The document outlines the typical training cycle which includes 4 steps: 1) conducting a needs analysis to identify training needs at the organizational, job, and individual level, 2) designing and developing the training program using various training methods and considering how people learn, 3) delivering the training, and 4) evaluating the training using Kirkpatrick's 4 levels which measure reaction, learning, behavior, and results.

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2. Outline
Training & Development
Training Cycle
Step 1: Needs Analysis (Needs Assessment)
Step 2: Design & Develop Training Program
Step 3: Deliver the Training
Step 4: Training Evaluation
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3. Training & Development
What is training? What is development?
Training: enhances the capabilities of an employee to
perform his or her current job
Focuses on the current job
 Examples for a bank teller:
 Training program to correctly identify counterfeit currency
 Training program in the bank’s new computer system used by
tellers to process customer’s transactions
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4. Training & Development
Development: enhances the capabilities of an
employee to be ready to perform possible future jobs
Focuses on future jobs
 Developmental education programs
 Examples for a bank teller:
 Bank sends the teller to a day-long workshop on “Emerging
Issues in Finance & Banking”
 Bank pays for the employee to get his or her MBA degree
 Developmental job experiences
 Examples: job rotation or job enlargement
 Developmental interpersonal relationships
 Example: mentoring
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5. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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6. Step 1: Needs Analysis/Assessment
Goal of needs analysis: Identify training needs
Needs Analysis:
3 Levels of Needs Analysis:
 Organizational analysis
 Job and task analysis
 Individual analysis
Training Objectives
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7. Needs Analysis
3 Levels of Needs Analysis:
Organizational analysis: What are the training needs of the
organization?
 What training will support the organization’s strategy?
 Example: Internal growth strategy (growth from new products or
new markets) would be supported by training in:
 Creative thinking
 New product development
 Understanding & evaluating potential new markets
 Technical competence in jobs
 Example: What are the training needs for other strategies?
 Low-cost leadership, focused (niche) concentration, external
growth (mergers & acquisitions), downsizing & divesting
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8. Needs Analysis
3 Levels of Needs Analysis (more):
Organizational analysis (more)
 What training will support the organization’s culture, goals,
& priorities?
 Some organization’s emphasize training more than others
 Learning organization: use training linked to strategic goals
as a source of competitive advantage
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9. Needs Analysis
3 Levels of Needs Analysis (more):
Organizational analysis (more)
 Use benchmarks of organizational health & success to identify
training needs
 General examples:
 Headcount
 Productivity
 Costs
 Quality
 Specific examples for an airline:
 On-time rates
 Lost baggage rates
 Employee injury rates
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10. Needs Analysis
3 Levels of Needs Analysis (more):
Job and task analysis: What are the training needs of
each job in the organization?
 Examine the job descriptions:
 What tasks & duties are performed by each job?
 For each task:
 Do new hires already know how to perform the task or will
they have to be trained? (Helps to identify training needs)
 What are the consequences of performing the task
incorrectly? (Helps to set training priorities)
 Can the task be learned on the job, or should it be taught
off the job? (Helps to identify training methods)
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11. Needs Analysis
3 Levels of Needs Analysis (more):
Individual analysis: What are the training needs of each
individual employee in the organization?
 Examine each employee’s performance appraisal
 Do certain employees, or groups of employees, have job
performance that might be improved by training that is cost-
effective?
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12. Needs Analysis
Training Objectives: Use the 3 levels of needs analysis
to establish the training objectives for the training
program
Training objectives answer the question: What will
employees be able to do as a consequence of the
training?
 Make the training objectives specific, concrete, & measurable
 Example for a bank teller training program in detecting
counterfeit currency:
 Identify counterfeit currency correctly 100% of the time
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13. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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14. Step 2: Design & Develop Training
Program
3 Stages of Learning: Design the training program to
move employees up to Stage 3
Stage 1: Declarative knowledge (cognitive phase)
 Learn facts & concepts
 High demands on memory & attention
 Performance is slow & halting
 Errors are common
Stage 2: Knowledge compilation (associative phase)
 Performance begins to improve
 Reduced concentration is required
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15. Design & Develop Training
Program
3 Stages of Learning (more):
Stage 3: Procedural knowledge (autonomous phase)
 Performance becomes automatic
 Performance is fluid & correct
 Little conscious concentration is required
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16. Design & Develop Training
Program
Training Methods: decide which training method to use
On-the-job training (OJT): training is at the actual work site
using the actual work equipment
 Advantages:
 The training setting and the work setting are the same
 May reduce costs: avoid the cost of a separate training facility
 Enhances trainee motivation: job-relevancy of training is more
obvious to the trainees
 Disadvantages:
 May be disruptive to normal operations
 May have more distractions that interfere with learning
 May have safety concerns
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17. Design & Develop Training
Program
Training Methods (more):
Off-the-job training: training takes place off the job at a
training facility designed for training
 Advantages:
 Avoids disruptions to normal operations
 Minimizes distractions
 Avoids safety concerns
 Disadvantages:
 Differences between the training setting and the work setting
 Costs may be higher due to the cost of the training facility
 Trainee motivation may be reduced because the job-relevancy
of the training is not as obvious
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18. Design & Develop Training
Program
Training Methods (more):
Off-the-job training (more):
 Off-the-job training techniques:
 Lectures
 Discussions
 Cases
 Role-plays
 Simulations
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19. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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20. Step 4: Training Evaluation
4 Levels of Evaluation
(Kirkpatrick, 1983)
Level 1: Reaction: measure
the satisfaction of the
trainees with the training
program
 Satisfaction questionnaire
Level 2: Learning: measure
how much the trainees
have learned
 Written tests
 Performance tests
 Simulation tests
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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21. Step 4: Training Evaluation
4 Levels of Evaluation (more)
Level 3: Behavior: measure
the trainees’ job
performance back on their
jobs
 Performance appraisals
Level 4: Results: measure the
impact on the organization
 Profits
 Costs
 Productivity
 Quality
 Injury rates, etc.
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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22. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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23. Outline
Training & Development
Training Cycle
Step 1: Needs Analysis (Needs Assessment)
Step 2: Design & Develop Training Program
Step 3: Deliver the Training
Step 4: Training Evaluation
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