UNDERSTANDING AND

DEVELOPING THE
OBJECTIVES OF TRAINING
AND
FACILITATION
OF LEARNING
 AGENDA
 Training
 Forms of Training
 Training Objectives
 Types of Training Objectives
 Identifying Objectives
 Importance
 Concerns
 Facilitation of Learning
 Focus on Trainee
 Trainee Issues
 TRAINING

The term Training refers to the

acquisition of knowledge, skills, and
competencies as a result of the
teaching of vocational or practical
skills and knowledge that relate to
specific useful competencies.
 FORMS OF TRAINING
• One can generally categorize training
as on-the-job and off-the-job.

• On-the-job training takes place in a

normal working situation.

• Off-the-job training takes place away

from normal work situations.
TRAINING OBJECTIVES

Training Objectives refer to all

objectives that are developed for the
training program.
 TYPES OF TRAINING
OBJECTIVES

TRAINING
OBJECTIVES

TRAINEE TRANSFER OF ORGANIZATIONAL

LEARNING
REACTION TRAINING OUTCOME
OBJECTIVES
OBJECTIVES OBJECTIVES OBJECTIVES
 IDENTIFYING OBJECTIVES
The result of integrating the
organization, job and personal
analyses is the identification of
performance deficiencies,
their negative effect on
organizational outcomes &
also identification of
cause of the deficiencies.
 WRITING A GOOD LEARNING
OBJECTIVE
• Learning objectives are often more difficult to write.

• Learning is the critical component of the whole process.

• The desired behavior must be clearly and unambiguously

worded.

• Explaining the conditions under which the behavior must

occur further clarifies exactly what is required.

• Standards are the criteria for success. Three potential

standards are represented by accuracy, quality and speed.

• Sometimes attitudes as well as knowledge and skills are

the focus of training.
IMPORTANCE OF TRAINING
OBJECTIVES
 CONCERNS
Some concerns about the use of
objectives include the following:

• Waste of valuable time

• Inhibit flexibility
• Unrealistic for management training
and other soft areas of training
• Not practical in today’s workplace
FACILITATION OF LEARNING
Learning can be facilitated through focus on the:
• Trainee
• Design of training

Focus on the trainee includes concentrating on the:

• Individual differences
• Motivation
• Reinforcement
• Goal setting
 FACILITATION OF LEARNING:
FOCUS ON THE TRAINEE
1) INDIVIDUAL DIFFERENCES

• Even the best selection practices result in

a certain number of individuals who are
selected but are subsequently not
successful.
• Training addresses the false positives that
prevent them from being successful.
• Needs assessment data that show large
differences among the potential trainees
indicate that the training design must be
adjusted to the individual differences.
Contd..
• Different cultures and ethnicities mean
different ways of viewing the workplace and its
norms and values.
• Care in needs assessment to understand the
special requirements of some individuals will
be helpful.
• Individual differences in backgrounds and
traits may result in differences in how people
learn.
• Additional rather than different training
programs for employees who differ in KSAs
are recommended.
 2) MOTIVATION OF TRAINEE

• According to the performance formula-

( P= M x KSA x E ) indicates if motivation is lacking,
no training takes place.
• Those who come to the training with positive
expectations are more successful.
• Motivation can be increased through:
– Showing the trainee that he or she has the ability to
complete training.
– Clarifying the outcomes associated with completed
training.
– Showing that positive outcomes are more likely to occur
if training is completed.
 EXPECTANCY THEORY
IMPLICATIONS
• By intervening before training and providing the trainee with
information that shows they can succeed in the training,
Expectancy1 (E1, the belief that effort will lead to desired
performance) is being influenced.
• By clarifying the positive outcomes of training, the trainee’s
awareness of all the positive outcomes of being successful in
training is being assured.
• Finally, by showing that training increases the positive
outcomes, Expectancy2 (E2, the belief that desired
performance will lead to desired outcomes) is influenced.
• Increasing the expectancies (1 & 2) and also the number of
positive outcomes, will have the net effect of increasing the
motivation to be successful in training.

FORMULA
E1[(E2 x V ) + (E2 x V ) +……+ (E2 x V )]
1 1 2 2 n n

Where V= Valence or attractiveness of the outcome.

 Example
• For example: A supervisor was asked to undergo training
module that involve active listening to change his ways
with his subordinates.
• Expectancy theory is applied to decipher what will be his
motivation towards successfully completing his training
module
• E1=belief that effort will lead to performance
• E2=belief that performance will lead to desired outcomes
• V=valence, or attractiveness of the outcome.
 Contd..
Outcomes if E2 valence Outcomes if E2 valence
successful unsuccessful

promotion 0.2 7 Does not has to 1.0 10

change his
Better at job 0.6 8 behavior

Less tension 0.7 6 Employees still 1.0 8

afraid to talk to
him
Less stress 0.8 4
Not ridiculed by 1.0 9
Better 0.4 7 workers
relationships

Fewer 0.6 9
grievances
Contd..
• Case1:
Will try:
.5[(.2x7)+(.6x8)+(.7x6)+(.8x4)+(.4x7)+(.6x9)]=10.9

• Case 2:
Will not try:
1.0[(1.0x10)+(1.0x8)+(1.0x9)]=27.0

• Thus it can be inferred that the motivation in the

supervisor is low towards completion of the training
module.
• So efforts should be made so as to increase the
motivation in the trainees.
 3)CONDITIONING AND REINFORCEMENT

Classical Conditioning
• Classical conditioning takes place without
awareness.
• Situations are associated with emotionally
conditioned responses; pleasant or unpleasant.
• When designing training, pleasant situations
should be created.
• If the trainees are comfortable both physically
and emotionally, they are better able to focus
their attention on training.
 Operant Conditioning
• If a particular behavior is immediately
followed by a reward, that behavior is likely to
be repeated.
• Punishment that immediately follows a
particular behavior will decrease the
likelihood of that behavior continuing.
• The important points to be considered in the
design of effective training:
– Know the rewarding and punishing things.
– Plan to reward.
– Use tangible and intangible rewards.
– Feedback is a reinforcer.
 4)GOAL SETTING

• Specific goals direct the individual’s

energy and attention.
• Individuals who are given a specific, hard
or challenging goal perform better.
• Goals appear to result in more predictable
effects.
• The goal must be matched to the ability of
the individual.
• Feedback is necessary.
• The individual needs to accept the goal
that is set.
 TRAINEE ISSUES
• Readiness and motivation to learn.
• Trainee’s ability to perform certain
tasks.
• Prerequisite skills necessary to
perform.