Training and develpment hrdp ii module 6 nov 2014

Training and Development MBA HR specialization, Kannur University

1Training HRPD VJIM

Jinuachan Vadakkemulanjanal, FacultyVimal Jyothi Institutions, Chemperi, Kannur Kerala

+91-460-2213399, 2212240, [email protected]

Module 6

• Role of training

• Training Process

• Training Need Analysis

• Training Techniques

• Evaluation of the training effectiveness

2Training HRPD VJIM

Definition

Training is the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience.

Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance.

3Training HRPD VJIM

Training, Development, and Education

HRD programs are divided into three main categories: Training,

Development, and Education.

Training is the acquisition of technology, which permits employees to

perform their present job to standards.

---It improves human performance on the present job or of the hired. Also, it

is given when new technology in introduced into the workplace: automation

Development is training the people to acquire new horizons, technologies,

or viewpoints.

--It enables leaders to guide their organizations onto new expectations by

being proactive rather than reactive: cockroach model

--It enables workers to create better products, faster services, and more

competitive organizations. It is learning for growth of the individual, but not

related to a specific present or future job 4Training HRPD VJIM

Training, Development, and Education

Education is training people to do a different job. It is often given to people who have been identified as being promotable, being considered for a new job either lateral or upward, or to increase their potential.

Unlike training, which can be fully evaluated immediately upon the learners returning to work, education can only be completely evaluated when the learners move on to their future jobs or tasks.

5Training HRPD VJIM

Distinction between Training and Education

The following table draws a distinction between training and

education more clearly.

Training Education

Application Theoretical orientation

Job Experience Classroom learning

Specific Tasks General concepts

Narrow perspective Broad perspective

6Training HRPD VJIM

Distinction between Training and Development

Learning Training Development

Who Non-managers Managers

What Technical Theoretical

Why Specific job General

When Short term Long term

7Training HRPD VJIM

Purpose of Training

• To increase productivity and quality

• To promote versatility and adaptability to new methods

• To reduce the number of accidents

• To reduce labour turnover

• To increase job satisfaction displaying itself in lower labour turnover and less absenteeism

• To increase efficiency

8Training HRPD VJIM

When does the need for training arise?

• The installation of new equipment or techniques • A change in working methods or products produced • A realization that performance is inadequate • Labour shortage, necessitating the upgrading of some

employees • A desire to reduce the amount of scrap and to

improve quality • An increase in the number of accidents • Promotion or transfer of individual employees. • Ensures availability of necessary skills and there could

be a pool of talent from which to promote from.

9Training HRPD VJIM

Role/Advantages of Training

1. Leads to improved profitability and/or more positive attitudes toward profits orientation.

2. Improves the job knowledge and skills at all levels of the organization.

3. Improves the morale of the workforce. 4. Helps people identify with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. Improves the relationship between boss and

subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10. Helps prepare guidelines for work.

10Training HRPD VJIM

Disadvantages of training

1. Can be a financial drain on resources; expensive development and testing, expensive to operate?

2. Often takes people away from their job for varying periods of time;

3. Equips staff to leave for a better job

4. Bad habits passed on

5. Narrow experience


Areas of training


Areas of Training Knowledge Here the trainee learns about a set of rules and

regulations about the job, the staff and the productsor services offered by the company. The aim is tomake the new employee fully aware of what goesinside and outside the company.

Technical Skills The employee is taught a specific skill (e.g., operating a

machine and handling computer) so that he canacquire that skill and contribute meaningfully.


Areas of Training Conti.Social Skills The employee is made to learn about himself and other, develop a

right mental attitude, towards the job, colleagues and thecompany.

The principal focus is on teaching the employee how to be a teammember and get ahead.

Techniques This involves the application of knowledge and skill to various on-

the-job situations.. It will go a long way in obtaining employeeloyalty, support and commitment to company activities.


Need for Employee Training

1. Communications: The increasing diversity of today'sworkforce brings a wide variety of languages and customs.Cross culture, high /low context issues

2. Computer skills: Computer skills are becoming a necessity forconducting administrative and office tasks.

3. Customer service: Increased competition in today's globalmarketplace makes it critical that employees understand andmeet the needs of customers.

4. Diversity: Diversity training usually includes explanation abouthow people have different perspectives and views, andincludes techniques to value diversity


Need for Employee Training Conti.5. Ethics: Today's society has increasing expectations about

corporate social responsibility (CSR). Today's diverse workforce brings a wide variety of values and morals to the workplace.

6. Human relations: The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace.

7. Quality initiatives: Initiatives such as Total Quality Management, CQI, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc.

8. Safety: Safety training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.


Training Process


Steps in the Training Process

Plan

Execute

Conceptualize


Organizational Objectives & Strategies

The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.


Training Need Analysis(TNA)

• It is an analysis to the design of effective training models.

• The purpose of training need analysis is to determine whether there is a gap between what is required for effective

performance and present level of performance.


Why TNA?Training need analysis is conducted to determine

whether resources required are available or not.

It helps to plan the budget of the company, areaswhere training is required, and also highlights theoccasions where training might not be

appropriate but requires alternate action.


GAP created from planning to Execution of training

Training HRPD VJIM 23

TNA for Target competency analysis


TNA


Organizational level• TNA at this level focuses on strategic planning,

business need, and goals.

• It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.

• HRD assess employees about the required Knowledge, Skills, and Attitudes (KSAs) based on the future KSAs requirements at each level


• After the SWOT analysis, weaknesses can be dealt with the training interventions,

• The identified strengths can further be strengthened with continued training.

• Threats can be reduced by identifying the areas where training is required.

• Opportunities can be exploited by balancing it against costs.


Individual Level–This level focuses on each and every individual

in the organization.

--Evaluate an employee: is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be negative, then certainly there is a need of training.


Individual analysis methods

• Appraisal and performance review

• Peer appraisal

• Competency assessments

• Subordinate appraisal

• Client feedback

• Customer feedback

• Self-assessment or self-appraisal


Operational Level

Here the focus is on the work that is being assigned to the employees.

The job analyst collect the data on whether the job is clearly understood by an employee or not.

It is done through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions,etc.

Present job and future expectations in job are analyzed


We Learn

1% through taste

1.5% through touch

3.5% through smell

11% through hearing

83% through sight

We Remember

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

80% of what we say

90% of what we say as we act

Training Techniques

Lecture

Demonstration

Small Group Activity/

Discussion

Case Study

Role Play

Training Techniques


Choosing a Training Method

1. Identify the type of learning outcome that you want training to influence.

2. Consider the extent to which the learning method facilitates learning and transfer of training.

3. Evaluate the costs related to development and use of the method.

4. Consider the effectiveness of the training method.


Adult education

Vocational training

E-learning

Types of Training Techniques

‘Traditional’ lecture

Class discussion

Group discussion

Practical exercise

Project work

Self learning


• Presentation methods:

–Lectures

–Audio-visual techniques

• Hands-on Methods– On-the-job training (OJT)

– Simulations

– Case studies

– Business games

– Role plays

– Behavior modeling35Training HRPD VJIM

Simulation model

• Represents a real-life situation.

• Trainees’ decisions result in outcomes that mirror what would happen if on the job.

• Used to teach:– Production and process skills- PLC, SCADA

(supervisory control and data acquisition)

– Management and interpersonal skills

– Reduces cost in making real models


Case study

• Description about how employees or an organization dealt with a difficult situation.

• Trainees are required to:–Analyze and critique actions taken

– Indicate the appropriate actions

–Suggest what might have been done differently


Role Play

• Trainees act out characters assigned to them.

• Information regarding the situation is provided to the trainees.

• Focus on interpersonal responses.

• Outcomes depend on the emotional (and subjective) reactions of the other trainees.

• The more meaningful the exercise, the higher the level of participant focus and intensity.


Behavior Modeling

• Involves presenting trainees with a model who demonstrates key behaviors to replicate.

• Provides trainees opportunity to practice the key behaviors.

• Based on the principles of social learning theory.

• More appropriate for learning skills and behaviors than factual information.

• Effective for teaching interpersonal and computer skills.


Group Building Methods

• Involve trainees:

– Sharing ideas and experiences

– Building group identity

– Understanding interpersonal dynamics

• focus on helping teams to increase their skills for effective teamwork.

• Group building methods include:

– Adventure learning

– Team training

– Action learning


• Companies are investing millions of dollars in training programs to help to gain a competitive advantage.

• Training investment is increasing because learning creates knowledge which differentiates between those companies and employees who are successful and those who are not.

• Company expects the outcomes or benefits related to training to be measurable

Evaluation of Training effectiveness


Training should target for workplace efficiency


Evaluation of Training effectiveness

• Training effectiveness refers to the benefits that the company and the trainees receive from training.

• Evaluation design refers to from whom, what, when, and how information needed for determining the effectiveness of the training program will be collected


Training process

45

Define Training Needs

Provide for Training

Monitor Design and Plan TrainingEvaluate Training Outcomes

Training HRPD VJIM

Training evaluation involves:

• Formative evaluation – evaluation conducted to improve the training process.

• Summative evaluation – evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program.


Why Should a Training Program be evaluated?

• To identify the program’s strengths and weaknesses.

• To assess whether content, organization, and administration of the program contribute to learning and the useful in real job scenario.

• To identify which trainees benefited most or least from the program.


• To gather data to assist in marketing training programs.

• To determine the financial benefits and costs of the programs.

• To compare the costs and benefits of training versus non-training investments.

• To compare the costs and benefits of different training programs to choose the best program.

Why Should a Training Program be evaluated?


The Evaluation Process

Conduct a Needs Analysis

Develop Measurable Learning Outcomes

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation


Training Outcomes: Kirk-patrick’s Four-Level Framework of Evaluation Criteria

Level Criteria Focus

1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills, attitudes,

behavior

3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

6 - 50

Outcomes Used in Evaluating Training Programs:

Cognitive Outcomes

Skill-Based Outcomes

Affective Outcomes

Results

Return on Investment


Outcomes Used in Evaluating Training Programs: (continued)

• Cognitive Outcomes– Determine the degree to which trainees are

familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program.

– Measure what knowledge trainees learned in the program.

• Skill-Based Outcomes– Assess the level of technical or motor skills.– Include acquisition or learning of skills and use

of skills on the job.



• Affective Outcomes

– Include attitudes and motivation.

– Trainees’ perceptions of the program including the facilities, trainers, and content.

• Results

– Determine the training program’s payoff for the company.



• Return on Investment (ROI)

– Comparing the training’s monetary benefits with the cost of the training.

• Direct costs

• Indirect costs

• Benefits


Types of Evaluation Designs

• Posttest – only

• Pretest / posttest

• Posttest – only with Comparison group

• Pretest / posttest with Comparison group

• Time series

• Time series with Comparison group and Reversal

• Solomon Four – group

6 - 55Training HRPD VJIM

Evaluation of Course Effectiveness

• So how well is a specific course working?

• You can look at it from two dimensions, both important in the context of social auditing and adult learners:

Perceived Learning

This is what the students

think they’ve learned, and

how the course has met their

expectations

Demonstrated Learning

This is what the students can

show they’ve learned,

through test results or

performance in the field, etc.


Perceived Learning• Here are some ways to measure what students

think they’ve learned and how the course met their expectations:

– Post-course questionnaire/survey

• In-class

• Online

– Phone interviews with sample of students

– Student testimonials

– Debriefing sessions with trainer after the exam

– Student evaluations of trainer

– Peer grading – students assess each others’ performance 57Training HRPD VJIM

Demonstrated Learning

• Here are some ways to measure what the student actually learned:

– Compare pre- and post- course questionnaire and quizzes (should be the same questions on each, for comparison)

– External evaluation methods

– Take-home exams or projects (to give time to synthesize material)

– Follow-up surveys to test knowledge retention and change over time

– Witness or shadow audits to measure performance of auditor in the field and the long-term impact of the training on operational knowledge, skills and behavior


Effectiveness of Overall Program

• So how well is your overall training program working?

• You need to pick some key performance indicators to measure.

• Here are some to consider as baseline measurements:

– Average Student Performance in course

– Trainer and course ratings by students and observers

– Number of returning students

– If possible, field performance measurement or achievement of available or relevant certification


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Training and develpment hrdp ii module 6 nov 2014

Leadership & Management

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