Training and development - students

TRAINING AND DEVELOPMENT

What is Training?What is Training?

• Training – a planned effort by a company to facilitate employees’ learning of job-related competencies– Competencies – knowledge, skills or behavior

critical for successful job performance

• 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

Knowledge :- It is an organized body of facts , principles , procedures, and information acquired overtime.

DeclarativeProceduralStrategic

Skills :- The capacities needed to perform a set of tasks that are developed as a result of training and experience.A person’s skills are reflected by how well she is able to carry out specific actions, such as operating a piece of equipment, communicating effectively, or implementing a business strategy.

There are two levels of skill acquisition :-

CompilationAutomaticity

Attitudes :- Attitudes are employee beliefs and opinions that support or inhibitbehavior.

A competency is a set of knowledge , skills , and attitudes that enable a person to be successful at a number of similar tasks. In the broadest sense, a job is broken down into a set of tasks, and the competencies required to perform the job are determined through an analysis of the of the tasks.

A competency is more than just KSAs: it is the ability to integrate and use the KSAs to perform a task successfully.

Example :- Carpentary

TRAINING, DEVELOPMENT AND EDUCATION

Training is a set of activities, whereas development is the desired outcome of those activities.

Training is the systematic process of providing an opportunity to learn KSAs for current or future jobs, development refers to the learning of KSAs.

Education is typically differentiated from training and development by the types of KSAs developed , which are more general in nature.

Training is typically focused on job specific KSAs, education focuses on more general KSAs related , not specifically tailored , to a person’s career or job.

Training is to be used to gain a competitive advantage, company should view training broadly as a way to createintellectual capital.

Intellectual capital includes:-

1) Basic skills ( skills needed to perform one’s job).

2) Advanced skills ( such as how to use technology to share information with other employees ).

3) An understanding of the customer or manufacturing system.

4) Self –motivated creativity.

High-Leverage Training High-Leverage Training

• Linked to strategic goals and objectives

• Uses an instructional design process to ensure that training is effective

• Compares or benchmarks the company’s training programs against training programs in other companies

• Creates working conditions that encourage continuous learning

Continuous Learning (1 of 2)Continuous Learning (1 of 2)

• Requires employees to understand the entire work system including the relationships among:– their jobs– their work units– the entire company

Training and Performance Training and Performance

• Emphasis on high-leverage training has been accompanied by a movement to link training to performance improvement

• Training is used to improve employee performance

• This leads to improved business results

Training and Performance: Today’s Emphasis (1 of 2)


• Providing educational opportunities for all employees

• An on-going process of performance improvement that is directly measurable– not one-time training events

• The need to demonstrate the benefits of training– to executives, managers, and trainees



• Learning as a lifelong event– senior management, training managers, and

employees have ownership

• Training used to help attain strategic business objectives– helps companies gain a competitive

advantage

EXAMPLE :- Medtronic is a good example of a company that uses high – leverage training.

Medtronic is the world leader in medical technology , providing lifelong solutions for people with chronic heart and neurological diseases.

Medtronic engages employees in learning and development , which links them to the company mission of restoring many people to full and productive lives andof making sure that products are available to patients who need them.

In the Medtronic Asia/ Pacific location, for example , a developing managers’ programme placed more emphasis on cultural awareness because the managers were from many different locations and backgrounds.

The training design process refers to a systematic approach for developing training programs.

Step1 is to conducted a needs assessment, which is necessary to identify whether training is needed.

Step 2 is to ensure that employees have the motivation and basic skills necessary to master training content.

Step 3 is to create the learning environment that has the features necessary for learning to occur.

Step 4 is to ensure that trainees apply the training content to their jobs.

Step 5 is to develop an evaluation plan.

Step 6 is to choose the training method based on the learning objectives and learning environment.

Step 7 is to evaluate the program and make changes in it .

Training Design Process Training Design Process

The training design process is based on principles of Instructional System Design . ISD refers to a process for designing and developing training programs.

The training design process sometimes is referred to as the ADDIE model because it includes :-

1. Analysis

2. Design

3. Development

4. Implementation

5. Evaluation

Instructional System Design (ISD)Instructional System Design (ISD)

• Refers to a process for designing and developing training programs

• There is not one universally accepted ISD model

• ISD process should be:– systematic– flexible enough to adapt to business needs

Assumptions of ISD Approaches (2 of 2)

Assumptions of ISD Approaches (2 of 2)

• Evaluation plays an important part in:– planning and choosing a training method– monitoring the training program– suggesting changes to the training design

process

EXAMPLE :- The development of a Web – based training program focusing onteaching managers skills needed to run effective business meetings provides a good example of use of the instructional design process.

Forces Influencing the Workplace and Training: (1 of 2)

Forces Influencing the Workplace and Training: (1 of 2)

• Globalization

– offshoring

• Need for leadership

• Increased value placed on intangible assets and

human capital focus on link to business strategy

• Attracting and retaining talent

• Customer service and quality emphasis

Forces Influencing the Workplace and Training:

(2 of 2) Forces Influencing the Workplace and Training:

(2 of 2) • Changing demographics and diversity of

the work force

• New technology

• High-performance models of work systems

• Economic changes

GLOBALIZATION :- It has affected not just businesses with international operations. Companies without international operations may buy or use goods that have been produced overseas, hire employees with diverse backgrounds, or compete with foreign – owned companies operating within the US.

Globalization is not limited to a particular sector of the economy or product market.

Example :- Procter and Gamble Starbucks in ChinaNew managers were sent to Tacoma , Washington, to learn the corporate culture as well as the secrets of brewing flavorful coffee.

Globalization also means That U.S companies may move job overseas: offshoring refers to the process of moving jobs from the United States to other locations in the world.

In contrast to the computer and printer manufacturer Hewlett – Packard which hired its foreign workers 20 years after its founding in 1939, search engine Google employed people outside the US just 3 years after its 1998 start.

THE NEED FOR LEADERSHIP

The aging of the workforce and globalization mean that companies will need to identify , train , and develop employees with managerial talent.Executive , administrative, and managerial occupations will experience the greatest turnover due to death or retirement.

Companies need to both identify employees with managerial talent and help potential new managers develop the skills needed to succeed.

Example :- Management development programs of IKEA, The Swedish – based home furnishing retailer that has its US headquarters in Pennsylvania.

1) Job – Rotation2) Self – paced , e-learning programme3) The Next Generation Store Manager Program

Intangible AssetsIntangible Assets

• Cannot be touched and are nonmonetary, however equally as valuable as financial and physical assets. They include: – human capital– customer capital– social capital– intellectual capital

The intangible assets consist of human capital, customer capital, social capital and intellectual capital.

Human capital refers to the sum of the attributes, life experience , knowledge, inventiveness, energy and enthusiasm that the company’s employees invest in their work.

Intellectual capital refers to the codified knowledge that exists in a company.

Social capital refers to relationships in the company.

Customer capital refers to the value of relationships with persons or otherorganizations outside the company for accomplishing the goals of the company.

Training and development has a direct influence on human and social capital because it affects education, work related know- how and competence , and work relationships.

Training and development can have an indirect influence on customer and intellectual capital by helping employees better serve customers and by providing them with the knowledge needed to create patents and intellectual property.

Intangible assets also contribute to a company’s competitive advantage because they are difficult to duplicate or imitate.

Example :- South west airlines

Buckman Laboratories is known for its knowledge management practices . It develops and markets specialty chemicals. The company rewards innovation and knowledge creation and exchange by including the sales of new products as part of employees performance evaluations.

Buckman also changed the focus of the company’s information systems department ,Renaming it knowledge transfer department to better match the service it is supposed to provide.

HUMAN CAPITAL

Tacit Knowledge EducationWork related know howWork related competence

CUSTOMER CAPITAL

Customer relationshipsBrands Customer LoyaltyDistribution Channels

Social Capital

Corporate cultureManagement philosophyManagement practicesInformal networking systemsCoaching / mentoring relationships

INTELLECTUAL CAPITAL

Patents CopyrightsTrade secretsIntellectual property.

Increasing Intangible AssetsIncreasing Intangible Assets

• Increase human capital by focusing on attracting, developing, and retaining knowledge workers

• A management style of developing and empowering employees

• Capability to adapt to change– Learning organization – embraces a culture of

lifelong learning, enabling all employees to continually acquire and share knowledge

FOCUS ON LINK TO BUSINESS STRATEGY

As the importance of intangible assets and human capital are increasing, managers are beginning to see a more important role for training and development As a means to support a company’s business strategy, that is , its plans for meeting broad goals such as profitability , market share , and quality.

Example :- A good example of how a company has linked training and development to business strategy is IBM.

IBM has adopted an on – demand business strategy that requires the company to more quickly respond to customers needs and help them do the same for their clients.

ATTRACTING AND RETAINING TALENT :- Between 2004 and 2014 , employment is expected to increase by 18.9 million , or 13 percent: ; new workers will be needed due to replacement.

It is also important for companies to try to capture the valuable knowledge that is Leaving.

Example :- NASAEngineers are designated as NASA Discipline Experts.

Retention is an important part of talent management . Talented employees are looking for growth band a career path. Training and development is a key to attract and retain talented employees.

CUSTOMER SERVICE AND QUALITY EMPHASIS

Companies customers judge quality and performance. As a result , customer excellence requires attention to product and service features as well as to interactions with customers.

Customer driven excellence includes understanding what customers wants and anticipating future needs.

Customer – driven excellence includes reducing defects and errors , meeting specifications and reducing complaints.

How the company recovers from defects and errors is also important for retaining and attracting customers.

For that you need training to happen.

Total Quality Management (TQM) is a company wide effort to continuously improve the ways people , machines and systems accomplish work.

Core Values of Total Quality Management (TQM) (1 of 2)

Core Values of Total Quality Management (TQM) (1 of 2)

• Methods and processes are designed to meet the needs of internal and external customers

• Every employee in the company receives training in quality

• Quality is designed into a product or service so that errors are prevented from occurring, rather than being detected and corrected

Core Values of TQM (2 of 2)Core Values of TQM (2 of 2)

• The company promotes cooperation with vendors, suppliers, and customers to improve quality and hold down costs

• Managers measure progress with feedback based on data

The emphasis on quality is seen in the establishment of the Malcolm Baldrige National Quality Award and the ISO 9000:2000 quality standards.

The Baldrige award, created by public law, is the highest level of national recognition for quality that a U.S. company can receive.

To become eligible for the Baldrige, a company must complete a detailed application that consists of basic information about the firm as well as an in depth presentation of how it addresses specific criteria related to quality improvement.

Categories and Point Values for the Malcolm

Baldrige National Quality Award Examination Categories and Point Values for the Malcolm

Baldrige National Quality Award Examination Leadership 120 points

Measurement Analysis and Knowledge Management 90 points

Strategic Planning 85 points

Human Resource Focus 85 points

Process Management 85 points

Business Results 450 points

Customer and Market Focus 85 points

Total Points 1,000 points

ISO 9000:2000 quality standardsISO 9000:2000 quality standards

• The ISO 9000:2000 standards were developed by the International Organization for Standardization (ISO) in Geneva, Switzerland

• ISO 9000 is the name of a family of standards – ISO 9001 – ISO 9004

ISO 9001 is the most comprehensive standards because it covers product or service design and development, manufacturing , installation , and customer service.

It includes the actual specification for a quality management system.

ISO 9004 provides a guide for companies that want to improve.

Example :- ISBN – International standard book number.

A group within the ISO has drafted a standard for employee training. ISO 10015Is a quality management tool designed to ensure that training is linked to company needs and performance.

ISO 10015 has two key features.1. Companies have to determine the return on investment of training to company performance.2. ISO 10015 requires companies to use appropriate design and effective learning processes.

Six Sigma processSix Sigma process

• The six sigma process refers to:– measuring processes – analyzing processes – improving processes – controlling processes

Example :- GE is to have less than 4 defects per million in every element of every process GE businesses perform.

Training is an important component of the process. Six sigma involves highly trained employees known as Champions, Master Black Belts, Black belts , and Green Belts who lead and teach teams that are focusing on ever – growing number of quality projects.

Today GE has over 100,000 employees trained in Six Sigma

Since 1996, when the Six Sigma quality initiative was started, it has produced more than 2 billion in benefits for GE.

The first companies to achieve ISO 10015 certification are in CHINA and Switzerland.

CHANGING DEMOGRAHICS AND DIVERSITY OF THE WORKFORCE

Population is the single most important factor in determing the size and composition of the labor force, which is composed of people who are either working or looking for work.

The work force will be older and more culturally diverse than at any time in the past 40 years.

The civilian labor force is projected to increase by 14.7 million b/w 2004 and 2014, reaching 162.1 million by 2014.

By 2014 the work force is projected to be 80% white, 12% African American, 8% Asian and other ethnic or cultural groups.

16% of the labor force will be of Hispanic origin.

The Asian and Hispanic labor force increases due to immigration trends and higher than average birth rates.

The training programs to help immigrants acquire the technical and customer service skills required in a service economy.

Training plays a key role in ensuring that employees accept and work more effectively with each other. To successfully manage a diverse work force, managers and employees must be trained in a new set of skills.

Example :- Marriott recognizes that most employees don’t want to stay in an entry level job such as house keeping . So Marriott trains employees to handle wide variety of positions and rotates them periodically to new jobs. This givesemployees opportunities to find the area in which they best like to work.

Skills Needed to Manage a Diverse Work Force: (1 of 2)


• Communicating effectively with employees from a wide variety of backgrounds

• Coaching, training and developing employees of different ages, educational backgrounds, ethnicities, physical abilities, and races



• Providing performance feedback that is free of values and stereotypes based on gender, ethnicity, or physical handicap

• Creating a work environment that allows employees of all backgrounds to be creative and innovative

NEW TECHNOLOGY

Advances in sophisticated technology along with reduced costs for the technology are changing the delivery of training, making training more realistic and giving employees the opportunity to choose where and when they will work.

New technologies allow training to occur at any time and any place.

Technology also allows companies greater use of a contingent work force.

New TechnologyNew Technology

• Internet has created a new business model:– e-commerce

• Advantages of technology:– reduced travel costs– greater accessibility to training– consistent delivery– ability to access experts– share learning– creating a learning environment – greater use of a contingent work force

HIGH PERFORMANCE MODELS OF WORK SYSTEMS

Through technology, the information needed to improve customer service and product quality becomes more accessible to employees. This means that employees are expected to take more responsibility for satisfying the customer and determining how they perform their jobs.

One of the most popular methods for increasing employee responsibility and control is work teams.

EXAMPLE :- Kinko’s , the world’s leading supplier of document solutions and business services with 1,100 location in nine countries , has changed. Because Kinko’s stores are geographically dispersed , the company has had to struggle with costly training programs offered in multiple locations to prepare employees for new products and services.

Kinko’s adopted a blended learning approach including internet instruction, job aids,Virtual classroom training and mentoring.

Capital One , a financial service company , uses an audio learning program that allows employees to learn through their iPods at their convenience.The company has also developed a mobile audio learning channel.The channel supplements competency based programs, leadership and management Programmes.

High-Performance Models of Work Systems

High-Performance Models of Work Systems

• Work teams – involve employees with various skills who interact to assemble a product or provide a service

• Cross training – training employees in a wide range of skills so they can fill any of the roles needed to be performed on the team

• Virtual teams – separated teams relying almost exclusively on technology to interact and complete their projects

Example :- Canon is using a procedure called concurrent engineering in which production engineers work together with designers. This procedure makes it easier for these workers to exchange ideas to improve a product or make it easier to manufacture.

WHAT ROLE DOES TRAINING PLAY ?

Employees need job specific knowledge and basic skills to work with the equipmentcreated by the new technology.

Technology is used to achieve product diversification and customization, employees must have the ability to listen and communicate with customers.

Interpersonal skills, such as negotiation and conflict management, and problem solving skills are more important than physical strength , coordination, and fine – motor skills – previous job requirements for many manufacturing and service jobs.

Example :- The learning and education department of PwC has 190 employees located in 70 offices in different cities. These employees work together on virtual teams that range in size from 5 to 50 people.

The 2004 ASTD Competency Model

The 2004 ASTD Competency Model

The model describes what it takes for an individual to be successful in the training and development field.

The learning strategist determines how workplace learning can be best used to help meet the company’s business strategy.

The business partner uses business and industry knowledge to create training that improves performance.

The project manager plans , obtains , and monitors the effective delivery of learning and performance solutions to support the business.

The professional specialist designs, develops , delivers , and evaluates learning and performance solutions to support the business.

The training professionals spend most of their time in designing learning, delivering training, managing the learning function, and coaching , they do spend time in the other areas too.

The foundation competencies include interpersonal competencies, business and management competencies, and personal competencies.

TRAINING NEED ASSESMENTS

TNA ( training needs analysis ) is a systematic method for determining what caused performance to be less than expected or required.

Need analysis occurs when actual organizational performance (AOP) is less than expected organizational performance (EOP).

A TNA is important because it helps determine whether training can correct the performance problem.The TNA to ensure to provide the right training to the right people.

To conduct a TNA first , there is a need to accomplish several Things:-1. Increase the chances that the time and money spent on training is spent wisely.

2. Determine the benchmark for evaluation of training.3. Increase the motivation of participants

A TNA will provide a benchmark of the performance levels and KSAs that trainees possess prior to training. These benchmarks will let you compare performance before and after training.This will allow you to demonstrate the cost savings or value added as a result of training.

Analysis Phase

Input Process Output

TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP)

Identify Performance Discrepancy (PD)PD = EP < APAnd Causes of PD

Non Training Needs

Training Needs

Resources

Operational Analysis Expected Performance (EP)

Person Analysis Actual Performance (AP)

Organizational Analysis Objectives

Environment

Model of Process When Performance Discrepancy Is Identified – Part 1 of 2

YES

Is it worth fixing?

Performance Discrepancy

YES

KSADeficiency

Reward/ Punishment Incongruence

InadequateFeedback

Obstacles inthe System

Choose Appropriate Remedy

YES

ChangeContingencies

YES

Provide Proper

Feedback

YES

RemoveObstacles

YES

Model of Process When Performance Discrepancy Is Identified –

Part 2 of 2

Job Aid

Training

Practice

Change the Job

Transfer or Terminate

Performance discrepancy is worth fixing AND is due to a KSA deficiency

ChooseAppropriate

Remedy

ChangeContingencies

ProvideProper

Feedback

RemoveObstacles

Recommended Data Sources for Locating Gaps in Performance – Part 1 of

5

1. Organizational Goals

Objectives and Budget

This source suggests where training emphasis should be placed.

Maintain a quality standard of no more than one reject per thousand.

Achieve a goal to become ISO certified and allow $90,000 for this effort.

Sources of Data Implications For Training Needs

Examples

2. Labor Inventory This source helps HRD identify where training is needed because of retirement, turnover, age, etc.

30% of our truck drivers will retire over the next four years.

Recommended Data Sources for Locating Gaps in Performance – Part 2 of 5

Sources of Data Implications For Training Examples

b. Grievances Items related to productivity are useful in determining performance deficiencies

Seventy percent of grievances are related to behaviors of 6 supervisors

c. Turnover

d. Absenteeism High absences in clerical staff

e. Suggestions

f. Productivity

3. Organizational Climate Indicators These “quality of working life” indicators at the organizational level

provide indicators of organizational performance gap

a. Labor-management data These indicators relate work participation or productivity and are

useful in discrepancy analysis and in helping management set a

value on the behaviors it wishes to improve through training

Recommended Data Sources for Locating Gaps in Performance – Part

3 of 5g. Accidents Accident rate for line

workers increasing

h. Short-term sickness Line workers’ attitude toward teamwork is poor

i. Attitude surveys Surveys are good forlocating discrepanciesbetween organizational

expectations and perceivedresults

Recommended Data Sources for Locating Gaps in Performance – Part 4 of

5

4. Analysis of Efficiency Indices

a. Cost of labor

b. Quality of product

c. Waste

Can help document difference between actual performance and desired performance

Labor costs have increased 8 percent in the last year

Number of rejects has increased by 30% since the new batch of workers began

Sources of Data Implications For Training Needs

Examples

Wasted steel has increased by 14% since the company began using part-time workers

Recommended Data Sources for Locating Gaps in Performance – Part

5 of 5

5. Change in system New or change equipment The line has been shut or subsystem may require training down about once per day since

the new machinery was installed.

6. Management Requests One of the most common Production managers Or Management techniques of identification indicates a drop in quality Interrogation of performance since the layoffs

discrepancies

7. MBO or Work Planning Provides actual baseline performance data on a and Review systems continuous basis. From these measures the company

is able to determine improvement or deterioration or performance

Introduction (1 of 2)Introduction (1 of 2)

• Effective training practices involve the use of an instructional systems design process

• The instructional systems design process begins by conducting a needs assessment


• Before choosing a training method, it is important to determine:

– what type of training is necessary, and

– whether trainees are willing to learn

Needs Assessment (1 of 2)Needs Assessment (1 of 2)

• Process used to determine whether training is necessary. Needs assessment involves:– Organizational analysis - involves

• determining the appropriateness of training, given the business strategy

• determining the resources available for training• determining the support by managers and peers

for training

Needs Assessment (2 of 2)Needs Assessment (2 of 2)

– Person analysis – involves: • determining whether performance deficiencies

result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work design problem

• identifying who needs training • determining employees’ readiness for training

– Task analysis – involves: • identifying the important tasks and knowledge,

skill, and behaviors that need to be emphasized in training for employees to complete their tasks

CAUSES AND OUTCOMES OF NEEDS ASSESSMENT

Organizational analysis

Task AnalysisPerson analysis

Reasons for pressure points

Lack of basic skillsPoor performanceNew technologyCustomer requestsNew productsHigher performanceStandardsNew jobs

Out comesWhat trainees need to learnWho receives trainingType of trainingFrequency of trainingBuy versus build training decisionsTraining versus other HR options How training should be evaluated.

Who needs Training?

Example :- A delivery truck driver whose job is to deliver anesthetic gases tomedical facilities. The driver mistakenly hooks up the supply line of a mild anesthetic to the supply line of a hospital’s oxygen system , contaminating the hospital’s oxygen system, Why did the driver make this mistake, which is clearly a performance problem.

Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment

Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment

Upper-Level Managers Midlevel Managers Trainers

Organizational

Analysis

Is training important to achieve our business objectives?

How does training support our business strategy?

Do I want to spend money on training?

How much?

Do I have the budget to buy training services?

Will managers support training?

Person Analysis

What functions or business units need training?

Who should be trained?

Managers?

Professionals?

Core employees?

How will I identify which employees need training?

Task Analysis Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace?

For what jobs can training make the biggest difference in product quality or customer service?

What tasks should be trained?

What knowledge, skills, ability, or other characteristics are necessary?

SMES are employees , academics, managers, technical experts, trainers , andeven customers or suppliers who are knowledgeable in regard to :-1. Training issues including tasks to be performed.2. Knowledge, skills , and abilities required for successful task performance.3. Necessary equipments4. Conditions under which the tasks have to be performed.

Example :- Netg, an Illinois company that develops courseware for training information technology skills, uses academics or trainers who are familiar with course content.

Example :- Texas Instrument was trying to determine how to trainengineering experts to become trainers for new engineers.

Example :- Another source of information for companies that have introduced A new technology is the help desk that companies often set up to deal with calls regarding problems, deficiencies in training, or deficiencies in documentation , software or systems.

Example :- For the newly created jobs, trainers often do not have job incumbents torely on for this information . Rather technical diagrams , simulations , and equipment designers can provide information regarding the training requirements, tasks, and conditions under which the job is performed.

4. Online technology is available to monitor and track employee performance. This information is useful for identifying training needs and providing employees with feedback regarding their skills strengths and weaknesses.Example :- Call centres.

Advantages and Disadvantages of Needs Assessment Techniques (1 of 3)


Technique Advantages Disadvantages

Observation Generates data relevant to work environment

Minimizes interruption of work

Needs skilled observer

Employees’ behavior may be affected by being observed

Questionnaires Inexpensive

Can collect data from a large number of persons

Data easily summarized

Requires time

Possible low return rates, inappropriate responses

Lacks detail

Only provides information directly related to questions asked


Advantages and Disadvantages of Needs Assessment Techniques (2 of 3)Technique Advantages Disadvantages

Interviews Good at uncovering details of training needsGood at uncovering causes and solutions of problemsCan explore unanticipated issues that come upQuestions can be modified

Time consumingDifficult to analyzeNeeds skilled interviewerDifficult to scheduleSMEs only provide information they think you want to hear

Focus Groups Useful with complex or controversial issues that one person may be unable or unwilling to exploreQuestions can be modified to explore unanticipated issues

Time consuming to organize

Group members provide information they think you want to hear

Status or position differences may limit participation



Technique Advantages Disadvantages

On line Technology

( Software )

Objective

Minimizes interruption of

Work

Requires limited human involvement

May threaten employees

Manager may use information to punish rather than train .

Limited to jobs requiring interaction with customers via

Computer or phone.

The Needs Analysis ProcessThe Needs Analysis Process

Do We Want To Devote Time and Money For Training?

Person Characteristics• Input• Output• Consequences• Feedback

Task Analysis or Develop a Competency Model

• Work Activity (Task)

• KSAs

• Working Conditions

Organizational Analysis

• Strategic Direction

• Support of Managers, Peers & Employees for Training Activities

• Training Resources

Organizational Analysis Organizational Analysis

• Involves identifying: – whether training supports the company’s

strategic direction – whether managers, peers, and employees

support training activity – what training resources are available

Questions to Ask in an Organizational Analysis (1 of 3)


• 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?

• How does this program align with the strategic needs of the business?

• 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?

• 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?

Example :- Companies that believe learning contributes to their competitive advantage or that have adopted high performance work systems( e.g teams) are likely to have greater training budgets and conduct more training.

TRAINING RESOURCES

It is necessary to identify whether the company has the budget, time , and expertise for training.

Example :- If the company is installing computer – based manufacturing equipment in one of its plants, it has 3 possible strategies for dealing with the computer – literate employees.

One way to identify training resources is for companies that have similar operations or departments located across the country or the world to share practices. Example :- Pfizer Pharmaceuticals created a “ virtual learning team “ to promote the sharing of “ best practices “ in technical training among its U.S . Manufacturing sites.

The team has made some valuable contributions, including the development of a new operator training standard, a 10 step method for teaching and evaluating the skills of employees who make drug products or operate machinery.

Many companies identify vendors and consultants who can provide training services by using requests for proposals.

A request for proposals is a document that outlines for potential vendors and consultants the type of service the company is seeking, the type of service the company is seeking, the type and number of references needed, the number of employees who need to be trained, funding for the project , the follow-up process used to determine level of satisfaction and service , expected date of completion of the project , and the date when proposals must be received by the company.

Process for Analyzing the Factors That Influence Employee Performance and Learning

Process for Analyzing the Factors That Influence Employee Performance and Learning

Person analysis helps to identify employees who need training , that is , whetheremployees current performance or expected performance indicates a need for training.

A major pressure point for training is poor or substandard performance.

This process involves determining employee’s readiness for training. Readiness for training refers to whether :-1. Employees have the personal characteristics ( ability, attitudes, beliefs, andmotivation ) necessary to learn program content and apply it on the job.2. The work environment will facilitate learning and not interfere with performance.

Person characteristics refer to the employees’ knowledge, skill, ability , and attitudes.

Input relates to the instructions that tell employees what, how , and when to perform.Input also refers to the resources that the employees are given to help them perform.

Output refers to the job’s performance standards.Consequences refer to the type of incentives that employees receive for performing well.Feedback refers to the information that employees receive while they are performing.

Factors that influence employee performance and learning: (1 of 3)Factors that influence employee

performance and learning: (1 of 3)

• Person characteristics – cognitive ability – reading ability – self-efficacy – awareness of training needs, career interests, and

goals • Input

– employees’ perceptions of the work environment. – Situational & Social constraints are determinants of performance & motivation

Factors that influence employee performance and learning: (3 of 3)Factors that influence employee

performance and learning: (3 of 3)

• Output • Poor or substandard performance can occur on

the job because do not know at what level they are expected to perform.– standard to judge successful performers

• Consequences – positive consequences/incentives to perform – few negative consequences to perform

• Feedback – frequent and specific feedback about how the job is

performed

Person Analysis: Self-EfficacyPerson Analysis: Self-Efficacy

• Employees believe that they can successfully perform their job or learn the content of the training program– The job environment can be threatening to

many employees who may not have been successful in the past

– The training environment can also be threatening to people who have not received training or formal education for some length of time

Increasing Employees’ Self-Efficacy Level (1 of 2)


• Letting employees know that the purpose of the training is to try to improve performance rather than to identify areas in which employees are incompetent

• Providing as much information as possible about the training program and purpose of training prior to the actual training



• Showing employees the training success of their peers who are now in similar jobs

• Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program

Task AnalysisTask Analysis

• Task analysis results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete the tasks.

• Should only be undertaken after you have determined from the organizational analysis that the company wants to devote time and money for training

Steps in a Task AnalysisSteps in a Task Analysis

1. Select the job(s) to be analyzed

2. Develop a preliminary list of tasks performed by the job

3. Validate or confirm the preliminary list of tasks

4. Identify the knowledge, skills, or abilities necessary to successfully perform each task

Key Points to Remember When Conducting a Task Analysis (1 of 3)


• Task analysis should identify both what employees are actually doing and what they should be doing on the job

• Task analysis begins by breaking the job into duties and tasks

• Use more than two methods for collecting task information to increase the validity of the analysis



• For task analysis to be useful, information needs to be collected from subject matter experts (SMEs)– SMEs include:

• job incumbents• managers• employees familiar with the job



• In deciding how to evaluate tasks, the focus should be on tasks necessary to accomplish the company’s goals and objectives– These may not be the tasks that are the most

difficult or take the most time

Scope of Needs AssessmentScope of Needs Assessment

• Time constraints can limit the length and detail obtained from needs assessment

• The scope of the needs assessment depends on the size of the potential “pressure point”

• You will be able to anticipate training needs if you are attuned to the:– business problems– technological developments– other issues facing the organization

Learning: Theories and Program Design

Learning: Theories and Program Design


• Conditions necessary for learning to occur:– opportunities for trainees to practice and

receive feedback – meaningful training content– prerequisites trainees need to successfully

complete the program– allowing trainees to learn through observation

and experience.


• For learning to occur it is important to identify what is to be learned– i.e., to identify learning outcomes

• Understanding learning outcomes is crucial– they influence characteristics of the training

environment necessary for learning to occur

• The design of the training program is also important for learning to occur

What Is Learning?What Is Learning?

LearningLearning is a relatively permanent change in human capabilities that is not a result of growth processes.

These capabilities are related to specific learning outcomes.

Learning Outcomes (1 of 3)Learning Outcomes (1 of 3)

• Verbal information– includes names or labels, facts, and bodies of

knowledge– includes specialized knowledge employees need

in their jobs

• Intellectual skills– include concepts and rules– critical to solve problems, serve customers, and

create products


• Motor skills– include coordination of physical movements

• Attitudes– combination of beliefs and feeling that pre-dispose a

person to behave a certain way– important work-related attitudes include job satisfaction,

commitment to the organization, and job involvement.– Training programs may be used to develop or change

attitude because attitudes have been shown to be related to physical and mental withdrawal from work , turnover and behaviors that impact the well being of the company.


• Cognitive strategies– regulate the process of learning– they relate to the learner’s decision regarding:

• what information to attend to (i.e., pay attention to)• how to remember• how to solve problems

Learning TheoriesLearning Theories

Reinforcement Theory

Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory

Adult Learning Theory

Information Processing Theory

Reinforcement Theory (1 of 2)Reinforcement Theory (1 of 2)

• Emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors– positive reinforcement– negative reinforcement– extinction– punishment

Reinforcement Theory (2 of 2)Reinforcement Theory (2 of 2)

• From a training perspective, it suggests that the trainer needs to identify what outcomes the learner finds most positive (and negative) for learners to: – acquire knowledge– change behavior– modify skills

• Trainers then need to link these outcomes to learners acquiring knowledge, skills, or changing behaviors.

• Behavior Modification is training method that is primarily based on reinforcement theory.

Social Learning Theory (1 of 3)Social Learning Theory (1 of 3)

• Emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable

• Recognizes that behavior that is reinforced or rewarded tends to be repeated

• The models’ behavior or skill that is rewarded is adopted by the observer


• Learning new skills or behavior comes from:– directly experiencing the consequences of using

behavior or skills, or– the process of observing others and seeing the

consequences of their behavior

• Learning is also influenced by a person’s self-efficacy– self-efficacy – a person’s judgment about whether he

or she can successfully learn knowledge and skills


• Self-efficacy can be increased using: – verbal persuasion – offering words of

encouragement to convince others they can learn– logical verification – perceiving a relationship

between a new task and a task already mastered– observation of others (modeling) – having

employees who already have mastered the learning outcomes demonstrate them for trainees

– past accomplishments – allowing employees to build a history of successful accomplishments

Processes of Social Learning TheoryProcesses of Social Learning Theory

Match Modeled

Performance

Attention RetentionMotor

ReproductionMotivational Processes

• Model Stimuli

• Trainee

• Characteristics

• Coding

• Organization

• Rehearsal

• Physical Capability

• Accuracy

• Feedback

• Reinforcement

Learners are more likely to adopt a modeled behavior if it results in positive outcomes.Social learning theory emphasizes that behaviors that are reinforced will be repeated in the future.

Social learning theory is the primary basis for behavior modeling training and has influenced the development of multimedia training programs.

Goal TheoriesGoal Theories

Goal Setting Goal Setting TheoryTheory

Goal OrientationGoal Orientation

Goal Setting Theory (1 of 3)Goal Setting Theory (1 of 3)

• Assumes behavior results from a person’s conscious goals and intentions

• Goals influence behavior by:– directing energy and attention– sustaining effort over time– motivating the person to develop strategies

for goal attainment


• Specific challenging goals result in better performance than vague, unchallenging goals

• Goals lead to high performance only if people are committed to the goal

• Employees are less likely to be committed to a goal if they believe it is too difficult


• Goal setting theory is used in training program design

• It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives

• The influence of goal setting theory can be seen in the development of training lesson plans

Goal Orientation (1 of 3)Goal Orientation (1 of 3)

• Refers to the goals held by a trainee in a learning situation– learning orientation – relates to trying to

increase ability or competence in a task– performance orientation – refers to a focus

of learners on task performance and how they compare to others


• It affects the amount of effort a trainee will expend in learning (motivation to learn)

• Learners with a high learning orientation:– direct greater attention to the task– learn for the sake of learning


• Learners with a high performance orientation:– direct more attention to performing well– devote less effort to learning

• Trainees with a learning orientation: – exert greater effort to learn and use more

complex learning strategies than trainees with a performance orientation

Need TheoriesNeed Theories

• Help explain the value that a person places on certain outcomes– need – a deficiency that a person is experiencing

at any point in time.

• Suggest that to motivate learning:– trainers should identify trainees’ needs, and– communicate how training program content relates to

fulfilling these needs

• If the basic needs of trainees are not met, they are unlikely to be motivated to learn

Adult Learning TheoryAdult Learning Theory

• It is based on several assumptions:– adults have the need to know why they are

learning something– adults have a need to be self-directed– adults bring more work-related experiences

into the learning situation– adults enter into a learning experience with a

problem-centered approach to learning– adults are motivated to learn by both extrinsic

and intrinsic motivators

Implications of Adult Learning Theory for Training

Implications of Adult Learning Theory for Training

Design Issue Implications

Self – concept Mutual planning and collaboration in instruction

Experience Use learner experience as basis for examples and applications

Readiness Develop instruction based on learner’s interests and competencies

Time perspective Immediate application of content

Orientation to learning

Problem – centered instead of subject – centered

The Learning ProcessThe Learning Process

This material asks three questions:

1. What are the physical and mental processes involved in learning?

2. How does learning occur?

3. Do trainees have different learning styles?

The Learning Process:Mental and Physical Processes

The Learning Process:Mental and Physical Processes

LEARNING

ExpectancyPerception

Working Storage

Semantic Encoding

Long –Term Storage

Retrieval

Generalizing

Gratifying

THE LEARNING CYCLE

Learning can be considered a dynamic cycle that involves four stages :

•Concrete experience•Reflective observation•Abstract conceptualization•Active experimentation

The Learning Process:Learning Styles

The Learning Process:Learning Styles

Implications of the Learning Process for Instruction: (1 of 2)


• Employees need to know why they should learn

• Employees need meaningful training content

• Employees need opportunities to practice

• Employees need to commit training content to memory

• Employees need feedback



• Employees learn through:– observation

– experience

– interacting with others

• Employees need the training program to be properly coordinated and arranged

Training ObjectivesTraining Objectives

• Employees learn best when they understand the objective of the training program

• The objectiveobjective refers to the purpose and expected outcome of training activities

• Training objectives based on the training needs analysis help employees understand why they need the training

• Objectives are useful for identifying the types of training outcomes that should be measured to evaluate a training program’s effectiveness

A training objective has three components:

A training objective has three components:

1. A statement of what the employee is expected to do (performance or outcome)

2. A statement of the quality or level of performance that is acceptable (criterion)

3. A statement of the conditions under which the trainee is expected to perform the desired outcome (conditions)

Training Administration Involves: (1 of 2)


• Communicating courses and programs to employees

• Enrolling employees in courses and programs• Preparing and processing any pre-training

materials such as readings or tests• Preparing materials that will be used in

instruction• Arranging for the training facility and room• Testing equipment that will be used in instruction



• Having backup equipment should equipment fail

• Providing support during instruction• Distributing evaluation materials• Facilitating communications between

trainer and trainees during and after training

• Recording course completion in the trainees’ records or personnel files

Internal and External Conditions Necessary for Learning Outcomes (1 of 2)


Learning Outcome Internal Conditions External Conditions

Verbal Information

(Labels, facts, and propositions)

Previously learned knowledge and verbal informationStrategies for coding information into memory

Repeated practiceMeaningful chunksAdvance organizersRecall cues

Intellectual Skills

(Knowing how)Link between new and previously learned knowledge

Cognitive Strategies

(Process of thinking and learning)

Recall of prerequisites, similar tasks, and strategies

Verbal description of strategyStrategy demonstrationPractice with feedbackVariety of tasks that provide opportunity to apply strategy



Learning Outcome Internal Conditions External Conditions

Attitudes

(Choice of personal action)

Mastery of prerequisitesIdentification with model

Demonstration by a modelPositive learning environmentStrong message from credible sourceReinforcement

Motor Skills

(Muscular actions)Recall of part skillsCoordination program

PracticeDemonstrationGradual decrease of external feedback

Considerations in Designing Effective Training Programs:

1. Selecting and Preparing the Training Site. The training site refers to the room where training will be conducted. A good training site offers the following features :-

a) It is comfortable and accessible.

b) It is quiet , private, and free from interruptions.

c) It has sufficient space for trainees to move easily around in , offers enough room for trainees to have adequate work space, and has good visibility for trainees to see other , the trainer , and any visual displays.

a) Details to be considered in the training room

i) Noise

ii) colors :- Pastel hues such as orange, green, blues and yellow are warm colors. Variations of white are cold and sterile. Black and brown shades will close the room.

iii) room structure :- It should be square in shape.

Lighting, wall and floor covering , meeting room chairs, glare and acoustics.

ii) Seating arrangement Fan type seating Class room Seating Conference Type Seating Horse shoe Arrangement

2. Selecting Trainers

How Trainers Can Make the Training Site and Instruction Conducive to Learning:

How Trainers Can Make the Training Site and Instruction Conducive to Learning:

Creating A Learning Setting Preparation

Classroom Management

Engaging TraineesManaging Group

Dynamics

Program DesignProgram Design

Course ParametersObjectives

Detailed Lesson PlanLesson Plan Overview

Designing the training Programme

• Technique of arranging the course content in a logical manner, so as to enable the trainees to learn the maximum from training course is called training design.

Programme design refers to the organization and coordinationof the training program. A training program may include one or several courses. Each course may contain one or more lessons.Program design includes considering the purpose of the programas well as designing specific lessons within the program. Effective program design Includes :-

1. Course parameters.2. Objectives3. A lesson plan overview4. A detailed lesson plan

The course parameters refer to general information about the training program including the course title, description of the audience, statement of purpose, Goals of the course, location , time , prerequisites , and name of the trainer.

Objectives :-Within a training program, there are usuallydifferent types of objectives.Programme objectives are broad summary statements of the purpose of the programme.

Course objectives, or lesson objectives relate to goals of the lesson.

These objectives are more specific than the program objectives in terms of the expected behaviors, the content, the conditions , and the standards.

The detailed lesson plan translates the content and sequence of training activities into a guide that is used by the trainer to help deliver the training.

That is , lesson plans include the sequence of activities that will be conducted in the training session and identify the administrative details. The lesson plan provides a table of contents for the training activity. Lesson plans also help to ensure that both the trainee and trainer are aware of the course and program objectives.

The lesson plan includes the course title, learning objective,Topics to be covered, target audience, time of session, instructor activity (what the instructor will do during the session ),Learner activity (e.g listen, practice , ask questions) and any prerequisites.

In developing the lesson outline, trainers need to consider the proper sequencing of topics.

Lesson plan overview :- It matches major activities of the training program and specific times or time interval.

Completing a lesson plan overview helps the trainer determine the amount of time that needs to be allocated for each topic covered in the program.

Design Theories

Elaboration theory is a macro theory of design. It is based on a holistic alternative to the part/whole sequencing that is usually followed in training.This holistic approach is more meaningful and motivational for learners , because from the start they see and get to practice the complete task.

It is only relevant only for complex tasks.

Sequencing is the process of how to group and order the content of training.

Two sequencing strategies are possible : topical and spiral.

Topical sequencing requires the complete learning of one topicbefore moving to the next task.

Spiral sequencing requires learning the basics of the first task, the learner moves to the second level and so on . After completing the basic understanding of all tasks, the learner moves to the second level of the first task to do the same thing.

Simplifying conditions method is based on the notion that for all complex tasks, simple and more complex version exists.

The SCM is based on two parts :-

Epitomizing :- It is the process of identifying the simplest version of the task, which is still representative of the task as a whole.

Elaborating is the process of identifying progressively more complex version of tasks.

Chapter 5 144

Comparison of Topical and Spiral Sequencing 1 of 2

Topical Sequencing Spiral Sequencing

Module 1

Module 2

Module 3

Topic B

Module 1

Module 2

Module 3

Topic A Topic B Topic C

Module 1 Module 1 Module 1

Topic A Topic B Topic C

Module 2 Module 2 Module 2

Topic A

Chapter 5 145

Comparison of Topical and Spiral Sequencing

Advantages Disadvantages

Topical

Spiral

Concentrate on topic, no interference from other topics

Once learned you move to the next topic and the first is forgotten

Built in synthesis and review Interrelationships are more obvious and understood

Disruption of learners thought process when move to next topic

Chapter 5 146

Gagne-Briggs Nine Events of Instruction – Part 1 of 2

Instructional Event Relation to Social Learning Theory

Gain attention Attention

Informing the trainee of Goal (objectives)

Attention

Stimulate recall of prior knowledge

Retention: Activation of memory

Present the material Retention: Activation of memory, symbolic coding, cognitive organization

Chapter 5 147

Gagne-Briggs Nine Events of Instruction – Part 2 of 2

Instructional Event Relation to Social Learning Theory

Provide informative feedback Reinforcement

Assess performance

Enhance retention and transfer Reinforcement

Provide guidance for learning Retention: Symbolic coding/ cognitive organization through guided discovery

Retention: Symbolic Rehearsal

Elicit performance (practice) Behavioral Reproduction

TRAINING METHODS , TECHNIQUES AND AIDS

On-the-job training generally takes place in the normal work situation, the task very often contributing directly to the output of the department.

Off-the-job training requires the worker to undergo training for a specific period away from the work place.

On the job Off the job

1.No special facilities needed

2. No additional staff needed

3. Real life situation , not simulated.

4. Productive in terms of department’s work.

5. Trainee can establish work relationships from the start.

6.Learning can be controlled.

1.More time available

2.Trainee’s specific difficulties are easier to explore.

3.Relaxed atmosphere more conducive to learning.

4. Easier to obtain full attention of trainees

5. Able to test hypothesis and ideas in low risk environment.

On the job Off the job

7. No “ off –the – job’ cost involved.

8. No transferability of training required.

Improve morale and motivation for self – development.

On – the Job

Off- the- job

1. Cost lost in departmental budget.

2. Risk to machines , equipment,etc and increase in scrap due to lack of experience.

3. Part-time instructor may lack skill in training.

4. Lack of time due to pressure of production.

5. Difficulty of accommodating trainee idiosyncrasies.

6. Psychological pressures on trainee due to exposure before experienced workers.

1.Cost of external facilities.

2. Artificial sheltered environment .

3.Difficulty of simulating work problems.

4. Difficulty of transferring learning to work situation.

5. Generally more time –consuming.

6. Often involves traveling costs and inconvience.

Training Method

Definition

Training method is defined as “systematic procedure or techniques by which a skill isdeveloped in a person, employee of an organization”.

Combination of different methods of training contributes to the effectiveness of the training programmes.

Trainers use a variety of training methods during delivery to facilitate learning.

By altering the training method the trainer uses delivery ; he can keep learners interested, activate different learning style and enhance comprehension and retention.

There are many training methods available and the trainer should be proficient in using them to help meet learners’ needs.

Classification of training Methods

On the job training Method

On the job training

Job rotation Guidance and counseling Syndicate groups

Simulation Methods

Role play Case method

Management games

In basket exercise

Skill based Methods

Assignments

Practice after demonstration

Task performance

Skill teachingRole plays

Workshops

Experiential Methods

Sensitivity

Transactional analysis Achievement motivation games

Knowledge based methods

Lecture

Extension talk/talk

Group discussion

Buss session, panel

Discussion, workshopSeminar symposium,

Conference, etc.

Brain storming sessions

Important Training Methods

There are lot of training methods used by trainers depending on their competence, confidence and convenience; some of the important training methods, their advantages, disadvantages, applicability, etc. are :-

Lecture or Presentation Method

This is traditional training method. Lectures are unidirectional becausethe trainer is the primary communicator who conveys the information to the group, while the group’s role is to listen. When the purpose is informational, lecture method is preferred.

This method is suitable for large audiences’ where participation is not wanted. Content and timing of the lecture can be planned in detail well in advance.

Advantages of Lecture Method

The primary advantage of lecture method is that it is an efficient way to transmit a large amount of information to learner in short time.

This method is very cost effective.

If the purpose of training programme is to raise awareness or supply information, lecture can be an appropriate method.

The lecture method is also useful when training involves many learners.

Lecture is a method is which information can be communicated instantly.

It is very easy to organize.

Limitation/disadvantage

The audience’s role is passive and audience feedback is limited.

Efficient learning demands concentration on the part of the learner.

Making Lecture Method Effective

Lecture method can be improved by encouraging the audience to take notes.

Use of visual aids largely improves the effectiveness of lecture.

The review and regular summarizing heighten the effectiveness of the lecture method.

Another way to improve traditional methods is to reduce how much time your spend on them.

The trainer can ask questions frequently during a lecture to enhance the learner involvements. By this the lecture becomes more interactive and retention is higher.

A good lecture is well organized and begins with an introduction that lays out the purpose of the lecture and the order in which topics will be covered.

A shorter version of a lecture is called lecturette. It has the characteristic as the lecture but usually lasts less than 20 minutes.

The lecture uses a lecturette to provide trainees with information that is supported , reinforced, and expanded on through interaction among the trainees and between the trainees and the trainer.

This added communication has much greater power than thelecture.

Trainers can achieve more complex learning objectives – such as problem solving – through the use of logically sequenced lecturettes followed by immediate discussion and Questioning.

Group Discussion Method

The group Discussion is defined as “the process of reaction and counter reaction between two or more than two persons on a common subject with the objective of achieving some specific conclusion or results.”

The trainer conducts a group discussion with purpose of solving a problem, getting feedback sharing experiences, establishing a consensus or for exchanging ideas.

Advantages of group Discussions Method

A group discussion usually effective in engaging learners and encouraging participation.

Peer learning is one of the most direct benefits resulting from the discussion method.

Group discussions centre around problems, questions. Ideas or issues presented to the group for consideration and verbal exploration.

Disadvantages of Group discussion Method

Behavioral problems like hurting feeling, jarring personal conflict, etc. may not happen in group discussion, if the trainer has handled the situation andenvironment properly. Sometimes the discussion may be so lengthy that meaningful result neither may not be achieved.

In some cases the trainees get off the track or one trainee dominates the discussion, those the other trainees feel that the discussion was a waste of time.

One of the obvious disadvantages of group discussion is when many trainees may like contribute at the same time or when trainees are verbose.

Making group discussion Method Effective

The trainer should announce well in advance about his intentions to use groupdiscussion methods. This will communicate to the trainees that they are expected to participate.The problem of “one man domination”, consuming more time without any purposeful agenda etc. can be addressed by skilled facilitation by the trainer.

To stimulate the discussion the trainer may pose questions to the group that build interest or elicit opinions.

Trainers should be familiar with a number of question types.1. Open ended questions 4. Direct questions2. Close ended questions 5. Relay questions3. Overhead questions 6. Reverse question

The trainer should remain neutral as far as possible to make the group discussion a successful method.

Physical setting like seating arrangement also plays a very important role in making this method a successful one. This methods works best chairs are arranged in a circle or with other seating arrangement that encourages trainees to look at each other.

Case Studies

Case studies attempt to simulate decision making situations that trainees might find on the job.

The trainee is usually presented with a written ( or a videotaped) history, key elements, and the issues faced by a real or imaginary organization or organizational unit.

The trainer should convey that no single solution is right or wrong and many solutions are possible.

The learning objective is to get trainees to apply known concepts and principles and discover new ones.

The solutions are not as important as is trainees’ understanding of the advantages and disadvantages that go along with the solutions.

Advantages of Case Study Method

Pooling of the knowledge and experiences of the group of people analyzing the case is possible.

This method helps in developing cooperation and interpersonal skills among the participants.

It facilitates analytical skills and communication of the skills of the participants.

As the case study methods throws open different approaches, alternatives and solutions to problem the participant is given a variety of solutions.

Others’ point of view is made known in the discussion and one starts appreciating other’s point of view paving way for possible behavioral and attitudinal changes.

This method facilitates synthesis of several conceptual principles resulting in a plan of action.

In addition to developing analytical and problem-solving skills may facilitate the development of teamwork, communication and presentation skills especially when the trainees are asked to report their findings to the group.

Disadvantages Case study method does have certain disadvantages:

The case study method is time consuming compared to other direct methods.

Some case studies may be difficult for trainees to comprehend and imagine the situation as it happened when presented in presented in written form.

A variation of the case study is the incident process, in which trainees are given only a brief description of the problem and must gather additional information from the trainer by asking specific questions.

ROLE PLAYS

Role Play is an enactment ( or simulation ) of a scenario in which each participantis given a part to act out. Trainees are provided with a description of the context – usually a topic area, a general description of a situation, a description of their roles ( e.g , their objectives , emotions, concerns), and the problem they each face.

The degree to which a scenario is structured will depend on what the learning objectives are .

Structured role plays provide trainees with more detail about the situation and more detailed descriptions of each character’s attitudes, needs , opinions , and so on. Some times , structured role plays even include a scripted dialogue.This type of role play is used primarily to develop interpersonal skills such as communication, conflict resolution , and group decision – making.

Spontaneous role plays are loosely constructed interactions in which one of theparticipants plays himself while the others play people with whom the first trainee interacted in the past , or will in the future.

It is used to develop insight into our own behavior and its effect on others, rather than to develop specific skills.

In a single role play , one group of trainees role plays for the rest, providing a visual demonstration of some learning point. Other trainees observe the role play, analyzing the interactions and identifying learning points.

A multiple role play is the same as a single role play except that all trainees are in groups, with each group acting out the role play simultaneously. Following the role-play each group analyzes the interactions and identifies learning points themselves.

The role rotation method begins as a single role play. After the characters interact for a period of time, the trainer will stop the role play and discuss what happened so far, and what can be learned from it. The different trainees are asked to exchange places with some or all of the characters. These trainees then pick up where the others left off. This format allows both a common focus for all trainees and Demonstrates several different ways to approach the roles.

Role Reversal where a person plays a role opposite to what he usually is in real life.

Advantages of Role-play Method

1. This method creates active participation, life demonstration of problem situation in non-threatening atmosphere for trainees.

2. Participants.’ Awareness about the effect of feelings, etc. is increased by use of this method.

3. When conducted skillfully by the facilitator, this method reduces the resistance of the participants.

4. By practicing the desired skill, imitation of the desirable behaviors, through analysis and conceptualization this method helps the trainees in their learning.

5.This method is flexible, as editing is possible at any point of time to fit the particular situation.

6. In this method the participants get a chance to not only know about their personal feelings but also get chance to learn how others feel about it.

7. Role-play method offers participants an opportunity for developing hard to obtain experience in dealing with complex real life situations.

8. This method gives a chance to assume the role and personality of another human being, which leads to a better understanding of other person’s points of view.

9.This method can be an effective way of avoiding the “real life”; dangers of the “trial and error” approach.

10.This method can add variety, drama and fun to a formal training programme.

11.The role-players are able to explain cultural differences simply and clearly.

12.As a participative learning method it involves the learner both physically and emotionally. With a few exceptions the entire “acting” is performed by the learner. 13. It helps improve the learners’ capacity to analyze information, demonstrate, describe and explain.

14.It develops the learners’ ability to perform before an audience (very useful when addressing meetings or any situation involving face-to-face communication).

15. Like a case study, role-play trains the learner to argue reason, persuadeand defend his ideas and decisions.

16.Also, like a case study, role-play facilitates learning by simulated experience rather than reading or listening to a description. This is immensely useful in management training.

17. It helps the learner identify and correct faults or weaknesses in human performance, behavior and attitudes. Because a role-play is only a simulation, the dangers and consequences of committing an error are not the same as in real life situations. It is therefore stage for the learner to try out new ideas without suffering adverse consequences.

18.By playing roles opposite those played in real life, the learner is able to experience the other side of the issue involved. Thus a shop assistant can put herself ‘in the shoes of a dissatisfied customer; or manager can play the role of a discontented employee, a cooperative member or a trade union official. In any of these roles the learner experiences the feelings of the person he issimulating and gains insight into that person’s concerns his dilemmas and the attitudes that shape his point of view.

19.A role-play helps the learner understand his own personality and communicationskills, and the effect of his attitude and arguments.

20. It also helps him to learn to face criticism and to take credit.A role-play removes the psychological barrier between learner and instructor and between learners themselves, thus facilitating a multi-way process of communication.

Disadvantages

1.The trainees may discount the value of their learning due to the artificiality of the situations depicted.

2.Some role-played participants are too timid or self-conscious to act a role successfully.

3.Role-playing methods sometimes deteriorates into play and fun, which jeopardizes the seriousness of learning’s.

4.Over personalizing the problem areas is another disadvantage of the role-playing method.

5. Role-playing loses some of its effectiveness when the audience is too large.

6.The preparation and presentation of a role-play will demand much time from both trainer and trainee.

7.It requires very skilful management or ‘directing’ by a trainer who is capable of handing the interpersonal dynamics and ‘umpiring’ the discussions involved.

Management Game Method :-

Business games are simulations that attempt to represent the way an industry, company, or unit of a company functions. Typically they are based on a set of relationships, rules, and principles derived from theory or research.

They also reflect the actual operations of a particular department in a specific company.

Trainees are provided with information describing a situation and are asked to make decisions about what to do.

The system then provides feedback about the effect of their decisions, after which trainees are asked to make another decision.

This process continues until some predefined state of the organization is reached,Or a specified number of trials are completed.

Advantages of Games Techniques 1.Improvement in technical performance.

2. Exercise of better or more confident leadership.

3. More inter-departmental cooperation and greater awareness of functional relationship.

4. Evidence of new attempts to define departmental goals of functions.

5. Grater awareness of competitive factor.

6.The techniques enable one to break the common barrier associated with traditional student trainer relationship.

7.Management games help in increasing the motivation of the learners. Learners often want to explore more issues and seek new information related to the experience they have been through.

8.. Management games that encourage divergent solutions may be useful in the development of creativity.

9. Management games help in developing problem analysis and decision making skills. Games provide practical, experimental learning.

Management games present trainers and student with novel situation, which cannot be solved by “cook book’ knowledge or conventional wisdom. Consequently, a level of freshness and novelty is generally maintained.

Games excite and motivate one to play. They challenge the ingenuity and ability of learners. They are fun and trainees enjoy them.

Management games provide for group enjoyment. Usually, those trainees who are most interested and those who participate the maximum in the simulation, learn the most.Games generally teach one the usefulness of mathematical models and the use of computers. Though the experience of actually using these methods, participants tend to lose feat of them, which perhaps caused them to avoid their use in the past.

The trainer, who administers the simulation game, may considerable affect the learning, attitude change and enjoyment of trainees.

Disadvantages It is a time consuming method.

Trainees as well as trainer may be unfamiliar with the method.

In-Basket Exercise Method

In-basket exercise method is an interactive simulation in which learner’s analyze information, set priorities and make decisions on issues given in the exercise. ‘in-basket’ methods as the name implies is usually filled with what manager would find on his desk such as – reports, memos, letter, etc. from the above it is clear hat this training method in very profitable used in leadership or management development training programmes.

The in-basket exercise places the trainees in a real life situation where they are asked to perform typical management tasks and activities they faces on a day-to-day basis.

During the simulation it is videotaped and learners are assessed against pre-determined competences such as time management, problem solving and decision-making.

Advantages of In-basket Exercise

In-basket exercise method facilitates skill development in the areas of problem solving, organizing and planning.

Time management skills are developed as time pressure as in real life situations is in-built in the exercise.

Quality and people issues could be also the theme of in –basket exercises.

Provides concrete subjects for practical work and discussion opportunities for active participation.

Disadvantages of In-basket Exercise

1. Reality is difficult to duplicate in an in –basket simulation.

2.It is time consuming to produce.

3.The trainers are asked to react to situations unaware of critical issues like organizations’ history, corporate culture, working relationships, in-house policies, etc., which could affect their decisions.

4.Developing effective in-basket exercises is very difficult and requires extensive instructional design work, time and financial resource, If handled insensitively by the facilitator, it may undermine the confidence of trainees.

Conference Method

The conference method is usually a highly structure device for conveying message or a messages on a large scale. Audience of several hundred people delegate with common interest from a wide cross section of the society attend the same seeking an opportunity to hear the views and comments of authorities in areas covered. Literally conference means consultation.This being so the delegates should be able to get answers to questions on topics covered.

Advantages of Conference Method

Members usually discuss the topic of high relevance and common interest to them.

The attendance to the conference is usually voluntary.

This conference method is suitable for acquiring conceptual knowledge and helps in clarifying doubts.

The members are enthusiasts in that particular subject an they brought together to share their expertise and to plan.

Disadvantages

The attendance is often unpredictable.

The method is very expensive, as arrangements have to be made for the venue, accommodation and catering, etc.

Find a skilful chairman to conduct the proceedings effectively is very difficult.

Sensitivity Training Method

Sensitivity training is otherwise called as ‘T’ –Group training. In 1947 in Bethel Maine, U.S.A., a training laboratory was conducted with the main objective of serving as a change agent.

T-Groups in India are mainly conducted by Indian society for Applied Behavior Sciences. Variety of skills like self-awareness, interpersonal relations, teamwork, group and organizational processes, inter-group conflict resolution, etc.

T-Group training is designed to help each individual realize his own potential for growth more fully and to increase his ability to work effectively with others in a variety of situation.

Sensitivity training alternatively called as T-group (Training),d-Group (Development) L-Group (Learning ) or Laboratory training is an experience based learning – learn by experience sharing particularly those generated by the group.

Sensitivity training is process-oriented training.

A trainer of the faculty has no formal role in the group in T-Group training.

He worked with the participants as one of them.

Sensitivity training is carried out in a laboratory where participants simulate conditions for effective functioning of the group in an unstructured manner. The group in not defined, the leadership not offered by the trainer and the behavior is not prescribed. All of them are evolved through a natural process by the group.

Sensitivity training is participant centered learning.

A major goal of sensitivity training is contribute toward the personal growth of the participants through the increased self-awareness and inter-personal competence.

Purpose of T-Group Training

The following five factors are seen as broad purposes of T-Group training.

Self insight.

Better understanding of other persons and awareness of one’s impact on them.

Better understanding of group processes and increased skill in achieving group effectiveness. Increased recognition of the characteristics of longer social systems.

Greater awareness of the dynamics of change.

Advantages of Sensitivity Training

One of the main advantages of training group session is that it enables the participants to achieve deeper understanding of him as well as increased sensitivity to others, thereby leading to an improvement in behavioral skills.

This training may bring about:

Increased self-understanding and self-respect.

Increased understanding of how people act as individuals.

Knowledge of how they could work together as a team leading to increased organizational effectiveness.

Increased mutual understanding and trust among the participants.

Limitations of Sensitivity Training

The group is expected to work on its own and there is no specific assignment of formal agenda.

The group is left in vacuum and struggles to find some direction and common ground.

It is very difficult to have competent trainers to handle laboratory training.

In the hands of trainer who is not fully competent such training can have adverse results and traumatic effect.

Some trainers themselves do not follow all the unwritten conventions of laboratory training, which is a very limitation and author himself has such a direct experience.

Definitions of e-learning

It is also defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners.

Lately in most Universities, e-learning is used to access the educational facilities as they have to study online.

e-Learning is an umbrella term that describes learning done at a computer, usually connected to a network, giving the opportunity to learn almost anytime, anywhere.

Benefits of E-Learning

"Good teaching is good teaching, no matter how it's done."The old adage still rings true, and e-Learning brings with it new dimensions in education. Some of the unique features of e-Learning are listed below.

Benefits of e-Learning

There are many significant advantages for the student who learns online. Here are just a few to consider:

a) Convenience and Portability Courses are accessible on your schedule Online learning does not require physical attendance Learning is self-paced (not too slow, not too fast) You're unbound by time - courses are available 24/7 You're unbound by place - study at home, work, or on the road Read materials online or download them for reading later

b) Cost and Selection Choose from a wide range of courses to meet your needs Degree, Vocational, and Certificate programs Continuing Education Individual courses Wide range of prices to fit your budget Go back to school to get a degree, learn a new skill, learn a new craft, or just have fun! From art to zoology you can do it all online in a price range to fit your budget.

c) Flexibility

Online learning accommodates the preferences and needs - it's student-centered Choose instructor-led or self-study courses Skip over material the student already knows and focus on topics like to learn The student can use the tools best suited for his learning styles

d) Higher Retention Online learning will draw the topics he likes and enjoy. Studies show that because of this and the variety of delivery methods used to reach different types of learners, retention is frequently better than in a traditional classroom.

e) Greater Collaboration Technology tools make collaboration among students much easier. Since many projects involve collaborative learning, the online environment is far easier (and often more comfortable) to work in since learners don't have to be face-to-face.

f) Global Opportunities The global learning community is at your fingertips with online learning. The technologies used give online instructional designers the ability to build in tools that take you to resources you

EVALUATION IN TRAINING AND DEVELOPMENT

Definition

Evaluation is the collection of analysis and interpretation of information about any aspect of a programme of education ortraining as part of recognized process of judging its effectiveness, its efficiency and any other outcomes it may have.

Hambin(1970) defined evaluation of training as- Any attempt to obtain information (feedback) on the effect of training programme and to assess the value of training in the light of that information.

This definition includes investigation before and during training as well as after training. The purpose of evaluation is to create a feedback loop or a self-correcting training system.

Therefore, it should be an integral feature of a training system. Evaluation is meant for improving training that is, it is an aid to training.

Assessment Design Implementation

Evaluation

1.Assess needs

2.Prioritize

needs

1.Define objectives

2.Develop lesson plans

3.Acquire

Material

4.Select trainer

5.Select methods

6.Schedule the programme

1.Deliver the HRD

programme

1.Select evaluation criteria

2.Determine

Evaluation

Design

3.Collect evaluation of programme

4.Interpret results

Rationale for Evaluation

Any good management practice dictates that organizational activities beroutinely examined to ensure that they are occurring as planned and are producing anticipated results. This is done to ensure that people, processes, products or services, stay ‘on-track’.

Since 1996 there is an increased awareness about accountability amongstthe employees. Top management of different organizations is demanding evidence that the training departments are contributing positively to the bottom- line or profits’Executives were looking to improve the bottom line through various methods Like cost containment, etc. and could not find enough evidence that training programmes are responsible for providing a quantifiable return on the company’s investment on training..

TYPE OF EVALUATION INSTRUMENT

Data gathering device administered at different stages of training is called an evaluation instrument though there are a lot of varities,

common categories are as follows

Questionnare or survey

Interiew

Test (either written test of performance test)

Focus groups

Observation of participants

Performance records

Models of training

Kirkpatrick model

1. Reaction :- To gather data on participants reaction at the end of a training programme.Reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience.

2. Learning :- To assess whether the learning objectives for the program are met.

Learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience.

3. Behavior :- To asses whether job performance changes as a result of training.Behavior evaluation is the extent to which the trainees applied the learning and changed

their behavior, and this can be immediately and several months after the training, depending on the situation.

4. Results :- To assess costs vs benefits of training programmes i.e. organizational impact in terms of reduced costs, improved quality of work, increased quantity of work etc.

IPO model

1. Input :- The input is taken such as trainee qualifications, Availability of materials, appropriateness of training, etc.

2. Process :- embraces planning, design, development , and delivery of training programs.

3. Output :- Gathering data resulting from the training interventions.

4. Outcomes :- Longer term results associated with improvement in the corporation’s bottom-line – its profitability, competitiveness,etc.

TVS model

1. Situation :- Collecting pre training data to ascertain current levels of performance within the organization and defining a desirable level of future performance.

2. Intervention :- Identifying the reason for the existence of the gap between the present and desirable performance to find out if training is the solution to the problem.

3. Impact :- Evaluating the difference between the pre and post training data.

4. Value :- Measuring differences in quality , productivity , service or sales all of which can be expressed in terms of dollars.

CIRO’S FOUR LEVEL OF EVALUATION OF Training Impact.

It was originally developed by Warr, Bird and Racham. Four general categories of evaluation are described in the CIRO approach .They are :-

a) Context Evaluationb) Input Evaluationc) Reaction Evaluationd) Outcome Evaluation

The context evaluation involves obtaining and using information about the current operational context in order to determine the gap that training might help to bridge.

During context evaluation 3 types of objectives like primary objective, intermediate And ultimate objective may be evaluated.

Input evaluation involves obtaining and using information about possible training resources in order to choose between alternative inputs to training.

Reaction evaluation involves obtaining and using information about trainee’s expressed, current or subsequent reactions in order to improve training.

Outcome evaluation involves obtaining and using information about the outcomesof training in order to improve subsequent training.

Phillip’s Five Level ROI Framework

LEVEL Brief Description

a) Reaction and planned action

b) Learning

Measures participant’s reaction to the programme and outlines specific plans for implementation.

Measures skills, knowledge or attitude changes.

Level Brief Description

3. Job Application

4. Business

results.

5. Return on investment

Measures change in behavior on the job and specific application of training material.

Measures business impact of the programme.

Measure the monetary value of the results and costs for the programme, usually expressed as a percentage.

Level Brief Description

3. Job Application

4. Business

results.

5. Return on investment

Measures change in behavior on the job and specific application of training material.

Measures business impact of the programme.

Measure the monetary value of the results and costs for the programme, usually expressed as a percentage.

Documents

Training and development - students