A Systematic Approach To

Training
• Workplace training is a systematic approach
to learning and development to improve
individual, team, or organizational
effectiveness
 Assessment Phase

Assessment of Training Needs

Sometimes programs do not achieve their full
potential as trainers are more interested in
conducting the training program than in assessing
the needs of their organizations.
 Organizational Support:
• Needs assessment must be thought of as an intervention into an
organization.

• When the need assessment is carefully designed and supported by the

organization, the disruption is minimized and cooperation is much more
likely.

Organizational Analysis:
• Short and long term goals of the organization must be examined for need
assessment.

• Organizational Analysis often requires that upper-level management

examine their own expectations concerning their training programs.

• Organizations must ensure that there is a positive climate for trainees to

transfer what they have learned in the training program onto the job.
 Requirements Analysis:
• What jobs are being examined?

• Who has information about the jobs?

• What type of systems, such as job observations, interviews, and surveys,

are going to be used to collect information?

• What is the target job?

Person Analysis:
• Assessing how well the employee actually performs the KSAs required by
the job.

• It is important to determine the KSAs which have already been learned by

the prospective trainees, so that the precious training time is not wasted
in repeating what has already been acquired.
 Deriving Instructional Objectives
• Objectives to be achieved by the trainee upon
completion of the training program.
• These objectives provide the input for the
design of the training program as well as for
the measures of success that will be used to
judge the program’s adequacy.
Training & Development Phase
 Choosing a Training Environment:
• Designing a learning environment to achieve the objectives.

• Learning is typically defined as a relatively permanent change

in knowledge, skill, or attitude produced by some type of
experience.

Trainee Characteristics:
• These are the important preconditions for learning.

• There are differences in the amount of motivation to learn

among different trainees and this relates to how successful
the trainee is in the learning program.
 Learning Principles:
• The acquisition phase emphasizes learning new KSAs.
• Lob performance focuses on transfer of learning
from the training program to the job setting.

Contextual Factors:
• There are a number of contextual factors that help
spell out whether the training program will be
successful.
• It has been found that organizations that supported
updating activities and provided incentives for
participating had engineers who took more training.
Evaluation Phase
• The evaluation process centers around two
procedures. The first is designing measures of
success and the other is the use of evaluating
designs to help specify what changes have
occurred during the training and transfer
process.
Training validity levels

• Transfer validity: Did trainees learn during training?

• Transfer validity: Is what has been learned in training transferred

as enhanced performance in the work organization?

• Intraorganizational validity: Is the performance of a new group

of trainees in the same organization that developed the training
program consistent with the performance of the original training
group?

• Interorganizational validity: Has the analyst attempted to

determine whether a training program validated in one
organization can be used successfully in another organization?
Instructional techniques & training
methods
• Decisions must be made regarding the
selection of instructional techniques &
training methods