Principle

Today’s Problem comes from yesterday’s solution.

The harder one pushes , the harder the system pushes back.

The Cure can be worst than the disease.

Training Drawback

“ The single biggest waste of “training dollar” is when management spends money on training and doesn’t understand why.”

- Newzealand’s advertising Guru

Cultural dysfunctions : Need for Systematic Approach

Organizations respond to challenges in a fragmented manner and solutions are in piecemeal.

We compete with those whom we are required to collaborate with.

Most learning is reactive and not proactive.

- Kofman and Senge

A systematic approach to training

Goldstein’s Systems Model of Training

ADImE

Assessment

Design

Implementation

Evaluation

Systematic Training

Training need to be intentional and result oriented.Must aim at learning and development of an individual, team and organization.It’s aim is to build up expertise.Changes in KSA- Knowledge, Skills and attitudes.It uses instructional technology.

Characteristics

It uses feedback to modify instructional process.

There is a complex interaction among the various components of the system.

It provides a frame of reference fr planning

“Remember, training is not what is ultimately important… performance is.”

Marc Rosenberg

A systematic approach to training

Needs Assessment Definition

A needs assessment is the process of identifying performance requirements and the "gap" between what performance is required and what presently exists.

Organizational Support:Need assessment is basically an intervention into the organization.

Carefully done Assessment minimizes the disruptions and increases cooperation.

Builds in trust and support from the organization.

Organizational analysis:It considers the short term and long term goals of the organization.

It requires the upper level management examine their own expectations.

Helps in ensuring the transfer of training.

Requirement Analysis :What is the gap and what is the requirement in terms of training for the individuals and departments.

Task, Knowledge, skill and ability analysis:It involves a careful analysis of job to be performed.

Critical elements are also taken under consideration.

Person Analysis :It is deriving measures of job performance called as “criteria”

It also has to be related to KSA and what are already learnt KSA need not be taught.

Macro vs. Micro

Macro

aligned with strategic goals

three levels

organizational

occupational

individual

Micro

initiated by performance problems or change

assessment done to clarify problem, determine if training is the solution, analyze performance, and characteristics of trainees

Analyze

What is the problem? Is it a training

problem? What skills and

knowledge should be included in the training program?

Who needs to be trained?

Problem Analysis

Performance Analysis

Task/Competency Analysis

Learner Analysis

What is Problem and Performance Analysis?

Clearly defining the problem or opportunity

A formal procedure used to analyze defined needs to determine their causes and identify appropriate solutions.

P. 28

Instructional Technology Refers to the systematic development of programs in

education and training.

Characteristics:

1. Systems approach uses feedback to modify instructional processes.

2. The instructional- systems approach recognizes the complex interaction.

3. Systematic analysis provides a frame of reference for planning and remaining on target.

4. Training is one of the set of interactive systems.

Instructional Design Process

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE

Training and development phaseChoosing a training environment :It is important to choose a healthy and cordial training

environment.

It is an art and can make a learner move from novice to expert.

Trainee Characteristics:

It will help to understand the degree of readiness trainees have for a program.

Also can be related to the motivation level of the trainee.

Learning Principles:

Training – job setting – increase the performance at work.

Contextual Factors:

Disruptive factors must be removed.

Inductive factors must be added.

P. 32

Step 1: Define the problem

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

Describe Discrepancy

Step 2: Is it important?

Why is it important?

What if you did nothing?

How big is it? (Quantify if possible)

Who cares?

“Is the cost of the discrepancy high enough that it seems worth pursuing a solution?”

If the answer is no…..

IGNORE

REJOICE

Step 3: Determine Cause(s)

Is it a problem of skill

or

a problem of will?

I don’t wanna! I don’t know

how.

I don’t wanna!

Yes, it is a skill deficiency

Arrange Formal Training

Arrange Practice

Arrange Feedback

Used to do it?

Used often?

no

yes

no

yes

Other questions

Change the Job

Arrange on-the-job training

Transfer or terminate

Simpler way?

Potential?

If a skill deficiency..

Provide training

Provide practice

Provide feedback

Simplify the task

Develop a job aid

OJT

Transfer

Terminate

Yes, it is a problem of will...

Remove Punishment

Arrange Positive

Consequences

Arrange consequences

Performance punishing?

Non-performance rewarded?

Does performance matter?

P. 37

And one last question...

Obstacles? Remove

Obstacles

Step 4: To train or not to train?

First determine cause(s)

Only then look at possible solutions

Seek integrated solution systems that get to the root of the problem

P. 39

Calculate cost

Select best solution(s)

Implement

To solve a performance issue

Training may not be the answer

Training may not be the only answer

Cause Solution

If skill or knowledge……….training

If lack feedback……………..feedback, standards

If not motivated…………….rewards, consequences

If unclear expectations…..std, measure, discuss

If job environment…………change environment

If potential……………………change personnel

P. 39

If training is the answer….

Formal training

Self study

Technology based

Job related/workplace approaches

P. 40

Outcomes of Problem and Performance Analysis

More complete picture of problem

Is it training? Is it training plus…

Make solid recommendations

If is training or job aid….on to task or competency analysis!

P. 42

Task/Competency Analysis“What do learners need to learn?”

Task Analysis

For more skill oriented jobs

When need consistent set of training requirements

Competency Analysis

Soft skills training such as mgmt, supervision

Professional jobs

Career pathing

Leadership development

Steps in Task Analysis

Break job into major functions

Break functions into major tasks

Break tasks into steps

Identify training outcomes

Task Analysis Interviews

Managers

Best performers

Job incumbents

Subject matter experts

Competency Analysis

What are competencies?Enduring characteristics of a person that result in superior on-the-job performance

Areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks

What is a competency model?

Identifies the competencies necessary for each job as well as the knowledge, skills, behavior, and personality characteristics underlying each competency.

What do you want to know?

General characteristics

Specific knowledge and skill

Learning styles

Special needs

P. 61

Information is Used in Three Important Ways

To help determine where to begin the content of the training program

To determine how to present the content

To get buy-in

Methods for collecting data

Data gathering is cornerstone of any needs assessment project

Can be time consuming

Data Collection Methods

Interviews

Surveys/

Questionnaires

Focus Groups

Observation

Existing Data

Evaluation Phase:It centers around two procedures:Designing measure of success.

Use of evaluating design to evaluate the changes occurred during the training and transfer.

Kirkpatrick , 1994 gave a model for training and evaluation of training.

The development of training must be viewed as an evolving process.

“If you think training is expensive,try ignorance.”