Lesson

THE
TRAINING
PROCESS
Presentation of Group 2:
• Bacalso
• Basmayor
• Batocael
• Bawiin
• Bazar
• Carvajal
WHAT WE WILL
TALK ABOUT
1.Training Needs Analysis (TNA)
• Five Methods Used to Gather Need Assessment
Information
• Needs Assessment process
2. Designing the Training Programs/Training
Objectives
• Importance of training objective
• Training Design
3. Validation
4. Implementation of the Training Program
5. Training Evaluation
TRAINING NEEDS
ANALYSIS (TNA)
-The process used to determine if training is
necessary.
-Identifies specific job performance
deficiencies and increases productivity.

-Refers to a systematic, objective

identification of training needs.
-Training can lead to an increase in employee
efficiency
FIVE METHODS
USED TO
GATHER
NEEDS
ASSESSMENT
INFORMATION
INTERVIEWS
a. Interviews can be used to take note of the problem of
the employee in relation to the job, additional skills or
knowledge the employee needs to better perform the job,
and what training the employee believes is needed.

SURVEY QUESTIONNAIRE
b. A survey questionnaire involves developing a list of
skills required to perform particular jobs effectively and
asking employees to check skills on which they believe
they need training.
OBSERVATION SPECIALIST
c. Observation specialists in the HR department who
have been trained to conduct job analysis are usually
adept at observing to identify training needs.

FOCUS GROUPS EMPLOYEES

d. Focus groups employees from various departments
who conduct focus group sessions to determine skills and
knowledge needed by employees for the organization to
stay competitive and identify problems of the
organization that can be solved by training

DOCUMENTATION EXAMINATION
e. Documentation examination involves examining records
like absenteeism, turnover, accident rates, and performance
appraisal information to determine if a problem exists and
whether any problems
NEEDS
ASSESSMENT
PROCESS
A. ORGANIZATIONAL ANALYSIS
involves determining the appropriateness of training,
given the company's business strategy, its resources
available for training, and support by managers and peers
for training activities.

B. PERSON/PERFORMANCE ANALYSIS
It involves determining whether performance
deficiencies result from a lack of knowledge, skill,
ability, or from a motivational or work design problem. It
also involves identifying who needs training and
determining employees' readiness for training.

C. TASK ANALYSIS ASSESSING TRAINING NEEDS

a detailed study of the job to determine what specific
skills are required. It includes identifying the important
tasks and knowledge, skills, and behaviors that need to
be emphasized in training for employees to develop the
skills and knowledge required for effective performance
and for the employees to complete their tasks.
 Steps in Using Performance Analysis to Determine Training Needs
Behavior discrepancy or lack of experience

Cost value analysis

Can’t Do Won’t Do

Is it a can't do or a won't do problem?

Set Standards Knows what to do?
Could do if wanted to?
Employee wants to do best?
Eliminate Obstacles Motivate
employee

PRACTICE

TRAIN

CHANGE TRANSFER OR
THE JOB TERMINATE
STEPS IN USING PERFORMANCE ANALYSIS
TO DETERMINE TRAINING NEEDS
• Appraise employee performance to determine how employees are doing and how they
STEP 1
should be doing their assigned tasks to take note of behavior discrepancies or lack of
experience.
• Determine the cost of value of correcting identified behavioral discrepancies to find out if
STEP 2
it is worth the cost, time, and expense involved.

• It is important to determine if the employee can do the expected job if he/she wants to or if
STEP 3
he/she cannot do the skills.

• Performance standards should be clearly communicated to improve the performance of

STEP 4
those who cannot do the job For those who will not do the job, try to motivate them to
change their attitude. Rewards, punishments, sanctions, or some combination may be
needed to create a positive climate that results in the employee utilizing his/her skills
optimally.
STEPS IN USING PERFORMANCE ANALYSIS
TO DETERMINE TRAINING NEEDS
STEP 5
• Eliminate obstacles by determining other factors that can hinder performance such as time,
equipment, and other people.

STEP 6 • Practice can help to improve performance.

• If performance analysis indicates the need to acquire skills, training is a viable

STEP 7
consideration.

STEP 8 • In redesigning through job enrichment, job simplification may be the best solution.

STEP 9 • Last resort is either transfer or termination if performance is still a failure after exhausting
all means to help the employee improve his/her performance.
DESIGNING THE
TRAINING
PROGRAMS/
TRAINING
OBJECTIVES
DESIGNING THE TRAINING PROGRAMS/
TRAINING OBJECTIVES
A. INSTRUCTIONAL OBJECTIVES
What principles, facts, and concepts should be
learned in the training program taking into
consideration the positions of the participants?

B. ORGANIZATIONAL AND DEPARTMENTAL OBJECTIVES

What impact will the training have on organizational
and departmental outcomes such as absenteeism,
turnover, reduced costs, improved productivity,
accident rate, and the like?

C. INDIVIDUAL AND GROWTH OBJECTIVES

What impact will the training have on the behavioral and
attitudinal outcomes of the individual trainee and on the
personal growth of the trainee?
IMPORTANCE OF TRAINING
OBJECTIVES
• The training objectives actually lead the design of
training. It provides clear guidelines and develops
the training program in less time because
objectives focus specifically on needs.

• It tells the trainee what is expected out of him/her

at the end of the training program. If the goal is set
to be challenging and motivating. then the
likelihood of achieving those goals is much higher
than a situation in which no goal is set.

• It becomes easy for the training evaluator to

measure the progress of the trainees because the
objectives define the expected performance of
trainees.
TRAINING
DESIGN
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VALIDATION
VALIDATION

• TEXT
IMPLEMENTATION OF THE
TRAINING PROGRAM
 IMPLEMENTATION OF THE TRAINING
PROGRAM

- ONCE THE STAFF, COURSE, CONTENT, EQUIPMENT, AND TOPICS

ARE READY, THE TRAINING IS IMPLEMENTED.

- COMPLETING THE TRAINING DESIGN DOES NOT MEAN THAT THE

WORK IS DONE BECAUSE THE IMPLEMENTATION PHASE REQUIRES
CONTINUAL ADJUSTING AND REDESIGNING. AND REFINING.
 IMPLEMENTING TRAINING
Following ng are factors that should be kept in mind while implementing the training program:

A. THE TRAINER
The trainer prepares materials and activities well in advance. The trainer also set grounds
before meeting with participants by making sure that he/she is comfortable with course content
and is flexible in his/her approach.

B. PHYSICAL SETUP
Good physical setup is a prerequisite for an effective and successful training program
because it makes the first impression on participants.This will bring people together both
physically and psychologically. Also, a right amount of space should be allocated to every
participant.
C. ESTABLISHING RAPPORT WITH PARTICIPANTS
A trainer can establishgood rapport with trainees by:

• Greetings participants which is the simplest way to ease those initial tense
moments;
• encouraging informal conversation;
• remembering their first names:
• pairing up the learners and have them get familiarized with one another:
• listening carefully to trainees' comments and opinions;
• getting to class before the arrival of learners;
• starting the class promptly at the scheduled time;
• using familiar examples
 D. REVIEWING THE AGENDA
At the beginning of the training program, it is very important to review the
program objective.

The following information needs to be included:

• Kinds of training activities

• Schedule
• Setting group norms
• Housekeeping arrangements
• The flow of the program
• Handling problematic situations
TRAINING
EVALUATION
Training Evaluation
- the systematic process of collecting information and using that
information to improve your training.
- ensure that candidates are able to implement their learning in their
respective workplaces, or to the regular work routines.
Purposes of Training Evaluation:
a. Feedback - giving feedback helps the candidates defne the objectives
and link them to learnng outcomes
b. Research - it helps in ascertaining the relationship between acquired
knowledge, transfer of knowledge at the workplace, and training.
 Process of Training Evaluation
Before the Training
The learner’s skills and knowledge are assessed before the
training because this can help determine whether the actual
outcomes are aligned with the expected outcomes of training.

During the Training

This is the phase at which instruction is started. This usually consist of short tests at regular
intervals.
After the Training
This is the phase is designed to determine whether training given had the desired effect at
individual departments and organizational levels. Observation, questionnaire and interview
are some of the techniques used for evaluations.
Kirkpatrick’s Four-level Model

measure whether or not the targeted outcome resulted from the

Result training program, alongside the support and accountability of

organizational members.
measure behavioral changes after learning and see if the learners
Behavior are taking what they learn in training and applying it as they do
their job.
measure whether or not the learner has acquired the
Learning knowledge, skill, attitude, confidence and commitment that the
training program focused on.

measure if the learners have found the training to be

Reaction relevant to their role, engaging and useful.
 SUMMARY OF KEY LEARNINGS
TRAINING COURSE OBJECTIVE:
Write the objective of the training course here.

TOPIC AREAS DISCUSSED: SKILLS ACQUIRED: KEY TAKEAWAYS:

Write the topic area. Write here. Write here.

Write the topic area. Write here. Write here.

Write the topic area. Write here. Write here.

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