaviors
4.3.2 Behavior (HOW):

• Using Competency-Models when writing the
desired soft skill level on the job is a good
example for setting behavior standards.
• Setting behavior-standards is a more
complicated process than setting result-
standards and is harder to apply.
240
• It all starts when organizations define the
needed soft skill competencies (core competencies)
needed to run the business.
• From the core competencies, the needed soft
skill set and levels for each job are defined.
• Then employees behavior is compared and
evaluated with respect to this skill set.
241
242
• The definition of each competency and its

levels are compiled and explained in a
reference guide (usually named competencies dictionary,
or competencies reference).
243
• The role profile (needed

behaviors to perform the job
should be part of
duties) 2
3
the job description. 3
3
• Employee 2
2
competencies are 2
3
then compared to the 2
3
role profile of the job. 2
2
2
244
2 2
3 3
3 3
3 2 1
2 2
2 2
2 2
3 2 1
2 2
3 3
2 2
2 1 1
2 2
245
Summary
Thank You
End of session 7
247
Topic 4
248
Road Map
Main Introduction
Assessment (TNA)
Session 2 Design
Development
Adult learning
Career development
Performance management system
Session 7 Organizational values and goals
Performance Management Performance management standards
Employee performance
Session 8 Measurement and feedback
Session 9: Exam
Topics
4.4.1 Performance & Organizations’ Accomplishment
4.4.2 Increasing Employee Performance
4.4.1 Performance & Organizations’
Accomplishment
As Employees performance directly impact
business results that accomplish the goals of
the organization.
It is the middle management responsibility to
translate the organization's goals, business
objectives and performance standards
into individual employee goals and objectives
251
In order for employees to meet expectations

there should be a direct relationship between:
– Job description
– Required competencies for the job
– Goals and objectives.
Employees should understand what aspects of
their job are most important and the job
criteria.
252
The employee and the manager should then

discuss development goals and jointly create a
plan for achieving those goals (within the frame of the
company targets).
Employee motivation is impacted by:

– Interaction with managers
– Feedback from managers
– Whether employee feel personally connected to the
values and the culture of the organization.
253
Topics
4.4.1 Performance & Organizations’ Accomplishment
4.4.2 Increasing Employee Performance
Motivation is one of the most critical factors that

affect employees’ performance.
For this reason, organizations
are moving towards
the creation of
high-performance
workplace to
motivate employees.
255
Initiatives to create high-performance workplace:

• Performance management systems support at
the executive level (top management support)
• Positive and challenging work environment
• Employee engagement (loyalty) activities
• Train management on in performance
management systems
• Accountable managers for their role

• Continual feedback from managers, (not at
performance appraisal meetings)
• Providing proper resources and tools

• Consistent management practices
Topics
4.5.1 Appraisal Methods
4.5.2 Errors in Performance Appraisal
4.5.3 Appraisal Meeting
4.5.4 Documenting Employee Performance
Performance appraisal is the typical method of

measuring employees’ adherence to
performance standards (targets) and providing
feedback.
Performance appraisal is the process that
measures the degree to which an employee
accomplishes work requirements (targets).
259
Performance appraisals accomplish three

purposes:
1. Provide feedback and counseling
2. Help in allocating rewards & opportunities
3. Help in determining employees’ aspirations
and planning development needs.
260
When implemented in a right way, performance

appraisals can:
• Improve productivity (through constructive feedback)
• Identify training needs
• Communicate expectations
• Foster commitment and mutual understanding
261
To ensure effectiveness, appraisals and

evaluations should be conducted
continuously (not just as an annual event).
This way, managers can regularly monitor
their employees’ progress and coach them
in areas in which they need to improve.
Ideally speaking, information that employees
receive in the annual performance appraisal
should never be a surprise to them.
262

Several methods are available for conducting the
appraisal:
– Category rating methods
– Comparative methods
– Narrative methods
– MBO (managing by objectives)
– BARS (behavioral anchored rating scale)
263
Category rating methods: (Quantitative)

• Graphic scale
The appraiser checks the appropriate place on
the scale for each task listed. (scale from 1 to 5)
• Checklist
The appraiser is given a list of statements and
checks the items on the list that describe the
characteristics & performance of an employee.
264
Comparative methods: (Qualitative)

• Ranking
The appraiser lists all employees from highest to lowest
• Paired comparison
Each employee is paired with every other employee and compares,
one a a time.
265
Narrative methods: (Qualitative)

• Essay
The appraiser writes a short essay describing the performance of
each employee.
• Critical incidents
A record of employee actions (positive or negative) is kept in addition
to actual ratings
• Field review
HR interviews the supervisor/manager and takes notes concerning
employees performance. Upon compilation, the ratings are
submitted to the supervisor/manager for approval or change.
266
MBO (managing by objectives) (Quantitative)

Employees help set objectives for themselves,
defining what they intend to achieve.
The objectives are based on overall goals and
objectives for the organization according to the
strategic plan.
267
BARS (behavioral anchored rating scale) (Quantitative)

It describes examples of desirable and
undesirable behavior. Examples are then
measured against a scale of performance
levels.
It works best in situations where many
employees are performing the same tasks.
268
Advantages Disadvantages
Graphic Scales are simple to use and Standards may be unclear
scales provide a quantitative rating for
each employee
Ranking Simple to use but not as simple as Can cause disagreements
graphic scales among employees & may be
unfair if all employees are
excellent
Forced It forces a predetermined number of Appraisal results depend on
distribution people into each group the adequacy of the original
choice of cutoff points.
Critical Identifies what is “right & “wrong” May be difficult to rate or
incidents about the employee’s performance. rank employees relative to
It forces superiors to evaluate one another.
subordinates on an ongoing basis
MBO Tied to jointly agreed-upon Time-consuming to
performance objectives implement
BARS Very accurate Difficult to develop
269
Topics

Any appraisal rating method is subject to
common errors, none is entirely foolproof.
Common errors in performance appraisal:
– Halo/horn effect
– Recency/Primacy
– Strictness/Leniency
– Central tendency
– Contrast
– Bias
271
Halo/horn effect:
Halo effect may occur when an employee is
extremely competent in one area and is
therefore rated high in all categories.
Conversely, Horn effect may occur when one
weakness results in an overall low rating.
272
Recency/Primacy:
Recency error occurs when appraiser gives
more weight to recent occurrences and
discounts the employee’s earlier
performance during the appraisal.
Primacy is the other way round
273
Strictness/ Leniency :
Strictness is the reluctant to give high ratings.
Although the employees of the strict appraisers
may be performing better than employees in
other departments, their ratings may be lower.
Leniency errors are the result of appraisers who
do not want to give low scores.
All employees in this case are given high scores
regardless of their performance.
274
Central tendency:
Rating all employees within a narrow range,
regardless of differences in performance.
Contrast:
When employees’ rating is based on how they
performed compared to each other rather
than the objectives performance standards.
Bias:
Occurs when an appraiser’s values, beliefs or
prejudices distort ratings.
275
Topics

The performance appraisal is a job-related
activity that is shared by the employee and
the supervisor and the input from both is
essential for a successful outcome.
Employees need to know how they have been
rated so they have a clear understanding of
their value in the eyes of their appraiser and
the organization.
277
Guidelines for giving feedback:

• Describe the behavior; do not judge it.
• Assume an attitude of helpfulness rather than
power and domination
• Empathize with employee
• Give specific examples of good performance
278
Action planning steps:

• Gain agreement on the appraisal rating
• Set specific objectives to be achieved before
the next appraisal period
• Create an implementation plan for how the
employee will meet the objectives
• Discuss how the appraiser will follow up
with the employee to see that objectives are
being met
• Discuss what must be accomplished before
the next review period
279
Topics

Documentation of employee performance can
justify disciplinary actions, termination or
fail to promote an employee.
Good documentation can make the difference
between winning or losing ground when
resolving formal complaints related to
performance evaluation.
All performance documentation must be
specific, objective, accurate and consistent.
281
Documentation is not only valuable in

sheltering superior when resolving formal
complaints related to performance, but it
can be used to:
– Improve employee performance
– Communicate with employees
– Form the basis of training and career
development
– Reward and recognize good performance
282
Summary
End of
Topic 4
End of
285
Wrap-Up
286
Thank You
287

Updated G108 Training 30-11-13 - 8 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Updated G108 Training 30-11-13 - 8 1

Uploaded by

Copyright:

Available Formats

Training and Development

30th of November, 2013

10% Participation A 92% and above

10% Assignments B+ 85% - 87%

Organizations are increasingly concerned about

Knowledge Management focuses on:

HRD (Human Resource Development) is a set of planned

Since all HRD activities must support the

Training Managers responsibilities are to:

2.1.1 Why needs assessment?

TNA is used to identify:

Despite of the values of the TNA, management

2.1.2 Levels of needs assessment:

2.1.3 Needs assessment process:

Step 1: Gather data to identify needs

Step 2: Determine needs that can be met by

Step 3: Propose solutions

Step 4: Calculate potential cost of training

Step 5: Choose the training

Training objectives are specific tasks broken

The SMART model provides an easy way to

Well written objectives use action verbs such as

4. Principles of adult learning:

The end result of the

2.3.1 Types of training programs

2. Skill and knowledge development

2.3.2 Delivery methods

Answering the following questions helps when

On-the-job training (coaching)

The implementation phase is the most visible

Benefits of a Pilot Programs:

On-site facility option might include labs,

2.5.1 Increasing effectiveness (transfer of training)

There is a variety of ways in which positive

Most common barriers:

Level 2: Measuring learning

Level 3: Measuring behavior

Level 4: Measuring results

• ROI analysis is an example of how to

• US organizations spend more than 109 billion

2.5.3 Sources for evaluating training programs

Ultimately, organizational success happens

1. Trainability of the adult learner

3. Kinesthetic learners (tactile learners)

Off the job On the job

• In Maslow’s theory, needs are arranged in

• Talent management is a strategic concept to

• Many organizations integrate recruitment,

• It is the process by which individuals progress

Career planning: (Individual Focus)

Career management: (Organization Focus)

Career planning Career management

• An important point regarding this model is that

3. Career development programs

1. Employee self-assessment tools:

• Succession planning/Replacement planning

Careers do not always take an upward or positive

2. Compare the company process to the stated career

4.1.1 What is Performance Management

In general, a performance management system

Organizational values & goals

Performance management standards

Business results & employee growth