Managing the Training Process


Home
The Complete Guide to Training and Training Management

Managing the Training Process - book cover


‘I wish it had been available at the time I became a trainer’
— Lesley Rae




Description of Managing the Training Process
Reviews of both editions
Chapter Headings
Detailed Contents
Only £25!
BUY NOW

Also see
New and Used Training Books
New and Used Business Books


Description

Written by Mike Wills, Managing the Training Process is a comprehensive guide to managing all aspects of training - from programme creation to implementation and monitoring success rates.

You will find flexible strategies for adapting training to suit ever increasing requirements. With an emphasis on practicality, and a wide range of hints and tips, this guide takes into account all the complexities of modern business practices.

The structure of the book is driven by a series of flow charts. Chapter 1 describes the top-level process. The subsequent chapters take one or more steps from the top-level process and describe them in more detail. Each of these steps has its own process and flow chart.

The second edition of the book (ISBN 0566080176 - Gower - August 1998) has given me the opportunity to develop some of the themes identified in the first edition and to include some of the latest developments in the ever-changing world of training and development.

I have done this by dividing the book into two parts. Part I retains the original flow chart structure to describe the basics of the training process - basics which remain constant and form the foundation of new developments.

Part II is a collection of short papers or briefings which are designed to keep you up to date on the latest developments in training and development. Brevity is achieved by reference back to Part I for detailed explanations of the basics.

Future editions of Managing the Training Process will include further revisions of Part I and enlarged or changed contributions to Part II. It is my intention to publish draft versions of the new briefings on the Internet to judge reaction and obtain feedback before including the most popular briefings in a later edition of this book.

Contracts have been signed for Mandarin Chinese and Arabic editions of Managing the Training Process. The Mandarin version is to be published by McGraw-Hill International Enterprises and IPA Kingdom of Saudi Arabia will be publishing the Arabic version.

Also look out for details of a proposed electronic version of Managing the Training Process. If you would like me to send you details when these publications become available, or if you have any comments on this book or other training-related topics, contact us.



Reviews


Roy Towndrow, Staff Training Manager, ICL

A comprehensive handbook for those new to the area and a valuable reminder for experienced practitioners.

Leslie Rae, The Training Officer, November 1998

I reviewed the first edition of this book, published by McGraw-Hill, late in 1993 and at the time I commented 'I wish it had been available at the time I became a trainer'. In spite of some initial confusion on my part on the meaning of 'Managing' (it in fact means producing training programmes from start to finish, rather than being a Training Manager), the remainder of my review was very favourable and recommended purchase by trainers and training managers, new or experienced. With this new edition I see no reason at all to change that recommendation.

The popular features of the first edition, such as the many flowcharts and guidelines and the structured format leading the reader through the complete training process from identification of training needs to revising the programme as a result of experience, have all been retained and some of the original themes have been developed and updated. Some of the developments in training and development since 1993 have now been incorporated including quality assurance of training providers, training self audits, using line managers in training, the learning organization, competencies, training networks and the Internet in training.

I can do no better than repeat my original recommendation to obtain this book, whether or not you have the first edition: few practitioners at any level will fail to find lots of value, and new trainers particularly will find the book invaluable.

R D Barros, India

This book is one of those rare finds that one comes across once in a while and which makes complex concepts very clear. It begins with the Identification of Training Needs, goes through the process of developing faculty, preparing, scheduling and conducting programs and moves on into evaluating the effect of training. Brilliantly simple with illustrative flow charts that carry the reader through the entire training process. It would help of course, if there were a few sample forms or formats and a little more detailing, particularly in the design of training programs. The lack of these, however, does not detract from the fact that with this book it is possible to setup one’s own training centre and have it comply with ISO standards effortlessly. Highly recommended for those developing a career in training as well as for those handling a training centre or in-charge of the function.

Aslib Book Guide, January 1999

This book provides a comprehensive practical guide to managing all aspects of training from programme creation to implementation and monitoring success rates. It offers flexible strategies for adapting training to meet the demands on today's professionals and is particularly sound on how trainers should plan and then implement the process. This edition has been updated to include recent developments in this field and should prove indispensable to most training managers.

Electronic Library, April 1999

This comprehensive text covers everything those involved in training need to know, from examining their organisation's philosophy of training through to evaluation of the quality of training delivered. This is essentially a practical guide, and although there is reference to theory in the area and an effort to update the reader with regard to current thinking and initiatives in training and development, its principal merit is as a comprehensible and thorough treatment of the whole training process. The book is divided into two sections; Part One is a practical guide focusing on the training process, while Part Two is a series of briefings informing readers of the latest thinking on the subjects of training and development.

The book begins with an examination of the process of training, but the author does not simply describe the annual training cycle; rather, he goes back to basics and asks the reader to analyse where the training function sits in the organisation and how its role is envisaged by others. The importance of aligning training with the organisation's aims and direction is emphasised here. The role of the training department is also examined, and the author stresses that the organisation's attitude towards training should be defined in a training philosophy supported with a training policy and, crucially, training standards.

Following this introductory chapter, the book adopts a flow chart approach, with each chapter focusing on a number of steps in the training process. Starting with the identification and evaluation of training needs, the author makes the point that identifying training needs should be the start of the whole process but it is often neglected because it is both difficult and time consuming. This chapter gives a variety of approaches that managers might consider, from training forums to the appraisal process. The rest of Part One concentrates on the 'who, what, where, when and why' of training, including selecting training courses, who the trainers should be, the resourcing of training, training plans and budgets, training administration, course preparation, course delivery, validation, learning transfer and evaluation. Throughout these chapters, the points made are illustrated by examples of good practice from the author's own experience, and the steps that trainers need to consider are listed clearly. Part One is full of sound advice and practical pointers that any trainer would find interesting and useful.

Part One occupies 243 pages of this 284-page book (not including appendices and index). The 41 pages of Part Two bring the reader up-to-date with various developments in the training arena. These cover training quality, training networks, using managers and others to deliver training, and competencies. The chapter on training quality is particularly interesting as increasing pressure is being placed on training officers to demonstrate value for money. The issue of how to prove transfer of learning is a tricky one, and is dealt with in the chapters on validation and evaluation, while this chapter reviews the latest thinking in the area of trainer quality, including audit, standards and observation.

A number of useful documents are attached as appendices, including an example of a course development process and a trainer's checklist. There is also a glossary defining terms in this jargon-ridden area. This is an excellent text that strikes a good balance between practical advice and theoretical principles, and which should be on every training officer’s bookshelf.



Chapter Headings

Acknowledgements
Introduction

Part I THE TRAINING PROCESS

  1 The process of training
  2 Training needs
  3 Training courses
  4 Trainers
  5 Training locations and resources
  6 Training plans and budgets
  7 Training administration
  8 Course preparation
  9 Delivering the course
10 Validation
11 Learning transfer
12 Evaluation

Part II EXTENDING THE PROCESS

13 Training quality
14 Training networks
15 Using managers and others to deliver training
16 Competencies

Appendices
Appendix 1 Spreadsheet examples
Appendix 2 Public holidays
Appendix 3 Converting a word processor file to ASCII format
Appendix 5 An example of course development
Appendix 6 Using criteria to determine course content
Appendix 7 Trainers' checklists

Bibliography
Glossary
Index



Detailed Contents

Acknowledgements
Introduction

Part I THE TRAINING PROCESS

1 The process of training

Getting the basics right
Alignment; Philosophy; Missions; Assessment; Visions; Goals; Policies; Policy deployment; Making change happen; Work processes.

The company's attitude towards training

Getting the training function's house in order
Training function alignment; The training forum; Training department's mission; Training Philosophy; Training Policy; Training standards; Definition of training.

Training as part of the business
The 'Learning Organisation'

The training process
Accountability and responsibility; Identifying the stakeholders; Defining and documenting the training process; Establishing checkpoints; Responsibility for the steps of the process; Improving the training process; Training strategies; Communicating the importance of training.

2 Training needs

Needs identification
Collect corporate policies & strategies; Identify mandatory training; Identify business needs; Identify individual needs; Identify departmental needs; Identify skills & training required for each job; Identify affected individuals; Enter potential needs on training records; Produce training requirement reports.

Needs evaluation
Check individuals have not been previously trained; Check that training is an appropriate solution; Check queries with managers; Find alternatives to training; Prepare a draft training plan; Estimate impact of training load; Discuss draft plan with organisation heads & human resource managers.

3 Training courses

Course selection
Consider using company course; Consider modifying an existing course; Consider buying or licensing an external course; Consider developing your own course; Consider Using an 'In-House' course; Consider using a public course.

Developing your own courses
Define subject; Describe aims; Obtain subject matter expertise; Describe students; Identify course content; Structure course content; Write objectives and tests; Choose methods and media; Write trainer's guide & student materials; Prepare visual aids; Peer assessment; Run pilot course(s).

4 Trainers

Determining the workload
Number and duration of courses; Face-to-face ratio; Number of trainers per course; Preparation time; Course development time; Time spent on other activities; Learning curve time.

Selecting trainers
Using existing trainers; Full-time trainers or consultants?; Recruiting trainers.

Developing trainers
Training trainers; Assessing trainer performance; Career development.

Certifying trainers
Trainer Attends Course; Trainer Observes Course; Discussions with Certifying Trainer; Trainer Trains First Half of Course; Trainer Trains Second Half of Course; Trainer Trains Entire Course; Certifying the certifiers.

5 Training locations and resources

Identifying training locations and resources
Obtain Course Specification; Determine Type of Learning Environment; Identify Potential Locations; Carry Out Site Survey; Source Equipment; Compare Costs, Suitability and Availability.

Running your own training centre

6 Training plans and budgets

Finalize training budget
Determine whether to be a profit centre; Identify budget items; Determine Cost of Budget Items; Negotiate & Revise Budget.

Finalize training plan
Assess Capability to Deliver; Prioritise Candidates.

Human Resource Development Committees
Allocate Dates to Candidates; Revise Training Plan.

Responsibilities

Will your plan be successful?

7 Training administration

Pre-course administration
Book location, accommodation, food, refreshments, equipment & trainers; Prepare working agreements; Prepare course lists; Confirm places; Ensure course is full; Send out registration forms; Send out pre-work & joining instructions; Send attendee details to trainer; Send attendee details to training centre.

Post-course administration
Trainer confirms students' attendance; Amend training records; Analyse course critiques; Complete finances.

Computers and administration
Facilities of a computerized administration system.

8 Course preparation

Student preparation
Students do pre-work; Students meet managers to discuss expectations.

Trainer preparation Prepare print masters; Obtain printed materials; Review lesson plan; Obtain audio visual equipment & tapes; Obtain supplies; Check course logistics; Set-up the training room.

9 Delivering the course

Course delivery process
Pre-course check; Student arrival; Course introduction; Body of course; Course wrap-up; Clear-up.

Open and distance learning

Training in foreign languages and cultures

The use of computers in the classroom

10 Validation

Validating against student perceptions and comments
Halo effect.

Validating against course objectives

Reacting to validation data
Statistical Process Control.

Measurements versus targets

The validation process
Collect perceptions, comments, test results and other performance measures; Make a preliminary assessment of the feedback data; Organize and display data; Check whether deviations are significant or due to normal variation; Analyse and interpret data; Make minor adjustments to the course; Check adjustments have had desired effect.

11 Learning transfer

What is learning transfer?

What prevents transfer from taking place?
Poor needs analysis; Skills not used immediately after the course; The work place environment; Little control over the transfer process; Skills not learnt on course; Difference between work and classroom environments; Trying to do too much.

What assists learning transfer?
Vocational qualifications; Accrediting learning.

Who is responsible for learning transfer?

Putting learning transfer into practice
Train managers, coaches and assessors; Student/trainer selects and knowledge for initial application; Student identifies initial application opportunities; Student discusses practice opportunities with manager; Student rehearses the application; Student applies skills and knowledge; Student counselled and given feedback; Assess student's competence.

12 Evaluation

Evaluation versus validation

Evaluating training programmes
When should training be evaluated?; How should training be evaluated?; A process for evaluating training.

Measuring training effectiveness
Financial measures; Utilization measures; Time measures; Process measures.

Part II EXTENDING THE PROCESS

13 Training quality

Minimum standards of performance
Business relationship; Communication and administration; Course development; Course materials; Training delivery; Training evaluation.

Training audit process
Select course to be audited; Advise supplier of intention to carry out audit; Ensure supplier is aware of standards and process; Select parts of course to be observed; Review pre-work; Interview students; Give trainer immediate feedback; Interview supplier; Review validation sheets; Interview students from previous courses; Interview sponsoring manager(s); Write report; Discuss report with supplier; Supplier responds to report; Re-audit

14 Training networks

Physical networks
Factors which contribute to a successful training network

Virtual networks
Voice mail; Dial-a-fax; Electronic mail; Electronic newsletters; Electronic network directory; Internet home pages; Networked computers; Telephone and video conferencing; Electronic conferences.

15 Using managers and others to deliver training

The training professional's role
Quality assuring the training; Developing part-time trainers.

The line manager's role

16 Competencies

What are competencies?

Using competencies

Identify competencies
Adopting an existing set; Adapting an existing set; Identifying a unique set of competencies; Tools for identifying competencies.

How do you assess competencies?
Assessment by the individual's manager; Attendance at an assessment centre; Tools for assessing competencies.

Appendices

Appendix 1 Spreadsheet examples
Course cost calculations; Spreadsheet for analyzing student feedback.

Appendix 2 Public holidays
Fixed holidays; Moveable holidays.

Appendix 3 Hints for converting a word processor file to ASCII format

Appendix 4 Computer specifications
System requirements; Type of computer; Disks; Memory; Type of display; Pointing devices; Operating systems.

Appendix 5 An example of course development
Defining the subject; Describing the aims; Obtaining subject matter expertise; Describing the students; Identifying the course content; Structuring the content; Choosing the methods and media; Writing the objectives and tests; Writing the trainer's guide and student materials; Preparing the visual aids; Peer assessment; Running the pilot course(s).

Appendix 6 Using criteria to determine course content

Appendix 7 Trainers' checklists
Trainer's kit and supplies for the session; Training location survey; Pre-course checklist; Pre-course checklist.

Bibliography
Glossary
Index