training & development
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The document provides an overview of training and development. It discusses: 1) The need for training and development in organizations to improve effectiveness and achieve goals. Training addresses immediate changes while development focuses on long-term goals. 2) The systematic approach to training, which includes establishing requirements, needs assessment, materials selection, training delivery, and evaluation. 3) Different types of training including on-the-job and off-the-job methods. Development focuses on personal and professional growth through activities like special projects. 4) The importance of evaluating training through measuring reaction, learning, behavior, and results. This helps identify strengths, weaknesses, and the program's overall impact.
training & development
- 1. Training and Development Preeti Bhaskar
- 2. Content • Introduction to training • Need for Training and Development • Importance of Training and Development in organization • Differences of Training and Development • Systematic Approach to Training • Assessment phase • Training and Development phase • Evaluation Phase • Training administrations
- 3. • Training and development involves improving the effectiveness of organizations and the individuals and teams within them. • Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals.
- 5. Training? Training helps to bridge the gap Existing • Skills • Knowledge • Attitudes Required • Skills • Knowledge • Attitudes Training is expensive……….... Without training it is more expensive
- 6. • Training - a planned effort by a company to facilitate employees’ learning of job-related competencies. • Competencies include knowledge, skills or behavior, abilities (KSA) critical for successful job performance. 6
- 7. New candidates who join an organization Refresh and enhance their knowledge. Implementation of updates and amendments Promotion and career growth Training is given on four basic grounds:
- 8. Improving Employee Performance Updating Employee Skills Avoiding Managerial Obsolescence Preparing for Promotion and Managerial Succession Retaining and Motivating Employee Creating an Efficient and Effective Organization Improves morale of employees Benefits
- 9. Areas of Training Company Policies and Procedures Skill-based Training Human Relations Training Problem Solving Training Managerial and Supervisory Training
- 10. On-the Job Training Internship Job Rotation Committee Assignments Apprenticeship Coaching Temporary promotions Off-the Job Training Organizing Special Curriculum and Classes Organizing Conference and seminars Simulation Vestibule training Management Games Programmed Instructions Case Study Method Incident Analysis Method Lecture Method Role Playing Method Audio-Visual Methods of Training
- 12. DEVELOPMENT
- 13. Employee development • Employee development is a joint initiative of the employee as well as the employer to upgrade the existing skills and knowledge of an individual. • Employee development goes a long way in training, sharpening the skills of an employee and upgrading his/her existing knowledge and abilities. Personal Growth Professional Growth
- 14. Professional Growth Employee development activities must be defined keeping in mind an employee’s current stage and desired stage. Knowing an employee’s current and desired stage helps you find the gaps and in which all genres he/she needs to be trained on. Human resource professionals must encourage employees to participate in internal or external trainings, get enrolled in online courses to increase their professional knowledge and contribute effectively. Personal Growth • Employees start taking their work as a burden only when an organization does not provide any added benefits or advantages which would help in their personal growth. • Soft skills classes, fitness sessions, loans with lower interest rates are certain initiatives which not only motivate an employee to do quality work but also help in employee development. • Employee development not only helps in enhancing knowledge of employees but also increases the productivity of organizations. Employees, as a result of employee development activities are better trained and equipped and work harder to yield higher profits.
- 15. Methods of Development Competency Development Area Methods Decision-making skill Business games, Case study Interpersonal skill Role plying, Sensitivity Training Job Knowledge On-the-Job experiences, Coaching, Organizational Knowledge Job Rotation, Multiple Management General Knowledge Special course, Special Meeting, Specific Reading Specific Individual Needs Special Projects, Committee Assignments
- 17. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training • Organisational Variables – Compliance requirements – Mandatory – Position requirements – Required or Elective* –Technical –Behavioural • Environmental Variables – Workforce planning – Legislation – National Standards – Environmental scanning Role-Based Training Profiles Systematic Approach to Training Evaluate
- 18. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training • Training Needs Analysis – Recognition of Prior Learning/ Recognition of Current Competence – Assessment methods Evaluate • Prioritise/Inform/Approve – Legislative compliance – Cost/benefit – Aligned to business strategy – Quick wins Systematic Approach to Training
- 19. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training • Determine delivery methodology • Develop training materials • Ensure materials meet competency/company/legislative standards • Develop evaluation processes • Document management Evaluate When program is ready, conduct pilot if time allows. Systematic Approach to Training
- 20. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training • Schedule programs – consider: location of attendees, non-attendance rates, turnover, employee availability, rosters for trainers/assessors, venue availability etc • Coordinate/administer training – enrolment – notification/follow-up – record results – file records – interaction with registered training organisations managed Evaluate Systematic Approach to Training
- 21. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training Return on Expectations – did the training meet the strategic purpose or intent Evaluate Reaction - how well the participants liked a particular program Learning - principles, facts and techniques that were understood and absorbed by the participants Behaviour - transference oflearning Results - impact on the organisation Systematic Approach to Training
- 22. 22 1. Conducting Needs Assessment Organizational Analysis’ Personal Analysis Task Analysis 2. Ensuring Employees’ Readiness for Training Attitudes and Motivation Basic Skills 3. Creating a Learning Environment Learning Objectives Meaningful Material Practice Feedback 4. Ensuring Transfer of Training Self-Management Peer and Manger Support 5. Developing an Evaluation Plan Identify Learning Outcomes Choose Evaluation Design Plan Cost-Benefit Analysis 6. Selecting Training Method Traditional E-Learning 7. Monitoring and Evaluating the Program Conduct Evaluation Make Changes to Improve the Program Training design process Based on the principles of Instructional System Design (ISD)
- 23. Training Needs Assessment • “Training Needs Assessment” (TNA) is the method of determining if a training need exists and, if it does, what training is required to fill the gap. • TNA seeks to identify accurately the levels of the present situation in the target surveys, interview, observation, secondary data and/or workshop. • The gap between the present status and desired status may indicate problems that in turn can be translated into a training need.
- 24. TNA process 24 Reasons for pressure points • Lack of basic skills • Poor performance • Customer requests • New Product • New Jobs • High performance standards Task Analysis Person Analysis Organizationa l Analysis Outcomes • What Trainees need to learn • Who receives training • Type of Training • Frequency of Training • How training should be evaluated
- 26. Concerns of Managers & Trainers in TNA Upper Level Managers Middle Level Managers Trainers Organizational Analysis • Is training important to achieve our business objectives? How does training support our business strategy? • Do I want to spend money on training? How much? • Do I have the budget to buy training services? Will managers support training? Person Analysis • What functions or business units need training? • Who should be trained? Managers? Professionals? Core employees? • How will I identify which employees need training? Task Analysis • Does the organization have the people with the knowledge, skills, and ability need to compete? • For what jobs can training make the biggest difference in product quality or customer service? • What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?
- 27. Organizational analysis Organisational analysis involves considering the context in which training will occur. Three factors need to be considered before choosing training as the solution to any pressure point: – Support of managers and peers for training activities – Company strategy – Training resources available. 27
- 28. Person analysis Person analysis involves: – Determining whether performance deficiencies result from a lack of knowledge, skill or ability (a training issue) or from a motivational or work-design problem – Identifying who needs training – Determining employee’s readiness for training. 28 What do you want to do in the future? Carry out a training needs analysis on yourself by... · Listing skills, qualities, experiences and qualifications you have that will support your future career · Identifying any skills, qualities, experiences and qualifications that would be desirable for your future career but you do not currently possess · Plan the training and development activities you could undertake to help you gain the necessary attributes
- 29. Task analysis • Identifying the important tasks and knowledge, skills and behaviours that need to be emphasised in training, in order for employees to complete their tasks.
- 30. Readiness for training • Employees have the personal characteristics (ability, attitudes, beliefs, and motivation) necessary to learn program content and apply it on the job. • The work environment will facilitate learning and will not interfere with performance. 30 How can managers ensure employee readiness for training? • Ensure employees’ self-efficacy. • Understand the benefits of training. • Be aware of training needs, career interests and goals. • Understand work environment characteristics. • Ensure employees’ basic skills levels. • Also consider input, output, consequences and feedback.
- 31. Creating a learning environment • Employees need to: – Know why they should learn – Use their own experiences as a basis for learning – Have opportunities to practise – Receive feedback – Learn by observing and interacting with others – Undergo a well coordinated and arranged training program. 31
- 32. Selecting training methods 32 Presentation methods Classroom instruction Distance learning Audiovisual techniques Hands-on methods On-the-job training (OJT) Self-directed learning Apprenticeship Simulations Business games and case studies Behavior Modelling Interactive video E-learning Group-building Methods Adventure learning Team training Action learning
- 33. Reasons for evaluating training • To identify the program’s strengths and weaknesses. • To assess whether the content, organisation and administration of the program contribute to learning and the use of training content on the job. • To identify which trainees benefited most or least from the program. • To gather data to assist in marketing programs. • To determine the financial benefits and costs of the program. • To compare the costs and benefits of training versus non-training investments. • To compare the costs and benefits of different training programs, so as to choose the best program. 33
- 34. Outcomes Used in the Evaluation of Training Programs Affective Outcomes Results Return on Investment Cognitive Outcomes Skill-Based Outcomes
- 35. Cognitive outcomes Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program Measure knowledge trainees learned in the program Skill-based outcomes Assess the level of technical or pshycomotor skills Include acquisition or learning of skills and use of skills on the job Affective outcomes Include attitudes and motivation Trainees’ perceptions of the program including the facilities, trainers, and content. Results Determine the training program’s payoff for the company. Return on investment Comparing the training’s monetary benefits with the cost of the training Direct costs Indirect costs Benefits
- 36. Training Administrator The training administrator updates and organizes company training programs for clerical, supervisory, technical and lower-level management personnel. This position has limited decision-making as problems can generally be evaluated in terms of defined procedures or precedents. The training administrator assesses several elements and alternatives, which involve minor research. This position modifies methods and procedures or plans and establishes new methods and procedures. This role trains new employees and assists lower-level personnel.
- 37. Essential Functions – Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. – Researches, plans and coordinates training programs, seminars and conferences for clerical, supervisory, technical and lower-level management personnel. – Writes initial draft material for new training programs; reviews, evaluates and modifies existing and proposed programs; recommends appropriate changes. – Evaluates training program qualification tests and determines eligibility of prospective attendees. – Contacts attendees and department representatives about training program. – Schedules the appropriate classroom and prepares the physical setup, including any audiovisual equipment. – Prepares and distributes training aids such as instructional material, handouts, evaluation forms and visual aids. – Conducts presentations for new-employee orientations. – Conducts additional presentations when necessary