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Yellow- Eryll Joy

TRAINING EMPLOYEES

What is Training?

-​ organization’s planned efforts to help employees acquire job-related knowledge, skills, abilities,
and behaviors, with the goal of applying these on the job.

Instructional Design

-​ A process of systematically developing training to meet specified needs

-​ shows the steps in a complete instructional design process.

Learning Management System (LMS)

-​ A computer application that automates the administration, development, and delivery of

training programs.
-​ Organizations use it in order to carry out successfully the Instructional Design process.

LMS

• help identify training needs

• make training programs more widely available

• reduce travel and other costs by providing online training

PROCESS OF INSTRUCTIONAL DESIGN

A.​ Needs Assessment

-​ The process of evaluating the organization, individual employees, and employees’ tasks to
determine what kinds of training, if any, are necessary.

Needs assessment answers questions in 3 broad areas where answers are basis for the planning stage of
an effective program:

●​ Organization—What is the context in which training will occur?

●​ Person—Who needs training?
●​ Task—What subjects should the training cover?

Steps in Needs Assessment

1.​ Organization Analysis

-​ A process for determining the appropriateness of training by evaluating the characteristics of the
organization.

Some questions that trainers should address in an organization analysis:

-​ How might the training content affect our employees' relationship with our customers?
-​ How does this program align with the strategic needs of the business?
-​ Should organizational resources be devoted to this program?
-​ What do we need from managers and peers for this training to succeed?
-​ Whose support do we need?

2.​ Person Analysis

-​ A process for determining individuals’ needs and readiness for training.

It involves answering several questions such as:

 -​ Do performance deficiencies result from a lack of knowledge, skill, or ability? (If so, training is
appropriate; if not, other solutions are more relevant.)
-​ Who needs training? and
-​ Are these employees ready for training?

Person Analysis helps:

-​ target training at those areas with the widest gaps between the status quo and the desired
outcome.
-​ understand the characteristics of training participants

3.​ Task Analysis

-​ process of identifying the tasks, knowledge, skills, and behaviors that training should emphasize.

-​ usually conducted along with person analysis

To carry out task analysis, HR professionals look at the conditions in which tasks are performed:

-​ Equipment and environment of the job

-​ Time constraints (for example, deadlines)
-​ Safety considerations
-​ Performance standards

A task analysis is usually done by collecting information from subject matter experts through interviews,
focus groups, or surveys.

Information collected serves as a basis for determining which tasks will be the focus of the training.

And for each of these tasks, the analysts must identify the knowledge, skills, and abilities required to
perform the task.

Readiness for Training

Effective training requires not only a program that addresses real needs, but also a condition of
employee readiness. Readiness for training is a combination of employee characteristics and positive
work environment that permit training. It exists when employees are able and eager to learn and when
their organizations encourage learning.

How to maximize employee training and development success

1. Boost self-efficacy.
One of the best ways in which Human Resource Development (HRD) professionals can increase learning
transfer is through self-efficacy interventions. Self-efficacy refers to one’s belief in the ability to carry out
a series of behaviors in a situation.

2. Define learning transfer goals.

In fact, when trainees do not feel pressurized from management to transfer what they learned, they are
more motivated to transfer their knowledge. Self-efficacy is a key factor in self-regulated learning and
when trainees have confidence in setting transfer goals, this can encourage trainees to attempt new
skills early on and can increase application over time.

3. Provide management support.

A common thread in research on learning transfer is that the application of trained skills to the job are
influenced by the work environment. What happens before and after training can influence the transfer
of learning, so it is important to take a systems perspective that goes beyond trainee characteristics and
considers organizational content.

4. Conduct team debriefs that act as a post-training intervention.

After team members have completed training, team debriefs act as a post-training intervention in which
the leader reviews examples of successful performance with respect to tasks and team. Moreover,
managerial support can also influence whether employees choose to participate in non-mandatory
developmental activities.

5. Ensure that organizational climate fosters transfer of learning.

Pre-training and post-training activities were more strongly related to the transfer of learning than were
activities during training.

6. Focus on pre-training, during training and post-training interventions to maximize the transfer of
training.

In closing, it is important for HRD professionals to consider those factors that predict the transfer of
training. In adopting a systems approach, HRD professionals can focus on pre-training, during training
and post-training interventions to ensure that trainees transfer the knowledge and skills they have
acquired during training.

7. Design trainings that support active, self-regulated learning.

Despite the popularity of the lecture as a training method, passive forms of learning can be deleterious
to training transfer. It is important that training is designed to encouraged and support active,
self-regulated learning that facilitates the acquisition of complex skills.
Employee Readiness Characteristics
Employees learn more from training programs when they are highly motivated to learn— that is, when
they really want to learn the content of the training program. Employees tend to feel this way if they
believe they are able to learn, see potential benefits from the training program, are aware of their need
to learn, see a fit between the training and their career goals, and have the basic skills needed for
participating in the program.

To be ready to learn, employees need basic learning skills, especially cognitive ability, which includes
being able to use written and spoken language, solve math problems, and use logic to solve problems.
Ideally, the selection process identified job candidates with enough cognitive ability to handle not only
the requirements for doing a job, but also the training associated with that job.

Work Environment
Readiness for training also depends on two broad characteristics of the work environment: situational
constraints and social support.

Situational constraints- limits on training’s effectiveness that arise from the situation or the conditions
within the organization. Constraints can include a lack of money for training, lack of time for training or
practicing, and failure to provide proper tools and materials for learning or applying the lessons of
training.

Social support- ways the organization’s people encourage training, including giving trainees praise and
encouraging words, sharing information about participating in training programs, and expressing positive
attitudes toward the organization’s training programs.

What Managers Should Do to Support Training

Planning the Training Program

*When the needs assessment stage indicates a need for training and employees are ready to learn, then
there must be a training program that directly addresses that need.

to begin, objectives must be identified, after which the planner then decides on:

●​ Who will provide the training

●​ What topics will it cover
●​ What methods would be used and
●​ How will the training be evaluated

*Formally establishing objectives for the training program helps in focusing on the significant topics
during the training and can also help trainers strategize on how to communicate such objectives to
participating employees resulting to a higher chance of success

and speaking of success, the objectives are basis for measuring whether the program succeeded

*Also Remember that employees learn best when they know what the training is supposed to
accomplish.

next we have

Characteristics of Effective Training Objectives

this encompasses

expectations on employees actions

Quality or level of performance that is acceptable

●​ conditions such as physical, mental stressors, or equipment under which the employee is to
apply what he or she learned

Measurable performance standards

●​ Employees are able to identify the resources needed to carry out the desired performance or
outcome.

*Successful training requires employees to learn but also employers to provide the necessary resources.
*if the organization lacks expertise in training they may opt to use outside experts to develop and
present training courses.through mailing a request for proposal (RFP).

What is a request for proposal?

Request for Proposal (RFP)

Document outlining the type of service, and number references needed, the number of employees to be
trained, the date by which the training is to be completed, and the date by which proposals should be
received.

*A complete RFP also indicates funding for the project and the process by which the organization will
determine its level of satisfaction.

*The table shows the Categories of Training Methods as well as the techniques to be used and its
applications.

you may pause this video to read into details.

*Training programs may use these methods alone or in combination. In general, the methods used
should be suitable for the course content and the learning abilities of the participants. hence, let’s move
forward to:

Choice of Training Methods//

Whether the organization prepares its own training programs or buys training from other organizations,
it is important to verify that the content of the training relates directly to the training objectives.
Training Methods

Relevance to the organization's needs and objectives ensures that training money is
well spent. Time training content closely to objectives also improves trainees learning
because it increases the likelihood that the training will be meaningful and helpful

After deciding on the goals and content of the training program, planners must decide
how the training will be conducted, as we will described in the next section a wide
variety of methods is available.

The following section explore the options in greater detail:

1.​ CLASSROOM INSTRUCTION

Classroom instruction typically involves a trainer lecturing a group. Trainers
often supplement lectures with slides, discussions, case studies question and
answer sessions and role playing. Actively involving trainees enhance
learning.

At school we tend to associate learning with classroom instruction and that

type of training is most widely used in the workplace too.
 Classroom instruction typically involves a trainer lecturing a group, trainers
often supplement lectures with slides, discussions, case studies question and
answer sessions and role playing,

Distance learning provides many of the benefits of classroom training without

the cost and time of travel to a shared classroom

The major disadvantage of distance learning is that interaction between the

trainer and audience may be limited, to overcome this hurdle distance
learning usually provides a communications link between trainees the trainers.

2. AUDIOVISUAL TRAINING

With modern technology, audiovisual materials can easily be made available

on a variety of devices. Today’s mobile devices can display charts, play
audio podcasts, and link to video clips. Audiovisual techniques such as
overhead transparencies, PowerPoint or other presentation software, and
video or audio clips can also supplement classroom instruction. Users of
audiovisual training often have some control over the presentation. They can
review material and may be able to slow down or speed up the lesson.

​ Audiovisual Training presentation methods need not require trainees to attend a

class, trainees can also work independently using course material in workbooks on
DVD’s or on the internet.

Today's mobile devices can display charts, play audio podcasts and link to video clips,
Users of audio-visual training offered have some control over the presentation, they can
review material and may be able to slow down or speed up the lesson.

Videos can show situations and equipment that cannot be easily demonstrated in a
classroom, another advantage of audio-visual presentations is that they give trainees a
consistent presentation not affected by an individual trainer’s goals and skills.

3. COMPUTER-BASED TRAINING

With computer-based training, participants receive course materials and

instruction distributed over the Internet or on CD-ROM. Often these materials
 are interactive, so participants can answer questions and try out techniques,
with course materials adjusted according to participants responses.

​ Computer based training although almost all organizations use classroom

training new technologies are gaining in popularity as technology improves and
becomes cheaper

With Computer based training participants received course materials and instruction
distributed over the internet or on cd-rom.

Online training programs may allow trainees to submit questions via email and to
participate in online discussions multimedia capabilities enable computers to provide
sounds images and video presentations along with the text.

Computer base training is generally less expensive that putting it instructor in a

classroom of trainees.

Finally, it is easier to customize computer-based training for individual learners, current

applications of computer-based training can extend its benefits,

E-learning involves receiving training via the Internet or the organization’s intranet,
typically through some combination of web-based training modules, distance learning,
and virtual classrooms.

a.​ Electronic performance support systems (EPSSs) are computer applications that
provide access to skills training, information, and expert advice when a problem
occurs on the job.

Fist, the E-learning which uses electronic networks for delivering and sharing information
and it offers tools and information for helping trainees improve performance.

Electronic performance support systems (EPSSs)

are computer applications that provide access to skills training, information, and expert
advice when a problem occurs on the job. Employees needing guidance can use the
EPSS to look up the particular information they need, such as detailed instructions on
how to perform an unfamiliar task.

4. ON-THE-JOB TRAINING
 On-the-job training (OJT) refers to training methods in which a person with job
experience and skill guides trainees in practicing job skills at the workplace.

Although people often associate training with classrooms, much learning

occurs while employees are performing their jobs. On-the-job training (OJT)
refers to training methods in which a person with job experience and skill
guides trainees in practicing job skills at the workplace. This type of training
takes various forms, including apprenticeships and internships

Apprenticeship is a work-study training method that teaches job skills through

a combination of structured on-the-job training and classroom training

Internship is on-the-job learning sponsored by an educational institution as a

component of an academic program.

An apprenticeship is a work-study training method that teaches job skills

through a combination of structured on-the-job training and classroom
training.

An internship is on-the-job learning sponsored by an educational institution as

a component of an academic program. The sponsoring school works with
local employers to place students in positions where they can gain
experience related to their area of study.

5. SIMULATIONS

Simulation is a training method that represents a real-life situation, with trainees

making decisions resulting in outcomes that mirror what would happen on the
 job. Simulations enable trainees to see the impact of their decisions in an
artificial, risk-free environment.

A simulation is a training method that represents a real-life situation Simulations

enable trainees to see the impact of their decisions in an artificial, risk-free
environment. A paramedic who has received training through simulation praises
this method for providing a chance to practice and make mistakes in a
low-pressure environment, so the paramedic is ready to perform similar activities
under pressure in real emergencies.

Avatars Computer depictions of trainees, which the trainees manipulate in an

online role-play.

Virtual Reality A computer-based technology that provides an interactive,

threedimensional learning experience.

When simulations are conducted online, trainees often participate by creating

avatars, or computer depictions of themselves, which they manipulate onscreen
to play roles as workers or other participants in a job-related situation. Another
way to enhance the simulation experience is to use virtual reality, a
computer-based technology that provides an interactive, three-dimensional
learning experience.

Implementing the Training Program

A training program must be designed to enable employees to acquire knowledge and skills in a way that
applies what is known about how people learn. Employees must also be able to transfer what they have
learned from the training to the workplace. Learning permanently changes behavior, as it makes them
more effective at their job.

Principles of Learning

Effective training communicates learning objectives clearly, presents information in distinctive and
memorable ways, and helps trainees link the subject matter to their jobs. Researchers have identified a
number of ways that employees learn best. Table 7.4 summarizes ways that training can best encourage
learning.
TRAINING ACTIVITY WAYS TO PROVIDE TRAINING ACTIVITY

Communicate the learning objective. Demonstrate the performance to be expected.

Give examples of questions to be answered.

Use distinctive, attention-getting Emphasize key points.

messages. Use pictures, not just words.

Limit the content of training. Group lengthy material into chunks.

Provide a visual image of the course material.

Provide opportunities to repeat and practice material.

Guide trainees as they learn. Use words as reminders about sequence of activities.

Use words and pictures to relate concepts to one another and to their context.

Prompt trainees to evaluate whether they understand and are using effective
tactics to learn the material.

Elaborate on the subject. Present the material in different contexts and settings.

Relate new ideas to previously learned concepts.

Practice in a variety of contexts and settings.

Provide memory cues. Suggest memory aids.

Use familiar sounds or rhymes as memory cues.

Transfer course content to the Design the learning environment so that it has elements in common with the
workplace. workplace.

Require learners to develop action plans that apply training content to their jobs.

Use words that link the course to the workplace.

Provide feedback about performance. Tell trainees how accurately and quickly they are performing their new skill.

Show how trainees have met the objectives of the training.

Training materials should have an appropriate reading level. In general, it is easiest to read short
sentences and simple, standard words. If training materials are too difficult to understand, several
adjustments can help. The basic approach is to rewrite the material looking for ways to simplify it.

●​ Substitute simple, concrete words for unfamiliar or abstract words.

●​ Divide long sentences into two or more short sentences.
●​ Divide long paragraphs into two or more short paragraphs.
●​ Add checklists (like this one) and illustrations to clarify the text.

Another approach is to substitute video, hands-on learning, or other non written methods for some of
the written material.

Transfer of Training

The goal of implementation is transfer of training, or on-the-job use of knowledge, skills, and behaviors
learned in training. Transfer of training requires that employees actually learn the content of the training
program. It also requires that certain conditions must be in place: social support, technical support, and
self-management.

Managers need to emphasize the importance of training and encourage their employees to attend
training programs. Organizations can formally provide peer support by establishing communities of
practice groups of employees. It also may assign experienced employees to act as mentors, who provide
advice and support to trainees. Knowledge management systems also help employees look up
information they want to review or consult later.

Organizations are beginning to provide a strong combination of social and technical support for transfer
of training. An organization's training programs should prepare employees to self-manage their use of
new skills and behaviors. Trainees should set goals for using skills or behaviors on the job. Trainers should
support managers and peers in finding ways to reward employees for applying what they learned.

Measuring the Results of Training

After a training program ends, or at intervals during an ongoing training program, organizations should
ensure that the training is meeting objectives. The stage to prepare for evaluating a training program is
when the program is being developed. Trainee satisfaction with the program, knowledge or abilities
gained, use of new skills and behavior on the job are some measures of success. Return on investment is
the final measure of success shown in Figure.

Evaluation Methods

To measure whether the conditions are in place for transfer of training, the organization can ask
employees three questions about specific training-related tasks:

1. Do you perform the task?

2. How many times do you perform the task?

3. To what extent do you perform difficult and challenging learned tasks?

Lack of transfer can also mean that employees have not learned the course material. Frequent
performance of difficult training-related tasks would signal great opportunity to perform. Assessment of
training also should evaluate training outcomes, that is, what (if anything) has changed as a result of the
training. The relevant training outcomes are the ones related to the organization’s goals for the training
and its overall performance. Possible outcomes include the following:

●​ Information such as facts, techniques, and procedures that trainees can recall after the training.
●​ Skills that trainees can demonstrate in tests or on the job.
●​ Trainee and supervisor satisfaction with the training program.
●​ Changes in attitude related to the content of the training (for example, concern for safety or
tolerance of diversity).
●​ Improvements in individual, group, or company performance (for example, greater customer
satisfaction, more sales, fewer defects).
Training is a significant part of many organizations' budgets. Businesses that invest in training want to
achieve a high return on investment. Most accurate but most costly way to evaluate training program is
to measure performance, knowledge, or attitudes among all employees. Simple but less accurate way is
to conduct pretest and posttest on all trainees. Use of only a posttest can show if trainees have reached
a specified level of competency.

Applying the Evaluation

The purpose of evaluating training is to help with future decisions about the organization's training
programs. Using the evaluation, an organization may identify a need to modify the training and gain
information about the kinds of changes needed. The organization may decide to expand on successful
areas of training or cut back on training that has not delivered significant benefits.

Unfortunately, as described in “HR Oops!” organizations often fail to gain the insights that come from
careful evaluation of training. This leaves room for companies that take evaluation seriously to gain an
edge over competitors by fully preparing their employees.

Business Games and Case Studies

Training programs use business games and case studies to develop employees management skills.

Case study is a detailed description of a situation that trainees study and discuss. Cases are designed to
develop higher-order thinking skills, such as the ability to analyze and evaluate information.

*Business Games are interesting and keep the employees engaged. Using these techniques will help the
employees to exercise their skills more freely and will discover new things as an employee. With the use
of business games, trainees gather information and will help them decide in accordance with the
outcome of their performance during the games and case studies. Training with case studies and games
requires that participants come together to discuss the cases or the progress of the game wherein the
willingness of the employees is a must because this activity requires active participation.

Behavior Modeling

Research suggests that one of the most effective ways to teach interpersonal skills is through behavior
Modeling. It involves training sessions in which participants observe other people demonstrating the
desired behavior.

*Behavior Modeling improves trainees’ knowledge, skills, and desired actions on the job. It emphasizes
"practice makes perfect" wherein employees are required to practice in order to improve their skills and
enhance their abilities. This training can help employees change their behaviors on the job and can
improve their performance.
For example, a training program could involve several days of four-hour sessions, each focusing on one
interpersonal skill, such as communication or coaching.

*They practice through role playing and receive feedback about their performance.

Experiential Programs

The goal of this program is to develop teamwork and leadership skills, some organizations enroll their
employees in a form of training. Train workers and supervisors to think calmly and creatively under
pressure. Training programs in which participants learn concepts and apply them by simulating behaviors
involved and analyzing the activity connected with real-life situations.

*Experiential program is also called ‘learning by doing’ .It is to engage participants and keep them
interested in solving a problem or overcoming a challenge. Teamwork must be observed because it has a
great impact in participating in the said program.

It should follow several guidelines and participants should feel challenged and move outside their
comfort zone

It includes guidelines that should be followed to have a smooth process while doing the required
activities. This activity allows the participants to learn how to conquer their fears and this might help
them in overcoming heavy trails.

Adventure Learning

Teamwork and leadership training program based on the use of challenging, structured outdoor
activities.

*Adventure Learning is part of the experiential program where the participants are expected to
experience such activities that will develop and test their teamwork and strategies on how to achieve the
goal of the program. This also allows the participants to reflect from their performance for them to be
able to know what to improve and what is necessary when it comes to building teamwork and exercising
leadership.

Before requiring employees to participate in experiential program, the organization should consider
drawbacks.
* This program requires full participation which includes efforts and teamwork. Some of the activities
might be risky to some of the participants so the mentor should always ask if there is any. They must
consider the health of the participants and if they are capable of doing so.

Applications of Training
Training applications that have become widespread among U.S. companies include orientation and
onboarding of new employees and training in how to manage workforce diversity.

Training Application allows your workforce to adapt to the changing trends. By conducting application
training at the organizational level, you can greatly enhance the employees' productivity while improving
their employability.

Orientation and Onboarding of New Employees

For new hires, employee orientation is a one-time event that welcomes new employees to your
company. It's more general in focus. Conversely, employee onboarding is a series of events and trainings
(including orientation) that helps new hires progress into successful employees. It's more job- and
department-specific.

Orientation
Training designed to prepare employees to perform their jobs effectively, learn about their organization,
and establish work relationships.

Many employees receive their first training during their first days on the job. This training is the
organization’s orientation program—its training designed to prepare employees to perform their job
effectively, learn about the organization, and establish work relationships. Organizations provide
orientation because employees need to become familiar with job tasks and learn the details of the
organization’s practices, policies, and procedures.

Onboarding
Ongoing process that aims to prepare new employees for full participation in the organization.

It aims to prepare new employees for full participation in the organization. Onboarding is a conscious
attempt to get new employees to connect and identify with their employer by encouraging them to
gather more information about the company, its history and culture, and its products or services. In
doing so,, onboarding also helps new employees adjust to both the social and the performance aspects
of their jobs so they can quickly become productive contributors to the organization.

Goals for a Four-Stage Onboarding Process

Compliance is the lowest level and involves learning the basic rules and policies of the organization, as
well as filling out all necessary paperwork.

Clarification ensures that the new employees understand their roles and responsibilities. It can help to
describe upcoming projects in which they will be participating, and how they can contribute.

Culture explains the norms for the organization. This can be accomplished by giving them a tour of the
facilities, describing how things work, and explaining how they fit within and impact the larger
organization.

Connection is the highest level, wherein a new employee develops relationships with the other
members of the organization and begins to feel like part of the team. Introduce them to as many of their
coworkers as possible! Encourage team members to explain what they do and to include the new hire in
formal, as well as informal activities, such as going to lunch together. It helps to assign a mentor or
buddy who can be readily available to answer any questions, and who can bridge the gap between the
new employee and their coworkers.

Diversity Training
Training designed to change employee attitudes about diversity and/or develop skills needed to work
with a diverse workforce.

In response to Equal Employment Opportunity laws and market forces, many organizations today are
concerned about managing diversity—creating an environment that allows all employees to contribute
to organizational goals and experience personal growth. This kind of environment includes access to jobs
as well as fair and positive treatment of all employees.

Does diversity training yield improvements in business performance? So far, research has not
demonstrated a direct relationship. Training may, however, contribute to the kind of environment in
which diversity can enhance performance because people learn from one another’s differences. This is
most likely when diversity training is part of management’s long-term commitment to managing diversity
because the company’s leaders consider diversity to be an opportunity for employees to learn from one
another, work in a supportive environment, and acquire teamwork skills. In other words, successful
diversity programs are not merely a training topic but part of an organizational culture that expresses its
appreciation for diversity also through other actions, including recruiting, hiring, and developing diverse
employees.