Check

• Design of application form

Training and
Development
Agenda
• Objectives of training,

• Identification of Training needs,

• Concepts of Training,

• Training methods,

• Orientation and Placement,

• Management development,

• Purposes and Principles of promotion,

• Bases and types for promotion,

• Transfer, Separation
What is Training?

• 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.
What is Training?

• Training refers to a planned effort by a company to facilitate

employees’ learning of job related competencies
• Competencies include knowledge, skills, or behaviors that are critical for
successful job performance
Goal of training

• The goal of training is for employees to:

• master the knowledge, skill, and behaviors emphasized in training programs,
and
• apply them to their day-to-day activities
The ASK Concept

• As per gap concept, training is simply a means to

use activities to fill the gaps of performance
between the actual results and the expected
results.
• This gap can manifest in:
1. Attitude
2. Skills
3. Knowledge
Exercise

Rank ASK by difficulty to develop in

people

• Attitude •Easy
• Skills •Moderately difficult
• Knowledge •Most difficult
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 methods to audience.
 Forces influencing the workplace
and training

• Globalization

• Need for leadership

• Increased value placed on intangible assets

• Human capital
• Intellectual capital
• Social capital
• Customer capital
Forces Influencing the Workplace
and Training
• Attracting and retaining talent

• Customer service and quality emphasis

• Changing demographics and diversity of the work force
• Ethnic and racial diversity
• Aging work force

• New technology
• Training
• Flexibility in where and when work is performed

• High-performance models of work systems

• Work teams and virtual teams

• Economic changes
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
Managers’ Misconceptions About
Training
• Training is not valuable
• Training is an expense, not an investment
• Anybody can be a trainer
• The training department is a good place to put poor performers
• Training is the responsibility of the trainers
What Managers Should Do to
Support Training
Training design

• The training design process maps out a systemic approach to the

development and delivery of effective, strategic training.
• It is based on principles of Instructional System Design. Instructional
System Design (ISD) refers to a process for designing and developing
training programs.
Model of the Training Process
Assessment Stage Training Stage Evaluation Stage
Organizational
Needs Assessment

Task Need Assessment

Development of Design & Select Measure Training

Training Objectives Procedures Results

Development of Train Compare Results to

Criteria for Training Criteria
Evaluation
Feedback
 Training Design Process
1. Conducting Needs Assessment
• Organizational, Person and Task analysis
2. Ensuring Employees’ Readiness for Training
• Attitudes and Motivation Basic Skills
3. Creating a Learning Environment
• Learning Objectives
• Meaningful Material
• Practice
• Feedback
• Community of Learning
• Modeling Program
• Administration
4. Ensuring Transfer of Training
• Self-Management
• Peer and Manager Support
Training Design Process

5. Developing an Evaluation Plan

• Identify Learning Outcomes
• Choose Evaluation Design
• Plan Cost-Benefit Analysis
6. Selecting Training Method
7. Monitoring and Evaluating the Program
• Conduct Evaluation Make Changes to Improve the Program
Needs Assessment

• The process of evaluating the organization, individual employees, and

employees’ tasks to determine what kinds of training, if any, are
necessary.
• Needs assessment answers three questions:
1. Organization – What is the context in which training will occur?
2. Person – Who needs training?
3. Task – What subjects should the training cover?
Needs Assessment: Organization
Analysis
• A process for determining the appropriateness of training by evaluating
the characteristics of the organization.
• The organization analysis looks at training needs in the light of:
– the organization’s strategy,
– resources available for training, and
– management’s support for training activities.
Questions to Ask in an
Organizational Analysis
• How might the training content affect our employees’ relationship
with our customers?
• What might suppliers, customers, or partners need to know about
the training program?
• Should organizational resources be devoted to this program? What
do we need from managers and peers for this training to succeed?
• What features of the work environment might interfere with training
(e.g., lack of equipment, no time to use new skills)?
 Questions to Ask in an
Organizational Analysis

• Do we have experts who can help us develop the program content and
ensure that we understand the needs of the business as we develop the
program?
• Will employees perceive the training program as an opportunity?
reward? punishment? waste of time?
• Which persons or groups (employees, managers, vendors, suppliers,
program developers) have an interest in seeing training succeed?
• Whose support do we need?
Exercise

• Imagine you are the managing director of a full service restaurant.

One day you receive a complaint letter from a guest reporting she
was not satisfied with the follow up regarding their criticism of being
overcharged in one of your restaurants.
• Why was the complaint made?
• Is there a training need?
Needs Assessment: Person
Analysis
• A process of determining individuals’ needs and readiness for training.
• It involves answering three questions:
1. Do performance deficiencies result from a lack of knowledge, skill, or
ability?
2. Who needs training?
3. Are these employees ready for training?
Exercise

• You are a service based organization

• 40% of your work force is retiring in the next 3 years
• What should be your major concerns?
• How will you address them?
Needs Assessment: Task Analysis

• A process of identifying and analyzing tasks to be trained for.

• To carry out the task analysis, the conditions in which tasks are
performed are looked at.
– The equipment and environment of the job
– Time constraints
– Safety considerations
– Performance standards
Training needs assessment
Need assessment techniques
Indicators of organizational need for
training
• Accidents report • Staff discipline report
• Sick leave report • Staff enquiries & complaints
• Employee compensation • Guests complaints
statistics • Refusal of orders made
• Product quality control • Quality of product report
report
• Market needs & trends
• Wastage report
• Demographic data &
• Efficiency report background of employees
• Machinery out-of-order
report

29
 Determining Whether Training Is the
Best Solution
1. Is the performance problem important?
• Does it have the potential to cost the company a significant amount
of money from lost productivity or customers?
2. Do the employees know how to perform effectively?
• Perhaps they received little or no previous training or the training
was ineffective.
3. Can the employees demonstrate the correct knowledge or behavior?
• Perhaps employees were trained but they never used the training
content on the job.
4. Were performance expectations clear (input)? Were there any obstacles
to performance such as faulty tools or equipment?
Determining Whether Training Is the
Best Solution

5. Were positive consequences offered for good performance?

Was good performance not rewarded?
Eg: if employees are dissatisfied with their compensation, their
peers or a union may encourage them to slow down their pace
of work.
6. Did employees receive timely, relevant, accurate, constructive,
and specific feedback about their performance (a feedback
issue)?
7. Were other solutions—such as job redesign or transferring
employees to other jobs— too expensive or unrealistic?
Specifying Training Objectives

• Training Objectives must be specific & measurable.

• Why?
• Very difficult to measure effectiveness after course is
finished.
Characteristics of Effective
Training Objectives
• They include a statement of:
– What the employee is expected to do
– The level of acceptable performance
– The conditions under which the employee is to apply what he or she learned
– Whether they improve knowledge, skills, attitudes or a combination of these
• They include measurable performance standards.
• They identify the resources needed to carry out the desired
performance or outcome.
 Designing the Training Program(s)

1. Program duration 7. Training location &

2. Program structure environment
3. Instruction methods 8. Criteria & methods for
assessing participant
4. Trainers qualification learning and achievement
5. Nature of trainees 9. Criteria & methods for
6. Support resources – evaluating the program
materials, OHP, classroom
Lesson Plan
 Detailed Lesson Plan
• Course title: Conducting an Effective Performance Feedback Session
• Lesson title: Using the problem-solving style in the feedback interview
• Lesson length: Full day
• Learning objectives:
• 1. Describe the eight key behaviors used in the problem-solving style of
giving appraisal feedback without error
• 2. Demonstrate the eight key behaviors in an appraisal feedback role
play without error
• Target audience: Managers
• Prerequisites: Trainee: None
 Detailed Lesson Plan
• Instructor: Familiarity with the tell-and-sell, tell-and-listen, and problem-
solving approaches used in performance appraisal feedback interviews
• Room arrangement: Fan-type
• Materials and equipment needed: Laptop, overhead projector, pens,
White board, Video titled “Performance Appraisal Interviews,” role-play
exercises
• Evaluation and assignments: Role-play; read article titled, “Conducting
Effective Appraisal Interviews”
• Comment: Article needs to be distributed two weeks prior to session
 New Employee Orientation

Time Topic Method Activity

9:00-9:30 AM Welcome Speech Speech Talk & hand shake
by GM
9:30-10:00 AM Intro to Company Slide Slide Show &
Background Presentation Video Tape

3:00-4:00 PM Fire Safety Talk Security Fire Drill &

Manager Equipment

38
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.

39
Selecting Instructional Methods

Classroom
Instruction
Action Audiovisual
Learning Training

Computer-
Team
Based
Training
Training

Training
Methods

Experiential On-the-Job
Programs Training

Behavior
Simulations
Modeling
Business
Games &
Case
Studies
Instructional/ Training methods

• Matching methods with outcomes

• 2 approaches
• Cognitive
• Focus on knowledge and attitude
• Provides information on relationships and concepts
• Behavioural
• Focus on trainee behaviour
• Best used for skill development and attitude change
Presentation methods

• Methods in which trainees are passive recipients of information.

• Facts, processes, and problem-solving methods.
• Lectures and audiovisual techniques are presentation methods
• Video, workbooks and manuals, CD-ROMs, and games
Hands-on methods

• Methods that require the trainee to be actively involved in learning.

• On-the-job training, simulations, case studies, business games, role plays,
and behavior modeling.
• Ideal for
• developing specific skills,
• understanding how skills and behaviors can be transferred to the job,
• experiencing all aspects of completing a task,
• dealing with interpersonal issues that arise on the job
OJT

• Preparing for Instruction

• Break down the job into important steps.
• Prepare the necessary equipment, materials, and supplies.
• Decide how much time you will devote to OJT and when you expect the
employees to be competent in skill areas
OJT

• Actual Instruction
• Tell the trainees the objective of the task and ask them to watch you
demonstrate it.
• Show the trainees how to do it without saying anything.
• Explain the key points or behaviors
• Show the trainees how to do it again.
• Have the trainees do one or more single parts of the task.
• Have the trainees do the entire task.
• If mistakes are made, have the trainees practice until accurate
reproduction is achieved.
• Praise the trainees for their success in learning the task.
Self-directed learning

• Employees take responsibility for all aspects of learning— including

when it is conducted and who will be involved.
• Trainees master predetermined training content at their own pace
without an instructor
Apprenticeship

• A work-study training method with both on-the-job and classroom

training
• The majority of apprenticeship programs are in the skilled trades
such as plumbing, carpentry, electrical work, and pipe fitting
Exercise
• Imagine you are the training manger of a
manufacturing unit that will open next year. Your GM
asks you to develop a training program that aims to
boost the team spirit of the newly formed Executive
Committee Members.
• Your GM suggests you organize a two-day course in a
resort location from 9 to 5 for both days.
• Your task is to suggest 3 training methods that suit the
training theme described above.
• Hint: this is attitude, not skills nor knowledge training

48
Exercise

• Create your own, brand new, problem-solving activity

• Instructions:
• Design your own problem solving team building activity
Computer Based Training

• Text-only
• Multimedia
• Virtual reality

• Advantages:
• Easy to use
• Custom designed
• Useful for refresher training
• Disadvantages:
• Needs computer access
• Little or no interaction with a trainer
• Not effective for soft skills
Online/ E-learning

• Web-based training
• Tele-conferencing
• Audio conferencing
• Web meetings

• Advantages
• Multiple locations
• Save costs
• Good for self-directed training
• Disadvantages
• Impersonal nature
• Dependent on internet connection
Training Effectiveness

Training effectiveness: Benefits that the company and the trainees

receive from training
Training outcomes or criteria: Measures that the trainer and the
company use to evaluate training programs
Introduction

Training evaluation: The process of collecting the outcomes needed

to determine if training is effective
Evaluation design: Collection of information, including whom, what,
when, and how, for determining the effectiveness of the training
program
Reasons for Evaluating Training

• To decide whether or not to continue the training

• To improve the training program through feedback
• The outcomes of training should be measurable: ROI
• To demonstrate that training does provide benefits to the company
 Evaluation of training
• Kirkpatrick’s four-level framework for categorizing training outcomes

• Higher level outcomes should not be measured unless positive changes

occur in lower level outcomes.
• For example, if trainees do not like a course, no learning will occur.
Evaluation outcomes
Evaluation outcomes