BCom HRM - Training and Development

Bachelor of Commerce
in Human Resource Management
TRAINING AND DEVELOPMENT
Module Guide
Copyright © 2020
MANAGEMENT COLLEGE OF SOUTHERN AFRICA
All rights reserved; no part of this book may be reproduced in any form or by any means, including photocopying machines,
without the written permission of the publisher. Please report all errors and omissions to the following email address:
modulefeedback@mancosa.co.za
Bachelor of Commerce in Human Resource Management
TRAINING AND DEVELOPMENT
Preface............................................................................................................................................................................ 1
Unit 1:Introduction to Training and Development ......................................................................................................... 9
Unit 2:Training Needs Assessment ............................................................................................................................. 21
Unit 3:Design of Training and Development Programme .......................................................................................... 31
Unit 4:Delivery of Training and Development ............................................................................................................. 41
Unit 5:Evaluating Training and Development ............................................................................................................. 55
Answers To Case Study Questions ............................................................................................................................ 75
Answers To Self Test Activity Questions: ................................................................................................................... 93
References ................................................................................................................................................................... 98
Bibliography .................................................................................................................................................................. 99
i
Training and Development
List of Content
List of Figures
Figure 1.1. Training Cycle Stages (Erasmus, Loedolff, Mda, Nel, 2007).............................................................. 12
Figure: 2.1 - Graham and Mihal’s Model:. (Erasmus et al, 2017) ........................................................................ 24
Figure: 2.2 - Michalak and Yager’s Model,. (Erasmus et al, 2017) ....................................................................... 25
Figure 3.1: Requirements of a learning Outcome (Erasmus et al, 2017) ............................................................. 33
Figure 3.1: Blooms’ Taxonomy (Source: emmaleighamunro.wixsite.com)........................................................... 35
List of Tables
Table: 1.2: Training Cycle Stages Explained (Erasmus et al, 2007) .................................................... 13
Table 5.1. Methods of Assessment and Assessment Instruments (Erasmus et al, 2017) .................. 59
1 MANCOSA – Bachelor of Commerce in Human Resource Management

Preface
A. Welcome
Dear Student
It is a great pleasure to welcome you to Training and Development (TD6). To make sure that you share our
passion about this area of study, we encourage you to read this overview thoroughly. Refer to it as often as you
need to, since it will certainly make studying this module a lot easier. The intention of this module is to develop
both your confidence and proficiency in this module.
The field of Training and Development is extremely dynamic and challenging. The learning content, activities and
self- study questions contained in this guide will therefore provide you with opportunities to explore the latest
developments in this field and help you to discover the field of Training and Development as it is practiced today.
This is a distance-learning module. Since you do not have a tutor standing next to you while you study, you need
to apply self-discipline. You will have the opportunity to collaborate with each other via social media tools. Your
study skills will include self-direction and responsibility. However, you will gain a lot from the experience! These
study skills will contribute to your life skills, which will help you to succeed in all areas of life.
We hope you enjoy the module.
B. Module Overview
The world is moving at a very fast pace, with fast changes in technology, social setups, and political
environments, legislative and economical environments. Employees to keep abreast of these changes, they
need to be fully equipped and updated with the new trends, new technology, new ways of doing business and
other changes. This is where training and development comes in place, training needs to be relevant with
current trends and needs and need to be consistent as the only thing that is constant in this world is change.
New trends in training and development have been introduced in the last decade with online training, e-
technology and other trends and solutions coming into the space to make training and development easy to
deliver and implement effectively within the organisations. This module will therefore cover the following topics
to mention a few; training needs analysis, design of a training and development programme, delivery of
training and development programme and evaluation of training and development programme.
The module is a 15 credit module at NQF level 6.
It is recommended that student should use this module guide in collaboration with the prescribed textbook for
this module as well as recommended additional reading material.
MANCOSA –– Bachelor of Commerce in Human Resource Management 2

C. Exit Level Outcomes and Associated Assessment Criteria of the Programme
Exit Level Outcomes (ELOs)
Demonstrate the ability to make decisions and act appropriately through an understanding of
organisational structure, systems and relevant policies in human resource management practice;
Apply various methods and systems in the development of human resource strategies and plans;
Evaluate, select and apply appropriate methods, procedures or techniques when effecting human
resource management functions;
Demonstrate an ability to develop and communicate ideas and opinions in well-formed arguments using
appropriate academic and professional discourse when engaged in human resources management
contexts;
Demonstrate the ability to manage processes and take accountability in a variety of contexts relating to
the management of human resources;
Demonstrate the ability to take decisions and act ethically and professionally.
Contribute to improving organisational culture and climate.

D. Learning Outcomes and Associated Assessment Standards of this Module Guide

LEARNING OUTCOMES OF THE MODULE ASSOCIATED ASSESSMENT CRITERIA OF THE
MODULE
Display awareness of the strategic Define the Concepts: Training and Development.
importance of training and development.
Explains the benefits of training and development.
Demonstrate the ability to conduct a
Outline the approaches to training and development.
training needs analysis.
Analyse training needs.
Evaluate the suitability of various training
and development techniques. Explains levels of training needs.
Describes techniques of Needs assessment.

Discuss the impact of legislation on
training interventions within the work Identify various training and development
context. techniques.
Understand the link between training and Assess the suitability of various training and
development and other human resource development techniques.
management functions.
Describe the legislation that governs training and
development.
Describe the impact of legislation on training

interventions within the work context.
Discuss the link between training and development

and other human resource management functions.
E. Learning Outcomes and the Associated Assessment Criteria of the Units

You will find the Unit Learning Outcomes and the Associated Assessment Criteria on the introductory pages of
each Unit in the Module Guide. The Unit Learning Outcomes and Associated Assessment Criteria lists an overview
of the areas you must demonstrate knowledge in and the practical skills you must be able to achieve at the end of
each Unit lesson in the Module Guide.

F. Notional Learning Hours

Learning time
Types of learning activities
%
Lectures (face to face) 15
Tutorials (smaller groups) 0
Syndicate groups 0
Practical workplace experience (experiential learning/work-based learning etc.) 0
Independent self-study of standard texts and references (study guides, books, journal 40
articles)
Independent self-study of specially prepared materials (case studies, multi-media, etc.) 27
Assessment:
Actual Tests, Examinations and/or Continuous Assessments 2
Preparation for Tests and Examinations 8
Assignments- preparation and/or presentations 8
Online: Teaching and Learning Strategy 0
Other:
TOTAL 100
G. How to Use this Module

This Module Guide was compiled to help you work through your units and textbook for this module, by breaking
your studies into manageable parts. The Module Guide gives you extra theory and explanations where necessary,
and so enables you to get the most from your module.
The purpose of the Module Guide is to allow you the opportunity to integrate the theoretical concepts from the
prescribed textbook and recommended readings. We suggest that you briefly skim read through the entire guide
to get an overview of its contents. At the beginning of each Unit, you will find a list of Learning Outcomes and
Associated Assessment Criteria. This outlines the main points that you should understand when you have
completed the Unit/s. Do not attempt to read and study everything at once. Each study session should be 90
minutes without a break

This module should be studied using the prescribed and recommended textbooks/readings and the relevant
sections of this Module Guide. You must read about the topic that you intend to study in the appropriate section
before you start reading the textbook in detail. Ensure that you make your own notes as you work through both the
textbook and this module. In the event that you do not have the prescribed and recommended textbooks/readings,
you must make use of any other source that deals with the sections in this module. If you want to do further reading,
and want to obtain publications that were used as source documents when we wrote this guide, you should look at
the reference list and the bibliography at the end of the Module Guide. In addition, at the end of each Unit there
may be link to the PowerPoint presentation and other useful reading.
H. Study Material
The study material for this module includes tutorial letters, programme handbook, this Module Guide, a list of
prescribed and recommended textbooks/readings which may be supplemented by additional readings.
I. Prescribed / Recommended Reading

The textbook presents a tremendous amount of material in a simple, easy-to-learn format. You should read ahead
during your course. Make a point of it to re-read the learning content in your module textbook. This will increase
your retention of important concepts and skills. You may wish to read more widely than just the Module Guide and
the prescribed / recommended headings, the Bibliography and Reference list provides you with additional reading.
Erasmus, B., Loedolff, P., Mda, T., & Nel, P. (2017) Managing Training and Development, 7 th Edition, Oxford
University Press: Cape Town.
Armstrong, M. and Taylor, S., 2014. Armstrong's handbook of human resource management practice. Kogan
Page Publishers.
Hunter, C., 2016. Managing people in South Africa: human resource management as competitive advantage.
Sherwood Books.
Wärnich, S., Carrell, M.R., Elbert, N.F. and Hatfield, R.D., 2018. Human resource management in South
Africa. 6th Ed. Cengage Learning.

J. Special Features
In the Module Guide, you will find the following icons together with a description. These are designed to help you
study. It is imperative that you work through them as they also provide guidelines for examination purposes.
Special Feature Icon Explanation
LEARNING The Learning Outcomes indicate what aspects of the particular

OUTCOMES Unit you have to master and demonstrate that you have mastered
them.
ASSOCIATED The Associated Assessment Criteria is the evaluation of student

ASSESSMENT understanding with respect to agreed-upon outcomes. The
CRITERIA Criteria set the standard for the successful demonstration of the
understanding of a concept or skill.
THINK POINT A think point asks you to stop and think about an issue.
Sometimes you are asked to apply a concept to your own
experience or to think of an example.
ACTIVITY You may come across activities that ask you to carry out specific
tasks. In most cases, there are no right or wrong answers to these
activities. The aim of the activities is to give you an opportunity to
apply what you have learned.
READINGS At this point, you should read the reference supplied. If you are
unable to acquire the suggested readings, then you are welcome
to consult any current source that deals with the subject. This
constitutes research.
PRACTICAL Real business examples or cases will be discussed to enhance

APPLICATION OR understanding of business ethics.
EXAMPLES
SELF-TEST You may come across self-test questions at the end of each Unit
QUESTIONS that will test your knowledge. You should refer to the module for
the answers or your textbook(s).

REVISION You may come across self-assessment questions that test your
QUESTIONS understanding of what you have learned so far. These may be
attempted with the aid of your textbooks, journal articles and
Module Guide.
CASE STUDY It is advisable to include Case Studies after Sections of the guide.
This activity must give students an opportunity to apply theory to
practice.

Unit
1: Introduction to Training
and Development

Unit Learning Outcomes and Associated Assessment Criteria
LEARNING OUTCOMES OF THIS UNIT: ASSOCIATED ASSESSMENT CRITERIA OF THIS UNIT:
Discuss the concepts training and Define the Concepts: Training and Development.
development.
Explains the benefits of training and development
Display awareness of the strategic
Outlines the approaches to training and
importance of training and development.
development.
Discuss the impact of legislation on
Describe the legislation that governs training and
training and development within the work
development.
context
Describe the impact of legislation on training
Understand the link between training and
interventions within the work context.
development and other human resource
functions Discuss the link between training and development
and other human resource management functions.
Education – is any activity directed at providing the knowledge, skills, moral values and life skills in the normal
course of life (builds foundation)
Training - is a systematic process organisations use to modify the knowledge, skills and behavior of
employees to enable it to achieve its objectives.
Development - is continuous systematic efforts aimed at improving the individuals’ knowledge or skills for
purposes of personal growth or future jobs and/or roles (enhance skills and knowledge/ employability skills)
Human Resource Development (HRD) – includes all learning programmes planned and implemented by the
organisation to develop and enhance the level of knowledge, skills and abilities of their employees, also to
modify employee behavior towards the achievement of organisations goals and objectives.

1.1 Introduction
Training and Development (T&D) is an important requirement in an organisation whose efforts is to survive, thrive
and be competitive in this tough and turbulent economic environment. T&D should be in the organisation’s priority
business strategic goals as it is the foundation of performance and productivity of any organisation. Adequately
trained employees have more potential to contribute towards the organisation’s achievement of its goals and
success as opposed to untrained employees. Also training is a significant contributor in enabling the organisation
to compete economically, technologically and socially in the ever challenging business environments and the world
of work. Therefore, the organisation’s T&D strategy and plan should aim to develop the human resources in such
a way that they contribute to the organisation’s strategic goals and objectives (Armstrong and Taylor, 2014).
1.2 Why do organisations offer training and development? Benefits of T&D

In order for organisations to be successful and survive in this fast competitive business environment they require
to have competent staff that are high performers. To have competitive staff, effective training should be done on a
regularly basis. The following are some of the benefits of effective training and development in the organisation:
Increase employee’s ability and efficiency in job performance.
Improve productivity, profits and better company image.
Update employees’ skills to meet demands of changes in technology, business processes etc.
Reduced costs and staff turnover.
Less supervision and less wastage.
Increase staff motivation and customer satisfaction.
Orientating new employees.
Preparing candidates for promotion and managerial succession (Erasmus et al, 2017)
1.3 Approaches to training and development

Organisations can adopt various approaches in the implementation of training and development programmes. The
type of approach chosen will be guided by needs of the organisation and employees i.e. what the organisation
wants to achieve to be successful and what are the skills gaps that the training intervention is attempting to address.
Each approach has its unique advantages and disadvantages and maybe or less successful, depending on the
circumstances in the organisation (Erasmus et al, 2017)
Learning by exposure
Educational approach
Systems approach
Problem-centred approach
Action learning approach
Analytical approach
Competence approach

Procedural approach
Knowledge management system (Erasmus et al, 2017)
1.4 Training Cycle Stages

Training cycle consist of all the stages followed in the training and development process, right from the start of the
process to the end. Cycle begins from the point where as the organisation we investigate the training needs or
training gaps within the organisation (training needs analysis). After the needs, gaps or challenges the organisation
experiences as a result of lack of training or requirement for skills to be updated in the organisation, training design
process will start. The training design process will address issues such as; budget required for training,
development of training content and material for training delivery, taking into consideration, training needs, training
methods, facilities, trainer and time frame. The next step will be to deliver training using relevant training methods
and effective presentation skills. Once the training programme have been delivered, evaluation process kicks in,
here the verification of learner competency through various relevant assessments is done, evaluating each phase
during the process called ‘formative assessment’ and conduction a final evaluation of overall results at the end
called ‘summative assessment’. Evaluation of effectiveness of the whole training programme is also done with
learners evaluating the trainer, process, resources used etc. Lastly, the impact assessment is conducted and it
entails; mid-to long term evaluation of training results, e.g. behavioural change in the workplace, profits
improvement and other changes that may have been as a result of the training conducted.
The training process goes through the following simple stages as shown in figure 1.1. Below:
Figure 1Figure 1.1. Training Cycle Stages (Erasmus, Loedolff, Mda, Nel, 2007)

Table 1Table: 1.2: Training Cycle Stages Explained (Erasmus et al, 2007)
STAGE EXPLANATION
NEEDS Investigate or determine training problem. Organisation and job analysis. (1st Phase)
ANALYSIS
DESIGN OF Based on needs identified, develop content/ material for training delivery, taking into
TRAINING consideration, training needs, training methods, facilities, trainer and time frame.
CONDUCTING Delivery of training using relevant training methods and effective presentation skills.
TRAINING
EVALUATE Verification of learner competency through assessments. Evaluation of effectiveness of training,

TRAINING evaluate each phase during the process called ‘formative assessment’ evaluate overall results at
the end called ‘summative assessment’.
IMPACT Mid-to long term evaluation of training results, e.g. behavioural change in the workplace, profits
ASSESSMENT improvement etc.
1.5 Training and Development models

There are many training and development models and, depending on the needs in the organisation, one model or
a combination of models could be followed. The following are training and development models that can be the
foundation of training programmes in the organisation:
Nadler’s Model - it views training as a systematic and holistic process that should follow eight steps to be effectively
implemented. The eight steps are:
Identifying organisational needs - conduct training needs analysis as a results of changes that might have
taken place in the organisation, or skills gap or any performance challenges the organisation is struggling
with, both individual and organisation needs must be identifies.
Specify required performance – employee job is analysed in order to determine if performance matches
what is on the job description as well as to identify if there are any skills update needs for the employee and
to determine how and employee’s performance should be measured.
Identify training needs – gap between an employee’s performance and standards set is identified in order
to determine an employee’s training needs.
Determine objectives – once needs are identify, objectives of training should be specified. Objectives
should be able to address the training gap or skills gap that have been identified, in education or training
and development terms these objectives are also referred to as ‘learning outcomes’
Compile a syllabus – training content should be carefully developed to address the training objectives.
This involves a layout of what needs to be learned and the order in which this learning will take place.
Select instructional strategies – instructional strategies that include a variety of techniques, methods and
media to be used in training process should carefully selected. These instructional strategies should be

relevant to the training content and should be focused towards achievement of meaningful and enriching
training intervention.
Obtain instructional resources - physical, financial and human resources should also be planned and
carefully selected in order to deliver the best training intervention.
Present training – presentation phase integrates all the above stages, and also includes processes such
as presentation, evaluation and concluding the training programme.
(Erasmus et al, 2017).
Camp, Blanchard and Huszczo’s training model - also views training as a holistic process with steps that must
be followed and feedback given on each step to ensure effectiveness of the process. Steps in this model are the
following:
Gather and analyse data – gather training needs and carefully analyse the training gaps.
Establish objectives - establish the objectives the training wish to achieve.
Identify resources – identify and source the financial, physical and human resources that will be required
to deliver training successfully.
Develop curricula - develop training syllabus and content as per the objectives of training intervention.
Plan logistics – plan date, time, meals, venue of training and all other training related logistics.
Perform training – present and deliver training effectively.
Facilitate transfer of learning – ensure that learners will be able to transfer skills they learnt from training
to their daily work activities.
Gather and evaluate data – evaluate training process, resources used and everything in order to identify
what was good and what needs to be improved in the future training interventions (Erasmus et al, 2017)
High Impact Training Model – this is a six phase model focused on providing effective, targeted training that
moves the training effort forward. The results of each phase is an input for the next phase. The following are the
phases in this model:
Identify training needs - specific training needed to improve job performance is identified.
Map the training approach – once the training needs are identifying, measurable objectives must be set
and design must be mapped out.
Produce effective learning tools – training materials are created such as manuals and all other tools that
will assist in the training programme.
Apply successful training techniques – training technique relevant to the training conducted must be
used, e.g. one –on -one training, group training, and computer based training etc.
Calculate measurable results – here a determination of whether the training results have achieved the
objectives of the training is conducted, one here needs to also check if there has been any job improvement
as a results of training conducted.

Track ongoing follow-through – training must be regular and ongoing, as the organisation and its
processes changes, training must be conducted for an organisation adapt to changes and stay competitive
1.6 Training and Development Policy

Training and Development Policy (HRD) should be an outcome of the organisation’s human resource development
strategy. The policy is a guideline to all employees in the organisations on how training and development activities
in the workplace will be implement. It is important as it ensures that employees have a clear understanding of the
company’s vision, philosophy and committment with regards to skills development and training and development
of its employees. It also assists the human resource division in the organisation when planning training and
development interventions.
Training/ HRD Policies are developed for four reasons:
Clarify the relationship between the objectives of the organisation and its commitment to the HRD function.
Provide operational guidelines for management
Provide information for management
Enhance public relations (Erasmus et al, 2017)
1.7 Role of an Education Training and Development Practitioner

In training and development, the role of an education, training and development practitioner (ETDP) is multifaceted.
The ETDP needs to possess a broad spectrum of skills in order to be able to design and deliver effective training
and development programmes. ETDP needs to be a good planner, organizer and leader. ETDP needs to have
financial skills (training budgets), communication skills, presentation skills (delivery of training) and organizing skills
(organizing training venue, resources etc.). Below are some of the major roles of an ETDP:
Manager
Consultant
Instructor / Trainer / Facilitator
Evaluator
Marketer
Strategic facilitator
Application agent (Erasmus et al, 2017).
1.8 Training and Development link with other human resource functions in the organisation.
Training and development starts from onboarding when an employee is welcomed and introduced in the
organisation. It continues as an employee starts to fully engage with the job in the form of coaching and
mentoring. It goes on to be linked with the retention strategy of the organisation, because only employees who
are trained and empowered in the organisation can have the commitment to stay with the organisation. Training is
also linked to the compensation strategy of the organisation, as the more employees are empowered and receive

more qualification, there is more possibility to have their salaries being improved. Lastly to ensure effective career
management and career growth training plays a significant role in those functions as well.
1.9 Training and development: South African Context

The biggest challenge facing South Africa in the new millennium is that of rebuilding the economy. To build a
progressive economy can only be successful if companies raise performance and productivity standards through
skill enhancement and development. South Africa is country that is faced with triple challenges of unemployment,
poverty and inequality. The country also has a notable number of unskilled people, the consequences of these
challenges is low productivity which forces the country to find herself importing more goods from other countries
into the country than exporting. Enhancing training and development of the economically active persons in the
country is believed to be one of the strategies that can be used towards solutions in the challenges of
unemployment, poverty and inequality as well as the challenge of the country’s low productivity.
1.9.1 Macro Factors that affect Training, Development and Work in Organisations in South Africa
An increasingly growing population (49 million in 2008 and 57 million in 2018. StatsSA, 2018) means the country
must ensure that more money and resources are invested towards skills development to meet the growing
population needs. Poor levels of basic education have an effect in the quality of skills the country have and this
means and employment levels companies must also invest more to ensure that they have properly skilled and
competent employees. High unemployment rate also means the country needs to focus of improving the skills
levels of the people, especially the unemployed to ensure that they are skilled and employable. High levels of HIV
infections have an impact in the loss of critical skills in the workplace meaning training and development should be
ongoing and consistent to ensure that skills are always available when needed. Evolving societal structure with
more women entering the labour market and climbing career ladders means training provided should be flexible
and diverse enough to ensure that all elements of the society are considered
Below is a list of these macro factors that affect training and development in South Africa.
Population profile
Unemployment
Supply and demand for labour
Technological acceleration
HIV/Aids
Societal Changes (Erasmus et al, 2017)
1.9.2 Some of the Challenges facing South Africa’s Training and Development landscape
Poor education levels from foundation phase
Lack of adequate planning for future skills requirements
High unemployment: high demand of jobs and less supply

The unemployed are inadequately trained

Unable to keep up with global technological changes
Ineffective training and education needs analysis (Erasmus et al, 2017)
1.9.3 Legislation and Strategies that drives T&D in South Africa

HRD STRATEGY FOR SA (2010-2030) – Outlines the strategic priorities and interventions that are
designed to respond to training and development needs in the country as well as for human development
in the economic, social and wider development imperatives. The target goals for HRD strategy is to urgently
and substantively reduce the related scourges of poverty and unemployment in South Africa. To promote
justice and social cohesion through improved equity in the provision and outcomes of education and skills
development programs. To substantively improve national economic growth and development through
improved competitiveness of the South African economy.
NATIONAL SKILLS DEVELOPMENT STRATEGY (NSDS) – Aims to ensure that institutional learning is
linked to occupationally directed programmes and that the use of workplace skills programmes is
encouraged as is the use of worker- initiated training initiatives.
NATIONAL QUALIFICATIONS FRAMEWORK ACT NO. 67 OF 2008 a national effort at integrating
education and training into unified structure of recognized qualifications framework of qualifications.
SAQA (South Africa Qualification Authority) - Seek to advance the objectives of the NQF by ensuring SA
qualifications are of good quality and meet international standards.
SKILLS DEVELOPMENT ACT No. 97 OF 1998 - aims to develop the skills of the South African workforce
and to improve the quality of life of workers and their prospects of work.
SKILLS DEVELOPMENT LEVIES ACT No. 9 of 1999 - levy-grant scheme as contemplated in the Skills
Development Levies Act, 1% of payroll towards skills development. (Erasmus et al, 2007)
SKILLS DEVELOPMENT ACT LED TO THE ESTABLISHMENT OF:
Sector Education and training authorities (SETA’s) - there are 21 Seta’s, their main responsibility is to
develop and facilitate the implementation of sector skills plans as per the directives in the national skills
development strategy.
Workplace skills plans (WSP’s) - the skills development act requires that every workplace with more than
50 workers should appoint a skills development committee and facilitator who should be responsible to draw
the workplace skills plan for the organisation.
(Erasmus et al, 2017)
1.9.4 Proposed Solutions to T&D Challenges in South Africa

Collaboration of all stakeholders i.e. private sector, the state and providers of education and training to
establish skills requirements and develop tactics to close the training gaps in the country.
Have an aligned system of education and training from basic education, high school and higher education.

Building of competency base in four levels: National, organisational, occupational and individual
competencies.
Widening access to internships and apprenticeship opportunities for the unemployed youth.
Providing substantial incentives to companies providing training opportunities in the form of internships,
coaching and mentoring.
Revision Questions
1. Define and discuss the difference between Training, Education and

Development?
2. Discuss steps for effective training according to Camp, Blanchard
and Huszczo’s training model?
3. List the roles of Education and Training Practitioners.
Self-Test Questions
Please watch the following video on this link and answer questions that follow:
https://www.youtube.com/watch?v=CSvz4kuSWwA
1. Summarise into 3 key points why organisations offer training?
2. Explain why the world of training and development is becoming increasingly
important in South Africa?
Discuss how training benefits organisations
Case Study
CASE STUDY 1: INTRODUCTION TO TRAINING AND DEVELOPMENT
A new perspective at News35

You have been working for News35 since you graduated from university. You
started your career there as a T&D coordinator for the sales department. This
role involved the planning and booking of events, the coordination of
participants as well as general administrative tasks. You worked your way up
from coordinator to trainer to team manager and are now the regional manager
for News35 sales department.

The News35 sales team is divided into two selling teams: the first is digital and
the second print. Digital sells advertising space for the online newspaper and
print sells advertising space for the printed newspaper. They restructured and
combined the two teams into one because there has been a steady decline in
selling print advertising space. This resulted in 30% of redundancies. Morale is
low and there are now people in positions who know nothing about selling print
or nothing about digital.
(Source: Erasmus, Loedolff, Mda, Nel, 2017)
As regional manager, you have been asked to prepare a comprehensive

overview for top management as they are concerned about the current skills
gap. They have specifically asked you to present:
Question 1
A policy overview that covers the aim, objective, value, purpose and some
training initiatives for the News35 sales team
Question 2
An overview of the role of the manager, facilitator and evaluator in this new
structure
Case Study
CASE STUDY 2: INTRODUCTION TO TRAINING AND DEVELOPMENT
RecruSA
RecruSA is a leading recruitment company in South Africa. They have
established their presence in the market for executive placements.
Though they are well established they are still a small enterprise that is
rapidly growing. As their number of employees steadily increases they
are realising that they are no longer able to support the learning needs
of their employees. Managers no longer have the time to provide team
members with one-on-one coaching and the major issue is that their
senior consultants do not have the skills to mentor and coach. Though
the need is evident, a number of the managers believe that a T&D team
is not an investment to the firm but rather a cost.

As a result of this need RecruSA have decided to build a T&D team to

support the needs of the teams and formalise the training and
development environment. (Source: Erasmus, Loedolff, Mda, Nel, 2017)
Question 1
What are some of the problems the T&D team will encounter? And how
will they create credibility?
Question 2
The new T&D team will need to establish training needs, decide on how
to market the new program as well as decide on which training to deliver
first. Suggest ideas on how achieve this.
Question 3
Who will be the key people driving the success of the new T&D team?
1.10 Summary
T&D is important in the achievement of organisational objectives. Through T&D, employees gain skills, abilities,
knowledge and attitudes that help them perform more effectively in present and future jobs. As such, T&D may be
considered an investment in human resources that will provide many important benefits and returns to the
organisation. The T&D strategy should be aligned to the organisation's vision and strategy.
Readings
Erasmus, B., Loedolff, P., Mda, T., & Nel, P. (2017) Managing Training and
Development, 7th Edition, Oxford University Press: Cape Town.

Unit
2: Training Needs Assessment

Demonstrate the ability to conduct a Analyse training needs

training needs analysis.
Explains levels of training needs
Describes techniques of Needs assessment
Training needs analysis - It points the organisation to the core challenges caused by lack of training or having
inadequately qualified or trained staff.
Levels of training needs - micro, meso, macro and mega training needs (explanation of each need provided
below in 2.3.)
Types of needs assessment – organisational, group and individual (explanation of each assessment type
provided below in 2.4.)
Models for determining needs – (models provided below in section 2.5) (Erasmus et al, 2017)

2.1. Introduction
To achieve success and to ensure that skills gaps are addressed, it is important for organisations to start by doing
a training needs analysis before any training intervention can be funded, designed, developed and delivered. Needs
analysis is a form of diagnosing where problem areas are in regards to skills shortages, gaps and other issues that
may negatively affect the organisation’s performance levels, productivity and eventually profits. To provide a
solution or remedy you first need to know what is the problem/ ailment, this is where the processes of training
needs analysis come into play.
2.2. The Concept of Training Needs Assessment

Training needs analysis (TNA) or assessment is a very important step in the training cycle. It is important because
it is the foundation of all training programs and activities that the organisation embarks on. It enables the
organisation to diagnose where there training needs are or where the gaps in training are found within the
organisation. It points the organisation to the core challenges caused by lack of training or having inadequately
qualified or trained staff. It is like a medical doctor have to first get a patient’s diagnosis before providing a correct
treatment, otherwise if the diagnosis was not accurately investigated the patient will be provided with incorrect
medication that will not help in remedying the illness. Same applies with training in organisations, we need to know
and clearly understand where their problems and challenges are, before we can provide the correct training
interventions (Erasmus et al, 2017)
2.3. Levels of Training Needs

The following are levels in which training needs can be conducted:
Macro level - found at international and national levels, e.g. technological developments will require employee
skills to be updated to match, economic changes, social changes etc.
Meso level – needs found on the organisational level i.e. within the enterprise and take of training needs that
have come as a result of instances such as a change in organisational strategy, performance problems within
the organisation or even low employee morale and other challenges.
Micro level – these needs are found as operational level, e.g. where an employee has been found to lack
skills in a particular as a result, they are unable to perform their duties effectively
Mega level – this is when an organisation tries to address needs that are external e.g. societal needs e.g.
providing food packages to people in need etc. (Erasmus et al, 2017)
2.4. Types of Needs Assessment

The following are the different areas or types where needs analysis can be done:
Organisational needs assessment - this is when the internal environment of the organisation is being
assessed. Skills audits are conducted in order to determine enterprise training needs.
Group needs assessment – it’s when a group of people who work in the same division or perform similar
tasks perform poorly and examination of training needs are conducted in that group.

Individual needs assessment – this is when performance deficiencies of a particular employee are
examined.
Job needs assessment – needs assessment is done at an occupational level, a close examination of the
job itself is done e.g. when there are some changes in a job, individuals performing that job will need to have
their knowledge and skills updated accordingly.
National and Sectoral needs assessment – here assessment of skills shortage at a sectoral as well as at
a national level is conducted.
Content needs assessment - here analysis of documents, laws, procedure manuals etc. used in a particular
job are analysed, the focus here is on questions about what knowledge or information is used on the job.
2.5. Models for determining training needs

To effectively determine training needs, a systematic approach is required. Models assist in giving some organised
framework for training needs analysis. It helps to ensure that a focused and organised way of needs analysis is
conducted.
Graham and Mihal’s Model: This model is specifically designed to determine training needs for managers and
entails the following steps seen in figure 2.1. below:
Figure 2Figure: 2.1 - Graham and Mihal’s Model:. (Erasmus et al, 2017)
Michalak and Yager’s Model
This model is primarily an aid to determine training needs at a micro level, it is used mainly as a guideline in
formulating questions for interviews and questionnaires, and to conduct analyses of investigation of results. Steps
1 and 2 of the model focus on investigation of training needs, gaps and challenges within the organisation. In step
3 of the model, it must be established whether there is a lack of skills/knowledge among employees. If there is a
lack of skills/knowledge, then the ‘can’t do’ path is followed (steps 4 – 8). If there is no lack of skills/knowledge,

then the ‘does do’ path is followed (steps 9 – 11) although the model can be used on a preventative basis, it is too
simple to be successfully applied to more complex problems. (Erasmus, et al, 2017)
Figure 3Figure: 2.2 - Michalak and Yager’s Model,. (Erasmus et al, 2017)
2.6. Techniques in conducting Needs Assessment Process

The following are techniques used in conducting needs assessment:
Questionnaires - Provide a variety of information about needs, problems, potential problems, employee
perceptions, attitudes, and opinions. It normally takes the form of a survey or poll of a random or stratified
sample of respondents from an entire population.
Individual Interviews - Very popular and is considered to be the most common technique.
The popularity of the interview lies in the fact that firstly it is ‘expected’ and ‘accepted’ by managers,
supervisors, employees, and clients as an information gathering technique as it gives them and their employees
the opportunity to contribute. Secondly, certain information can only be obtained in a face-to-face situation.
Observations - Observe means to watch the job or task being performed. Observation occurs when a staff
member is being observed while performing his/her job/task.
Group Techniques - Implies a face-to-face interview with a group of employees during which structured or
unstructured questions are asked. The discussion can be formal or informal, or somewhere in between. The
group discussion can focus on the job analysis, group problem analysis, group goal setting, or any number of
group tasks or themes, such as the leadership training needs of a particular level of managers or supervisors.
Document review - technical manuals, organisational charts, audit and budget reports, quality control
documents, goal statements, evaluation reports, staffing and scheduling reports, planning documents, policy

manuals, employee records, minutes of meetings, etc., Content analysis, Job description and analysis.
2.7. Analysis of training and development needs

Analysis of training and development needs involves the following:
Content analysis - implies an analysis of documents, laws, and procedures used on the job. This analysis
focuses on questions about what knowledge or information is used on this job. This information is derived
from manuals, documents, or regulations.
Job description & job analysis - Contain a vast mass of information with respect to the skills, knowledge,
training, and experience required to ensure success in a job.
Other techniques - There are other techniques that can be utilized to assess training and development
needs. These include performance management data, focus groups, tests, examining work samples, training
committees, online monitoring, assessment centers, and SWOT (strengths, weaknesses, opportunities, and
threats) analyses. (Erasmus et al, 2017)
2.8. The Workplace Skills Plan

The workplace skills plan (WSP) is a plan approved by the Sector Education and Training Authority (SETA) which
outlines the training and development requirements for an enterprise for one year. The WSP is closely linked to
the training and development needs assessment process, since the results of the training needs assessment of
the enterprise, of groups in the enterprise and of individual learners can now be used as inputs for the compilation
of the WSP. (Erasmus et al, 2017)
2.8.1. Details Required in the Workplace Skills Plan

The following are details that must be included in the workplace skills plans:
The number of persons to be trained by occupational group and race
The enterprise’s strategic priorities for the skills development
Qualitative information relevant to skills planning (referring to the recruitment and filling procedure)
The training and education needed to ensure the development of the business and employees, including
proposed training interventions, estimated costs, specific job types, and whether the interventions are to be
conducted by external or internal training providers of the organisations themselves
Issues relating to employment equity in the enterprise (Erasmus et al, 2017)
2.8.2. Skills Audit

The Workplace Skills Plan should flow from the strategic human resource training and development plan and aim
to develop the capacity of employees in an enterprise to achieve the business goals. The needs analysis process
is therefore an essential ingredient for a meaningful Workplace Skills Plan. In addition, one of the steps in the
compilation of a WSP is the requirement for a skills audit. The skills audit is an investigation undertaken to
determine the actual skills of the current workforce in order to define the skills gaps and real skills requirements. It

is a process where skills held by employees are identified and compared with skills required now and in the future
so that the skill shortfall or surplus can be determined. (Erasmus et al, 2017)
Revision Questions
1. Explain the concept of training needs analysis?

2. List and explain the 4 levels of training needs?
3. Describe the different types of needs assessment?
4. Name and explain the techniques in the needs assessment process
Self-Test Questions
As an introduction to training needs analysis (TNA) watch the short video on

YouTube: https://www.youtube.com/watch?v=X3cSAjHDeag
Make notes from what you have learned in the video. After the video discuss the
key points made about TNA.

Case Study
CASE STUDY 1: TRAINING NEEDS ASSESSMENT
Oupucon Crisis
Oupucon is a global engineering company that provides engineering, management and
specialist technical services for public and private sector clients globally. With an office
network extending across 40 countries, Oupucon has been involved in projects in over
60 countries across Africa, Asia Pacific, the Middle East and the Americas and employs
around 12,000 people throughout 16 industry groups.
Oupucon has a client centric business model that gives them the ability to deliver a full
range of services globally. They aim to create best teams for their key clients, develop
strong client relationships and deliver market leading solutions.
Their clients benefit from their collaborative business model as it nurtures the
development of market leading expertise across their industries. Their most prized
department is the marine engineering team. They design, construct and consult on the
building of marine structures i.e. ports and harbours.Their main office is located in
Johannesburg and recently Oupucon has experienced a major setback. The leadership
team of the marine engineering department resigned with immediate effect and have
now started their own business. This means the marine team is now functioning without
its unit director, two senior managers, and one design manager. There are now only
three consultants of senior and junior level left in the team. This leaves a huge gap that
needs to be filled. To solve the issue they have decided to merge the Johannesburg and
Cape Town team to fill the gaps in the leadership team. Both teams were small and the
merge will not result in any job losses. However, the new unit director from Cape Town
has recognised that there is skills gap that needs to be filled and some team members
will need to be upskilled to be able to complete other duties and tasks.
(Source: Erasmus, Loedolff, Mda, Nel, 2017).
Question 1
What levels of need can you identify in the case of Oupucon? Discuss this further.
Question 2
What types of needs assessment will you use to determine the training needs of the
Oupucon marine team? Explain.

Question 3
What techniques of needs assessment would you use and why?
CASE STUDY 2: TRAINING NEEDS ASSESSMENT (UNIT 2)

Diplit Consulting and Strategy approach to Training
Diplit Consulting was founded in early 2008 and has grown to be a dynamic and innovative
Brazilian based company, solely dedicated to helping clients achieve extraordinary results.
They partner with leading local and international organisations, helping them tackle strategic
and operational challenges with success. Diplit Consulting provides a unique blend of world
class consulting expertise in supporting their clients to pursue growth from vision and
strategy to detailed design, from implementation and capacity building to realising and
sustaining value. Diplit Consulting now has over 20,000 employees and is planning to hire a
further 5,000 this year, due to the start-up of a new division called “the innovation centre”.
This centre will focus on supporting young and dynamic individuals/groups on the start-up of
their companies. Diplit Consulting will invest in the start-up costs of the business and support
the new business ventures with the challenges they are faced with in the first two years.
Once the business is running smoothly and no longer requires support Diplit will no longer
advise. The idea is to motivate innovation in young individuals but also to obtain long-term
loyal clients. By investing in new companies Diplit is convinced that clients will remain loyal
and they will triple their ROI.
In order for the “innovation centre” to be a success it needs a strong management team.
However, management is not always Diplit’s strongest area. The business runs on highly
specialised individuals with expert knowledge in the area they work. Experts tend to focus
on the work that needs to be done but fail to focus on team and individual career
development. Diplit recognises that the consulting world is rapidly changing and in order to
successfully mentor their employees the business needs to be well rounded in the services
it offers.
In order to improve internal management skills Diplit Consulting is conducting an

organisational needs assessment. (Source: Erasmus, Loedolff, Mda, Nel, 2017)
Question 1
What model would you use to determine the training needs for Diplit Consulting and why?
Question 2
What techniques will you explore to determine learner needs? Explain.

2.9 Summary
Any problem, shortcoming, or gap preventing enterprises or employees from achieving their objectives can usually
be overcome, or at least minimised, through training and development activities.Training needs analysis can be
defined as the process of discovering precisely what gaps exist between what people know, do or feel, and what
they should know, do or feel in order to perform competently.In order for training to be effective, it is necessary to
determine the training needs not only of the individual and the groups, but how their needs fit the overall objectives
of the enterprise. (Erasmus et al, 2017)
Readings

Unit
3: Design of Training
and Development Programme


Demonstrate the ability to design a Formulate programme learning outcomes
training programme taking into Understand taxonomies of learning and their role in
consideration taxonomies of learning and programme development
programme content. Understand the selection and sequencing of content
Outcomes Based Curriculum – is the curriculum that is outcomes orientated. In South Africa outcomes-based
education and training curriculum should adhere to the requirements of the National Qualifications Framework.
Learner Outcomes - an outcome is the end product of a learning process; it is what the learner should know by
the end of the training programme.
Taxonomies of learning – not all outcomes are equal, some will refer to simple ideas while others to complex
ideas. Some will require low levels of skills, while others will require higher levels of cognitive thinking and skill.
Taxonomies of learning enables trainers to decide what level of skills they would like their learners to attain
Learner management support - is an integrated software or a web-based application that supports the
development, delivery, assessment, and administration of courses in traditional face-to-face, blended, or online
learning environments.
Competency based training- Aim of Competency Based Training is to provide students (employees) with the
skills and knowledge they require for the successful completion of their daily (or future) tasks.

3.1 Introduction
Training is a systematic process that goes through various stages. Programme design and development is a very
important stage in the process as it is the heart of the whole training and development programme. In this module
we will focus on how to formulate learning outcomes as we begin programme design. The chapter will also look at
different taxonomies of learning and lastly how to select relevant content and sequence for the training programme.
3.2 Outcomes-based curriculum design

“The curriculum process therefore starts with the intended outcomes and these outcomes are then used as the
point of departure for the rest of the learning programme” (Erasmus et al, 2017). A curriculum is the plan for the
process of teaching and learning. It follows the training needs assessment phase. In outcomes-based education
and training, the curriculum should adhere to requirements that fulfil the requirements of the National Qualifications
Framework.
3.2.1 Formulating the learning Outcomes

An outcome is the end product of a learning process and includes:
Social and personal skills
Learning how to learn
Concepts
Knowledge
Understanding
Attitudes
Values (Erasmus et al, 2017)
3.2.2 Requirements of a learning Outcome
Modifier
Noun or
Verb object
or Outcome
Qualifier
Figure 4Figure 3.1: Requirements of a learning Outcome (Erasmus et al, 2017)
The verb: indicates the type of activity and the nature of the outcome.
The noun/object: indicates what is going to be achieved, clearly indicating the issue addressed.
The modifier/qualifier: indicates the scope, dimensions and methodology involved.
Example: Outcome: Demonstrate the use and care of specified carpentry tools in accordance with
prescribed criteria.

Verb: Demonstrate
Noun: Use and care of specified carpentry tools
Modifier: In accordance with prescribed criteria. (Erasmus et al, 2017)
3.2.3 Types of Outcomes

Critical Cross-field Outcomes
Overarching (macro) outcomes
Intended results of education
Linked to national goals
Specific Outcomes
Express results of narrowly defined aspects of learning
Required for particular course or programme (Erasmus et al, 2017)
3.3 The Purpose Statement

The purpose of a course or programme is a concise statement of why the course or programme exists and what
learners will have to achieve to satisfy the requirements of the programme. It is normally derived from the unit
standard or the description of a particular job or task or training need determined in the training needs assessment
process.
3.4 Introduction to Taxonomies of learning

They enable trainers to decide what level of skills they would like their learners to attain
Divided into three categories/ areas: cognitive, affective and psychomotor.
Cognitive Area - the emphasis here is on learning that relates to mentally acquiring knowledge, mentally
organising information, recalling or remembering what you have learnt.
Affective Area – the emphasis here is on the learner’s perceptions, attitude, feelings and emotions.
Psychomotor Area – this area deals with physical skills, manipulation of objects and activities that require
neuro-muscular co-ordination. (Erasmus et al, 2017)
3.4.1 Taxonomies of Learning

Anderson-Krathwohl’s taxonomy - Known as a taxonomy for teaching, learning, and assessing
This taxonomy was driven by the following questions:
What important things should learners learn?
How can instruction be planned and delivered so that high levels of learning are achieved by learners?
What assessment instruments and procedures will provide accurate information about how well learners
are learning?
How can trainers ensure that outcomes, instruction, and assessment are aligned with one another?

Bloom’s taxonomy - Benjamin Bloom and his colleagues developed a model referred to as Bloom’s Taxonomy
(1956). Bloom’s taxonomy reflects the different levels in which learners can be engaged on starting from the
lowest level of knowledge absorption to synthesis (creating something) and evaluation.
Figure 5Figure 3.1: Blooms’ Taxonomy (Source: emmaleighamunro.wixsite.com)
3.5 Content
Content refers to the underlying knowledge, skills attitudes, and values that are required for learners to master the
learning outcomes.
3.5.1 Factors to consider:
Subject-matter characteristics
The learner
The trainer or facilitator (Erasmus et al, 2017)
3.5.2 Sources of content:

Job data and documents (Erasmus et al, 2017)
3.5.3 Types of content:

Essential – what the learner must know
Helpful – what the learner should know (Erasmus et al, 2017)
Peripheral – what is nice for the learner to know?
Unrelated – No relevance to learning

3.5.4 Sequencing Content

Approaches to sequencing content:
Chronological
Whole-to-part
Part-to-whole
Known-to-unknown
Unknown-to-known
Step-by-step
General-to-specific
Specific-to-general
Concrete-to-abstract. (Erasmus et al, 2017)
3.6 Training Programme Planning

A training programme should contain the following information:
Who the programme was designed for?
Prerequisites
Learning outcomes
Timing and sequencing of the content
Final outcome of the programme
Who will carry out the training?
Learning content
Training location
Administrative arrangements
How the programme will be conducted
Assessment methods
Pre-and post-course requirements (Erasmus et al, 2017)
Final outline should clarify:

What is to be covered
Who is to facilitate and who is the target population
When (timing and sequence)
How (methods and other resources required) (Erasmus et al, 2017)
Also consider internal organisation (staff, facilities, etc.) and information to learners (preparation and sending of
joining instructions).

3.7 Competency Based Training

Aim of Competency Based Training is to provide students (employees) with the skills and knowledge they require
for the successful completion of their daily (or future) tasks. Focus on outputs rather than on inputs.
3.7.1 Characteristics of competency-based training

The following are characteristics of competency based training:
Individualised training system
Course layout for a specific type of job is introduced beforehand
Evaluation/assessment takes place on a continuous basis and feedback to learner
Requires a great deal of time and research
It is a systematic approach to training - directed at individual performance evaluated according to specific
criteria. (Erasmus et al, 2017)
3.7.2 Steps in developing a competency based training

The following are steps in developing a competency based training:
Describe specific professional group being investigated.
Identify prerequisites for training programme.
Identify and verify tasks
Analyse tasks in terms of job content and draw a distinction between knowledge and skills
Formulate terminal objectives based on identified tasks
Formulate performance tests to ensure that learner performance is evaluated
Prepare written tests to assess learners’ ability to master concepts and terms
Design a guide that will assist in mastering the content
Test and revise the provisional learning guide
Implement, evaluate, and manage the training programme (Erasmus et al, 2017)
3.8 Learner Management System (LMS)

LMS is an integrated software or a web-based application that supports the development, delivery, assessment,
and administration of courses in traditional face-to-face, blended, or online learning environments. LMS;
Delivers and manages instructional content
Identifies and assesses individual and organisational learning
Tracks the progress towards meeting set goals
Collects and presents data for supervising the learning process
Delivers content, course registrations, course administration, skills gap analysis, tracking, and reporting.

3.9 New technologies that enhance training and development

Web-conferencing
Social networks and community of practice
Podcast
Blog
Microblogs
Integrated collaboration environment or collaborative workspace
Wiki
Social bookmarks
Media sharing
Virtual world
Authoring tools or instructional tools
Mobile learning (M-learning)
YouTube (Erasmus et al, 2017)
Think Point
1. What are the various factors that can affect the design of a training programme?
2. Why do organisations need a training budget and to keep accurate training records?
Revision Questions
1. Discuss the factors that one need to take into consideration when formulating learning
outcomes?
2. Discuss Bloom’s taxonomy of learning and its significance when designing and
implementing a training programme?
3. List the approaches that should be employed in sequencing content?
4. List the characteristics of competency based training?
5. List the new technologies that can enhance training and development?
Self-Test Questions
Watch the video on Bloom’s taxonomy.

Make notes on key points made in the video.
https://www.youtube.com/watch?v=NsBna5IVBYg
1. What are the key learning points in the video?

Case Study
CASE STUDY 1: DESIGN OF TRAINING AND DEVELOPMENT PROGRAMME
Adhoc Training programme design and development
Adhoc Training is one of the largest retail training providers in North America; they
have trained more than 100,000 delegates in retail, sales and store management.
Retail training remains one of their core focuses, but they also offer training on a variety
of business topics, running more than 60 public training courses a month, and more
than 500 tailored retail training and business skills courses a year for North America’s
largest companies. A strong and capable management and retail team is key to the
success of a business. Adhoc Training is a progressive company that is at the forefront
of retail learning solutions. They are continuously designing new programmes as well
as designing competency based solutions to support their client needs.
Question 1
Discuss four factors that could affect the course development of an Adhoc Training
programme. Provide practical examples.
Question 2
Explain the steps in developing a competency-based training programme. Under what
circumstances should Adhoc Training design a competency based programme?
CASE STUDY 2: DESIGN OF TRAINING AND DEVELOPMENT PROGRAMME
L&D Consultant designing outcomes
Mary is a learning and development consultant for Feud. They are an online learning
solutions company that provide e-learning programmes to media companies. Mary is
currently working on a news broadcasting e-learning programme for beginners. The
aim of this e-learning is to introduce potential broadcasters within the business to the
basic communication styles accepted by the audience during the broadcasting of the
six o’clock news. Mary is currently busy defining the learning outcomes for the course.
Question 1
Explain what an outcome is, what the requirements of an outcome are and provide an
example of an outcome for Mary?

Question 2
Explain the cognitive area of Blooms Taxonomy. Should Mary keep this in
consideration when designing her programme? Why?
3.10 Summary
In this era of advanced digital technologies; it is important for training and development initiatives and interventions
to be electronically planned, implemented, evaluated and stored. In doing so, organisations can reap the benefits
of having cost effective accurate and professional administration of training programmes, records that are kept in
a safe and measure and that can be readily available for decision making and reporting purposes. This module
covered the following topics: formulating learning outcomes in programme design, different taxonomies of learning,
selecting relevant content and sequence it for the training programme, competency based training and its
characteristics, learner management support and technologies that enhance training and development.
Readings

Unit
4: Delivery of Training
and Development


Demonstrate the ability to prepare, Understand how to prepare for training
present and evaluate training. Discuss the elements of effective training skills in
Discuss the different Training and presenting training
development techniques Discuss elements that should be considered in
preparing training facilities
Describe the different classroom layouts
Identify various training and development techniques.
Assess the suitability of various training and
development techniques
Adult learning - Adult learning is defined as the education of, and learning by adults aimed at assisting students
in fulfilling their roles as educators, workers, citizens and parents (Erasmus et al, 2017).
21st century learning - 21st century learning is learning that is aimed to address the 21st century environment of
globalization, fast technological changes, political, social and business environments.
Learning styles - Learning style refers to the best way in which a particular individual learns.

4.1. Introduction
Learning some information, skill or attitude is the goal for any training intervention. This chapter will provide
information on all areas related to learning. It is important for Training Practitioners to understand what adult
learning entails in order for them to deliver the best learning experience to their learners. Training Practitioners
need to understand the type of learners that adult learners are, their various learning style and which learning
principles should be employed when training adult learners. Trainers should also understand relevant and
applicable learning theories to provide the best and effective learning experience.
4.2. Preparing Training

The trainer must ensure that the content of the training programme corresponds with the expected learning
outcomes
The content must satisfy the needs of the target group
The trainer must be clear on what type of learning outcomes are desired – for example verbal information,
intellectual skills, motor skills, attitudes and cognitive strategies – and how achievement of these learning
outcomes will be demonstrated
On the client’s side, which may be an organisation or employer, the return on investment needs to be
demonstrated
The students’ attitude, previous experience and knowledge levels should be taken into account
The Learning Delivery Policy and Procedures of the organisation where training is taking place should be
assessed together with needs assessment, context analysis, and learning outcomes. Crucial (Erasmus et al,
2017)
a) Needs Assessment - Needs analysis may include organisational, personal and task needs analyses, and
should assess the training candidates' attitudes, motivation and basic skills
McNamara suggests understanding the following concepts:
training goal
learning objectives
learning methods/activities
documentation or evidence of learning
Evaluation (Erasmus et al, 2017)
b) Context Analysis - includes the organisation as well as the societal and historical context.
The trainer must understand the:
organisational mission,
resources,
priorities,
Trends and constraints. (Erasmus et al, 2017)

The trainer should also:

analyse the biographical particulars of students who will attend the training, such as gender, educational
qualifications, -computer literacy, work experience, religion, marital status, courses completed, job title, age, race,
culture and ethnic affiliations, and aspects such as attitude, prior level of knowledge and skills in the field.
c) Setting learning outcomes - earning outcomes are stated in terms of actions the students will be able to
demonstrate at the end of a programme. Learning outcomes may be classified according to Gagne's (1988)
classical learned capabilities and dispositions:
Verbal information
Intellectual skills
Cognitive strategies
Attitudes
motor skills (Erasmus et al, 2017)
4.3. Preparing Structure

A good learning structure gives rise to improved retention and evaluation, and the presentation structure must
therefore be well planned.” (Erasmus et al, 2017).
4.4. Instructional Design

An instructional strategy refers to all instructional sources and material that can be used.
When selecting the strategies, the trainer will consider:
trainer-led interventions versus student-led
self-paced
individual versus group
theoretical versus practical
Level of student experience. (Erasmus et al, 2017
4.5. Selecting & Booking Training Facilities

It is important to select correct training facilities that will be conducive to the training presented.
4.5.1. Examples of training facilities:

auditoriums
conference rooms
seminar rooms (Erasmus et al, 2017)

4.5.2. Criteria to asses facilities:

flexibility
accessibility
indoor environmental quality
technological connectivity
isolation
health-care facility (Erasmus et al, 2017)
4.6. Facilitating Training

To ensure effective facilitation of training, a trainer should consider the type of learning content the level, abilities
and potential of group of students and the learning objectives of the training intervention. (Erasmus et al, 2017)
4.6.1. Effective Facilitation Skills (Erasmus et al, 2017)

Good facilitation skills are key to ensuring that training objectives are achieved. A good facilitator is the one who
displays competency in the subject matter, is able to grab the attention of his audience, encourages engagement,
is a good listener and provides an overall environment that is conducive to learning. Below are some of the key
facilitation skills required from a good facilitator:
Focus on students
Expertise in subject matter
Making the learning content
interesting
Personality
Interpersonal and human
relations skills
Instructional design
Learning transaction skills

4.6.2. Attributes of a Competent Trainer

The following are attributes a competent trainer should possess:
Knowledge of and skills in group processes and group dynamics
Knowledge of the different ways in which people learn
Listening skills
Communication skills
Questioning skills
Feedback
Flexibility
Time management (Erasmus et al, 2017)
4.7. Learning Styles
In order to ensure effective learning takes place, Trainer should design and deliver training in a way that will
accommodate all learners with their different learning styles.
Learning style refers to the best way in which a particular individual learns.
David Kolb identified the following four personality learning styles:
Concrete Experience (CE) –this style is for learners who prefer to be actively engaged in their learning, to see,
touch and feel what they are learning about, these learners are also referred to as: activists or feelers.
Reflective Observation (RO) - these type of learners prefer to think, record, analyse and question the
information. They are also referred to as watchers or reflectors.
Abstract Conceptualisation (AC) – these learners are always interested to learn how things are connected
to one another or how they relate to one another. They also enjoy forming theories and models out of these
connected ideas. They are also referred to as thinkers or theorists.
Active Experimentation (AE) – these learners are concerned about how they can practically apply the content
or information they have. They apply theories in decision making and problem solving. They are also referred
to as doers or pragmatists. (Erasmus et al, 2017).
4.8. The Context of adult learning

It is also important for Trainers to understand that adults very often learn differently from young learners. Adult
learning is defined as the education of, and learning by adults aimed at assisting students in fulfilling their roles as
educators, workers, citizens and parents (Erasmus et al, 2017).
4.8.1. Characteristics of Adult learners and circumstances that affect adult learning
Need to know’ principle
Autonomous and self-directed
Experience
Goal oriented
Self-concept

Ready to learn
General life orientation
Motivation to learn
Need for respect
Responsibility. (Erasmus et al, 2017)
4.9. Factors that affect learning

Motivation and enthusiasm
Organised information
Engagement in the learning task
Use both sides of the brain
Enjoying what you learn
Presentation of material using different methods, and to engage the different senses
Effective study skills
Personalised information
Belief in yourself and in your intelligence
Having resources and support
A healthy physical state (Erasmus et al, 2017)
4.10. Training and development Techniques

There are several T&D methods available. The use of a particular method depends which method accomplishes
the training needs and objectives. Training methods can be classified into two categories:
a) On-the-Job Methods - This refers to the methods of training in which a person learns a job by actually
doing/performing it. A person works on a job and learns and develops expertise at the same time. Examples are:
Understudy/internships - In this the employee is trained by his or her supervisor. The trainee is attached
with his or her senior and called understudy or assistant. For example, a future manager might spend few
months as assistant to the present manager.
Job rotation - This refers to shifting/movement of an employee from one job to another on regular intervals.
Special projects - The trainees' may ask to work on special projects related with departmental objectives.
By this, the trainees will acquire the knowledge of the assigned work and also learn how to work with others.
Experience - It refers to learning by doing. This is one of the oldest methods of on-the-job training. Although
this is very effective method but it also very time-consuming and wasteful. Thus it should be followed by
other training methods.
Committee assignment - In this, the trainees become members of a committee. The committee is assigned
a problem to discuss and make recommendations.

Coaching - In this, the supervisor or the superior acts as a guide and instructor of the trainee. This involves
extensive demonstration and continuous critical evaluation and correction.
(Chandrasekhar, 2011)
b) Off-the-Job Methods
These methods require trainees to leave their workplace and concentrate their entire time towards the training
objectives. These days off-the-job training methods have become popular due to limitations of the on-the-job training
methods such as facilities and environment, lack of group discussion and full participation among the trainees from
different disciplines, etc. In the off-the-job methods, the development of trainees is the primary task rest everything
is secondary. Following are the main off-the-job training methods:
Special courses and lectures - These are the most traditional and even famous today, method of developing
personnel. Special courses and lectures are either designed by the company itself or by the
management/professional schools. Companies then sponsor their trainees to attend these courses or
lectures. These are the quick and simplest ways to provide knowledge to a large group of trainees.
Conferences and seminars - In this, the participants are required to pool their thoughts, ideas, viewpoints,
suggestions and recommendations. By attending conferences and seminars, trainees try to look at a
problem from different angles as the participants are normally from different fields and sectors.
Selected reading - This is the self-improvement training technique. The persons acquire knowledge and
awareness by reading various trade journals and magazines. Most of the companies have their own
libraries. The employees become the members of the professional associations to keep abreast of latest
developments in their respective fields.
Case study method - This technique was developed by Harvard Business School, U.S.A. It is used as a
supplement to lecture method. A case is a written record of a real business situation/problem faced by a
company. The case is provided to the trainees for discussion and analysis. Identification and diagnose of
the problem is the aim in case study method. Alternate courses of action are suggested from participants.
Programmed instruction/learning - This is step-by-step self-learning method where the medium may be a
textbook, computer or the internet. This is a systematic method for teaching job skills involving presenting
questions or facts, allowing the person to respond and giving the learner immediate feedback on the
accuracy of his or her answers."
Brainstorming - This is creativity-training technique, it helps people to solve problems in a new and different
way. In this technique, the trainees are given the opportunity to generate ideas openly and without any fear
of judgement. Criticism of any idea is not allowed so as to reduce inhibiting forces. Once a lot of ideas are
generated then they are evaluated for their cost and feasibility.
Role-playing - In this method, the trainees are assigned a role, which they have to play in an artificially
created situation. For example, a trainee is asked to play the role of a trade union leader and another trainee
is required to perform the role of a HR manager. This technique results in better understanding of each
other's situation by putting foot in other's shoes.

Apprenticeship training - This training approach began in the Middle Ages when those who wanted to learn
trade skill bound themselves to a master craftsman and worked under his guidance. Apprenticeship training
is a structured process by which people become skilled workers through a combination of classroom
instruction and on-the-job training.
In-basket exercise - In this technique, the trainees are provided background information on a simulated firm
and its products, and key personnel. After this, the trainees are provided with in-basket of memos, letters,
reports, requests and other documents related with the firm. The trainee must make sense out of this mass
of paperwork and prepare memos, make notes and delegate tasks within a limited time period."
Business games - Business games involve teams of trainees. The teams discuss and analyse the problem
and arrive at decisions. Generally, issues related with inventories, sales, R&D, production process, etc. are
taken up for consideration.
Behaviour modelling - This is structured approach to teach specific supervisory skill. This is based on the
social learning theory in which the trainee is provided with a specific model of behaviour and is informed in
advance of the consequences of engaging in that type of behaviour.
Sensitivity (T-group) training - In this type of training, a small group of trainees consisting of 10 to 12 persons
is formed which meets in an unstructured situation. There is no set agenda or schedule or plan. The main
objectives are more openness with each other, increased listening skills, trust, support, tolerance and
concern for others. The trainers serve a catalytic role. The group meets in isolation without any formal
agenda. There is great focus on inter-personal behaviour. And, the trainer provides honest but supportive
feedback to members on how they interacted with one another.
Multiple management - This technique of training was first introduced by McCormick, President of
McCormick & co. of Baltimore in 1932. He gave the idea of establishing a junior board of directors. Authority
is given to the junior board members to discuss any problem that could be discuss in senior board and give
recommendations to the senior board. Innovative and productive ideas became available for senior board.
(Chandrasekhar, 2011).
4.11. Identifying facilities conducive for delivery of Training and Development Interventions
Type and condition of facilities used in training delivery can have a huge impact on the effectiveness of training
and its impact. It is important to ensure that facilities used for training are conducive to the requirements of that
particular training programme and course. Facilities should have all the resources needed to ensure a conducive
training environment. The requirements that the training facilities have to meet must be clearly indicated. The type
of training presented and the presentation method will determine the appearance of the facility.
4.11.1. The following tasks should be executed in developing an overall training facility strategy:
Define the extent of the strategy
Develop a philosophy
Identify policy guidelines, parameters, and objectives

Determine whether the current training facilities are suitable

Develop an estimate of training requirements
Convert the estimated student and staff needs into facility needs
Develop a training facility strategy (Erasmus et al, 2017)
4.11.2. Training room Selection

The following principles must be considered in selecting an appropriate training room:
Determine the desired performance beforehand.
Choose the most appropriate procedures for achieving the desired performance.
Choose those that are practical and job-related.
Clarify the skills levels of the students before commencing. (Erasmus et al, 2017).
4.11.3. Types of training rooms

Traditional classroom - Students are individually seated at desks or tables facing the front of the room. The
trainer operates from behind a desk or lectern with a blackboard, overhead projector, flip chart, and other
audio-visual aids at his or her disposal.
Interactive television classroom - Makes use of video broadcasts to convey instruction to students who are
geographically dispersed, allowing for contact between trainers and students.
Distance education (self-study) - Consists of the use of a package of printed material that includes readings,
tests, and exercises for self-evaluation. Distance learning is based on print but it is supported by a variety of
means, such as satellite delivery, CD ROMS, videos, video conferences, and the Internet.
Guided learning centre - A guided learning centre is designed so that instruction is individually based and
self-paced. Trainers and tutors are used in various places to assist students but students should be able to
master the educational process on their own.
Computer based training - Based on the student who interacts with a computer programme that presents
subject matter, allows for practice exercises, gives feedback, analyses performance, and provides assistance
as needed.
Multimedia classroom - A multimedia classroom is set up so that students have the opportunity to use a
variety of learning media, such as films, tapes (audio or visual), slides, radio, and videos.
4.11.4. Classroom layouts

The following are classroom layouts that can be used taking into consideration the objectives on the training
programme (Erasmus et al, 2017)

4.12. 21st Century learning

21st century learning is learning that is aimed to address the 21 st century environment of globalization, fast
technological changes, political, social and business environments. It is concerned with using modern training
methods and technologies to provided skills that will fit in with the 21st century challenges and context.
4.12.1. Some of the 21st Century trends in learning

E-learning
Blended learning
Gamification
Social Media
Mobile learning
Digital engagement
Podcasting
Twitter
Open learning
You tube (Erasmus et al, 2017)
4.13. Electronic Learning (e-learning)

Electronic learning involves the delivery and administration of learning opportunities and support via computer,
network, and web-based technology, to help individual performance and development.

E-learning also provides information via information or communication technologies in a very accessible and
immediate way that enables individuals to refresh or extend their knowledge and improve their performance. This
learning approach provides interactive learning materials and packages designed to facilitate skills or wider
personal development. (Erasmus et al, 2017).
4.13.1. Advantages and Disadvantages of e-learning (Erasmus et al, 2017)
Advantages Disadvantages
Just in time, just enough and just for you Technology dependent
Cost effective Sometimes incompatible with other systems
Up to date Unsuitable for some types of training
Quick Less interactive than it claims to be
Retainable Expensive to set up
Risk free Still dependent on human support
Consistent Can be costly to students who cannot afford to buy internet
bundles
Interactive and Collaborative Can be frustrating to those who stay in remote areas where
internet reception is poor.
Easy to track Cannot be used by learners who are computer illiterate or
technologically challenged.
Empowering
Revision Questions
1. Discuss the elements of effective training skills in presenting training?

2. Discuss elements that should be considered in preparing training
facilities?
3. Describe the different classroom layouts?
4. List and explain the different learning styles?
5. Discuss the characteristics of Adult learners?
Think Point
o Is it important to understand your learners styles when facilitating? Give

reasons for your answer.

Self-Test Questions
o Why is planning or preparation a prerequisite for delivering excellent training?
Case Study
CASE STUDY 1:DELIVERY OF TRAINING AND DEVELOPMENT PROGRAMME
Lecturing at Soweto University

Jim Stone is a lecturer at Soweto University for the Department of Business
Communications. He has successfully been lecturing students on business planning
and strategy. Jim has been delivering the same course for approximately five years now
and ensures that the content is kept up-to-date. However, last year’s feedback was
poor.
Students said that his lectures were boring and lack student participation. The content
was well-received but the lecturer’s approach was poorly marked. (Source: Erasmus,
Loedolff, Mda, Nel, 2017)
Question 1
What are the potential steps Jim could take to ensure his lecture remains engaging?
Explain why.
Question 2
What three alternative methods would you advise Jim to use instead of lecturing?
CASE STUDY 2: DELIVERY OF TRAINING AND DEVELOPMENT PROGRAMME
Business online
You are training designer for Business Online. They are a national UK-based training
company that designs online e-learning skills for businesses. You have recently been
assigned to develop a training programme for a global mining company. They are
having issues with discrimination and harassment in the workplace and have asked
Business Online to design a programme that will reduce the occurrence of harassment
and discrimination in the workplace, but also reduce their organisation’s liability in the
event of a discrimination claim or employment-based lawsuit. (Source: Erasmus,
Loedolff, Mda, Nel, 2017)

Question 1
Discuss the advantages and disadvantages of eLearning.
Question 2
Do you think e-learning is an appropriate solution to reduce the occurrence of
harassment discrimination? Explain why.
4.14 Summary
Effective training delivery is important to ensure achievement of training objectives. Understanding your learners,
their learning styles, learning needs and requirements is of utmost importance. The training environment is also
very important for effective training delivery, type facilities, their condition, room layout etc. are very important.
Presentation skills are also key to achieving the best results in training.
Readings

Unit
5: Evaluating Training
and Development


Discuss the techniques to learner Discuss the purposes of assessment and evaluation
assessment and evaluation of training Describe the principles of assessment and evaluation
and development programme Describe the various types of assessment and
evaluation
Explain programme evaluation process.
Assessment - The measuring of how well someone can perform an activity or demonstrate knowledge, usually
against pre-set criteria. Way of linking learning with the outcomes and the evidence of learning (Erasmus et al,
2017).
Training Programme Evaluation - evaluation is the determination of the extent to which the training activities
have met their goals (Erasmus et al, 2017).
Assessment principles – for assessment to be deemed as fair and valid it must adhere to the principles of
assessment which includes fairness, transparency, validity, objectivity etc.
Return on Investment (ROI) – it measures how much money or profits have been gained as a result of investment
that was injected (in this case in the training project/programme).

5.1. Introduction
Assessment of learning and evaluation of a training programme is the last stage in the systems model of training.
This stage is very significant as it gives an indication whether training intervention was successful or not. It is also
used as a quality assurance tool for training and development interventions. Consistent, accurate and thorough
evaluation can also measure impact of training and return on investment that there training intervention has
achieved. It is very vital that Trainers should conduct evaluation also to improve for future training events.
5.2 Assessment and Evaluation Definitions

Assessment-The measuring of how well someone can perform an activity or demonstrate knowledge, usually
against pre-set criteria. Way of linking learning with the outcomes and the evidence of learning. SAQA defines
assessment as ‘the structured evaluation of a person’s ability to demonstrate the acquisition and application
of the outcomes of a programme of learning, leading to the award of a qualification.’ (Erasmus et al, 2017)
Evaluation-Evaluation is the systematic collection of descriptive and judgemental information necessary to

make effective training decisions related to the selection, adoption, value and modification of various training
activities. Evaluation is the determination of the extent to which the training activities have met their goals
5.3 Difference between Assessment and Evaluation Definitions

Assessment - is concerned with the evaluation of the learner and the learner’s ability to demonstrate the
achievement of the learning outcomes.
Programme evaluation - on the other hand, is essentially concerned with the evaluation of the learning system.
5.4 Fundamentals requirements of Outcomes-Based Assessment

Learners should be assessed against the criteria of the unit standard or the course outcomes.
Learners should be provided with the opportunity to demonstrate or provide further evidence of achieving the
outcomes.
The assessment process should be considered an integral part of the learning process.
There should be some form of moderation to ensure consistency of assessment.
Demonstrations of competence must take place at the culminating/end point of the learner’s learning
experience.
Demonstrations should be related to a performance requirement. Demonstrations should show evidence of
significant learning
Demonstrations must be of a high quality. (Erasmus et al, 2017)

5.5 Principles of Assessment

Transparency - The assessment process should be clear and open to all candidates
Validity - A test is valid if it measures what it is supposed to measure and nothing else
Reliability - An assessment or test is reliable when consistent results are obtained
Objectivity - If a test is completely objective (the ideal) different people scoring the same test at different times
will arrive at the same score
Practicality - Assessment practices must take into account financial resources, equipment, and time in order
to ensure that it is feasible
Fairness - The assessment must neither favour nor be biased against any candidate
Flexibility - Assessment should be flexible enough to cater for the scope of knowledge and skills covered by
the assessment criteria, including variations in learners’ context, range of needs, and personal circumstances
Authenticity - The evidence provided by the learner must be the evidence that the learner himself or herself
has produced to show competence. (Erasmus et al, 2017)
5.6 Types of Assessment

Initial assessment – when we assess the level of a learner’s existing skills and knowledge before a training
programme starts
Formative assessment – is developmental rather than judgmental in that it provides information to the learner
to improve his or her work
Summative assessment – indicates whether the learner has achieved the learning objectives
Continuous assessment – cumulative character through which the trainer/facilitator builds up a complete
picture of the learner’s ability, performance, and attitude
Integrated assessment – form of assessment which allows learners to demonstrate applied competence
5.7 Gathering Evidence

The following are types of evidence the trainer should look out for:
5.7.1 Types of evidence:
Direct evidence - when you observe someone’s performance directly in the execution of specific tasks
Indirect evidence - may be collected by means of simulations and projects and the assessment of products or
services
Historical evidence - evidence of what the candidate could do in the past
Supplementary evidence - such evidence may be required to establish whether a learner can perform in a
variety of circumstances. (Erasmus et al, 2017)

o Types of Evidence to look for:

Evidence of knowledge - The candidate must be able to answer oral questions based on the standard.
Evidence of application of knowledge - This type of evidence focuses on the way in which the candidate can
apply the knowledge to improve or optimise the task.
Evidence of understanding and reflection - Candidates must provide evidence that they understand what
they are doing, why they are doing certain tasks, and how to improve their current practices. (Erasmus et al,
2017).
5.8. Methods of Assessment and Assessment Instruments

Threre is a wide variety of assessment methods and assessment instruments a trainner can employ. Below (in
table 5.1) are some of them:
Table 2Table 5.1. Methods of Assessment and Assessment Instruments (Erasmus et al, 2017)
Method of assessment Possible assessment instrument
Assignments Assignment sheet and rubric (which clearly indicate the

assessment criteria or standard against which learners are
measured)
Case studies Printed case studies and questions based on the case study
Written work Essays, reports, case studies, and examination paper with
answer sheet and memorandum
Multiple choice questions (MCQs) A bank of reliable MCQs, their answers and explanations for
selecting or not selecting each item
Oral questions List of questions and their possible responses, assessment

criteria, and a rating scale
Personal interviews Structured interview format
Practical demonstration List of expected activities and checklist of observations

required
Projects Clear purpose and instructions are required

Role-play Clear instructions and stated outcomes to be achieved
Portfolios Clear purpose and instructions are required as well as

outcomes to be achieved
5.9. Online Assessments

Assesses different types of assessment, for example diagnostic, formative, or summative
Online assessment has several advantages:
It is independent of time and place
It is easy to distribute to the students
Feedback to students’ responses is immediate, precise and impartial
Every student is able to respond to every question asked
The students can access self-assessment exercises
Online assessment can be used to make the learning experience of students much more personal and
challenging (Erasmus et al, 2017)
5.10. Assessment Process

Step 1: Prepare for assessment
Step 2: Plan your assessment
Step 3: Prepare candidates for assessment
Step 4: Conduct assessment
Step 5: Document all the evidence you have gathered
Step 6: Evaluate the evidence and make assessment judgements
Step 7: Provide feedback to relevant parties
Step 8: Review the entire assessment process (Erasmus et al, 2017)
5.11. Moderation in Assessment

A process that supports and evaluates the assessment environment, process and instruments with a view to
confirming the reliability and authenticity of assessment results and improving the quality of assessment and
assessors
Consists of various steps:
Step 1: Establish standards
Step 2: Measure actual performance
Step 3: Evaluate deviations
Step 4: Take corrective action (Erasmus et al, 2017)

5.12. Purpose of Programme Evaluation

Proving wants to demonstrate conclusively that something has happened as a -result of training or
developmental activities.
Improving implies an emphasis on trying to ensure that either the current or future programmes or activities
become better than they are at present.
Learning recognises that evaluation cannot be divorced from the processes on which it concentrates and
that it is an integral part of learning and the development process itself.
Controlling implies checking and ensuring that learning is being delivered in the way it is required to be.
making decisions regarding the performance of individual employees
making decisions on course improvement, such as the most suitable training methods and content
making administrative decisions on the effectiveness of the training function
determining, during the course of the development process, whether set outcomes are achieved, to ensure
that feedback can be provided in this regard. (Erasmus et al, 2017)
5.13. Principles of Evaluation

The evaluation of training is a continuous process, and not something that occurs only at the end of the
training period.
Training evaluation must be well planned, and outcomes (and objectives) must be clearly indicated. Training
evaluation is, therefore, not conducted on an ad hoc -basis.
Accurate and applicable measuring instruments must be used to obtain information for the purposes of
decision-making.
Training evaluation is a form of quality control.
Evaluation is not directed only at the assessment of learners but looks at the wider training system as a whole.
5.14. Types of Evaluation

Formative evaluation - also called developmental evaluation, is the process designers use to obtain data
that can be used to revise their instruction to make it more efficient and effective
Summative evaluation - refers to evaluation conducted to determine the extent to which learners have
changed as a result of participating in the training programme
Post-instructional evaluation - conducted after a training course or programme has been delivered
Practical evaluation - For a training programme to be successful, the learner must be evaluated in the
workplace after a period of approximately three months to determine whether his or her performance has
improved, and whether this improvement contributes to the achievement of objectives.
Measuring return on investment (ROI) - ROI is a ratio of net benefits to costs, expressed as a percentage

5.15. Evaluation Strategy

Who (responsibility): Who will conduct the evaluation? Who will collect the information? Who will analyse and
interpret the data? Who will make the -decisions to stop, alter or accept the programme?
Where (location): Where will the evaluation be done? Will it be in the classroom, on the job or a combination of
the two?
When (timing): Will the evaluation take place during the course, at the end of the course or at a later specified
follow-up date?
5.16. Return on Investment (ROI)

Return on Investment (ROI) – it measures how much money or profits have been gained as a result of investment
that was injected (in this case in the training project/programme). In order for a training intervention to be deemed
successful it must yield a return on investment in the form of improved employee skills, behaviour or attitutes,
improved productivity and improved profits for the organisation. (Erasmus et al, 2017)
The following is a suggested formular used in the calculation of ROI: (Erasmus et al, 2017)
Monetary
benefits – Cost of 100
costs of ROI
training
training
Practical example on how to calculate ROI:

Evaluation research determines that there is a 10% increase in the number of sales following the
implementation of a selling skills training programme for an enterprise’s sales personnel. Other data reveal
that each 1% increase in sales is equal to increased annual revenue of R250 000. It is known further that the
training programme costs R75 000. (Erasmus et al, 2017)
Calculate the return on investment?

Solution:
175000 75000 100 233.33%

5.17. Evaluation Design and Process

Step 1: Plan the necessary programme improvements
Step 2: Identify the audience (the nature of the decisions that must be made and the purpose of the
evaluation)
Step 3: State the objectives of the evaluation
Step 4: Develop measuring instruments
Step 5: Gather information
Step 6: Release information on progress and comparisons
Step 7: Determine the criteria for success and failure. (Erasmus et al, 2017)
5.18. Evaluation Instruments

Questionnaires
Tests or examinations
Skills-based tests
Projects
Structured exercises and case studies
Tutor reports
Focus groups
Interviews with trainees
Observation
Participation and discussion. (Erasmus et al, 2017).
Revision Questions
1. Discuss the concept assessment?

2. Discuss the purposes evaluation?
3. Describe the principles of assessment?
4. Describe the principles of evaluation?
5. Describe the various types of assessment?
6. List steps in programme evaluation process?
Self-Test Questions
Discuss the purpose and principles of evaluation?

Think Point
Why is assessment and evaluation stages very important in the training cycle
process?
Case Study
CASE STUDY 1: EVALUATING TRAINING AND DEVELOPMENT
Farm Care
Farm Care is agricultural company that produces vegetable by means of hydroponics.

Hydroponics is a system where plants are grown in growth media other than natural soil
and all the nutrients are dissolved in the irrigation water and are supplied at a regular basis
to plants. Farm Care produces vegetables of high quality that need little washing. In
addition they produce very high yields of vegetables on a small area without over using
water and polluting the soil with pesticides.
It is a relatively new approach in South Africa and demand is growing. Farm Care heavily
invests in internal training ensuring their employees are upskilled in the area of
hydroponics. All new starters must follow an intense two week program conducted by the
L&D team. They have heard good feedback through the grapevine but currently do not
have an official evaluation strategy in place. They are currently looking into implementing
an evaluation programme. (Source: Erasmus, Loedolff, Mda, Nel, 2017)
Question 1
The L&D team is busy writing an evaluation strategy. What must it include? Provide details
related to Farm Care’s situation.
Question 2
What type of evaluation instrument do you think is appropriate for Farm Care? Why?

Case Study
CASE STUDY 2 : EVALUATING TRAINING AND DEVELOPMENT
French Fry Galore Audit
French Fry Galore is a manufacturer of frozen pre-fried French fries and potato specialties.
French Fry Galore has two production plants, one in Johannesburg and a second in Cape
Town. French Fry Galore produces mostly thin cut, fat cut, American fries and curly fries.
French Fry Galore outsources their L&D to LEARNit, a small independent training company
specialised in manufacturing food. LEARNit’s learning targets focuses heavily on
competencies and outcomes. Their basic premise of outcomes-based assessment is that
facilitators need to be able to define explicitly, in language their students can understand
and adopt, the key content for which they and their students will be responsible.The issue
that French Fry Galore has with LEARNit is that they do not share the assessment results
with them. French Fry Galore has no insight into whether the training and organisational
needs are met and what the ROI is. (Source: Erasmus, Loedolff, Mda, Nel, 2017)
Question 1
Explain the steps involved in the process for outcomes-based assessment.
Question 2
What steps can French Fry Galore take to gain more insight into their ROI?

5.19 Summary
Assessment of learning and evaluation of a training programme is the last stage in the systems model of training.
This stage is very significant as it gives an indication of whether training intervention was successful or not. It is
very vital that Trainers should conduct evaluation also to improve for future training events. The following was
covered in this module; the purpose of assessment and evaluation, principles of assessment and evaluation,
various types of assessment and evaluation and programme evaluation process
Readings

Answers to Revision Questions

Unit 1
1. Define and discuss the difference between Training, Education and Development
Education – is any activity directed at providing the knowledge, skills, moral values and life skills in the normal
course of life (builds foundation)
Training - is a systematic process organisations use to modify the knowledge, skills and behavior of
employees to enable it to achieve its objectives.
Development - is continuous systematic efforts aimed at improving the individuals’ knowledge or skills for
purposes of personal growth or future jobs and/or roles (enhance skills and knowledge/ employability skills)
2. Discuss steps for effective training according to Camp, Blanchard and Huszczo’s training model?
Gather and analyse data,
establish objectives,
identify resources,
develop curricula,
plan logistics,
perform training,
facilitate transfer of learning,
gather and evaluate data.
3. List the roles of an Education Training and Development Practitioner?

Manager
Consultant
Instructor / Trainer / Facilitator
Evaluator
Marketer
Strategic facilitator

UNIT 2
1. Explain the concept of training needs analysis?
Training needs analysis (TNA) or assessment is a very important step in the training cycle. It is important because
it is the foundation of all training programs and activities that the organisation embarks on. It enables the
organisation to diagnose where there training needs are or where the gaps in training are found within the
organisation. It points the organisation to the core challenges caused by lack of training or having inadequately
qualified or trained staff. It is like a medical doctor have to first get a patient’s diagnosis before providing a correct
treatment, otherwise if the diagnosis was not accurately investigated the patient will be provided with incorrect
medication that will not help in remedying the illness. Same applies with training in organisations, we need to
know and clearly understand where their problems and challenges are, before we can provide the correct training
interventions.
2. List and explain the 4 levels of training needs?

Macro level - found at international and national levels, e.g. technological developments will require employee
skills to be updated to match, economic changes, social changes etc.
Meso level – needs found on the organisational level i.e. within the enterprise and take of training needs that
have come as a result of instances such as a change in organisational strategy, performance problems within
the organisation or even low employee morale and other challenges.
Micro level – these needs are found as operational level, e.g. where an employee has been found to lack skills
in a particular as a result they are unable to perform their duties effectively
Mega level – this is when an organisation tries to address needs that are external e.g. societal needs e.g.
providing food packages to people in need etc.
3. Describe the different types of needs assessment?

Organisational needs assessment - this is when the internal environment of the organisation is being assessed.
Skills audits are conducted in order to determine enterprise training needs.
Group needs assessment – it’s when a group of people who work in the same division or perform similar tasks
perform poorly and examination of training needs are conducted in that group.
Individual needs assessment – this is when performance deficiencies of a particular employee are examined.
Job needs assessment – needs assessment is done at an occupational level, a close examination of the job
itself is done e.g. when there are some changes in a job, individuals performing that job will need to have their
knowledge and skills updated accordingly.

National and sectoral needs assessment – here assessment of skills shortage at a sectoral as well as at
a national level is conducted.
Content needs assessment - here analysis of documents, laws, procedure manuals etc. used in a
particular job are analysed, the focus here is on questions about what knowledge or information is used on
the job.
4. Name and explain the techniques in the needs assessment process?

Questionnaires - Provide a variety of information about needs, problems, potential problems, employee
perceptions, attitudes, and opinions. It normally takes the form of a survey or poll of a random or stratified
sample of respondents from an entire population.
Individual Interviews - Very popular and is considered to be the most common technique.
The popularity of the interview lies in the fact that firstly it is ‘expected’ and ‘accepted’ by managers, supervisors,
employees, and clients as an information gathering technique as it gives them and their employees the
opportunity to contribute. Secondly, certain information can only be obtained in a face-to-face situation.
Observations - Observe means to watch the job or task being performed. Observation occurs when a staff
member is being observed while performing his/her job/task.
Group Techniques - Implies a face-to-face interview with a group of employees during which structured or
unstructured questions are asked. The discussion can be formal or informal, or somewhere in between. The
group discussion can focus on the job analysis, group problem analysis, group goal setting, or any number
of group tasks or themes, such as the leadership training needs of a particular level of managers or
supervisors.
Document review - technical manuals, organisational charts , audit and budget reports, quality control
documents, goal statements, evaluation reports, staffing and scheduling reports, planning documents,
policy manuals, employee records, minutes of meetings, etc., Content analysis, Job description and
analysis.
UNIT 3
1. Discuss the factors that one need to take into consideration when formulating learning outcomes?
Social and personal skills
Learning how to learn
Concepts
Knowledge
Understanding
Attitudes
Values

Requirements of a learning Outcome
Modifier
Noun or
Verb object
or Outcome
Qualifier
The verb: indicates the type of activity and the nature of the outcome.
The noun/object: indicates what is going to be achieved, clearly indicating the issue addressed.
The modifier/qualifier: indicates the scope, dimensions and methodology involved.
Example: Outcome: Demonstrate the use and care of specified carpentry tools in accordance with
prescribed criteria.
Verb: Demonstrate
Noun: Use and care of specified carpentry tools
Modifier: In accordance with prescribed criteria.
2. Discuss Bloom’s taxonomy of learning and its significance when designing and implementing a
training programme?
Bloom’s taxonomy - Benjamin Bloom and his colleagues developed a model referred to as Bloom’s Taxonomy
(1956). Bloom’s taxonomy reflects the different levels in which learners can be engaged on starting from the lowest
level of knowledge absorption to synthesis (creating something) and evaluation.
Bloom’s taxonomy provides a guideline with regards to the learning level the content should be pitched at, e.g. the
lower levels such as knowledge and comprehension are concerned with learners adopting basic concepts and
terms that are a foundation in a course. Middle levels such as application and analysis require learners to be able
to analyse knowledge and apply it to real life cases, while higher levels of cognitive thinking such as synthesis and
evaluation require learners to be able to innovate produce new knowledge, products etc. and to evaluate .
3. List the approaches that should be employed in sequencing content?

Chronological
Whole-to-part
Part-to-whole
Known-to-unknown
Unknown-to-known
Step-by-step

General-to-specific
Specific-to-general
Concrete-to-abstract.
4. List the characteristics of competency based training?

Individualised training system
Course layout for a specific type of job is introduced beforehand
Evaluation/assessment takes place on a continuous basis and feedback to learner
Requires a great deal of time and research
It is a systematic approach to training - directed at individual performance evaluated according to specific
criteria.
5. List the new technologies that can enhance training and development?
Web-conferencing
Social networks and community of practice
Podcast
Blog
Microblogs
Integrated collaboration environment or collaborative workspace
Wiki
Social bookmarks
Media sharing
Virtual world
Authoring tools or instructional tools
Mobile learning (M-learning)
YouTube
UNIT 4
1. Discuss the elements of effective training skills in presenting training?
Focus on students
Expertise in subject matter
Making the learning content interesting
Personality
Interpersonal and human relations skills
Instructional design
Learning transaction skills

2. Discuss elements that should be considered in preparing training facilities?

Number of learners
Training objectives to be achieved
Learner competency required
Training resources needed in the facility
Learning activities to be performed
3. Describe the different classroom layouts?

Square
U-shaped
Hollow Square
Classrom style
4. List and explain the different learning styles?

Concrete Experience (CE) –this style is for learners who prefer to be actively engaged in their learning, to
see, touch and feel what they are learning about, these learners are also referred to as: activists or feelers.
Reflective Observation (RO) - these type of learners prefer to think, record, analyse and question the
information. They are also referred to as watchers or reflectors.
Abstract Conceptualisation (AC) – these learners are always interested to learn how things are connected
to one another or how they relate to one another. They also enjoy forming theories and models out of these
connected ideas. They are also referred to as thinkers or theorists.
Active Experimentation (AE) – these learners are concerned about how they can practically apply the
content or information they have. They apply theories in decision making and problem solving. They are
also referred to as doers or pragmatists. (Erasmus et al, 2017).
5. Discuss the characteristics of Adult learners?

Need to know’ principle
Autonomous and self-directed
Experience
Goal oriented
Self-concept
Ready to learn
General life orientation
Motivation to learn
Need for respect
Responsibility.

UNIT 5
1. Discuss the concept of assessment?
The measuring of how well someone can perform an activity or demonstrate knowledge, usually against pre-set
criteria. Way of linking learning with the outcomes and the evidence of learning. SAQA defines assessment as ‘the
structured evaluation of a person’s ability to demonstrate the acquisition and application of the outcomes of a
programme of learning, leading to the award of a qualification.’ (Erasmus et al, 2017)
2. Discuss the purposes evaluation?

Proving wants to demonstrate conclusively that something has happened as a -result of training or
developmental activities.
Improving implies an emphasis on trying to ensure that either the current or future programmes or activities
become better than they are at present.
Learning recognises that evaluation cannot be divorced from the processes on which it concentrates and
that it is an integral part of learning and the development process itself.
Controlling implies checking and ensuring that learning is being delivered in the way it is required to be.
determining, during the course of the development process, whether set outcomes are achieved, to ensure
that feedback can be provided in this regard.
3. Describe the principles of assessment?

Transparency - The assessment process should be clear and open to all candidates
Validity - A test is valid if it measures what it is supposed to measure and nothing else
Reliability - An assessment or test is reliable when consistent results are obtained
Objectivity - If a test is completely objective (the ideal) different people scoring the same test at different
times will arrive at the same score
Practicality - Assessment practices must take into account financial resources, equipment, and time in order
to ensure that it is feasible
Fairness - The assessment must neither favour nor be biased against any candidate
Flexibility - Assessment should be flexible enough to cater for the scope of knowledge and skills covered
by the assessment criteria, including variations in learners’ context, range of needs, and personal
circumstances
Authenticity - The evidence provided by the learner must be the evidence that the learner himself or herself
has produced to show competence.

4. Describe the principles of evaluation?

The evaluation of training is a continuous process, and not something that occurs only at the end of the
training period.
Training evaluation must be well planned, and outcomes (and objectives) must be clearly indicated. Training
evaluation is, therefore, not conducted on an ad hoc -basis.
Accurate and applicable measuring instruments must be used to obtain information for the purposes of
decision-making.
Evaluation is not directed only at the assessment of learners but looks at the wider training system as a
whole.
5. Describe the various types of assessment?

Initial assessment – when we assess the level of a learner’s existing skills and knowledge before a training
programme starts
Formative assessment – is developmental rather than judgmental in that it provides information to the
learner to improve his or her work
Summative assessment – indicates whether the learner has achieved the learning objectives
Continuous assessment – cumulative character through which the trainer/facilitator builds up a complete
picture of the learner’s ability, performance, and attitude
Integrated assessment – form of assessment which allows learners to demonstrate applied competence
6. List steps in programme evaluation process?

Step 1: Plan the necessary programme improvements
Step 2: Identify the audience (the nature of the decisions that must be made and the purpose of the
evaluation)
Step 3: State the objectives of the evaluation
Step 4: Develop measuring instruments
Step 5: Gather information
Step 6: Release information on progress and comparisons
Step 7: Determine the criteria for success and failure.

Answers to Case Study Questions

CASE STUDY 1: INTRODUCTION TO TRAINING AND DEVELOPMENT (UNIT 1)
News35
Question 1
A policy overview that covers the aim, objective, value, purpose and some training initiatives for the
News35 sales team
Answer
Policy Overview for News35 should include some of the following points: (students should refer to the Training and
Development policy for Polokwane Mining House (page 51)
- Aim: The News35 sales team is committed to upskilling and training their current employees to ensure they can
service the digital and print market as well as possible. We acknowledge the need to upskill and develop our
employees for the future growth of our organisation and in order to align our T&D strategy to that of the organisation
and increase current profitability.
- Objectives: To ensure all sales team members are upskilled in knowledge content regarding digital and print.
Sales staff can apply different selling techniques to digital and print, product training for digital and print. Improve
productivity and profitability, capabilities. Increase morale and teamwork.
- Values: News35 endeavours to: develop employees who need to bridge a skill gap, create equality and alignment
within the sales team, contribute to the organisational values of News35, develop employees who demonstrate the
ability to meet performance standards, create new career paths for the team.
- Purpose: We require the commitment of those needing training and their management team in order to identify
the needs and narrow the skill gap quickly and efficiently. This will aid the T&D in determining the content of the
material.
- Training: The organisation accepts responsibility for the payment of the training of their employees and any needs
assessments that are required. A needs assessment will be conducted on an individual as well as team level.
These will be established though the means of: performance appraisals, individual assessments, succession
planning. There will be a fixed training program within a timeframe put into place. Topics can include but are not
restricted to: product training, selling print vs selling digital, team building, cultural training etc.

Question 2
An overview of the role of the manager, facilitator and evaluator in this new structure
Answer 2
- Manager: will be required to promote the training plan and policy that has been
established by the T&D department. Will conduct performance appraisals. Will explain the new team structure and
potential career possibilities within the team. Will continuously build team morale. Will identify weak employees.
- Facilitator: will be required to deliver the necessary training models to the sales team. They will encourage the
delegates to participate and use their listening and questioning skills to create a fluid learning experience.
- Evaluator: will measure the success of the training. They will measure the increase of sales in comparison to the
number to people trained in the team. They will also look to see if the organisational and HRD goals have been
met.
CASE STUDY 2: INTRODUCTION TO TRAINING AND DEVELOPMENT (UNIT 1)

RecruSA
Question 1
What are some of the problems the T&D team will encounter? And how will they create credibility?
Answer :
The major issues that the T&D team will encounter are:
- No buy in from a percentage of top/middle management. This will then feed down the hierarchy meaning that the
T&D team will be confronted with a resistance to T&D
- There is no learning in place so they will need to do a thorough training needs assessment. However, getting
people to complete the TNA will be an issue, especially by people who have not bought into the concept of a T&D
team
- Deciding on which training programs to run first – running the wrong training programs will lower the credibility of
the T&D team
- Changing the culture of the organisation to a learning culture/organisation
They will create credibility by:
- Delivering quality training that meets the needs of the business
- Being professional and stimulating learning by meeting the challenges of the business
- Continuously updating training material so that the content will prepare the consultants for market related
challenges

Being firm and dedicated to building a learning organisation and not being influenced by those who believe T&D
is a cost not an asset
Question 2
The new T&D team will need to establish training needs, decide on how to market the new program as
well as decide on which training to deliver first. Suggest ideas on how achieve this.
Answer 2:
- Training needs assessment will need to be done through a survey format from top to bottom management. The
results will need to be collated and compared to determine the skills gap. In addition interviews should be held
with the training manager and managers to identify learning skills gaps. Results will need to be resented to top
management and signed off.
- Marketing the new program should be done creatively. The T&D team is new and a hype should be created.
Suggestions to market the team as well as the content could be: online programs, short video introducing the
team, utilising the social media platform, a road show/presentation, hand outs and a gadget with a creative slogan.
A formal introduction by top management is necessary as this will create buy-in and eliminate any negative
perception on the team.
- The programs delivered first will depend on the training needs assessment. However, it can be assumed that is
not quantity but quality of the programs that is key. There should be training offered at all levels. This will make
the transition to the learning culture more acceptable. For example: management are new to the role and will
need to learn adopt a new approach, so a new manager training programme would be applicable.
Question 3
Who will be the key people driving the success of the new T&D team?
Answer 3
Managers: the attitude feeds down the hierarchy and should they show negativity toward the new T&D team the
junior consultants will not appreciate or value the T&D team and what they have on offer. This will then seriously
affect the growth capabilities of the consultants and stunt their career development. It will also not contribute to
the overall organisational objectives and profitability.
Training manager: the T&D team will be confronted with many challenges especially those around attitude and
buy-in. The training manager will need to ensure their team is continuously supported. They will need to address
any undesirable attitudes from participants with the managers directly. This will ensure that the T&D team will
build credibility and respect. Depending on the TNA results they will decide which training programs will be run
and what resources will be utilised. They will sign off on the training schedule as well as align organisation goals
to the T&D strategy.

Instructor/trainer/facilitator: is key to the success of the T&D team. They transfer the knowledge to the participants
and stimulate learning. They are in theory the face of the T&D team and they are essential in successful learning
outcomes. Without them there would be no training.

Question 1
What levels of need can you identify in the case of Oupucon? Discuss this further.
Answer
Micro-level needs are of the utmost relevance in this situation as there are two aspects that need to be focussed
on to get the team functioning and delivering quality work. (1): the operational level which emphasises the content
of a person’s work, and (2) individual performance. First, the work content must be investigated in order to
determine which competencies the employee must have in order to do his or her job. Also, specific attention needs
to be given to the knowledge and skills that the individual requires to do that job. Once the content of a job has
been determined, the so-called ‘standard’ or ‘optimal’ performance required is used to determine the training gap.
Secondly, the performance of the individual incumbent is measured to determine which performance areas are
lacking in terms of knowledge, skills and/or attitude.
Meso-level needs are also present as the goals in the team mean that the organisational objectives will need to be
met. It will assess current and future employee training and development requirements that an organisation has to
fulfil in order to attain its strategic long-term objective. Without the senior leadership team present there is now a
gap as organisational goals will be difficult meet.
Question 2
What types of needs assessment will you use to determine the training needs of the Oupucon marine
team? Explain.
Answer
(1) Group needs are related to a number of employees doing the same type of work
who lack certain skills, and refer to a specific job level or category of employee. This category of needs should
enable the training and development practitioner to identify requirements of specific job-related training,
interventions such as team-building programmes, leadership and management training. This is important for
Oupucon as the new director needs to determine the skills and capabilities of those in his team in order to decide
not only on career progression but also on how to allocate tasks and duties within the team. As it is a merge a team
building exercise is strongly recommended after the shock of the resignation of the leadership team.
(2) Individual (or person) needs assessment is the process of looking at individuals’ needs and readiness for
training and development. These needs examine performance deficiencies, such as an employee who lacks
certain skills, understanding or behaviours that limit performance – for example, a secretary who does not

know the basics of telephone etiquette. There is therefore a ‘gap’ between the knowledge, skills and attitudes
currently possessed by the employee, and those specified by the job. This will help Oupucon decide who
needs what training and why.
(3) A variety of needs can stem from the occupational level, i.e. the job itself, and close examination of that job
can assist in identifying how training needs arise as a result of changes in the requirements of the job – for
example, changes in systems, processes and procedures or technology, or changes in the work environment.
Job needs assessment entails the analysis of individual jobs and the associated tasks, knowledge, skills,
abilities and behaviours required in order to determine the content of training and development programmes
and courses. Needs that stem from this type of assessment normally require specific knowledge, skills and
attitudes to be developed in the employee? With the merging of the team the roles and responsibilities of
specific jobs could change and it is important to identify these new needs as a way of building a new team.
Question 3
What techniques of needs assessment would you use and why?
Answer
In order to do a proper TNA that objectively looks at the job, employee and the strategic vision of the team in order
to meet organisational objectives it would be advisable to use the following assessment techniques:
(1) Job description analysis: Job descriptions contain a vast mass of information with respect to the skills,
knowledge, training and experience required to ensure success in a job. This is important as the new tasks
assigned and jobs potentially assigned will be determined by the job descriptions
(2) Questionnaires: Will be able to clearly identify the needs, problems, potential problems, employee
perceptions, attitudes and opinions of the merged team, and should be anonymous to gain the most objective
insight
(3) Individual interviews: They are good at uncovering details of training needs as well as causes and solutions
of problems. They can explore unanticipated issues that arise. Respondents are provided with maximum
opportunity to represent themselves spontaneously on their own terms (especially when conducted in an
open-ended, non-directive manner). In-depth questioning during interviews is useful for revealing feelings,
causes and possible solutions of problems. It also has a higher response rate than in the case of questionnaire
studies, and there is a better chance that all the questions will be answered. Good interviewers can adjust
their questions and the sequence of questions depending on the preferences of the respondent.


Diplit Consulting and Strategy approach to Training
Question 1
What model would you use to determine the training needs for Diplit Consulting and why?
Answer :
Students would do well to discuss the model of Graham and Mihal as it is specifically directed at determining
training needs for managers. In order for their new department to be successful they will need to identify the areas
of weakness in their managerial teams as the challenges of a new start up are not only technical, strategic and
organisational but are also strongly people orientated. Students would do well to discuss the importance of each
step in the model and its relevance to the case study:
Step 1: This requires drawing up a comprehensive list of tasks, competencies and characteristics that are related
to the manager’s work. These characteristics can be general in nature, and are submitted to different levels of
managers to determine the importance of each task. During this process, managers (incumbents) are involved in
their own tasks, and a job analysis is conducted.
Step 2: Managers are requested to indicate what tasks they would like to perform more effectively, what
areas of specialisation they would like to know more about and what skills they would like to improve.
Step 3: Managers are requested to place their needs in order of priority and to link objectives to these needs.
Step 4: The immediate superiors of managers evaluate tasks and establish a final list of training needs.
Question 2
What techniques will you explore to determine learner needs? Explain.
Answer 2:
Techniques to be explored that determine learner needs may comprise of all four types of data sources and data
collection techniques. It is important to speak to the actual mangers who will be working in the new innovation
centre and also the potential learners. Information sourced could be done by means of interviews, observations,
focus groups, questionnaires, surveys, document analysis and tests. It is important that the gap between expected
and actual job performance is identified. Students would do well to explain why each of the above techniques is
relevant and should also highlight the key points of each technique.
CASE STUDY 1: DESIGN OF TRAINING AND DELIVERY (UNIT 3)

Adhoc Training
Question 1
Discuss four factors that could affect the course development of an Adhoc Training programme. Provide
practical examples.
Answer
Saturation point and fatigue: Trainers should be aware of the fact that students can reach a saturation point
when mastering the course content. When a course is planned, the trainer must constantly bear this possibility

in mind. Saturation occurs when too much course content is presented without any breaks, or if the course
content is confusing. Fatigue occurs when a student is mentally and (or) physically exhausted. When a student
is exhausted, the effectiveness of learning is adversely affected. The optimal learning time must therefore be
selected, and sufficient relaxation sessions must be planned.
Learning sequence: The sequence in which course material is presented is another important aspect to be
considered when developing a programme.
Plateau: A plateau in the learning curve is experienced when, for example, students are not motivated, when
poor instruction is given or when the student has to deal with too much course content. A plateau is, however,
a perfectly normal training phenomenon. When trainers observe a plateau, they should respond appropriately
by, for example, allowing a break in training or changing some of the learning activities.
Reception: To ensure optimal learning, the trainer should present the course content in such a way that the
student readily accepts it. The communication channels between trainer and student must always be open, and
the trainer/student relationship must be sound. Key factors that affect the reception of course content are the
method of presentation and the way in which interest is stimulated.
Students would do well to give practical examples to show their understanding. Question 2
Question 2
Explain the steps in developing a competency-based training programme. Under what circumstances
should Adhoc Training design a competency based programme?
Answer
The steps in developing a competency-based training programme are as follows:
Step 1: Describe the specific professional group being investigated. A professional group comprises workers
who do the same type of work, for example, bank tellers, instrument makers, electronic technicians or
administrative personnel. The purpose of this step is to obtain a clear picture of the group to undergo training.
A job description can possibly be used in this regard.
Step 2: Identify the prerequisites for the training programme. These will ensure that the student will be able
to master the content of the training programme.
Step 3: Identify and verify tasks. The terms skill, task and profile are sometimes used as synonymous
concepts. The name is, however, not important, although the way in which the training process is planned,
developed and presented is. Tasks must be based on actual activities performed in the work environment
and students must be able to learn on the basis of the tasks identified, which must also be verified. The
purpose is to determine whether all tasks are finalised and complete. During this process, job analysis and
subject specialists are used. The inputs of supervisors can also be used to identify tasks.
Step 4: Analyse tasks in terms of job content and draw a distinction between knowledge and skills. Different
task lists are arranged in this step to finalise a task inventory.

Step 5: Formulate terminal objectives (or course learning outcomes) based on the identified tasks.
Step 6: Arrange objectives (or outcomes) in the correct learning sequence.
Step 7: Formulate performance tests to ensure that student performance is evaluated.
Step 8: Prepare written tests to test the students’ ability to master complex concepts and terms.
Step 9: Design a guide that will assist students in mastering the course content.
Step 10: Test and revise the provisional student guide.
Steps 11 and 12: Implement, evaluate and manage the training programme. The successful implementation
of a training programme not only ensures success for the students who participate in the training but also
contributes to the achievement of organisational objectives.
Since the aim of a competency-based training programme is to provide students (employees) with the skills and
knowledge they require for the successful completion of their daily (or future) tasks, the focus is on work outcomes,
rather than on inputs. Adhoc Training should only design competency-based training once they know which
competencies they need to meet.
CASE STUDY 2: DESIGN OF TRAINING AND DEVELOPMENT PROGRAMME (UNIT 3)

L&D Consultant designing outcomes
Question 1
Explain what an outcome is, what the requirements of an outcome are and provide an example of an
outcome for Mary.
Answer :
An outcome is the end product of a learning process and includes social and personal skills, learning how to learn,
concepts, knowledge, understanding, attitudes, values, and so on. Outcomes define the result that students must
achieve as a result of the learning opportunities in terms of knowledge, skills, competences and attitudes.
The requirements of outcomes are as follows:
- The verb: The verb indicates both the type of activity that will take place and the nature of the outcome. The verb
needs to describe the end result. The author emphasises the fact that the verb must indicate behaviour that can
be observed and that must be measurable. The following examples of acceptable verbs are provided: develop a
business plan, compile a budget, build a wall, recondition an engine.
- The noun/object: The noun/object indicates what is going to be achieved, clearly indicating the issue to be
addressed.
- The modifying phrase or qualifying phrase: The modifying phrase (or qualifier) indicates the scope, dimensions
and methodology involved, such as reproducing an image with a photocopier or a litho printer.

As a result of the e-learning, students will be able to demonstrate the four different types communication styles
that are commonly accepted by the audience aged 25 to 45 during the six o’clock news.
When formulating their learning outcomes students should keep the following in mind: Learning outcomes should
always begin with the phrase: 'As a result of the learning, students will (be able to):
demonstrate __________
analyse __________
develop
and so on as well as having SMART objectives.
Question 2
Explain the cognitive area of Blooms Taxonomy. Should Mary keep this in consideration when designing
her programme? Why?
Answer:
The cognitive area
Here the emphasis falls on learning relating to recalling or recognising facts and developing cognitive abilities and
skills. Most of the research on curriculum development
has been done in this area, and the clearest definition of outcomes can be found here. The planned behaviour of
students is classified in terms of outcomes that follow hierarchically on each other, ranging from the simple to the
complex.
The knowledge level deals with the student's ability to retrieve, recall, or recognise knowledge from memory. The
aspect of being able to remember is emphasised in this category, while in the categories that follow the process of
remembering merely form a part of complex processes such as judgment and organisation. Outcomes written at
this level will typically use verbs such as name, list, define, label, select, state, describe and identify.
The comprehension level has to do with a student's ability to understand (to grasp) the meaning of learning
material. This entails more than merely recalling learning material word for word. This level of learning occurs when
the student cannot only recall knowledge, but can also explain it in context to someone else. Outcomes written at
this level will typically use verbs such as describe, convert, illustrate, distinguish, interpret, discuss, give (examples)
and summarise.
The application level refers to a student's ability to apply (to use) material already learned to new, concrete
situations. Merely applying central concepts is not the only important facet – the student must also be able to deal
with the total situation in a correct manner. This may include the application of rules, methods, laws and theories.
Outcomes written at this level will typically use verbs such as calculate, demonstrate, construct, solve, show and
apply.

The analysis level requires the ability to break down material or concepts into parts and determine how the parts
relate or interrelate to one another or to an overall structure or purpose. This could imply the identification of parts,
the analysis of the relationship between parts and recognise the principles according to which the elements are
organised. Outcomes written at this level will typically use verbs such as analyse, categorise, classify, differentiate,
relate, compare and discriminate.
The synthesis level entails putting together parts and elements to form a new whole. The student must therefore
produce unique communication. To do this, the student must, on the basis of his or her analysis of central concepts
and theories, be able to identify the relationships between concepts and theories, and integrate them into a new
and logical whole. The student can act creatively in this regard because, unlike the other levels of classification
(comprehension, application and analysis), there are no binding factors. Outcomes written at this level will typically
use verbs such as plan, adapt, combine, create, compile, compose, construct, model, revise, design, develop,
formulate and organise.
The evaluation level requires students to make judgements regarding the learning material, based on criteria and
standards through checking and critiquing. A student displays this ability if he or she is able to indicate, among
others, the logical consequence of learning material, evaluate the advantages and disadvantages of a theory and
determine to what extent a theory meets the requirements for a sound theory. Outcomes written at this level will
typically use verbs such as assess, judge, choose, criticise, rate, argue, justify, evaluate, decide, recommend and
conclude.
Yes this is relevant to Mary’s e-learning programme. Students would do well to highlight two to three areas that are
of significance to Mary and explain why.
CASE STUDY 1: DELIVERY OF TRAINING AND DEVELOPMENT PROGRAMME (UNIT 4)

Question 1
What are the potential steps Jim could take to ensure his lecture remains engaging? Explain why.
Answer
Jim would do well to consider implanting the following steps:
Begin with a bang: Jim needs to grab the attention of his audience in the first 30 seconds. Listeners tend to
remember what they hear first and last. I would advise him to strive to obtain the participants’ interest and
involvement in the subject matter. This may be done by providing a surprising statistic, a startling statement,
a vivid anecdote, a rhetorical question, or a provocative quotation.
Address the ‘so what’ question: Explain why they should care.
Offer a roadmap and signposts: Share the structure of the lecture, giving highlights or attractions of the lecture
so as to increase interest and involvement. During the lecture, there must be transitions, breaks, summaries
and words that mark the progress of the lecture –‘first’, ‘next’, ‘finally’.

Maintain eye contact: Eye contact binds you to your audience. Don’t go more than 10 seconds without making
eye contact with your audience − reading from a script breaks contact with the audience. Be animated: As
Jim’s lectures are considered boring he should try varying the intonation (pitch and tone) of his voice. It doesn’t
matter how interesting the content is, a monotonous voice is guaranteed to send a lecture room full of students
to sleep. Use physical gestures to emphasise points. Break away from the lectern or podium in order to
maintain contact with all students. Be conversational in tone. Use humour, since students are more motivated
when they're having fun.
Involve participants during a lecture: Jim could assign listener roles to the participants so that, when the
lecture is over, they are able to produce points with which they agree or disagree, or raise questions to clarify
the lecture.
Use concrete examples and simple syntax: Jim should avoid long, complicated sentences and technical
jargon and acronyms.
If Jim implements the above steps his lectures will be perceived as being less boring.
Question 2
What three alternative methods would you advise Jim to use instead of lecturing?
Answer
Students would do well to choose one of the following points. They should clearly define their choice as well as
explain why it would be an appropriate alternative.
Demonstration and simulation: Instead of just talking about a concept, procedure or set of facts, you may be
able to ‘walk’ through the information by using a demonstration – information in action! It is important to involve
trainees in the demonstration, if and where possible, so that they can actually hear, see and touch relevant
learning material, incorporating all the senses. The advantage of a demonstration is that it adds ‘showing’ to
merely ‘telling’, involves listeners by letting them touch, hear, smell, or see, and eliminates the danger of rote
learning.
CASE STUDY 2: DELIVERY OF TRAINING AND DEVELOPMENT PROGRAMME (UNIT 4)

Business Online
Question 1
Discuss the advantages and disadvantages of eLearning.
Answer 1:
Students would do well to address and explain the following points:
The advantages of e-learning are as follows:
Flexibility: Students have the option to select learning materials that meet their level of knowledge and interest
and can customise the material to suit them personally. Students can also skim over materials already mastered
and concentrate efforts in mastering areas containing new information and/or skills. The classroom setup is

furthermore flexible, as students communicate with fellow classmates independent of metrical distance, by, for
example, joining discussions in the bulletin-board threaded discussion areas at any hour, or visiting classmates
and instructors remotely in chat rooms.
Convenience: E-learning materials can be accessed at a time and place that suits the students, for example, at
home or in the office. Work can be done at any place where an Internet connection is available and at one’s own
pace. It is common to see students and workers working on their computers, while waiting at the airport for a plane,
or in shopping malls where there is free Wi-Fi connection.
Variety in learning experience: It accommodates different learning styles and facilitates learning through a variety
of activities. For example, there is multimedia and the non-verbal presentation of teaching material, and streamed
video-recorded lectures and MP3 files provide visual and audio learning that can be reviewed as often as needed.
Up to date and consistent: Content can be easily updated from one central source. Everyone gets the same
standardised message from e-learning, a feature which is valued by some enterprises. For organisations with
distributed and constantly changing students (for example, restaurant staff), e-learning has considerable benefits
when compared to organising classroom training.
Anonymity and therefore risk-free: People can learn in a relatively anonymous environment without the
embarrassment of failure and/or any sociocultural bias from personal contact.
‘E-classes are asynchronous which allows students to participate and complete coursework in accordance with
their daily commitments. This makes an e-learning education a viable option for those that have other commitments
such as family or work or cannot participate easily e.g. depending on a disability.’ (Lingham, 2008)
Cost benefits: While it is accepted that developmental costs of e-learning make implementation of e-learning
initially expensive, the cost of training (per user) goes down exponentially as more students use the course material.
It is also reported that there has been significant reduction in delivery costs, reportedly in excess of 50%, because
e-learning cuts costs of travelling to training venues.
Learning environment: When using e-learning to train users of corporate computer systems, normally achieved
by way of simulation-based learning content, the student finds him-/herself in a software environment that is exactly
like the real one, but which does not carry the same error risk. Unlike classroom training, users may repeat the e-
learning course without duplicating the cost.
Spot evaluation: This includes self-correction before proceeding, for example, ‘Choose answer’ > ‘Incorrect, try
again’; ‘Well-done.’ It is therefore more fun! When using e-learning simulations to assess learning progress, the

instructor is assessing the actual competence of the user to perform a transaction, and not merely knowledge of
the system.
Empowering: Successfully completing online or computer-based courses builds self-knowledge and self-
confidence, and encourages students to take responsibility for their learning. It thus increases the user’s IT skills
as it develops knowledge of the Internet and computer skills that will help students throughout their lives and
careers.
Disadvantages of e-learning:
Technology dependent: Students need access to appropriate hardware and software as dictated by the e-learning
supplier to gain full benefit. Access to a high bandwidth to transfer the course materials in a timely way may be a
problem.
Compatibility: E-learning is sometimes incompatible with other systems and materials, for example, the Apple
Macintosh and the Windows PC, although the development of standards may minimise the potential fragmentation
or confusion.
Unsuitable for some types of training: This is particularly the case with some soft skills development that relies
heavily on interpersonal contact such as team building, communication or presentation. However, even in these
cases, e-learning can be useful in pre-course preparation or post-course follow-up.
Unsuitable for some types of students: E-learning can be seen as cold and impersonal, and for some working
through 'packaged' programmes, it can be irritating. E-learning is thought to require high levels of self-discipline
and self-motivation, as ‘learning’ at a desk may not be seen as a ‘legitimate activity’.
Somewhat less interactive than it is claimed to be: Some e-learning programmes are no more than photocopied
lecture notes and course handouts online. Such practices often mean that the course materials are in an
inappropriate format for online learning and some e-students have reported difficulties with getting to grips with
programmes, especially in the absence of feedback and lack of student support.
Expensive to set up: Both in terms of providing the infrastructure and the cost of developing content, the start-up
cost of an e-learning service is expensive and the cost of producing online training materials is very high. Although
infrastructure may be in place already, intranets and networks will have to be able to carry great volumes of traffic.
Teachers must be confident that the extra costs are balanced with the benefits of delivering a course online.
Significant time needs to be invested in course set-up and in ongoing maintenance by, for example, checking links
and updating course content. Hidden costs of providing student support are often reported.

Still dependent on human support: Human support is needed both to help people use the software and also to
support their learning. Students may feel isolated or miss social interaction, thus there is a need to understand
different learning styles and individual student needs.
Social/economic disadvantage: E-learning can limit or prevent access by some student groups because of cost
of equipment, online access and printing.
No match for face-to-face teaching: Electronic communication does not necessarily provide a good match for
face-to-face communication and it is more linear than face-to-face discussions.
Too reliant on IT skills: Students may have limited IT skills, or be uncomfortable with electronic communication
and need to learn how to use the medium effectively.
Disabilities: Students with visual or physical impairments may be disadvantaged.
Inflexible: Flexibility may be lost, as adjustments to the course in response to student reaction are not easy to
make once the course is underway.
Pedagogically unsound: The electronic environment does not per se offer a pedagogically enhancing learning
environment.
Question 2
Do you think e-learning is an appropriate solution to reduce the occurrence of harassment discrimination?
Explain why.
Answer 2
Online training is the most cost-effective way to conduct discriminatory harassment prevention training. Online
training eliminates travel costs, reduces workplace disruptions and can be more effective than live, seminar-style
training. Also, online training can ensure that a consistent message is provided to all workers. Proof of course
completion is also easily managed, which may not mean much for small employers – but could be extremely
important for larger employers.

CASE STUDY 1: EVALUATING TRAINING AND DEVELOPMENT (UNIT 5)

Question 1
The L&D team is busy writing an evaluation strategy. What must it include? Provide details related to Farm
Care’s situation.
Answer
Who (relates to responsibility):
- Who will conduct the evaluation = L&D team?
- Who will collect the information = L&D team?
- Who will analyse and interpret the data = L&D team?
- Who will make the decisions to stop, alter or accept the programme = top management in conjunction with the
L&D team
Where (relates to location):
- Where will the evaluation be done = in house
- Will it be in the classroom, on the job or a combination of the two = combination of both as some areas of
improvement in training may only be identifiable after on the job experience has been obtained
When (involves timing):
- Will the evaluation take place during the course, at the end of the course or at a later specified follow-up date =
at the end of course but again once the employee has been fully integrated in their new role.
Question 2
What type of evaluation instrument do you think is appropriate for Farm Care? Why
Answer
Answers are not restricted to the suggestions below. However, each answer must be accurately argued and must
be logically deduced – in other words to needs to make sense.
Questionnaires (feedback forms) are a common way of measuring ‘reactions’. They are easy to construct and
administer and the majority of the participants will be familiar with this instrument. This would work well as
participants can provide anonymous answers which will more likely reflect the accurate feedback on the
programme.
Skills-based tests are very useful to provide exact measures of the level of ability and can be used very
effectively in a pre- and post-test scenario. This is important as the skills of the employees need to be tested to
ensure they are doing their job accurately. Also hydroponics requires a specific way of working and to ensure
all learning points have been taken on board post-testing is strongly advised.
The observation of courses and training by those devising training strategies in the training and development
department is very useful and the information gained from these observations can be compared with trainee
responses. It would be advised to have hydroponic managers observe the courses as they deal daily with
employee learning issues and gaps. These gaps could be identified if observation takes place.

CASE STUDY 2: EVALUATING TRAINING AND DEVELOPMENT (UNIT 5)

French Fry Galore Audit
Question 1
Explain the steps involved in the process for outcomes-based assessment.
Answer 1:
Step 1: Prepare for assessment
Scrutinise the unit standards/qualification and other source documents.
Describe the relevant standards that have to be achieved.
Group the outcomes that can be assessed jointly.
Discuss the assessment with facilitators and other assessors.
Step 2: Plan your assessment
Draw up an assessment plan.
Specify the type of evidence that is required to declare the student competent. Specify the type of assessment
and how formative, summative and integrated assessment will be used.
Decide on the assessment methods.
Decide which assessment instruments will be used.
Specify physical and human resources and other logistical requirements.
Specify the moderation requirements.
Consider possible or potential barriers that may compromise the validity of the assessment.
Step 3: Prepare candidates for assessment
Inform candidates about the assessment process and explain the required criteria and level of performance
expected.
Explain the role, responsibilities and accountability of all the role players involved in the assessment.
Reach agreement with candidates on the assessment process.
Step 4: Conduct assessment
Carry out the assessment in accordance with the assessment plan, adapting it as the situation dictates.
Gather the appropriate type of evidence in order to establish the candidate’s competence using a variety of
sources. (See Section 8.3.6.2 in textbook)
Step 5: Document all the evidence you have gathered
Develop appropriate assessment documents for collecting the evidence.
Record all the evidence obtained by all the assessors involved.
Keep documents for each candidate and ensure that the assessments are correct for audit purposes.
Step 6: Evaluate the evidence and make assessment judgements
Evaluate the evidence collected to see if it meets the assessment criteria and determine whether it is appropriate
to be taken into account in making a judgement about a candidate’s competence.

Record the result of the assessment in compliance with the quality assurance requirements of the institution,
ETQA and SAQA.
Moderate the assessment by selecting a sample of all assessments to ensure that it was conducted consistently,
accurately and fairly.
Allow for internal and external moderation of the process.
Conduct the reassessment of candidates who have not reached the required level of competence.
Step 7: Provide feedback to relevant parties
Assessment is an integral part of the learning process and feedback on assessment should therefore inform
students of their progress as well as identify weaknesses that need to be addressed. Other parties needing to
receive feedback are other assessors, candidates’ managers/supervisors, moderators, facilitators (if different from
the assessors) and the ETQA. Make sure that feedback is constructive, timely, confidential, sufficient, culturally
sensitive and honest.
Step 8: Review the entire assessment process
Obtain feedback on the assessment process from candidates and any other relevant party.
Evaluate the assessment in conjunction with other assessors and moderators.
Revise the assessment on the basis of feedback and the results of the evaluation and then introduce appropriate
changes to the assessment.
Question 2
What steps can French Fry Galore take to gain more insight into their ROI?
Answer 2:
If LEARNit will not supply the evaluation results to French Fry Galore an option could be to implement a post-
structural evaluation of their own. Students would do well to explain and discuss the levels of the post-instructional
evaluation.
Reactions
The responses of the trainees to the content and methods of the programme are elicited by means of feedback
sheets.
Did the participants find the course beneficial? Did they think it was worthwhile? To what extent do they feel it would
help them improve their job performance? How do they feel about the training and development process, including
the content, the instructor, and the knowledge gained? What new skills have theylearned?
II
Learning
The actual learning of the trainees is measured.
What knowledge was learned? What skills were developed? What attitudes were changed? How much knowledge
or skill change resulted from a course? How well did participants achieve the learning outcomes of the course?
This level of evaluation can also be conducted while the training and development is still in progress.

III
Transfer (or behaviour)
The effect of the training and development programme on the behaviour of trainees in the workplace is measured.
What changes in job behaviours resulted from training and development? To what extent are workers applying
what they have learned in a way that is measurable and observable? Is the trainee able to transfer the knowledge
gained into new skills that they can use in their work? This level of evaluation is much more difficult and time
consuming than levels I & II. This level of evaluation can be conducted before and after the training and
development programme or a considerable time after the transfer, in the actual job situation.
IV
Results
The impact of the training programme on the performance of the employee is examined.
What changes in job results are attributable to training and development? How much more productive than
untrained workers are trained workers? What differences in productivity levels stem from training? Have levels of
waste been reduced? Has there been an improvement throughput?

Answers to Self Test Activity Questions:

UNIT 0NE
1. Summarise into 3 key points why organisations offer training?
To improve employee performance.
To achieve organisational goals
To ensure organisation stays competitive, is productivity and profitable.
2. Explain why the world of training and development is becoming increasingly important in
South Africa?
The biggest challenge facing South Africa in the new millennium is that of rebuilding the economy. To build a
progressive economy can only be successful if companies raise performance and productivity (very
low in SA) standards through skill enhancement and development. Training in South Africa is
becoming increasingly important to address the following challenges:
Lack of adequate planning for future skills requirements
Skilling the unemployed to ensure that they get into jobs
To keep up with global technological changes
To enhance economic growth and development
(Any other relevant answer will be accepted)
3. Discuss how training benefits organisations

Improve performance
Update employees’ skills to meet demands of changes such as technology, processes etc.
Improve effective people management
Address organisational challenges
Orientating new employees
Preparing candidates for promotion and managerial succession

UNIT TWO
Discuss key points about training needs analysis (TNA)
Any problem, shortcoming, or gap preventing enterprises or employees from achieving their objectives can usually
be overcome, or at least minimised, through training and development activities.
Training needs analysis can be defined as the process of discovering precisely what gaps exist between what
people know, do or feel, and what they should know, do or feel in order to perform competently.
In order for training to be effective, it is necessary to determine the training needs not only of the individual and the
groups, but how their needs fit the overall objectives of the enterprise.
UNIT THREE
What are the key learning points on Bloom’s taxonomy video?
Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall
of a pattern, structure, or setting.”
Comprehension “refers to a type of understanding or apprehension such that the individual knows what is
being communicated and can make use of the material or idea being communicated without necessarily
relating it to other material or seeing its fullest implications.”
Application refers to the “use of abstractions in particular and concrete situations.”
Analysis represents the “breakdown of a communication into its constituent elements or parts such that the
relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
Synthesis involves the “putting together of elements and parts so as to form a whole.”
Evaluation engenders “judgments about the value of material and methods for given purposes.”
(https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy)
UNIT FOUR
Why is planning or preparation a prerequisite for delivering excellent training?
The trainer must ensure that the content of the training programme corresponds with the expected
learning outcomes
The content must satisfy the needs of the target group
The trainer must be clear on what type of learning outcomes are desired – for example verbal
information, intellectual skills, motor skills, attitudes and cognitive strategies – and how achievement
of these learning outcomes will be demonstrated
On the client’s side, which may be an organisation or employer, the return on investment needs to
be demonstrated

The students’ attitude, previous experience and knowledge levels should be taken into account
The Learning Delivery Policy and Procedures of the organisation where training is taking place
should be assessed together with needs assessment, context analysis, and learning outcomes.
Crucial
Needs Assessment - Needs analysis may include organisational, personal and task needs analyses, and should
assess the training candidates' attitudes, motivation and basic skills
McNamara suggests understanding the following concepts:
training goal
learning objectives
learning methods/activities
documentation or evidence of learning
Evaluation
Context Analysis - includes the organisation as well as the societal and historical context.
The trainer must understand the:
organisational mission,
resources,
priorities,
Trends and constraints.
The trainer should also:
analyse the biographical particulars of students who will attend the training, such as gender, educational
qualifications, -computer literacy, work experience, religion, marital status, courses completed, job title, age, race,
culture and ethnic affiliations, and aspects such as attitude, prior level of knowledge and skills in the field.
Setting learning outcomes - earning outcomes are stated in terms of actions the students will be able to
demonstrate at the end of a programme. Learning outcomes may be classified according to Gagne's (1988)
classical learned capabilities and dispositions:
Verbal information
Intellectual skills
Cognitive strategies
Attitudes
motor skills (Erasmus et al, 2017)

Preparing Structure
A good learning structure gives rise to improved retention and evaluation, and the presentation structure must
therefore be well planned.” (Erasmus et al, 2017).
Instructional Design
An instructional strategy refers to all instructional sources and material that can be used.
When selecting the strategies, the trainer will consider:
trainer-led interventions versus student-led
self-paced
individual versus group
theoretical versus practical
Level of student experience. (Erasmus et al, 2017)
Selecting & Booking Training Facilities

It is of utmost importance to select correct training facilities that are conducive to the training that will be provided.
Examples of training facilities:

auditoriums
conference rooms
seminar rooms (Erasmus et al, 2017)
Criteria to asses facilities:

flexibility
accessibility
indoor environmental quality
technological connectivity
isolation
Health-care facility (Erasmus et al, 2017).

UNIT FIVE
What is the purpose and principles of evaluation?
5.19. Purpose of Programme Evaluation
Proving wants to demonstrate conclusively that something has happened as a -result of training
or developmental activities.
Improving implies an emphasis on trying to ensure that either the current or future programmes
or activities become better than they are at present.
Learning recognises that evaluation cannot be divorced from the processes on which it
concentrates and that it is an integral part of learning and the development process itself.
Controlling implies checking and ensuring that learning is being delivered in the way it is required
to be.
determining, during the course of the development process, whether set outcomes are achieved,
to ensure that feedback can be provided in this regard. (Erasmus et al, 2017)
5.20. Principles of Evaluation

The evaluation of training is a continuous process, and not something that occurs only at the end
of the training period.
Training evaluation must be well planned, and outcomes (and objectives) must be clearly
indicated. Training evaluation is, therefore, not conducted on an ad hoc -basis.
Accurate and applicable measuring instruments must be used to obtain information for the
purposes of decision-making.
Evaluation is not directed only at the assessment of learners but looks at the wider training
system as a whole. (Erasmus et al, 2017)

References
Armstrong, M. and Taylor, S., (2014). Armstrong's handbook of human resource management practice.
Kogan Page Publishers.
Bloom’s Taxonomy [online]. Available from: www.emmaleighamunro.wixsite.com [Accessed 05 October
2018].
Erasmus, B.J., Loedolff, P.V.Z., Mda, T.V. and Nel, P.S., (2017). Managing training and development in
South Africa.7th Edition, Oxford University Press.
Erasmus, BJ; Loedolff,PvZ; Mda,T; Nel,PS; 2007, Managing Training and Development in South Africa,
Oxford University Press.
Human Resource Development Strategy for South Africa (HRDSSA) 2010 – 2030 [online]. Available from:
https://www.gov.za/.../human-resource-development-strategy-south-africa-hrdsa-2010[Accessed 02
October 2018].
Skills Development Act (2009) [online]. Available from: www.labour.gov.za/legislation/acts/skills-
development/skills-development-act [Accessed 29 September 2018].
Skills Development levies Act (2007) [online]. Available from: www.labour.gov.za/.../ legislation/acts/
skills-development/ skills-development-levies-act [Accessed 29 September 2018].
National Qualifications Framework Act (2010) [online]. Available from: www.saqa.org.za

/docs/legislation/2010/act67.pdf [Accessed 29 September 2018].
National Skills Development Strategy [online].Available from: https://www.nationalskillsauthority.org.za

/wp-content/uploads/2015/11/NSDSIII.pdf [Accessed 29 September 2018].
Seta’s of South Africa [online]. Available from: https://nationalgovernment.co.za/units/type/8/seta

[Accessed 29 September 2018].
Training and Development Methods [online]. Available from: https://management-

chandrasekhar.blogspot.com/2011/05/training-and-development-t-methods.html [Accessed 05 October
2018)

Bibliography
Armstrong, M. and Taylor, S., (2014). Armstrong's handbook of human resource management practice.
Kogan Page Publishers.
Bloom’s Taxonomy [online]. Available from: www.emmaleighamunro.wixsite.com [Accessed 05 October
2018].
Erasmus, B.J., Loedolff, P.V.Z., Mda, T.V. and Nel, P.S., (2017). Managing training and development in South
Africa.7th Edition, Oxford University Press.
Erasmus, BJ; Loedolff,PvZ; Mda,T; Nel,PS. (2007). Managing Training and Development in South Africa,
Oxford University Press.
Hunter, C., (2016). Managing people in South Africa: human resource management as competitive
advantage. Sherwood Books.
Wärnich, S., Carrell, M.R., Elbert, N.F. and Hatfield, R.D. (2018). Human resource management in South
Africa. 6th Ed. Cengage Learning.
Human Resource Development Strategy for South Africa (HRDSSA) 2010 – 2030 [online]. Available from:
https://www.gov.za/human-resource-development-strategy-south-africa-hrdsa-2010[Accessed 02 October
2018].
Skills Development Act (2009) [online]. Available from: www.labour.gov.za/legislation/acts/skills-
development/skills-development-act [Accessed 29 September 2018].
Skills Development levies Act (2007) [online]. Available from: www.labour.gov.za/ legislation/acts/ skills-
development/ skills-development-levies-act [Accessed 29 September 2018].
National Qualifications Framework Act (2010) [online]. Available from: www.saqa.org.za
/docs/legislation/2010/act67.pdf [Accessed 29 September 2018].
National Skills Development Strategy [online].Available from: https://www.nationalskillsauthority.org.za /wp-
content/uploads/2015/11/NSDSIII.pdf [Accessed 29 September 2018].
Seta’s of South Africa [online]. Available from: https://nationalgovernment.co.za/units/type/8/seta [Accessed
29 September 2018].
Training and Development Methods [online]. Available from: https://management-
chandrasekhar.blogspot.com/2011/05/training-and-development-t-methods.html [Accessed 05 October
2018].

MANCOSA –– Bachelor of Commerce in Human Resource Management

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in Human Resource Management

TRAINING AND DEVELOPMENT

Unit 1:Introduction to Training and Development ......................................................................................................... 9

Unit 2:Training Needs Assessment ............................................................................................................................. 21

Unit 3:Design of Training and Development Programme .......................................................................................... 31

Unit 4:Delivery of Training and Development ............................................................................................................. 41

Unit 5:Evaluating Training and Development ............................................................................................................. 55

Answers To Case Study Questions ............................................................................................................................ 75

Answers To Self Test Activity Questions: ................................................................................................................... 93

Figure 3.1: Requirements of a learning Outcome (Erasmus et al, 2017) ............................................................. 33

Figure 3.1: Blooms’ Taxonomy (Source: emmaleighamunro.wixsite.com)........................................................... 35

1 MANCOSA – Bachelor of Commerce in Human Resource Management

We hope you enjoy the module.

MANCOSA –– Bachelor of Commerce in Human Resource Management 2

C. Exit Level Outcomes and Associated Assessment Criteria of the Programme

Exit Level Outcomes (ELOs)

Contribute to improving organisational culture and climate.

3 MANCOSA – Bachelor of Commerce in Human Resource Management

D. Learning Outcomes and Associated Assessment Standards of this Module Guide

Describes techniques of Needs assessment.

Describe the impact of legislation on training

Discuss the link between training and development

E. Learning Outcomes and the Associated Assessment Criteria of the Units

MANCOSA –– Bachelor of Commerce in Human Resource Management 4

F. Notional Learning Hours

Lectures (face to face) 15

Tutorials (smaller groups) 0

Practical workplace experience (experiential learning/work-based learning etc.) 0

Independent self-study of specially prepared materials (case studies, multi-media, etc.) 27

Actual Tests, Examinations and/or Continuous Assessments 2

Preparation for Tests and Examinations 8

Assignments- preparation and/or presentations 8

Online: Teaching and Learning Strategy 0

G. How to Use this Module

5 MANCOSA – Bachelor of Commerce in Human Resource Management

I. Prescribed / Recommended Reading

MANCOSA –– Bachelor of Commerce in Human Resource Management 6

Special Feature Icon Explanation

LEARNING The Learning Outcomes indicate what aspects of the particular

ASSOCIATED The Associated Assessment Criteria is the evaluation of student

PRACTICAL Real business examples or cases will be discussed to enhance

7 MANCOSA – Bachelor of Commerce in Human Resource Management

MANCOSA –– Bachelor of Commerce in Human Resource Management 8

9 MANCOSA – Bachelor of Commerce in Human Resource Management

Unit Learning Outcomes and Associated Assessment Criteria

LEARNING OUTCOMES OF THIS UNIT: ASSOCIATED ASSESSMENT CRITERIA OF THIS UNIT:

MANCOSA –– Bachelor of Commerce in Human Resource Management 10

1.2 Why do organisations offer training and development? Benefits of T&D

1.3 Approaches to training and development

11 MANCOSA – Bachelor of Commerce in Human Resource Management

1.4 Training Cycle Stages

MANCOSA –– Bachelor of Commerce in Human Resource Management 12

EVALUATE Verification of learner competency through assessments. Evaluation of effectiveness of training,

1.5 Training and Development models

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MANCOSA –– Bachelor of Commerce in Human Resource Management 14

1.6 Training and Development Policy

1.7 Role of an Education Training and Development Practitioner

15 MANCOSA – Bachelor of Commerce in Human Resource Management

1.9 Training and development: South African Context

MANCOSA –– Bachelor of Commerce in Human Resource Management 16

The unemployed are inadequately trained