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TRAINING

&DEVELOPMENT

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Diference betweentraining and education

Training :  Education:

• Application . TheoreticalOrientation

•  o! e"perience

. #la$$roo% learning

• peci'c ta$( .  General concept$

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P)RPOE O* TRAINING

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TRAINING NEED ARIE+,EN-

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 TRAINING

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DIADVANTAGE O*TRAINING

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I)E IN EMPLOEETRAINING

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  Training is a useful tool for an employee to

bring to a position where he can do his job –

Correctly – he can apply whatever he has been

taught.

Effectively – he may be in a position where he can

 perform to the expected level

Conscientiously – the behaviour of the trainers can

 bring the trainees to the position where they can

 put their max effort at the right time

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Important concepts and meaning in

training:

1. Learning

2. KSA

3. Training and education4. Competency

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  /. Learning

• It’s a permanent change in behaviour ,

understanding ,and thinking that results from

experience and that directly influences

 behaviour.

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  0. 1A

• 1  – 1no2ledge is a familiarity it!someone or somet!ing" that can includefacts, information

  orand skills ac!uired through experience or

education.

a. "eclarative knowledge

 b. #rocedural knowledge

c. $trategic knowledge

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•   3 (ill$ can #e descri#ed as t!ecapacity needed to perform" a set of

tas$s t!at are de%eloped as a resultof training and e&perience.

  $(ill$ are dependent on $noledge

in t!e sense t!at a person must $no–

  “ what to do “

  “ when to do” 

  S$ill is a pro'ciency (tec!ni)ue* atdoing somet!ing #eyond +ust

$noing a#out it.

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Le4el o5 $(ill ac6ui$ition :

• Compilation – !en a person islearning a particular s$ill or recently

learnedeg, learning to play tennis.

•  Automaticity – a person !omasters t!e s$ill - uses it often "t!en it reac!es t!e automaticity

stage.

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• Attitude -  %ttitudes are employees beliefs &

opinions that support or exhibit 'show(

 behaviour.

  Eg ) If the employees have positive feeling

about their superior , those feelings are likelyto be associated with their *ob.

  If the employees learn from a coworker that

the superior said negative things about him, *obsatisfaction decreases but nothing about the *ob

actually changed , what changed is employees

 belief about the superior’s opinion of him.

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  7. #o%petenc8

  t a #roader grouping of $noledge "s$ills and attitude t!at ena#les aperson to #e successful at a no. of

similar tas$s.

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9. Training andeducation

•  Training is often descri#ed as focusing on t!eac)uisition of KSA/s needed to perform moree0ecti%ely on one/s current +o#.

  (Training is a set of acti%ities andde%elopment is t!e desired result of t!oseacti%ities.*

• ducation can #e di0erentiated from training#y t!e types of KSA/s de%eloped. Trainingfocuses more on +o# speci'c KSA/s andeducation focuses more on t!e general KSA/s

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RATIONALE O* TRAINING$taff training is an element in raising morale

 because it sounds out people for possible future

 promotions. +he aim should be to train and

develop each employee so far as possible even if 

that means running the risk of losing them toother organiations.

+echnological developments and organiational change

have gradually caused some employers to realie that

success lie in the skills and abilities of their

employees thus this means considerable and continuous

investment in training and development.

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TRAINING PRO#E

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• t/s an open system model i.e

dynamic relation it! t!e en%t.

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• A training process #egins it! some

$ind of triggering e%ent. T!istriggering e%ent is t!e recognition ofan OPD.

• !en actual org perf is less t!ane&pected org perf 5 e&ists.

AOP EOP ; OPD

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Anal8$i$ pha$e:

6ind out t!e perf. de'ciencies and determine if t!ey are caused #ecause of inade)uate KSA/s

(training #ecomes a ay to satisfy t!e needs* or

lac$ of moti%ation or faulty e)uipment.

 T!is process of analysis and gat!ering data to

determine !ic! performance pro#lem s!ould

#esatis'ed #y training is termed as TNA ( training

need analysis*.

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• De$ign pha$e :

dentifying t!e factors needed in

training prog.to facilitate t!e learning and its

transfer #ac$ to

t!e +o#.

De4elop%ent pha$e :

t/s t!e process of formulating astrategy to meet

a set of training o#+ecti%es. All

elements of 

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• I%ple%entation pha$e :

All aspects of training program comes

toget!er .

• E4aluation pha$e:

rocess e%aluation – determining !oell a particular process ac!ie%ed itso#+ecti%e (o7p*.

Outcome evaluation – determine t!ee0ect of training on t!e trainee " t!e

 +o# " org. using training o#+ecti%es as

t!e standard.

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ROLE O* TA1E,OLDER INTRAINGING

 Participant$ 3

•   participate n contri#utes to all

training  acti%ities.

•   5egree to !ic! participant isilling to

  in%est in t!e prog is related to t!e

#ene'ts

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 Organi

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 Training agenc8 –

• ro%ide proper en%t to employees.

• Coordination of professional nadministrati%e inputs.

• 9aintaining communication it! org.

• Consistency in !at is ad%ocated npracticed.

• Assisting professional grot! of

training sta0 • 9aintaining t!e training team.

• Keeping pace it! de%elopments in

t!e 'eld of training.

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Trainer$ - $ey elements in t!edeli%ery of t!e training.

Training depart%ent 3

• Coordinates it! training agency n

trainers to conduct training.• ro%ide infrastructure and organi;e

training prog.

• %aluation of training prog.

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TRAINING NEEDAEMENT=ANALII

  T

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0 approache$ to TNA :

• roacti%e (focuses on anticipatedperformance pro#lem*.

• :eacti%e (focuses on performancepro#lem in present*.

Per5or%ance di$crepanc8 %a8 occur

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Per5or%ance di$crepanc8 %a8 occur!ecau$e o5 -

 YES

  Is it worth fixing?

  Performance Discrepancy

KSA

Deficiency

Reward/Punishmentpro!ems

Inade"uate#eedac$

%stac!es inthe System

&hoose

Appropriate

Remedy

 YES

&hange

possii!ities

 YES

Pro'ide

Proper

#eedac$

 YES

Remo'e

%stac!es

 YES

   YES

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*RAME+OR1 *OR #OND)#TING TNA

Input Process %utput

 (RI))ER

  Actua! %rgani*ationa!

  Performance

+A%P, - Expected

  %rgani*ationa!Performance +E%P)

  Identify

Performance

Discrepancy +PD,

PD . AP - EP

n &auses of PD

  on  (raining  eeds

 (raining eeds

 

%perationa! 

Ana!ysis

 

Person Ana!ysis

 

%rgani*ationa! 

Ana!ysis

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Organi

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Operational Anal8$i$

It per5or%$ -•  >o#7Tas$ analysis.

• 5etermine KSA re)uired to do eac! +o#.

Anal8o! 3

•  !at is t!e +o#

• !ere to collect t!e data

• !om to as$• !o s!ould select tas$ !olders

• ?o many to as$.

•?o to select.

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• !at to as$ a#out 8

a. or$er oriented approac! ( KSA/s

re)uired*#. tas$ oriented approac! (or$

acti%ities

  re)uired to perform t!e +o#*.

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Per$on Anal8i$i$

•t e&amines t!ose !o occupy t!e +o#sto see !et!er t!ey posses t!ere)uired KSA/s to do t!e +o#.

•  9easure t!e actual performance toc!ec$ if t!ey are performing at anaccepta#le le%el.

E"pected per5 3 Actual per5 ;PD

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+here to collect data 5ro% tochec( actual per5or%ance

• erformance appraisal

• Super%isor rating

• nter%ies

• @uestionnaires

• Self rating

• 3B degree performance re%ie.

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#OMPETEN# MAPPING

  #o%petenc8 is a cluster of related$noledge " s$ills and attitude t!atdi0erentiate !ig! perf from a%erage

perf.

  co%petenc8 %apping  is a#out

identifying preferred #e!a%iour andpersonal s$ills !ic! distinguis!e&cellent and outstanding

performance from t!e a%erage.

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)$e o5 #o%petencie$ can include -

• Assessment during recruitment .

• rg de%elopment analysis.

• Assessment during furt!erde%elopment.

• 5uring promotions.

Techni6ue$ u$ed to %apco%petenc8 3

• Critical incident analysis

•:epertory grid

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• #ritical incident techni6ue 3

:espondents are as$ed to relate

speci'c incidents " !ic! !ig!lig!tede&emplary #e!a%iour in criticalsituations.

• Repertor8 grid anal8$i$ 3

dentify %e attri#ute and esta#lis!

a scale it! di0erent c!aracteristics.

  ( its used in mar$et researc! ")uality control " decision ma$ing*

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,o2 to de4elop co%petencie$ 3

 

• 9eet it! upper mgmt. to determine goals" strategies

and generate tentati%e competencies.

• dentify speci'c goals.

• 9eet it! !ig! performers of t!ose +o#s n t!ere super%isor.

• 5etermine t!e competencies t!at o%erlap it! upper mgmtcompetencies.

Derify a#o%e info it! anot!er group of !ig! performersand t!eir superiors .

  Lin$ t!is info to +o# analysis info o#tained from t!e +o# todetermine KSA/s t!at ma$e p t!e competencies.