HR105: MODULE 1 1.

HEALTHY AND SAFETY – a safe and healthy working environment is a

duty of every employer; each employee has a responsibility to look after
THE NATURE OF TRAINING himself and those around him.
2. EQUALITY AND DIVERSITY - Unlawful behaviors and potential
 Process to develop employee performance on a presently held job. Means
lawsuits are often avoided by organizations through making certain that all
changes in specific, identifiable, knowledge, skills, or behaviors for use in
staff are sensitive of the essential legal requirements on equalities and
their current job. Training should be crafted to meet the goals of the
understand the benefits and diversity.
organization and the individual employee.
3. STAFF MANAGEMENT - management of staff includes how to direct
DEVELOPMENT recruitment campaigns and pick the right people; oversee them and exploit
their performance; preserve good employee relations; and assemble teams.
 It refers to learning opportunities intended to assist employee grow. 4. SOFT SKILLS – it is indispensable that ongoing training in job-related
skills must take priority in company training programs. Soft skills, which
TRAINING IS BENEFICIAL FOR A NUMBER OF REASONS, NAMELY:
are often neglected, can be just as imperative.
1. Better job satisfaction and morale amongst workforces.
TRAINING CATEGORIES – Training is designed to fulfill some objectives that are
2. Improves workforce motivation.
vital to the success of the organization.
3. Improves efficiency in process, ensuring profitability.
4. Better capacity to adopt new technologies and methods. 1. REQUIRED AND REGULAR TRAINING- these are training courses
5. Improves innovation in strategies and products. which comply with legal requirements and are provided for all employees.
6. Lessen employee turnover. a. Sexual harassment prevention- sexual harassment prevention
7. Creates a better company image. training typically embraces wary descriptions of the organization’s
8. Helps people identify with organizational goals. policies on sexual harassment, particularly regarding what are
9. Enhances relationship between employer and employee. improper behavior behaviors.
10. Helps in organizational development. b. Safety compliance- safety compliance training is critical where
11. Promotes loyalty, faithfulness, sincerity, and trust. working with heavy equipment, hazardous chemicals, repetitive
12. Assists in promotion from within. activities, etc.., but can also be useful with practical advice for
13. Assists in boosting productivity and work quality. avoiding assaults, etc.
14. Assists in avoiding tension and conflict. c. Wage and hour rules- wage and hour rules training is for managers
15. Lowers down costs in the functional areas. and employees who require a fundamental understanding of employer
16. Generates an environment for growth and good communication. policies in order not to expose their organization to major legal risk
and liability.
d. Employee orientation- training basics include introducing employees
OBJECTIVES OF TRAINING to the company, its products, its culture, and policies and to the
competition and showing new workers how to perform their jobs
 Through educating employees and managers on the appropriate safely and efficiently.
procedures, human resource training objectives support this role. e. Benefits enrollment- training is for employees to learn more about
employee benefits, employees are invited to bring their spouses as
well.
HR TRAINING OBJECTIVES THAT COULD BE FORMULATED: 2. JOB/TECHNICAL TRAINING- These training make possible employees
to do their jobs well.
 a. Computer skills- computer skills are becoming a necessity for
conducting administrative and office tasks from simple use to more
advanced usage of computers.
b. Customer service- increased competition in today’s global
marketplace makes it critical that employees understand and meet the
needs of customers.
c. Quality initiatives- initiatives such as total quality management,
quality circles, benchmarking, etc. require basic training about
quality concepts, guidelines, and standards for quality, etc.
d. Equipment operations- training on equipment operations provides
basic skills and knowledge to safely handle and operate equipment.
e. Recordkeeping needs- training on recordkeeping needs offers
training in the proper setting up of the right keeping system for a
business to work efficiently, meet legal requirements and strengthen
customer and staff relationships.
f. Telecommunications- training in telecommunications entails
providing a concrete foundation in the details of telecommunications
technology.
g. Product detail- training in product details involves knowing about
the complete specifications of a product to fully explain to possible
customers the benefits of buying the product.
3. DEVELOPMENT AND CAREER TRAINING- these are training focus
on both operational and intrapersonal troubles and endeavor to enhance
the working environment of the organization.
a. Business trends- business trend training provides information on the
latest developments or changes in people, technology, and business
environments.
b. Strategic thinking- training equips the trainee on how to think
strategically every day in their roles as well as part of the business
planning process.
c. Leadership- training helps the leader of the organization find out how
to stir trust and build credibility with their people, describe a clear
and convincing purpose, create and support systems of success, and
let loose the talents and energy of a winning team.
d. Change management- training ensures that changes are
systematically and effortlessly executed, and that the lifelong benefits
of change are achieved.
e. Career planning- it helps in thinking about the interests, values,
skills, and preferences of an individual; exploring the life, work and
learning options available to the trainee’s work fits with his personal
circumstances; and continuously fine-tuning his work and learning
plans to help manage the changes in his life and the world of work.
f. Performance management- it creates both competence and growth
for employees. The focus is to help in assessing performance and
making decisions to develop the performance of others.
4. INTERPERSONAL AND PROBLEM-SOLVING TRAINING- these
trainings center on term improvement of individual and organizational
capabilities in the coming years.
a. Diversity- training usually includes explanation about how people
have different perspectives and views and includes techniques to
value diversity.
b. Ethics- today’s society has increasing expectations about corporate
social responsibility. Also, today’s diverse workforce brings a wide
variety of values and morals to the workplace.
c. Human relations- the increased stresses of today’s workplace can
cause misunderstanding and conflict. Training can help people to get
along well in the workplace.
d. Communications- the increasing diversity of today’s workforce
brings a wide variety of languages and customs, so training could
assist in bridging the gap that may arise due to miscommunication.
e. Writing skills- it helps an individual assess his current writing skills,
set goals for improvement, and apply tools and techniques to reach
his goals.
f. Team relations- team relations training helps identify several ways to
help create harmonious team relationships by knowing what makes
people tick to create a motivating and inspiring environment.
g. Coaching skills- training on coaching skills focuses on principles and
practice of performance coaching and enables trainees to discover the
true power of coaching within organizations.
h. Problem analysis- training helps improve skills of trainees in
identifying, analyzing, and solving work-related problems as well as
assisting in increasing management, staff, and customer commitment
to their decisions.
i. Conflict resolution- focuses on ways supervisors can work with their
employees to resolve conflict in the workplace. It provides practical
steps and techniques that everyone can learn.
BASIC STEPS IN THE TRAINING PROCESS
  The most profitable investments an organization can make is training. The 1. An interest in lectures on the subject being taught.
approach organizations organize and design their training shapes the 2. An exceptional knowledge of the subject being taught.
manner employees experience the training which most likely would have 3. An ability to encourage participants to learn.
bearing on the effectiveness of training. 4. A good sense of humor.
 It is best to use systematic training processes to develop effective training 5. An energetic look and good posture.
programs, four basic training steps assessment, design, delivery, and 6. A strong enthusiasm for their topic.
evaluation. 7. A strong empathy towards participants.
8. Fitting audio/visual equipment to better understand the topic of the
STEP 1: TRAINING NEEDS ANALYSIS training.

 Need analysis is the first step for all training. This step requires data STEP 4: TRAINING EVALUATION
collection to justify an investment in training.
 Surveys, observations, interviews, and customer comment cards are some  It will determine how effective and profitable the training program
of the techniques being used for data collection. has become due to cost and time expenditure.

STEP 2: TRAINING DESIGNS TRENDS IN TRAINING

 This step establishes the training design appropriate depending on the  Training is the most innovative and mature are of talent management.
training objectives. Training must ne designed to deal with the  Five major trends and best practices that companies should think
evaluated specific needs. about in training consist of:
1. Going mobile- the manner companies work, interrelate, and
STEP 3: TRAINING DELIVERY work together has been transformed by mobile technology.
2. Understanding social- investing in social collaboration tools to
 One on one training, on the job training, seminars, and workshops are
better connect employees and promote a training culture.
the most popular ways of training delivery.
3. Considering adaptive learning- a method that allows
VARIABLE MUST CONSIDERED IN SELECTING TRAINING employees to be trained at their own speed.
DELIVERY METHODS: 4. Aligning with business objectives- the training of the earlier
period is operated with modest interaction or input from other
1. Nature of training areas of the business.
2. Topic of the training 5. Measuring effectives- an organization must discover a way to
3. Number of participants in the training constantly appraise its effectiveness to establish that the training
4. Individuals vs. team strategy in place is encouraging good business results.
5. Self-paced vs. guided
6. Training resource/costs OPPORTUNITIES OF EMPLOYMENT IN TRAINING
7. E-learning vs. traditional learning
 Training consists of obtaining the human resource (HR) degree level that
8. Time allocated
is fitting for the job, plus acquiring further on-the-job training via
9. Completion timeline
observation and mentoring.
EFFECTIVE TRAINER SHOULD HAVE THE FOLLOWING
CHARACTERISTICS:

HR105: MODULE 2
ORGANIZATIONAL COMPETITIVENESS AND TRAINING
 The knowledge skills and abilities of the workforce are the keys to
organizational success. Retention of talent, intellectual capital and
knowledge management are very important to support the company’s
mission, vision, and strategic goals in a learning organization.
 Training endeavors are recognized as essential for business success by
most companies. Versatility is a good result of training.
 Training helps achieve organizational strategies. Top management sees
training as a good source of valuable intelligence on the essential basic
skills.
 Physical capital serves as a gauge of competitiveness. The intelligence of
the workforce is now the material for sale in this information age.
STRATEGIC TRAINING OF HUMAN RESOURCES number of benefits which
are:
1. Strategic training enables human resources and other professionals to get
closely engaged with the business, collaborate with operating managers in
solving problems and create vital inputs to organizational results.
ORGANIZATIONAL DEVELOPMENT AND TRAINING
2. Strategic training mind-set lessens the probability of viewing that only
training can resolve workforce or organizational problems.
3. Strategic training can provide competitive advantages for the organization.
Training itself varies in delivery methods. Methods could be from online, to
actual classroom training, to off-site programs, learning on-the-job, webinars, and
other formats.
INTENDED RESULTS AND CHEMISTRY OF SEVERAL RELATED
ASPECTS WHICH ARE THE FOLLOWING:
1. Obviously expressed results- for a plan to be strategic, intended
outcomes need to be spoken, determined, and supported.
2. Guide principles- it can be helpful to define the guiding principles that
reinforce the inherent values of the organization.
3. Impact on the organization’s mission and operation- it basically
highlights and impacts the organization’s operations and mission.
4. Senior leaders’ and management involvement- both senior members
and the managers must be responsive, sympathetic, and involved in the
program planning and offerings.
5. Current state and assessment- programs must consist of a needs
assessment to find out training needs. Needs assessments make available
strategic insight into “what” is really needed.
6. Measurement/sustainability- how will the training outcomes be
measured and sustained? Although these are dissimilar questions, they go
together.
7. End-user Input- while occasionally unnoticed, end- user contribution in
both the assessment as well as later stages, make possible strategic
planning.
8. Performance measures- how is performance considered in the
organization and how does this relate to the training plan? For an
organization’s training plan to be strategic, the link to performance
reviews and measures to that training is vital.
9. Time frame- developing time frame as part of the goal will facilitate
getting the goals fruitfully for the organization.
10. Development and planning- who will direct these efforts in advance and
with what team and sponsorship? Delegating the players compromising a
project manager is an input to realizing training goals.
 It is the use of knowledge and techniques from the behavioral sciences to
examine an existing organizational structure and implement changes to
improve overall organizational effectiveness and health.
 Worldwide, managing change has become a very imperative commitment
for organizations.
  Organizations frequently initiate training in a attempt to guarantee that
their employees are familiar with the objectives and goals of the
organization.
THREE DEVELOPMENTAL PHASES
1. New beginning (first phase of change)- it necessities an employee to
distinguish inefficiencies and depart from them.
2. Neutral zone (second phase)- it is when realignment happens.
3. Endings (final stage)- it takes place when a fresh sense of purpose has
been revealed and change is starting to occur.
STRATEGIC TRAINING AND DEVELOPMENT PROCESS
 Strategic training and development process starts with identifying the
business strategy. Business strategy is a plan that integrates the
organization’s goals, policies, and actions.
The concluding step in the determination of measures and metrics with which
to gauge the input of training to goals related to business strategy. THE
DETAILS OF EACH STEP ARE AS FOLLOWS:
1. IDENTIFY BUSINESS STRATEGY- three important aspects that control
business strategy which are mission, vision, values, and goals.
2. STRATEGIC TRAINING AND DEVELOPMENT INITIATIVES THAT
SUPPORT STRATEGY- Initiatives are learning-related actions that
organizations must do to accomplish their business strategy which depends
on industry, goals, resources, and capabilities.
3. STRATEGIC TRAINING AND DEVELOPMENT ACTIVITIES- the
activities to accomplish initiatives must be identified in this step.
4. METRICS OF TRAINING SUCCESS- it is essential to determine
whether training and development truly contributed to the organization’s
goal attainment.
HR105: MODULE 3
UNDERSTANDING LEARNING AND ORGANIZATIONAL LEARNING
 Learning is the process of obtaining knowledge and skills that engage in
one’s change of behavior. It is the outcome of experiences that allow an
individual to show newly obtained behavior.
Learning can be illustrated using outcomes of learning which could be classified
into the following general groups:
1. verbal information- facts, knowledge, principles of information; known
also as declarative knowledge.
2. Intellectual skills- concepts, rules and procedures that govern many
activities in people’s daily lives like driving a car or shopping in the
supermarket known also as procedural knowledge.
3. Cognitive skills- application of information and techniques and
understanding how and when to use knowledge and information.
4. Motor skills- synchronization and carrying out of physical movements
that entail the use of muscles like learning how to swim.
5. Attitudes- preferences and internal states link with one’s beliefs and
feelings, attitudes are learned and can be changed; they are regarded as the
most complicated to win over through training.
ORGANIZATIONAL LEARNING- process of creating, sharing, diffusing, and
applying knowledge. Organizational learning, however, is not limited to the sum of
individual learning, or to the training system that enables employees to learn and
apply the learning in their performance.
Learning cycle is a continuous process which consists of the following elements:
1. Identification of learning needs- the process by which organizations and
individuals systematically investigate current and feature learning
requirements in relation to the operating environment.
2. Learning design- the development of an intervention (training, job
rotation, etc.) to address the identified learning needs.
 3. Delivery of learning program- the implementation of the learning
intervention at individual, group or organizational levels.
4. Learning evaluation- without evaluation organizations would not know if
the investment in learning has had the desired result.
PRECONDITONS OF LEARNING- prior to placement on any training programs,
learners must be ready to learn. Learners must be motivated to learn.
THE CONDITIONS OF THE LEARNING ENVIRONMENT- responsibility of
the trainers to create a training atmosphere conductive to maximize learning.
TRAINERS MUST DECIDE ON HOW TO BEST ARRANGE THE TRAINING
ENVIRONMENT THROUGH ADDRESSING THE FOLLOWING ISSUES:
a. Whole vs. part learning- trainees must learn each part separately from
the simplest to the most difficult but they must be shown the whole
performance so that they know what their final goal is.
b. Massed vs. spaced practice- spaced practice (practicing the new behavior
and taking rests periods in between) is more effective than massed practice
(practicing new behavior without breaks), spaced practice is more
productive for long-term retention and for the transfer of learning to the
work setting than massed practiced.
c. Overlearning- it is practicing far beyond the point of performing the task
successfully.
d. Goal setting- it can improve employees’ performance by directing their
attention to a particular behavior that requires to be changed.
e. Knowledge of results- they need timely and specific knowledge of results
(feedback) which serves both information and motivational purposes.
f. Attention- training programs and materials must be designed by trainers
to make certain that trainers will focus their attention on them.
g. Retention- ability is relevant to the effectiveness of the training program.
ENSURING EMPLOYEES MOTIVATION FOR LEARNING- motivation to learn
is the aspiration to learn the content of the training program. The desires consist of
having the vigor to learn.
MANAGERS NEED TO MAKE CERTAIN THAT EMPLOYEES’ MOTIVATION TO
LEARN IS ALWAYS AT PEAK. THEY CAN DO THIS BY:
1. Making sure employees’ self-efficacy
2. Considering the benefits of training
3. Being aware of training needs, career interests and goals
4. Comprehending working environment characteristics
5. Ensuring employees’ basic skill levels
SOCIAL LEARNING THEORY AND TRAINING- Albert Bandura and his
associates developed the social theory, model of learning. Essential contributions to
the science of learning are revealing that learning could happen exclusive of any
obvious behavior by the learner.
MOTIVATION- the model points out motivation both influences and influenced by
the other processed for retention. Learner’s needs establish what things receive
attention and are processed for retention.
ATTENTION- The learning process begins with the learner’s attention becoming
“all ears” on objects and events in the typical environment.
RETENTION- when attention is focused on an object or event, the arriving
information is sorted out for possible retention. Some information will be retained,
and some will be gone.
BEHAVIORAL REPRODUCTION- it is a repeated practice. The more a person
performs using the latest information, the more it is trained and preserved.
ADULT LEARNING THEORY- throughout their lives people experience different
learning environments. Toddler learning consists of what, when, and how to learn.
Unlike to adults who have enormous amount of knowledge and work-related
experience they take with in the training programs.
 These dissimilarities between a child and an adult in terms of learning
paved the way to the development of andrology. Coined by Malcolm
Knowles andragogy is an adult-oriented approach to learning that
considers the differences between adult and child learners.
 Adult learning theory has important implications for training in every step
of the training procedure.
HR105: MODULE 4
NEEDS ANALYSIS- A successful training needs analysis will identify those
who need training and what kind of training is needed.
 IMPORTANCE OF TRAINING NEEDS ANALYSIS- competency and
competition lead every organization to search for a capable workforce that will
drive it towards a better future, and so that it can achieve better strategic goals.
TRAINING NEEDS ANALYSIS INVOLVES:
1. Examining current performance using techniques like observation,
interviews, and questionnaires.
2. Foreseeing upcoming shortfalls or problems.
3. Recognizing the type and level of training requisite and exploring how this
can best be granted.
In conducting training needs analysis, it is important to distinguish
between training needs and wants so that inadequate resources can be allocated
appropriately.
SOME REMARKABLE BENEFITS OF TRAINING NEED ANALYSIS
INCLUDE BUT NOT LIMITED TO THE FOLLOWING:
1. Explores ways in which the competency, capability and potential of
organization can be enriched.
2. Obtain better outcomes with optimum utilization of resources.
3. Establishes relevance of training for employees. Data obtained from
training needs analysis reveals training requirements.
4. Analysis relationship between training and job performance.
5. Aligns organizational goals with training.
6. Enlists standards that need to be followed for ideal competency levels
benefits of training needs analysis.
7. Helps to work on areas in which employees need skills development
benefits of training needs analysis.
TYPES OF NEEDS ANALYSIS:
 Many needs analysis available for use in different employment contexts.
Sources that can help determine which needs analysis is appropriate for a
situation are described below.
ORGANIZATIONAL ANALYSIS- it attempts to know the answer to the question of
“where” the training highlight must be placed in the company and what factors may
influence the outcome of training.
a. the organizational goals- the review of the short- and long-term goals of
the organization and any trends that may affect the accomplishment of
these goals.
b. Personnel inventories- data from the human resource information system
can disclose anticipated employee mobility, retirement, and turnover.
c. Climate and efficiency indices- a review of it can determine the problems
that could be lessened with training by finding out any discrepancies
between desired and actual performance.
THREE IMPORTANT FACTORS THAT MUST BE CONSIDERED BEFORE
CHOOSING TRAINING AS THE SOLUTION TO ANY PROBLEMS AFTER
ORGANIZATIONAL ANALYSIS WHICH ARE:
a. Support of manager and peers- the chief factors to success are a positive
attitude among peers and managers about participation in training
activities.
b. Company strategy- it is significant to know the current business strategy
and goals to guarantee that the firm allocates enough budget to training.
c. Training resources- it is vital to see whether the organization has the
budget time to expertise for training.
PERSON ANALYSIS- personal analysis helps identify “who” needs training, the
specifics training needed and whether it is appropriate.
THE FOLLOWING COULD HELP DETERMINE THE NEED FOR TRAINING AS
THE LIKELY SOLUTION TO A PERFORMANCE PROBLEM:
a. The performance problem is vital and the possibility of costing the firm a
huge amount of money from lost productivity or customers.
b. Employees do not know how to perform effectively with little or no
previous training at all or earlier training has been ineffective.
c. Correct knowledge or behavior cannot be shown by employees due to
infrequent or never used training content on the job.
d. There are clear performance expectations and there are no problems to
performance like faulty tools or equipment.
e. Employees may not be satisfied with extrinsic factors like compensation,
and they may be encouraged to slow down their pace of work.
f. Employees obtain timely, relevant, accurate, constructive, and specific
feedback about their performance.
g. Other solutions like job redesign or transferring employees to other jobs
are too expensive or not practical.
WORK ANALYSIS/TASK ANALYSIS- task analysis attempts to answer the
question of “what” should be taught in training so that the employee could do the
job satisfactorily.
APPROACHES IN INFORMATION GATHERING FOR TRAINING NEED
ANALYSIS
 Organizations can settle on what definite knowledge, skills, and attitudes
are required to get better the employee’s performance in accordance with
the company’s standards by verifying training needs.
THE FOLLOWING ARE SEVERAL METHODS FOR COLLECTING
INFORMATION WHICH INCLUDE:
1. Surveys- used to center on specific areas of performance deficiency.
2. Observations- involve monitoring.
3. Interviews- involve conversing with each individual employee or as a
group to talk about what probable problems and issues are to blame for the
deficiencies.
4. Customer comment- cards serve as a chief basis of information as to what
the deficiencies may be.
5. HR records- include accident and safety reports; attendance records;
grievance filings; exit interviews; performance evaluations; and other
company records such as production, sales, and cost records.
6. Focus groups- unlike individual interviews, involves simultaneously
questioning several individuals about training needs.
7. Sampling- is like surveying and focuses on a smaller, selected group.
8. Group tests- can identify areas that need to be addressed, as well as
employees who need to be trained.
HOWEVER, THERE ARE SEVERAL NUMBERS OF BARRIERS THAT CAN
OCCUR WHILE PERFORMING A TRAINING NEEDS ANALYSIS. IT IS
IMPORTANT TO KNOW HOOW TO AVOID THESE ISSUES PRIOR TO
CONDUCTING THE ASSESSMENT:
1. Confidential information- in conducting a survey be certain to make
respondents anonymous and clarify the use of the information.
2. Management buy-in- it is important to sell managers who are involved in
the deficiency of the purpose and benefits of collecting information.
3. Unwilling employees/participants- employees may not be willing to spend
time to complete the survey; seek the help of management through
memo’s indicating the purpose of data collection and how the results will
be used.
4. Cost- promote the data gathering process as an investment in the progress
of the organization.
5. Interrupt work- taking time away from productive work to complete
survey brief, attractive and simplified.
TRAINING NEEDS ANALYSIS PROCESS- the significance of training in
improving the quality and productivity of the workforce.
TRAINING NEEDS ANALYSIS (TNA) ADDRESSES THE PROBLEM OF
METHODICALLY DISCERNING THE ACTUAL GAPS IN THE NEEDED SKILLS
OF THE WORK FORCE. HERE ARE SOME OF THE COMMONLY USED
PROCEDURES AND METHOS UTILIZED IN TNA:
1. Establishing the objectives- some of the things that will set the restrictions
here are the budget for the training, and the present and the future of the
company in relationship to their manpower skill requirements.
2. Review current and past training programs- it is the essence to confirm
what current training activities are being applied to have coordination and
to keep away from doubling-up of efforts.
3. Analyzing job functions- it would be unwise to look for something that is
not connected to the job description of the person.
4. Categorizing the types of training needed- for best results, training should
be tailored to the type of training needs.
5. Design and implementation of training needs survey- there must be
enough knowledge on how to go about the process of collecting pertinent
information.
6. Communicating the results to higher management- the conclusions must
be submitted in the proper format so that higher management can more
effortlessly grasp the accuracy and meaning of the suggestions.

HR105: MODULE 5
TRAINING DESIGNS- in designing training and development programs it
needs to achieve results for both individual and the organization while meeting
the challenges of today’s fast-paced, rapidly changing learning environment.
DEVELOPING OBJECTIVES AND PRIORITIES FOR TRAINING
 Once the training requirements have been decided, using the fitting needs
analysis, training objectives and priorities can be done. Using gap
analysis. Three types of training objectives can be set as:
1. Knowledge- convey cognitive information and details to trainees.
2. Skill- develop behavior modification on how jobs and various task
requirements are executed.
3. Attitude- generates concern in and consciousness of the importance
of training.
WHEN DEVELOPING OBJECTIVES, REMEMBER THAT THEY SHOULD BE:
1. Specific- objective should be clear-cut and to the point, without leaving a
lot of room for vagueness.
2. Measurable- this can be more difficult, but very helpful to develop
objectives. A measurable objective is something that can be quantitively
described.
3. Attainable- best obtain some relatively simple objectives.
TRAINING DESIGN- it can commence after training objectives have been
determined.
1. Learning characteristics- learners must be ready and able to learn to
make training successful.
2. Instructional strategies- part of designing training is to choose the right
combination of strategies that can fit the learner’s characteristics.
3. Transfer of learning- transfer happens when learner uses on the job what
knowledge and information they learned in training.
a. Offer trainees an overview of the training content and how it connects
to the strategy of the organization.
b. Ensure that training reflects the job context.
c. Supervisors must support new skills upon returning to the job.
d. There must be an opportunity to use the training in the training.
e. Peers and supervisors must expect the learner to use the new skills in
the workplace and hold them accountable.
WHEN DESIGNING A TRAINING PROGRAM, THERE ARE NUMBER OF
CONSIDEERATIONS. THE CONSIDERATIONS FOR DESIGNING A TRAINING
PROGRAM ARE AS FOLLOWS:
1. Needs assessment and leaning objectives- this part of the training design
considers what kind of training is needed in the organization.
2. Consideration of learning styles- making certain to educate using a
diversity of learning styles is important to designing training programs.
3. Delivery mode- what is the best method to get message across?
4. Budget- how much funds are to be spent on the training?
5. Delivery styles- is the training self-paced or instructor led? What kinds of
discussions and interactivity can be designed for this training?
6. Audience- who will be participating in this training? Is there a mix of
roles, like accounting people and marketing people?
7. Content- what needs to be trained? How will be the sequence of the
information?
8. Timelines- how long will it take to design the training? Is there a deadline
for training to be accomplished?
9. Communication- how will employees know the training is available to
them?
 10. Measuring effectiveness of training- how will the organization know if
training has worked? What ways to use to measure this effectiveness?

ORGANIZATIONAL CONSTRAINTS IN TRAINING DESIGN- the most

challenging restraint to face is a restricted budget.

FACILITATION OF LEARNING FOCUS ON TRAINEES- after the learning

objectives are established it is necessary to design training activities around those
objectives.

1. Variations in KSAs among the trainees- while most trainees will have
similar basic KSAs, there will be some variations that will create a
challenge during the training design.
2. Diversity in motivation levels among the trainees- the training designer
must develop a training program that remains the trainees motivated to
learn.
3. Goal setting among the trainees- individual goal setting can help a trainee
obtain more out of learning.

FACILITATION OF LEARNING FOCUS ON TRAINING DESIGN- to

successfully design a training design program, it is a must to appreciate how people
really learn.

Prepared by:

ESTOQUIA, ROSEMARIE C.

CBEA32-402P