አደራችሁ?

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GHM
 Introduction

• Name

• Educational background

• Work experience

• What I like most(food, hobby, etc

• What I hate most

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Norming

• How should we govern our

training?
• What are the Individual
duties and responsibilities

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Expectations

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Time management
• Time manager

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Energy team
• Team members

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 AIM

The purpose of this training is to enable

participants become qualified trainers by
providing the required knowledge, skills,
abilities and techniques.

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 Training OBJECTIVES
At the end of the training, trainees will be able to:

•Explain the importance of climate setting to facilitate the process

from their own experience without any reference.

•Describe six components of systematic approach model to training by

referring to the manual .

•Describe the overall scope of training and its relationship to

education and development.

•Identify the six characteristics of adult learning theory and

demonstrate how to apply the theory
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 OBJECTIVES…
• Define Training Needs Analysis and conduct
Need Assessment survey.
• Define and demonstrate training design.
• Demonstrate practically the four stages of
facilitation.
• Define the meaning of training evaluation and
design a learning evaluation tool.
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 SESSION CONTENTS
Climate Setting

Systematic Approach to Training and Adult Learning

and Learning styles
Training Need Analysis

Training Design

Facilitation Skill

Training Evaluation
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Training methods

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 TRAINING METHODS
• Presentation

• Discussion

• Question and Answers

• Group Discussion

• Reflection

• Brainstorming

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SESSION ONE
CLIMATE
SETTING
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 General Objectives
• The overall aim of this session is to
prepare participants and facilitators to
introduce each other, identify their training
needs and establish the proper setting for
effective learning.

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 Specific Learning Objectives
By the end of this session, participants and facilitators
will be able to:-

Explain what climate setting is and its importance

correctly through the process of climate setting.
Introduce each other and observe the importance of
self introduction in the process.
Establish learning agreements/norms through the
process. Exercise entry level self assessment using the
semantic scale chart.
Identify their expectations out of the program in the
process.
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 ☼ Reflection
Discuss the following in your group.
• What learning have you drawn from the activities we
did so far?
• Share your past experience in beginning a training.

• Discuss how a trainer can be challenged if a training

program starts without doing this part.

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 Climate Setting

• A conscious process of creating a

psychological environment of ease, respect
and valuing each other with and among
participants that can make the learning
interaction effective.

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 Contd.
 According to Knowles (1980), it creates
conditions that promote the growth and
development of adults who:-

 Respect for personality

 participate in decision making
 have freedom of expression and availability
of information and
 mutuality of responsibility in defining
goals, planning and conducting activities
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 Basic activities in climate setting
A. Self -Introduction
Self-introduction exercise fosters positive
attitudes among participants and facilitators
and also vital to build confidence of
participants.
B. Establish Learning Agreements/Norms
To manage the learning process properly and
maintain effective learning environment,
both the facilitator/s and participants have to
agree on certain norms developed together.
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 Basic activities in climate setting...
 Main issues to be included in the agreement:
 Attendance requirements,
 Schedules

Cell phone management

Energizer

Morning reflection

 Other training ground rules

 Class management, etc.

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 C. Defining Expectation of Participants
 It is important to know participants hope to
accomplish during the training program and align
their expectations with that of the program content.

 Questions to raise to this end are:

 Why are you here?
 Do you anticipate any difficulties during the
course? (fears)
 How do you think this training will help you
at work? etc.
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 Contd…
 Different methodologies can be applied by
the facilitator.

Making a note of all the expectations is

useful for both the participants and
facilitators for reference.

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 D. Entry Level Self Assessment
• Pre training self assessment exercise/activity will help the
facilitator to explore the level of skill and confidence of
participants on major components of a training program.
• Different approaches can be applied to undertake the
exercise.
• Like, pre training checklist, questionnaire, reflection,
semantic scale and other appropriate mechanisms based
on the type of the training program.
• It is also important to evaluate whether or not any transfer
of learning has taken place at the end of each session as
the result of the training.
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 Session Two

Systematic Approach to Training and Adult

Learning (4 Hrs)

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 Aim
The overall objective of this session is to enable participants
realize the importance of training for learning &
development, and to identify different approaches/models
of systematic approach to training and principles and
characteristics of adult training.

Objectives:
After completing this session, participants will be able to:
Describe training and its relationship to education and
development by their own words.
Identify the benefits of training to various parties without
any reference.
Describe the major components of systematic approach
to training without any reference.
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 Objectives…
Describe the three basic principles of adult learning from memory.

Explain the difference between andragogy and pedagogy from

their experience.

Identify the six characteristics of adult learning theory and

demonstrate how to apply the theory in the learning process.

Describe the Kolb’s experiential learning theory using the model

Identify their learning style through use of Learning Style

Inventory questionnaire
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 Session Contents
– Training and its Relationship to Education and
Development
– Benefit of Training

– Systematic Approach to Training

– Adult Learning

– Kolb’s experiential learning

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 Training and Human Resource
Development (HRD)
• HRD is the integrated use of training and
development/T&D, organisational dev’t/OD,
and career development/CD to improve:
Individual, Group and Organisational
effectiveness.“
• Thus; the focus of HRD is on:
– T&D
– OD
– CD GHM
 Group work
Differentiate the complementarily and
exclusiveness of :
Education
Training
Development
Time allowed: 10 minutes
Do it without referring the training
material.
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 Differences b/n Training, Education
&Development
• Training is short term, task oriented and
targeted on achieving a change of attitude, skills
and knowledge in a specific area.
• It is usually job related.
• Training is a systematic process through which an
organization’s human resources gain knowledge and
develop skills by instruction and practical activities that
result in improved organizational performance.
• Thus, this activity is both focused upon, and evaluated
against, the job that an individual currently holds.
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• Education is a lifetime investment.
• It tends to be initiated by a person in the area of his/her
interest.
• This activity focuses upon the jobs that an individual may
potentially hold in the future, and is evaluated against
those jobs.
• Development is a long term investment in human
resources by the organization.
• Development is any untaught activity, observation or
study where the primary purpose is learning or increasing
someone’s potential
• It is almost impossible to evaluate.

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 Training and its …
• Learning is the process of acquiring or developing:

Knowledge and understanding

Skills and changes in behavior

Emotional competence (e.g. confidence) and

attitudinal change

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 Learning is often focused on:
• Improving work performance

• Applying legislation, rules or procedures

• Awareness of context (technological, economic, and

cultural)
• Developing potential (including career development and
equipping people to deal with future challenges)

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 Learning is often focused on…
• Implementing change

• Managing relationships (eg. Team working,

customer care)
• Specialist skills (eg finance), increasingly
leading to qualifications

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 SUMMARY
In simple terms,
 Education provides a knowledge base that underpins
any other activities the individual may engage in at a
later stage.
 Training is not as general and tends to concentrate on
skills development.
 Development allows both activities to be integrated.
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 Nechsar
☼ Pair work and Merkato
What do you think the benefits of training are?
1.For the trainee
2.For the organization
For the employee/trainee For the organization
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
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 Benefits of Training
• Training and development, if
soundly carried out, offer a number
of potential benefits for both
–employees and
–the organization as a whole.

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 Benefits for employees
1. The opportunity for promotion and self-
improvement.
2. Improved job satisfaction through
better job performance.
3. A challenge – the chance to learn new
things.
4. Adaptability – greater ability to adapt to
and cope with changes.
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 Benefits for the organization
1. Higher productivity through better job
performance &more efficient use of human Rsrs.
2. Goals and objectives more effectively met.
3. Reduced costs due to less labour turnover,
errors. Accidents absenteeism.
4. A more capable, “mobile” workforce
5. Existing staff more easily retained
6. Less disruption in event of staff turnover.
7. Employees are better able to cope with
organizations “crises”.
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 The difference b/n Learning &Training
Training Learning
 Demonstrate specific skills  Understand concept and context
 Focus on techniques and process  Focus on developing judgment
 Oriented toward specific tasks  Oriented toward transferable skills
 Provide specific skills and  Develop the person, not just the
knowledge skills and knowledge
 Instructor led  Participants centred
 Organisational viewpoint  Individual viewpoint
 Short-term, when needed  Long-term, on-going
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 A systematic Approach to Training
• Systematic approach to training is a step by
step approach to complete a training cycle.
• A systems approach ensures a
comprehensive training process that remains
focused on the needs of the organization.
• To operate training in a systematic manner,
it has to cover interrelated stages and
process as shown in the figure below.
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The Training Process
Identify
Identify
the
the
Need
Need
Evaluate
Evaluate Plan
Plan
the the
the the
Training Training
Training Training

Deliver
Deliver
the
the
Training
Training

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 Who should be trained ?
Workers Managers

Training should be provided to employees

at all levels
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 Training Cycle

Source: Fisher, Schoenfeldt, & Shaw (2006),

GHM Figure 9.1, p. 377
The ADDIE Process Model

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 ANY
QUESTION
?

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ADULTS LEARNING
&
LEARNINING STYLE

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 Introduction

ADULTS LEARNING

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 Adult
The concept "adult" is not, therefore, limited to age but also

Achieve Physical maturity

Move away from our parents

Have children of our own

Exercise a much greater role in the making of our own

choices.

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 Andragogy vs Pedagogy
Andra ---- Adult

Peda ---- child

• From Pedagogy to Andragogy”, it is stated that

Andragogy is the art and science of helping

adult learning, while
Pedagogy describes how to teach at schools.
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 ADULT LEARNING
• From Pedagogy to Andragogy”, it is stated that
Andragogy is the art and science of helping
adult learning, while
Pedagogy describes how to teach at schools.
• Its application has been developed by Malcolm
Knowles, USA as the P-MARGE model.
• P-MARGE describes the difference between
teaching adults who are learning for practical
output in their workplaces and teaching
students at schools.
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 Reflection

What is the difference between Andragogy and

Pedagogy?

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 Pedagogy Andragogy
The Trainees are fully Participants are “self-directing” and not
concept of dependent on the dependent on the workshop leader.
the learner teacher.
The role of Trainees have little Participants have a great volume, quality and
experience related to Varity of relevant experience. This experience is
the
the learning content. a primary source of participants’ identities. In
learner’s Thus teaching is straight addition, participants come to workshops with
experience transmission from the many preoccupations and prejudices gained
teacher to the trainee. through years of experience.

The learner’s Trainees learn Participants only learn when they experience
readiness to the need to know or do something. Their
learn
what and when
readiness to learn is often triggered by a
they are told to change in their situation.
learn.
The Trainees are Participants are life, task, and problem
learner’s centered.
orientation subject
on learning centered.

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 ADULT LEARNING
• Its application has been developed by Malcolm
Knowles, USA as the P-MARGE model.
• P-MARGE describes the difference between
teaching adults who are learning for practical
output in their workplaces and teaching
students at schools.

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 P-MARGE model
P: Learners are Practical
M:Learner needs Motivation
A: Learners are Autonomous
R: Learner needs Relevancy
G:Learners are Goal-oriented
E: Learner has life Experience
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 Group work
Identify the andragogy and pedagogy models from the
following features and give your reasons for each.
 Aimed at increasing knowledge of learners.
 Low teacher activity.
 Two - way communication.
 poor at development of skills and attitudes.
 High motivational role.
 High classroom teacher activity.
 Less challenging to learners.
 Good for development of skills and attitudes
 Predominance of one - way communication
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 Group work
 Predominant student activity is listening
 Learners become poor information seekers
 Development of critical mentality
 Learning a poor method of learning
 Teachers are not major source of learning
 Characterized by poor motivational role
 Some call it pedagogy of the oppressed
 Some call it pedagogy of the oppressors
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 Adults Retain

1) 20% of what they hear

2) 30% of what they see;

3) 50% of what they see and hear; and

4) 90% of what they say as they do

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 Principles of Adult Learning
1. Adults bring a lot of experience with them
to training programs, and therefore have
something to contribute and something to
lose.
2. Adults want trainings that focus on real-life
problems and tasks, rather than on
academic situations.
3. Adults are accustomed to being active and
self-directing.
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 Adult Learning
Characteristics of Adult Learners:
1. Adults have a need to know why they should learn something
2. Adults have a deep need to be self-directing
3. Adults have a great volume and different quality of experience
than youth
4. Adults become ready to learn when they experience in their life a
need to know or a need to be able to perform more effectively
and satisfyingly
5. Adults enter into a learning experience with a task-centered
orientation to learning
6. Adults are motivated to learn by both extrinsic and intrinsic
motivators
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 Kolb’s Learning Cycle

Concrete
experience

Active Reflective
experimentation observation

Abstract
conceptualization

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Honey & Mumford’s Learning Styles

Activist Reflector

Theorist
Pragmatist

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 Learning styles
• It is helpful to reflect upon learning styles and how

these affect communication.

• Although most people learn in a variety of ways

there can be preferences.

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 Learning styles
Based on the work of education theorist David Kolb,
Honey and Mumford identified four basic learning
‘styles’:
• Activist
• Pragmatist
• Theorist
• Reflector

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 Activists (Doers)
• Activists are people who learn by doing.
• They like to involve themselves in new
experiences, and will ‘try anything once’.
• They tend to act first and consider the
consequences afterwards.
• Motto: Been there! Seen it! Done it!

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 Activist…
 Activists learn best when:
• involved in new experiences, problems and
opportunities;
• thrown in at the deep end;
• working with others in problem solving, games, role-
playing exercises;
• able to lead a group.
 Activists learn least when:
• listening to lectures or reading long explanations;
• reading, writing and thinking on their own;
•analysing and interpreting lots of data;
• following precise instructions.
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 Reflectors (Watchers)
• Reflectors learn by observing and thinking about
what happened.
• They like to consider all the possible angles and
implications before coming to a
• considered opinion.
• They spend time listening and observing,
and tend to be cautious and
thoughtful.
Motto: Hmmm … I’ll think about it!

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 Reflectors…
 Reflectors learn best when:
• able to stand back and observe first;
• given time to think and investigate before
commenting or acting;
• given an opportunity to review what has happened;
• doing tasks without tight deadlines.
 Reflectors learn least when:
• forced to take a lead in a group;
• doing things without preparation;
• rushed by deadlines.
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 Theorists (Thinkers)
• Theorists like to understand the theory behind the
actions.
• They need models, concepts and facts in order to
learn.
• They like to analyse and synthesise, and feel
uncomfortable with subjective judgements
Motto: I’ve read all about it!

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 Theorists
 Theorists learn best when:
• an activity is backed up by ideas and concepts that
form a model, system or theory;
• in a structured situation with a clear purpose;
• they have the chance to question and probe;
• required to understand a complex situation.
 Theorists learn least:
• in situations that emphasise emotions and feelings;
• when activities are unstructured or ambiguous;
• when asked to act without knowing the principles or
concepts involved.
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 Pragmatists (Feelers)
• Pragmatists are keen on trying things out.
• They look for new ideas that can be applied to the
problem in hand.
• They like to get on with things and tend to be
impatient with open-ended discussions; they are
practical, down-to earth people.
• Motto: Can we fix it? Yes we can!

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 Pragmatists…
 Pragmatists learn best when:
• there is an obvious link between the topic and a
current need;
• they are shown techniques with clear practical
advantages;
• they can try things out with feedback from an expert;
• they can copy an example, or emulate a role model.
 Pragmatists learn least when:
• there is no immediate practical benefit;
• there are no clear guidelines on how to do it;
• it appears to be ‘all theory’.
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 Activity : Identify your learning style
Time allowed: 60 minutes

Required :

Fill Honey and Mumford’s learning style

questionnaire and score key sheet.

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 Reflection

• What do you learn from the process?

• Do you think it is a useful tool? If yes for

what?

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 Lessons
• All styles do have their own weaknesses and strengths

• As a trainer be aware of:

Diversity

Your training design and delivery

Your style should not be imposed on the trainee

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 Nechsar
☼ Group Exercise and Merkato
Match Kolb’s model of Experiential learning four
steps with Honey and Mumford’s learning four
styles
Honey and Mumford’s learning four style Kolb’s model of Experiential learning

1_____________________ _____________________
2_____________________ _____________________
3_____________________ _____________________
4_____________________ _____________________

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 Retaining &Recalling Knowledge
The five major factors in the mind’s ability to recall
information are:
• First and Last (order presented)
• Recentness
• Association
• Review
• Break: An effective means to recall and retain
information
• Retention Strategy: Confucius’ interesting quote says
“What I hear, I forget, what I see, I remember, but what I
do, I Understand.”
• 90/20/8 Rule: one should not teach more than 90
minutes. The mode is changed at least every 20 minutes,
and one should try to find a way to involve participants
every 8 minutes
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 SESSION THREE

TRAINING NEED ANALYSIS/TNA/

6 Hrs

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 Aim of the Session
The aim of this session is to able participants identify the
importance of training need analysis to make a training
program purposeful.

Objectives:

After completing this session participants will be able to:

 Define Training Need Analysis correctly using their
words.
 State the importance of TNA without any reference.
 Explain the four major process of TNA and their
relationships by referring to their handout.
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 Objectives

 State the three levels of TNA without any reference

 Explain the important tools and their applications to

undertake TNA with the help of the handout.

 Develop need assessment questionnaires and conduct

Need Assessment surveys in team.

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 Session’s Contents
• Training Need Analysis Define
• Major process of TNA
• Level of TNA
• Data Collection Methods
• Data Analysis method
• Preparing and summiting report of TNA
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 Discussion

 What is Training Need Assessment/Analysis/?

 How do you undertake Training Need

Assessment/Analysis? Give briefings based on you

experience.

Time allowed: 10minutes

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Training Needs Analysis

Current
Problems
Future
Challenges
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 What is Training Need

• It is the Gap
between the KSAs that the employee possess
and
the KSAs they require to meet he organizations
objectives

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Needs Analysis & Needs Assessment
Training Needs Analysis: Investigating into
whether training or some other organizational
intervention can solve a performance problem
or enable a desirable new performance;
i.e., examining a problem at hand and finding
the cause for the same.

Training Needs Assessment: Determining

what KSA are required to perform a job.
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Defining Immediate and long range
training needs
Current Desired
Level of
Performance
Immediate Training
Discrepancy Reveals Needs
Actual
Level of
Performance
Long Range Training
Discrepancy Reveals
Needs
(Projected) Desired
Level of
Performance GHM
 Why Training Needs Analysis?

TNA helps:
To determine whether resources required
are available or not.
To plan the budget of the company
To identify areas where training is
required
To find out the alternate action where
training may not be appropriate
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 Reflection
Why we need to undertake TNA? What is its
importance?

Training
Need
Analysis

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 Possible answer
We do undertake the TNA to:
Solving a current problem

Avoiding a past or current problem

Creating or taking advantage of a future

opportunity

Providing learning, development or growth

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 Benefits of TNA
• Investment in training and development will have focus and
direction.
• Priority training needs throughout the organization will
become apparent.
• Appropriate methods for meeting these needs will be
identified
• Training will be systematic and planned.
• The contribution training makes to organizational
• growth and success will be recognized
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 Group Discussion
In What Circumstances is it Necessary to Perform
a Training Needs Analysis?

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 Possible answers
Changes in the system or in work
Introduction of new technology
Introduction of new government standards
Decline in quality of work or performance in
department or organization
organizational studies and separation interviews
Absence or lack of motivation
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 The purpose of TNA is to answer some familiar
questions

 Why conduct the training?

Who is involved in the training?

How can the performance deficiency be fixed?

What is the best way to perform?

When will training take place?

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 Who Undertakes TNA?
1.THE ORGANIZATION
•Top management,
•The training officer,
•The supervisor,
•The employee/expert
2.THE PROFESSIONAL TRAINING INSTITUTE
•To provide client need based training programs
•To provide TNA consultancy services to organizations
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 What are the outcomes of
TNA?
• Individuals are generally clearer about their needs and
how they might be met .

• Individuals and teams have specific development

objectives and a coherent plan for achieving them.

• The content on any T & D activity is determined so that

it may be designed, purchased or commissioned.

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 What are the outcomes of TNA?
• There is a transparent link between corporate
requirement and T & D activity.

• Both short-term needs (e.g. performance

improvement) and longer term needs (e.g.
career development) are addressed.

• Best value T & D options are selected and are

able to be evaluated.

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 Group Exercise
• Discuss and list the steps to be followed to
undertake TNA.

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 Steps to Conduct a TNA
Step 1: Identify the problem.
Step 2: Decide on methodology.
Step 3: Decide on the assessment tools to be used
and develop them.
Step 4: Data collecting.
Step 5: Data analysis and presentation.
Step 6: Conclusion and recommendations.
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 Steps to Conduct a TNA
• Step 1: Identify the problem.
– To identify the problem, the desired performance must be
determined and compared to the actual performance.
• Step 2: Decide on methodology.
– Who or what should be assessed? Sample size? What
methods should be used?
– Analyze answers to personal questionnaires.
– Interview key persons.
– Conduct focused workshops with staff in charge of
providers/facilities where training will be conducted.
– Review recent key publications. Observe working
practices and conditions.
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• Step 3: Decide on the assessment tools to be used and
develop them.
 What tools will be used? Interview? Group discussion?
Questionnaires?
• Step 4: Data collecting.
 Who should collect the data? Time allocation? Who should
supervise?
• Step 5: Data analysis and presentation.
 Appropriate analytical methods (qualitative and/or
quantitative) should be selected.
• Step 6: Conclusion and recommendations.
 Do a causal analysis to determine if poor performance is
linked to the absence of KAS or other root causes. What
training is needed? GHM
The TNA is generally conducted by following the
steps below.
STEP-1 Identify Performance Gap

STEP-2 Justify Training

STEP-3 Set Training Outline

STEP-4 Analyze Target Participants

STEP-5 Analyze Cost

STEP-6 Summarize
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Proposal
Levels of TNA
Organizational
Analysis

Task Analysis

Person Analysis

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 Organizational Analysis/Strategic
It looks at the effectiveness of the organization and
determines where training is needed and under what
condition will be conducted.
Its focus areas are:
Organizational goals and objectives, mission statements,
strategic plans,
Staffing inventory, succession planning, long and short
term staffing needs,
Skills inventory (both currently available and short and
long term needs),
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 Organizational Analysis/Strategic

Analysis of efficiency indices (costs of labor, costs of

materials, quality of products etc.),

Changes in equipment, technology or automation

Periodic report

Plans for reorganization or job restructuring

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 Task Analysis/Operational/
It provides data about a job or a group of jobs and
the knowledge, skills, attitudes and abilities needed
to achieve optimum performance
It involves:
Describing the job,
Identifying the tasks within the job,
Identifying the knowledge, skill, attitude and other needs to
perform the job,
Identifying the areas that can benefit out of training,
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 Task Analysis/Operational/
Data sources for Task Analysis:
• Job description

• Observing the job

• Asking questions about the job

• Reviewing literatures about the jobs.

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 Individual Analysis
• It focus on:

– how well each employee is performing the job

– who needs to be trained

– what kind of training is needed

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 Data Collection Methods

Observation Questionnaires

Focus Documentation
Interviews Groups

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 Exercise 1

Be in a group of 4 -6 members and list out

advantages and limitations of:
Observation
Questionnaire
Interview and
Focus group discussion

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 Questionnaire
It should be simple and clear/structured

It required definite answer

It should contain one question at a time/avoid double barrel

questions/e.g. Does your office have a recruitment policy

of reserving women and disadvantaged group?

It has both advantage and disadvantage

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 Interview Method
• Interviews can be structured or unstructured

• obtained unplanned and real answers

• The interviewer my introduce bias into the

interview
• Interviews take time

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 Observation
Actual data can be found from the source

The observer is fully responsible for the quality

of data
No bias in introduced from the third party

There is a chance of incorporating unplanned

information
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 Limitation of Observation
»Needs high observation skill and experience

»Subject to misinterpretation

»Highly dependent on the observer attitude

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 Focus group discussion
5-10 people

Discuss specific theme or issue

Prepared questions

Facilitator

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 Workshop
The staff of a certain organization alone, in small
group can identify:
 skill,

 knowledge

to perform the jobs.

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 Advantages and Disadvantages of TNA Tools (1 of
3)
Technique Advantages Disadvantages
Observation Generates data Needs skilled observer
relevant to work Employees’ behavior
environment may be affected by being
Minimizes interruption observed
of work
Questionnaires Inexpensive Possible low return
Can collect data from a rates, inappropriate
large number of responses
persons Lacks detail
Data easily Only provides
summarized information directly
related to questions
asked
 Advantages and Disadvantages of TNA Tools (2 of
3)

Technique Advantages Disadvantages

Interviews Good at uncovering details Time consuming
of training needs Difficult to analyze
Good at uncovering causes Needs skilled interviewer
and solutions of problems Difficult to schedule
Can explore unanticipated Organizations only provide
issues that come up information they think you
Questions can be modified want to hear

Focus Groups Useful with complex or Time consuming to organize

controversial issues that
Group members provide
one person may be unable
or unwilling to explore information they think you
want to hear
Questions can be modified
to explore unanticipated Status or position differences
issues may limit participation
 Advantages and Disadvantages of TNA Tools (3 of
3)

Technique Advantages Disadvantages

Documentatio Good source of You may not be able to

n information on understand technical
(Technical procedure language
Manuals and Objective Materials may be
Records) Good source of task obsolete
information for new
jobs and jobs in the
process of being
created
 Data Analysis Methods
Performance Analysis
Critical Incident Analysis
Task Analysis
Target Population Analysis
Goal Analysis
Difficulty, Importance, and Frequency Analysis:
(DIF)
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 Performance Analysis
It is used to determine :
 Why people aren’t doing something they are supposed
to be doing, or
Why they are doing something they shouldn’t be doing.

GAP ANALYSIS/actual performance vs

desired performance/

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 Critical Incident Analysis
 This process attempts to identify deviations
from normal performance with an objective of
returning things to normal operation.
 This type of approach might be used to focus on
the cause of a series of accidents.

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 Task Analysis
– Task analysis breaks down large tasks into
small, step-by-step components so that each
component can be taught as a separate step.

– This approach is useful for teaching people

how to operate a piece of equipment such as a
computer

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 Target Group Analysis
Careful examination of the characteristics
(abilities, education, interests, biases,
experiences) of those for whom the instruction is
intended

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 Goal Analysis
The function of goal analysis is to define the indefinable,
to tangibilitate the intangible – to help you say what you
mean by your important but abstract goals … to identify
the main performances that go to make up the meaning
of the goal

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 Difficulty, Importance and Frequency ( DIF) Analysis

– The process of examining the constituent parts of a

job in relation to their difficulty, importance and
frequency

Task No Sub task Sub task F I D Required

No Knowledge

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 Group Work
Can you identify and list down at least 3
organizational needs/ problems in your
respective area of work? Give training title
for each identified need.

Time allowed: 30minutes

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 Exercise 2: Developing TNA interview questions

Purpose: to let participants develop their skill of

interviewing:
Time: 30 minutes
Procedure:
Divide participants in three groups (each team contains 5 –
6 member)
Ask each group to develop 6 – 10 interview questions at
one level of need assessment (organizational, task,
individual)
After completing the assignment let each group present
what is done and receive feedback for further
development
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 Exercise 3: Developing TNA questionnaire

Purpose: to late participants have the skill of

developing good questionnaire to undertake TNA,
Time: 2 hours
Procedure:
 Maintain the same group
 Ask participants to develop a TNA questionnaire
that fulfill the three main components at each level
with 5 open ended, 5 close ended and 5 Likert scale
 After they complete the task let them present and
receive feedback for improvement
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 Preparing & submitting TNA Report
• Preparing and submitting TNA Report to the
concerned body is the final step of the TNA process.
• Components of the TNA report
1. Introduction
2. Scope
3. Methodology
4. Findings
5. Conclusion and recommendation
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 Summary
Training is an investment
It is not a panacea to all performance problems
Adopt systematic approach to training
Identify training needs
Prepare training plan and budget
Design/select the appropriate training as per the
need
Train the right employee
Evaluate the result of training
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 SESSION FOUR
TRAINING
DESIGN

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 Aim
The aim of this session is to enable
participant equip with the knowledge and
skill to design a training program.

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 Objectives
After completing this session, participants will be able to:
State the purpose of aims, learning objectives, and goals
and key learning point by referring the material
Identify the key elements of aims, learning objectives
and goals by consulting colleagues
Identify target groups for a training program using the
TNA exercise conducted.
List out and describe methods of training from
experience
Describe the five fundamental principles of training
design from memory.

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 Session Contents
• Training Aim

• Training Objective

• Target Group

• Training methods

• Training design Principles

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Designing a training program is like planning a
trip

Who is going?
When are we going?
Where – what is the outcome?
Why have we chosen this destination?
What do we want to see and do?
How will we get there – How will I
communicate the information?

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 Training Design
• It is the entire process & analysis of learning
needs and goals and the development of a
delivery system to meet those needs.
• It is the blue-print/structure of the training.
• It answers the 5WH questions as per the
training need:
What, why, when, where, who & how…
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 Basic steps in Training Design

1. Write aims and objectives

2. Identify content areas
3. Select active training methods
4. Develop training plan
5. Evaluate training
6. Develop the lesson plans
7. Summarizing the training design
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Training aims and Objectives
Levels of Objectives

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 AIMS
 Broad statements of intent:

Describing what the program, session, etc, is

setting out to do, written from the trainer
perspective.
 Ideally summed up in a sentence

 Usually starts with ‘To …’

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 continued
 Its purpose:
It gives general indication of what may be learnt and
what the benefits are from attending the training
 It does not give any details or means of assessing
whether the learning has been successful.

Eg. To introduce the concepts of judicial decision-

making so that you understand and apply these
principles in court.

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 Training Objective

– Specific statements of desired learning

outcomes for sessions and programs,

– Like all objectives, should be SMART

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 continued
State what will be accomplished as a result of the
training and are defined in light of the needs identified,

Arise out of gaps and deficiencies identified in the

needs assessment,

Indicate what the trainees will demonstrate a given skill

or show change in attitude,

Content, method of instruction, exercises and forms of

evaluation strategies are all derived from identifying the
training objectives.
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 continued
During my 1st session with learners, I’ll teach them about the
law of Ethiopia
• Objectives should :five rules
1.Objectives should specify what learners should be able to do
at the end of the training session.
e.g. At the end of the session the learners will understand
Ethiopian law.
2. Objectives should describe observable behaviour (outcome)
e.g. At the end of the session the learners will be able to describe
Ethiopian law.
3. Objectives should specify exactly what areas of the subject
will be covered.
e.g. At the end of the session the learners will be able to describe the two
main articles in the law of Ethiopia.
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 continued
4.Objectives should contain standards of
acceptable performance.
e.g. At the end of the session the learners will be able to
describe the two main articles in the law of Ethiopia
correctly
5. Objectives should state the conditions under
which the participant should display the
observable behaviour we have laid down.
e.g. At the end of the session the learners will be able to
describe the two main articles in the law Ethiopia correctly
w/o reference to any text book.
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 Examples
• The learners will be able to describe the important
factors which determine simple income Support
payments in three out of four test example, with
reference to the appropriate department tables.
• The learner will calculate VAT at 171/2% with accuracy in
every case, without assistance from another and
without using a pocket calculator.
• The learner will list six out of ten principles of Methods
Study unaided.

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 Learning Objectives
Describes a specific behavior, conditions, level of
achievement and is written from the learner’s
point of view.

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 Three Elements of a Learning Objective

• Outcomes (e.g. behaviors, knowledge)

• Conditions (e.g. unaided)

• Standards (e.g. quantity, quality)

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 Bloom's Taxonomy Objectives
1. Cognitive domain- Knowledge

• Cognitive Domain comprises of Knowledge, Comprehension,

Application, Analysis, Synthesis, and Evaluation from the lower
to higher level.

2. Psychomotor domain-Skills

• Psychomotor domain comprises of Perception, Set, Guided

Response, Mechanism, Complex Overt Response, Adaptation,
and Origination.

3. Affective Domain- Attitude -

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 Knowledge

•Conveying concepts, ideas, facts

•Content – cognitive learning

•Ability to demonstrate acquired knowledge,

comprehend information, analyze concepts

•Most common and easily measured

•Cognitive Domain comprises of Knowledge,

Comprehension, Application, Analysis, Synthesis, and
Evaluation from the lower to GHM
higher level.
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 Skills

• Change in ability to do something

• Easier to identify and determine if met
• Focus on being able to perform a task or procedure
• Requires practice and feedback
• Hard to measure impact
• Psychomotor domain comprises of Perception, Set, Guided
Response, Mechanism, Complex Overt Response, Adaptation,
and Origination.
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 Attitudes
•Used to change feelings, beliefs, values

•To increase awareness of or sensitivity to certain issues or ideas

•Most difficult to assess

•Observed over time

•Affective domain comprises of Receiving, Responding,

Valuing, Organizing, and Characterizing .
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 ACTION!
Adjust Decide
Cite Compare
Analyze Evaluate
Assess Choose Describe List
Select Criticize Explain Differentiate
Name Relate
Identify Define
Compute Prepare
Prove Design
Objectives always
Develop Demonstrate start with an action
Record Solve verb!
Measure Construct
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 Which are easier to measure?
Know/Really Know Describe
Understand Give examples of
Be familiar with Give reasons why
Become Acquainted with Explain
Have a good grasp of Demonstrate
Acquire an appreciation of Analyze/Evaluate
Be aware of Distinguish between
Compare
State

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Standards Conditions
On three out of four Unaided/without assistance
occasions from another

With 100%accuracy With or without reference

to notes or textbooks
Correctly Under test conditions

To meet national standards With the aid of handouts

Or agreed organizational
Requirements After discussion with a
colleague
State nine out of ten learning points

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 Example
By the end of the session, all learners will, without
supervision, be able to:
– correctly state the purpose of aims, objectives,
learning goals and key learning points
– accurately construct objective containing the three
key elements; and,
– design an effective learning goal which contains the
three key elements.
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 Exercise
Using the above rules examine what the following objectives lacks:
1. “During my first session with learners I will teach them about the Ethiopian law.”

2. “At the end of the session the learners will understand Ethiopian Law.”

3. “At the end of the session the learners will able to describe Ethiopian Law.”

4. “At the end of session the learners will able to describe the four main branches of the
Ethiopian Law.”

5. “At the end of the session learners will able to describe the four main branches of
Ethiopian Law correctly.”

6. “At the end of the session learners will be describe the four main branches of
Ethiopian Law correctly without reference to any text or aide-memoire.”
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 Activity: Develop training aim and objective
Required: Prepare and present to the plenary the
training aim and objective based on
identified training title on Training Need
Assessment session.
Material: Flipchart paper and marker
Time: 15 minutes

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Degusew Tesema

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Thank You

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