MODULE II

1. Amity School of BusinessBBA, SEMESTER VFUNDAMENTALS OF TRAINING AND DEVELOPMENT(BBAHR-30503) Ms. Jayashree Sapra

2. Establishing objectives, training need assessment, designing the programs, administrative aspects of training program, Participation of management in Training, Actual and after Training Activities, Budgeting of Training trainers and training styles Designing And Implementing A Training Program: Trainer Identification, Methods and Techniques Of Training, Designing A Training Module ,Handling absenteeism in training, Linking ROI concepts to organizational requirements MODULE II

3. TRAINING PROGRAMME ASSESSING TRAINING NEEDS JOB Present performance Desired performance GAP DESIGN (TRAINING OBJECTIVE & POLICY) Evaluation Criteria DEVELOPING TRAINING PROGRAMME Feedback & Revision IMPLEMENTING THE TRAINING PERFORMANCE TRY OUT EVALUATION & FOLLOW-UP

4. PART I : TNA

5. Training needs can be identified from the following: Underperformance by subordinates Low Output Lack of initiativeness and bad decisions Introduction of new working methods Any change related to the organisation. Training needs are identified on the basis of organizational analysis, job analysis and person analysis. Training programme, training methods and course content are to be planned on the basis of training needs. Phase 1: Needs Assessment for Training

6. ORGANIZATIONAL ANALYSIS • TASK(Job) ANALYSIS • PERSON ANALYSIS Detailed analysis of the structure, objectives, environment, strategies, and resources to determine the needs of the organisation. …Detailed examination of operations, duties , responsibilities , kind and type of job. Focus on individual's abilities, performance, knowledge, and skills in order to determine who needs training. Need Assessment Mc Ghee and Thayer has proposed a model for identifying Training needs

7. Determining if Training Is Needed

8. TNA provides a benchmark (pre-measure) of the skills trainees possess prior to training. This benchmark can be compared to a measure of the skills acquired in training (post-measure). With pre and post measures, it is possible to demonstrate the cost savings or value added as a result of training. Training Need Analysis

9. A TNA is important because it helps to determine whether a deficiency can be corrected through training. There are other benefits: Trainers may be informed about the broader needs of trainees; Trainers can pitch their course inputs closer to the specific needs of the trainees Assessment makes training department more accountable and more clearly linked to other human resource activities.

10. Loss of business Constraints on business development Higher labour turnover Poorer quality Increased overtime working Higher rates of pay-overtime premiums etc. Higher recruitment costs, including advertising, time and incentives Consequences of absence of training need assessment

11. Pressure on job evaluation schemes, grading structures, payment systems and career structures Additional retention costs in terms of flexible working time, job sharing, part time working, shift working etc. Need for job redesign and revision of job specifications Higher training costs.

12. Initiatives when performance discrepancy is identified Performance discrepancy Is it worth fixing KSA deficiency Reward/punishment incongruence Inadequate feedback Obstacles in the system Choose Appropriate remedy Change contingencies Proper feedback Remove obstacles Job aid Training Practice

13. Organizational goals, objectives and budgets Labour inventory Organizational climate Labor management data (strikes, lockouts) Grievances Turnover Absenteeism Productivity Accidents Employee behaviour Sources for locating performance discrepancies

14. Analysis of efficiency Costs of labor Costs of material Quality of product Equipment utilization Costs of distribution Waste Late deliveries repairs

15. 5. Changes in the system Exit interviews MBO or work planning and review systems

16. Who are the Trainees Who are the Trainees Who are the Trainers Who are the Trainers Duration of the Training Prog. What Should be the level of training What Should be the level of training Method of Training (on the job/off the job) Where to conduct the programme Where to conduct the programme Phase 2: Designing the training programme After identifying training needs , Training Programme should be prepared to meet those needs. It is a type of a plan which contains Type & no. of employees to be trained

17. Conceptualizing and Designing the Training Programme Using the results of the training needs analysis, we should be able to carefully design a training programme in consultation with resource persons. In designing the programme, our collaboration and discussion should result in a programme that has realistic objectives and outcomes leading to the satisfaction of the trainees’ needs that we have identified. The training design should include the following: • Overall and specific objectives • The title of the training programme • Topical areas or content • Activities/strategies/processes • Selection of resource persons • Target participants • Duration and venue of training • Resources needed (human, financial, materials and equipment, facilities) • Expected outcomes

18. 2.1 Objectives of the training • The overall objectives of the training should state what we expect the training programme to achieve in terms of the final outcomes. • These overall objectives can be broken down into more specific ones. The latter provide a sense of direction for the attainment of the expected outcomes. • The specific objectives should be stated clearly and according to order of priority. They should also be stated in the form of learning objectives that match the expected competencies to be acquired by participants. • These objectives must be specific, measurable, achievable, results-oriented and time-bound (SMART).

19. 2.2 The title of the training programme The title of the training programme should be catchy and easy to translate and to remember. It should be clear, simple and short, but at the same time cover all the essential parts of the training programme.

20. 2.3 Topical areas or content The content or the topical areas to be included in the training programme should be based on the results of the training needs assessment. These topics should reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas where these competencies will be used. The content areas should be able to bridge the gap between what is and what ought to be.

21. 2.4 Activities/strategies/processes The activities and training strategies specified in the training design should be flexible and easily adaptable to suit the various learning styles of the participants. Some effective training strategies include brainstorming, group discussion, and role-play

22. 2.5Selection of resource persons The selection of resource persons should be based on criteria developed specifically for the training programme. These criteria should specify • area of expertise, • degree of experience, • availability, • interpersonal skills, • and willingness to conform to the terms and conditions stipulated in the resource person’s contract.

23. 2.6 Selection of target participants In most cases, the participants in training programmes have already been selected because they were the subjects of the pre-training needs assessment exercise. The reason for the training programme is to address the identified needs of these particular individuals. In cases where training programmes are conducted to comply with the requirements of a special community project, the selection of trainees should be based on criteria These criteria should specify entry level in terms of prior knowledge, exposure and experience, age, gender, state of health, and willingness to participate. developed for the specific training programme. Selection of trainees should be done collaboratively with the organizations that will use the services of the trainees.

24. 2.7 Duration of the training programme In deciding the length or duration of the training programme, we need to consider the following: • objectives of the training • nature and number of topics to be covered • number of participants • time required for presentations, group work and field visits • travel time and weather conditions • cultural and religious factors • time required for discussions, interaction, reflection and relaxation

25. 2.8 Selection of venue The place for training is crucial for the achievement of the training programme’s objectives. • The price charged is reasonable. • The site is accessible to everyone. • There are adequate chairs and tables, which can be arranged in a suitable • manner. • Equipment and facilities (multimedia projector, overhead projector, flip • charts, microphones, telephones and other technology) are sufficient and • functioning. • There are enough spacious, clean and well-ventilated rooms for both the • There are clean washrooms and drinking facilities. It is important that after the selection of a training venue we make proper arrangements with the management to finalize a contract or agreement..

26. 2.9 Resources needed In conducting a training programme, we must make sure that we have the right kinds of resources: human resources, financial resources, materials/ equipment and facilities. Before beginning training, we have to ask ourselves the following questions: Do I have the right people? Do I have adequate funding? Do I have the appropriate facilities and equipment? If the answer to all these questions is “yes,” and if resources have been specified in the training design, then we can undertake the training as planned.

27. 2.10 Expected outcomes Before any training programme begins, we have to clearly define the expected outcomes of the training. In general, expected outcomes are stated in terms of the attainment of learning objectives indicating the acquisition of the necessary knowledge, skills, attitudes and values imparted by the training programme. In addition, we also have to decide beforehand on the mechanisms for measuring these outcomes, which are part of the evaluation of training.

28. Phase 3. Other Administrative Aspects 3.1 Sending invitations • Invitations to the participants and resource persons should be sent at least one month in advance. This gives them time to prepare and make the necessary arrangements. • The invitation should contain important information such as the title of the training programme, objectives, dates, venue (with a site map or directions), and what participants can expect. • If possible, the tentative programme of activities should be provided to the participants in advance. • The invitation should also indicate who bears the costs of transportation, food, lodging and other incidental expenses. • The invitation should also request confirmation by the participants and resource persons. Thus if a resource person cannot come, can look for a replacement or take some alternative action.

29. 3.2 Training materials • Printed materials for the training programme should be reproduced ahead of time. • If possible, should coordinate with the resource persons and ask if they have handouts for their sessions. If they do, these materials should be reproduced for dissemination during the training. • Try to prepare a press release to provide information to the public. The contents of the press release should highlight the objectives of the programme and the benefits that trainees will obtain from participation.

30. 3.3Field visit a field trip for the participants can be organised, so that they have an opportunity to observe activities related to the training they are receiving. However, planning such a visit should be well in advance and collaborated with hosts in the planning so that the trainees receive the utmost benefit from the event.

31. 3.4 Planning financial and physical resources and materials estimate the amount of money needed to cover the expenses related to the operation of the training programme. The budget is usually broken down into different items to ensure the all possible expenditures is taken into account: • Fees/honoraria for trainers, resource persons • Travel expenses • Board and lodging (venue and food) • Communication costs • Translation /interpreting fees (if necessary) • Cost of supplies and materials • Contingencies

32. 3.5 Planning for cultural diversity In planning the training programme we should take into consideration the cultural, religious and gender characteristics of the prospective participants. These factors may have a bearing on the success of the programme (for example, the type of food to be served). We might want to use certain forms of cultural expression to enrich the content of the training workshop (e.g., songs, dances, skits). We also have to be aware of gender issues. There should always be a balance between men and women in the training activities, both in terms of facilitators and participants. This process can promote gender equality.

33. PART II. Conducting Training

34. Phase 1. Management In conducting a training programme, there should always be proper and systematic management to ensure the attainment of its objectives. 1.1 Registration This activity is used to keep a record of the persons who participated in the training. It also helps us to identify who attended the training, where they are from, and how they can be contacted. If participants receive certificates after completing training, the registration form can be used for putting the correct participant names on the certificates. The record is also useful for contacting people in regard to follow-up activities in the future.

35. 1.2 Logistics Necessary information about the training programme site and environments, including available services, food and travel arrangements, should be provided for the convenience of resource persons and trainees. Training materials, resource handouts, folders, notebooks and pencils should also be prepared and distributed to participants at registration.

36. 1.3 Documentation To keep record of the highlights of the training, we should assign reporters to document the training proceedings, particularly the points raised by resource persons and participants. These notes can later be printed and distributed to the participants. If possible, a draft of the entire training process should be distributed to the participants at the end of the training programme.

37. 1.4 Certificates of participation To make the training participants feel that they have accomplished something of significance, we should prepare a certificate for each participant that authenticates his/her achievement. If possible, the participants should receive their certificates directly from the hands of a high-ranking official or representative.

38. Phase 2. Actual Training Activities 2.1 Opening session • The opening session marks the official beginning of the training programme. • However, not all training programmes have opening ceremonies. Whether there is such a session or not depends on the purpose of the programme, the target participants and the size of the group being trained. • Sometimes we can have a short informal opening to avoid the formal ritual procedures that may unnecessarily delay the commencement of actual training.

39. 2.2 Orientation and objectives of the training This introductory session is meant to provide the participants with clear understanding of the training objectives, the training procedures and approaches. The information provided will let trainees know what to expect from training and what kinds of activities they will be involved in.

40. 2.3 Introducing participants A resource person or trainer sometimes finds that knowing something about each trainee’s background is helpful for conducting the training effectively. If the number of trainees is small, the participants can introduce themselves to the group. However, if the training group is large, this activity will take too much time and should be avoided. .

41. 2.4 Understanding the background of the participants Nevertheless, it is useful for the trainers to understand the background and capability of the participants. During the training, the trainers may need to assign some more competent trainees to assist the others. The registration form is a very good tool to generate information about the participants

42. 2.5 Time management • Most of the training, experience at least one training session whose length exceeds the time designated in the prepared schedule. • Management should inform resource persons and trainers of the time allocated for each session. • Time management is necessary to avoid problems resulting from events falling behind schedule and out of sequence. • Perhaps a trainer or staff member can be assigned to be “facilitator” or “officer of the day” specifically to manage the time.

43. 2.6 Training facilitation • This activity consists of providing assistance to the resource persons and trainers to make sure events flow smoothly and occur on time. • Thus materials must always be available when needed and equipment must work at all times. • The resource persons and trainers are ultimately responsible for facilitating their sessions properly by providing the necessary inputs. • They should not simply lecture but provide opportunities for the trainees to participate and interact during the sessions. • They should also be responsive to trainees’ needs and requests throughout training.

44. 2.7 Time to recap and to reflect • At times trainees may not be able to comprehend or internalize the content of a training session during the actual period that it occurs. • Thus it is recommended that the trainer assign groups of participants to take turns in briefly summarizing the highlights of the material covered during the previous day or session. • Trainer should also allow the participants some time to reflect on what they have learned from the training.

45. 2.8 Icebreaking and energizing activities • At training programmes where trainees are mostly strangers to one another, sometimes the participants may be rather reserved and unwilling to actively participate. • To break the ice, the trainer needs to organize some activities to make the trainees feel more relaxed and comfortable with their fellow participants. • Similarly, sometimes the participants may feel sleepy and inactive, especially right after lunch. In such cases, the trainer should organize a movement activity (energizer) to keep them awake and at the same time relaxed

46. 2.9 Team-building activities • In a training session where the trainees have to work together in order to complete a task, the trainer may consider organizing a team-building activity. • This activity will help make them feel comfortable with each other so that they can work together as a team. • Such activities may be in the form of games, songs or skits that require the trainees to form a group and work together in order to get something done.

47. 2.10 Field visit • So that trainees can see examples of some of the things they are learning about during training, a field visit to a relevant site should be arranged such as a community learning center or farm. • Trainees should also be briefed with information about the places they will visit and persons they will meet. • It is a good idea for the trainer to prepare some key questions or issues to guide the observations of the participants. • After the field trip, there should be a short session for trainees to discuss and reflect on what they have observed and learned.

48. 2.11 Preparation of action plans • To ensure that in the future trainees will apply what they have learned from training, the trainer may request them to form small groups in order to prepare sample action plans. • Usually trainees who come from the same country, region or district form groups in order to complete this task. • Each action plan should be photocopied so that both the training organizers and the participants have copies.

49. 2.12 Training evaluation • There are many ways to evaluate the effectiveness of a training programme. The most common is to use an evaluation instrument that we prepare ourselves. • It should provide an opportunity for participants to make additional comments, remarks or suggestions that they consider useful for the training organization or participants. • The results of the evaluation can serve as a basis for further improving the design of future training programmes.

50. 2.13 Closing • The training programme may close formally or informally depending on the type of programme and number of participants. • During the closing session the participants can receive their certificates. • They can also pledge their commitment to put into practice what they have learned once they return home.