Systematic Approach to Training

Florida Estate University, five phase

training model
Modified and a redesigned system was
introduced in 1981
 Instructional Technology
• Instructional Technology refers to the
systematic development of programs in
training and development.
• Emphasizes the specification of instructional
objectives , precisely controlled learning
experiences to achieve objectives , criteria for
performance and evaluative information.
Characteristics of Instructional Technology

 Systems approach uses feedback to

continually modify instructional processes.
 The instructional systems approach
recognizes the complex interaction among
components of the system.
 Systematic analysis provides a frame of
reference for planning and remaining on
target.
 The systems views treats training as one set
of interaction systems.
 ADDIE
• Training is the development and delivery of
information people will use in their jobs.
• If you are new to training development and
have been thinking of putting together any
type of training program, it is important to
know and understand the most basic training
tool used by professional trainers; it is called
the ADDIE model.
 ADDIE

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE
 What is an Needs Assessment?
“Needs assessment is the systematic effort that we
make to gather opinions and ideas from a variety
of sources on performance problems or new
systems and technologies.”
Allison Rossett (1987)

Systematic approach to training starts with the

identification of training needs which in turn is
dictated by the strategic goals
Strategy has a strong influence on
– Amount of training devoted to current or future job skills
– The extent to which training is customized for the particular
needs of a team or employee
– Whether training is restricted to specific groups of
employees or open to all employees.
– Whether training is planned and systematically
administered, provided only when problems occur, or
developed spontaneously as a reaction to what competitors
are doing.
– The importance placed on training compared to other
human resource management practices such as selection
and compensation.
The Strategic Training and
Development Process
 Analysis
• Analyzing training needs implies finding out what
people need to learn. This is done by:-
– Analyzing the knowledge, skills and
attitudes/behaviours that each task requires; and
– Assessing the degree of competence of job-
holders to meet those requirements.

• In other words, whether there is a gap in in-house

availability of skills, knowledge or behaviour for
envisaged activities in future, performance gap,
safety procedures that need to be addressed or new
competencies that are essential to organizational
objectives.
Needs Assessment Training & Development Evaluation

Needs Assessment

Three types of
analyses:

Person Analysis

Task Analysis
Organizational Analysis
Design
• Setting aims and learning objectives. This
implies specifying what trainees should be
able achieve in terms of skill, knowledge and
behavior as a result of training.
• Concerned with planning the optimal use of
available training resources, and to select
appropriate media to impart training
Design should answer
– What will be taught and the instructional methods
to be used?
– Specific instructional objectives to be met
1.Terminal objective are the skill, knowledge and
attitudinal gaps identified during the needs
analysis.
2.Learning objectives are the specific knowledge,
skill and behaviour objectives to be met after each
phase
– Resources to be used for training.
 Development

• Training program is developed to include

specific instructional content for workshop,
seminar, lectures or presentation
• These may include lecture scripts,
presentations, computer programs to run the
simulation, course contents, questionnaires to
be used by trainers
 Implementation
• This requires active participation of the trainee and
the support of the organization.
• The degree to which the trainee is willing to
participate in training activities depends on such
factors as whether:
1. The trainee recognizes the need for training
2. The trainee is sufficiently motivated to want to learn
3. During implementation this motivation is maintained or increased
4. The design of learning events is realistic
5. Clearly defined objectives are used to direct learning activities
6. The trainers possess sufficient technical and instructional skills and
this may also include an additional step of training the trainers.
7. Management, supervisors and peers support the application and
development of newly acquired knowledge, skills and attitudes.
 Evaluation

Assessment needs to answer three basic

questions:
– Did the training achieve what it tried to achieve?
– Did the training improve performance or solve the
problem?
– Was the training worthwhile?
 Evaluation
• Once training has been completed and its validity
has also been established, the organisation may
now decide to evaluate investment in the entire
training project. This might be done by senior
management, by accountants, consultants, or by
customers. Each will use what they consider to be
an appropriate criterion.
• Reasons for doing an evaluation of training
include:
– Justification for the investment in training
– It includes cost benefit analysis
– It provides professional discipline for training management
– It encourages careful scrutiny of training proposals.
Types of assessment of training
Formative Assessment

• Depending on the training methods being used, there

can be many instances where we can give trainees
feedback information about their performance, which
will help them to improve.
• Computer-based training and interactive video
programs, both are based on the principles of
'programmed learning', include 'remedial loops.'
• It is easy for trainee to be apprehensive of committing
mistakes and therefore formative assessment should
be non-threatening and designed to help the trainee
to learn by assuring them that making errors is part of
learning process.
Summative Assessment
• The Driving Test is an example of summative
assessment. The test will produce a pass or a
fail result based solely on performance, not on
learning.
• Summative assessment is used at schools and
colleges.
• Summative assessment is divided into two
groups, Normative Assessment & Criterion -
Referenced Assessment.
Normative Assessment

• Consider the final of the 100 meters in the any

athletic meet. Eight athletes are lined up ready to
race. They are the best sprinters in their respective
organizations and in less than 15 seconds, results
of the race are announced, with one winner,
although all of them may have broken the meet
records. Since the norm has been pitched at wining
the race, it is 'Normative Assessment'.

• Is it appropriate for training ?

 Criterion - Referenced Assessment

• The purpose of training should be that all the training

objectives are achieved, performance improved and
the problem solved. This is to strive towards a
situation in which everybody is a winner, and in that
everybody achieves the standard, or criterion for
success.
• In most academic examinations 30 percent is the
pass mark, whoever has got it, is declared as passed.
• This forms Criterion - Referenced Assessment.
Internal Validation

Internal Validation will give you the feedback on the

quality of training and how it is implemented.
Reasons for doing internal validation include:
– It provides trainers with feedback about the training they provide.
– It checks whether trainees have achieved the specified objectives.
– It enables the quality of training to be monitored.
– It indicates where the effectiveness of training can be improved.
– It indicates where training can be more efficiently delivered.
– It provides the basis for certification.
 External Validation
This process is likely to be done by the people
concerned at organizational level.
Reasons for doing external validation include:
– It involves line or departmental management
– It focuses on actual performance
– It can be related to identified training needs
– It establishes the basis for the transfer of learning
– It indicates the validity of the specified training objectives
– It can be used as evidence of competence
– It provides essential data for cost benefit analysis
– It proves the benefits being obtained from training