Institutional Plan of

Training 2015
Management of Administration and HR
Human Resources Department
 Institutional Training Plan 2015
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INDEX

1. Justification and importance

2. Objectives
2.1. General Objectives
2.2. Specific Objectives
3. The training process
4. The diagnosis of training needs
4.1. Importance of diagnosis
4.2. Model used
4.3. Instrument
4.4. Sample
4.5. Resultados generales
5. The programming and budget template
6. Management indicators
7. Training methods
7.1. Conference
7.2. Short course
7.3. Long course
7.4. Workshop
7.5. Coaching
7.6. Distance training
8. Training Design
8.1. The activity sheet
8.2. Andragogical Principles
9. Evaluation of the training
9.1. Evaluation of satisfaction
9.2. Learning assessment
9.3. Evaluation of the transfer
[Link] activities
10.1. Communication campaigns.
10.2. Contests.
10.3. Awards.
10.4. Reading plans.
10.5. Events.
10.6. Raising awareness among direct supervisors.
Annexes

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Justification and Importance

The Institutional Training Plan 2015 is the document that contains the
organization and management of the different training activities arising from
preliminary needs assessment carried out, in this plan the
training for the period April - December of this year. Includes the
conjunto de lineamientos sistematizados destinados a orientar el proceso de
training in its design, execution, and evaluation stages.

The Institutional Training Plan is framed and governed by:

Our Institutional Strategic Plan, where in section 6, subsection 1

We promote the training and development of our
human capital as an essential factor to achieve objectives
institutional strategic.

Our Institutional Training Policies, where in its section 2,

item 2 says: "Training activities must be immersed in
an annual Training Plan designed.

In this regard, we must point out that having a training plan is

important and beneficial for our organization as it will allow for the
collaborators:

Get to know and feel more committed to the goals, values and
organizational culture.

Eleven their level of motivation, as they will perceive that the company
worries therefore, it will improve the image that the
worker has from their company.

Get to know the characteristics of your positions and the competencies better.
necessary to perform effectively.

Socialize with other workers during training, encouraging the

group cohesion and improving internal communication.

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2. Objectives

2.1. General objectives:

Consolidate our five new institutional values and philosophy

manifests.
Develop management skills in those collaborators who
have people in their charge, focusing on skills of
supervision and leadership.
Develop soft skills in the collaborators, for the
high performance team formation.
Enhance the dimension of effective communication in the work environment.
Develop specific computer skills, according to
our systematization process.

2.2. Specific objectives:

Operations Management...
Marketing Management...
Management of Administration and Finance...
…

3. The training process

The Training Plan follows a process divided into five stages that maintains
a logical and sequential order that seeks to ensure that the training is
coherent towards the achievement of the objectives of the plan. Therefore, the process
the training consists of:

a) Training needs diagnosis

b) Planning:
THE INSTITUTIONAL TRAINING PLAN

c) Design of training activities

d) Execution of activities

e) Evaluation and support of training

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The five stages of the process are described below:

a) The needs diagnosis is the phase where needs are identified, analyzed, and
they interpret the deficits, absences or situations to be resolved existing in the
different managements of the company. In other words, the
requirements or weaknesses that can be addressed by the
training.

The needs diagnosis answers three fundamental questions:

b) Planning: THE INSTITUTIONAL TRAINING PLAN consists

in the design of the annual training plan, which is a document where
they specify and detail the general and specific objectives of the training
throughout the year and the schedule of the different events of
training aimed at eliminating the identified needs with
in advance. Therefore, in the plan we ask ourselves: what training
Will we teach? On what date will we train? What methods will we use? Who
Will it be the provider? Where will it take place? How much will it cost? etc.
.
c) The design of the training activities is the phase where they are prepared.
the different activities (conferences, courses, workshops, etc.). It may be that
prepare only to register one or more workers for an event
for training or they can be prepared with a specific provider, in this
in case, the content is structured, the teaching material is designed, it is developed
the evaluation instruments, etc. That is, the events are constructed from
training.

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d) The execution of activities is the implementation of what was planned and

designed, therefore, it is the time of the course, workshop, conference,
etc. In this phase, the teaching-learning process must take place, in order to
Hello, it is important to take into account the principles of Andragogy.

What else is sought in execution? To consolidate one or more competencies in

the participants.

Acquisition of
knowledge
Saber

Train to
consolidate
competencias

Development of Change of
skills attitudes
To do To want

e) The final stage is the evaluation and support of the training, it consists of
obtain feedback on the activities carried out; the
The objective is to identify strengths or successes and thus be able to replicate them in the future.
but also to find weaknesses or errors to correct them in the future
opportunities.

The evaluation levels are:

Evaluate the satisfaction of the participants, that is, their reaction and
opinion regarding the event they participated in.
Evaluar el aprendizaje, o sea, la consecución de los objetivos de
training in terms of acquired knowledge, skills
developed or changed attitudes.

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Evaluate the transfer, that is to say, how much and how the workers
They are applying what they have learned in the workplace.

Likewise, support activities are proposed for some training sessions when
these have concluded, such as communication campaigns, contests, plans of
reading, etc.

4. The diagnosis of training needs

4.1. Importance of diagnosis

A primary question on this topic is why make the diagnosis.

of needs? There are numerous reasons, we can cite:

It allows us to focus on the real problems to solve, as a

The need for training is a deficit to be resolved.
Facilitates the development of training objectives, as these
They will aim to address the identified needs.
Eliminate the trend of training just for the sake of training, as there will be a reason
valid for conducting the training event.
It increases the satisfaction of the participants, as they will perceive that the
The training content aims to address their own deficits.
Allows for more accurate evaluation of the training, as this
the evaluation will be aimed at checking that the need has been met
detected.

4.2. Model used

The Model Based on Problems was used, in which the different areas
they reported main situations to resolve (for example: competencies to
strengthen, deficits, weaknesses to overcome, recurring problems, etc.

This model follows the following scheme:

Detectar las Analyze the

Identify
principals problems, their
needs of
situations causes and
training
problems consequences

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4.3. Instruments
The tools used were

a) Semi-structured interview.
b) Results of the 2014 workplace climate study.
c) Observation protocols.

Anexes 1, 2, and 3 present the formats.

4.4. Sample
18 executives made up the sample, including the general manager,
managers and area heads.
92% of the employees filled out the workplace climate survey.
36 workers went through the observation protocol.

4.5. General results

5. The programming and budgeting template

The template is the document that details each training activity in

factors such as schedule, participants, supplier, costs, etc.

Annex 4 presents the entire template.

6. Management indicators

The present plan manages 17 indicators that allow measuring its administration:

INDICATOR WAY TO OBTAIN IT

Activity No. Sum of: Activities taught

2. Number of hours
Sum of: Hours taught
dictated

3. Number of participants Sum of: Registered participants

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4. Number of hours Multiplication of: Hours taught x Number of

received participants
5. Number of hours per Division of: Total hours received per year / Total
per capita of the staff in the company
Division of: Cost of the activity / No.
Cost per participant
participants
Division of: Activity cost / Number of hours
Cost/hour
dictated

8. Desertion Division of: Absences / Number of participants

Degree of Average of: survey ratings in each

satisfaction activity
Percentage of: participants who obtained
10. Approved
passing grade
Degree of Average of: scores of the instrument of
transfer transfer in each activity
12. Satisfaction of Average of: survey ratings in each
instructor activity
Percentage of: workers who have participated for
Coverage
at least once a year

14. Execution of the plan Percentage of: activities of the plan carried out

15. Inclusion of Percentage of: activities not included in the plan

events but executed
16. Exclusion of Percentage of: activities included in the plan but
events not executed
17. Execution of Percentage of: annual budget expenditure of
budget training

7. Training methods

7.1. Conference: an expository training activity that does not include practice and
with a duration of up to 3 hours. Unlimited number of participants.

7.2. Short course: training activity that is expository, theoretical-practical, and with a
duration of up to 12 hours. Maximum number of participants: 30.

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7.3. Long course: expository training activity, theoretical-practical and with a

Duration not less than 13 hours. Maximum number of participants: 30.

7.4. Workshop: training modality that is both theoretical and practical, with a focus on the
execution and practice; where participants "build" a product
during the training. Maximum number of participants: 20.

7.5. Coaching: personalized training activity, where a coach

(coach) facilitates the development of skills in the participant (coachee) to
through consultations.

7.6. Distance training: non-face-to-face training modality and

developed through a virtual platform.

8. Design of the trainings

8.1. The activity sheet

The structuring of all training for the Institutional Plan will be used
laFicha: Diseño de una actividad de capacitación, misma que sirve de
didactic instrument that organizes, relates, and describes the different
parts of a training event.

Annex 5 presents the aforementioned file.

8.2. Andragogical Principles

Andragogy is the discipline that studies the teaching processes.

adult learning. The training activities that
It contains the Institutional Plan, they must comply with the following principles
the andragogical requirements to generate learning in the participants:

9. Training evaluation

Training, like any organizational activity, must be evaluated in order to

determine its effectiveness. This evaluation is defined as the systematized activity
and continued monitoring, which aims to provide the maximum feedback
information to improve the different training actions, readjusting
objectives, methods, contents, resources, etc.

The main functions of training evaluation, what makes it

valuable
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It allows obtaining feedback on the quality of the training.

(content, Specialist, infrastructure, etc.).
It allows correcting the errors and weaknesses of the events of
training.
It allows showing whether the training objectives were met.
especially if the participants learned what they were supposed to.
Allows to raise the standard of the training well so much
trainers as trained individuals knowing that they will be evaluated,
they will elevate their performance.

It allows for an objective record of training events.

The most accepted approach to evaluating training actions is the one developed
by Donald L. Kirkpatrick, who devised a three-level evaluation model:

REACTION
What do the participants think about the training received?

LEARNING
To what extent have the workers learned what has been taught to them?

TRANSFER
What behavioral changes have occurred in the performance of the
workers as a result of the training?

9.1. Evaluation of the reaction

Also called satisfaction evaluation; its aim is to understand

the participants' opinion regarding the training action that
has been carried out. That is, to know about your satisfaction or
dissatisfaction with respect to the different aspects that make up the
training event. This evaluation is based on the understanding that the
participants are the main internal clients of the training, because
Therefore, your assessments are valuable.

This evaluation is conducted through anonymous written questionnaires that

they are applied upon completion of the training.

What can be questioned? There are various areas:

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9.2. Learning Assessment

Process that allows measuring or contrasting knowledge, skills or

attitudes learned by the participants and attributable to the training
received. This means to verify:

From another perspective, this evaluation investigates whether the workers achieved
achieve the training objectives established in the Annual Plan. There are
three moments to evaluate learning:

Before the training action: they are the 'pre-tests' and they aim to
first purpose is to make an initial diagnosis of the level of
participants' knowledge to adapt the teaching to it
level, and second to have a reference point to then compare it
at the end of the training action with a 'post test' and to be able to appreciate the
learning produced among the participants.

During the training: in trainings exceeding 12

it is advisable to carry out periodic evaluations during your
development to appreciate the participants' progress.

At the end of the training action: it must always be carried out a

final assessment to verify the global learning of the
participants.

También existen instrumentos para evaluar el aprendizaje, en este plan las

training activities will be evaluated with:

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9.3. Evaluation of the transfer

It is of no use that the learning evaluations were very good

if later the worker forgets or cannot put into practice what they have learned in
his/her job performance.

The evaluation of the transfer is the process that allows measuring up to

what point the knowledge, skills or attitudes acquired by the
worker in training is used in the job position. A
difference between the first two levels, in this case, the evaluation is carried out
after days, weeks or months
after the training is completed, giving a reasonable amount of time for the
the worker can apply what they have learned.

There are various evaluation techniques for transfer, such as

next:

10. Support activities

They are reinforcement actions that take place after some training sessions have concluded.
and they serve to consolidate learning. In this case, we consider strategies
as:

[Link] campaigns: distribute posters, brochures, merchandising or

information via intranet that reminds or refreshes what has been learned in
training.
10.2. Contests: activities that encourage the practice of what has been learned in
training in a playful and competitive way, such as idea contests
innovative, of questions-answers, etc.
10.3. Awards: stimulate excellent performance (related to the
training) recognizing it publicly.
[Link] plans: schedule the sending and discussion of short readings for
reinforce what has been learned.
10.5. Events: special meetings, breakfasts, etc. to discuss what has been learned.
in training.
10.6. Sensitization of direct supervisors: meetings with direct supervisors of
who participated in the training to inform about their
importance and analyze how managers can help to apply it
learned.

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