Dimensions of Training and Development

DIMENSIONS OF TRAINING AND
DEVELOPMENT
Includes all learning experiences
provided to employees to attain
organizational objectives
Training and development also
known as HRD
Activities include development
programs, formal training programs,
and informal In-house training
programs
Elements in T&D
1. Challenges and Issues of T&D
2. Systems approach to T&D
3. Assessing Training and Development Needs
4. Collecting and Analyzing Job Data
5. Constructing Criterion Measures
6. Writing Training Objectives
7. Choosing A Delivery Systems
8. Selecting and Sequencing Content
9. Selecting ans Using Training Strategies and
Media
10. Selecting Training Instructors and Trainees
11. Producing Training Documents
12. Conducting Training
13. Evaluating Training Systems
14. Following Up Graduates
15. Calculating Costs and Benefits
Collecting and Analyzing Job Data
 T&D must relates to job performance

 Learning experiences must relate to job,
duties, and tasks
 Job data must be collected and analyzed
Structure of Work:
Occupational field – health service,

military, education, etc
Job – occupation such as doctor, nurse,
general, major, teacher etc
Duty – type of work done, multiple within
each job
Task – sub-division of duty
Element – finest unit of work
Constructing Criterion
Measures:
Sometimes called job performance

measures (JPMs)
To determine whether trainees can
perform the tasks
Measurements include competency,
intelligence, aptitude, and personality
measures
Writing Training Objectives:
Must based on T&A and job data

Objectives must be meaningful
SMARTER
Performance-centered objectives
Selecting & Sequencing
Content:
1. Examine each performance objective

to identify specific facts, concepts,
principles, skills, and operations
involved in each task
2. Arrange the teaching points and
learning activities in the best
sequence for learning
Selecting and Using Training
Strategies and Media
 Instructional strategy – combination of
teaching methods and techniques
 What methods, techniques and media to
use in conducting training
 Must be based on training objectives,
course content, trainee population,
instructional staff, space, facilities,
equipment, instructional materials, time,
and cost
 Instructional Method: basic approach to
teaching – lecture, demonstration,
conference, performance, programmed
instruction, study assignment, tutoring,
team teaching, participative methods, or a
combination
 Instructional Technique: a means of
instruction that complements a method.
For ex. Questioning, handling student
responses, and using ava.
 Media Selection:
 Printed or duplicated aids – books,
pamphlets, handouts, etc.
 graphic aids – pictures, whiteboards, charts,
diagrams, etc.
 three-dimensional aids – real objects, models,
displays, etc.
 projected aids – transparencies, film, video,
LCD, computers, etc
 auditory aids – audio tape, disc, etc.
Selecting Instructors and Trainees
Instructor very important and need to

be trained
Must be competence in subject-
matter, andragogical knowledge and
skills, communication skills, and
personal traits and qualities
Roles of instructor:
Planning a course
Preparing learning materials
Presenting instruction
Guiding learning activities
Evaluating learning
Managing training
Selecting Trainees
Trainees must be carefully screened and
selected for suitability
Information sources for selection:
Nominations, application, tests, self-reports,
interviews
Producing Training
Documents
 Advantages of training
documents
 Includes long/short term
planning plan, budget, programs
of instruction (POI), lesson
plans, and evaluation plan
Evaluating Training
 Summative and formative purposes
 To determine effectiveness, accountability,
and existing of training department
 Many models
 Gap in theory and practice
 Must be practical based on evaluation
objectives
 Components to be evaluated:
 Trainees
 Instructors
 Course content
 Sequence and time allocations
 Instructional strategies
 Materials, equipment and facilities
 Perspectives Required:
 Trainee perspective
 Instructor perspective
 Evaluator perspective
 Training Manager perspective
 Line supervisor perspective
 Pitfalls in Evaluation
 Poor planning
 Lack of objectivity
 Improper interpretation
 Inappropriate use of results
 Means of Evaluation:
 Observation
 Ratings
 Trainee surveys or interviews
 Group interviews
 Instructor surveys or interviews
Calculating Costs and
Benefits
 Direct costs:
 Administration and supervision
 Instruction
 Instructional materials
 Training equipment
 Indirect costs:
 Services
 Utilities and facilities
 Trainee costs
 Instructor costs
 Instructional materials
 Equipment
 Cost per trainee
 Cost per hour
 Materials cost per trainee
 Equipment cost per trainee
 Return on Investment (ROI)
ROI = net program saving or benefits

program costs

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DIMENSIONS OF TRAINING AND

 T&D must relates to job performance

Occupational field – health service,

Sometimes called job performance

Must based on T&A and job data

1. Examine each performance objective

Instructor very important and need to

ROI = net program saving or benefits

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