2.

0 THE PROCESS OF TRAINING

2.1 TRAINING NEEDS ANALYSIS
All learning and training activities need to be based on an understanding of
what needs to be done and why it needs to be done.
The purpose of the L&T activities must be defned through identifcation of
organizational, group and individual needs.
2.1.1Meaning of TNA
It refers to the determination of the gap between what employees must do
and what they actually can do. It deals with identifying the gap between
current and epected results. !here there is a performance deviation it
implies that the epected standard of performance must be "nown so as to
identify the gap.
NB: A training need eists when an employee lac"s the "nowledge or s"ills
to perform an assigned tas" satisfactorily.
A training need also eists when an actual condition di#ers from a desired
condition in the human$people aspect of organizational performance.
2.1.2Te Ba!i! of TNA
a% &rovides necessary information about participants i.e. target population of
trainees e.g. age, education, gender, occupation, interests etc. this
enables trainers to design relevant course.
b% It identifes employee di'culties and performance problems. This enables
trainer to match employee s"ills and "nowledge needs with organization
needs ( what the organization wants them to "now.
c% Training needs can assist in development of training modules or topics
e.g. s"ills in customer care ( public relations, human relations, leadership,
communication etc.
d% It is the basis for provision of documentation and materials for training (
interviews and observations enable collection of organization charts, )ob
descriptions, policy documents, samples of wor" schedules, references,
samples etc. that can be useful in training.
e% It provides information on attitudes towards training e.g.
- *o employees$supervisors value training+
,
- *o they believe they need to learn and change+
- *o they believe a need eists+
- Are they motivated+
f% Increases employee involvement and participation as it is motivated by
the interest others show in them.
- -reates interest and acceptance of the training.
- -ontributes to its success. motivation to learn.
- /ee the lin" between the training and their needs$ wor" situation.
g% 0seful in establishing contacts with sub)ect specialists$ professionals.
- /ub)ect specialists in other departments met during needs analysis can
be invited as guest presenters during training.
- Act as mentors in future for new employees 1informally%.
h% 2stimation of training cost.
- Importance of the training, the target population.
- 2nables trainer to draw up a detailed programme and costs.
i% /aves time, money and resources.
- 2nables training to target real needs.
- *i#erentiates a training need from a non3training need hence saving
resources.
- 4ocused not haphazard.
)% &rovides a means of measuring training e#ectiveness.
- 5enerates data useful in evaluating training.
- As training is directed towards actual learning needs, it can be
evaluated.
"% It defnes the gap between employees6 performance, the training that
they have and what training they should have.
l% It identifes and satisfes development needs.
m% It helps prepare people for etra responsibilities.
n% It assists in increasing all round competence of employees.
o% It helps in e7uipping people to deal with new wor" demands.
p% It provides an opportunity for getting the best from people.
7% It has an impact on the services o#ered to customers. It identifes what
the customers want.
r% 8elps the management identify the needs of employees, team and
organization.
s% 8elps management plan for all areas in the organization.
t% 8elps align training and development initiatives with the organizational
goals and culture.
u% It creates training solutions specifc to the organization.
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2.1."Ting! #o A$oi% in TNA.
a% Avoid large scale and epensive T:A.
(This can be confusing and cause delay.
( It can also be irrelevant. 1;I//% ( "eep it short and simple.
b% 0sing T:A as a means for delaying action on a problem or using T:A as a
rubberstamp to )ustify and give respectability to something that has been
decided already i.e. failure to identify clients purpose.
c% 0sing training as a cover up for a non3training problem e.g. bad fnancial
management due to corruption$stealing.
NB: A trainer needs to be proactive rather than reactive.
A proactive trainer<
- /ees training as a service.
- =onitors company procedures, policies, operations, changes etc.
- ;eeps in touch with organizations past, current and future training
needs.
- >eads, subscribes to professional )ournals, libraries, updates or latest
training methods etc.
- =aintains contact with other departments.
- :etwor"s with others.
- 4orecasts future training needs.
>eactive trainers<
- >espond to events and training.
- !ait for instructions.
- *o not carry out continuous T:A.
- Are formal and bureaucratic.
- Are unprepared for changes.
2.1.&A'ea! fo' T'aining Nee%! Ana()!i!
a* Co'+o'a#e
i. This is the frst to be analyzed.
ii. It is concerned with training and development designed to meet
organizational ob)ectives
iii. The process of identifying corporate needs will lead to identifcation of
departmental needs.
iv. It will also lead to identifcation of occupation needs.
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v. This is concerned with improvement of organizational performance,
consolidating new core values and introduction of new products$
services and$or wor"ing practices.
,* De+a'#-en#a(
i. This is the second part which will identify the team or functional needs
which will be related to individual needs.
ii. They should however be related to corporate needs.
iii. =a)orly concerned with ensuring team spirit in the organization eg
through team building.
.* E-+(o)ee nee%!
i. These are subordinate to all the other needs.
ii. They must be related to departmental needs and corporate needs.
iii. !ithin any group of employees doing the same wor", there will always
be di#erences in individual needs for training.
iv. Training should therefore be individual3oriented.
2.1./Te +'o.e!! of TNA
T:A ta"es the following process<
a* Con#e0# Ana()!i!:
i. Involves analysis of the business and organizational training needs.
ii. It loo"s at whether training is a solution to a business problem
iii. It loo"s at the history of the organization with regard to training and
other management interventions.
,* 1!e' Ana()!i!
i. It considers the potential participants and instructors involved in the
process.
ii. It loo"s at the people who will be trained, their level of "nowledge,
their preferred learning style and those who will train.
.* 2o'3 Ana()!i!
i. It involves analysis of the )ob and re7uirements for performing the
wor".
ii. It specifes the main duties of the )ob and the s"ill level re7uired.
iii. It ma"es sure that the training is relevant to the content of the )ob.
%* Con#en# Ana()!i!
i. It considers the "nowledge or information used on the )ob.
ii. The information comes from manuals, policies or regulations.
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iii. It is important as it ensures that the content of the training does not
conAict with )ob re7uirements.
iv. An eperienced employee can help in determining appropriate content.
e* T'aining S4i#a,i(i#) Ana()!i!
i. It analyses whether the training is the desired solution.
ii. It loo"s at whether the training will be e#ective to employment
problems.
f* Co!#5Bene6# Ana()!i!
i. It loo"s at the paybac" of the training.
ii. If training is e#ective, it will result into a return of value to the
organization than the initial investment to administer training.
2.1.7Me#o%! of I%en#if)ing TNA
a* In#e'$ie8!
i. 4ace to face or through telephone.
ii. Bne can use structured or semi3structured 7uestionnaire to provide
purpose and direction during the interview.
iii. Cou can conduct interview at clients site ( to give you an initial Dfeel6 of
the situation.
iv. *uring interviews, be as informal as possible.
v. The approach you use can be eploratory.
vi. *uring the interview as" probing 7uestions.
vii.2stablish the political dimensions ( interested parties etc.
viii. Identify hidden agendas and epectations i.e. tears, concerns, politics
etc.
i. *eadlines and timelines.
. Target population for training.
i. Li"ely costs per participant.
Advantages
i. &ossible to gather specifc information from specialists.
ii. :on3verbal messages can be read.
iii. Euilds rapport.
Disadvantages
i. Ta"es time and it6s epensive.
ii. A#ected by interviewers bias.
iii. :on3suitable for a large number of people.
F
,* Fo.4! g'o4+!
i. This elicits scientifc, social, policy and public opinion on the training.
ii. This is information that is gathered from groups with the same
interests e.g. heads of products lines.
iii. The members of the group are mostly sta"eholders in the training.
iv. It consists of G to ,9 people with a trainer as the facilitator.
v. It elicits ideas, attitudes, eperiences and opinions of a selected
sample of respondents say heads of product lines.
vi. Through focuses interaction on 7uestions of interest, the respondents
provide a wealth of data not available from surveys alone.
vii. &articipants are chosen because characteristics of special interest to
the training group.
Benefts
i. Haluable information especially if group is representative of various
viewpoints i.e generates many ideas.
ii. 0seful in di#using hostilities and negative attitudes to training.
iii. 2ncourages a feeling of ownership.
Weaknesses
i. -an at times be unrepresentative.
ii. As a result of group thin"ing, it could cause delays in arriving at the fnal
decision.
iii. /tiAes honest discussion of actual )ob performance, feelings and causes.
iv. :eeds a s"illed facilitator who is perceived as honest and trustworthy.
v. 2pensive and time consuming.
vi. The information elicited can be sub)ective.
.* 94e!#ionnai'e! an% !4'$e)!
i. They consist of closed and open3ended 7uestions. Appointments are
not necessary.
I
ii. /urveys are carried out to analyse the information from a number of
sources.
iii. Information from surveys can be supplemented by interviewing
respondents.
Benefts
i. -an reach many people.
ii. Inepensive.
iii. 2asy to administer as format is easy$familiar.
iv. /afeguards anonymity.
v. >esults are more ob)ective.
Weaknesses
i. Low response rate historic fndings.
ii. :ot easy to write good 7uestions.
%* O,!e'$a#ion
i. It is good when used in combination with other methods.
ii. It involves having a loo" at what the employees are doing and
identifying their training needs.
Benefts
i. Erings trainer into direct contact with trainees.
ii. 0sed to validate information.
iii. 5enerates resource material for training e.g. eamples, role3plays etc.
iv. Bb)ective method of obtaining facts.
Weaknesses
i. Artifcial ( people may modify behavior when watched.
ii. Time consuming.
iii. :ot all )obs are observable.
iv. Jobs are varied from time to time.
v. Trainers may be seen as management spies.
vi. Bbservation re7uires epertise in )ob analysis.
vii.>e7uires 7ualities of listening, patience etc.
K
e* Se.on%a') !o4'.e!: %o.4-en# ana()!i!
i. Pe'fo'-an.e a++'ai!a(!5
- They help in defning the performance standards re7uired in terms of
7uality and output.
- The performance of an employee should be an indication of training and
development.
- !here an employee is performing poorly in a certain area, that shows the
gap in his performance and he should therefore be trained in that area.
- !here he is performing well, he should be prepared for promotion through
training.
ii. Ann4a( 'e+o'#!
- This includes reports such as fnancial statements, production reports,
audit reports, performance contracts etc.
- !here there are shortfalls, those are the areas that the training manager
should concentrate on to ensure that the same does not happen again.
The gaps can be flled through training.
iii. 2o'3 %o.4-en#!
- The documents that employees produce during their wor" can used to
identify training needs.
- This includes wor" documents such as letters, reports etc
i$. Job descriptions$ specifcations
- They defne the content of )obs and roles by reference to "ey activities
and outcomes.
Benefts of Document Analysis
- 5ood bac"ground information
- Time saving
- 2amples and clues
Weaknesses of Document Analysis
- Limited focus
G
- :ot available
- Information$ data irrelevant
2.2 CO1RSE DE;ELOPMENT: PROGRAM DESIGN
2.2.1 2a# i! .o4'!e %e$e(o+-en#:
+'og'a- %e!ign<
-ourse development is a creative, systematic, motivating and engaging
training process which involves development of learning content to ft the
identifed needs of the trainees.
2.2.2 I-+o'#an.e of .o4'!e %e$e(o+-en#
a% *ecisions are made on the "ind of content to impart to trainees (
"nowledge, s"ill or attitudinal.
b% It gives direction to the learning process as it enables formulation of
ob)ectives.
c% It helps identify the presenter of the training.
d% It prepares the presenters for the actual training.
2.2." P'o.e!! of .o4'!e %e$e(o+-en# : %e!ign
a* Fo'-4(a#ion of #'aining o,=e.#i$e!
This is the most important step. Bb)ectives are drawn from the training
needs.
b% 2a# i! an O,=e.#i$e<
>obert =ager 1,LKF% defned an ob)ective as<
L
A description of a performance you want learners to be able to exhibit
before you consider them competent. An objective describes an intended
result of the instruction rather than the process of instruction itself.
The emphasis here is the need for learner performance and the
demonstration of "nowledge and$or s"ills.
.* I-+o'#an.e of (ea'ning o,=e.#i$e!
1i% They guide the course developer in the selection and development of
information, materials and activities. Bb)ectives force the trainer to
thin" seriously about what is worth teaching and spending resources
on.
1ii% They direct presentation of training ( provides focus and direction of
the course and for participants ( easy to follow teaching.
1iii% They help participants to organize their learning e#orts ( people learn
better when they "now what is epected of them.
1iv% They provide a means of evaluating the course 1did the participants
achieve the ob)ectives+%
:E< if ob)ectives are not identifed and clarifed, there will be confusion in
course development, presentation, participants and evaluation. Bb)ectives
are not fed. they are Aeible and can be changed where necessary during a
course.
%* P'o.e!! of 8'i#ing .o4'!e o,=e.#i$e! 18ow to write course ob)ectives%
Eloom came up with taonomy of course ob)ectives< These are<
>i* ?no8(e%ge o,=e.#i$e! >.ogni#i$e %o-ain* ( providing information
about e.g. a new )ob, procedure etc
>ii* S3i(( o,=e.#i$e! >+!).o-o#o' %o-ain* ( ability to operate a
machine etc
>iii* A##i#4%ina( o,=e.#i$e! >a@e.#i$e %o-ain* ( targets change of
attitudes, brea"ing resistance etc.
,M
:E< prioritize the ob)ectives. decide what is essential and what is nice to
"now based on the various domains.
e* DiA.4(#) of o,=e.#i$e!:
;nowledge ob)ectives are the easiest to achieve, followed by s"ill ob)ectives.
The most di'cult are the attitudinal ob)ectives.
f* Hie'a'.) of o,=e.#i$e!:
8ow should ob)ectives Aow logically+
1i% ;nowledge ob)ectives usually come frst ( information, guidelines etc
1ii% &ractice 1s"ill% comes second and
1iii% Atiitude ob)ectives come last
:E< In most training situations too much time is usually ta"en up by
"nowledge with too little time for practice. &articipants end up "nowing the
tas" or s"ill but are unable to perform. =ost courses teach the Dhow to6 but
provide less practice ( hence problems in the transfer of learning.
Activity:
A Training needs analysis done for 50 middle managers of an organiation
identi!ed the following needs"
#nterpersonal s$ills such as listening% communicating and negotiating
&eadership s$ills% sta' motivation and team building
Time management
(elegation of authority
)onduct and management of meetings etc
The )*+ has ordered that these managers attend a 5,day training program.
Required
-.. (esign a program showing days% time for various activities%
training methods% venue/location% resource persons etc.
,,
0.. 1ormulate course objectives 2 $nowledge% s$ill and attitudinal.
3.. 1ormulate the training content 4what would be the topics to be
covered5.
6.. 7rovide justi!cations for your recommendations.
2.2.& 2'i#ing Co4'!e Con#en#
S#e+ 1< collect relevant information and material from<
-lient, organization or participants and specialists in the sub)ect area.
S#e+ 2< review relevant o#3 the 3 shelf courses
4ind out what can be added to your circumstances
>eview other literature$resource boo"s e.g. 8>* )ournals 1in ;enya, I&=
and ;I= )ournals%
Include a bibliography in handouts 1credits the course developer with
having done some previous wor"%
S#e+ "< fnd out di#erent ways of presenting a course content e.g. audio3
visual aids, built in structured eperiences into the presentation of the
content e.g. icebrea"ers, case studies, games, group tas"s, role plays or
problem solving.
It adds variety and increases learning e#ectiveness.
S#e+ &< divide the course and organize it in such a way that each ob)ective is
covered individually
&repare su'cient content to accomplish each ob)ective
*evise relevant activities to apply the "nowledge or s"ill to be learnt.
&rovide evaluation$feedbac" to measure whether the ob)ective has
been achieved
S#e+ /< /e7uence the content into introduction, presentation, application
activities and conclusion.
2.2./ 2o 8i(( +'e!en# #e .o4'!e .on#en#<
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The following can be used to present the course content<
&articipants ( discussions
=edia e.g. handouts, videos
/tructured eperience e.g. case studies
Trainer
2.2.7 2'i#ing a (e!!on +(an fo' a T'aining Se!!ion
A lesson plan is a structured outline of how a lesson is to be delivered, its
content etc. components are<
Lesson ob)ectives
Introduction
-ontent
-onclusion $ /ummary
Learning activities
Learning resources
Time estimated for each activity etc.
,?