Training and

Development
“If you think training
is expensive,try
ignorance.”
 Vision for this Course

“To Train Potential Certified Quality

Managers to teach, train and present
information clearly, credibly and
creatively to others in order to stay
ahead of their competition .”
 THIS COURSE
 Is an intensive, hands-on workshop that will instruct individuals in the use of practical
techniques for creative training delivery.
 Participants will know what is Training and Development.
 Participants will know the difference between Training and Education.
 Participants will learn benefits of Training.
 Participants will learn how to perform “Training Needs Assessments”
 Participants will learn how to Design Training Needs Assessment Surveys.
 Participants will learn how to handle requests for Training Requirements Analysis
 Participants will learn what are the Misconceptions about Training.
 Participants will learn about Training Delivery Methods.
 Participants will learn about Determining Training Delivery Methods .
 Participants will learn about Evaluating Training and Results.
 Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
 Participants will learn about Total Quality Management (Training and Human Resources
Development )
 Participants will learn about Examples of Quality Management Training.
 Participants will learn about using Ice Breakers in Training
 Participants will learn how to facilitate discussions, direct activities, manage the training session
and acquire many other skills to help them train effectively.
 They will have an opportunity to practice Training.

 They will leave with new ideas on how to "spice up" training as well as reinforce the skills that
will make them feel masterful in training others..
 What Is Training?
 Training is a change in skills.
The simple answer is, training deals with building skills. Therefore, in
order to build skills, training has to do two things:
1. Assess learner's skill level before training starts.
2. Design a program based on sound adult learning principles,
Including:
• Realistic scope
• Clear objectives
• Appropriate methodology
• Numerous opportunities to practice skills with
feedback and suggestions for improvements
• Competent instructors
• Assess learner's skill level after training is over.
• If your learner's skills did not increase, your training
did not work.
 Education is a change in knowledge.
1. Education is our attempt to give our learners
broad information on a subject; no attempt is
made to develop skills
2. Education is what survives when what has
been learned has been forgotten.
The Difference Between Education and
Training
 What is the difference between education
and training?
 Are they the same and it is just a matter of
semantics, or are they completely different
concepts?
 Can they be studied together?
Education
Formal education is usually thought of studies done in schools. The
students range from the very youngest through college to those in adult
education.
There is also informal education or self-study, where adults read
books, listen to tapes and learn through other media. Observing life
itself is a form of education.
The objective of classes or of self-education is usually to gain
knowledge about facts, events, principles, concepts, and such. In some
classes the student is required to demonstrate the memorization of
facts and the association between concepts. In other classes, they must
apply rules to solve problems.
Testing concerns memorization and understanding, plus perhaps
analytic and problem solving skills.
Training
• On the other hand, formal training is usually concerned with
gaining a skill. Training is done in trade schools, seminars,
and business training classes. Learners of training are
usually adults, although there are some classes to teach
youngsters certain skills.
• Informal training is usually done through reading, viewing or
listening to how-to material. Sometimes that material is then
used as a guide, while the person applies the skills learned.
For example, you may refer to a how-to book when trying to
fix your plumbing at home.
• Verification of skills is best achieved by actually doing
something in the real world. Sometimes tests given in trade
schools check for knowledge, as opposed to skill. Often in
corporate training sessions and in seminars, there is no
verification that the learner had achieved the desired skills.
 Training or Education: Does it make a
difference?
 The education and training paradigms are opposite poles
on nine characteristics. Many instructional programs are a
mixture to varying degrees of these two paradigms
 (A paradigm is "...a constellation of concepts, values,
perceptions and practices shared by a community which
forms a particular vision of reality that is the basis of the
way a community organizes itself."
 . Much of what is called training is largely education by
definition and that includes many of the instructor-led
PowerPoint programs common in many corporations.
There is also some training in some educational programs
– mostly in the professional schools.
 Purpose

Instructor and student roles

Training

Processes

Evaluation

PARADIGM Underlying theory

Values

How we think of it
Education

Socializing

After graduation
 What is Training Good for Anyway?
 There are good reasons to mandate training and
development in your organization, and there are
bad reasons for mandating training. 
 There are ALSO good reasons for NOT training,
in some circumstances, and bad reasons to refuse. 
Knowing what training can and cannot
accomplish enables you to make the right
decisions at the right time, ensuring that your
limited training dollars are used effectively.  
200 Production Costs
195
190 Unit Price
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180 Profits
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rs
Millions of Dolla

170
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1990 1991 1992
 What Training Can Do

Training CAN accomplish many things. 

1. It can help people learn the new skills that are required to
meet new expectations, both formal and informal
2. Training can help people accept the challenge of their
evolving jobs.
3. Build a common understanding of the organization's
purpose.
4. Show management's commitment and loyalty to 
employees
5. Develop people so they can increase their   responsibilities
and contribute to the organization in new ways.
 
 What Training Cannot Do

 Training cannot do many things.  Training, on its own,

cannot change ineffective employees into effective ones.  It
is unlikely to address ALL the causes of poor
performance.  Limited training also will not turn a poor
supervisor or manager into an effective one, unless it is
coupled with ongoing coaching from above.

 Training will not erase problems that occur because of

poor structuring of work, mismatching of work with the
person, unclear authorities and responsibilities or other
organizationally related issues.
 Training as a Tool
 The best way of thinking about training is to think of it as a
management tool, much like a carpenter's tool.  Just as if a carpenter
picks the hammer and not a screwdriver to pound a nail, the manager
should be choosing training because it is the RIGHT tool for the job.

 In addition, to continue the analogy, if the supporting structure (the

wood) is rotted, only the foolish carpenter would attempt to pound the
nail into the wood, and expect it to help.  It is the same with the
manager.  If a manager expects things to improve because of training,
he or she needs to ensure that the supports
are there for the use of the tool, and that there are no other non-
training related problems hanging about.

 Training can be a valuable tool for the organization and the manager,
provided it is the RIGHT tool to solve the problem or address the
identified issues.  Even then, there must be supports in the
organization so the training can be effective. 
 Lets Relax for 15 Minutes

Group Game and Discussion

 The Team Building
Game
Where teams compete to build an
effective team building game.
 Team Building Basics
 Everyone is different. To build a solid team, everyone must
know their teammates. Know your team members.
 Define the team mission or goals. All team members must
accept and agree on the team goals.
 Define the team organization, structure and responsibilities.
 Define tasks and titles within the group that matches their
skills and responsibilities.
 Make a game plan and ensure all members know everyone’s
job.
 Use group language to develop team ownership of the goals.
 Share information freely within the group. Establish strong
lines of communication.
 Have fun activities to enhance the team interaction.
 Brainstorm and freely share and listen to ideas.
 Objectives

 Teams compete to build a great team building

game.
 Each team presents their game to the group
giving rational, rules and objectives.
 Games are evaluated against how effective
they are as a team builder.
 The best game is played by the entire group.
 Rules
 Please break into smaller groups no
larger than 5 people in a group.
 The group creates and presents a
“Team Building” Game.
 Time limit 30 minutes
 Rules
 When the time expires, each team presents
their team builder to the entire group giving
 Rationalization
 Concept

 Rules

 Objectives

 The group votes on which Team Builder is

the most effective.
Playing Your Team Building Game

The entire group now plays the

winning Team Building Game with
the group that created it acting as
the facilitators.
 This is a process to find the Gap between the
skills required to perform a job and the
skills the employee have. By this we can
clarify our objectives.

 Training Need = Required skills-skills used

 Training Needs Assessment
What is a training needs assessment?

A tool utilized to identify what educational courses

or activities should be provided to employees to
improve their work productivity. Focus should be
placed on needs as opposed to desires.

For example, training dollars would be better spent

on a new employee in the accounting department
who needs to learn Microsoft Excel for their job
duties as opposed to learning Microsoft Publisher
which the employees wants but does not need.
 Training Needs Assessment (cont)
 Why conduct a training needs assessment?
· To pinpoint if training will make a difference in
productivity and the bottom line.
· To decide what specific training each employee
needs and what will improve their job
performance.
· To differentiate between the need for training
and organizational issues.

 Training Needs Assessment (cont)
 How is a training needs assessment performed?
Several techniques can be utilized individually or in combination with
each other. More than one tool should be considered to get a better
view of the big picture, however, which tools are used should be left up
to the company.
1. Meet with management.
2. Meet with employees.
3. Conduct surveys.
4. Conduct focus groups..
5. Review company goals and mission statement.
 Training Needs Assessment (cont)
Three things to consider:
1-Consider meeting with employees that are already
successfully completing tasks. You may uncover useful
techniques that can be taught during training to other
employees.
2-Keep surveys brief. More employees will be willing to
complete them and tallying the results will be more
manageable.
3-Good hand-written notes should be taken during a focus
group and consideration should be given to either audio
taping or videotaping the session allowing it to be
reviewed later for any details initially missed.
 Analyze

 What is the problem? Problem Analysis

 Is it a training
problem? Performance
 What skills and Analysis
knowledge should be
included in the Task/Competency
training program? Analysis
 Who needs to be
trained? Learner Analysis
 Steps to be followed during Training
Need Analysis:
 First we have to fit our Business Goals and then
we have to find the necessary skills required to
satisfy our Goals
 Find the people whom you want to train and how
best to reach them.
 Find whether the employee accept training and
the methods that fit their needs.
 Take the decision regarding the Training process,
which fits the organization .
 Identify the trainee and fix the remuneration.
Gagne's Nine Events of Instruction
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide "learning guidance“
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
How to handle requests for Training
Training Requirements Analysis
Training Requirements
Training Requirements Analysis Analysis

Training Requirements
Analysis

Training Requirements Analysis

The Four Stages of TRA
 Task/Competency Analysis
“What do learners need to learn?”

Task Analysis Competency Analysis

 Soft skills training such as
 For more skill
oriented jobs mgmt, supervision
 Professional jobs
 When need consistent
set of training  Career patching
requirements  Leadership development
 Steps in Task Analysis
 Break job into major
functions
 Break functions into
major tasks
 Break tasks into steps
 Identify training
outcomes
 Task Analysis Interviews
 Managers

 Best performers

 Job incumbents

 Subject matter experts

 Competency Analysis
 What are competencies?
 Enduring characteristics of a person that
result in superior on-the-job performance
 Areas of personal capability that enable
employees to successfully perform their
jobs by achieving outcomes or
successfully performing tasks
 What is a competency model?
 Identifies the competencies necessary for
each job as well as the knowledge, skills,
behavior, and personality characteristics
underlying each competency.
 Lets Relax for 15 Minutes

Group Game and Discussion

 Know Yourself
To encourage you to know yourself
better please answer the 10 Questions
distributed to you on the “Know
Yourself Quiz Sheets.
Training Delivery Methods
 Training Delivery Methods (Cont)
A- LECTURE METHOD

B- DISCUSSION METHOD

C- e-LEARNING

D- SIMULATIONS
 1- EQUIPMENT SIMULATORS.
 2- BUSINESS GAMES.
 3- CASE STUDY.
 4- ROLE PLAY.
 Training Delivery Methods (cont)
E- BEHAVIOR MODELING.
F- ON-THE-JOB TRAINING
G- JOB-INSTRUCTION TECHNIQUE
(JIT).
H- APPRENTICESHIP TRAINING.
I-COACHING.
J- MENTORING
(a) Evaluating Training and Results
 Kirkpatrick's Four Levels of Training
Evaluation
 Level 1 Evaluation - Reactions
Just as the word implies, evaluation at this level measures
how participants in a training program react to it. It
attempts to answer questions regarding the participants'
perceptions - Did they like it? Was the material relevant to
their work? This type of evaluation is often called a “smile
sheet.”
According to Kirkpatrick, every program should at least be
evaluated at this level to provide for the improvement of a
training program. In addition, the participants' reactions
have important consequences for learning (level two).
Although a positive reaction does not guarantee learning, a
negative reaction almost certainly reduces its possibility.
 Level 2 Evaluation - Learning

To assess the amount of learning that has

occurred due to a training program, level two
evaluations often use tests conducted before
training (pretest) and after training (post test).
 Level 3 Evaluation - Transfer

 This level measures the transfer that has

occurred in learners' behavior due to the
training program. Evaluating at this level
attempts to answer the question - Are the
newly acquired skills, knowledge, or
attitude being used in the everyday
environment of the learner?
 Level 4 Evaluation- Results

•This level measures the success of the program in terms that managers
and executives can understand -increased production, improved quality,
decreased costs, reduced frequency of accidents, increased sales, and even
higher profits or return on investment.
•From a business and organizational perspective, this is the overall reason
for a training program, yet level four results are not typically addressed.
•Determining results in financial terms is difficult to measure, and is hard
to link directly with training.
 Why Evaluation of Training?
 Training cost can be significant in any
business. Most organizations are
prepared to incur these cost because
they expect that their business to
benefit from employees development
and progress
 There are four parties involved in evaluating the result of
any training. Trainer, Trainee, Training and Development
department and Line Manager.
 • The Trainee wants to confirm that the course has met
personal expectations and satisfied any learning objectives
set by the T & D department at the beginning of the
Programme.
 • The Trainer concern is to ensure that the training that
has been provided is effective or not.
 • Training and Development want to know whether the
course has made the best use of the resources available.
 • The Line manager will be seeking reassurance that the
time hat trainee has spent in attending training results in
to value and how deficiency in knowledge and skill
redressed.
 Important Revision
What to Evaluate
 Donald Kirkpatrick developed four level models to assess
training effectiveness. According to him, evaluation always
begins with level first and should move through other levels in
sequence.
1. • Reaction Level:
2. • Learning Level:
3. • Behavior Level: .
4. • Result Level:

There are three possible opportunities to undertake an evaluation:

1. Pre Training Evaluation:.
2. Context and Input Evaluation improvement and adjustments needed
to attain the training objectives.
3. Post Training Evaluation
Lets Relax for 15 Minutes

Group Game and Discussion

 The I’s Have It !
To illustrate how we tend to be more
self-centered than we may have
thought, and to demonstrate the
importance of focusing on the
other person.
 Our Exercise
 Many of us forget about focusing on others and
instead become somewhat self-centered, albeit not in a
conscious way.
 Please find a partner and for the next 2 minutes, you
will be allowed to talk about anything in the world
you want to discuss. There is, however, one rule –
YOU CANNOT USE THE WORD 'I'.
 You can do anything else they want; you just cannot
say I.
 Time over After 2 minutes
 Let us discuss the results.
 Our Discussion
 How many of you were able to talk for those 2 minutes
without using the pronoun 'I'?
 Why do so many of us have difficulty avoiding the use of
'I' in conversation?
 How do you feel when talking to (listening to) someone
who starts every sentence with I?
 How can we phrase our communications to better focus
on the other person?
 If you did not use the word 'I', what strategies did you use
to avoid it? Could you do those things more often in your
work (or social) environment?
 Total Quality Management
Training and Human Resources Development

Total quality human resources

management (TQHRM) is “an approach to
human resources management that involves
many of the concepts of quality management
especially on Training and Development.”

The primary goal of TQHRM is employee

empowerment and training.
Training and Human Resources Development

HR versus TQHRM
Traditional HRM TQHRM
Process Characteristics Unilateral role Consulting role
Centralization Decentralization
Pull Release
Administrative Developmental
and training
Content Characteristics Nomothetic Pluralistic
Compartmentalized Holistic
Worker-oriented System-oriented
Performance measures Satisfaction measures
Job-based Person-based
Source: Adapted from S. Thomas Foster, "Managing Quality an Integrative Approach." Prentice-Hall: New Jersey, 2001. P.21
 Example of Quality Management
Training
Why provide training for Quality Management:
 To be more competitive in today's changing world
 Process improvement becomes a companywide
initiative through empowered employees
 Successful organizations must continuously
improve to survive
 Continuous improvement becomes focused on the
customer
 Prevention is the goal instead of detection of
problems
 Quality management training
addresses the following areas:
 The critical essentials of quality
management
 Understanding and meeting customer expectations
 Measuring customer satisfaction

 Prevention vs. detection of errors

 Management commitment leads the process

 Quality management training
addresses the following areas (cont)
 The elements of a successful quality management
implementation
 Customer Focus
 Leadership for Quality
 Education and Training
 Continuous Improvement
 Teamwork
 Empowerment
 Measurement
 Planning for Quality
 Quality management training
addresses the following areas (cont)
 The personal aspects of quality
 Understand we each have personal customers
 Internal customers must be treated the same as
external customers
 Using functional analysis to identify our
personal products and customers
 Developing a personal action plan for meeting

our customers expectations

 Quality management training
addresses the following areas (cont)
 Developing a quality improvement plan,
This plan should include the following:
 Mission
 Vision
 Quality Policy
 Critical Success Factors
 Evidence of Success
 Organization Actions
 Function Actions
 Quality management training
addresses the following areas (cont)
 The Critical Outcome is that:
 Management leads the process
 The Customer defines Quality
 Organizations Comply with Customer Expectations (not just
specifications)
 Zero Defects is the Goal
 Continuous improvement is ongoing
 Every employee plays a role in continuous improvement
 Do it right the 1st time all the time (No Rework)
 Focus on prevention rather than detection
Thank you for attending
Wish you success