Professional Documents
Culture Documents
COVERAGE
Employee Orientation Definition of Training and Development Systems Model of Training and Development Training Need analysis Training Design Training Methods Training Evaluation Career development
TRAINING
According to Michael Armstrong Training is the systematic development of the knowledge, skills and attitudes required by an individual to perform adequately a given task or job.
OBJECTIVES OF TRAINING
Improving performance Updating employee skills Avoiding managerial obsolescence Preparing for promotion & managerial succession Retaining and motivating employees Creating an efficient and effective organization
Recruitment
AREAS OF TRAINING
Company Policy and Procedures Skill-based Training Human Relations Training Problem Solving Training
Types of Training
On-the-Job Training
Off-the-Job Training
Job Instruction
Job Rotation
Committee Assignments
Classroom Lectures
Simulation Exercises
Programmed Instructions
Case Method
Experiential Exercises
Computer Modeling
Vestibule Training
Role Playing
TRAINING METHODS
Informational methods Lectures: traditions one way information exchange Audio and video media: films, videos, slides, overheads, audiotapes, flipcharts, and chalkboards Self-directed learning methods: Self-study: requires trainee to read and synthesize and remember content of the written materials Programmed instructions: self paced study of books using technical or nontechnical means
Specify what to be learned Break down into small parts Present each step until it is learned Test the trainees learning Give immediate feedback Test the skill or knowledge acquired
TRAINING METHODS
Experiential methods On-the job training (OJT): Experienced worker shows the new employee how to perform the job. Trainer may watch over the trainee to provide guidance during practice or learning
Apprenticeship program: trainee follows a prescribed order of coursework and hands on experience Job rotation: Involves moving employee from one job to another to broaden their experience
TRAINING METHODS
Computer-Based training (CBT): Use of computers to deliver training CD-ROM: superior way to handle complex video, audio and graphics Chunking: chopping computer-based training into smallest parts and sending them through network so that learners receive just the instructions they need when they need Computer assisted instructions: trainees directly interact with computers to actually learn and practice new skills Electronic training-delivery media: involves multimedia training featuring text, graphics, sound, pictures, videos, simulations and hyper text links that enable trainees to structure their own learning experiences
TRAINING METHODS
Distance Learning Programs: Enable trainees to access high quality education through correspondence, internet, VSAT etc Equipment simulation: involves machines and equipments systems designed to reproduce physiological and psychological condition of the real world that are necessary for learning and transfer of skills Games: requires the trainees to assume roles in the complex work situations and take decisions and solve problems
TRAINING METHODS
Case analysis: trainees read case reports and analyze problems and take decisions with limited information in a non threatening situation Role-Playing: trainees act out roles and perform the behavior required in those roles Behavior modeling: based on Banduras theory of social learning involving four phases:
Attention watching someone performing the behavior Retention processes to help retain what is observed Motor reproduction using role-plays practice new behavior Motivation receive feedback on behavior performed
DEVELOPMENT
EVALUATION
Training Outcomes Reactions Learning Behavior Change Organizational results
Design learning environment by examining Characteristics of adult learner Learning principles Identify and develop training materials and methods
PHASES OF TRAINING
Phase 4: EVALUATION Phase 3: IMPLEMENTATIO N On-the-job Phase 2: methods DESIGN Off-the-job Instructional Phase 1: methods objective NEED Trainee readiness Management ASSESSMENT Development Organization analysis Task analysis Person analysis Reaction Learning Behavior (Transfer) Results
NEED ASSESSMENT
DATA SOURCES USED IN TRAINING NEED ANALYSIS
Organizational Analysis
Organizational Goals and objectives Resource utilization Skill inventories Organizational climate indexes Organizational strengths & weakness
Job/Task analysis
Job descriptions Job specifications Performance standards Performing the job Asking questions about the job Training committees Analysis of operating problems
Person analysis
Performance appraisal data Interviews Questionnaires Tests Attitude surveys Assessment centers Critical incidents
DESIGN
Instructional Objectives Describe the performance the trainees are expected to be able to exhibit at the end of the program Well-written and should contain:
After training, the employee will be able to smile at all customers even when exhausted or ill, unless the customer is irate
After training, the employee will be able to calculate manpower demand using multiple regression analysis correctly 100 percent of time
DESIGN
Need for instructional objectives Help trainer to identify criteria for evaluating training program Direct trainers to focus on specific issues and content Guides trainees by specifying what is expected of them at the end of the training Makes training department more accountable and more clearly linked to other HR activities
DESIGN
Trainee readiness
Trainability
Ability skills and knowledge prerequisite to master the materials assessed from work samples) Motivation Desire or motivation to learn assessed from involvement in the current job and career planning etc
EVALUATION
Types of criteria for training evaluation Reaction: trainees attitude towards the training program, instructor, facilities and so forth Learning: changes in knowledge by trainees or level of knowledge reached after training Behavior: changes in job performance or level of job performance reached after training Results: changes in organizational measures (e.g., productivity, turnover, absences) due to training ROI: monetary value of the result (benefits of training cost of training expressed as a percentage)
EVALUATION
Reaction Designed to assess trainees opinions regarding the training program Training reaction questionnaire is used to assess the reaction Reactions on trainers, content, training resources and training environment are elicited Favourable reaction does not guarantee that learning has occurred but useful to know about other aspects of the training program
EVALUATION
Learning Assess the degree to which trainees have mastered the concepts, knowledge, and the skills of the training Measured by paper pencil test, performance test, simulation exercises Measure should be designed to sample the content of the training program Measurement should be made before and after the training program to determine the effect of training
EVALUATION
Behavior/Performance Measure transfer of training effect Measured using performance evaluation system 360 degree feedback system Supervisors opinion on employees performance and behavior
EVALUATION
Organizational Results Examine the impact of training on the work group or entire organization Before and after data on productivity, turnover, absenteeism, accidents, grievances, quality improvement, scrap, sales and customer satisfaction Careful design and data collection strategies are required to establish the relationship
EVALUATION
Assessing the cost and benefits of training ROI and utility analysis Cost of training
Need assessment cost, Training designer cost (salaries and benefits), Purchase of equipment and media, Program development cost, Evaluation cost, Trainers cost, Facilities rentals, Trainees wages during training, Travel, lodging, meals during training Dollar payback associated with the improvement in performance due to training
Benefits of training
Diversity awareness training: Changing attitudes and stereotypes Reducing conflicts Improving communications Work relationships Enhancing creativity