Training and Human Capital

5 Development
Learning Objectives

1. List and briefly explain each of the fivesteps in the

training process.
2. Describe and illustrate how you would identify
training requirements.
3. Discuss how you would motivate trainees.
4. Explain how to use five training techniques

Chapter 8-2
 Summarize the purpose and
process of employee
orientation

Chapter 8-3
Chapter 8-4
 The Purposes of Employee
Orientation/Onboarding
 Provides new employees with the information they
need to function and help them to be emotionally
attached. It must accomplish four tasks:

 Welcome and part of the team.

 Basic information to function effectively (e.g. email
access, handbook, etc.)
 Understanding the organization basic information
(e.g. mission, vision, etc.)
 Socialization into firm’s culture.
Chapter 8-5
(#)-36
The Orientation Process
 There is no fixed length of orientation. It can last anything
from a few hours to weeks.

 Will have a checklist to guide employees and employers.

(#)-38
(#)-39
The Orientation Process
 Employee handbook
 Disclaimers included that information provided in
handbook are accurate as of certain date and do not
constitute part of terms and conditions.

 Orientation technology (e.g. corporate video)

(#)-311
Overview of the Training Process
 Aligning strategy and training

 Ensure that training is able to help company’s

growth so that there will be management support
in terms of resources

 Is this sufficient to keep our staff happy ?

Chapter 8-12
 List and briefly explain each
of the five steps in the
training process

Chapter 8-13
The ADDIE Five-Step Training Process

 Analyze the training need

 Design the overall training program
 Develop the course
 Implement the training
 Evaluate the course

Chapter 8-14
 Describe and illustrate how
you would identify training
requirements

Chapter 8-15
Step 1: Analyze the training need
 3 ways to analyze training needs
 Company Analysis
 Task Analysis
 Person Analysis

Chapter 8-16
Step 1: Analyze the training need
 Company Analysis
 Identify trainings that company will need that
supports its future plan.

Chapter 8-17
Step 1: Analyze the training need
 Task Analysis
 Detailed study of the job to determine what
specific skills the job requires.
 Job descriptions and specifications are
essential.
 Other ways to uncover needs are through
reviewing performance standard and
performing the job
 Task analysis record

Chapter 8-18
What kind of trainings does
an Accountant need ?

(#)-319
Step 1: Analyze the training need
 Person Analysis
 Comparing person’s actual performance
 Identify areas that can be improved : Performance
Analysis
 Develop the needed training plans

Is training always the solution ?

Chapter 8-20
Step 2 & 3
Design & Develop the Training Programme
 Means planning the overall training programme
including training objectives, delivery methods and
programme evaluation.

 Should include how you plan to create a training

environment as well as the materials

Chapter 8-21
Step 2 & 3
Design & Develop the Training Programme
 Setting learning objectives
 Should specify in measurable terms what the trainee should
be able to accomplish.
 Should focus on rectifying performance deficiencies.
 By the end of the training, participants will be able to XXXX
 Always use action verbs e.g. identify, explain, implement, etc.

Chapter 8-22
Step 2 : Design the Training Programme
 Making Learning Meaningful
 Bird’s-eye view of material : Provide an overview.
 Use familiar examples
 Organize materials in logical and meaningful ways
 Use terms and concepts already familiar with trainees
 Use variety of teaching aids
 Create perceived need.

Chapter 8-23
Step 2 & 3
Design & Develop the Training Programme

 Making Skills Transfer Obvious and Easy

 Conducive environment
 Right training methods
 Reinforce Learning
 Ensure transfer training to the jpb

Chapter 8-24
Step 2 & 3
Design & Develop the Training Programme
 Conducive Environment
 Look at this video and identify items that makes
this room a conducive training rooms

Chapter 8-25
Items identified
 Frosted glass
 Proper writing tables
 Good lighting
 Curtain / roller blinds
 Fire extinguisher
 Stage
 Lactern
 Large whiteboard
 Flip chart

(#)-326
Step 2 & 3
Design & Develop the Training Programme
 Reinforce Learning
 Always have a feedback – Prompt and
objective
 Provide with assignments
 Incentivise – Provide some rewards.

Chapter 8-27
Step 2 & 3
Design & Develop the Training Programme
 Ensure Transfer of Learning to the Job
 Provide with assessment similar to work
environment
 Provide with assignments
 Incentivise – Provide some rewards.

Chapter 8-28
Seating Arrangements
• When, where, and how they will learn (self-direction)

• Whether learning will occur by interaction with others (collaboration)

Seating Arrangements
 Clear visibility from any point
of the room
 Easily switch from
presentation to discussion
mode
 Facilitate communication and
discussion (learner-learner)

 More for lecture setting

and acquiring knowledge
 This will encourage
learner-lecture interaction
 Difficult for students to
work with one another in
groups
Seating Arrangements
 Total group discussion
 Limited presentation
 Effective discussion.

 Total group discussion

 Limited presentation
 Effective discussion.
V.A.R.K. Instrument

http://vark-learn.com/
the-vark-questionnaire
 • Lecture
• Audio-Visual Techniques

• Adventure Learning
• Action Learning

• On Job Training
• Simulations
• Case Studies
• Business Games
• Behaviour Modelling
Lecture Training
 Least expensive and least time consuming.
 Effective communication ?
 One way communication.
 Meant to support other training methods.
 Lack participation from audience.
 3 variations
 Team Teaching
 Guest Speaker
 Panel Presentations
Audio Visual Training
• Using video and multimedia as teaching tools (e.g. customer service).
• Videos are rarely use alone - Should not last longer than 10 minutes.
• It should be focused and targeted at specific learning points.
• Summarise and reiterate key message before and after the multimedia.
Advantages
• Gives flexibility for trainers to customise the session based on trainees’ expertise.
- More control over learning.
• Trainees can view multiple times.
• Demonstrate situations that are not easily demonstrate.
• Can also showcase negative demonstrations.
Disadvantages
• Too much content that audience may not find meaningful or confuse.
• Poor quality of audio-visual tool..
On-the-Job Training
What is it ? Advantages
Oldest and most commonly used •Customisable to suit learners’ needs
training program •Directly applicable to job environment –
New or inexperienced employees learn more motivated
in the work by observing peers or •Cost-saving: Work and learn at the same
managers doing the job and try to imitate time
their behaviour. •Easy to implement
Social Learning Theory.
Applicable for new employees,
Disadvantages
upgrading of experienced employees’
•Pass on bad habits – important to select the
skill, cross training or even orientating
right role-model.
transferred/promoted employees to new
•May not follow the same procedures.
jobs.
•Unstructured OJT may result in poor trained
Structured OJT with clear checklist on
employees.
accountability, purpose, lesson plan, etc.
Simulation Training

Advantages
•Mirrors real life scenario with trainees’ decisions resulting in outcomes
that mirror real-life situation.
•Assess learners’ decision making skills under different situations.
•Encourages learning.

Disadvantages
•Expensive to develop
•Requires constant updating
Case Study
 Description of about how employees or an organisation dealt with different
situations.

 Trainees are required to analyse and critique the actions taken and suggesting
what might have been done differently.

 Develop higher – order intellectual skills (e.g. analysis, synthesis and evaluation). It
also helps managers to develop willingness to take risks given the uncertain
outcomes, based on their analysis of situation.

 To be effective:
 Credible cases needed
 Sufficient face-to-face preparation and discussion time
 Ample background knowledge
Business Games
 Primarily use for management skills development.

 Require trainees to gather information, analyse it and make decisions – involving all
management related practices.

 Contest among different group of trainees or against established group of criterion

such as time or quantity

 To be effective:
 Easy to understand and pick up basic controls.
 Generate excitement
 De-brief on learning points, experiences, etc.

 Example: www.gazillionaire.com
Adventure Learning
• Form of experiential learning

• Focus on developing teamwork,

leadership, problem solving and
analytical skills through structured
activities. How about productivity ?

• Adventure Learning involve low,

medium to high intensity activities.

• Need not always be outdoor. It can be

cooking class.

• Good adventure learning takes into

consideration:

• Profile of trainees
• Wet-weather programme
• Lessons de-brief
Can this be the future ?
Technology – Based Training
 Technology allows digital collaboration
 Use of technology to enhance and extend employees’ abilities to
work together regardless of their geographic proximity.

• Dynamic process.

• More interaction between learners and the training

content, as well as between learners and instructors.

• Trainers becomes more of a coach / resource person

and less involve in delivery of content.

• Learning occurs primarly with exchanges with

peers and resources / webpages.

• Lack of face-to-face interactions

 Training Using Social Media
Links to resources Reinforcing and
e.g. videos, articles,
etc to new learning
sustaining
contents learning

Engage learners,
esp Gen X and Coaching and
millenianial mentoring tool
employees

Linking and
Pre-Training networking tool
Preparation for learners

Social media are online and mobile technology used to create interactive
communications allowing the creation and exchange of user-generated content.
Choosing New Technology Training
Methods
 Should be considered when:
 Sufficient budget and resources are provided.
 Trainees are geographically dispersed.
 Trainees are comfortable using technology.
 It is a part of the company’s business strategy and
suits its culture.
 Employees have limited or no time for training.
 Current training methods allow limited time for
practice, feedback, and assessment.
Step 5: Evaluation of the Training Programme
 4 Categories of Outcome
 Reaction
 Learning
 Skill-Based, Work Behaviour and Affective
 Results

*Some literature may suggest that there are 4 levels in Kirkpatrick Model
 Step 5: Evaluation of the Training Programme
 Reaction Outcomes

 Learners’ perception of programme, including the facilities, trainers’ ability

and content.

 Commonly known as “Training Evaluation or Instructor Evaluation”

 Normally collected at end of training through survey form or interview.

 An accurate evaluation needs to include all factors related to a successful

learning environment.
Step 5: Evaluation of the Training Programme
Spelling Bee
 Step 5: Evaluation of the Training Programme
 Learning and Cognitive Outcomes

 Determine the degrees to which learners’ are familiar with the principles, facts,
techniques, procedures and processes emphasized in the training programme.

 Generally, learning and cognitive outcomes evaluation are done through pencil-and-
paper tests.

 Does not test on learner’s ability on actual application of knowledge gained.

E.g. Basic / Advance Driving Theory Test v.s. Driving Practical Test
 Step 5: Evaluation of the Training Programme
 Skill-Based Outcome, Affective and Work Behaviour

 Skill-Based Outcome assess the level of technical or motor skills and behaviours. It
include the acquisition or learning of skills and using them on the job (i.e. skill transfer)

 Work Behaviour change refers to learner’s improvement in work behaviour.

 Affective outcomes refer to changes in attitudes and motivation.

 Generally measured through:

 Observation of learner’s performance at actual work situation / simulated environment
 Ratings submitted by learner, peers, customer and/or manager.
 Interviews or focus groups
 Step 5: Evaluation of the Training Programme
 Results Outcome

 Determine training programme’s payoff for the company.

 Examples are increased in production efficiency, sales increase,

lower cost, improvement in customer service ratings, lower
accident rates, etc.

 “before and after” measurement in quantifiable terms. Example

sales volume before presentation training versus sales volume
after presentation training
THE END