Training & Development

1. Welcome Good Evening Training & Development

2. Would you prefer to work for an organization that has no training possibilities?

3. Training Vs Development Both refer to the learning of job-related behaviour Training Focuses on job performance Emphasis is on acquisition of specific KSAs needed for present job Development Focuses on personal growth, longer-term development Emphasis is on acquiring KSAs needed for future job or organizational need

4. Training and development activities have been increasing Tight labour market Organizations compete to attract & retain employees, by offering better T&D opportunities New and changing technology – new KSAs Globalization –training for employees with international assignments Mergers, acquisitions, restructuring Jobs change, employees need new KSAs Trends Affecting Training

5. What is Training?

6. Needs assessment Design training objectives Develop program content Implement training program Evaluate effectiveness of training program Training Process Model

7. Analyze • Needs Analysis • Needs Assessment • Performance Analysis • Job/Task Analysis • Learner Analysis • Context Analysis • Skill-Gap Analysis • Design • Objectives • Deliverables • Budgets/Schedules • Project Management • Blueprints/ Prototypes • Evaluate • Evaluation’s Role • Reactions • Learning • Transfer of Training • Business Results • Results • Learning • Performance • Financials • Strategic • Develop • Materials • Tests/Assessments • Quality Control • Production • Implement • Train the trainer • Classroom Delivery • Non-classroom Delivery Result Based Training Design Model

8. Need Analysis Need Assessment Performance Analysis Context Analysis Job Analysis Learner Analysis Skill Gap Analysis Task Analysis Analysis Phase

9. Need Analysis:investigation into whether training or some other organizational intervention can solve a problem or enable desired new performance in the work place. Need Assessment:is the process of determining what knowledge, skills and attitudes (KSAs) employee need to perform their job. If lack of knowledge is not an underlying cause of performance problems, then trainers should look at other issues, including management systems, tools and technologies, work processes, job design and performer’s motivation, to find the cause for the performance problem and recommend solutions. Performance Assessment:is the broader look at the possible underlying causes of performance problems.

10. Learner analysis:learning styles, culture, values, knowledge & skills levels, attitude, motivation to learn and perform etc. • Job / task analysis:KSA requirements • Skill-Gap analysis:Gaps between employee KSAs and KSAs required by jobs. E.g., performance evaluations, self- or supervisor identification • Context analysis:Size of the group to be trained, facilities available for training, audio visual aids and equipment available, frequency of course delivery, cost of training delivery and who will bear it, the match between training environment and work environment.

11. Measure Existing Skills Develop Skill Profile Develop Plan to Close Gap GAP Estimate Future Skills Develop Vision Skill-Gap Analysis Model

12. Design Stage Develop Training Objectives • Must include: • The desired behavior • The conditions under which it is to occur • Performance criteria

13. Issues to consider Audience Class size Time availability Cost Training format Learning principles Content and Learning Principles

14. Relates to trainee’s outcome expectancies Will the behaviour lead to desired outcomes? Rewards, pay, & promotion Are there rewards for demonstrating the new behaviour? Environmental constraints / obstacles Lack of equipment, information, time, etc. Supervisory and peer support Reinforce training: provide opportunities, reward Train coworkers together – reinforce each other Organization’s learning climate Learning is encouraged, supported, rewarded, etc. Organizational Influences on Transfer of Training

15. Strengths and Weaknesses of Few Methods

16. Simulations Role Plays Q & A Lecture Trial & Error Games Drill Practice Self Study Approaches to the Learning Process Active Learning Passive Learning

17. 5 Criteria - Kirkpatrick’s 4 levels plus 1 Reaction Are participants satisfied with training? Learning How much has been learned? Attitude Change (no. 1 of Kirkpatrick’s 4 criteria) Did training result in attitude change? Behaviour change Did the learning transfer to the job? Results criteria Was the training worth the cost to the company? Evaluating Training Effectiveness

18. Training Metrics • Key metrics for evaluating training programs under the Modified Kirkpatrick Models: • Amount of knowledge acquired • Change in employee on-the- job behaviors • Change in profitability as expressed through productivity • Quality of work, and sales • Trainee satisfaction

19. Calculating Training Return On Investment (Roi) • ROI - measure of the monetary benefits obtained by an organization over a specified amount of time for a given investment in a training program. • ROI can be used both to justify a planned investment and to evaluate the extent to which the desired return was • achieved. • ROI is calculated by making estimates or obtaining measurements of the costs and benefits associated with a training initiative. • Business units can utilize this information and effectively allocate resources to improve performance and ensure organizational success.

20. Training Metrics • Alternate metrics for evaluating training programs are the following: • Customer service gains and operational efficiency • Internal promotions • Return on expectations

21. Planning training metrics - keep the following CEO-type questions in mind: • Does training work fast enough to make a difference? • Does having a well-trained employee really make a • difference in our industry? • Does having a well-funded training function help the • organization attract and retain the best people? • If the training budget was doubled, would productivity • double?