Simsdl Bahr 221 Module WK 4-5

College of Business Administration Education
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UNIVERSITY OF MINDANAO
Program: Human Resource Management
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: BAHR 221 TRAINING AND DEVELOPMENT
Name of Teacher: NOREEN J. NATIVIDAD
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

COMMERCIAL USE, REPRODUCTION AND DISTRIBUTION OUTSIDE OF
ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE
STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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Let us begin!
Unit Learning Outcomes: At the end of the unit, they are expected to:
1. Describe the purpose of a need’s analysis;

2. Outline the rationale of using performance appraisal information for a need’s analysis;
3. Identify what type of performance appraisal method is appropriate;
4. Describe the relationship between need analysis and the design and evaluation of
training;
5. Identify the constraints an HRD department might face in the design of training;
Metalanguage:
Most managers understand the importance of business growth through

training and development in an organisation, but they fail to ascertain the
needs of the individual within the company. It’s counterproductive to
provide training that isn’t needed or, worse, to give the wrong training
altogether. But how would a learning and development (L&D) manager
determine what training is needed for current and future skills within the
company.
Carrying out a training needs analysis (TNA) is the best, most cost-effective
way to identify the training needs of the talent in a company, and it’s the
first step within the training development cycle.
A performance appraisal is a regular review of an employee's job

performance and overall contribution to a company. Also known as an
annual review, performance review or evaluation, or employee appraisal,
a performance appraisal evaluates an employee’s skills, achievements,
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and growth--or lack thereof. Companies use performance appraisals to

give employees big-picture feedback on their work and to justify pay
increases and bonuses, as well as termination decisions. They can be
conducted at any given time but tend to be annual, semi-annual, or
quarterly.
(TNA) Training Needs Analysis VS (PNA) Performance Needs Analysis
A Training Need Analysis is the process of identifying the gap between employee
skill/knowledge and skill/knowledge necessary to successfully perform the job
functions. A Performance Need Analysis is the process of identifying the gap
between desired performance and actual performance.
Each KSA element is an important part of learning and development.
Training (regardless of the subject) should result in improved
knowledge, improved skills and an improved attitude toward the subject
matter and training process. Utilizing these elements as the framework
of objective development will result in tangible, measurable outcomes.
Essential Knowledge:
Chapter 3: Assessment of Training Needs
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“Training Needs Assessment” (TNA)is the method of determining if a

training need exists and, if it does, what training is required to fill the gap. TNA seeks
to identify accurately the levels of the present situation in the target surveys,
interview, observation, secondary data and/or workshop. The gap between the present
status and desired status may indicate problems that in turn can be translated into a
training need
Reference:
https://www.jica.go.jp/project/cambodia/0601331/pdf/english/3_TNA_01.pdf
For example, training can help to realise a shift in the organisational culture. A
Training Needs Assessment (TNA) should always be conducted when a new policy
development is being implemented, or when far-reaching changes are planned
regarding procedures, methods, or the purchase of new equipment. Everything that
can potentially impact the organisation and the employees should be looked at with a
TNA.
An assessment process that serves as a diagnostic tool for determining what training
needs to take place. This survey gathers data to determine what training needs to be
developed to help individuals and the organization accomplish their goals and
objectives. This is an assessment that looks at employee and organizational
knowledges, skills, and abilities, to identify any gaps or areas of need. Once the
training needs are identified, then you need to determine/develop objectives to be
accomplished by the training. These objectives will form criteria for measures of
success and utility.
Reference: https://hr-survey.com/TrainingNeeds.htm
A training needs assessment (TNA) is an assessment process that companies and other
organizations use to determine performance requirements and the knowledge, abilities
and skills that their employees need to achieve the requirements. There are three key
areas that are considered accurate assessors of those needs:
 Skill proficiency of employees

 Employees' frequency of skill usage
 Level of employees' skills crucial to job performance
One of the outputs of the training needs assessment is a list of who needs what kind of
training. For instance, your company may find that the IT department is failing to keep
up with the industry standards and needs to undergo training that increases their
knowledge about the latest technological innovations. Or maybe the IT interns are
coming on full-time and require mentoring to become a competitive and productive
part of the company.
TNA aims to answer some familiar questions: why, who, how, what and when. Here's
a look at the descriptions of the questions and what analysis can to answer them.
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Reference: https://www.indeed.com/career-advice/career-development/training-needs-
assessment
6 Reasons You Need A Training Needs Assessment
Imagine for just a moment that the financial year is coming to a close, and you’ve still
got training and development budget left to spend. How do you decide which people
or teams should receive training, and what kind of training they should receive? Is it a
flip of a coin? A toss of the dice?
You might have considered this spontaneous approach, but you’d never actually do it,
right? Because you know that training isn’t a chance event. Rather, it’s a business
expense that needs to pay off. And this means that the who, when and how of training
should be strategic. Your secret weapon to strategic training decisions? A Training
Needs Assessment.
Here are some of the top reasons you should be identifying training needs in your
company:
1. Train The Right Employees, With The Right Approach
One of the outputs of the Training Needs Analysis process is a list of who needs what
kind of training. For example, you might find that the IT team is falling behind
industry standards and needs a course in the latest tech innovations. Or maybe the IT
intern is coming on full-time and requires mentoring to become a productive part of
the team.
Why is all this important? Because tailoring courses (and their delivery) to each team
or employee in your company is essential for training effectiveness. After all, the
more relevant the content is to the employee, the more likely they are to engage in
learning, and the more successful your training will be.
2. Prioritize Training Needs with The Highest Business Impact
A Training Needs Assessment identifies the specific knowledge and skills that
employees need to become more productive, efficient and innovative in their jobs.
And by performing better in their jobs, employees help the company achieve its
strategic goals.
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This makes the needs analysis a powerful tool in the face of limited time or budget.
Because by spotting the skill gaps that are affecting the company’s bottom line, you
can prioritize training for the biggest business impact.
3. Identify Tools and Methods You Never Considered Before
One of the steps in a Training Needs Assessment involves surveys, observations and
other forms of evaluation to identify learning obstacles. Of course, this tells the
company who needs more of the old training. But it can also reveal new training
approaches that hadn’t been considered before.
For example, let’s imagine that a survey reveals that classroom-based workshops take
too much time out of the workday, and employees are falling behind on their
responsibilities. As a result, employees feel stressed and negative toward training.
This insight might lead the company to choose an LMS so that employees can learn
from anywhere, anytime, and at their own pace.
4. Achieve a Greater Return on Investment
Ask any CFO what the importance of a Training Needs Assessment is, and they’ll
give you 3 capital letters: ROI. Because they know that training decisions based on
real, measurable skill gaps are more likely to result in learning and performance
improvement, the return on training investment every company is looking for.
But there’s more. Through the Training Need Analysis process, you’ll be able to
measure how effective past training was, too. For example, have skill gaps closed
since the last assessment? Have learning obstacles been removed? Or, are employees
still unable to meet their performance goals, despite previous learning initiatives?
This kind of evidence of the effectiveness of training is hard to ignore. Which is why a
Training Needs Assessment builds credibility for training among stakeholders, earns
the respect of senior managers, and justifies the need for a training budget. Do we
even need to continue?
5. Engage Staff in Continuous Learning and Development
Employee engagement might not be something you expected to see on this list. But,
boy, does it belong here! Why? Reports have shown that staff who feel their
employers listen to and acknowledge their input are almost 5 times more likely to feel
encouraged to do their best work. And a Training Needs Assessment is the perfect
way to make them feel heard.
To start with, learning needs assessment questions in the form of surveys or interviews
get employees actively involved in training decisions. For example, when employees
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say they need a more digital training delivery and are gifted with a powerful LMS,
like Talent LMS, in the next quarter, they’ll know the company is listening to their
needs.
More than that, the results of a needs assessment give managers the insights they need
to plan the best development paths for their employees and succession plans for their
teams. In other words, it’s a real win-win.
6. Make Organizational Change an Easy Transition
An old saying is that the only constant in life is change. And the same applies to
business. Because the chances are that your company has already, or will still, adopt a
new software program, restructure a department or shift its strategic vision. So, if you
can’t avoid change, how do you best equip employees for these transitions?
The answer, of course, is training. But to understand which training will be the most
helpful to employees in times of change, you have to assess their needs in each
situation. For example, fostering a customer-centric culture might require training in
customer service and related soft skills. Learning how to use a new training platform,
on the other hand, requires technical training.
How to Perform a Training Needs Analysis
If by now, you’re not wondering how to conduct a Training Needs Assessment, you
haven’t been paying attention. Because there are lots of solid reasons to start
evaluating training needs in your company today. Here’s how to do it.
1. Set Clear Business Objectives

First, identify the objectives of training. Is the company’s goal to reduce costs?
Improve innovation? Or is maybe the aim to become more efficient?
Understanding the performance areas that employees need to improve on in
order to help the company achieve its goals is the key to the next step.
2. Identify The Competencies Needed to Achieve Them
Once you know what employees must improve on, identify how they will
improve. In other words, which knowledge and skills will they need to develop
in order to become more productive, efficient or innovative?
3. Remove Learning and Performance Obstacles
Next, through surveys and other evaluation techniques, identify any obstacles
that would prevent employees from learning and developing their knowledge
and skills. This could be anything from poor training delivery methods, to a
lack of management support.
4. Provide The Appropriate Training
Finally, armed with information from the previous 2 steps, design and deliver
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the most appropriate training for each employee or team’s needs. (And be
confident that the results will be positive.)
Dive into the full details of the Training Needs Analysis with this step-by-step article.
Conclusion
It’s hard to deny that a Training Needs Assessment requires a bit of extra effort. More
importantly, though, it saves time and resources by ensuring that the right training is
delivered to the right people in the right way, and for the best results.
Reference: https://elearningindustry.com/why-need-to-run-training-needs-assessment
The purpose of a training needs assessment is to identify performance requirements

and the knowledge, skills, and abilities needed by an agency's workforce to achieve
the requirements. An effective training needs assessment will help direct resources to
areas of greatest demand. The assessment should address resources needed to fulfil
organizational mission, improve productivity, and provide quality products and
services. A needs assessment is the process of identifying the "gap" between
performance required and current performance. When a difference exists, it explores
the causes and reasons for the gap and methods for closing or eliminating the gap. A
complete needs assessment also considers the consequences for ignoring the gaps.
There are three levels of a training needs assessment:
 Organizational assessment evaluates the level of organizational performance.

An assessment of this type will determine what skills, knowledge, and abilities
an agency needs. It determines what is required to alleviate the problems and
weaknesses of the agency as well as to enhance strengths and competencies,
especially for Mission Critical Occupation's (MCO). Organizational assessment
takes into consideration various additional factors, including changing
demographics, political trends, technology, and the economy.
 Occupational assessment examines the skills, knowledge, and abilities
required for affected occupational groups. Occupational assessment identifies
how and which occupational discrepancies or gaps exist, potentially introduced
by the new direction of an agency. It also examines new ways to do work that
can eliminate the discrepancies or gaps.
 Individual assessment analyses how well an individual employee is doing a
job and determines the individual's capacity to do new or different work.
Individual assessment provides information on which employees need training
and what kind.
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The Training Needs Assessment Process
1. Determine Agency Benefits of Needs Assessment- this part of the process

will sell and help the decision makers and stakeholders understand the concept
of the needs assessment. Needs assessment based on the alignment of critical
behaviours with a clear agency mission will account for critical occupational
and performance requirements to help your agency: a) eliminate redundant
training efforts, b) substantially reduce the unnecessary expenditure of training
dollars, and c) assist managers in identifying performance requirements that
can best be satisfied by training and other developmental strategies. To go
beyond learning and actually achieve critical behaviours the agency will also
need to consider how required drivers will sustain desired outcomes.
Key steps include:
o Identify key stakeholders

o Solicit support
o Describe desired outcomes that will contribute to mission objectives
o Clarify critical behaviors needed to achieve desired outcomes
o Define required drivers essential to sustain the critical behaviors
2. Plan- The needs assessment is likely to be only as successful as the planning.
o Set goals/objectives for the needs assessment
o Evaluate organizational (agency) readiness and identify key roles
o Evaluate prior/other needs assessments
o Prepare project plan
o Inventory the capacity of staff and technology to conduct a meaningful
training skills assessment and analysis
o Clarify success measures and program milestones
3. Conduct Needs Assessment
o Obtain needs assessment data (e.g., review strategic plans, assess HR
metrics, review job descriptions, conduct surveys, review performance
appraisals)
o Analyze data
o Define performance problems/issues: occupational group/individuals
o Describe critical behaviors needed to affect problems/issues
o Determine and clarify why critical behaviors do not currently exist
o Research integrated performance solutions
o If training is the best solution, determine best training and development
approach(es)
o Assess cost/benefit of training and development approach(es); build a
"business case"
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o Include organizational drivers needed to reinforce the critical behaviours

that will affect problems/issues
o Describe how the critical behaviours will be monitored and assessed
after implementation of the improvement plan
The results of the needs assessment allows the training manager to set the training
objectives by answering two very basic questions: what needs to be done, and why is
it not being done now? Then, it is more likely that an accurate identification of whom,
if anyone, needs training and what training is needed. Sometimes training is not the
best solution, and it is virtually never the only solution. Some performance gaps can
be reduced or eliminated through other management solutions, such as communicating
expectations, providing a supportive work environment, and checking job fit. These
interventions also are needed if training is to result in sustained new behaviours
needed to achieve new performance levels, for an individual, an occupation, or an
entire organization.
Reference: https://www.opm.gov/policy-data-oversight/training-and-
development/planning-evaluating/
“Training Needs Assessment and analysis” Training Needs Analysis (TNA) is the
process in which the company identifies training and development needs of its
employees so that they can do their job effectively. It involves a complete analysis of
training needs required at various levels of the organization. Technology is changing
at a very fast pace and so are the training and development needs of employees. It
helps in grooming employees for the next level. It helps the manager to identify key
development areas of his/her employees. With proper training and development, the
productivity increases manifold.
Various companies have in-house experts who can train employees on various aspects
of the business. Normally, a calendar is worked out in advance in which various
sessions are listed out and which employees can pick their business requirement to
enhance personal development needs.
At times companies also send employees for various training programs outside the
organisation to train in technical know-how or a course which would be relevant to
their job profile. TNA is usually part of the appraisal process and at the end of the year
an employee has to complete all the training and development needs identified by the
manager.
Training and development, which was at some point in time was not given much
weightage, is now a crucial part for any company to meet its broad goals and
objectives. There are many aspects when managers are identifying training needs of
their team members.
Firstly, the managers need to identify what skill set is required to complete the job or
the process. Second, is to assess existing skill levels of the team members, and lastly,
determine the training gap.
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Training gap is defined as the difference between the skills required to complete the
job and existing skill set of any particular team member.
Reference: https://economictimes.indiatimes.com/definition/training-needs-analysis
This training needs assessment works best in small to mid-sized organizations. It will
give you a quick assessment of the training needs of an employee group. In a larger
organization, unless you work with subsets of employees, the challenge is more
difficult. You wouldn't, for example, want 50 people in the room identifying their
training needs.
This training needs assessment helps you find common training programs for a group
of employees.
How to Assess Training Needs
1. The facilitator gathers all employees who have the same job in a conference
room with a whiteboard or flip charts and markers. (Alternatively, if each
employee has access, you could use a program like Google Docs or another
online shared access service. You would lose some of the immediacies of the
more visual whiteboard or flip chart, however.)
2. Ask each employee to write down their ten most important training needs.
Emphasize that the employees should write specific needs. Communication or
team building are such broad training needs, as an example, that you would
need to do a second training needs assessment on each of these topics. How to
give feedback to colleagues, how to resolve a conflict, or how to deeply and
effectively demonstrate that you are listening to a co-worker are examples of
more specific training needs.
3. Then, ask each person to list their ten training needs. As they list the training
needs, the facilitator captures the stated training needs on the whiteboard or flip
chart. Don't write down duplicates but do confirm by questioning that the
training need that on the surface appears to be a duplicate, really is an exact
duplicate. Otherwise, participants can feel as if their needs were ignored or
marginalized.
4. When all of the training needs have been listed, use a weighted voting process
to prioritize the training needs of the group. In a weighted voting process, you
use sticky dots or numbers written in magic marker (not as much fun) to vote
on and prioritize the list of training needs. Assign a large dot 25 points and
smaller dots five points each. Distribute as many dots as you like but make sure
that every employee has the same number of points. Tell needs assessment
participants to place their dots on the chart to vote on their priorities. Give the
group a ten or fifteen-minute time limit so that you don't have people pondering
their decision for a lengthy period of time.
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5. List the training needs in order of importance, with the number of points
assigned as votes determining priority, as determined by the sticky dot voting
process. Make sure you have taken notes (best taken by someone on their
laptop while the process is underway) or the flip chart pages to maintain a
record of the training needs assessment session. Or, if available, use more
modern technology like a dry-erase board or a web whiteboard.
6. Take time, or schedule another session, to brainstorm the needed outcomes or
goals from the first three to five training sessions identified in the needs
assessment process. This will help as you seek and schedule training to meet
the employees' needs. You can schedule more brainstorming later, but you will
generally find that you need to redo the needs assessment process after the first
few training sessions. Employee training needs change as they continue to learn
and grow.
Reference: https://www.thebalancecareers.com/conduct-a-simple-training-
needs-assessment-1919295
WHAT IS A BASIC NEEDS ASSESSMENT PROCESS?
STEP ONE: Start with the bigger organizational picture
Background information is an essential part of the needs analysis. It allows the report
to have much-needed context and grounds the specific recommendations in the
organization’s culture, objectives, and history.
Think about what the organization has done in the past and where it wants to go in the
future. It’s important to know the desired organizational outcomes and how those
connect to the strategy. Are the goals related to performance, leader development, or
team effectiveness?
While doing some work with a large government organization, we ensured we had the
right program for them by asking some big picture questions about the future. Because
the current employee population had many baby boomers ready to leave in the next
several years, we designed a program that would help the organization position itself
with a much larger leadership pipeline. By working with the organization’s sponsors,
we were able to define outcomes they were looking for – including the need to have a
50 percent increase in promotable leaders – even amidst budgetary restraints.
How did we get there? A good place to start is with questions around organizational
vision for the program such as:
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1. What does the organization want to achieve as a result of this program?

2. How does the organization expect to see results related to business outcomes?
3. What external factors needs to be considered?
4. What internal constraints, like budgets or timing, could limit the program?
STEP TWO: Understand the current performance
Next, focus on the program. The right development opportunity will take into
consideration performance improvements and learning objectives, as well as who
should be participating. To select or develop the proper program, consider current skill
levels in comparison to needs. The gap where employees are not comfortable or able
to perform certain skills shows a target for development.
When we worked with a large technology company, we identified the need to align
the leadership development program with the organization’s identified leadership
competencies. As a result, a custom-designed 360-degree competency assessment was
created to measure the current level of awareness of leadership behaviors, with
subsequent program content to help leaders to more frequently exhibit those skills.
Conducting the needs analysis enabled us to determine the need to focus on
competencies.
Here are the types of questions that we asked:
1. What knowledge and skills do participants need to be successful?

2. Where are the gaps in skills and knowledge?
3. How will behaviors or actions be identified and measured?
4. What reinforcement is needed to ensure sustained development?
STEP Three: Get to know the ideal participants
The last important element of the selection and evaluation process is the individuals
who will be participating in the program. To determine who should be part of the
program, identify key leaders or emerging leaders who will tie back to the larger
organizational goals and strategy.
This critical step is outlined in recent research from Bersin by Deloitte*, identifying
that when organizations craft development programs that are targeted to various leader
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segments, the organization and the leaders thrive. Determining who the ideal
participants are is an important part of the upfront analysis of needs.
Some questions to be ask:
1. Who should be part of the program?

2. What are the individuals’ key characteristics or constraints?
3. How many participants will the program have?
Step four: Focus on the evaluation
After you have a big picture understanding of the company, culture, strategy, and
goals, it’s time to look at how the program will be evaluated. In order to prove success
and ROI, the outcomes must be measurable and correlated to the organization’s larger
strategy.
In a large consumer Products Company we work with, the company wanted the
leadership development program to improve employee engagement and retention.
Before the program, metrics were chosen and the pre- and post-program evaluation
measured not only the participant’s reaction, but also the impact on the metrics chosen
for employee engagement and the desire for employees to stay with that company.
Combined with other evaluation factors, a correlation between investments to return
was identified.
Here are the types of questions that will provide more clarity on effectiveness:
1. How will you measure the desired outcomes?

2. How will we know if the program is effective?
3. What are recommended methods for identifying and evaluating the needs that
have been established?
Reference: https://www.flashpointleadership.com/blog/training-needs-
assessment-process-how-to-start-and-what-to-ask
Overall Purpose of Training Needs Assessment and Analysis
A training analysis is conducted ultimately to identify what areas of knowledge or

behaviours that training needs to accomplish with learners. The analysis considers
what results the organization needs from the learner, what knowledge and skills the
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learner presently has and usually concludes with identifying what knowledge and
skills the learner must gain (the "performance gap").
Usually this phase also includes identifying when training should occur and who
should attend as learners. Ideally, criteria are established for the final evaluation of
training to conclude if training goals were met or not.
Depending on the resources and needs of the organization, a training analysis can
range from a very detailed inventory of skills to a general review of performance
results. The more complete the training analysis, the more likely that the employee's
training will ultimately contribute results to the organization.
Reference: https://managementhelp.org/training/systematic/needs-assessment.htm
“Training Scope” The scope of training depends upon the categories of employees to
be trained. As we all know that training is a continuous process and not only needed
for the newly selected personnel but also for the existing personnel at all levels of the
organisation.
Reference: https://www.yourarticlelibrary.com/employee-management/training-of-
employees-scope-principles-techniques-and-procedure/25971
Scope Training is a niche Registered Training Organisation based in Perth, working in

close collaboration with diverse clients ranging from industries in Mining, Oil & Gas,
Construction and the Public Sector. Our RTO Code is 52127. Scope does things a
little differently to most training organisations, the main point of difference is that all
the training development, delivery and assessment are conducted by subject matter
experts. Where most organisations hire trainers, the consultants at Scope are industry
experts with a demonstrated ability to pass on their skills, knowledge and experience.
Scope combines a highly qualified and experienced staff base to facilitate flexible
Nationally Recognised Training across Project Management, Management &
Business, Training & Assessment and Health & Safety. Scope offers training in two
specific markets; the corporate training market, assisting organisations develop their
staff as well as the individual market; assisting individuals improve their skills,
careers and competitiveness in the employment market.
Reference: https://www.training.com.au/educators/scope-training/
Training needs analysis is a systematic process of identifying which kind of training is

required and provide the details related to training implementation. It is also known as
a tool to identify the new skills, knowledge and attitudes which employees need to
acquire in order to improve performance.
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The Training Needs Analysis (TNA) helps organization to find out the gap in terms of
skills and training in their existing employees to perform the current and upcoming
Jobs efficiently. The Training Manager uses the Analysis very carefully to design the
right Training program to meet the skill and training requirement of the employees to
enhance productively and ultimately to achieve the goals and objectives set by the
organization.
Reference: https://www.hrhelpboard.com/training-development/training-needs-
analysis.htm
Chapter 4: Importance of Training Methods
“Training methods and techniques”
1. Technology-Based Learning
Common methods of learning via technology include:
 Basic PC-based programs

 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs
The forms of training with technology are almost unlimited. A trainer also gets more
of the learner’s involvement than in any other environment and trainees have the
benefit of learning at their own pace.
Example: In the trucking industry one can imagine interactive multimedia training on
tractor-trailers followed by a proficiency test to see how well the employee knows the
truck.
2. Simulators
Simulators are used to imitate real work experiences.
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Most simulators are very expensive but for certain jobs, like learning to fly a 747, they
are indispensable. Astronauts also train extensively using simulators to imitate the
challenges and micro-gravity experienced on a space mission. The military also uses
video games (similar to the "shoot-em-up" ones your 14-year old plays) to train
soldiers.
Example: Truck drivers could use simulators to practice responding to dangerous

driving situations.
3. On-The-Job Training
Jumping right into work from day one can sometimes be the most effective type of
training.
Here are a few examples of on-the-job training:
 Read the manual - a rather boring, but thorough way of gaining knowledge of
about a task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts
within the company can answer them.
On-the-job training gives employees motivation to start the job. Some reports indicate
that people learn more efficiently if they learn hands-on, rather than listening to an
instructor. However, this method might not be for everyone, as it could be very
stressful.
Example: New trucking employees could ride with experienced drivers. They could
ask questions about truck weigh stations, proper highway speeds, picking up
hitchhikers, or any other issues that may arise.
4. Coaching/Mentoring
Coaching/mentoring gives employees a chance to receive training one-on-one from an

experienced professional. This usually takes place after another more formal process
has taken place to expand on what trainees have already learned.
Here are three examples of coaching/mentoring:
 Hire professional coaches for managers (see our HR.com article on

Understanding Executive Coaching)
 Set up a formal mentoring program between senior and junior managers
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 Implement less formal coaching/mentoring to encourage the more experienced

employees to coach the less experienced.
Coaching/mentoring gives trainees the chance to ask questions and receive thorough
and honest answers - something they might not receive in a classroom with a group of
people.
Example: Again, truck drivers could gain valuable knowledge from more experienced
drivers using this method.
5. Lectures
Lectures usually take place in a classroom-format.
It seems the only advantage to a lecture is the ability to get a huge amount of
information to a lot of people in a short amount of time. It has been said to be the least
effective of all training methods. In many cases, lectures contain no form of
interaction from the trainer to the trainee and can be quite boring. Studies show that
people only retain 20 percent of what they are taught in a lecture.
Example: Truck drivers could receive lectures on issues such as company policies
and safety.
6. Group Discussions & Tutorials
These most likely take place in a classroom where a group of people discuss issues.
For example, if an unfamiliar program is to be implemented, a group discussion on the

new program would allow employees to ask questions and provide ideas on how the
program would work best.
A better form of training than lectures, it allows all trainees to discuss issues
concerning the new program. It also enables every attendee to voice different ideas
and bounce them off one another.
Example: Truck drivers could have group discussions and tutorials on safety issues
they face on the road. This is a good way to gain feedback and suggestions from other
drivers.
7. Role Playing
Role playing allows employees to act out issues that could occur in the workplace.
Key skills often touched upon are negotiating and teamwork.
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A role play could take place between two people simulating an issue that could arise
in the workplace. This could occur with a group of people split into pairs, or whereby
two people role play in front of the classroom.
Role playing can be effective in connecting theory and practice, but may not be
popular with people who don´t feel comfortable performing in front of a group of
people.
Example: Truck drivers could role play an issue such as a large line-up of trucks is
found at the weighing station and one driver tells another that he might as well go
ahead and skip the whole thing. Or role play a driver who gets pulled over by a police
officer and doesn´t agree with the speeding charge.
8. Management Games
Management games simulate real-life issues faced in the workplace. They attract all
types of trainees including active, practical and reflective employees.
Some examples of management games could include:
 Computer simulations of business situations that managers ´play´.

 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative
ways to solve problems in the workplace, or to implement innovative ideas.
Example: In a trucking business, managers could create games that teach truckers the
impact of late deliveries, poor customer service or unsafe driving.
9. Outdoor Training
A nice break from regular classroom or computer-based training, the usual purpose of
outdoor training is to develop teamwork skills.
Some examples include:
 Wilderness or adventure training - participants live outdoors and engage in

activities like white-water rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a
permanently installed "low ropes" course.
 High-impact programming - Could include navigating a 40-foot "high ropes"
course, rock climbing, or rappelling.
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Outgoing and active participants may get the most out of this form of training. One
risk trainers might encounter is distraction, or people who don´t like outdoor activities.
Example: As truck drivers are often on the road alone, they could participate in a
nature-training course along with depot personnel to build esprit de corps.
10. Films & Videos
Films and videos can be used on their own or in conjunction with other training
methods.
To be truly effective, training films and videos should be geared towards a specific
objective. Only if they are produced effectively, will they keep the trainees attention.
They are also effective in stimulating discussion on specific issues after the film or
video is finished.
Films and videos are good training tools, but have some of the same disadvantages as
a lecture - i.e., no interaction from the trainees.
A few risks to think about - showing a film or video from an outside source may not
touch on issues directly affecting a specific company. Trainees may find the
information very interesting but irrelevant to their position in the company.
Some trainers like to show videos as a break from another training method, i.e. as a
break from a lecture instead of a coffee break.
This is not a good idea for two reasons. One: after a long lecture, trainees will usually
want a break from any training material, so a training film wouldn´t be too popular.
Two: using films and videos solely for the purpose of a break could get expensive.
Example: Videos for truckers could show the proper way to interact with customers
or illustrate preventive maintenance techniques.
11. Case Studies
Case studies provide trainees with a chance to analyse and discuss real workplace
issues. They develop analytical and problem-solving skills, and provide practical
illustrations of principle or theory. They can also build a strong sense of teamwork as
teams struggle together to make sense of a case.
All types of issues could be covered - i.e. how to handle a new product launch.
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Example: Truck drivers could use case studies to learn what issues have been faced in
the trucking industry in the past and what they could do if a similar situation were to
occur.
12. Planned Reading
Basically planned reading is pre-stage preparation to more formal methods of training.

Some trainees need to grasp specific issues before heading into the classroom or the
team-building session.
Planned reading will provide employees with a better idea of what the issues are,
giving them a chance to think of any questions beforehand.
Example: Here we may be stretching if we think that truckers are going to read
through a lot of material the training department sends them.
Reference: https://www.hr.com/en/communities/training_and_development/list-of-
training-methods_eacwezdm.html
Training methods pertain to the types of training that can be provided to employees to
sharpen their existing skills and learn new skills. The skills that they learn can be
technical or soft skills and for all categories of skills, some training methods are
suggested here.
The training methods can range from onsite classroom based ones, training at the
office during which employees might or not might check their work, experiential
training methods which are conducted in resorts and other places where there is room
for experiential learning. Training methods include many types of training tools and
techniques and we shall discuss some of the commonly employed tools and
techniques. For instance, it is common for trainers to use a variety of tools like visual
and audio aids, study material, props and other enactment of scene based material and
finally, the experiential tools that include sports and exercise equipment.
Reference: https://www.managementstudyguide.com/training-methods-and-
techniques.htm
Some of the useful methods and techniques you can use for training employees are: 1.
Vestibule Training 2. Role Playing 3. Lecture Method 4. Conference or Group
Discussions 5. Programmed Instruction (PI) 6. Audio-Visuals 7. On-the-Job Training
8. Simulation.
Reference: https://www.businessmanagementideas.com/training/top-8-methods-and-
techniques-for-training-employees/2509
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“Demonstration”
Demonstration involves showing by reason or proof, explaining or making clear by

use of examples or experiments. Put more simply, demonstration means 'to clearly
show'.
In teaching through demonstration, students are set up to potentially conceptualize
class material more effectively as shown in a study which specifically focuses on
chemistry demonstrations presented by teachers. Demonstrations often occur when
students have a hard time connecting theories to actual practice or when students are
unable to understand application of theories.
A demonstration is the process of teaching someone how to make or do something in
a step-by-step process. As you show how, you “tell” what you are doing. A
demonstration always has a finished product. The key to a good demonstration is for
the audience to be able to go home and do what you have taught hem how to do.
References: https://en.wikipedia.org/wiki/Demonstration_(teaching) and
https://www.lsuagcenter.com/MCMS/RelatedFiles/%7BD4E91CD0-EA91-4041-
9326-C2BBF3694450%7D/How-to-Give-a-Method-Demonstration.pdf
A demonstration is action by a mass group or collection of groups of people in favor

of a political or other cause or people partaking in a protest against a cause of concern;
it often consists of walking in a mass march formation and either beginning with or
meeting at a designated endpoint, or rally, to hear speakers. It is different from mass
meeting.
Actions such as blockades and sit-ins may also be referred to as demonstrations.

Demonstrations can be nonviolent or violent (usually referred to by participants as
"militant"), or can begin as nonviolent and turn violent depending on the
circumstances. Sometimes riot police or other forms of law enforcement become
involved. In some cases this may be in order to try to prevent the protest from taking
place at all.[citation needed] In other cases, it may be to prevent clashes between rival
groups, or to prevent a demonstration from spreading and turning into a riot.
The term has been in use since the mid-19th century, as was the term "monster
meeting", which was coined initially with reference to the huge assemblies of
protesters inspired by Daniel O'Connell (1775–1847) in Ireland.[1] Demonstrations are
a form of activism, usually taking the form of a public gathering of people in a rally or
walking in a march. Thus, the opinion is demonstrated to be significant by gathering
in a crowd associated with that opinion.
Demonstrations can promote a viewpoint (either positive or negative) regarding a

public issue, especially relating to a perceived grievance or social injustice. A
demonstration is usually considered more successful if more people participate.
Research shows that anti-government demonstrations occur more frequently in
affluent countries than in poor ones.[2]
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Historian Eric Hobsbawm wrote of demonstrations:
Reference: https://en.wikipedia.org/wiki/Demonstration_(political)
A demonstration is a march or gathering which people take part in to show their
opposition to something or their support for something.
Riot police broke up a demonstration by students.
...mass demonstrations.
Reference: ttps://www.collinsdictionary.com/dictionary/english/demonstration
Methods of Training: On-the-job Training Method and Off-the-Job Methods!
Management development is a systematic process of growth and development by

which the managers develop their abilities to manage. It is concerned with not only
improving the performance of managers but also giving them opportunities for growth
and development.
There are two methods through which managers can improve their knowledge and
skills. One is through formal training and other is through on the job experiences. On
the job training is very important since real learning takes place only when one
practices what they have studied.
ADVERTISEMENTS:
But it is also equally important in gaining knowledge through classroom learning.

Learning becomes fruitful only when theory is combined with practice. Therefore on
the job methods can be balanced with classroom training methods (off-the-job
methods).
1. On-the-job Training (OJT) Methods:
This is the most common method of training in which a trainee is placed on a specific
job and taught the skills and knowledge necessary to perform it.
Reference: https://www.yourarticlelibrary.com/human-resource-
development/methods-of-training-on-the-job-training-method-and-off-the-job-
methods/32369
A demonstration can mean an event where people do something to let others know
what they think and to try to change their point of view. It is one kind of protest.
Examples of demonstrations include marches, where people walk together, and rallies,
where people gather in one place. During a demonstration, the people who are part of
it, called demonstrators, may display placards or other symbols that are easy to see,
especially when the protests are being shown on mass media such as news, television,
or social networks.[1]
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Demonstrations are often made against a government if they do something the people
do not want. Because they are meant for many people to be a part of, they are usually
considered more successful if more people take part. Demonstration is permitted by
international human rights law as the freedom of assembly if done peacefully
(meaning there is no violence). However, demonstrations can get out of control and
even turn into a riot.
Reference: https://simple.wikipedia.org/wiki/Demonstration
1. Demonstration(n.)
a public gathering of people to express some sentiment or feelings by explicit

means, such as picketing, parading, carrying signs or shouting, usually in favor
of or opposed to some action of government or of a business.
Etymology: [L. demonstratio: cf. F. dmonstration.]
the act of showing how a certain device, machine or product operates, or how a
procedure is performed; -- usually done for the purpose of inducing prospective
customers to buy a product; as, a demonstration of the simple operation of a
microwave oven.
An expression, as of the feelings, by outward signs; a manifestation; a show.

See also sense 7 for a more specific related meaning.
Reference: https://www.definitions.net/definition/demonstration
“Critical Incident technique and Computer based training”
The Critical Incident Technique (or CIT) is a set of procedures used for collecting
direct observations of human behavior that have critical significance and meet
methodically defined criteria. These observations are then kept track of as incidents,
which are then used to solve practical problems and develop broad psychological
principles. A critical incident can be described as one that makes a contribution—
either positively or negatively—to an activity or phenomenon. Critical incidents can
be gathered in various ways, but typically respondents are asked to tell a story about
an experience they have had.
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CIT is a flexible method that usually relies on five major areas. The first is
determining and reviewing the incident, then fact-finding, which involves collecting
the details of the incident from the participants. When all of the facts are collected, the
next step is to identify the issues. Afterwards a decision can be made on how to
resolve the issues based on various possible solutions. The final and most important
aspect is the evaluation, which will determine if the solution that was selected will
solve the root cause of the situation and will cause no further problems.
Computer-based training (CBT) is any course of instruction whose primary means of

delivery is a computer. A CBT course (sometimes called courseware ) may be
delivered via a software product installed on a single computer, through a corporate or
educational intranet, or over the Internet as Web-based training . CBT can be used to
teach almost any conceivable subject, but it is especially popular for computer-related
studies. People often take advantage of CBT to learn how to run a particular computer
application, such as Microsoft Excel , or to learn a computer programming language,
such as Visual Basic .
References: https://en.wikipedia.org/wiki/Critical_Incident_Technique and
https://whatis.techtarget.com/definition/computer-based-training-CBT
Through the use of the critical incident technique one may collect specific and
significant behavioral facts, providing "… a sound basis for making inferences as to
requirements… " for measures of typical performance (criteria), measures of
proficiency (standard samples), training, selection and classification, job design and
purification, operating procedures, equipment design, motivation and leadership
(attitudes), and counseling and psychotherapy. The development, fundamental
principles, present status, and uses of the critical incident technique are discussed,
along with a review of studies employing the technique and suggestions for further
applications. 74-item bibliography. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
Reference: https://psycnet.apa.org/record/1955-01751-001
The critical incident technique is an exploratory qualitative method of research that
has been shown both reliable and valid in generating a comprehensive and detailed
description of a content domain. After being used widely in industrial psychology
during the 1950's, the technique fell into diverse and is only now enjoying a
renaissance. The critical incident technique basically consists of asking eyewitness
observers for factual accounts of behaviours (their own or others') which significantly
contribute to a specified outcome. The emphasis is on incidents (things which actually
happened and were directly observed) which are critical (things which significantly
affected the outcome). This paper tells how to do a critical incident study, using
illustrations from the author's and others' research. The many and varied applications
of the technique are indicated. These uses range from criterion development and test
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construction to foundational work and theory development. It is concluded that the

critical incident technique should contribute significantly to the development of a
unique methodology for the discipline of counselling.
Reference: https://journalhosting.ucalgary.ca/index.php/rcc/article/view/59733
The traditional critical incident technique (CIT) and variants of the same have
frequently been applied in service research for several decades. The technique has
often been used to capture data on and analyse both negative and positive critical
incidents. While one technique displays hosts of critical incidents in benchmark‐type
series (SIT), another variant describes the dynamism in one discrete critical incident
and a third the dynamism of the configuration of critical incidents (SPAT). In this
article the different variants are discussed in relation to psychological theory focusing
on the concepts of time, history and memory. To be able to analyse the criticality from
the individual customer’s perspective, we argue that one must understand the
significance of critical incidents in the light of human memory mechanisms and
judgement processes. The discussion forms the basis for suggesting a new, tentative
framework for analysing the criticality of critical incidents. We call this criticality
critical incident technique (CCIT).
Reference:
https://www.emerald.com/insight/content/doi/10.1108/EUM0000000005520/full/html
omputer-Based Training (CBT) involves the use of a personal or networked
computer for the delivery and access of training programs. CBT can be synchronous
and asynchronous, as well as online, web-based, mobile, and distance learning. CBT
is particularly useful when training learners on a specific computer application, but
can also be built to train learners on general knowledge or skills. The greatest
disadvantage of CBT is that it is expensive to develop and deliver, especially for
smaller groups of students. CBT can be more cost efficient when designed to train a
larger number of students.
Reference: https://trainingindustry.com/glossary/computer-based-training-cbt/
Usually referred to as CBT, computer-based training (also known as computer-based

learning or computer-based instruction) is an interactive instructor-less educational
process.
Practically, learners interact with various types of learning material via computer.
Computer-based training courses come in different shapes and forms. They can be
multimedia-enhanced textbooks, tutorials, practice drills or even micro-world
simulations. The learning material comes in computer-based training software
packages. To access and take these courses, learners have to know how to use such
software.
CBT training has been around for as long as computers have. However, CBT’s
roots can be traced back to preexisting individualized training approaches.
Programmed instruction and mastery learning, for instance, possess some of the basic
traits that define computer-based training:
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– Delivering small chunks of information in a step-by-step manner.

– Prompting learners to respond to a lesson periodically, e.g., by taking brief tests.
– Providing learners with feedback on their responses or overall progress.
– Allowing learners to take courses at their own pace.
– Setting learning prerequisites for moving on to the next lesson.
By combining such methods with computer software, training programs that put the
learner in charge were finally possible after the 60s. Later on, as computer-based
training software evolved, CBT could be provided on-site via local networks.
However, it was still quite costly to design, build and implement. That’s why most
computer-based training examples from that era involve specific uses like training
people in how to use software applications.
Reference: https://www.talentlms.com/blog/computer-based-training-101/
Computer-based training (CBT), often referred to as e-Learning, is education that is

primarily administered using computers rather than an in-person instructor. CBT is
typically delivered over the web using a training platform such as a learning
management system (LMS).
Corporate training about topics such as security awareness and harassment often
include difficult concepts for employees to adopt, but using alternative training
methods such as e-Learning can be a great way to make such an important and serious
topic engaging and easy to comprehend. In fact, corporate e-Learning has grown by
900% in the past 16 years, and an Association for Talent and Development (ATD)
report found that almost 90% of companies offer digital learning today.
Benefits of CBT
Time, Money, and Savings
In-person training can come with many hidden costs, including travel, instructor fees,
and employee productivity. Studies indicate that e-Learning has the potential to reduce
overall training time by 40% – 60%. Reducing training time means more time for your
employees to work on tasks that affect your organization’s bottom line.
The best way to retain information learned during training is to regularly reinforce it.
The cost of hiring someone to train employees and improve retention can be a large
financial burden. E-Learning allows you to deploy courses to large or small groups of
employees in a variety of time lengths to achieve optimal retention levels.
Reference: https://inspiredelearning.com/blog/benefits-of-computer-based-training-
for-corporate-education/
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Computer-based training, often referred to as CBTs, can be a very handy method of

delivering training to large or widely distributed groups of people where having them
in a single location is not desirable or feasible. CBTs generally enable users to work
on training at a time and place of their choosing, although often impose some deadline
for the training to be accomplished.
CBTs can vary widely in quality. On the low end, they may be nothing more than a
slide presentation that requires the user to click on each slide to move through it in a
“death by PowerPoint fashion.” Just as is the case when sitting through a meeting
consisting of a slide deck being read by someone, this does not generally provide a
strong method of communicating important concepts to users.
On the opposite end of the CBT quality spectrum, such training can incorporate
multimedia, periodic activities designed to require input and activity from the user
such as clicking and dragging matching items, small incremental knowledge checks,
and so on. These require a much higher level of engagement from the user to proceed
through the training and often culminate with an overall assessment of how well the
user absorbed the concepts.
In addition to standard training of a presentation-oriented nature, some training

providers even offer security-themed training games and activities. These can be of
particular utility in environments that include a larger number of younger or
technologically skilled users.
In general the computer training environment can provide us with the opportunity to
step slightly outside of the bounds of the standard training paradigm. Novel activities
such as games can provide us with an opportunity to reach users more effectively.
Reference: https://www.sciencedirect.com/topics/computer-science/computer-based-
training
Computer-based training (CBT) is a type of education in which the student learns by

executing special training programs on a computer. CBT is especially effective for
training people to use computer applications because the CBT program can be
integrated with the applications so that students can practice using the application as
they learn.
Historically, CBTs growth has been hampered by the enormous resources required:
human resources to create a CBT program. and hardware resources needed to run it.
However, the increase in PC computing power, and especially the growing prevalence
of computers equipped with CD-ROMs, is making CBT a more viable option for
corporations and individuals alike. Many PC applications now come with some
modest form of CBT, often called a tutorial.
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CBT is also called computer-assisted instruction (CAI).
Reference: https://www.webopedia.com/TERM/C/CBT.html
Computer based training software helps organizations bring their employee training
out of the classroom and into a more flexible and engaging online environment. Using
eLearning courses created in-house or purchased from a third party, these systems
allow managers and corporate trainers to customize individual learner paths, dictate
course choices and learning pace, track employee progression and more.
Reference: https://www.softwareadvice.com/lms/computer-based-training-
comparison/
During the past ten years the writer and various collaborators have been engaged in
developing and utilizing a method that has been named the "critical incident
technique." It is the purpose of this article to describe the development of this
methodology, its fundamental principles, and its present status. In addition, the
findings of a considerable number of studies making use of the critical incident
technique will be briefly reviewed and certain possible further uses of the technique
will be indicated. The critical incident technique consists of a set of procedures for
collecting direct observations of human behavior in such a way as to facilitate their
potential usefulness in solving practical problems and developing broad psychological
principles. The critical incident technique outlines procedures for collecting observed
incidents having special significance and meeting systematically defined criteria.
Reference: https://www.apa.org/pubs/databases/psycinfo/cit-article.pdf
Critical incident method is also referred to as critical incident technique. In brief,

critical incident method is considered a systematic, open-ended technique that
involves analyzing specific situations to determine which communicative actions or
behaviors would lead to the best possible outcome of a given situation. Critical
incident method may be employed in a variety of ways such as observation or recall
through in-depth, descriptive interviews. Rather than focusing on opinions of what is
considered critical, critical incident method places the analysis on the context of the
event. For instance, in an interview participants may be asked to reflect on and
identify a specific incident they perceive to be critical in influencing the final
outcome. Such moments may be perceived as positive or negative.
Reference: https://methods.sagepub.com/Reference//the-sage-encyclopedia-of-
communication-research-methods/i3707.xml
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Computer Based Training (CBT)
CBT is a new-age way of learning. It is a form of education in which a student learns

by using special training programs while on a computer. This system worked well in
the pre-Internet days, but with the explosive use of the Internet, the scope of CBTs is
forced to expand. It has several advantages over traditional classroom learning
methods and over self-taught books.
Advantages of CBT:
 The learner can think, respond and give feedback on the subject.
 It offers a stimulating environment where the learner can learn at his own pace.
 A learner can take the course at his convenience without any expense of time or
travel.
 By being accessible to the widest audience at multi-locations, it is cost-
effective for the learner.
 It can be custom-designed for specific industries, and can also be conveniently
used by the physically challenged.
 CBTs also save organizations instructor costs, costs of arranging training and
travel and learners travel costs and time.
 Busy IT professionals can get their certifications without the hassle of
travelling to a classroom.
 Through CBTs, employees can keep abreast with ever changing technology.
 CBT technology also breaks down complex software into bite sized modules
for easy and quick understanding.
Reference: https://blog.commlabindia.com/elearning-design/online-corporate-training-
solutions
What is Computer-Based Training (CBT)

1.
A process of teaching and learning that is executed with software applications on a
computer; the student is, in effect, trained by the computer. Learn more in: COTS
Computer Game Effectiveness
2.
Learning method in which the student learns by executing a software package on a
computer. It refers to a self-instruction course where the student attends lessons on the
computer, interacts with the software, answers questions and executes operations
mainly through a CD-ROM or a floppy disk . Learn more in: From Distance
Education to E-Learning as Integrated Training
3.
Training material is delivered using hard support (CD-ROM, films, and so on) or on-
site. Learn more in: Multimedia Technologies in Education
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Reference: https://www.igi-global.com/dictionary/cots-computer-game-
effectiveness/5127
Critical incident technique is a method of gathering facts (incidents) from domain

experts or less experienced users of the existing system to gain knowledge of how to
improve the performance of the individuals involved.
The critical incident technique (CIT) is used to look for the cause of human-system (or
product) problems to minimize loss to person, property, money or data. The
investigator looks for information on the performance of activities (e.g. tasks in the
workplace) and the user-system interface. Both operators and records (e.g.
documented events or recorded telephone calls) can provide such information. The
investigator may focus on a particular incident or set of incidents which caused
serious loss. Critical events are recorded and stored in a database or on a spreadsheet.
Analysis may show how clusters of difficulties are related to a certain aspect of the
system or human practice. Investigators then develop possible explanations for the
source of the difficulty.
Reference: https://www.usabilitybok.org/critical-incident-technique
The critical incident technique is a research process that invites respondents to identify
events (incidents) they deem significant (critical) for a particular purpose, typically
associated with job performance within an occupation. Researchers use data from
participants’ accounts to form categories of behaviors that contribute to the success or
failure of a given purpose.
Reference: http://psychology.iresearchnet.com/industrial-organizational-psychology/i-
o-psychology-assessment-intervention/critical-incident-technique/
Critical Incident Technique (CIT) is a method by which the observations of human

behaviour that comply with defined criteria are gathered. Usually Critical Incidents
are typically collected by an interview of a respondent and then used to solve practical
problems. Here is a quick breakdown of the method:
1. Determine and review the incident
2. Collect details about the incident from participants
3. Identify issues
4. Determine ways to resolve issues
5. Evaluation of resolution
Reference: https://www.clinfowiki.org/wiki/index.php/Critical_Incident_Technique
The Critical Incident Technique (CIT) uses the individual experience of the
respondent and focuses by way of asking open questions on event-specific examples
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of the perceived quality of consumers. The incidents relate to a significant

contribution to the perceived quality in a positive or negative way (non-routine
quality). The respondents can use their own words to describe an event that was a
specific ‘good’ or ‘bad’ experience. The data that are collected in this way are detailed
and profound.
Critical incidents are not only important as indicator of the evaluation of processes by
the customer. They can also explain the behaviour of the customer. For instance,
Strauss and Hentschel experienced that 42% of exit-behaviour by customers of car-
dealers was directly linked by a negative experience. On the other hand positive
experiences can lead to more consumption of products or services.
Critical incidents can be categorised. A major difference with the measurement on
attributes is that one does not feel forced to give an opinion about any given attribute.
The focus is on experiences from the past that really occurred and one can vividly
remember. This makes the questioning less artificial. After collecting these
experiences a classification is made. And the respondent really has the feeling that
he/she has said that what is important.
Reference: https://www.heskesresearch.com/en/methods/critical-incident-technique/]
The critical incident technique (CIT) is a well-established qualitative research tool

used in many areas of the health sciences, including nursing, medicine, and dentistry,
and their respective education systems. It is a flexible set of principles that can be
modified and adapted to meet the specific situation at hand. By gathering factual
reports made by observers, researchers can build a picture of the situation under study.
The CIT maximizes the positive and minimizes the negative attributes of anecdotes,
effectively turning anecdotes into data. In this, the first of two companion articles, the
origins and current state of the CIT and its potential applications in dentistry and
dental education are described.
Reference:
https://www.researchgate.net/publication/5534790_The_Critical_Incident_Technique
_A_Useful_Tool_for_Conducting_Qualitative_Research
The definition of CBT is close to the definition of individualized training — an

interactive learning experience between a learner and a computer in which the
computer provides the majority of the stimulus, the learner must respond, and the
computer analyzes the response and provides feedback to the learner. Its multimedia
function has added the capability of displaying information in audio, graphic, and
motion video form, which can make the teaching of skills and processes more
effective than if only text were used. Individualized instruction delivered over the
World Wide Web is a further development of computer-based training. Web-based
instruction can be used with any type of computer that can access the internet and that
has web browser software.
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CBT is now often referred to as elearning, even some definitions only define elearning
as learning being delivered online.
Reference: http://www.nwlink.com/~donclark/hrd/history/cbt.html
CBT is ‘Computer-Based Training’. It’s a very general term which refers to any
training that is delivered via a computer. From that alone, you can understand why this
is such an important term in the world of online learning!
CBT is a blanket term which has been used for many decades, and was a popular
phrase long before the use of the internet was widespread. This means that it doesn’t
necessarily have to refer to online learning at all. It can also refer to learning via CD-
ROMs, or even (gasp!) via floppy disks!
There are costs involved with developing and implementing CBT, but after that it
becomes an extremely cost-effective means of delivering training to large groups of
learners. After all, the costs of face-to-face training soon add up when you consider
spending on venues, trainers, travelling, accommodation, and time away from the
workplace!
The other key advantage of CBT is that it allows learners to access the training in their
own time and learn at a pace that suits them.
https://www.growthengineering.co.uk/computer-based-training
“Electronic performance support system”
An electronic performance support system (EPSS) is any computer software

program or component that improves user performance.
EPSSs can help an organization to reduce the cost of training staff while increasing
productivity and performance. They can empower employees to perform tasks with a
minimum amount of external intervention or training. By using this type of system an
employee, especially a new employee, will often not only be able to complete his or
her work more quickly and accurately, but, as a secondary benefit, will also learn
more about the job and the employer's business.
An EPSS is best considered when
 workers require knowledge to achieve individual performance in a business

environment
 skilled performers are spending a lot of time helping less skilled performers
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 new workers must begin to perform immediately and training is impractical,

unavailable or constrained
 Employees need to be guided through a complex process or task that cannot be
memorized.
Electronic performance support systems (EPSS) deliver relevant support information

to users while they are performing tasks. The present study examined the effect of
different types of EPSS on user performance, attitudes, system use and time on task.
Employees at a manufacturing company were asked to complete a procedural software
task and received support from either an intrinsic, extrinsic, external performance
support system or no system at all. Results revealed significant differences on
performance, attitudes and use between several treatment groups. The study suggests
that providing any kind of EPSS to support task performance is better than having
none at all. In addition, designers can improve user performance, attitudes and use by
creating systems that integrate with the primary work interface.
References: https://en.wikipedia.org/wiki/Electronic_performance_support_systems
and https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1937-8327.2005.tb00351.x
What is an Electronic Performance Support System (EPSS) and how is it different

from a Learning Management System (LMS)?
The short answer is that an Electronic Performance Support System is a digital

adoption platform that leads to increased software adoption through interactive
guidance, while a Learning Management System is a hub spot for learning material
that can be accessed from different locations.
But let’s try to answer these questions in more detail.
There’s a lot of confusion regarding modern L&D technology and eLearning

resources, particularly around the question of how an Electronic Performance
Support System and digital adoption fit in this ecosystem.
Let me quickly introduce some of the latest eLearning solutions and their scope of
action while trying to emphasize the role of interactive electronic performance support
for software adoption.
The Role of Electronic Performance Support Systems in Modern

Corporate Training
One of the most important principles in today’s modern training and development
ecosystem is variety.
It is essential to create a great employee experience in order to motivate staff to create

a great customer experience. And training has become one of the key factors in
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creating a pleasant employee experience that boosts performance and reduces

employee turnover..
On top of variety, key elements of a successful modern training plan must be:
 Relevant
 Just-in-time
 Interactive
 Mobile
 Portable
 Individual
 Effective
 Supported by micro-learning experiences
 Self-paced
 Measurable
Relevant training is training that revolves around clear objectives whose learning
outcomes reflect the daily needs of each individual employee. Such a plan needs to be
customized and employees must be in control of the content they consume.
The experience needs to be delivered just-in-time across different platforms and

systems so that employees can access information anytime, anywhere, using any sort
of interface.
Employees need to feel motivated and supported by their training activities while
immediately seeing results.
The process starts with planning, and this phase takes into account the aspirations of
each employee and their needs. Instructional design and content creation can be
steered by the employee as well, while the whole process needs to be monitored and
constantly evaluated for adjustments.
EPSS
Creating ad hoc training programs is one of the biggest challenges of talent

management in the digital era.
That’s why, over time, the whole sector has gone through major changes. Of all HR
related sectors, learning and development has been the one that mostly went through
transformation and innovation.
Mostly, training used to be linked to seminars and classes.
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Remote connectivity moved the focus away from classic instructor-led training (ILT)
and opened the doors for remote video training, on-demand classes and courses, and
MOOCs.
The entire course material can now be digitized and progress can be monitored in real
time.
This has led to more rounded eLearning solutions that combine content
consumption with exercises and tests.
And following the concept of variety, corporates often adopt hybrid solutions that
integrate different learning delivery methods at different stages (from onboarding
to training or retraining…), going from macro-learning sessions to solutions that allow
for micro-learning experiences.
Such blended learning programs try to combine the pros of different methodologies to
support continuous learning and fight against problems connected to the forgetting
curve.
It must be said that no training solution is perfect. There are limitations connected to
each different training and development tool.
However, some solutions are more suited to specific areas as we’re about to see in
our comparison between a Learning Management System and an Electronic
Performance Support System.
Interactive Electronic Performance Support Systems
Learning management systems are great tools that companies need to implement to
facilitate eLearning and allow for interactive skill development.
The main concept here is that an LMS is an eLearning solution. Learning and
practicing occurs within the platform where learners consume content (documents,
videos, exercises…), learn, and then go back to their daily activities and implement
the lessons they learned.
Electronic Performance Support System and Digital Adoption
A Learning Management System is a useful solution that applies to many skill

development areas.
But when it comes to digital adoption, an LMS will always present the same
limitations of conventional learning methodologies.
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On the other hand, an Electronic Performance Support System is a specific solution

that was developed to maximize software adoption, productivity, and create
immediate software know-how from day one.
An EPSS can be used as an eLearning platform but can also be used to eliminate the
need for onboarding, training, and retraining by supporting users directly within
the platform they’re working in.
The Learning Process with an Electronics Performance Support System
Interactive guides can be used to create onboarding checklists and walkthroughs.

Instructional designers can create an optimal learning experience based on a
discovery journey that leads a new users from zero to hero without any delay and
without abandoning the platform itself.
In this case, learners will be able to unlock guides upon completion of previous ones
and can follow a specific training path that can be personalized based on role,
authority, previous knowledge…
Reference: https://blog.userlane.com/electronic-performance-support-system-
epss-vs-lms/
There are many computerized tools and instructional programs that people claim are
performance support systems, but which sometimes are not. What makes a program an
electronic performance support system (EPSS)? An electronic performance support
system is, according to Barry Raybould (1991), "a computer-based system that
improves worker productivity by providing on-the-job access to integrated
information, advice, and learning experiences." Gloria Gery (1989) defines it as "an
integrated electronic environment that is available to and easily accessible by each
employee and is structured to provide immediate, individualized on-line access to the
full range of information, software, guidance, advice and assistance, data, images,
tools, and assessment and monitoring systems to permit job performance with
minimal support and intervention by others" (p. 21).
EPSSs are generally used to provide support for:
 performing a task (procedures and processes)

 finding information in databases
 presenting information in alternate forms (video, audio, text, image, data)
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CHARACTERISTICS
An electronic performance support system displays some or most of the following

characteristics.
Computer-based
EPSSs are computer-based, which is what the "electronic" in their name indicates.
There have been older attempts at performance support systems, such as a series of
manuals, job aids, and other paper material. But it wasn't until the advent of powerful
multimedia computers that true performance support could be made possible. True
support includes quick and easy access to the information needed at the time the task
is being performed. This information may be in the form of alphanumeric text,
graphics, audio, or video.
Provide access to the discrete, specific information and tools needed to perform a task
at the time the task is to be performed.
This is a two-part characteristic: 1) access to the specific information and tools needed
to perform a task, and 2) access to the information and tools at the time the task is to
be performed. If one part of this characteristic does not exist, then the characteristic
changes and is no longer a performance support characteristic. The discrete, specific
information provided may be:
 Data - The type of data may be textual or numeric (prices, locations, names),
visual (photographs, graphics, video), or audio (conversations, speeches,
music).
 Instruction - The instruction may be the text of a list of steps to take, a video
showing a procedure, a simulation of a task that allows the user to practice, and
so on.
 Advice - The advice may be an expert system that asks the user questions, then
suggests the most appropriate procedure or step to do next.
 Tools - The tools provided may be a spreadsheet, a database, a statistical
analysis package, an online calculator, a program that controls industrial
robots, and so on.
Used on the job, or in simulations or other practice of the job
An EPSS provides information to people on the job, or in simulations or other practice

of the job. The information is provided as the worker sees a need for it. This
availability of information, instruction, advice and tools makes much prior training
unnecessary. The EPSS can be used in simulations or other practice of the job, so that
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workers learn both the information he or she will probably need when doing the job,
and how to use the EPSS itself.
Controlled by the worker
The worker decides when and what information is needed. There is no need for an
instructor because the worker is guided by the needs of the task. The motivation is
provided by the worker's desire to accomplish the task.
Reduce the need for prior training in order to accomplish the task
The easy availability of the information needed to perform a task reduces the need for
much prior training.
Easily updated
The very nature of an EPSS--that it provide the information needed to perform a task--
requires that it be easily updated in order to keep the information current. The
computerized nature of an EPSS makes updating faster and easier in some ways than
in other media (such as print).
Fast access to information
The user must be able to find information quickly when it is needed on the job,
otherwise the EPSS is no better than a printed manual, which probably contains the
information, but it may be more difficult to find quickly.
Irrelevant information excluded
The user is able to access only the specific, discrete information needed at that instant,
instead of having to wade through loads of irrelevant information to find a few details.
This is one of the problems with instruction that is not specific to a task; it forces the
user to sift through it looking for the details needed. This sifting not only slows the
user down, but can result in confusion.
Allow for different levels of knowledge in users
In order to speed up information access and understanding, an EPSS can provide

minimal information for expert users and more detail for new users.
Allow for different learning styles of users
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Through multimedia, an EPSS can accommodate users with varied learning styles,
thus providing more optimal learning. The same information can be presented in
visual, textual, and audio formats, with the user selecting the format.
Integrate information, advice, and learning experiences
An EPSS can integrate information, advice, and learning experiences. For example, a
database entry might describe a procedure. Users may not know if the procedure is the
proper one to use, so they might turn to the advisor to find out. The advisor would ask
some questions about what needs to be accomplished, then would suggest which
procedure to use. If necessary, users could then go through a tutorial on using the
procedure and practice it in a simulation before actually performing the procedure.
According to Clay Carr (1992), artificial intelligence (AI) is an essential characteristic

of EPSS, but not according to Gloria Gery. At this early stage of performance support
system design and use, AI is not essential, but someday it will be one of EPSS's
defining characteristics.
An EPSS may not contain all these characteristics; different systems will fall on a
continuum of these characteristics (see Range of Classification as EPSS below). An
EPSS displaying all these characteristics is an optimal system. Since performance
support systems are still young, it is more likely that many will display only the key
characteristics.
Reference: https://msu.edu/~sleightd/epssyn.html
An electronic performance support system (EPSS) is a special kind of software

program for the training of individuals. It helps the user of the program to complete a
certain task in a guided manner. This system is widely used in many places due to its
potential to increase the productivity of the trainees. These programs are very cost
effective and simple to use, and are thus used by people all over the world for learning
a specific computing skill. This skill may be anything, from computer programming to
simply filing a tax return online.
The use of EPSS can be considered the future of training systems. This system can
easily replace an organization's traditional training system because it is much less
costly and much more intuitive and learner-friendly. This system allows a trainee to
easily perform a given task in a short time, while learning a lot about the actual system
in the process of working. Thus, this is an advantageous method for faster working
and learning processes. It is especially useful in smaller firms, where the more
experienced individuals have to spend a lot of time teaching new employees and
supervising their work. This results in a lot of wasted productivity. Another case is
that they may have to hire expensive trainers from outside the firm to train their new
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employees. However, EPSS negates all these problems by providing a low-cost

measure for better performance.
Reference: https://www.techopedia.com/definition/19113/electronic-performance-
support-system-epss
An Electronic Performance Support System (EPSS) is a software solution that
helps individuals perform a given online task or function, or improve productivity. As
the term has evolved within the training profession, the primary emphasis has
generally remained on mission support over learning, although the latter is typically
achieved as well. A tax e-filing software program is a frequently cited example of an
EPSS. Also see Performance Support.
Reference: https://trainingindustry.com/glossary/epss/
What is EPSS (Electronic Performance Support Systems)

1.
The definitions as to what constitutes an EPSS have evolved from the concept
outlined by Gloria Gery. She defined an EPSS as an electronic system that provides
integrated, on-demand access to information, tools, and methodology to enable a high
level of job performance with a minimum amount of support from others (Gery,
1991). Stevens and Stevens (1995) provided a more detailed definition: An EPSS is a
computer application that can provide on-demand, task-specific skills training; task-
and situation-specific information access; expert advice needed to solve unusually
difficult or no routine work problems; customized tools for job-task automation; and
embedded coaching, help, and validation tools; which together can improve human
performance in the workplace by improving productivity, quality, and customer
service. From a systems perspective, it is defined as thus: An EPSS is essentially a
custom-built interactive guidance-, learning-, and information-support facility that is
integrated into a normal working environment. Such systems are concerned with
effective human-task interactions in which the computer provides an interface to
various job tasks and becomes an aid in achieving efficient task performance
(Banerji, 1999). Learn more in: Electronic Performance Support, E-Learning, and
Knowledge Management
Reference: https://www.igi-global.com/dictionary/electronic-performance-
support-learning-knowledge/10130
Electronic performance support systems(EPSS) gained a huge traction when

companies began focusing on user productivity and performance.
The term sounds complex for sure. But, unknowingly, you already must have used an
electronic performance system to get your tasks done.
Just imagine this, you take up a challenge to prepare a hazelnut cheesecake all by
yourself. And you have absolutely no clue of how to go ahead with it.
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What do you do then? You simply search for an authentic cookery site and find its
recipe. Then you read through the instructions and get started. In this case, the
cookery website functions just like an electronic performance support system- it
provides relevant knowledge right at the moment of need.
Thus, simply put, an EPPS can be defined as a software that caters to user needs by
presenting information that is sufficient enough and just in time to complete a
particular task at hand.
The ability of an EPSS to provide information at the right time has found its use in a
variety of organizational domains. By using an EPSS:
– organizations claimed to receive around 30% lesser customer support queries.

– employees could accept new software and work effectively on it right from day 1.
– companies could ensure a seamless user on boarding experience for new customers.
– lengthy in-product help manuals became easier to refer.
Reference: https://academy.whatfix.com/electronic-performance-support-system-
characteristics/
An electronic performance support system (EPSS) is a computer-based tool that seeks
to improve user performance. With intuitive and easy to use software like WalkMe,
this method of performance support has become easily accessible. Most often, an
EPSS is integrated with other software to provide users guidance as they interact with
specific tools. EPSSs can also be stand-alone and act as a query system, where the
user can pull information as needed. The purpose of an EPSS is to provide just-in-time
training and integrate the learning experience with the operational experience. An
EPSS acts as a coach, guiding the user throughout a process. EPSSs can be provided
in addition to training, or they can take the place of formal training. They can also be
implemented as a non-training solution when issues or gaps arise.
Reference: https://www.td.org/user/content/amandamott-wilburn/electronic-
performance-support-systems-epss-06-17-20-01-52
The frequency with which one is unable to find the right information in a timely
fashion can cause such occurrences to become viewed as common place, expected,
and even accepted in most organizations. Electronic performance support systems
(EPSS) serve as a performance improvement intervention to address this inefficiency.
This chapter discusses examples from the literature illustrating how performance
support has been implemented in a variety of organizations, a recommended process
to implement EPSS, evidence‐based guidelines, and critical success factors. It
illustrates a process that performance technologists can use to design, develop, and
implement EPSS. Phases 1 and 2 of the process focus on the steps involved in
performance analysis and needs assessment once EPSS has been identified and
selected as an intervention. The chapter focuses on phases 3 through 5 of the EPSS
process.
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Reference: https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470592663.ch32
Self-Help: You can also answer the questions below to help you further understand the
lesson:
A. Assessment of Training Needs
B. Importance of Training Methods
Training Needs Analysis Worksheet
1. What problem are you trying to solve? Not every learning solution needs to
“solve a problem,” but many do. What behavior(s) are you trying to change? If
there is no problem to solve, what is the reason for this project?
2. What is the instructional goal of the project? Complete this statement: “After
training, learners will be able to ________”. Think about what you want learners
to do on the job.
3. Who are your learners? Are they employees? Contractors? Something else?
How many learners will there be? What are their geographic locations? What
demographic and behavioral information do you know about your learners?
4. Are there existing materials or documents associated with this project? If no

existing materials exist, this tells the vendor time will be needed to create
content, interview subject matter experts, and/or research the related topic(s). If
existing materials do exist, this tells the vendor time is needed to sort through it
but they are not starting “from scratch.”
5. What preliminary ideas do you have for delivery format of the project?
Classroom session, eLearning, webinar, on-the-job training, mobile app, digital
game, etc. Select how you currently believe the training will be delivered. You
might just choose one method, or you might opt for a “blended” approach.
6. Is the project needed to address a legal or governing body requirement? Is this

project a result of a regulatory requirement, compliance-driven audit, or
corporate policy that the target audience must be aware of?
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7. What languages besides English are required? If you need the course in more
than one language, translation costs should be factored into the budget.
8. How will you know that this project has been successful? Describe how you
will know you met your instructional goal. Think about the business results; if
learners are able to do X, how will your company benefit?
9. Other than project completion, are there metrics you want to track? Will you
track learner completion? Learner assessment scores? Will you use observations
to determine behavior change “on the job?” Do you expect other business
metrics to change, such as sales increasing, customer call response time to.
10. What is the project timeline? Identify when the project needs to launch. What
constraints might affect your timeline? Try and estimate the number of
necessary review cycles if you can, as these will add to the time required.
___________________****************************___________________________
1. What are the 8 types of Training?
TYPES OF TRAINING DESCRIPTION
2. Choose 3 types of training and explain the advantages and disadvantages of each.
Types Advantages Disadvantages
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Make your own training program on this space below.
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College of Business Administration Education

2nd Floor, SS Building

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: BAHR 221 TRAINING AND DEVELOPMENT

Name of Teacher: NOREEN J. NATIVIDAD

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

1. Describe the purpose of a need’s analysis;

Most managers understand the importance of business growth through

A performance appraisal is a regular review of an employee's job

and growth--or lack thereof. Companies use performance appraisals to

(TNA) Training Needs Analysis VS (PNA) Performance Needs Analysis

skill/knowledge and skill/knowledge necessary to successfully perform the job

functions. A Performance Need Analysis is the process of identifying the gap

between desired performance and actual performance.

Each KSA element is an important part of learning and development.

Training (regardless of the subject) should result in improved

knowledge, improved skills and an improved attitude toward the subject

matter and training process. Utilizing these elements as the framework

of objective development will result in tangible, measurable outcomes.

Chapter 3: Assessment of Training Needs

“Training Needs Assessment” (TNA)is the method of determining if a

 Skill proficiency of employees

6 Reasons You Need A Training Needs Assessment

1. Train The Right Employees, With The Right Approach

2. Prioritize Training Needs with The Highest Business Impact

3. Identify Tools and Methods You Never Considered Before

4. Achieve a Greater Return on Investment

5. Engage Staff in Continuous Learning and Development

6. Make Organizational Change an Easy Transition

How to Perform a Training Needs Analysis

1. Set Clear Business Objectives

The purpose of a training needs assessment is to identify performance requirements

There are three levels of a training needs assessment:

 Organizational assessment evaluates the level of organizational performance.

The Training Needs Assessment Process

1. Determine Agency Benefits of Needs Assessment- this part of the process

Key steps include:

o Identify key stakeholders

o Include organizational drivers needed to reinforce the critical behaviours

How to Assess Training Needs

WHAT IS A BASIC NEEDS ASSESSMENT PROCESS?

STEP ONE: Start with the bigger organizational picture

1. What does the organization want to achieve as a result of this program?

STEP TWO: Understand the current performance

Here are the types of questions that we asked:

1. What knowledge and skills do participants need to be successful?

STEP Three: Get to know the ideal participants

Some questions to be ask:

1. Who should be part of the program?

Step four: Focus on the evaluation

1. How will you measure the desired outcomes?

Overall Purpose of Training Needs Assessment and Analysis

A training analysis is conducted ultimately to identify what areas of knowledge or

Scope Training is a niche Registered Training Organisation based in Perth, working in

Training needs analysis is a systematic process of identifying which kind of training is

Chapter 4: Importance of Training Methods