Training and development (Human Resource Management)
- 1. Training as a management skill / Training and developing your staff HRT 382 - Week 4 TRAINING & DEVELOPMENT
- 2. DO ORGANIZATIONS NEED TRAINING ? The answer is “YES” However, we must know the purpose and functions of training before we can use it.
- 3. THE GAP CONCEPT Performance/ Results Time Expected Curve Actual Curve Gap In training terms this means we need to develop programs to fill the Gap 1,000 Cars 800 Cars 200 Cars
- 4. The reasons for not making the 1,000 cars: Not enough resources Poor machines Poor staff skills As training experts we must analyze the situation to determine if: Expected result too high Target achievable Is training the only way to make it happen Are there other factors. TRAINING NEEDS
- 5. Imagine you are the managing director of a full service restaurant. One day you receive a complaint letter from a guest reporting s/he was not satisfied with the follow up regarding their criticism of being overcharged in one of your restaurants. Why was the complaint made? Is there a training need? EXERCISE 1
- 6. 1. Employee obsolescence/out-dated – Technical advancements, cultural changes, new systems, computerization 1. Career plateaus Need for education and training programs 1. Employee Turnover Development plan for new employees 3 REASONS TO CONSIDER CONDUCTING AN INTERNAL NEEDS ANALYSIS
- 7. Maintains qualified products / services Achieves high service standards Provides information for new comers Refreshes memory of old employees Achieves learning about new things; technology, products / service delivery Reduces mistakes - minimizing costs Opportunity for staff to feedback / suggest improvements Improves communication & relationships - better teamwork IMPORTANCE OF TRAINING
- 8. Training objectives are tied to organization’s business objectives. Training is modular so it can be adapted to workplace schedules. Training is tailored to trainee needs and learning styles. Training structure allows employees to learn at their own pace. Trainees are provided regular, ongoing feedback concerning their progress while in the training programme. FEATURES OF TRAINING
- 9. BENEFITS OF TRAINING Most training is targeted to ensure trainees “learn” something they apply to their job.
- 10. USING TRAINING TO DEAL WITH COMPETITIVE CHALLENGES 1. GLOBAL CHALLENGE- in the advent of a borderless society, cross cultural training is important to prepare employees and their families for possible overseas assignments. 2. QUALITY CHALLENGE- employers are forced to train their employees to create high quality products and services. 3. HIGH PERFORMANCE WORK SYSTEM CHALLENGE- new technology causes changes in skill requirements and work roles, and often results in redesigning work structures
- 11. WHAT IS TRAINING? Training is a systematic process through which an organization’s human resources gain knowledge and develop skills by instruction and practical activities that result in improved corporate performance.
- 12. “Training is the process of altering employee behavior and attitudes in a way that increase the probability of goal attainment.”
- 13. WHY T & D No one is a perfect fit at the time of hiring and some training & development must take place. Planned development programs will return values to the organization in terms of : Increased productivity reduced costs Morale Flexibility to adapt to changing requirements
- 14. Molds employees’ attitude Helps them achieve better co-operation Creates greater loyalty to the organization Reduces wastage and spoilage Reduces constant supervision Improves quality
- 15. DIFFERENCES BETWEEN TRAINING, EDUCATION & DEVELOPMENT 15 Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge in a specific area. It is usually job related. Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest Development is a long term investment in human resources.
- 16. If we follow the GAP concept, training is simply a means to use activities to fill the gaps of performance between the actual results and the expected results. This GAP can be separated into 3 main themes 1.Attitude 2.Skills 3.Knowledge THE ASK CONCEPT
- 17. Rank ASK by difficulty to develop in people Attitude Skills Knowledge EXERCISE 2 •Easy •Moderately difficult •Most difficult
- 18. Participation: involve trainees, learn by doing Repetition: repeat ideas & concepts to help people learn Relevance: learn better when material is meaningful and related Transference: to real world using simulations Feedback: ask for it and adjust training methods to audience. FIVE PRINCIPLES OF LEARNING
- 19. Key Concepts in Preparing a Training Plan Before you train and develop people identify what: They must know - before they can perform job They should know - to improve performance Would be nice for them to know – but not necessary to perform duties. A SYSTEMATIC APPROACH TO TRAINING
- 20. TYPES OF TRAINING On the job: Orientation Apprentice Committee assignments Off the job: Vestibule Role playing Lecture Case discussion Conference
- 21. Decision making: In basket Business games Case studies Role play
- 22. Top Mgmt – Frames the Training policy HR Dept – plans, establishes and evaluates Supervisors – implement and apply development procedure Employees – provide feedback, revision and suggestions RESPONSIBLE FOR TRAINING
- 23. MODEL OF THE TRAINING PROCESS* Assessment Stage Training Stage Evaluation Stage Organizational Needs Assessment Task Need Assessment Development of Training Objectives Design & Select Procedures Measure Training Results Development of Criteria for Training Evaluation Train Compare Results to Criteria Feedback *Goldstein, I. (2002) Training in Organizations 4th Ed.
- 24. 1. Assessing training needs 2. Preparing training plan 3. Specifying training objectives 4. Designing the training program(s) 5. Selecting the instructional methods 6. Completing the training plan 7. Implementing the training program 8. Evaluating the training 9. Planning future training NINE STEPS IN THE TRAINING PROCESS
- 25. Conduct a training needs analysis by either one, or both, of the following External approach (company, guests, society) Internal approach – using a staff opinion survey. 1) ASSESSING TRAINING NEEDS
- 26. ORGANIZATION ANALYSIS- environment, strategies, resources to determine where to emphasize training TASK ANALYSIS- activities to be performed in order to determine the ASK’S needs PERSONAL ANALYSIS- performance, knowledge and skills in order to determine who needs training NEEDS ASSESSMENT FOR TRAINING 26
- 27. Imagine you are the manager of a factory with 500 workers making ice cream for export to Europe. What information and evidence do you need before you can say the employees need training? Try to list 5 ideas. EXERCISE 3
- 28. Accidents report Sick leave report Employee compensation statistics Product quality control report Wastage report Efficiency report Machinery out-of-order report Staff discipline report Staff enquiries & complaints Guests complaints Refusal of orders made Quality of product report Market needs & trends Demographic data & background of employees RESPONSE TO EXERCISE 3
- 29. Consider whether to design a long (5-10 years), medium (3-5 years) or short (1 year) term plan. Ask your self “What are we going to achieve in the time period?” Use a holistic approach by using a calendar for inputting your training activities. 2) PREPARING TRAINING PLAN
- 30. TRAINING CALENDAR EXAMPLE 1 2 3 4 5 6 7... Attitude Train the trainer Job competency Sales techniques Telephone manner … Training Area Month in the year
- 31. For individual personalized training, we must assess the trainees’ weakness and strengths first before setting up appropriate programs. Training areas maybe tailor-made. Trainee should receive an individual timetable for self progress. INDIVIDUAL PLANS
- 32. Training Objectives must be specific & measurable. Why? Very difficult to measure effectiveness after course is finished. What should trainees be able to accomplish after participating in the training program? What is the desired level of such accomplishment, according to industry or organizational standards? Do you want to develop attitudes, skills, knowledge or some combination of these three? 3) SPECIFYING TRAINING OBJECTIVES
- 33. 1. Program duration 2. Program structure 3. Instruction methods 4. Trainers qualification 5. Nature of trainees 6. Support resources – materials, OHP, classroom 7. Training location & environment 8. Criteria & methods for assessing participant learning and achievement 9. Criteria & methods for evaluating the program 4) DESIGNING THE TRAINING PROGRAM(S)
- 34. On-the job-training (OJT) learn while you’re working THE PROPER WAY TO DO ON-THE-JOB-TRAINING: P- PREPARE- decide what employee need to be taught. R- REASSURE- put employee at ease and motivate to learn. O- ORIENT- show the correct way to do the job. P- PERFORM- let them try the job themselves. E- EVALUATE- check employees performance. correct errors and repeat instructions. R- REINFORCE AND REVIEW- provide praise and encouragement and give feedbacks. 5) SELECTING INSTRUCTIONAL METHODS NOTE: THIS IS THE MOST IMPORTANT STEP
- 35. Off -the job-training In house, training or classroom External, consultancies or attending external classes Independent bodies, such as government talks Distance learning, from books or notes Computer-assisted learning Interactive-video training Video conferencing, same as classroom except teachers and students are in different locations.
- 36. Imagine you are the training manger of a hotel that will open next year. Your GM asks you to develop a training program that aims to boost the team spirit of the newly formed Executive Committee Members. Your GM suggests you organize a two-day course in a resort location from 9 to 5 for both days. Your task is to suggest 3 training methods that suit the training theme described above. Hint: this is attitude, not skills nor knowledge training EXERCISE 4
- 37. Remember your training theme was to change the individuals attitudes Employ exercises that trainees can: Participate in React to Provide feedback in Receive inspiration to move on Suitable training methods you might have listed: Role-play Games Simulation exercises Discussion/debate formats Experiential exercises Self evaluation (e.g. video tape trainees performance & let them evaluate their own behaviors). RESPONSE TO EXERCISE 4
- 38. Target group – assess your audience Topic – task, skill or attitude ingredient Method – direct (one way communication) or indirect (discussion, games, experimental exercises…). Important as evaluation of trainees usually lies on the perception on what they did in the training session Time – length, period, breaks important to consider Location – away from the office? 6) COMPLETING THE TRAINING PLAN
- 39. Besides trainers qualifications and experience: Participant selection Group comfort - physical & psychological Trainer enthusiasm & skills Effective communication Feedback mechanism The need to learn new training skills Preparation by trainers 7) IMPLEMENTING THE TRAINING PROGRAM
- 40. Three Levels of Evaluation 1. Immediate Feedback Survey or interview directly after training 1. Post-Training Test Trainee applying learned tasks in workplace? 1. Post-Training Appraisals Conducted by immediate supervisors of trainees 8) EVALUATING THE TRAINING
- 41. 1. REACTIONS- how trainees can give insight of what they learned to be more useful. 2. LEARNING- what participants think whether they learned or not bout the training. 3. BEHAVIOR- on how trainees transfer training and how well employees apply what they have learned to their jobs. 4. RESULTS/ R.O.I.- if trainings increase productivity, improve quality, lower cost and more satisfied customers. CRITERIA FOR EVALUATING TRAINING
- 42. FOUR-STEP PROCESS: 1.PLAN- conduct a self audit to define internal process and measurement 2.DO- collect data through surveys, interviews, site visits and / or historical records 3.CHECK- analyze data to discover performance gaps and communicate findings and suggested improvements to the management 4.ACT- establish goals, implement specific changes, monitor progress and redefine benchmarks as a continuous improvement process BENCHMARKING
- 43. Last step in the training process After taking all evaluated comments, trainers should modify the programs to keep good things and make suggested improvements Remember, even with the same topic for different trainees, trainers should address many parts of the training process again and consider new approaches. 9) PLANNING FUTURE TRAINING
- 44. LEADING IN A CHANGING ENVIRONMENT SPECIAL TOPIC 44
- 45. BEST COMPANIES FOR LEADERS FOCUS Collaboration Diversity Sustainability Leadership Practices – systems Programs
- 47. Innovation, efficiency and emerging markets will pave the way for future growth
- 48. INCREASING CHALLENGES AND OPPORTUNITIES FOR ORGANIZATIONS Globalization Shift in the global economy Need to operate in global markets with local anchoring Leading virtual teams from different cultures Operating in a flatter, more matrixed environment Managing across functions and geographies without authority Increased use of technology Driving innovation while reducing costs Collaborating/partnering with outside constituents Focusing on initiatives that will provide the greatest value
- 49. Future leaders have to inspire, mobilize a diverse workforce to innovate and grow
- 50. 3 32 35 10 20 20 30 35 40 45 60 60 19 52 28 26 7 35 0 10 20 30 40 50 60 70 80 90 100 Social responsibility Capacity to learn Teamwork Decision making Technical competence/expertise Inspiring leadership Ethics Execution Strategic thinking Per cent of respondents Top 20 All others WHAT ORGANIZATIONS VALUE MOST IN LEADERS Global top 20 vs all others Source: Hay Group 2010 Best Companies for Leadership study
- 52. HOW BCL DRIVE COLLABORATION Everyone, at all levels, has to lead and to bring value Actively seek out and disseminate innovative ideas, successful practices Reward structures that encourage collaboration
- 53. 100 100 95 90 66 80 43 48 0 10 20 30 40 50 60 70 80 90 100 Programs designed to develop leaders who can creatively bring together resources across the organization Use collaborative technologies to encourage information sharing across business units Expat program that deals with blending expats with the local culture Company recruits cultural minorities Percentofrespondents Top 20 All others HOW THE BEST COMPANIES PREPARE MORE EFFECTIVE COLLABORATIVE LEADERS Best Companies for Leadership are more proactive and focused in preparing employees to be effective in a global matrix Source: Hay Group 2010 Best Companies for Leadership study
- 54. How to make leaders more effective in a global environment
- 55. BCL: GAIN VALUE FROM DIVERSITY Global views and direction applied differently to meet local needs Hire and develop potentials from regions and constituencies, that they see as future markets Programs and practices to help employees manage competing demands work-life
- 56. DIVERSITY
- 57. BCL: SUSTAINABLE WORK FORCE Changing values new generation Contribute to society Energy efficiency Social responsibility → Combine initiatives with development → Flexible career paths → Purpose driven leadership
- 59. 29 14 27 35 31 64 73 10 15 15 35 55 90 100 0 10 20 30 40 50 60 70 80 90 100 Higher pay and bonus opportunities Early long-term incentive opportunities Fast track promotions Mentoring programs International opportunities Stretch assignments Per cent of respondents Top 20 All others FOCUS IN THE ATTRACTION AND DEVELOPMENT OF FUTURE LEADERS Global top 20 vs all others Targeted leadership training and development
- 60. The future leaders of organizations are looking for a job that allows one to live a meaningful life and have a life
- 61. 61 84 95 100 32 43 60 92 0 10 20 30 40 50 60 70 80 90 100 Introduced an on boarding program to help new parents return to the workplace It is easy for people to work from home Leaders are change agents towards higher enviromental standards Company pays male and female employees the same rate Percentofrespondents Top 20 All others BEST COMPANIES FOR LEADERSHIP CONTINUE TO ADAPT TO EMPLOYEES NEEDS
- 62. LEADERSHIP MUST KEEP PACE WITH ORGANIZATIONAL CHANGE Competencies have been adapted to meet future challenges Focus on preparing leaders to manage a global, divers workforce Leadership development is a priority at the highest level in the organisation Leadership development co-creation between top leaders and professionals
- 63. THANK YOU