‫اعوذ باللہ من الشیطٰن الرجیم‬

‫من الرحیم‬‫بسم اللہ الرح ٰ‬

 Training
Techniques
for
Novice Learning Professionals
 Agenda

LEARNING PARTNERS, TRAINING NEED ANALYSIS

LEARNERS AND LEARNINIG
Learning
Partners
 • Teachers
• Presenters
• Instructors
Who’s who? • Trainers
• Facilitators
• Talent developer

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Who’s who?
• Teachers instruct children and focus on pedagogy.
• Presenters deliver speeches at conferences or to larger groups; there is a
minimal amount of emphasis on two-way communication.
• Instructors are teachers typically found in academia. They may also teach
a specific skill set, such as tennis instructors or flight instructors.
• Trainers are the learning catalysts that help adults learn new skills and
obtain knowledge; their role is interchangeable with facilitators.
• Facilitators make sure learners take an active role in their learning; the
term is sometimes interchangeable with trainers.
• Talent developer is the newest name bestowed upon us.
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Learners
 • Learner
• Participant
Who’s who? • Trainee
• Student

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Who’s who?
• Learner is a neutral term that can be used for anyone gaining
information.
• Participant is a general term used by facilitators and trainers to refer
to anyone in a learning or training session; that is, a learner.
• Trainee is synonymous with participant; the term has most recently
been replaced by learners or participants. It may not project
professionalism, especially when the learners are employed beyond
entry-level jobs.
• Student is used for young children—again, pedagogical.

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Difference in
approach
Pedagogy Vs Andragogy

Peda-gogy Andra-gogy
• Pedagogy = paidi (child) + • Andragogy = andras (man) +
ago (guide) ago (guide)
Baby Shark

• https://www.independent.co.uk/life-style/baby-shar
k-song-baby-shark-challenge-pinkfong-youtube-insta
gram-a8507036.html

• What is the baby shark challenge?

• The baby shark challenge began when people began
filming themselves recreating the easy shark dance
moves.
• The viral challenge then morphed into a rendition of
the "In My Feelings" challenge, which saw people
dancing outside of their cars to Drake’s song by the
same name.
 Differentiating Factors Andragogy
Learning behaviour • Self directed; have control over their
learning experience
• 100% responsible for their own learning.
• deeply involved not only in planning, but
also in evaluating their learning
The role of learners’ • More experienced
experience • Experience becomes the main resource of
both their learning and the personal
identity they have developed,
• the richer and more diverse their
experience, the more the diversity they
can bring to their own learning. 
Pedagogy Vs Andragogy
Pedagogy
• Not self-directed;
• Depend on their teachers
• Teachers are responsible not only of
what will be taught, but also of how it
will be taught and evaluated.
• Little personal experience by default,
• Impossible in most situations for this
experience to serve as a learning
resource; it can be only used to build
upon.
Differentiating Factors Andragogy
Orientation to Learning Information that is useful in
their personal lives and work
environment.
Learning has to be relevant
to their real life issues,
problems, and tasks,
Education to boost
performance levels
Readiness to learn Adults need to know why to
learn something; as soon as
they answer this question,
they are ready to start.
Pedagogy Vs Andragogy
Pedagogy
Subject determines the sequence
according to which the learning
content units will be presented
and taught.
Usually guided on what to learn;
the reason behind their learning is
developing their skills to achieve
the next level of mastery.
Differentiating Factors Andragogy Pedagogy

Motivation to learn • Mostly intrinsic motivators; • Mostly motivated by extrinsic

• self-esteem, self-  factors, such as getting good
confidence, desire for grades or other perks, or
better quality of life, avoiding the consequences of
curiosity, self-development, failure.
and recognition are only a
few factors that motivate
adult learners to learn.

Pedagogy Vs Andragogy
 16

“A single word has the power to

influence the expression of genes
that regulate physical and
emotional stress.
NEWBERG AND WALDMAN 2012 ”
Does label choice make a difference? In their groundbreaking research, neuroscientist Andrew Newberg and Loyola professor Mark
Waldman discovered a valuable communication strategy that includes the power of words. They found that the use of words, both
positive and negative, can be recorded on an fMRI scan. You can see an increase of activity in the amygdala and the release of
dozens of hormones and neurotransmitters when we listen to someone speak. Single words have the ability to support or interrupt
the normal functions of the brain, such as those involved with logic, reason, language processing, and communication.
ICE BREAKERS
Learning
Intended results

• Learning
• Knowledge
• Skill development
• Attitude
• Performance
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Intended results
• Learning is gaining knowledge and skills to make change.
• Knowledge is gaining cognitive competence and information
assimilation.
• Skill development is gaining psychomotor competence and the ability
to perform better or in a new way.
• Attitude is the willingness to change based on new knowledge.
• Performance is the ability to implement the knowledge and skills that
have been learned.

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Adult learning
theory
• Adult learning strategies include:
• learning in teams
• respecting learners, and
• helping learners relate the
content to their real world.
• Adult learning is learner focused
while keeping in perspective the
objectives of training.
• Content is important but knowing
learners’ best use of time is key to
improving their performance
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 Importance

Self Concept

Adult Experiences

learning
principles Relevance

Practical

Internally Motivated
CITATION: THE ADULT LEARNER: A NEGLECTED SPECIES, BY MALCOLM KNOWLES,
PUBLISHED IN 1973 22
Learning Theories
Evolution
History of learning theories

Modes of Learning, by Zeeshan Shahid 23

 Pavlov (1897) published the results of an experiment on conditioning after originally
studying digestion in dogs.
Watson (1913) launches the behavioral school of psychology, publishing an article, 
Psychology as the behaviorist views it.
Watson and Rayner (1920) conditioned an orphan called Albert B (aka Little Albert) to
fear a white rat.
Thorndike (1905) formalized the Law of Effect.

History of Skinner (1936) wrote The Behavior of Organisms and introduced the concepts of

Behaviori
operant conditioning and shaping.
Clark Hull’s (1943) Principles of Behavior was published.

sm B.F. Skinner (1948) published Walden Two, in which he described a utopian society

founded upon behaviorist principles.
Journal of the Experimental Analysis of Behavior begun in 1958.

Bandura (1963) publishes a book called the 

Social Leaning Theory and Personality development which combines both cognitive and
behavioral frameworks.
B.F. Skinner (1971) published his book, Beyond Freedom and Dignity, where he argues
that free will is an illusion.
Changes brought about to canvas
• Classical Conditioning
• Law of effect” which stated that any behavior that is followed by pleasant consequences is likely
to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped
• Operant Conditioning
• Neutral operant: responses from the environment that neither increase nor decrease the probability of a
behavior being repeated.
• Reinforcers: Responses from the environment that increase the probability of a behavior being repeated.
Reinforcers can be either positive or negative.
• Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated.
Punishment weakens behavior.
• Behaviorism
• primarily concerned with observable behavior, as opposed to internal events like thinking and emotion.
• Social Learning Theory (four mediational processes – Attention, Retention, Reproduction,
Motivation)
ICE BREAKERS
Training cycle

Analyze data to identify

specific needs and
content
Analyze

Understand if
Define objectives
objectives are
met; feed into Evaluate Design
analysis;
determine future
needs
Decide exactly what’s
needed to achieve the
Conduct the
objectives.
training Implement Develop

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Bloom’s Taxonomy
• In the early 1950s, Benjamin Bloom and a university committee identified three learning
domains:
• cognitive,
• psychomotor, and
• affective.
• Trainers typically use knowledge (cognitive), skills (psychomotor), and attitude (affective)—
frequently referred to as KSAs—to describe the three categories of learning. You may think of
these as the ultimate goal of the training process—what your learner acquires as a result of
training.
• Bloom's group further expanded on the domains, creating a hierarchical ordering of the
cognitive and affective learning outcomes.
• Their work subdivided each domain, starting from the simplest behavior to the most complex:
• Knowledge, comprehension, application, analysis, synthesis, and evaluation
• Each level builds on the earlier one.

Modes of Learning, by Zeeshan Shahid 28

Levels of Bloom’s Taxonomy

Behavioral level Skills Examples

Knowledge Define, list, name, recall, or repeat Name six levels of Bloom's
knowledge or information. Taxonomy.
Comprehension Translate, describe, or explain Explain Bloom's six levels.
information in your own words.
Application Apply, demonstrate, or use knowledge in Apply Bloom's theory to write
new situations. learning objectives.
Analysis Analyze, compare, question, or break Compare and contrast aspects
knowledge into parts. of Bloom's model.
Synthesis Arrange, create, plan, or prepare a new Design a new learning model.
whole from parts.
Evaluation Appraise, assess, judge, or score Evaluate and defend the
information based on knowledge. benefits of Bloom's Taxonomy.

Modes of Learning, by Zeeshan Shahid 29

Bloom’s Taxonomy utilization
• This work is known as Bloom's Taxonomy, and the research will help
you in the design and the delivery phases of training (Bloom et al.
1956).
• The learning categories are not absolute, and other systems and
hierarchies have been developed since then.
• Bloom's Taxonomy, however, is easily understood and may be the
most widely applied to learning objectives.

Modes of Learning, by Zeeshan Shahid 30

Gagné's Conditions of Learning
• Gagné identified nine instructional events. Applying these events to your
training is helpful and ensures that learning will occur.
• Gain the learners' attention.
• Share the objectives of the session.
• Ask learners to recall prior learning.
• Deliver the content.
• Use methods to enhance understanding; for example, case studies, examples,
graphs.
• Provide an opportunity to practice.
• Provide feedback.
• Assess performance.
• Provide job aids or references to ensure transfer to the job.
Modes of Learning, by Zeeshan Shahid 31
70-20-10

• 70-20-10 purpose is to serve as a rough guide to help think about how

people develop.
• The numbers project a solution that isn't as simple as it first appears.
• The numbers will never be exact and an organization should use them as a
guide not an absolute.
• Three essential ingredients to learning must accompany the framework:
challenging tasks, support from others (which includes feedback), and a
supply of new content.
• Although formal learning is only 10 percent or so, it is critical to gain new
information and learning.
• The best learning strategy is one that draws upon elements of all three
categories.

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Modes of learning
Different types and their attributes

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34

Photo by jesse orrico on Unsplash

Natural experience
Natural experience
• The individual or group is placed in the natural environment and
learns through real-life trial-and-error events. You might also label this
“life experience.”
• Sample applications: Internship, practicum assignment to a new team
or taskforce, temporary job placement, duty rotation

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Pros and cons

Pros Cons
Most relevant Mistakes can be costly
Effective Genuine capacity development needs,
if unfulfilled may lead to frustration
and resentment
Enhances morale Stigma of cheap labour
Ensures relevant learning with minimal Significant dependent on task
training wastage assigner’s ability to meet learning
objectives
Trainers can determine whether Not good for large groups
trainees have learned the skill

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Photo by Rachel on Unsplash

Experiential learning
Experiential learning
• Very similar to natural experience. However, the individual or group
also participates in structured debriefing sessions to reflect on the
experiences encountered and draws conclusions or plans new courses
of action.
• Sample applications: Practicum, structured and mentored internship,
field placement with coaching, on-the-job practice and work sessions,
and supervised transitional work settings following training

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Pros and cons
Pros
Effective knowledge transfer
Related to trainee’s job
Face to face contact
Cons
Differences from instructor to
instructor, session to session.
Can be disruptive to coach’s
productivity
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40

Photo by Nik MacMillan on Unsplash

On-the-job training (informal)
On-the-job training (informal)
• The individual learner assumes an apprenticeship role while working
in an operational setting. Co- workers and supervisors informally
provide guidance as needed on how to perform.
• Sample applications: Apprenticeship program, job placement with
orientation and coaching on request, ordinary job placement with
instructions to co-workers to “help out”

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Pros and cons
Pros
Effective knowledge transfer
Related to trainee's job
Face to face contact
Effective for training in new
procedures and new
equipment.
Cons
Differences from instructor to
instructor, session to session.
Costly in terms of instructor-to-
trainee ratio; non-performing
interns
Personal coaching disruptive for
coach
Not good for large groups if you
do not have enough equipment
or machines for everyone to
use.
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Photo by rawpixel.com on Unsplash

Structured on-the-job training (planned)
Structured on-the-job training
(planned)
• Similar to on-the-job training except that the operational work
environment has been systematically organized and prepared for
learning. The individual “learner” has a roadmap and learning plans
to acquire work-relevant skills and knowledge with the assistance of
trained lead workers, sometimes called structured-on-the-job trainers
(SOJT). Self-evaluation and SOJT forms are usually built into the
program.
• Sample applications: Structured-on-the-job program, structured
mentoring program for newly hired technical personnel, model learn-
and-work environments

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Pros and cons

Pros
All the pros of informal
Coach’s role in-built in job
responsibilities and can be
related to compensation
Clear training objectives, needs
and strategy
Cons
All the cons of informal except
for disruption to coach’s
productivity
Very complex to manage
Can be costly.

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 46

Simulation
Simulation
• The individual performs as she or he would in real life. The setting,
however, is an artificial creation designed to resemble the natural
environment. Simulations range from very realistic (high fidelity) to
symbolic and abstract (low fidelity). In all simulations for learning,
regardless of degree of fidelity, the critical elements of the job must
be represented along with realistic interactions and outcomes.
• Sample applications: Physically realistic simulators, virtual reality
environments, psychologically realistic settings, in-basket exercises,
war games, virtual labs, assessment centers

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Pros and cons

Pros Cons
Comprehensive and effective Expensive as initial
implementation and complex
Customizable Requires computer literacy
Lower cost in long run due to Trainer interaction minimal
repeated usage and
applicability to large number of
employees.
Flexible and standardizable

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Photo by Saksham Gangwar on Unsplash

Role play
Role play
• The individual assumes roles other than his or her own real ones or
remains the same person but is thrust into settings that are different
from the current one. In these novel situations, the individual acts out
feelings, reactions, and responses to various scenarios or events.
• Sample applications: Psychodramas; sociodramas; group role play for
sales, counseling, or management; practice in handling social
interactions of all kinds

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Pros and cons

Pros Cons
Hands on Not good for large groups
where feedback may not be
practical
Immediately applicable to job Can be disruptive for facilitators
if not part of standard job
descriptions
Allows trainers to judge
trainee’s dv

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Photo by Drew Hays on Unsplash

Laboratory training
Laboratory training
• This is similar to simulation training except that the laboratory does
not necessarily re-create the work environment. The individual can
practice a broad range of work activities, but not necessarily in
normal job sequence. The laboratory offers a practice environment
and set of experiences where error can be exploited as a powerful
opportunity for learning.
• Sample applications: Science experimentation, repair practice,
hardware or software adaptation and troubleshooting, welding
practice, medical experimentation and practice

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Pros and cons

Pros Cons
Effective Expensive
Allows trainee to test out Lack of control over usage
complex tasks in a safe
environment
Transition from test to
production could not be
moderated

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Photo by JESHOOTS.COM on Unsplash

Classroom training (live or virtual)
Classroom training (live or virtual)
• The individual acquires skills and knowledge through guidance from
an instructor in a formal group setting removed from the workplace.
With interactive distance learning, webinars and webcasts, the
individual may be at the work site, but the session is not usually an
integrated part of ongoing work activities.
• Sample applications: Seminars, workshops, lectures, demonstrations,
Internet-based classes, video and audio conferences, webinars,
webcasts

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Pros and cons

Pros Cons
Interactive sessions keep Recorded virtual sessions or most live
trainees engaged in the training.
sessions like MOOCs are rarely interactive.
Trainings can be more enjoyableInteractive sessions can take longer because
activities, such as taking quizzes or breaking
into small groups, are time-consuming.
They provide ways for veteran Some methods, such as participant control,
employees to pass on knowledge can be less structured, and trainers will
and experience to newer need to make sure that all necessary
employees. information is covered.

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58

Photo by Aaron Burden on Unsplash

Self study
Self study
• The individual acquires skills and knowledge through self-learning,
guided by structured materials ranging from print to highly
sophisticated electronic systems.
• Sample applications: Highly directive programmed instruction,
computer-based modules, web-based virtual labs, CD-ROM/DVD
learning modules, embedded learning objects, web explorations

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Pros and cons – Online self study
Pros
Consistent training content
Convenient access to training
Trainee sets own pace
Reuse does not require trainer
participation
Easy to modify (web-based)
Cons
High development costs
Lengthy development time
Requires computer equipment
Limited bandwidth causes slow
download times. (web-based)
Difficult to modify (cd-based)
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Pros and cons – Printed self study
Pros
Portable
Self-paced
Quickly developed
Video DVD or Audio CD:
• Consistent training content
• Can share copies
Cons
Less interesting
Difficult to modify
• Requires playback
equipment
• Can be costly to develop
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 62

““Tell me and I forget, teach me

and I may remember, involve me
and I learn.”

BENJAMIN FRANKLIN ”
 63

Questions
Training Need
Analysis
 • What is a Need?
• What is Training Needs
Analysis?
1.  What Is • What Training Needs Analysis Is
Not
Training • The ADDIE Model
Needs • What is the Impact of a Poorly
Designed Training Needs
Analysis Analysis?
• Scope of Training Needs
Analysis
• Classification of Training Needs
 Role of TNA in the Training Process

• A TNA is the first step in the

training process model.

• TNA assessment involves:

• Organization analysis.
• Task analysis.
• Person/learner analysis.

66
 • Organizational Needs Analysis
• Task/Job Analysis
2.
• Person Analysis
 Components • The Causes & Outcomes of a
of a Training Training Needs Analysis
Needs • Key Concerns of Management
and Trainers in Needs Analysis
Analysis • The Kirkpatrick Training
Evaluation Model
 3.  How to • Nine Steps of Training Needs Analysis
• Step 1 - Determine Desired Outcomes
Conduct a • Step 2 - Link Desired Outcomes with
Employee Behaviour
Training • Step 3 - Identify Trainable
Competencies
Needs • Step 4 - Evaluate Competencies
& Determine Gaps
Analysis – • Step 5 - Prioritize Training Needs
the Nine- • Step 6 - Determine Training Method
• Step 7 - Conduct Cost-Benefit Analysis
Step Proces • Step 8 - Report Analysis & Findings
• Step 9 - Plan for Training Evaluation
s Summary
Examples for our
T&D Course
Make the course as
educative as well as
practical as possible
Desired outcomes
From Students to Learners
Link pf desired outcomes to employee behaviour
University
Department
Student
Desired competencies - mutllevel
University Course objectives
• Explain the role of T&D in HRM
• Psychology of the learning process
• Training Need Analysis
• Explain the training & development process, current trends and best practices
• Conduct a minor needs analysis to determine if and what training is needed
• Assess, design, access and implement / facilitate a short training session using various
learning tools
• Facilitate a short online training session
• Explain various methods of training including classroom, blended and online
• Create a plan to facilitate learning transfer and learning evaluation
• evaluate the value of training
HR Major Course objectives
• Course Overview and Introduction to human resource development
• Strategic human resource development
• Adult Learning
• HRD needs investigation and needs analysis
• Training design and development
• Traditional and electronic training methods
• Implementing learning strategies
• Evaluation of training
• Workplace Learning
• Employee and management development
• Special challenges and the future of training and development
Student Take-aways
• Knowledge
• Sellable competencies
• Practical exposure
• Behaviour
• Confidence
• Healthy competition
• Retain what is necessary
• Challenge the status-quo
• Think beyond marks and
attendance (real learning)
• Ability
• Self awareness
• Adaptability
• Skills
• Presentation and Training
• Training design
• Open up and speak up
• Learn different styles of training
Types of learning
• Live classroom sessions
• Online instructor-led sessions
• Games
• Informal learning opportunities
• On-the-job experiences
• Reading
• Social learning
• Performance support
• Self-paced asynchronous courses
Types of learning
• MOOCs (Massive Open Online Courses)
• Coaching
• Mentoring
•…

Modes of Learning, by Zeeshan Shahid 77

Coming Back to TNA in
Organizations
• Step 4 - Evaluate Competencies & Determine Gaps
• Step 5 - Prioritize Training Needs
• Step 6 - Determine Training Method
Coming Back to TNA in
Organizations
• Step 7 - Conduct Cost-Benefit Analysis
• Step 8 - Report Analysis & Findings
• Step 9 - Plan for Training Evaluation Summary
 Data for a Person/Learner Analysis
• Person: Is the person cognitively
and/or physically able to complete
the task? Does the person believe
in their ability to complete the task
(i.e., self efficacy)?
• Barriers: Does the person perceive
any constraints to performing the
task correctly? Are the constraints
physical or managerial?
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• Performance expectations:
Does the person understand
the level of performance
expected?
• Consequences: What
consequences exist to correct
an incorrect task
demonstration?
• Feedback: Are people receiving
timely and accurate feedback
about their performance?
 TNA Data-Gathering Methods
• Observation • Interviews

• Questionnaire • Document Review

• Focus Groups

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