A training process usually begins with a triggering event..docx

A training process usually begins with a triggering event.
This happens when managers realize that the actual
organizational performance (AOP) is less than expected
organizational
performance (EOP).
INTRODUCTION
1
TRAINING IS A LEARNING PROCESS THAT INVOLVES T
HE ACQUISITION OF KNOWLEDGE, SHARPENING
OF SKILLS, CONCEPTS, RULES, OR CHANGING OF ATTIT
UDES AND BEHAVIOURS TO ENHANCE THE
PERFORMANCE OF EMPLOYEES.
A training process usually begins with a triggering event.
The process of training and development involves various stages
through which a worker has to pass 2
The process of training and development has various stages
through which a worker has to pass.
The stages involved provide an evaluated layout of the workers
performance.
Also the one who manages to attaining rewards in the midst of
the changing technology of production.
These process of the Training Process Model involve phases
which are five and include; Needs Analysis Phase, Design

Phase,
Developmental Phase, Implementation Phase and the Evaluation
phase.
2
NEEDS ANALYSIS IS WHERE THE NEED FOR THE TRAINI
NG IS STUDIED.
DESIGN IS THE PHASE WHERE THE TRAINING PROGRAM
IS OUTLINED AND PLANNED.
DEVELOPMENT IS WHERE THE TRAINING IS ROLLED OU
T TO THE FIELD IN WHATEVER FORM THE
DESIGN PHASE STIPULATED.
EVALUATION CONCLUDES THE PROCESS AND MEASURE
S HOW EFFECTIVE THE TRAINING PROGRAM WAS
AT ACHIEVING ITS GOALS.
CONTINUATION
2
ANALYSIS STANDS FOR NEEDS ANALYSIS, WHERE THE
NEED FOR THE TRAINING IS STUDIED. DESIGN
IS THE PHASE WHERE THE TRAINING PROGRAM IS OUTL
INED AND PLANNED. DEVELOPMENT IS WHERE
THE TRAINING IS ROLLED OUT TO THE FIELD IN WHATE
VER FORM THE DESIGN PHASE STIPULATED.
EVALUATION CONCLUDES THE PROCESS AND MEASURE
S HOW EFFECTIVE THE TRAINING PROGRAM WAS
AT ACHIEVING ITS GOALS.
3

2
ANALYSIS IS THE FIRST PHASE OF THE TRAINING MOD
EL.
DURING THIS PHASE, TRAINERS ANALYZE ALL ASPECTS
OF A TRAINING PROBLEM AND BEGIN SEEKING
ANSWERS WHILE PROPOSING A SOLUTION.
TIMELINES ARE ESTABLISHED, TRAINING OBJECTIVES
ARE CREATED, AND FIRST OUTLINES OF THE
TRAINING PROGRAM BEGIN TO TAKE SHAPE.
POTENTIAL CAUSES AND POSSIBLE SOLUTIONS ARE EX
PLORED, AND INITIAL BUDGETS ARE PROPOSED.
NEEDS ANALYSIS IS WHERE THE NEED FOR THE TRAINI
NG IS STUDIED.
BARRIERS TO SUCCESS ARE INVESTIGATED, AND THE T
ARGET AUDIENCE IS ANALYZED. GREAT
TRAINING SOLUTIONS MUST BEGIN WITH ANALYSIS.
Current results and desired results are compared making it
become a crucial state.
NEEDS ANALYSIS
2
ANALYSIS IS THE FIRST PHASE OF THE TRAINING MOD
EL. DURING THIS PHASE, TRAINERS ANALYZE
ALL ASPECTS OF A TRAINING PROBLEM AND BEGIN SEE
KING ANSWERS WHILE PROPOSING A SOLUTION.
ARE CREATED, AND FIRST OUTLINES OF THE

TRAINING PROGRAM BEGIN TO TAKE SHAPE. POTENTIA
L CAUSES AND POSSIBLE SOLUTIONS ARE
EXPLORED, AND INITIAL BUDGETS ARE PROPOSED. BAR
RIERS TO SUCCESS ARE INVESTIGATED, AND THE
TARGET AUDIENCE IS ANALYZED. GREAT TRAINING SO
LUTIONS MUST BEGIN WITH ANALYSIS.
4
2
DESIGN IS THE PHASE OF THE TRAINING MODEL WHER
E LEARNING OBJECTIVES AND OUTCOMES ARE
DETERMINED.
THE CORE OF THE POTENTIAL TRAINING SOLUTION IS C
REATED AND EXPLORED.
STORYBOARDS AND INITIAL PROTOTYPES OF THE TRAI
NING SOLUTION ARE PROPOSED AND REVIEWED
WITH THE CLIENT. FEEDBACK IS RECEIVED, AND INITIA
L TRAINING SOLUTIONS BEGIN TO TAKE SHAPE.
TYPES OF TRAINING SOLUTIONS, CLASSROOM, WEB-BA
SED AND BLENDED LEARNING PROGRAMS ARE
DISCUSSED AND EXPLORED.
MUCH LIKE AN ARCHITECT'S RENDERINGS, THE BLUEPR
INT FOR YOUR TRAINING SOLUTION BEGINS TO
TAKE SHAPE.
If the training is designed in the basis of trainees, better product
can be obtained because this is the phase where decision making
starts.

There is the linking of the needs assessments to the actual
creation of new curriculum thus makes it possible to begin
thinking about
the operational considerations of the program.
DESIGN
2
DESIGN IS THE PHASE OF THE TRAINING MODEL WHER
E LEARNING OBJECTIVES AND OUTCOMES ARE
DETERMINED. THE CORE OF THE POTENTIAL TRAINING
SOLUTION IS CREATED AND EXPLORED.
STORYBOARDS AND INITIAL PROTOTYPES OF THE TRAI
NING SOLUTION ARE PROPOSED AND REVIEWED
WITH THE CLIENT. FEEDBACK IS RECEIVED, AND INITIA
L TRAINING SOLUTIONS BEGIN TO TAKE SHAPE.
TYPES OF TRAINING SOLUTIONS, CLASSROOM, WEB-BA
SED AND BLENDED LEARNING PROGRAMS ARE
DISCUSSED AND EXPLORED. MUCH LIKE AN ARCHITECT
'S RENDERINGS, THE BLUEPRINT FOR YOUR
TRAINING SOLUTION BEGINS TO TAKE SHAPE.
5
Items like references, information packs, case studies, movies,
games and other visual aids.
Information must be kept organized and feedback from previous
sessions must be included.
Trainees must be engaged in activities like interactive exercises,
trivia questions and group discussions as it is proven that
knowledge retention is increased through engagement activities.

2
DEVELOPMENT IS THE PHASE OF THE TRAINING DESIG
N MODEL WHERE THE TRAINING PROGRAM IS
CREATED AND WRITTEN.
WHETHER THE PROGRAM IS CLASSROOM-BASED OR DE
SIGNED TO BE TAKEN ONLINE, MATERIALS ARE
CREATED AND PRODUCED IN THIS PHASE.
THE DESIGN PHASE PRODUCED THE OUTLINE OR BLUEP
RINT, BUT IT IS IN THIS PORTION OF THE
TRAINING MODEL WHERE EVERYTHING COMES TOGETH
ER IN PRODUCTION.
SUPPORTING MATERIALS ARE PRODUCED, TRAINERS A
RE TRAINED, AND THE TARGET AUDIENCE IS
NOTIFIED OF THE TRAINING DATES.
DEVELOPMENT
2
DEVELOPMENT IS THE PHASE OF THE TRAINING DESIG
N MODEL WHERE THE TRAINING PROGRAM IS
CREATED AND WRITTEN. WHETHER THE PROGRAM IS C
LASSROOM-BASED OR DESIGNED TO BE TAKEN
ONLINE, MATERIALS ARE CREATED AND PRODUCED IN
THIS PHASE. THE DESIGN PHASE PRODUCED THE
OUTLINE OR BLUEPRINT, BUT IT IS IN THIS PORTION OF
THE TRAINING MODEL WHERE EVERYTHING
COMES TOGETHER IN PRODUCTION. SUPPORTING MATE
RIALS ARE PRODUCED, TRAINERS ARE TRAINED,
AND THE TARGET AUDIENCE IS NOTIFIED OF THE TRAI
NING DATES.

6
This is the phase where the training takes place considering
practice and feedback reforms.
Also facilities management and leadership observations and
interactions are also considered.
2
YOUR TRAINING PROGRAM IS DELIVERED TO YOUR EM
PLOYEES IN THE IMPLEMENTATION PHASE OF
THE TRAINING MODEL.
CLASSES ARE TAUGHT OR TAKEN ONLINE. STUDENTS R
ECEIVE THEIR TRAINING AND PRACTICE HOW TO
USE THEIR NEW SKILLS.
MATERIALS AND TRAINING PRODUCTS ARE DISTRIBUT
ED TO PARTICIPANTS, AND CLASSES BEGIN.
INITIAL RESULTS ARE MEASURED, AND THE PROGRAM
BEGINS TO TAKE SHAPE IN YOUR COMPANY.
IF THE PRECEDING PHASES ARE CONDUCTED PROPERLY
, IMPLEMENTATION RUNS SMOOTHLY AND THE
TRAINING IS TAKEN AND RECEIVED AS IT WAS INTEND
ED.
Procedures involving classroom rules and expectations
including safety and evacuation are done.
IMPLEMENTATION
2

YOUR TRAINING PROGRAM IS DELIVERED TO YOUR EM
PLOYEES IN THE IMPLEMENTATION PHASE OF
THE TRAINING MODEL. CLASSES ARE TAUGHT OR TAKE
N ONLINE. STUDENTS RECEIVE THEIR TRAINING
AND PRACTICE HOW TO USE THEIR NEW SKILLS. MATE
RIALS AND TRAINING PRODUCTS ARE
DISTRIBUTED TO PARTICIPANTS, AND CLASSES BEGIN. I
NITIAL RESULTS ARE MEASURED, AND THE
PROGRAM BEGINS TO TAKE SHAPE IN YOUR COMPANY.
IF THE PRECEDING PHASES ARE CONDUCTED
PROPERLY, IMPLEMENTATION RUNS SMOOTHLY AND T
HE TRAINING IS TAKEN AND RECEIVED AS IT WAS
INTENDED.
7
2
EVALUATION COMPLETES THE TRAINING MODEL. MEA
SURING THE RESULTS OF YOUR TRAINING
PROGRAM BEGINS DURING THE IMPLEMENTATION PHA
SE.
Companies should establish a systematic evaluation process
which occurs in two different phases; 3
IMMEDIATELY AFTER
THE PROGRAM AND SOME PERIOD LATER FOR EXAMPLE
SIX MONTHS.
2
LEARNING IS MEASURED AFTER EACH CLASS, AND RES
ULTS ARE ANALYZED. EVALUATION OF THE
ENTIRE PROGRAM IS CONDUCTED AFTER ALL THE TRAI
NING IS COMPLETED.
MEASUREMENTS AND FEEDBACK DETERMINE WHETHE
R ADJUSTMENTS TO THE INITIAL DESIGN ARE

NEEDED, AND RESULTS ARE REVIEWED WITH THE CLIE
NT.
If the outputs of the program are less than desired , then
changes to the program may be necessary.
2
STUDENTS ARE CONTACTED AND INSTRUCTORS, DESIG
NERS, DEVELOPERS AND ANYONE INVOLVED
WITH THE PROGRAM MEET FOR A "LESSONS LEARNED"
review. 4 THE MODEL THEN BEGINS AGAIN.
EVALUATION
2
EVALUATION COMPLETES THE TRAINING MODEL. MEA
SURING THE RESULTS OF YOUR TRAINING
PROGRAM BEGINS DURING THE IMPLEMENTATION PHA
SE. LEARNING IS MEASURED AFTER EACH CLASS,
AND RESULTS ARE ANALYZED. EVALUATION OF THE EN
TIRE PROGRAM IS CONDUCTED AFTER ALL THE
TRAINING IS COMPLETED. MEASUREMENTS AND FEEDB
ACK DETERMINE WHETHER ADJUSTMENTS TO
THE INITIAL DESIGN ARE NEEDED, AND RESULTS ARE R
EVIEWED WITH THE CLIENT. STUDENTS ARE
CONTACTED AND INSTRUCTORS, DESIGNERS, DEVELOP
ERS AND ANYONE INVOLVED WITH THE
PROGRAM MEET FOR A "LESSONS LEARNED" review. 4
THE MODEL THEN BEGINS AGAIN.
8
The first step involved in conducting a needs analysis involve
determining the Desired Business outcomes.

5
BEFORE A TRAINING NEEDS ANALYSIS CAN BEGIN, TH
E EMPLOYER NEEDS TO ARTICULATE THE GOAL
OF THE TRAINING. 6
THAT IS, WHAT ARE THE EXPECTED BUSINESS OUTCOM
ES OF THE TRAINING?
Linking the desire business outcomes with the employee
behavior becomes the second. 5 THERE ARE GENERALLY
MULTIPLE BEHAVIORS THAT ARE ASSOCIATED WITH A
NY DESIRED BUSINESS OUTCOME.
These behaviors are a result of employees knowing what to do,
having the capability to do it and having the motivation to do it.
Identification of trainable competencies and evaluation of the
Competencies is the next step when conducting a needs
analysis.
6
EMPLOYERS SHOULD EVALUATE EACH CRITICAL COMP
ETENCY FROM STEP 2 AND DETERMINE IF EACH
ONE IS SOMETHING THEY EXPECT EMPLOYEES TO POSS
ESS PRIOR TO JOB ENTRY.
5
WITH A TARGETED LIST OF COMPETENCIES IN HAND, E
MPLOYERS SHOULD DETERMINE THE EXTENT
TO WHICH THEIR EMPLOYEES POSSESS THESE. 6
THE MOST OFTEN USED METHODS ARE; COMPETENCY
EVALUATIONS AND TESTS OR ASSESSMENTS.
THE STEPS TAKEN CONDUCTING A NEEDS ANALYSIS.

6
THE TRAINING GOAL SHOULD CORRESPOND TO A BUSI
NESS OBJECTIVE. THIS CAN BE SPECIFIC TO AN
INDIVIDUAL EMPLOYEE, WORK UNIT, DEPARTMENT OR
THE ENTIRE ORGANIZATION.
THE ULTIMATE GOAL OF THE TRAINING SHOULD BE CL
EARLY ARTICULATED AND KEPT IN THE
FOREFRONT TO ENSURE THAT THE ENTIRE NEEDS ANAL
YSIS PROCESS KEEPS THE DESIRED OUTCOMES
IN SIGHT. IT IS BEST FOR AN EMPLOYER TO ANSWER TH
E QUESTION: "HOW WILL WE KNOW THAT THE
TRAINING WORKED?"
EMPLOYERS SHOULD IDENTIFY THE DESIRED CRITICAL
COMPETENCIES, I.E., BEHAVIORS AND
ASSOCIATED KNOWLEDGE, SKILLS, ABILITIES AND PER
SONAL CHARACTERISTICS THAT ARE LINKED TO
DESIRED BUSINESS OUTCOMES. THIS IS USUALLY DONE
THROUGH COLLECTING INFORMATION FROM
SUBJECT MATTER EXPERTS.
DATA COLLECTION MAY TAKE THE FORM OF INTERVIE
WS, FOCUS GROUPS OR SURVEYS. REGARDLESS OF
THE METHOD USED, THE DATA SHOULD RESULT IN A CL
EAR UNDERSTANDING OF HOW IMPORTANT
EACH COMPETENCY IS TO ACHIEVING THE DESIRED BU
SINESS GOAL.
5
NOT EVERY COMPETENCY CAN BE IMPROVED THROUG
H TRAINING. 6 FOR EXAMPLE, A SALES JOB
MAY REQUIRE SALES PEOPLE TO BE OUTGOING AND INI

TIATE CONVERSATIONS WITH TOTAL
STRANGERS. IT IS MORE EFFECTIVE, THEN, FOR AN EMP
LOYER TO HIRE PEOPLE THAT ARE ALREADY
EXTROVERTS THAN TO ATTEMPT TO TRAIN INTROVERT
S TO BE MORE OUTGOING. SIMILARLY, IT MAY BE
MORE EFFECTIVE TO HIRE PEOPLE WITH SPECIALIZED
KNOWLEDGE THAN TO EDUCATE AND TRAIN
THEM.
9
CONTINUATION
Determining performance gaps the next step when conduction of
need analysis is in process.
6
THIS INVOLVES SETTING THAT STANDARD WILL PROVI
DE THE EMPLOYER WITH AN UNDERSTANDING
OF HOW MANY EMPLOYEES FALL ABOVE OR BELOW TH
AT STANDARD. THOSE FALLING BELOW WOULD
BE CONSIDERED TO BE IN NEED OF TRAINING.
The next step is that of prioritizing of training needs.
6
THIS STEP INVOLVES A SITUATION WHERE THE EMPLO
YERS SHOULD ALSO CONSIDER THE
IMPORTANCE OF THE COMPETENCY. TAKEN TOGETHER,
PERVASIVENESS AND IMPORTANCE SHOULD
RESULT IN A LIST OF TRAINING PRIORITIES.
7
DETERMINING HOW TO TRAIN IS THE NEXT STEP WHER
EBY EMPLOYERS SHOULD NOW CONSIDER
HOW BEST TO TRAIN THEIR WORKFORCE THROUGH THE

HELP OF TRAINING PRIORITY LIST.
The last steps when conducting a needs analysis involves
conducting a cost benefit analysis and planning for training
evaluation.
5
REGARDLESS OF THE METHODS USED TO EVALUATE C
OMPETENCIES, INDIVIDUAL EMPLOYEE
RESULTS ARE THEN COMBINED TO ASSESS HOW MANY
EMPLOYEES ARE IN NEED OF IMPROVEMENT IN
PARTICULAR COMPETENCIES.
EMPLOYERS SHOULD AGGREGATE THE DATA IN STEP 6
WITH INFORMATION ON THE PERFORMANCE GAP
PERVASIVENESS. 6
THAT IS, EMPLOYERS SHOULD TOTAL HOW MANY, OR
WHAT PERCENTAGE, OF THE
TARGETED WORKFORCE NEEDS THE TRAINING.
T IS RECOMMENDED THAT EMPLOYERS CONSULT A PRO
FESSIONAL WHO IS WELL VERSED IN ADULT
LEARNING TO HELP DETERMINE THE BEST WAYS EMPL
OYEES CAN ACQUIRE A PARTICULAR
COMPETENCY.
5
THE LAST STEP IN THIS PROCESS IS FOR EMPLOYERS T
O DECIDE HOW THEY WILL KNOW WHETHER
THE TRAINING WORKED. 7
TRAINING IS ONLY EFFECTIVE IF THE MATERIAL IS RE
TAINED AND USED ON
THE JOB. 5
THIS STEP SHOULD INCLUDE AN EVALUATION COMPON

ENT SIMILAR TO HOW THE NEEDS
WERE ASSESSED IN STEP 4 10
7
ON THE BENEFIT SIDE, DIFFERENT TRAINING METHODS
WILL HAVE VARYING DEGREES OF
EFFECTIVENESS.
6
FOR EXAMPLE, WHILE WEB-BASED TRAINING MAY BE
THE LEAST COSTLY, THIS MAY NOT BE THE BEST
WAY FOR EMPLOYEES TO DEVELOP A PARTICULAR SKI
LL.
EMPLOYERS NEED TO STRIKE A BALANCE BETWEEN TH
E COST OF A PARTICULAR TRAINING METHOD
AND ITS ABILITY TO ACHIEVE THE DESIRED RESULTS.
The strategy of defining the future begins by focusing on the
vision, mission, and goals that make the future of your business
an
exciting one.
Depending on who you’re training, and what skills and
knowledge they need to learn, you might consider eLearning
which links to
the business achieving its objectives.
Finding and also filling of gaps through the need analysis
process helps in understanding which are the weakness and
strengths of
the organization.
8

HOW TRAINING LINKS TO THE ORGANIZATIONAL OBJE
CTIVES.
7
WILL HAVE VARYING DEGREES OF
EFFECTIVENESS. 6
THE LEAST COSTLY, THIS MAY
NOT BE THE BEST WAY FOR EMPLOYEES TO DEVELOP A
PARTICULAR SKILL.
Depending on who you’re training, and what skills and
knowledge they need to learn, you might consider eLearning
which links to
the business achieving its objectives.
Finding and also filling of gaps through the need analysis
process helps in understanding which are the weakness and
strengths of
the organization.
11
Upon successful completion of training, trainees will
understand the importance of consistently and skillfully using
critical thinking
to comprehend situations, issues, and problems they confront.
The trainees will be able to identify the elements of reasoning
when thinking about personal, professional, and civic situations,
issues, and problems.
This involves its purpose, the questions to be answered or

problems to be solved, the requisite information or evidence
required,
inferences made and assumptions they are based on, concepts
and principles being used, implications or consequences of the
reasoning, and points of view or frames of reference being used.
Skillfully use the universal intellectual standards of clarity,
accuracy, relevance, precision, logicality, breadth, depth,
completeness,
significance, and fairness to assess and evaluate the quality of
reasoning used when considering each the elements of reasoning
in
the first objective.
MEASURABLE COURSE OBJECTIVES (FROM INPUT
OBJECTIVES THROUGH IMPACT OBJECTIVES)
The trainees will be able to identify the elements of reasoning
when thinking about personal, professional, and civic situations,
issues, and problems.
This involves its purpose, the questions to be answered or
problems to be solved, the requisite information or evidence
required,
inferences made and assumptions they are based on, concepts
and principles being used, implications or consequences of the
reasoning, and points of view or frames of reference being used.
12
Upon successful completion of the training process, trainees
will know how to become involved and act responsibly and with
informed awareness of contemporary issues in a community and
to develop leadership abilities.

Also the will get to understand how to assess their own
knowledge and skills in thinking about and acting on local
issues.
These issues involve analyzing the community issues and
developing of strategies for informed response;
Evaluate personal and organizational characteristics, skills, and
strategies that facilitate accomplishment of mutual goals and;
Apply their developing citizenship skills in a community
setting.
CONTINUATION
Upon successful completion of the training process, trainees
will know how to become involved and act responsibly and with
informed awareness of contemporary issues in a community and
to develop leadership abilities.
Also the will get to understand how to assess their own
knowledge and skills in thinking about and acting on local
issues.
Evaluate personal and organizational characteristics, skills, and
strategies that facilitate accomplishment of mutual goals and;
Apply their developing citizenship skills in a community
setting.
13
Lynton, R. P., & Pareek, U. (2010). 5
TRAINING FOR DEVELOPMENT(NO. Ed. 2). Kumarian
Press.

Noe, R. A., & Peacock, M. (2012). 5
EMPLOYEE TRAINING AND DEVELOPMENT.
McNamara, C. (2017). 5
EMPLOYEE TRAINING AND DEVELOPMENT: Reasons and
benefits. Authenticity Consulting,
LLC.
Obisi, C. (2011). Employee training and development in
Nigerian organizations: Some observations and agenda for
research.
Australian Journal of Business and Management Research, 1(9),
82.
REFERENCES
Citations (8/8)
Matched Text
1 ProQuest Document
2 Another user's paper
3 Another student's paper
5 https://www.xperthr.com/how-to/how-to-conduct-a-training-
needs-analysis/6716/

Suspected Entry: 97% match
Uploaded - TRAININGPROCESSMODEL.. (1).pptx
TRAINING IS A LEARNING PROCESS THAT INVOLVES
THE
ACQUISITION OF KNOWLEDGE, SHARPENING OF SKILLS,
CONCEPTS,
RULES, OR CHANGING OF ATTITUDES AND
BEHAVIOURS TO
ENHANCE THE PERFORMANCE OF EMPLOYEES
Source - ProQuest Document
Introduction Training is a learning process that involves the
acquisition of
knowledge, sharpening of skills, concepts, rules, or changing of
attitudes
and behaviours to enhance the performance of employees
TRAINING IS A LEARNING PROCESS THAT INVOLVES
THE
ACQUISITION OF KNOWLEDGE, SHARPENING OF SKILLS,
CONCEPTS,
RULES, OR CHANGING OF ATTITUDES AND
BEHAVIOURS TO
ENHANCE THE PERFORMANCE OF EMPLOYEES

Source - ProQuest Document
Introduction Training is a learning process that involves the
acquisition of
knowledge, sharpening of skills, concepts, rules, or changing of
attitudes
and behaviours to enhance the performance of employees
NEEDS ANALYSIS IS WHERE THE NEED FOR THE
TRAINING IS
STUDIED
Source - Another user's paper
Analysis stands for needs analysis, where the need for the
training is studied
Uploaded - TRAININGPROCESSMODEL.. (1).pptx Source -
Another user's paper
Design is the phase where the training program is outlined and
planned
IS
OUTLINED AND PLANNED

DEVELOPMENT IS WHERE THE TRAINING IS ROLLED
OUT TO THE
FIELD IN WHATEVER FORM THE DESIGN PHASE
STIPULATED
Development is where the training is rolled out to the field in
whatever form
the design phase stipulated
EVALUATION CONCLUDES THE PROCESS AND
MEASURES HOW
EFFECTIVE THE TRAINING PROGRAM WAS AT
ACHIEVING ITS GOALS
Evaluation concludes the process and measures how effective
the training
program was at achieving its goals
ANALYSIS STANDS FOR NEEDS ANALYSIS, WHERE THE
NEED FOR
THE TRAINING IS STUDIED
training is studied

IS
OUTLINED AND PLANNED
Design is the phase where the training program is outlined and
planned
DEVELOPMENT IS WHERE THE TRAINING IS ROLLED
OUT TO THE
FIELD IN WHATEVER FORM THE DESIGN PHASE
STIPULATED
Development is where the training is rolled out to the field in
whatever form
the design phase stipulated
EVALUATION CONCLUDES THE PROCESS AND
MEASURES HOW
EFFECTIVE THE TRAINING PROGRAM WAS AT

ACHIEVING ITS GOALS
Evaluation concludes the process and measures how effective
the training
program was at achieving its goals
ANALYSIS IS THE FIRST PHASE OF THE TRAINING
MODEL
Analysis is the first phase of the training model
OF A
TRAINING PROBLEM AND BEGIN SEEKING ANSWERS
WHILE
PROPOSING A SOLUTION
During this phase, trainers analyze all aspects of a training
problem and
begin seeking answers while proposing a solution

ARE CREATED,
AND FIRST OUTLINES OF THE TRAINING PROGRAM
BEGIN TO TAKE
SHAPE
Timelines are established, training objectives are created, and
first outlines of
the training program begin to take shape
POTENTIAL CAUSES AND POSSIBLE SOLUTIONS ARE
EXPLORED,
AND INITIAL BUDGETS ARE PROPOSED
Potential causes and possible solutions are explored, and initial
budgets are
proposed
NEEDS ANALYSIS IS WHERE THE NEED FOR THE
TRAINING IS
STUDIED

training is studied
BARRIERS TO SUCCESS ARE INVESTIGATED, AND THE
TARGET
AUDIENCE IS ANALYZED
Barriers to success are investigated, and the target audience is
analyzed
GREAT TRAINING SOLUTIONS MUST BEGIN WITH
ANALYSIS
Great training solutions must begin with analysis
ANALYSIS IS THE FIRST PHASE OF THE TRAINING
MODEL
Analysis is the first phase of the training model

OF A
TRAINING PROBLEM AND BEGIN SEEKING ANSWERS
WHILE
PROPOSING A SOLUTION
During this phase, trainers analyze all aspects of a training
problem and
begin seeking answers while proposing a solution
ARE CREATED,
AND FIRST OUTLINES OF THE TRAINING PROGRAM
BEGIN TO TAKE
SHAPE
Timelines are established, training objectives are created, and
first outlines of
the training program begin to take shape

POTENTIAL CAUSES AND POSSIBLE SOLUTIONS ARE
EXPLORED,
AND INITIAL BUDGETS ARE PROPOSED
Potential causes and possible solutions are explored, and initial
budgets are
proposed
BARRIERS TO SUCCESS ARE INVESTIGATED, AND THE
TARGET
AUDIENCE IS ANALYZED
Barriers to success are investigated, and the target audience is
analyzed
GREAT TRAINING SOLUTIONS MUST BEGIN WITH
ANALYSIS
Great training solutions must begin with analysis

DESIGN IS THE PHASE OF THE TRAINING MODEL WHERE
LEARNING
OBJECTIVES AND OUTCOMES ARE DETERMINED
Design is the phase of the training model where learning
objectives and
outcomes are determined
THE CORE OF THE POTENTIAL TRAINING SOLUTION IS
CREATED AND
EXPLORED
The core of the potential training solution is created and
explored
STORYBOARDS AND INITIAL PROTOTYPES OF THE
TRAINING
SOLUTION ARE PROPOSED AND REVIEWED WITH THE
CLIENT
Storyboards and initial prototypes of the training solution are
proposed and
reviewed with the client

FEEDBACK IS RECEIVED, AND INITIAL TRAINING
SOLUTIONS BEGIN
TO TAKE SHAPE
Feedback is received, and initial training solutions begin to take
shape
TYPES OF TRAINING SOLUTIONS, CLASSROOM, WEB-
BASED AND
BLENDED LEARNING PROGRAMS ARE DISCUSSED AND
EXPLORED
Types of training solutions, classroom, web-based and blended
learning
programs are discussed and explored
MUCH LIKE AN ARCHITECT'S RENDERINGS, THE
BLUEPRINT FOR
YOUR TRAINING SOLUTION BEGINS TO TAKE SHAPE

Much like an architect's renderings, the blueprint for your
training solution
begins to take shape
DESIGN IS THE PHASE OF THE TRAINING MODEL WHERE
LEARNING
OBJECTIVES AND OUTCOMES ARE DETERMINED
Design is the phase of the training model where learning
objectives and
outcomes are determined
THE CORE OF THE POTENTIAL TRAINING SOLUTION IS
CREATED AND
EXPLORED
The core of the potential training solution is created and
explored

STORYBOARDS AND INITIAL PROTOTYPES OF THE
TRAINING
SOLUTION ARE PROPOSED AND REVIEWED WITH THE
CLIENT
Storyboards and initial prototypes of the training solution are
proposed and
reviewed with the client
FEEDBACK IS RECEIVED, AND INITIAL TRAINING
SOLUTIONS BEGIN
TO TAKE SHAPE
Feedback is received, and initial training solutions begin to take
shape
TYPES OF TRAINING SOLUTIONS, CLASSROOM, WEB-
BASED AND
BLENDED LEARNING PROGRAMS ARE DISCUSSED AND
EXPLORED
Types of training solutions, classroom, web-based and blended
learning
programs are discussed and explored

MUCH LIKE AN ARCHITECT'S RENDERINGS, THE
BLUEPRINT FOR
YOUR TRAINING SOLUTION BEGINS TO TAKE SHAPE
Much like an architect's renderings, the blueprint for your
training solution
begins to take shape
DEVELOPMENT IS THE PHASE OF THE TRAINING DESIGN
MODEL
WHERE THE TRAINING PROGRAM IS CREATED AND
WRITTEN
Development is the phase of the training design model where
the training
program is created and written
WHETHER THE PROGRAM IS CLASSROOM-BASED OR
DESIGNED TO
BE TAKEN ONLINE, MATERIALS ARE CREATED AND

PRODUCED IN
THIS PHASE
Whether the program is classroom-based or designed to be taken
online,
materials are created and produced in this phase
THE DESIGN PHASE PRODUCED THE OUTLINE OR
BLUEPRINT, BUT IT
IS IN THIS PORTION OF THE TRAINING MODEL WHERE
EVERYTHING
COMES TOGETHER IN PRODUCTION
The design phase produced the outline or blueprint, but it is in
this portion of
the training model where everything comes together in
production
SUPPORTING MATERIALS ARE PRODUCED, TRAINERS
ARE TRAINED,
AND THE TARGET AUDIENCE IS NOTIFIED OF THE
TRAINING DATES
Supporting materials are produced, trainers are trained, and the
target

audience is notified of the training dates
DEVELOPMENT IS THE PHASE OF THE TRAINING DESIGN
MODEL
WHERE THE TRAINING PROGRAM IS CREATED AND
WRITTEN
Development is the phase of the training design model where
the training
program is created and written
WHETHER THE PROGRAM IS CLASSROOM-BASED OR
DESIGNED TO
BE TAKEN ONLINE, MATERIALS ARE CREATED AND
PRODUCED IN
THIS PHASE
Whether the program is classroom-based or designed to be taken
online,
materials are created and produced in this phase

THE DESIGN PHASE PRODUCED THE OUTLINE OR
BLUEPRINT, BUT IT
IS IN THIS PORTION OF THE TRAINING MODEL WHERE
EVERYTHING
COMES TOGETHER IN PRODUCTION
The design phase produced the outline or blueprint, but it is in
this portion of
the training model where everything comes together in
production
SUPPORTING MATERIALS ARE PRODUCED, TRAINERS
ARE TRAINED,
AND THE TARGET AUDIENCE IS NOTIFIED OF THE
TRAINING DATES
Supporting materials are produced, trainers are trained, and the
target
audience is notified of the training dates
YOUR TRAINING PROGRAM IS DELIVERED TO YOUR
EMPLOYEES IN
THE IMPLEMENTATION PHASE OF THE TRAINING

MODEL
Your training program is delivered to your employees in the
implementation
phase of the training model
CLASSES ARE TAUGHT OR TAKEN ONLINE
Classes are taught or taken online
STUDENTS RECEIVE THEIR TRAINING AND PRACTICE
HOW TO USE
THEIR NEW SKILLS
Students receive their training and practice how to use their new
skills
MATERIALS AND TRAINING PRODUCTS ARE
DISTRIBUTED TO
PARTICIPANTS, AND CLASSES BEGIN

Materials and training products are distributed to participants,
and classes
begin
BEGINS TO
TAKE SHAPE IN YOUR COMPANY
Initial results are measured, and the program begins to take
shape in your
company
PROPERLY,
IMPLEMENTATION RUNS SMOOTHLY AND THE
TRAINING IS TAKEN
AND RECEIVED AS IT WAS INTENDED
If the preceding phases are conducted properly, implementation
runs
smoothly and the training is taken and received as it was
intended

YOUR TRAINING PROGRAM IS DELIVERED TO YOUR
EMPLOYEES IN
THE IMPLEMENTATION PHASE OF THE TRAINING
MODEL
Your training program is delivered to your employees in the
implementation
phase of the training model
CLASSES ARE TAUGHT OR TAKEN ONLINE
Classes are taught or taken online
STUDENTS RECEIVE THEIR TRAINING AND PRACTICE
HOW TO USE
THEIR NEW SKILLS
Students receive their training and practice how to use their new
skills

MATERIALS AND TRAINING PRODUCTS ARE
DISTRIBUTED TO
PARTICIPANTS, AND CLASSES BEGIN
Materials and training products are distributed to participants,
and classes
begin
BEGINS TO
TAKE SHAPE IN YOUR COMPANY
Initial results are measured, and the program begins to take
shape in your
company
PROPERLY,
IMPLEMENTATION RUNS SMOOTHLY AND THE
TRAINING IS TAKEN
AND RECEIVED AS IT WAS INTENDED

If the preceding phases are conducted properly, implementation
runs
smoothly and the training is taken and received as it was
intended
EVALUATION COMPLETES THE TRAINING MODEL
Evaluation completes the training model
MEASURING THE RESULTS OF YOUR TRAINING
PROGRAM BEGINS
DURING THE IMPLEMENTATION PHASE
Measuring the results of your training program begins during
the
implementation phase
LEARNING IS MEASURED AFTER EACH CLASS, AND

RESULTS ARE
ANALYZED
Learning is measured after each class, and results are analyzed
EVALUATION OF THE ENTIRE PROGRAM IS CONDUCTED
AFTER ALL
THE TRAINING IS COMPLETED
Evaluation of the entire program is conducted after all the
training is
completed
MEASUREMENTS AND FEEDBACK DETERMINE
WHETHER
ADJUSTMENTS TO THE INITIAL DESIGN ARE NEEDED,
AND RESULTS
ARE REVIEWED WITH THE CLIENT
Measurements and feedback determine whether adjustments to
the initial
design are needed, and results are reviewed with the client

STUDENTS ARE CONTACTED AND INSTRUCTORS,
DESIGNERS,
DEVELOPERS AND ANYONE INVOLVED WITH THE
PROGRAM MEET
FOR A "LESSONS LEARNED"
Students are contacted and instructors, designers, developers
and anyone
involved with the program meet for a "lessons learned"
EVALUATION COMPLETES THE TRAINING MODEL
Evaluation completes the training model
MEASURING THE RESULTS OF YOUR TRAINING
PROGRAM BEGINS
DURING THE IMPLEMENTATION PHASE
Measuring the results of your training program begins during
the
implementation phase

LEARNING IS MEASURED AFTER EACH CLASS, AND
RESULTS ARE
ANALYZED
Learning is measured after each class, and results are analyzed
EVALUATION OF THE ENTIRE PROGRAM IS CONDUCTED
AFTER ALL
THE TRAINING IS COMPLETED
Evaluation of the entire program is conducted after all the
training is
completed
MEASUREMENTS AND FEEDBACK DETERMINE
WHETHER
ADJUSTMENTS TO THE INITIAL DESIGN ARE NEEDED,
AND RESULTS
ARE REVIEWED WITH THE CLIENT

Measurements and feedback determine whether adjustments to
the initial
design are needed, and results are reviewed with the client
STUDENTS ARE CONTACTED AND INSTRUCTORS,
DESIGNERS,
DEVELOPERS AND ANYONE INVOLVED WITH THE
PROGRAM MEET
FOR A "LESSONS LEARNED"
Students are contacted and instructors, designers, developers
and anyone
involved with the program meet for a "lessons learned"
IMMEDIATELY AFTER THE PROGRAM AND SOME
PERIOD LATER FOR
EXAMPLE SIX MONTHS
Source - Another student's paper
‘1) immediately after the program and 2) some period later

THE MODEL THEN BEGINS AGAIN
The model then begins again
THE MODEL THEN BEGINS AGAIN
The model then begins again
BEFORE A TRAINING NEEDS ANALYSIS CAN BEGIN, THE
EMPLOYER
NEEDS TO ARTICULATE THE GOAL OF THE TRAINING
Source - https://www.xperthr.com/how-to/how-to-conduct-a-
training-
Before a training needs analysis can begin, the employer needs
to articulate
the goal of the training

THERE ARE GENERALLY MULTIPLE BEHAVIORS THAT
ARE
ASSOCIATED WITH ANY DESIRED BUSINESS OUTCOME
training-
There are generally multiple behaviors that are associated with
any desired
business outcome
WITH A TARGETED LIST OF COMPETENCIES IN HAND,
EMPLOYERS
SHOULD DETERMINE THE EXTENT TO WHICH THEIR
EMPLOYEES
POSSESS THESE
training-
With a targeted list of competencies in hand, employers should
determine
the extent to which their employees possess these
NOT EVERY COMPETENCY CAN BE IMPROVED
THROUGH TRAINING

training-
Not every competency can be improved through training
REGARDLESS OF THE METHODS USED TO EVALUATE
COMPETENCIES, INDIVIDUAL EMPLOYEE RESULTS ARE
THEN
training-
Regardless of the methods used to evaluate competencies,
individual
employee results are then combined to assess how many
employees are in
need of improvement in particular competencies
COMBINED TO ASSESS HOW MANY EMPLOYEES ARE IN
NEED OF
IMPROVEMENT IN PARTICULAR COMPETENCIES
EMPLOYERS SHOULD AGGREGATE THE DATA IN STEP 6
WITH
INFORMATION ON THE PERFORMANCE GAP
PERVASIVENESS

training-
Employers should aggregate the data in Step 6 with information
on the
performance gap pervasiveness
THE LAST STEP IN THIS PROCESS IS FOR EMPLOYERS TO
DECIDE
HOW THEY WILL KNOW WHETHER THE TRAINING
WORKED
training-
The last step in this process is for employers to decide how they
will know
whether the training worked
THIS STEP SHOULD INCLUDE AN EVALUATION
COMPONENT SIMILAR
TO HOW THE NEEDS WERE ASSESSED IN STEP 4 10
training-
This step should include an evaluation component similar to

how the needs
were assessed in Step 4
TRAINING FOR DEVELOPMENT(NO
training-
Training and Development
EMPLOYEE TRAINING AND DEVELOPMENT
training-
EMPLOYEE TRAINING AND DEVELOPMENT
training-

THAT IS, WHAT ARE THE EXPECTED BUSINESS
OUTCOMES OF THE
TRAINING
That is, what are the expected business outcomes of the training
EMPLOYERS SHOULD EVALUATE EACH CRITICAL
COMPETENCY
FROM STEP 2 AND DETERMINE IF EACH ONE IS
SOMETHING THEY
EXPECT EMPLOYEES TO POSSESS PRIOR TO JOB ENTRY
Employers should evaluate each critical competency from Step
2 and
determine if each one is something they expect employees to
possess prior
to job entry

THE MOST OFTEN USED METHODS ARE
The most often used methods are
COMPETENCY EVALUATIONS AND TESTS OR
ASSESSMENTS
and Tests or assessments
THE TRAINING GOAL SHOULD CORRESPOND TO A
BUSINESS
OBJECTIVE
The training goal should correspond to a business objective
THIS CAN BE SPECIFIC TO AN INDIVIDUAL EMPLOYEE,
WORK UNIT,
DEPARTMENT OR THE ENTIRE ORGANIZATION

This can be specific to an individual employee, work unit,
department or the
entire organization
THE ULTIMATE GOAL OF THE TRAINING SHOULD BE
CLEARLY
ARTICULATED AND KEPT IN THE FOREFRONT TO
ENSURE THAT THE
ENTIRE NEEDS ANALYSIS PROCESS KEEPS THE DESIRED
OUTCOMES
IN SIGHT
The ultimate goal of the training should be clearly articulated
and kept in the
forefront to ensure that the entire needs analysis process keeps
the desired
outcomes in sight
IT IS BEST FOR AN EMPLOYER TO ANSWER THE
QUESTION
It is best for an employer to answer the question

"HOW WILL WE KNOW THAT THE TRAINING WORKED?"
"How will we know that the training worked?"
EMPLOYERS SHOULD IDENTIFY THE DESIRED CRITICAL
COMPETENCIES, I.E., BEHAVIORS AND ASSOCIATED
KNOWLEDGE,
SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS
THAT ARE
LINKED TO DESIRED BUSINESS OUTCOMES
At this step in the process, employers should identify the
desired critical
competencies, i.e., behaviors and associated knowledge, skills,
abilities and
personal characteristics that are linked to desired business
outcomes
THIS IS USUALLY DONE THROUGH COLLECTING
INFORMATION FROM
SUBJECT MATTER EXPERTS

This is usually done through collecting information from
subject matter
experts
DATA COLLECTION MAY TAKE THE FORM OF
INTERVIEWS, FOCUS
GROUPS OR SURVEYS
Data collection may take the form of interviews, focus groups
or surveys
REGARDLESS OF THE METHOD USED, THE DATA
SHOULD RESULT IN
A CLEAR UNDERSTANDING OF HOW IMPORTANT EACH
COMPETENCY
IS TO ACHIEVING THE DESIRED BUSINESS GOAL
Regardless of the method used, the data should result in a clear
understanding of how important each competency is to
achieving the
desired business goal

FOR EXAMPLE, A SALES JOB MAY REQUIRE SALES
PEOPLE TO BE
OUTGOING AND INITIATE CONVERSATIONS WITH
TOTAL STRANGERS
For example, a sales job may require sales people to be
outgoing and initiate
conversations with total strangers
IT IS MORE EFFECTIVE, THEN, FOR AN EMPLOYER TO
HIRE PEOPLE
THAT ARE ALREADY EXTROVERTS THAN TO ATTEMPT
TO TRAIN
INTROVERTS TO BE MORE OUTGOING
It is more effective, then, for an employer to hire people that
are already
extroverts than to attempt to train introverts to be more
outgoing
SIMILARLY, IT MAY BE MORE EFFECTIVE TO HIRE
PEOPLE WITH
SPECIALIZED KNOWLEDGE THAN TO EDUCATE AND

TRAIN THEM
Similarly, it may be more effective to hire people with
specialized knowledge
than to educate and train them
THIS INVOLVES SETTING THAT STANDARD WILL
PROVIDE THE
EMPLOYER WITH AN UNDERSTANDING OF HOW MANY
EMPLOYEES
FALL ABOVE OR BELOW THAT STANDARD
Setting that standard will provide the employer with an
understanding of how
many employees fall above or below that standard
THOSE FALLING BELOW WOULD BE CONSIDERED TO BE
IN NEED OF
TRAINING
Those falling below would be considered to be in need of
training

THIS STEP INVOLVES A SITUATION WHERE THE
EMPLOYERS SHOULD
ALSO CONSIDER THE IMPORTANCE OF THE
COMPETENCY
Employers should also consider the importance of the
competency (see Step
2)
TAKEN TOGETHER, PERVASIVENESS AND IMPORTANCE
SHOULD
RESULT IN A LIST OF TRAINING PRIORITIES
Taken together, pervasiveness and importance should result in a
list of
training priorities
THAT IS, EMPLOYERS SHOULD TOTAL HOW MANY, OR
WHAT
PERCENTAGE, OF THE TARGETED WORKFORCE NEEDS
THE

That is, employers should total how many, or what percentage,
of the
targeted workforce needs the training
TRAINING
T IS RECOMMENDED THAT EMPLOYERS CONSULT A
PROFESSIONAL
WHO IS WELL VERSED IN ADULT LEARNING TO HELP
DETERMINE
THE BEST WAYS EMPLOYEES CAN ACQUIRE A
PARTICULAR
COMPETENCY
It is recommended that employers consult a professional who is
well versed
in adult learning to help determine the best ways employees can
acquire a
particular competency
THE LEAST
COSTLY, THIS MAY NOT BE THE BEST WAY FOR
EMPLOYEES TO

DEVELOP A PARTICULAR SKILL
For example, while web-based training may be the least costly,
this may not
be the best way for employees to develop a particular skill
EMPLOYERS NEED TO STRIKE A BALANCE BETWEEN
THE COST OF A
PARTICULAR TRAINING METHOD AND ITS ABILITY TO
ACHIEVE THE
DESIRED RESULTS
Employers need to strike a balance between the cost of a
particular training
method and its ability to achieve the desired results
THE LEAST
COSTLY, THIS MAY NOT BE THE BEST WAY FOR
EMPLOYEES TO
DEVELOP A PARTICULAR SKILL
For example, while web-based training may be the least costly,

this may not
be the best way for employees to develop a particular skill
DETERMINING HOW TO TRAIN IS THE NEXT STEP
WHEREBY
EMPLOYERS SHOULD NOW CONSIDER HOW BEST TO
TRAIN THEIR
WORKFORCE THROUGH THE HELP OF TRAINING
PRIORITY LIST
Determine How to Train - Using the training priority list,
employers should
now consider how best to train their workforce
TRAINING IS ONLY EFFECTIVE IF THE MATERIAL IS
RETAINED AND
USED ON THE JOB
Training is only effective if the material is retained and used on
the job

WILL HAVE
VARYING DEGREES OF EFFECTIVENESS
On the benefit side, different training methods will have
varying degrees of
effectiveness

A training process usually begins with a triggering event..docx

Recommended

Recommended

More Related Content

Similar to A training process usually begins with a triggering event..docx

Similar to A training process usually begins with a triggering event..docx (20)

More from bartholomeocoombs

More from bartholomeocoombs (20)

Recently uploaded

Recently uploaded (20)

A training process usually begins with a triggering event..docx