Training - current job
Development - future job
Training & Development
- organized learning activities to equip people with compentencies
- technical skills, behavioral skills, social skills
Benefits of Training and Development
- higher engagement and productivity
- better performance and quality standards
- greater customer satisfaction
- increase sales or profit
- enhance the image of corparate
Training and Development Model (ADDIE)
A - Analysis
- identifying training needs
1) Organization Analysis
- nature of business
- mission, vision, values, culture
- long term / short term plans
- org issues and concerns
Sources of Data:
- company profile / documents
- tour / observation
- org survey / climate survey
- group / individual interview
2) Task Analysis
- desired performance or result
- best practice
- do's and don'ts
Sources of Data:
- job description
- operations manual
- interview / observation
- benchmarking
3) Person Analysis
- education or previous training
- work experience
- level of proficiency
- strengths and areas for improvement
Sources of Data:
- profile
- performance appraisal record
- proficiency test (written or actual)
- survey, interview, observation
D - Design
- training objectives, content, methods
1) Terminal Objective
- specify how org will benefit from training
2) Behavioral Objective
- specify the desired on the job actions during and after the training
3) Organize Training Content
- organize contents or topics in a logical, orderly, and sequencial manner
4) Select Training Methods
- choose best training method for each topic to achieve objective
a. Principle of Adult Learning (Gerald Pine and Peter Horne)
- ANDRAGOGY (science of adult learning)
- activated by learners itself
- discovery of personal meaning and relevance
- experiences are rich source of learning
- cooperative and collaborative learning
- practical and experiential learning
b. Principle of Whole Brain Learning (Ned Hermann)
- two paired structure: two halves of cerebral system & two haves of limbic system (functions of each quadrant)
- upper part of the brain: CEREBRUM, left cerebral and right cerebral (thinking-cognitive, gaining knowledge, reasoning and analyzing)
- lower part of the brain: LIMBIC, left limbic and right limbic (emotional thinking, feelings and emotions
Hermann Brain Dominance Model:
b1. Left Cerebral (Theorist)
- logical and analytical thinkers
b2. Right Cerebral (Innovators)
- creative, imaginative and playful people
b3. Left Limbic (Organizers)
- systematic and organized manner
b4. Right Limbic (Humanitarians)
- cooperative and interactive learning
b5. Balanced Learning
- there should be a balance for the different quadrants to ensure effectiveness of training
c. Principle of Experiential Learning
c1. Experiencing (concrete experience)
- structured learning experiences
c2. Processing (reflective observation)
- identify lessons that they discover
c3. Generalizing (abstract conceptualization)
- discussing key concepts, principles, techniques
c4. Applying (active experimentation)
- develop a plan to apply lessons that they learned
d. Principle of Blended Learning
- combination of face to face classroom and online training
- multiple delivery media to complement one another
e. Principle of Human Information Processing
- create sensory impact
- avoid info overload
- deliver info systematically
- use repetition and association
- use memory support system
- sensory memory > short term memory > long term memory
5. Training Methods
a. Structured Warm-Up Activities (ice breaker)
b. Training Presentation (lecture)
c. Group Discussion (exchange of info)
d. Case Study (analyze problem and solution)
e. Simulation (practice & perform task)
f. Role Play (enactment of real scene)
g. On the Job Coaching
h. Active Learning Group Games
- planning, problem solving, decision making, teamwork, communication, time management, resource mngt
i. E-Learning
j. Computer Based Learning (w/o instructor-participant interaction)
k. Synchronous E-Learning (interactive tools)
l. Asynchronous E-Learning (collaborative tools)
D - Development
- developing learning activities
- preparing materials
- Implementation
- conducting planned training activities
E - Evaluation
- effectiveness of training activities
Four Levels of Training Evaluation (Kirkpatrick)
a. Reaction Evaluation
- perception about the program using standard survey questionnaire
- program objectives, program content, training methods, trainer, equipments or materials
b. Knowledge Evaluation
- learnings from the program through workshop, output, written, exam
- pre and post training assessment
- objective test format
c. Behavior Evaluation
- behavioral changes before, during, and after the program
- observable behavior indicators
- behavior rating form
- multiple raters
- measure behavior changes over a period of time
d. Impact Evaluation
- benefits brought by the training program
- sales, profit, customer satisfation, corporate image, quality improvement, productivity improvement, cost reduction, cycle time reduction, return of investment
