Training Process

Framework
A Basic Guideline + Process Templates

HENRY JOHN NUEVA

Document Version 1. Copyright. All rights reserved

ELEMENTS
Quality

Strategic and Systematic

KEY Customer Centricity

Continuous Improvement

Access to Internal & External Resources

Leverage Learning Management Technology

 Training Process Framework
Model that defines associated with managing a training group or organization…
OVERVIEW
The Training Process Framework 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.
CONTENTS
FUNCTIONAL GROUP A PROCESS DEFINITION

Administration * Strategic Planning

* Client Relationship Management
* Scheduling and Registration
* Financial and Billing
* Training, Assessments and Testing
* Vendor Management
* Reporting and Metrics
* Materials Fulfillment
 ADMINISTRATION

• Administration processes are those associated with managing the logistics

and day-to-day operations of a training function
 STRATEGIC PLANNING

• The process of understanding and identifying learner’s needs as related to

the overall business objectives
 CLIENT RELATIONSHIP MANAGEMENT

• The process involves working with groups, colleagues, and business

management to identify needs, communicate strategy and/or assist in
problem resolution.
 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)

 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.
 TRAINING, ASSESSMENTS & TESTING

• This process involves testing training participants and evaluating training

programs.
Training Development Process (Generic)
PHASE II
PHASE I PHASE III PHASE IV
Curriculum
Assessment Logistics Certification
Development

Review/Revise Job Send invites to

Skills arrange into Prepare certification
Aids and other classes
classes forms
support materials

Run skills Determine training Training materials, Run certification to

assessments based method and venue and facilities users
on Job Aids resources set up

Supervise TA and Supervisor Send completed

Runs classes and
analyze results approves training Certification Forms
keeps attendance
plan

Supervisor Determine
prioritizes skill gaps Sends attendance Records
transactions for records
classes certification

Supervisor identifies
potential trainers
Develop course Enters training data
for skills
materials in LMS
 VENDOR MANAGEMENT

• This process includes the identification, qualification, sourcing, and

management of third-party training vendors.

(See separate presentation for Vendor Management)

 REPORTING AND METRICS

• This process includes strategic measurement and reporting on the

performance of the training organization.
Training Scorecard: KPI Effectiveness

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)
Training Scorecard: Design Strategy 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?
Training Scorecard: Design Strategy 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.
Training Scorecard: Design Strategy 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.
Training Scorecard: Design Strategy 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.
 MATERIALS FULFILLMENT

• This process 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.
CONTENTS
FUNCTIONAL GROUP B PROCESS DEFINITION

Content * Portfolio Management

* Instructional Design
* Content Development
* Content Curation
* Graphic Design
* Content Refreshment
 CONTENT

• Content processes are those related to creating and managing content;

these processes are generally referred to as courses, workshops, seminars,
webinars or programs.
 PORTFOLIO MANAGEMENT

• This is the ongoing process of assessing, managing, and rationalizing

learning curriculums, products, and resources.
 INSTRUCTIONAL DESIGN

• This comprehensive 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.
 Generic Instructional Design Process

PHASE I PHASE II PHASE III PHASE IV PHASE V

Analysis Design Development Implementation Evaluate & Control

Develop Specify Learning Conduct Internal

Analyze Job Implement
Objectives Events/Activities Evaluation
Instructional
Select Tasks Specify Management Plan Conduct External
Develop Tests
Function Instructional Evaluation

Describe Entry Management Plan Conduct

Construct Job
& Delivery System Revise System
Performance Measure Behavior Instruction

Analyze existing Determine Sequence Review/Select

course & Structure Existing Materials
Selct Instructional Develop
Setting Instruction
Validate
Instruction
 CONTENT DEVELOPMENT

• This involves the creation of learning programs from design to a deliverable

product.
 CONTENT CURATION

• The process 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 Content Curation Techniques)

 GRAPHIC DESIGN

• This process provides the visuals used during the content

development process.

(See separate presentation for Graphic Design Technique)

 CONTENT REFRESHMENT

• This process establishes the ongoing review of programs within the learning
portfolio, and ensures that content elements are updated as needed.
CONTENTS
FUNCTIONAL GROUP C PROCESS DEFINITION

Delivery * Trainer (Recruitment)

* Trainer Development
* Instruction
* Classroom & Facilities Support
* Course Evaluation & Feedback
 DELIVERY

• The Delivery functional group includes the processes associated with the
transfer of information.
 TRAINER (Recruitment)

• This process involves the selection of trainers for the delivery and
management of learning programs.
Effectively recruit Training Personnel

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
Industry Group

Social Works Engineering Healthcare & Environment Business

Medicine Management
Law and Social Information Arts, Media & Advertising Sales and
Sciences Technology Communications Marketing

Business Process Knowledge Education & Accounting, Property & Real

Outsourcing Process Research Banking & State
(BPO) Outsourcing Finance
(KPO)
Tourism, Food, Manufacturing Quality and Agriculture Security and
Beverage and and Logistics Process Armed Forces
Accommodation Management
Publishing Geology and Science and Transportation Economics
Geophysics Technology
Generic Job Description
Training Manager / Officer / Training Specialist Training Coordinator
Supervisor / Assistant
• Manage & supervise the Training Team • Assess training needs through • Assist in designing and
• Assess, analyze and monitor participant – surveys, interviews with delivering training
individual and group performance as employees, focus groups or programs
measured by KPIs consultation with managers, • Responsible on
• Plan and plot resources as required instructors or customer orientation of policies and
• Prepare analysis and action plans to improve representatives procedures for new
trainer and training delivery • Attend meetings and seminars to employees relative to
• Prepares Training Budget obtain information for use in their work functions
• Deliver training programs as and when training programs or to inform • Assist in creating modules
required and deliver demo for trainers as per management of training program and other training
coaching plans status materials
• Develop training for all aspects of client • Develop alternative training • Ensure efficiency on
projects, including soft skills and technical methods for improvements implementing training
skills • Evaluate modes of training delivery programs
• Participate in routine client/learner such as in-person or virtual to • Provide assistance on HR-
interaction optimize training effectiveness, related function
• Manage and develop learning management training costs or environmental
system impacts
• Communicate with external training vendors • Monitor, evaluate or record training
activities program effectiveness
Generic Recruitment Process (Training)

Training Job
HR Planning & Employee Employee
Analysis &
Forecasting Recruitment Selection
Design

Phone Interview Notification

Written/Online
Job Offer
Assessments

Face to Face
Interview (Series)

Training Demo

Final Interview
 TRAINER DEVELOPMENT

• This process 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.

• Process Auditing
• Visual Work Environment
• Periodic Quality Checks/Audits
• Employee Resignation Program
• Employee Engagement Opportunities
• Opportunities for Continuous Improvement
Development
and
Continuous
Improvement
• Visual Work Environment
• Periodic Quality Checks/Audits
• Employee Recognition Program
• Employee Engagement Opportunities
Engagement,
• Opportunities for Continuous Coaching and
Improvement Feedback
• Key Indicators (KPIs) identified
and understood
• Supervisors trained to coach and
provide feedback
• Clear Roles & Responsibilities
• Accurate Job Description
• Success Criteria Identified
• Pre-Hire Testing / Screening
• Behavioral Interviewing
Hiring,
Transfer &
Promotion
• New Hire Orientation
= Policies and Expectations
= Compliance Training
= Introduction to Culture
= Customer Insights
Onboarding
= Company Mission, Vision
& Strategy
• Buddy or Mentoring Program
• Specific Onboarding
• Curriculum of Key Roles
Training • Recognition for Training
• Training is Tracked / Metrics
• Skill / Knowledge Assessments
• Structured Training/Certification
• Trainers are trained (Train-the-trainer)
• Tasks and Procedures are Documented
• Job Aids / Support Tools / Quality Standards
 INSTRUCTION

• The instruction process involves the actual conveyance of information from

instructor to learner, whether delivered in a print, online, or electronic
environment, or in the classroom.
 CLASSROOM & FACILITIES SUPPORT

• 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.
Classroom / Training Layout

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
 Size

• Arrange for a 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.
 Training Requirements

• If the 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.
 Accessibility

• Ensure that the room is accessible to all, including those who have limited
mobility.
 Location

• If participants need 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.
 Convenience

• Readily accessible restrooms, telephones, snacks, lunch accommodations,

and so on help ensure that participants return on time following breaks or
lunch.
 Distractions

• Select a room 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.
 Obstructions

• Select a room that is free of structures such as posts or pillars that may
obstruct participants’ views.
 Seating

• Select a location 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.
Sample seating
arrangements:
Seating Arrangement
Seating Style Number Benefits Drawbacks

U Shape Best for groups of 12 Encourages large group discussion Difficult to form small groups with
to 22 Can push back to form small groups those on other side
Close contact between facilitator and Eye contact between some
participants participants is
difficult due to the linear layout
Single Square or Best for groups of 8 to Facilitates problem Media and visual use is difficult
Round 12 solving Limited group size
Smaller size increases total group
involvement
Easy for facilitator to step out of the
action
Conference Best for 8 to 12 Moderate communication among group Maintains trainer as “lead”
Sense of formality

V-shape Best for teams of 4 or 5 Easy to work in teams at each table Some difficulty to promote
(with V pointing to and groups of 16 to 25 No one has back totally to the front of teamwork among entire group
front) room
Seating Arrangement
Seating Style Number Benefits Drawbacks

Clusters Best for groups of 16 to Promotes teamwork in each cluster Difficult to get those whose backs
40 If chairs are placed on only one side of are to front to
the table, everyone will participate
face the front of the room 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 Low involvement
Trainer controls One way
Participants can view visuals communication
Difficult to form small groups

Traditional Best reserved for Traditional, may be expected by learners Low involvement
classroom groups over 40 Trainer controls One-way communication
Difficult to form small groups
 Lighting

• Lighting should be 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.
 Climate Control

• You will 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.
 Microphone

• A large room 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.
 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.
CONTENTS
FUNCTIONAL GROUP D PROCESS DEFINITION

Technology * LMS (Learning Management System)

* Delivery and Documentation Platform
 TECHNOLOGY

• This functional group includes the processes of managing the technologies

that are inherent in creating, managing, and delivering training.
 LMS/LCMS

• This is the 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)

 DELIVERY & DOCUMENTATION PLATFORM

• 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)