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Training Process Framework
The document provides an overview of a training process framework that defines key processes for managing a training organization. It includes 8 functional groups (administration, strategic planning, client relationship management, etc.) and associated processes. For example, administration processes include strategic planning, financial billing, and reporting/metrics. Content processes relate to creating and managing content through instructional design, content development and curation. Delivery processes cover trainer recruitment and development, instruction, and classroom/facilities support. The framework is intended to assist training specialists and managers in understanding the inherent processes for effectively managing a training organization.
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Training Process Framework
- 1. Training Process Framework HENRY JOHNNUEVA A Basic Guideline + Process Templates Document Version 1. Copyright. All rights reserved
- 2. Continuous Improvement Access toInternal & External Resources Strategic and Systematic Customer Centricity Leverage Learning ManagementTechnology Quality KEY ELEMENTS
- 3. Training Process Framework Modelthat defines associated with managing a training group or organization…
- 4. OVERVIEW The Training ProcessFramework is created with the purpose of assisting specialists & managers of training organizations with understanding what processes were inherent in managing a training organization. Vendor Management was added to recognize that training organizations must manage this process when sourcing training services from external suppliers. This addition also signified the growth and strategic importance of sourcing for training services. Also, Collaboration Platforms and Content Curation were added to recognize the growing emphasis organizations are putting on informal and social learning. Collaboration Platform Management involves how training organizations use and manage social media tools for training. Content Curation is the process of managing the aggregation of content into learning portals.
- 5. CONTENTS FUNCTIONAL GROUP APROCESS DEFINITION Administration * Strategic Planning * Client Relationship Management * Scheduling and Registration * Financial and Billing * Training, Assessments and Testing * Vendor Management * Reporting and Metrics * Materials Fulfillment
- 6. ADMINISTRATION • Administration processesare those associated with managing the logistics and day-to-day operations of a training function
- 7. STRATEGIC PLANNING • Theprocess of understanding and identifying learner’s needs as related to the overall business objectives
- 8. CLIENT RELATIONSHIP MANAGEMENT •The process involves working with groups, colleagues, and business management to identify needs, communicate strategy and/or assist in problem resolution.
- 9. SCHEDULING & REGISTRATION •This process involves scheduling, registering, enrolling and recording necessary information on learners planning to attend an upcoming learning event, as well as coordinating the logistics associated with the delivery of learning programs, assignment of instructors, provision for facilities and equipment, and communications with students. (See separate presentation for scheduling tools)
- 10. FINANCIAL & BILLING •The process for departmental and corporate charge-backs including bonds, budgets as well as billings and payables to external sources for training activities.
- 11. TRAINING, ASSESSMENTS &TESTING •This process involves testing training participants and evaluating training programs.
- 12. Training Development Process(Generic) Review/Revise Job Aids and other support materials Run skills assessments based on Job Aids Supervisor prioritizes skill gaps SuperviseTA and analyze results Supervisor identifies potential trainers for skills PHASE I Assessment Skills arrange into classes Determine training method and resources Determine transactions for classes Supervisor approves training plan PHASE II Curriculum Development Send invites to classes Training materials, venue and facilities set up Sends attendance records Runs classes and keeps attendance Enters training data in LMS PHASE III Logistics Prepare certification forms Run certification to users PHASE IV Certification Develop course materials Send completed Certification Forms Records certification
- 13. VENDOR MANAGEMENT • Thisprocess includes the identification, qualification, sourcing, and management of third-party training vendors. (See separate presentation forVendor Management)
- 15. REPORTING AND METRICS •This process includes strategic measurement and reporting on the performance of the training organization.
- 16. Training Scorecard: KPIEffectiveness Applying Kirkpatrick Levels Model. 1.Reaction (after training feedback) 2.Learning (what was learned) 3.Behavior (what was applied in practice) 4.Impact (performance results achieved; effectiveness)
- 17. Training Scorecard: DesignStrategy Level LEVEL 1: Reaction – Getting idea about how engaging this training was At this level we need to get an after-training feedback that will help to get an idea about how engaging this training was. Some questions could give some data for the indicators: 1. How do you feel about the training? (negative, neutral, positive). 2.Would you recommend this training to your colleagues? 3. Do you want to repeat this training in the future?
- 18. Training Scorecard: DesignStrategy Level LEVEL 2: Learning – How well the trainees or participants understood the material The easiest way to quantify learning outcomes is to conduct a final test that will show how well the students understood the material. The metrics could be: * Exam pass rate, % * Average exam score, % * Before/after training test results The learning outcomes can be tested in different ways. For example, instead of using a simple test one can ask trainees to practice something that was learned. Respectively, the practice-related indicators will need to be implemented. In this way we are not only testing, but helping students to establish new behavior patterns.
- 19. Training Scorecard: DesignStrategy Level LEVEL 3: Behavior – Find a certain change in the behavior patterns The quantification is this case depends on the nature of the process. In some cases the indicators of new behavior will be as specific as: Time reduction achieved, %. If the goal of the training was to do something more effectively or simply faster, then you might track it by a KPI. Cost reduction achieved, %. If the goal of the training was to do something in a more effective way then you might track direct cost reduction, which is result of the training. Increased quality or more specific Reduce of the return problems rate, %. The KPI is applicable where the problem is clearly defined and linked to the final result. By the way, a repeated problem is one of the negative drivers of customer loyalty. If you will be able to decrease this number, you’ll make your customers happier. Performance improvement, %. The KPI must be linked to a specific performance index. For sales people it might be the number of sales generated, for a copywriter it might be readers to leads conversion.
- 20. Training Scorecard: DesignStrategy Level LEVEL 4: Impact – Did it help to execute the strategy more efficiently and effectively? Shifts in the behavior are important, and demonstrate that the trainer was able to influence trainees well enough to inspire them to change, but this doesn’t imply that the change was of any use for the organization. The bottom-line of any training or a workshop is whether it helped the organization to execute its strategy more efficiently and effectively or not. Start searching for indications of such improvement several months after the training, but it is wiser to think about expected impact and how we are going to measure it before hand (what was called “measurement by design” in the KPI system.
- 21. MATERIALS FULFILLMENT • Thisprocess includes the printing, binding, and shipment of print publications used in the classroom, and the production and distribution of electronic materials for online training programs.
- 22. CONTENTS FUNCTIONAL GROUP BPROCESS DEFINITION Content * Portfolio Management * Instructional Design * Content Development * Content Curation * Graphic Design * Content Refreshment
- 23. CONTENT • Content processesare those related to creating and managing content; these processes are generally referred to as courses, workshops, seminars, webinars or programs.
- 24. PORTFOLIO MANAGEMENT • Thisis the ongoing process of assessing, managing, and rationalizing learning curriculums, products, and resources.
- 25. INSTRUCTIONAL DESIGN • Thiscomprehensive process includes needs assessment (mode of delivery, technology, length of intervention, etc.) and also provides a link between strategic planning and CRM processes to all other business relationships.
- 26. Generic Instructional DesignProcess Analyze Job SelectTasks Function Analyze existing course Construct Job Performance Measure Selct Instructional Setting PHASE I Analysis Develop Objectives DevelopTests Determine Sequence & Structure Describe Entry Behavior PHASE II Design Specify Learning Events/Activities Specify Instructional Management Plan & Delivery System Develop Instruction Review/Select Existing Materials Validate Instruction PHASE III Development Implement Instructional Management Plan Conduct Instruction PHASE IV Implementation Conduct Internal Evaluation Conduct External Evaluation Revise System PHASEV Evaluate & Control
- 27. CONTENT DEVELOPMENT • Thisinvolves the creation of learning programs from design to a deliverable product.
- 28. CONTENT CURATION • Theprocess of sorting through available content and presenting it in a way that is meaningful and relevant to a specific topic or theme. (See separate presentation for ContentCurationTechniques)
- 29. GRAPHIC DESIGN • Thisprocess provides the visuals used during the content development process. (See separate presentation for Graphic DesignTechnique)
- 30. CONTENT REFRESHMENT • Thisprocess establishes the ongoing review of programs within the learning portfolio, and ensures that content elements are updated as needed.
- 31. CONTENTS FUNCTIONAL GROUP CPROCESS DEFINITION Delivery * Trainer (Recruitment) * Trainer Development * Instruction * Classroom & Facilities Support * Course Evaluation & Feedback
- 32. DELIVERY • The Deliveryfunctional group includes the processes associated with the transfer of information.
- 33. TRAINER (Recruitment) • Thisprocess involves the selection of trainers for the delivery and management of learning programs.
- 34. Effectively recruit TrainingPersonnel Recruit potential people from every sector of the community. Consider the following factors: 1.Racial and ethnic diversity 2.Religion 3.Political view 4.Sexual orientation 5.Age 6.Profession 7.Educational Attainment
- 35. Social Works EngineeringHealthcare & Medicine Environment Business Management Law and Social Sciences Information Technology Arts, Media & Communications Advertising Sales and Marketing Business Process Outsourcing (BPO) Knowledge Process Outsourcing (KPO) Education & Research Accounting, Banking & Finance Property & Real State Tourism, Food, Beverage and Accommodation Manufacturing and Logistics Quality and Process Management Agriculture Security and Armed Forces Publishing Geology and Geophysics Science and Technology Transportation Economics Industry Group
- 36. Generic Job Description TrainingManager / Officer / Supervisor Training Specialist Training Coordinator / Assistant • Manage & supervise theTrainingTeam • Assess, analyze and monitor participant – individual and group performance as measured by KPIs • Plan and plot resources as required • Prepare analysis and action plans to improve trainer and training delivery • PreparesTraining Budget • Deliver training programs as and when required and deliver demo for trainers as per coaching plans • Develop training for all aspects of client projects, including soft skills and technical skills • Participate in routine client/learner interaction • Manage and develop learning management system • Communicate with external training vendors • Assess training needs through surveys, interviews with employees, focus groups or consultation with managers, instructors or customer representatives • Attend meetings and seminars to obtain information for use in training programs or to inform management of training program status • Develop alternative training methods for improvements • Evaluate modes of training delivery such as in-person or virtual to optimize training effectiveness, training costs or environmental impacts • Monitor, evaluate or record training activities program effectiveness • Assist in designing and delivering training programs • Responsible on orientation of policies and procedures for new employees relative to their work functions • Assist in creating modules and other training materials • Ensure efficiency on implementing training programs • Provide assistance on HR- related function
- 37. Generic Recruitment Process(Training) Training Job Analysis & Design HR Planning & Forecasting Employee Recruitment Employee Selection Phone Interview Written/Online Assessments Training Demo Face to Face Interview (Series) Final Interview Notification Job Offer
- 38. TRAINER DEVELOPMENT • Thisprocess directs trainers on how to effectively delivery the learning intervention. “Train-the-Trainer” programs often include real world training on the subject areas, as well as methods and techniques for the proper and appropriate delivery of training.
- 39. Hiring, Transfer & Promotion Onboarding Training Engagement, Coaching and Feedback Development and Continuous Improvement •Clear Roles & Responsibilities • Accurate Job Description • SuccessCriteria Identified • Pre-HireTesting / Screening • Behavioral Interviewing • New Hire Orientation = Policies and Expectations = ComplianceTraining = Introduction to Culture = Customer Insights = Company Mission,Vision & Strategy • Buddy or Mentoring Program • SpecificOnboarding • Curriculum of Key Roles • Recognition forTraining • Training isTracked / Metrics • Skill / Knowledge Assessments • StructuredTraining/Certification • Trainers are trained (Train-the-trainer) • Tasks and Procedures are Documented • Job Aids / SupportTools / Quality Standards • VisualWork Environment • Periodic Quality Checks/Audits • Employee Recognition Program • Employee EngagementOpportunities • Opportunities for Continuous Improvement • Key Indicators (KPIs) identified and understood • Supervisors trained to coach and provide feedback • Process Auditing • VisualWork Environment • Periodic Quality Checks/Audits • Employee Resignation Program • Employee EngagementOpportunities • Opportunities for Continuous Improvement
- 40. INSTRUCTION • The instructionprocess involves the actual conveyance of information from instructor to learner, whether delivered in a print, online, or electronic environment, or in the classroom.
- 41. CLASSROOM & FACILITIESSUPPORT • Classroom Support involves the day to day logistics of classroom set up, clean up, and fulfillment of materials for instruction and assessment.This also involves the selection and managing locations for the delivery of learning programs.
- 42. Classroom / TrainingLayout A training room may have significant impact on the training session. Arranging the room may support the learning objectives and the amount of participation desire. Consider the following attributes that will create best learning environment for the participants 1. Size 2. Training Requirements 3. Accessibility 4. Location 5. Convenience 6. Distractions 7. Seating 8. Lighting 9. Climate Control 10.Microphone
- 43. Size • Arrange fora room to accommodate the number of participants. Remember that a room that is too large can be as bad as one that may be too small. If it is large, pull the tables together close to the front to create a warm and friendly grouping.
- 44. Training Requirements • Ifthe training session entails many small group activities, determine if there is enough space in the room. If not, arrange for additional breakout rooms to accommodate the needs.
- 45. Accessibility • Ensure thatthe room is accessible to all, including those who have limited mobility.
- 46. Location • If participantsneed to travel (either by foot or vehicle) to the session, the location should not pose a hardship, for example, walking in rain, or parking difficulty.
- 47. Convenience • Readily accessiblerestrooms, telephones, snacks, lunch accommodations, and so on help ensure that participants return on time following breaks or lunch.
- 48. Distractions • Select aroom that is free of distractions and noise. Thin walls with a sales convention next door may not create the environment trying to establish for learning.
- 49. Obstructions • Select aroom that is free of structures such as posts or pillars that may obstruct participants’ views.
- 50. Seating • Select alocation that provides comfortable, moveable chairs. Seating arrangements should further enhance the learning environment you wish to establish. Determine what’s most important for the learner. There are probably two dozen ways you could set up the training room The seven seating arrangements in the figure are typical. Consider the advantages to your participants for each arrangement. The table provides guidance about why you may select each.
- 51.
- 52. Seating Style NumberBenefits Drawbacks U Shape Best for groups of 12 to 22 Encourages large group discussion Can push back to form small groups Close contact between facilitator and participants Difficult to form small groups with those on other side Eye contact between some participants is difficult due to the linear layout Single Square or Round Best for groups of 8 to 12 Facilitates problem solving Smaller size increases total group involvement Easy for facilitator to step out of the action Media and visual use is difficult Limited group size Conference Best for 8 to 12 Moderate communication among group Maintains trainer as “lead” Sense of formality V-shape (withV pointing to front) Best for teams of 4 or 5 and groups of 16 to 25 Easy to work in teams at each table No one has back totally to the front of room Some difficulty to promote teamwork among entire group Seating Arrangement
- 53. Seating Style NumberBenefits Drawbacks Clusters Best for groups of 16 to 40 Promotes teamwork in each cluster If chairs are placed on only one side of the table, everyone will face the front of the room Difficult to get those whose backs are to front to participate Some participants may need to turn chairs to face the front of the room Classroom For groups of any size Traditional, may be expected by learners Trainer controls Participants can view visuals Low involvement One way communication Difficult to form small groups Traditional classroom Best reserved for groups over 40 Traditional, may be expected by learners Trainer controls Low involvement One-way communication Difficult to form small groups Seating Arrangement
- 54. Lighting • Lighting shouldbe adequate. Dimly lit ballroom ambiance will not promote energy in a training session. Is the lighting bright enough? Is it natural lighting? If the room has windows, which direction are they facing? Can windows be darkened, if necessary. Know where light switches are located so that you can brighten or darken the room as needed.
- 55. Climate Control • Youwill never be able to please everyone in your session. However, if you have the ability to adjust it yourself, you can try. Determine where the thermostat is located and whether you have any control over it. Experiment with it while you set up the room. Does it respond quickly or slowly? Do you need to contact someone to make adjustments? Obtain that person’s phone number.
- 56. Microphone • A largeroom or a large group or the room has poor acoustics or you have a tiny voice, you may need a microphone. Check the room to ensure it is wired for a microphone.
- 57. COURSE EVALUATION &FEEDBACK • This is the process of circulating assessment information regarding the method of delivery and design back to the designer and developer so that the programs can be modified and continuously improved. In addition, participant information and evaluation data should be managed in the feedback process.
- 59. CONTENTS FUNCTIONAL GROUP DPROCESS DEFINITION Technology * LMS (Learning Management System) * Delivery and Documentation Platform
- 60. TECHNOLOGY • This functionalgroup includes the processes of managing the technologies that are inherent in creating, managing, and delivering training.
- 61. LMS/LCMS • This isthe actual process for maintaining and supporting administrative platforms such as Learning Management Systems (LMS) and Learning Content Management Systems (LCMS). (See separate presentation for LMS Development)
- 62. DELIVERY & DOCUMENTATIONPLATFORM • This process includes providing technical and learning support for the technology used for electronic and online delivery of learning program as well as controlling training documents and records. (See separate presentation for Document Platform)