Training & Development

1. Training & Development Dur Khan

2. What is Training • Dale S Beach defined training as, “ The organized procedure by which people learn knowledge and/or skill for a definite purpose.” • Training means imparting specific skill/behavior • Training is any learning activity targeted towards the acquisition of specific knowledge or skills for carrying out a job or task.  • Completing a computer-based module on managing budgets in order to improve the way you manage your project finances • Shadowing or observing a colleague to learn how to operate so that you can serve customers • Attending a presentation skills course in order to improve your ability to present proposals to clients

3. Need of training • Training improves, changes, moulds the employee’s knowledge, skill, behaviour, aptitude and attitude towards the requirements of the job and organization. • Training is needed to bridge a gap between what the employee has and what the job demands. Training is needed to make employees more productive and useful in long-run. • Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs.

4. Need of Training • Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching helps them to handle jobs competently, without any wastage. • Existing employees require refresher training so as to keep abreast of the latest development in job operations. In the face of rapid technological changes, this is an absolute necessity. • Training is necessary when a person moves from one job to another. After training the employee can change jobs quickly, improve his performance levels and achieve career goals comfortably. • Training is necessary to prepare existing employees for higher-level jobs.

5. Objectives of training

6. Benefits of training • Leads to improved profitability. • Improve the job knowledge and skills at all levels of the organization. • Improve the morale of the workforce. • Helps employees adjust to change. • Creates an appropriate climate for growth and communication. • Organization gets more effective decision-making and problem solving. • Helps prepare guidelines for work. • Prepare employees to take up different roles in the organization. • Improves the skills of employees so that they can perform their job more efficiently. • Aids in increasing productivity and quality of work.

7. Stages in training process

8. ADDIE MODEL

9. What Is a Training Needs Assessment? • This assessment is an “ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives” (Brown, 2002, p. 569). • A training needs assessment can help determine current performance or knowledge levels related to a specific activity, as well as indicate the optimal performance or knowledge needed. • Training need = standard performance – actual performance

10. Example 1: • A training needs assessment can help determine current performance or knowledge levels related to a specific activity, as well as indicate the optimal performance or knowledge level needed. • For instance, a 25% increase in slips, trips and falls in the production line area may indicate an emerging problem. A needs assessment collects information about worker competence or about the task itself in order to help identify problem causes (Rossett, 1987)

11. Example 2: • Conducting an effective assessment ensures that training is the appropriate solution to a performance deficiency. • For example, training is not the solution to problems caused by poor system design, inadequate resources or understanding (Sorenson, 2002). In some cases, increasing an employee’s knowledge and skills may not resolve the problem or deficiency. In such cases, implementing training as the solution may waste valuable resources and time.

12. Levels of Analysis in Training Needs Assessment • Training needs can be identified through the following types of analysis. • (A) Organizational analysis: The important elements that are closely examined in this connection are: • Analysis of objectives • Resource utilization analysis • Environmental scanning • Organizational climate analysis

13. B) Task or Role analysis: • This is a detailed examination of a job, its components, its various operations and conditions under which it has to be performed. • The focus here is on roles played by an individual and the training needed to perform such roles. • The whole exercise is meant to find out how various tasks have to be performed and what kind of skills, knowledge, attitudes are needed to meet the job needs. • C) Person analysis: • Here the focus is on a individual in a given job. • There are three issues to be resolved through manpower analysis: • Try to find out whether performance is satisfactory and training is required. • Whether employee is capable of being trained and the specific areas in which training is needed. • We need to state whether poor performers on the job need to be replaced by those who can do the job.

14. Data Sources used in Training Needs Assessment

15. Data sources of TNA • Performance Appraisal • BEI (Behavioral Event Interviews) • One To One Interviews • Focus Groups • Questionnaire • Document Analysis • Observation • Seeking Inputs From Line Managers • Organization wide Skill Audit • Customer Satisfaction Survey • Job analysis Methods • Industry analysis Methods • Behavioral analysis • Critical Incidents • Advisory Committee Methods

16. Identifying employee skill gaps

17. Training methods On – the - job Off – the - job Lectures / seminars Conferences/ discussions Simulation Management Games Case-studies Role-play • Job Instructional Technique (JIT) • Job rotation • Orientations • Internships/ assistantships • Apprenticeship • Coaching/ understudy

18. On the job training • Oldest forms of training • Roots in the apprentice systems of ancient cultures • Specially suited for training in the crafts and technical skills • Help trainee move through increasing levels of skills & knowledge • Whenever one person conveys to another the skills or knowledge needed to do a task while both are on the job • Informal OJT actions are part of organizations life • When skills / knowledge being conveyed are complex and critical to the job, require evidence that the employee can do the job --- hence the need for formal OJT

19. On the Job Training Methods • Job Instruction Training (JIT): • Four steps followed in JIT are: • The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training. • The trainer demonstrates the job in order to give the employee a model to copy. The trainer shows a right way to handle the job. • Next, the employee is permitted to copy the trainer’s way. Demonstrations by trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. • Finally, the employee does the job independently without supervision.

20. Job Instruction Training (JIT)

21. Job Rotation: • This type of training involves the movement of the trainee from one job to another. • The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them. • Job rotation method has been using in the Indian banking sector mainly by State bank group for the probationary officers for the period of approximately 2 years to finally post them as assistant bank manager. Under this method of training candidates are placed in each and every job starts from clerical job, assistant, cashier and managerial job for the purpose of knowing importance in nature of every job before handling Asst bank manager position.

22. Apprenticeship: • Apprenticeship is a formalized method of training curriculum program that combines classroom education with on-the-job work under close supervision. The training curriculum is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship programs have a duration of three to four years before an apprentice is considered completely accomplished in that trade or profession. • This method is appropriate for training in crafts, trades and technical areas, especially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer, a mechanic, etc.

23. Internship: • Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided with thorough instruction though theoretical and practical aspects. For example, TISCO, TELCO and BHEL select the candidates from polytechnics, engineering colleges and management institutions and provide apprenticeship training. Apprenticeship training programmes are jointly sponsored by colleges, universities and industrial organisations to provide the opportunity to the students to gain real-life experience as well as employment. Exhibit presents the benefits of apprenticeship training. • Most of the Universities and Colleges encourage students for internship as part of the curriculum as it is beneficial to all concerned.

24. Off-the-job Training Methods • Case study: • - Comprehensive oral, written or filmed account of an event or a series of related events • - Presents a situational problem for discussion • - Helps develop analytical, problem solving skills • - Facilitator guides discussion after case is understood • - Best case studies build around actual problems • Workshop: • - A group ‘in retreat’ from a common workplace to share • work related common interests; solve work related problems • - To identify, explore and seek solns to work related problems • - For in-depth study of a situation

25. Committee: • - Small group selected to act on behalf of a large group/organization • - May be broken down into subcommittees or ‘task forces’ • - To plan promote organize a special event • - Study problems and come up with solution • - Good training ground for future managers • Computer-based-training: • - Training using computers for fast calculations • - Ideal for distance learning, dispersed workforce • - Learner can go at own speed • Buzz Session: • - To involve large group, divide into small groups to discuss a topic • - Gives everyone a chance to participate

26. Brainstorming sessions: • - Unrestrained offering of ideas by all members of a group • - To encourage practical minds to think qualitatively • - To develop creative thinking • Games & Simulations: • - Structured activity in which participants observe rules and compete to achieve an objective • - Simulation – training activity to mirror an actual situation • - To get trainees involved so they learn by doing • - An efficient substitute for reality

27. Lecture: • - A usually carefully prepared, rather formal dissertation • by one with claims to be an expert on the theme • - To present factual material in a logical sequence • - To entertain or arouse an audience • - To stimulate thoughts to open a subject for discussion • Role-Playing: • - A real life situation improvised and acted in front of a group, • discussion on implication of performance for situation under consideration • - To examine a problem in human relationship • - Helps role player assume another role and understand it

28. Seminar: • - A group whose members may be called upon to play a formal role • under guidance of a recognized authority on the subject • - To study ‘in depth’ under a expert • - Authority guides discussion and promotes learning • Panel discussions: • - A grp. (3 to 5 persons) knowledgeable, in full view of audience holding an orderly • conversation on a topic • - To identify & explore a topic, issue or problem • - To assist audience to understand a complex issue

29. Conference: • - Large / small group of people with common interests meeting together by common consent • - Group discussed narrow technical area • - Early programme planning desirable • - Helps share info and make contacts • Debate: • - Formal contest in which participants present opposing views on a controversial topic • - To examine a subject in depth and • - work out arguments ‘for’ and ‘against’ a given point of view • - To help participants think & speak concisely • - Develop team spirit in participants

30. Transfer of Learning • Earlier, HRD did not have to show results of their training efforts --- not so now. • Research show a poor track record of transfer of learning. How much training content do employees retain 1 month, 6 months or 1 year after training has been conducted? Estimates suggest that only 10% to 15% of the content is retained after 1 year (Broad & Newstrom, 1992). • Factors enabling effective transfer: • - Clear performance specifications • - Necessary support in the workplace • - Clear consequences for performance • - Prompt feedback to performers • - Right people on the right job • - Necessary skills and knowledge

31. Transfer of Training – Line Manager support • For effective transfer of training on the job the following cycle of support is necessary from the trainee’s manager: • Manager discusses the deficiency with the trainee • Manager gets the trainees buy-in, connects with the trainee’s incorrect behaviour • Manager organizes appropriate training intervention through the concerned agency • Manager briefs the trainee on what to learn from the programme • Manager debriefs the trainee on return from the programme • Manager helps the trainee implement the learning on the job

32. Evaluating Training • Consider following factors for effectiveness in evaluating training • Determining needs • Setting objectives • Determining subject contents • Selecting participants • Determining best schedules • Selecting appropriate facilities • Selecting appropriate instructors • Selecting and preparing audio-visuals • Coordinating the program • Evaluating the program

33. Evaluating Training • In evaluation consider the following factors: • To what extent does the content meet the needs of those attending the program? • Is the trainer the one best qualified to teach? • Does the trainer use the most effective methods? • Are the facilities satisfactory? • Is the schedule appropriate for the participants? • Are the aids effective in improving communication and maintaining interest? • Was the coordination of the program satisfactory? • What else can be done to improve the program?

34. Kirkpatrick Model

35. Level 1: Reaction • Measures how those who participate in the program react to it • A measure of customer satisfaction • Reaction can make or break a program • Need to get a positive reaction – future of program depends on it • If reaction not positive, will not be motivated to learn • Positive reaction does not guarantee learning • Sometimes the form called happiness sheets • Tells trainees that the trainer wants to learn and improve • Can be used to compare trainers • Can provide feedback to improve the program

36. Level 1: Reaction • Guidelines for evaluating reaction: • Determine what you want to find out • Design forms that will quantify reactions • Encourage written comments and suggestions • Get a 100 percent immediate response • Get honest responses • Develop acceptable standards • Measure reaction against standards and take the appropriate action • Communicate reactions as appropriate

37. Level 2: Learning • Learning defined as the extent to which participants change attitudes, increase knowledge, and/or increase skill as a result of attending a program • To evaluate learning, the specific objectives must be determined • Training programs can teach Knowledge, skills and attitudes • Thus measuring learning means determining one or more of the following: • - What knowledge was learned? • - What skills were developed or improved? • - What attitudes were changed? • Without learning there is no change in behaviour

38. Level 2: Learning • Guidelines for evaluating learning: • Use a control group if that is practical • Evaluate knowledge, skills, and / or attitudes both before and after the program. Use a paper-and-pen test to measure knowledge and attitudes and use a performance test to measure skill. • Get a 100 percent response • Use the results of the evaluation to take appropriate action

39. Level 3: Behaviour • Behaviour can be defined as the extent to which change in behaviour has occurred because the participants attended the program • For a change to occur 4 conditions are necessary: • - The person must have a desire to change • - The person must know what to do and how to do it • - The person must work in the right climate • - The person must be rewarded for changing • The boss can create five diff types of climate: Preventing, Discouraging, Neutral, Encouraging, Requiring • Behaviour evaluation will be carried out after some time

40. Level 3: Behaviour • Guidelines for evaluating behaviour: • Use a control group if that is practical • Allow time for a change in behaviour to take place • Evaluate both before and after the program if that is practical • Survey and/or interview one of more of the following: trainees, their immediate supervisors, their subordinates, and others who often observe their behaviour • Get a 100 percent response • Repeat the evaluation at appropriate times • Consider cost versus benefits

41. Level 4: Results • The final results that occurred because the participants attended the program • Could include increased production, improved quality, reduced costs, etc. • Need to be sure that these results are due to the program • The final objective of the program must be stated in these terms • Difficult to measure final results in programs such as leadership, communication, motivation, etc. • Not an easy task to measure final results

42. Level 4: Results • Guidelines for evaluating results: • Use a control group if that is practical • Allow time for results to be achieved • Measure both before and after the program if that is practical • Repeat the measurement at appropriate times • Consider cost versus benefits • Be satisfied with evidence if proof is not possible

43. Kirkpatrick's four levels of training evaluation

44. Development • Development: learning opportunities designed for employee growth • Development is a continuous, general and dynamic expansion of skills and knowledge aimed at long-term career growth rather than immediate performance.  • Going on an influencing and negotiation skills course to help you manage customer expectations more effectively • Attending a teambuilding event to improve the way you and your colleagues work together • Finding a mentor within your organisation to introduce you to the structure and culture at senior levels in your organisation and give you more exposure to senior management 

45. Difference Training Development Long-term focus Skills oriented  Individually based Leads to the “tomorrow” results For employees in higher positions Development = Perfecting Existing Skills • Short-term focus • Task Oriented                     • Group based (mostly) • Focuses on the “today” needs                   • For all employees   • Training = Teaching New Skills

46. Training v/s Development

47. Example: Coaching & Mentoring • Coaching/understudy: • Coaching is a kind of daily training and feedback given to employees by immediate supervisors. • It involves a continuous process of learning by doing. • It may be defined as an informal, unplanned training and development activity provided by supervisors and peers. • In coaching supervisor explains things and answers questions; throws light on why things are done the way they are; offers a model for trainees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given authority to make divisions and even commit mistakes.

48. Example: Coaching & Mentoring • Mentoring: • Mentoring is a relationship in which a senior manager in an organization assumes the responsibility for grooming a junior person. • A mentor is a teacher, spouse, counselor, developer of skills and intellect, host, guide, exemplar, and most importantly, supporter and facilitator in the realization of the vision the young person has about the kind of life he wants as an adult. • The main objective of mentoring is to help an employee attain psychological maturity and effectiveness and get integrated with the organization. • Difference between coaching and mentoring: • Coaching is a core competency necessary for knowledge transfer. Mentoring is a two-way process of dialogue and planning

49. Management development • What is Management Development? • Management Development is a systematic process of growth and development by which managers develop their abilities to manage. • It is concerned with improving performance of the managers by giving them opportunities for growth and development.

50. MDP’s • A management development program is a program initiated by a company's leadership to train and retrain managers within the company's structure. • On – the - job • Off – the - job • Job rotation • Coaching/understudy • Action learning • Lateral transfers • Case-studies • Conferences/seminars • Role play • Games