Training & Development - HR
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This document discusses training and development in organizations. It begins by defining training and distinguishing it from education and development. It then outlines the training design process, including conducting a needs assessment, selecting training methods, and evaluating the program. The importance and benefits of training are explained. Key principles of learning and a systematic approach to developing a training plan are also covered. The document provides examples of different types of training methods and discusses best practices for implementing, evaluating, and improving training programs.
Training & Development - HR
- 1. Training & Development PRESENTED BY: P.ARUN VENKATESH (13UTA05) B.KARTHIKEYA (13UTA17) RA.MANIKHANDAN (13UTA20) M.MURUGESAN (13UTA22) P.VIGNESH (13UTA37) T.VIVEK SUTHIN WESLY (13UTA49)
- 2. What is training? Training planned effort by a company to facilitate employees’ learning of job-related competencies. The goal of training 2
- 3. 3 Differences between Training, Education & Development Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge in a specific area. Education is a lifetime investment. Development is a long term investment in human resources.
- 4. 4 Definition 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.
- 5. Training Design Process 5 Conducting Needs Assessment Ensuring Employees’ Readiness for Training Creating a Learning Environment Ensuring Transfer of Training Developing an Evaluation Plan Select Training Method Monitor and Evaluate the Program
- 6. 6 Importance of Training 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
- 7. 7 Benefits of Training Most training is targeted to ensure trainees “learn” something they apply to their job.
- 8. 8 Five Principles of Learning 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
- 9. 9 A Systematic Approach to Training 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.
- 10. 10 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
- 11. 11 Nine Steps in the Training Process 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
- 12. 12 1) Assessing Training Needs 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.
- 13. 13 2) Preparing Training Plan Consider whether to design a long (5-10 years), medium (3-5 years) or short (1 year) term plan.
- 14. 14 Training Calendar Example 1 2 3 4 5 6 7... Attitude Train the trainer Job competency Sales techniques Telephone Etiquettes … Training Area Month in the year
- 15. 15 3) Specifying Training Objectives 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?
- 16. 16 4) Designing the Training Program(s) 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
- 17. 17 5) Selecting Instructional Methods On-the job-training (OJT) learn while you’re working 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.
- 18. 18 7) Implementing the Training Program 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
- 19. 19 8) Evaluating the Training 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
- 20. 20 9) Planning Future Training 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.
- 21. IMPLEMENTING TRANING PROGRAMS On the job training Types Coaching or Understudy method Job rotation 21
- 22. OJT PROCESS Prepare the learner Present the operation Do a try out Follow up 22
- 23. APPRENTICESHIP TRANING Apprentices act 1961 Promotion of new skills Improvement of old skills 23
- 24. INFORMAL LEARNING American society survey 80% of employees prefer 24
- 25. EVALUATING THE TRAINING EFFORT • REACTION • EVALUATE TRAINEES REACTION TO THE PROGRAM • LEARNING • ASSESING THE TRAINEES • BEHAVIOUR • ATTITUDE CHANGE • RESULTS • MEASURING THE RESULTS 25
- 26. LEADING ORGANIATION CHANGE UNFREEZING STAGE ESTABLISH A SENSE OF URGENCY MOBILIZE COMMITMENT MOVING STAGE CREATE A GUIDING COALITION DEVELOP AND COMMUNICATE A SHARED VISION HELP EMPLOYESS MAKE THE CHANGE CONSOLIDATE GAINS REFREEZING STAGE REINFORCE THE NEW WAYS OF DOING THINGS MONITOR AND ASSESS PROGRESS 26
- 27. OFF THE JOB MANAGEMENT TRAINING THE CASE STUDY METHOD MANAGEMENT GAMES OUTSIDE SEMINARS UNIVERSITY-RELATED PROGRAMS ROLE PLAYING BEHAVIOUR MODELLING 27
- 28. BEHAVIOUR MODELLING MODELLING ROLE PLAYING SOCIAL REINFORCEMENT TRANSFER OF TRAINING 28
- 29. 29