A.

TYPES OF TRAINING

There is definitely no one size fits all type of training. Each organization has its own training methods to meet
certain situations and needs. Depending on what is being taught to employees, one type of training may be
much more effective than another method. Below are different types of training that is widely used in
organizations:

1. On-the-job Training. Training that begins from day one of starting your job. Reading manuals, continuous
observation, reading your job description and asking questions are all required during on-the-job training. Many
organizations use this method of training as they believe it is the most effective type as employees learn hands-
on. Despite the effectiveness of on-the-job training, this is also a more stressful method.

2. Technology-Based Learning. Training and learning done so via technology including computer-based programs that
include interactive multimedia and video, as well as online-based training programs. This method of training is useful for
large corporations as training is unlimited and allows for more learner involvement. It is also a critical training method
for employees who do not have time for on-site training.

3. Simulators. Using simulators to imitate real work experiences in order for employees to train dangerous or
unexpected situations. Not as commonly used as simulators are expensive but extensively used for pilot, police
and astronaut training. This method of training is important because it imitates the challenges that would
employees would face on the job.
4. Coaching/Mentoring. Receiving training one-on-one from an experienced professional. Employees can ask
many questions and receive thorough responses that would otherwise not happen in a group/classroom setting.
5. Role Playing. Allowing employees to act out workplace issues in order to touch upon negotiating and team
work skills. Role playing allows you the flexibility to train a few people or a large group. This method of
training can be problematic for employees who do not feel comfortable in front of groups of people. \

6. Lectures. Training done so in a classroom-type setting. This method of training allows the ability to provide
extensive amounts of information to a large group of people in  a limited amount of time. Many people believe
this is the least effective method of training as there is a lack of knowledge retention. There is also a lack of
interaction between the trainer and trainees which can make training ineffective and boring.
7.Group Discussions/Tutorials. Training done so again in a classroom-type setting. Groups of people discuss
certain issues and situations. This method of training is more effective than lectures due to more interaction
between trainees and trainer. Groups discussions/tutorials allow employees to voice different concerns and give
them the ability to ask questions and bounce ideas off one another.
8. Management Games. Simulating real-life issues faced in the workplace. Games such as board games that
simulate business situations, computer simulators, creating games that involve problem solving and
implementing innovative ideas.

9. Outdoor Training. Training used to develop teamwork skills. Involves outgoing and interactive activities
that gets participants to work together. Activities can include things such as rafting, rock climbing etc. This is
said to be one of the most enjoyable training methods for employees.
10. Films & Videos. Often used in conjunction with other training methods. Used to keep the trainees attention
and to simulate discussion on specific issues. Films and videos can be used to enhance your already existing
training but can prove to be ineffective if it is the only training method implemented.
11. Case Studies. Allowing trainees to analyze and discuss real workplace issues. Developing problem-solving
skills and providing examples that illustrate certain principals and theories. This type of training method can be
effective since case studies can tackle a wide range of workplace topics and situations.

As you can see there are many avenues for employee training. It is an important factor to match the best
training method based on the workplace situation. The most important factor is organizations should assess
each training method used and get feedback on the effectiveness in order to see their efforts improving their
company productivity. It is essential to first focus on identifying what a learner needs to know and then
choosing which type of training to implement.

B.
Every organization whether profit or non-profit, public or private or
government, needs to have well trained and experienced employees to perform
the activities in order to achieve the organizational goals.
Training is necessary to enhance the skill levels and increase the versatility and
adaptability of employees.

nadequate job performance or a decline in productivity or changes resulting of

the job redesigning or a technological breakthrough requires some type of
training and development efforts.
A training process involves the following steps:-

1. Identifying Training Needs 2. Establish Specific Objectives 3. Designing the

Training Programme 4. Getting Ready for the Job

5. Preparation of the Learner 6. Presentation of Operation and Knowledge 7.

Performance Try-Out 8. Follow-Up and Evaluation Training Results.

Training Process in HRM – Steps, Process and

Phases
Training Process in HRM – 6 Step Process: Identifying Training
Needs, Establish Specific Objectives, Select Appropriate
Methods, Implement Programs and a Few More Steps
A training is not a one sort affair; rather it is a step-by-step process that will
completed only after successful completion of given sequential activities.
Step # 1. Identifying Training Needs:
Training need is a difference between standard performance and actual
performance. Hence, it tries to bridge the gap between standard performance and
actual performance. The gap clearly underlines the need for training of
employees. Hence, under this phase, the gap is identified in order to assess the
training needs.
Step # 2. Establish Specific Objectives:
After the identification of training needs, the most crucial task is to determine the
objectives of training. Hence, the primary purpose of training should focus to
bridge the gap between standard performance and actual performance. This can
be done through setting training objectives. Thus, basic objective of training is to
bring proper match between man and the job.
Step # 3. Select Appropriate Methods:
Training methods are desired means of attaining training objectives. After the
determination of training needs and specification of objectives, an appropriate
training method is to be identified and selected to achieve the stated objectives.
There are number of training methods available but their suitability is judged as
per the need of organizational training needs.
Step # 4. Implement Programs:
After the selection of an appropriate method, the actual functioning takes place.
Under this step, the prepared plans and programs are implemented to get the
desired output. Under it, employees are trained to develop for better performance
of organizational activities.
Step # 5. Evaluate Program:
It consists of an evaluation of various aspects of training in order to know
whether the training program was effective. In other words, it refers to the
training utility in terms of effect of training on employees’ performance.
Step # 6. Feedback:
Finally, a feedback mechanism is created in order to identify the weak areas in
the training program and improve the same in future. For this purpose,
information relating to class room, food, lodging etc., are obtained from
participants. The obtained information, then, evaluated, and analyzed in order to
mark weak areas of training programs and for future improvements.

Training Process in HRM – 6 Step Process: Assessment of

Training Needs, Preparing Training Programme, Preparing
Learners, Performance Try Out and Evaluation
A training process involves the following steps:
1. Assessment of Training needs
2. Preparing the Training Programme
3. Preparing the Learners
4. Implementing Training Programme
5. Performance Try Out
6. Evaluation of the Training Programme.
This process is explained as follows:
1. Assessment of Training Needs:
Before training someone, it obviously makes sense to know whether the person
really requires training and if so, what the training should achieve. Training,
therefore, traditionally starts with determining what training is required. How
you analyse training needs depends on whether you’re training new or current
employees.
The main task in analysing new employees’ training needs is to determine what
the job entails and to break it down into subtasks, each of which you then teach to
the new employees. Analysing current employee’s needs can be more complex,
since you have the added task of deciding whether training is the solution.
The training needs are analysed with the help of following types of
analysis:
(i) Organisational Analysis:
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In this analysis, the entire organisation is studied in terms of its objectives,

resources, resource allocation and utilisation, growth potential and the
environment. The reason for this analysis is to determine where training
emphasis should be placed within the organisation.
Under organisational analysis the following elements are studied:
(a) Analysis of Objectives and Strategies:
In this, the long-term and short-term objectives at different levels and the
strategies used for the achievement of these objectives at different levels are
analysed. This is done due to the reason that it is necessary to review and revise
the objectives according to the changing environment. For this purpose, the
general objectives are converted into specific and detailed operational targets.
(b) Resource Utilisation Analysis:
The main purpose of this analysis is to study how the organisational resources are
put to use. This analysis examines the contributions of the various departments
by establishing efficiency indices for each unit and these indices help in
determining the contribution of the human resources.
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(c) Environmental Analysis:

This analysis studies the economic, social, political, and technological
environment of the organisation. The main purpose of this analysis is to identify
the controllable and uncontrollable factors affecting the organisation.
(d) Organisational Climate Analysis:
In this analysis, the attitude of management and the employees is studied, as for
developing and implementing the training programme, the support of the
management and their attitude towards employees is to be studied necessarily.
(ii) Role or Task Analysis:
It is a detailed examination of the aspects involved in the job. It studies the
various operations and the conditions under which these operations are to be
performed.
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Following procedure is involved in the task analysis:

(a) Using the job description as a guide, the duties and responsibilities of the task
under consideration are listed.
(b) Making the list of the standards of performance of the job.
(c) Comparing the actual performance with the standard performance.
(d) If there is a gap between the two, identifying the parts of the job which are
making trouble in the effective performance of the job.
(e) Determining the training needs to overcome the troubles.
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(iii) Manpower Analysis:

The primary purpose of this analysis is to study the abilities, skills and the growth
and development of the individual. The manpower analysis helps in analysing the
strengths and weaknesses of the individual. It also helps in determining that if he
requires training or not. If yes, then what kind of training is required for him?
The various sources of such information are as follows:
(a) Observation of employee at the workplace.
(b) Conducting the interview of the employee’s superior and peers.
(c) Personal records of the employee.
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(d) Production records and tests.

These sources will provide the information about the existing skills and attitude
of the employee that he should possess.
2. Preparing the Training Programme:
The second step after determining the training needs in the training process, is to
prepare the training programme for meeting these needs.
The training programme should be such that it should address the
following issues:
(i) Type of trainees both new and old
(ii) Type of training material that is required

(iii) Resource person who will provide training

(iv) On-the-job or off-the-job training programme
(v) Duration of the training programme
(vi) Method of training.
3. Preparing the Learners:
It is necessary that the trainees who are going to attend the training programme
should be well-prepared for the program. If they are not prepared, they will not
take interest in learning the important aspects of the training programme.
Therefore, there should be preparation for the learners so that they may derive
maximum benefit out of the training programme.
Following steps are required for the preparation of learners for the
training programme:
(i) Putting the learners at ease particularly if they are newcomers so that they do
not feel nervous at the job.
(ii) Making the learners understand the importance of the job and its relationship
to total workflow.
(iii) Making the learners understand the needs and objectives of training in
relationship to their job.
(iv) Arousing motivation among the learners to learn by creating interest among
the learners about the training programme.
(v) In the case of on-the-job training, placing the learners as close to their
workplace as possible.
(vi) Making the learners familiar with the equipment, materials, tools, etc.
4. Implementing Training Programme:
This is the action phase of the training programme. In this phase, the trainer
demonstrates and illustrates the new methods and knowledge to the learners.
The learners at this stage are exposed to the various training activities. The key
points are stressed upon and one point is explained at one time for making the
training an effective learning experience for the employees.
Audio-visual aids are used to demonstrate and illustrate and the trainer
encourages the trainees for questions in order to maintain the interest of the
learners in the training programme.
5. Performance Try Out:
In this stage, the trainee is asked to perform the job several times, slowly. The
mistakes of the trainees are corrected and if necessary, the complicated and
difficult aspects are explained again.
6. Evaluation of the Training Programme:
Evaluation of training is an attempt to obtain information (feedback) on the
effects of a training programme and to access the value of the training in light of
that information. While organisations may be devoting a lot of money and efforts
towards designing and conducting training programmes, due attention is often
not paid to the evaluation part. This may be vested in the belief that
measurement of effectiveness of training, if not impossible, is difficult.
Real effectiveness of training and development efforts can be judged only from a
systematic study of the actual change in the behaviour and performance on the
job, over an extended period of time. The primary function of training is
therefore to provide new knowledge, new skills and bring about change in
attitude and behaviour.
Training is absolutely meaningless if it fails to bring about changes in any of these
areas. Therefore, evaluation of training is made only in relation to change in
skills, knowledge, attitude and behaviour.

Training Process in HRM – 4 Interrelated Steps: Identification

of Training & Development Needs, Analysing the Training
Objectives and a Few Other Steps
For designing a training program an organisation has to follow four
interrelated steps explained as under:
Step One – Identification of Training and Development Needs:
In general, the need for training and development is strongly felt by management
if they are able to notice under performance by their subordinates evidenced
through their low output, lack of initiative, or general incompetence. At times,
when management is able to notice gap between what an employees is doing and
what he or she should be doing, it calls for the need for training and
development.
Besides this the moment an organisation acquires a new and unfamiliar or
technically sophisticated equipment, it calls for imparting training to the
employees to equip them to handle that equipment. While training could be used
in improving any transformation process that takes place in terms of present
inputs and outputs, the training has to be related, both to the needs of the
organisation and those of the individual.
For identifying training needs three types of analysis is useful and
explained as under:
a. Organisational Analysis:
It involves a total analysis of the organisation structure, objectives, its human
resources and future plans in order to identify and understand exactly what type
of training shall be required. It calls for a clear-cut understanding of the short-
term and long-term training objectives of the enterprise.
The organisation should also analyse the availability of human and physical
resources in attaining operational targets. The organisational climate which
consists of the attitude of the employees with regard to loyalty, trust, openness,
and commitment towards the goal of the organisation also plays an important
role in determining the effectiveness of the training programme.
At this level, the need analysis tries to find out answers to the
following key questions:
(i) Which are the key areas?
(ii) Is the performance of employees up to the standard required?
(iii) What is the HRD climate in the organisation?
(iv) Is it conductive to the implementation of the training programme?
b. Task Analysis:
In the task level analysis, data is collected using questionnaire,
observations, and personal records on:
(i) Job description in order to identify the content of the job in terms of duties
and responsibilities of a specific job.
(ii) Job specification in order to identify the human qualities required to do the
job properly.
(iii) Tasks to be performed.
(iv) Methods to be used to impart training.
c. Human Resource Analysis:
At the individual level, human resource analysis is performed where
data is collected to find out:
(i) The training requirements of individual employees.
(ii) Various skills required by individual employees to perform better.
(iii) Time period for imparting training.
(iv) Capacity of the individual employee to learn new skills, technology and
behaviour.
Step Two – Analysing the Training Objectives:
The next step after evaluating the training needs is analysing short and long-term
objectives of training and development. The long-term objective of the training
and development program is to increase overall organisational effectiveness,
while the short-term objective pertains to productivity, quality, effective human
resource planning, better morale, health and safety, prevention of obsolescence,
personal growth, as a yardstick of performance.
Step Three – Designing the Training Programme:
The training programme needs to be designed very carefully. During the design
phase, the training objectives are to be kept into mind by both learners and
trainers so that they can be realised effectively. This phase typically includes the
choice of interested learners, effective trainers, an ideal training period, well
drafted course content, and effective training methods.
Details are also worked out regarding the nature and the type of training to be
imparted, the real learning time for different jobs, knowledge of the participants,
and the persons who should act as trainers.
Step Four – Evaluation of Training Results:
A comprehensive appraisal of training should be carried out by the management
to measure the effectiveness of training as well as about the design of future
training programs. It will enable the human resource managers to find out
whether the training programme has been conducted properly or not and the
extent to which the training objectives have been realised. The evaluation of
training program provides useful data on the bases of which it can be integrated
with other functions of human resource management.

Training Process in HRM

Every organization whether profit or non-profit, public or private or government,
needs to have well trained and experienced employees to perform the activities in
order to achieve the organizational goals.
Training is necessary to enhance the skill levels and increase the versatility and
adaptability of employees. Inadequate job performance or a decline in
productivity or changes resulting of the job redesigning or a technological
breakthrough requires some type of training and development efforts.

With the complexity of the job, the importance of employee development also
increases. In a rapidly changing society, employee training and development are
not only an activity that is desirable but also an activity that an organization must
commit resources to if it maintains a viable and knowledgeable work force.

In simple words, training and development refer to ‘the imparting of specific

skills abilities and knowledge to an employee. Training and development is
defined as, any attempt to improve current or future employee performance by
increasing an employee’s ability to perform through learning, usually by changing
the employee’s attitude or increasing his or her skills and knowledge.

The training programs need to be drafted carefully.

Usually in the organization of training programs, the following steps

are necessary:
1. Identifying the Training Needs:
A training program should be established to assist in the solution of specific
operational problems and improve performance of the trainee.

Identification of training needs must contain three types of analyses:

(a) Organizational Analysis:
Organizational analysis is a systematic effort to understand exactly where
training effort needs to be emphasized in an organization involving a detailed
analysis of the organization structure, objectives, human resources and future
plans, and an understanding of its culture milieu. An in-depth analysis of these
factors would facilitate an understanding of deficiencies that need to be rectified.

(b) Operational Analysis:

Operational analysis involves a detailed examination of a job, its components, its
various operations and the conditions under which it has to be performed. This
analysis focuses on the “task” itself, rather than on the individual and the training
required to perform it. Analysis of the operation and its various components will
indicate the skills and training needed to perform at the job at the required
standard.

(c) Man Analysis:

Man analysis focuses on the individual employee, his abilities, skills and the
inputs required for job performance, or individual growth and development in
terms of career planning. Man analysis identifies individual employee’s training
needs.

William Berliner and William McLarney say that discovering training

needs involves five tasks:
i. List the duties and responsibilities or tasks of the job under consideration,
using the Job Description as a guide.

ii. List the standard of work performance on the job.

iii. Compare actual performance against the standards.

iv. Determine what parts of the job are giving the employee trouble- where is he
falling down in his performance?

v. Determine what kind of training is needed to overcome the specific difficulty or

difficulties.

2. Getting Ready for the Job:

Having identified the needs for training, the next step is to decide who is to be
trained- the newcomer or the existing employee, or the supervisory staff, some or
all of them selected from different departments.

3. Preparation of the Learner:

The next step requires that the learner remains prepared for learning.

This step involves:

i. Putting the learner at ease so that he does not feel nervous because of the fact
that he is on a new job;

ii. State the importance and ingredients of the job, and its relationship to work
flow;

iii. Explain the learner reasons why he is being taught;

iv. Create interest and encourage questions to find out what the learner already
knows about his job or other jobs;

v. Explain the ‘why’ of the whole job and relate it to some job the worker already
knows;

vi. Place the learner as close to his normal working position as possible;

vii. Familiarize him with the equipment, materials, tools and trade terms.

4. Presentation of Operation and Knowledge:

The trainer should clearly tell, show, illustrate and question in order to put over
the new knowledge and operations. The learner should be told of the sequence of
the entire job, and why each step in its performance is necessary.

Instruction should be given clearly, completely and patiently; there should be an

emphasis on key points, and one point should be explained at a time. For this
purpose, the trainer should demonstrate or make use of audio-visual aids and
should ask the trainee to repeat the operations. He should also be encouraged to
ask questions in order to indicate that he really knows and understand the job.
5. Performance Try-Out:
Under this step, the trainee is required to go through the job several times slowly,
explaining him each step. Mistakes are rectified, and if necessary, some
complicated steps are done for the trainee the first time. The trainee is asked to
do the job gradually building up skill and speed. As soon as the trainee
demonstrates that he can do the job in a right way, he is put on his own, but not
abandoned. Then the trainee is put to test and the effectiveness of a training
program evaluated.

6. Follow-Up and Evaluation:

The evaluation is undertaken with a view to testing the effectiveness of training
efforts. This step can be accomplished by putting a trainee ‘on his own’, checking
frequently to be sure that the trainee has followed instructions and tapering off
extra supervision and close follow up until he is qualified to work with normal
supervision.

Training Process in HRM – 3 Main Phases: Pre-Training,

Training and Post-Training
In other way, the process of training can be explained in terms of
three phases:
1. Pre-training,
2. Training, and
3. Post-training.
Phase # 1. Pre-Training:
The process begins with a clear understanding of the situation that calls for a
more effective behaviour. To begin with, the process involves a detailed analysis
of the job which should be laid down clearly and properly. The organization’s
receptivity to more effective behaviour on the part of people to be trained is the
second key aspect of the situation that should be understood. Who feels the need
for this new behaviour? The person involved? His immediate superior? A distant
head office?
These issues raise questions of motivation and relationships. They are personal to
the possible participant, to others in the organization, and also to his wife and
family. They affect his capacity to learn and thus the effectiveness of his training.
Phase # 2. Training:
There is always a set of questions that play in and out of the participant’s mind as
he begins his training and selects what he wants to learn from the programme
just getting under way. Having explored, the participant tries out some new
behaviour. Then either of two sequences takes over.
If the participant finds the new behaviour useful, he tries it again, checks it for
effectiveness and satisfaction, tries it repeatedly, and gets better at it. Finally, he
incorporates the new item into his habitual behaviour in the training situation.
Or, he does not find it useful. So he discards it, tries some variant and/or
discontinues learning in this direction. This process goes on continuously and
more or less consciously.
Phase # 3. Post-Training:
The situation now changes with the subject well trained and more confident with
the job he is to do. He goes prepared with some anticipation of those encounters.
When he actually arrives, there is a lot of adjustment made from both sides. The
participant may find his organization encouraging, helping him use his training
and offering him the additional support of continuing contact with the training
institution.

C. Training of Employees - Need and

Importance of Training
Training of employees takes place after orientation takes place. Training is the process of enhancing the skills, capabilities
and knowledge of employees for doing a particular job. Training process moulds the thinking of employees and leads to
quality performance of employees. It is continuous and never ending in nature.

Importance of Training
Training is crucial for organizational development and success. It is fruitful to both employers and employees of an
organization. An employee will become more efficient and productive if he is trained well.

Training is given on four basic grounds:

1. New candidates who join an organization are given training. This training familiarize them with the organizational
mission, vision, rules and regulations and the working conditions.
2. The existing employees are trained to refresh and enhance their knowledge.
3. If any updations and amendments take place in technology, training is given to cope up with those changes. For
instance, purchasing a new equipment, changes in technique of production, computer implantment. The
employees are trained about use of new equipments and work methods.
4. When promotion and career growth becomes important. Training is given so that employees are prepared to
share the responsibilities of the higher level job.

The benefits of training can be summed up as:

1. Improves morale of employees- Training helps the employee to get job security and job satisfaction. The more
satisfied the employee is and the greater is his morale, the more he will contribute to organizational success and
the lesser will be employee absenteeism and turnover.
2. Less supervision- A well trained employee will be well acquainted with the job and will need less of supervision.
Thus, there will be less wastage of time and efforts.
3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills required for doing a
particular job. The more trained an employee is, the less are the chances of committing accidents in job and the
more proficient the employee becomes.
4. Chances of promotion- Employees acquire skills and efficiency during training. They become more eligible for
promotion. They become an asset for the organization.
5. Increased productivity- Training improves efficiency and productivity of employees. Well trained employees
show both quantity and quality performance. There is less wastage of time, money and resources if employees
are properly trained.

D.
training needs assessment identifies individuals' current level of competency, skill or knowledge in
one or more areas and compares that competency level to the required competency standard
established for their positions or other positions within the organization.

A training needs assessment identifies individuals' current level of competency, skill or knowledge in one or
more areas and compares that competency level to the required competency standard established for their
positions or other positions within the organization. The difference between the current and required
competencies can help determine training needs. Rather than assume that all employees need training or even
the same training, management can make informed decisions about the best ways to address competency gaps
among individual employees, specific job categories or groups/teams.

Assessments can be conducted at any time but are often done after hiring, during performance reviews, when
performance improvement is needed, for career development plans, for succession planning, or when changes in
an organization also involve making necessary changes to employees' jobs. It is beneficial to perform these
assessments periodically to determine the training needs of an organization, employees' knowledge and skills,
and also training program effectiveness.

Step 1: Identify the Business Need

A training assessment is the first step to any successful training program and is also a critical  aspect of
succession planning. Conducting this analysis allows an organization to focus its efforts on areas of training that
are necessary for employees to successfully carry out the organization's goals, make optimum use of the
company's training dollars and motivate employees by contributing to their career development. The person
conducting the training needs assessment must clearly understand the overall organization and department goals
and priorities, so he or she can properly assess the training options and identify which training opportunities will
contribute most to the overall success of employees, the business units and the organization as a whole.

Essentially, why is the organization conducting a training needs assessment? What is the end result that the
employee, manager or executive team is trying to accomplish? Will training contribute to this accomplishment?
Sometimes training is not the answer. There may be other organizational issues that would be best addressed
through another means—for example, through job analysis, goal clarification, reorganizing or realigning a
department, or employee engagement.

Step 2: Perform a Gap Analysis

Performing a gap analysis involves assessing the current state of a department's or employee's performance or
skills and comparing this to the desired level. The difference between the existing state and the desired state is
the gap. There are many different methods for conducting a gap analysis. The method for identifying the gap
will depend on the organization and the situation. Depending on the situation, it may be helpful to use one or
more gap analysis methods. Some gap analysis assessment tools are the following:

 HR records. HR records can include accident and safety reports, job descriptions, job competencies,
exit interviews, performance evaluations and other company records such as production, sales and cost
records. For example, if a department has a dramatic increase in workplace accidents, then it would be
important to review accident reports as part of the gap analysis prior to conducting safety training.
 Individual interviews. Individual interviews may be conducted with employees, supervisors, senior
managers and even sometimes clients/customers or outside vendors. If an organization is providing
safety training, talking with the employees who not only had the accidents but also witnessed the
accidents would be advisable. In addition, talking to employees who have never had accidents could be
useful in creating a training program that includes a standard of safe practices. If the accidents involved
equipment, it may be beneficial to talk to the vendor that manufactured or serviced the equipment. The
information gathered can identify the gaps that an organization needs to address. A company and its
employees can benefit from new training opportunities as a result of the training needs assessment.
 Focus groups. Unlike individual interviews, using focus groups involves simultaneously questioning a
number of individuals about training needs. Best results occur with a department or group of employees
who have similar training needs. The participants brainstorm about all the training needs they can think
of and write them on a flip chart. Then each person is provided perhaps five dots or sticky notes
(employers should provide the number of dots or sticky notes that will work best for the organization).
Each individual places his or her dots or sticky notes on the training ideas he or she believes are the most
important. An individual could choose to place one dot on five different items, or all five on one training
item.
 Surveys, questionnaires and self-assessments. Surveys generally use a standardized format and can be
done in writing, electronically or by phone. Depending on the situation, it may be helpful to conduct
surveys with employees as well as with customers. When conducting a customer service training needs
assessment, employers should ask employees what would help them provide better customer service.
Employers should also obtain opinions from customers about their experiences with employees.
  Observations. Sources for observation include a supervisor's direct observation and input, on-the-job
simulations of work settings, and written work samples.

Step 3: Assess Training Options

The gap analysis generates a list of training options and needs. Now the list can be assessed based on the goals
and priorities of the organization, both currently and in the future.

A scale of 1 to 3 could be used with number 1 being critical, 2 being important and 3 being not important at all.
Here are factors to consider when determining if training is a viable option.

 Solution to a problem. For example, an employee has a performance problem that has clearly been
identified as a training issue. The employee is provided with additional on-the-job training in which he
or she successfully acquires the needed skills. As a result, the company would have a fully competent
employee who is also meeting the required performance standards.

 Cost. Cost of training is a significant factor that needs to be weighed in terms of importance. Depending
on the situation, the organization may be willing to invest a significant amount in one training but not in
the others listed due to organizational priorities and finances. Here is the formula to calculate the total
cost of training:

Number of Employees Trained x Cost of Training = Total Cost of Training

 Return on investment. Return on investment (ROI) is a calculation showing the value of expenditures

related to training and development. It can also be used to show how long it will take for these activities
to pay for themselves and to provide a return on investment to the organization.  
 Legal compliance. If any of the training needs from the gap analysis are required legally (i.e., by
federal, state or industry laws) or to maintain employees' licenses or certifications, then these trainings
would be a high priority.  
 Time. Sometimes the amount of time involved to build the capacity within the organization will affect
its operational needs as it can interfere with the employees' ability to complete other job duties. In this
case, it may be more beneficial to hire the talent from outside the organization or outsource the task to
fill in the skills gaps. In other cases, like succession planning, the organization can afford a long-term
commitment to building the capacity from within.
 Remaining competitive. Perhaps there exists minimal knowledge/competencies in a new product or
service that is negatively affecting company revenue. The employer can provide the needed training to
its employees so that the new product or service generates or exceeds the desired revenue. In this
situation, the company benefits from the increase in revenue, therefore outweighing the cost of training.

After all the training needs/options have been assessed, the HR professional will have a list of training priorities
for individual employees, departments or the organization as a whole.

Step 4: Report Training Needs and Recommend Training Plans

The next step is to report the findings from the training needs assessment, and make recommendations for short-
and long-term training plans and budgets, starting with the most critical priorities from the training option list. If
there is a timeline for any of the trainings, such as a deadline to satisfy training obligations for legal compliance
purposes, then they should be budgeted and scheduled accordingly. The report should include a summary of
why and how the assessment was completed, the methods used and people involved, and the training
recommendations with a general timeline.

Considerations for the report and recommended training plans include:

 What training is already being offered, and should it continue to be offered?

 Will the training be conducted in-house or externally?
 Does it make sense to bring in a trainer to train several employees on the same subject matter, rather
than send everyone to an off-site training?
 Does the company have the subject matter expertise within HR, the training department or another
department to conduct the training?
 Can and should the training be conducted online?
  What is the learning style of the participants?
 Are all participants at one location or multiple locations, or are they decentralized? 

TRAINING FOR PERFORMANCE

Employees crave guidance from their managers in order to improve their

workplace performance. Feedback and goal-setting are two examples of
guidance that managers can provide their employees.

But training employees in performance management teaches them how they

are going to be assessed. This training can teach them what to expect in terms
of feedback and also guide them towards tangible goals to develop their
professional skill set.

There is a clear connection between training and performance management.

Training can help improve performance management in your workplace.
Training gives employees a framework of how their job duties and tasks
should be completed, and, most importantly, what their managers are looking
for. It centralizes knowledge in the workplace.

 Investing in training can be extremely rewarding to the entire business,

including to its clients and customers. There are several benefits to training in
a performance management lens, including lower employee turnover, higher
employee productivity, higher customer satisfaction, and likewise - higher
profits.

Here are six things to look for in an effective training program.

Training should excite employees.

Too often, employees—and sometimes, even managers alike—groan when they
hear there is another training schedule, especially if is mandatory. That’s
because training often has a bad reputation. After all, how many times have we
been cooped up in a stuffy conference room for an entire day, taking notes
from a bland Powerpoint presentation?

But training doesn’t have to be boring. When it comes to performance

management training, employees should be involved with how to apply the
training to their current positions. They should leave with actionable steps on
how to maximize their workflows to benefit the whole team. 

f your training aligns to your team culture, it should get employees excited.

Company culture does so much to attract top talent, retain great employees, and
ensure people operations are always performing at its best.

If you aren’t sure if your training is boring, consider the following questions:

 If you were an employee receiving this training, would you be uninterested

and disengaged?

 If you were an employee with tons of work to return to after the training,
would you feel this training was wasting your time?

 If you were an employee who received similar training before, would they feel
the information is redundant and their attendance was unnecessary?

Training should be as long or as short as you need it

to be.
Too often, companies block out entire days and weeks dedicated to training.
While many programs require a lot of time, much of the content in training can
be easily wrapped up and summarized.

Don’t waste everyone’s time by drawing out training for longer than it needs to
be, because you could be taking away from employee’s work time and
therefore, company profit. But at the same time, you don’t want to speed
through the material faster than employees are able to process it.

If you’re curious if your training is just the right amount of time, think about:

 Can the content of the training be condensed?

 Does the content of the training feel too short or that it needs to be
expanded?

 If you were an employee with working waiting at their desk, would you feel
this training would be redundant and unnecessary?
  Could this information also be consumed by an employee individually? Does
it require a group to process?

 Will this material be relevant to employees who aren’t new?

 Does this material provide a new context or practicality than those in prior
trainings?

 Do you have static content that can but put into online training?

Training should be updated with the latest

information.
Training isn’t always for new employees. Even those who you have been
managing for years are hungry for new ways to improve their performance.

After all, companies evolve and develop over time, so performance

management should too. Therefore, training materials should be updated with
new information to adapt to the changing office climate and processes.

Think about the following when it comes to updating training material:

 Will this material be relevant to employees who aren’t new?

 Does this material provide a new context or practicality than those in prior
trainings?

 Do you have static content that can but put into online training?

Training should be measured, just like employee

performance.
Many companies struggle to execute training that actually provides positive,
profitable results. To achieve the results you want, training must not only
receive the information and/or skills they need, but training must also be
measured in similar ways to how an employee’s performance is measured. In
other words, your training must be measured in terms of how much it improves
employee performance (or not).

When it comes to performance management training and its effectiveness, ask

yourself the following questions:

 Do my employees have a better understanding of what is expected of them?

Why or why not?

 Do my employees have a better understanding of their job duties and tasks?

Why or why not?

 Do my employees have a better understanding of how to receive and give

feedback? Why or why not?

 Do my employees have a better understanding of how to develop their skill

sets within their positions? Why or why not?

Training should be a collaboration between a third-

party consultant and managers.
Many companies rely on third-party consultants to provide this training. While
it can be incredibly helpful to have an unbiased perspective that can look into
your company’s performance management, that perspective can be totally
useless if it doesn’t understand what results you want or what kind of
performance you want to see in your workplace.

This is why it is critical for managers to collaborate with third-party

consultants to fine-tune trainings to fit the needs of their employees and
overall organization.

Some questions to think about when it comes to collaboration:

 Does this training introduce new concepts, or re-introduce former concepts

in innovative ways?

 Can this training be assessed in terms of how well or poorly it impacted

employees’ performance?
  Does this training fit the needs of my organization and how employees can
meet them?

 When do you expect to see returns on investing in training?

 What are the manager’s expectations of the training effects?

 What are the employee’s expectations of the training effects?

 How will this new business outcome affect the whole company?

Training should improve a business outcome.

Finally, training should be directly related to a business outcome. It’s all very
well to teach employees new skills or adjust to new software, but those skills
and software should be directly related to their work.

Plus, while it might be great to have your employee learn every new skill in the
business, it’s important that they learn skills that can work in your  business.
It’s great to be certified in a certain aspect of work, but if your company is
pivoting away from that product or industry, it’s important to think about the
return on investment such training can have.

Similarly, when your employees do learn skills that affect the business, make
the effort to show how that training made a difference. Before training, discuss
the KPIs you expect based on their new skill. After the training, discuss and
schedule goals posts that that you and your employee expect them to hit,
based on their new skills.

Questions to discuss when measuring business outcomes of training:

 When do you expect to see returns on investing in training?

 What are the manager’s expectations of the training effects?

 What are the employee’s expectations of the training effects?

 How will this new business outcome affect the whole company?
Performance management trainings should be exciting, as long or as short as
it needs to be, updated with the latest information, measured, and also a
collaboration. If the training hits all five traits, your team will be on the way to
having elevated performance.

TRAINING ROOM DESIGN

How to Design a Training Room

Many small businesses suffer from back-to-back workshops in a poorly designed

training room where participants work hard not to notice the bad sight lines, wobbly
work stations, hard chairs and boring walls. Consider some new training room ideas
and create a new space. A great training environment can have a significant positive
impact on employee morale and productivity. Look to training room design guidelines
to help you.

Choose a Training Room with an Exterior Door

If possible, choose a training room with an exterior door. Too often, training rooms are located in
interior spaces that seriously interfere with the work of employees who are not attending the
session. Doors opening and closing, attendees roaming halls on breaks and other work disruptions
distract everyone. An exterior door solves the problem and greatly helps everyone's productivity.

Choose the Right Paint Color for your Training Room

Use sound color theory to select paint in the best color for a training room. You can make a training
room more conducive to learning if it's painted the right color. Soft blues are too soothing. Red and
yellow can jangle nerves.

Consider earthy green (hospitals prefer this color for scrubs for a reason), soft salmon that’s not too
feminine, or warm lavender. Talk with a painting pro about how color affects people in a learning
environment and you’ll learn plenty.

Use the Correct Type of Lighting

Light up the room with the correct types of fixtures. Fluorescent lighting is no longer the only option
for office settings and in this electronic age, lighting must work as efficiently at casting ambient light
as it does when computer screens are used during a training session. Take into consideration how
much light comes in from windows and take the time to evaluate natural and artificial lighting during
morning, afternoon and evening hours for a comprehensive assessment.

Use a Strategic Carpet Color

Cover the training room floor with industrial carpeting to muffle sounds and allow people to move
chairs and feet without continually interrupting the presenter. Pick a carpet color that works with the
walls and sports a pattern that masks dirt or grime – particularly if your company is located in a
region in which attendees drag in snow and dirt five months out of the year.

Maximize Sight Lines

Maximize sight lines so workshop attendees don’t strain to see a screen that’s set up at the wrong
height. By elevating the unit that holds the audiovisual transmission equipment – or, best-case
scenario, hanging the projection unit from the ceiling – you’ll enhance the ability of everyone in the
room to see all of the presentation. Place storage cabinets against walls so they can't block
anyone's view.
Allocate Ample Room for Furniture
Allocate ample room for workstations, tables or desks. Americans have stringent personal space
issues but this isn’t the only reason to be diligent about space use. If you expect people to juggle a
keyboard, handouts, their own electronic or manual writing tools, a bottle of water, a cup of coffee
and items folks bring to training sessions, you need to give them enough room to operate.

Try Several Furniture Arrangements

Try several ways of arranging worktables and chairs. The obvious isn’t always the best. For
example, a trainer sets rows of two-person desks down a long narrow room with everyone facing
front. The view of the white board from the rear is difficult. Arrange the same number of tables in
long rows down the center of a room and not only does the area look spacious but the proximity of
attendees to the presenter positioned in the middle of the long wall is ideal.

Test the Training Room's Design

Test the room’s design before you hold your first class. Fill the room with people. Have them use
the equipment. Make lighting adjustments. Ask attendees work on the computers and project
presentation materials onto the screen to get feedback.

As a final note, make certain that cabinets in the training room are stocked with everything from
Band-Aids® to power bars so that you–and the room–are ready for any eventuality.

ROLES AND RESPONSIBILITIES OF HRD

Primary Responsibilities

Identify and assess training needs within a company. Meet with managers and supervisors to
ascertain needs. ... Develop, organize, conduct and evaluate training programs. Create teaching
materials.

Human Resource Training Specialist

Job Summary
Responsible for offering training in a job-specific area. Focuses on teaching specific areas of knowledge or on-
the-job capabilities needed for certain positions.
Primary Responsibilities
 Identify and assess training needs within a company.
 Meet with managers and supervisors to ascertain needs.
 Conduct surveys.
 Train employees for specific jobs.
 Develop, organize, conduct and evaluate training programs.
 Create teaching materials.
 Teach skills such as computer applications, phone systems, product assembly,
policies and procedures, and inventory planning.
 Direct structured learning experiences.
 Hold meetings and presentations on learning material.
 Create learning literature.
 Plan, organize, and implement a range of training activities.
 Train new hires as well as veteran employees.
 Conduct orientation sessions to assess level of skills.
 Help employees improve upon or enhance existing skills.
 Develop programs that groom lower-level employees for executive positions.
 Evaluate training effectiveness.
 Modify training programs.
 Design apprenticeship programs.
 Create monitored simulations and problem-solving scenarios.
 Create interactive, multimedia presentations.
 Hold workshops and lectures.