If you think training is expensive, try ignorance.

TRAINING

LEARNING

!"E#TI$E%

&. INTR . '. (E)INING TRAINING AN( (E$EL *+ENT. ,. NEE( ) R AN( !ENE)IT% -. +ET. (% /. TRAINING ) TRAINING.

) (ETER+ING TRAINING NEE(%. !"E#TI$E%.

0. TRAINING *R #E%% 1. ) R+2LATI N 4. *RIN#I*LE ) TRAINING * LI#3.

) AN E))E#TI$E TRAINING *R GRA+.

5. TRAINING +ET. (% &6. TRAINING + (2LE &&. TRAINING E$AL2ATI N *R #E%% &'. TRAINING .AN(3 ( #2+ENT% &,. 72ALIT3 &-. ( )AG ( TRAINER

AN( ( NT8% IN A TRAINING %EA%%I N

&/. # N#L2%I N &0. RE)EREN#E%

INTR (2#TI N
9hat Is Training:
The si;p<e ans=er is, training >ea<s =ith ?ui<>ing ski<<s. The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market recogni e today the need to continue training beyond initial qualifications! to maintain, upgrade and update skills throughout working life. "eople within many professions and occupations may refer to this sort of training as professional development. #ome commentators use a similar term for workplace learning to improve performance! training and development. $ne can generally categori e such training as on-the-%ob or offthe-%ob!

$n-the-%ob training takes place in a normal working situation, using the actual tools, equipment, documents or materials that trainees will use when fully trained. $n-the%ob training has a general reputation as most effective for vocational work. $ff-the-%ob training takes place away from normal work situations & implying that the employee does not count as a directly productive worker while such training takes place. $ff-the-%ob training has the advantage that it allows people to get away from work and concentrate more thoroughly on the training itself. This type of training has proven more effective in inculcating concepts and ideas.

Training differs from e'ercise in that people may dabble in e'ercise as an occasional activity for fun. Training has specific goals of improving one(s capability, capacity, and performance.
)e have seen how a newly @in>ucte>8 employee is introduced to his fellow workers, his supervisor, the work of his dept, its relations to other dept and its place in the whole org to the org ob%ective, philosophy, practices * so on. The new employee then has to learn to work most efficiently * effectively. This is through a well-thought out * planned training program. Training is required at every stage when a person is moved from one assignment to another of a different nature. (E)INING TRAINING A (E$EL *+ENT Training * +evelopment program are necessary in any org for improving the quality of work of employees at all levels, particularly in a world of fast changing technology, changing values * environment. The purpose of both is similar. The main difference is in respect to the level of employees for whom these are meant for and the content * techniques employed. Training. Training is a short-term process utilizing a systematic and org process by which a non-managerial person acquires technical knowledge and skills for a definite

purpose. It refers to instructions. It is designed primarily for non-managers. It is for short duration for a specific job-related purpose. !"!#$%&!'T. e(elopment is a long-term education process utilizing a systematic and org process by which managerial persons) get conceptual and theoretical knowledge. In other words it refers not to technical knowledge or skills in operation but to philosophical * theoretical concepts. It involves broader education * its purpose is long-term development. !ENE)IT% ) TRAINING. , well planned * e'ecuted training program should result in the following benefits!o o o o o o o o o o o o o o -eduction in )astage * spoilage. Improvement in method of work. -eduction in learning time. -eduction in supervising burden. -eduction in machine breakage * maintenance costs. -eduction in accident rate. Improvement in quality of products. Improvement in production rate. Improvement in morale * reduction in grievances. Improvement in efficiency * production. -eduction in manpower obsolescence. .nabling the org to provide increased financial incentives, opportunity for internal promotion * raising of pay rates. "ersonal growth, )ider awareness among participants enlarged skill. ) (ETER+INIG TRAINING NEE(%

+ET. (%

Total need can be determined by analy ing the sit in r/o of each skill * each member of work force. This to determine training needs one would have to analyse the following!o o o 0ob -equirement. .mployees present %ob skills. Training 1eeds.

This can ?e >oes in the fo<<o=ing =aysBC

o o o o o o o o o ,nalysis of an activity. ,nalysis of "roblems. ,nalysis of 2ehavior. ,nalysis of an $rg. ,ppraisal of "erformance. 2rainstorming. 2u ing. 3ard #orting. 3ommittee.

o o o o o o o o o o o o o o o o o o o o o

3omparison. 3onfidence. 3onsultants. 3ounseling. In-basket. Incident "attern. Informal Talks. Interviews $bservations "roblem 3linic. -esearch. -ole-playing. #elf-,nalysis. #kill-Inventory. #lip )riting. #tudies. #urvey. Tests. Task 4orce. 5uestionnaires. )orkshop. !"E#TI$E%

TRAINING o o o

To prepare employees for the %ob meant for them while in first appointment on training, or on promotion * impart to them the required skill and knowledge. To assist the employees to function more effectively in their present position by e'posing them to the latest concepts, information techniques * developing the skills that would be required in their particular %obs. To build a second line of competent officers and prepare them to occupy more responsible positions.

*RIN#I*LE

) E))E#TI$E TRAINING *R GRA+

The ob%ectives * scope of a training plan should be defined before its development is begun in order to provide a basis for common agreement * cooperative action. The techniques and processes of a training program should be related directly to the needs * ob%ectives of the org. To be effective the training must use tested principle of learning. Training should be conducted in the actual %ob environment to the ma'imum possible e'tent.

TRAINING +ET. (%. Training for different categories of employees! 6nskilled )orker. #emi-skilled )orker. #killed )orker. #alesmen.

#upervisory #taff. 78. ,ll training methods can be broadly classified into T)$!$n the %ob training. $ff the %ob training. N T.E " ! TRAINING

,n employee is placed in a new %ob and is told how it is to be performed. It aims at developing skills and habits consistent with the e'isting practices of an org and by orienting him to his immediate problems. 3oaching * instructions is done by skilled workers, supervisors, special training instructors. , variety of training aids * techniques are used. $E%TI!2LE TRAINING R TRAINING #ENTRE TRAINING

It involves class-room training imparted with the help of equipment and machines identified to those in use at the place of work. Theoretical training is given in the classroom * practical conducted on the production line. It is often used to train clerks, 2ank tellers, inspectors, machine operators, typists etc. %i;u<ation It is an e'tension of vestibule training. The trainee works on 9closely duplicated real %ob conditions.: This is essential when on-the-%ob practice is e'pensive, might result in serious in%ury, a costly error, +estruction of properly e.g. "ilots Training. (e;o A Exercise . ;ere the trainer describes and +emonstrates how to do a certain work. ;e performs the activity himself going through a step by step e'planation of the 9why:, 9how: 9what: he is doing. Apprenticeship , ma%or part of training is spent on the on-the %ob productive work. .ach apprentice is given a program of assignments according to a predetermined schedule which provides for efficient training in trade skills appropriate for- crafts-trades * technical areas. $**-T+!-,$- $. /#011 .$$& &!T+$ 1 Training on the %ob is not a part of everyday activity. <ocation of training may be a company class-room, educational institutions or an association which is not a part of the company. =ethods include the followings! <ectures. 3onference. #eminars/ Team +iscussion. 3ase +iscussion. -ole "laying. "rogrammed Instruction.

Lectures 4ormally organi ed talks by an instructor on specific topics. This method is useful when philosophy, concepts, attitudes, theories, problems have to be discussed.

#onference +etho> ;eld as per an org plan. =utual problems are discussed * participants pool their ideas and e'perience in attempting to arrive at better methods of dealing with these problems. =embers teach * learn from each other. 3onference may include 2u sessions which divide conference into small groups of >-? for intensive discussion. This method is suitable for a group of @8-A8 persons only. %e;inar or Tea; (iscussion The group learns through discussion of a paper on a selected sub%ect. The paper is written by one or more trainees. #ase (iscussion , real / ;ypothetical business problem demanding solution is presented to the group * members are trained to identify the problems present * suggest various alternatives for tackling them analy e each one of these find out their component suitability * decide for themselves the best solution. This method promotes analytical thinking. .'tensively used in professional school of law * =gt * in supervisory * e'ecutive training program in industry.

R LE *LA3ING ,lso called @Ro<e Revie=ing8 or @%ocioC(ra;a8 or @psycho<ogica< (ra;a8. ;ere trainees are given out a role to play as in a stages drama. 1o written lines no rehearsals. "layers quickly respond to ever changing situation. +ANAG+ENET (E$EL *+ENT Is a systematic process of training * growth by which managerial persons gain and supply skills, knowledge, attitudes * insights to manage the work in their org effectively and efficientlyB ?Dectives of +anage;ent (eve<op;ents ,ssure the org of availability of required numbers of managers with the required skills to meet the present and anticipated future needs of the business. To encourage managers to grow as person * in their capacity to handle greater responsibility. To improve the performance of managers throughout their career.

A Dasgupta in Business & Mgt in India has given objectives of development of managerial persons for various level of mgt as under:-

Top Mgt
o o o o To improve through process and analytical ability in order to uncover and e'amine problems and take decision in the best interest of the country * $rg. To broaden the outlook of the e'ecutive role, position * responsibilities. To think through the problems which may confront the organi ationB To understand, economic, technical * institutional aspects in order to solve business problems.

o &I &I #! &2T

To acquire knowledge about problems of human relations.

To establish a clear picture of e'ecutive functions * response. To bring about an awareness of the broad aspects of mgt problems. To develop the ability to analy e problems and to take appropriate action. To develop familiarity with managerial uses of fin accounting. To inculcate knowledge of human motivation * human relationships. To develop responsible leadership. #! *3'/TI$'0# !4!/3TI"! 5 1%!/I0#I1T1 To increase knowledge of business functions * operations in specific fields in marketing, productions, finance, personnel. To increase proficiency in mgt techniques, work study, inventory control, operation research, quality control. To simulate creative thinking. To understand the functions performed in a company. To understood ;uman -elations problems. To develop ability to analy e the problems.

NEE( ANAL3%E%
#!"0# $* 0'0#61!1

rganiEationa< Ana<ysis o o o o o Identification of short- and long- term goals Identification of human resource needs .valuation of methods of meeting ;- needs (e.g., selection, training) ,ssessment of resource availability .valuation of support for transfer of training

" ! ANAL3%E% I>entification ofBC tasks standards

optimal procedures

*erson Ana<ysis
.valuation of individual against standards Identification of deficiencies Identification of causes (e.g., motivation vs. ability)

(e;ographic Ana<ysis ,ssess the specific training needs of various demographic groups (e.g., the disabled, or those protected by civil rights legislation) ther #o;;on Reasons for Training C
*oor perfor;ance F=ithout ana<ysisG

DThey:re not performing, therefore they must need trainingE C C C

)a>

D.veryone else is doing itE

Re=ar>

DThey deserve itE

.a?it

D)e:ve always done it. 2esides, we have a budget for itE

Types of Training *rogra;s nC%ite Training C C C C C $n-the-%ob training ,pprentice training 3oaching/mentoring 0ob rotation $n-line help ffC%ite Training C C C C C C <ectures/seminars =ulti-media presentations "rogrammed/3omputer-assisted instruction #imulation 3ases studies/management games -ole-playing

2ehavior modeling

%e<ection an> >eve<op;ent of training ;etho> "urpose (based on needs analysis) 3ommon ob%ectives include Information acquisition #kills development (e.g., motor, interpersonal, problem solving, decision-making) -elevance and meaningfulness ,dequate preparation * self-efficacy 3hoice/participation (e.g., time, content) 3lear goals -einforcement #imilarity of setting and task $ver learning Teaching of general principles -einforcement of transfer

Eva<uation of Training
7 esigning an !(aluation 1tudy8 #riteriaB C C Reaction +id employees like the training, think it was useful, feel more confident in their C abilitiesB Learning +id employees learn anything newB !ehavioura< +o trainees behave any differently back on the %obB Resu<ts +o the training have the desired outcomeB

Issue to ?e consi>ere>BC &. '. ,. Interna< $a<i>ity ,ccuracy of inference concerning effect of training ,ccuracy of inference regarding generali ability ,ccuracy of inference about why the training worked Externa< $a<i>ity #onstruct $a<i>ity

Threats to Interna< $a<i>ity

Threats contro<<e> ?y Ran>o; Assign;ent C C C C C C C ;istory =aturation #election Testing Instrumentation ,ttrition (=ortality) #tatistical -egression

Key ! measure assignment " ! training # ! random

Threats to Interna< $a<i>ity

Threats not contro<<e> ?y Ran>o; Assign;ent <ocal history +iffusion or imitation of treatment 3ompensatory equali ation of treatment 3ompensatory rivalry -esentful demorali ation

TRAINING NEEDS ANALYSIS A Quick, Performance-Base , !onsu"#a#i$e A%%roac& A $% (% +% B $% PLANNING &chedule informal meeting #evie) *uestions ,onduct informal intervie) PER)'R(AN!E ANALYSIS Identif- .roblem $%$ $%( $%+ /hat tas0 needs improvement' /hat is re*uired performance' /ho is responsible for this tas0' ' ' ' ' ' ' YES ' ' ' YES N' ' ' ' N' !'((ENTS !'((ENTS

$%1 $%2 $%3 $%4 $%5 $%6 $%$7 $%$$

/here does this problem appear' /hen does this problem appear' /hen did this problem first appear' /hat impact does it have' /hat relevant changes have occurred' /hat is the difference bet)een good and poor performance' /hat has been done to solve the problem' &hould I spea0 to an-one else'

' ' ' '

' ' ' '

' ' ' '

' ' ' '

!A*SE ANALYSIS !A*SE $% 8no)ledge and &0ill S'L*TI'NS .rovide training Improve current training .rovide refresher training .rovide practice9simulation .rovide job aids .rovide coaching on the job ,hange personnel Develop standards .ublici:e the standards Develop measurements #evise old measurements .rovide feedbac0 Improve use of feedbac0 #e-organi:e )or0place <pgrade materials= information #edesign job #emove interference .rovide9strengthen positive conse*uences #emove9)ea0en negative conse*uences #emove9)ea0en positive conse*uences for poor performance

(% +%

,apacit&tandards

1%

Measurement

2%

;eedbac0

3%

,onditions

4%

Incentives

!A*SE ANALYSIS !+E!KLIST ! $% (% +% 1% 2% 3% 4% 5% 6% $7% $$% $(% !A*SE ANALYSIS KN',LEDGE AND SKILL Did the- ever perform the tas0 properl-' Is the tas0 performed often enough to ensure retention' Do the- 0no) the tas0 is still e>pected of them' Is training provided' Is the training effective' Is enough practice done during training' ,ould the- perform properl- immediatelafter training' Are job aids available' Are job aids effective' Does performance fail to improve )ith e>perience' Is the tas0 procedure stable' ,ould the- do it if their lives depended on it ?)ithout further training'@ !APA!ITY Do the- have the mental capacit-' Do the- have the ph-sical capacit-' Do the- have the prere*uisites for training' STANDARDS Do the- 0no) -&a# to do' Do the- 0no) -&en to do it' Do their supervisors agree on )hat and )hen' Are there )ritten standards' Do the- 0no) ho) the-All be evaluated'

YES ' ' ' ' ' ' ' ' ' ' ' ' YES ' ' ' YES ' ' ' ' '

N' ' ' ' ' ' ' ' ' ' ' ' ' N' ' ' ' N' ' ' ' ' '

!'((ENTS

!'((ENTS

$% (% +% $% (% +% 1% 2%

!'((ENTS

(EAS*RE(ENT $% (% +% 1% 2% 3% Is performance measured' Are measurements based on #ask performance' Are measurements based on results rather than activities' Are the outcomes of the tas0 measured' Are the measurements objective' Are the designers of the measurements *ualified' )EEDBA!K Are the- informed about ho) the-Are doing' Is feedbac0 given soon enough' Is feedbac0 given often enough' Is feedbac0 understandable' Is feedbac0 tied to controllable performance' Is feedbac0 specific' Is feedbac0 accurate' Is feedbac0 given b- someone )ho matters' Is feedbac0 given in a )a- the- accept' !'NDITI'NS Are tas0 procedures clear and )or0able' Is the )or0place ph-sicall- organi:ed' Is enough time available' Are tools and e*uipment available' Are tools and e*uipment operative' Is necessar- information available' Is information accurate' Are distractions and interruptions minimi:ed' Are policies and procedures fle>ible enough' Do the- have enough authorit-' ,an the job be done b- one person' Is support available for pea0 periods'

YES ' '

N' ' '

!'((ENTS

' ' ' ' YES ' ' ' ' ' ' ' ' ' YES ' ' ' ' ' ' ' ' ' ' ' '

' ' ' ' N' ' ' ' ' ' ' ' ' ' N' ' ' ' ' ' ' ' ' ' ' ' '

!'((ENTS

$% (% +% 1% 2% 3% 4% 5% 6% $% (% +% 1% 2% 3% 4% 5% 6% $7% $$% $(%

!'((ENTS

IN!ENTI.ES $% (% +% 1% 2%

YES

N' ' ' ' ' ' ' ' ' ' ' '

!'((ENTS

Is the tas0 seen to be )orth)hile' ' Do the- believe the- can perform the tas0' ' Is there incentive for performing )ell' ' Do the incentives reall- matter to them' ' Is the incentive contingent upon good performance' ' 3% Do the- 0no) the lin0 bet)een incentive and performance' ' 4% Are incentives scheduled to prevent discouragement' ' 5% Are all available incentives being used' ' 6% Do the- find the )or0 interesting' ' $7% Are there inner satisfactions for good performance' ' ' $$% If incentives are mi>ed= is the balance positive' $(% Is punishment for good performance prevented' ' $+% Is re)ard for poor performance prevented' ' $1% Is there peer pressure for good performance' ' $2% Is tas0 unpleasantness or stress )ithin acceptable levels' ' $3% Does poor performance dra) attention' ' D DETER(INE TRAINING S'L*TI'NS

' ' ' ' ' !'((ENTS

DETER(INE N'N-TRAINING S'L*TI'NS

!'((ENTS

Training Nee>s Ana<ysis )or;

Name of Employee: Department:
General

!I*LH.RH)C&'H66

1. 2.

Are you a new employee or a longstanding employee of the company? How long have you been in your present job?

Confirmation of Current Duties

3. 4. 5.A

Do you have a Job Description for your job? %s your job accurately described in the Job Description?

Yes Yes

No No

!o to " #$

!o to " &'$

%f no( what e)tra duties do you do that need to be added to your Job Description?

5.B

*hat duties are no longer part of your job and can be deleted from your Job Description?

Job Analysis

Describe the tas+s you regularly perform that are critical to carrying out your job effectively,

!.

Describe the type of e-uipment you are re-uired to use for e)ample( +eyboard( machinery( tools of trade( etc$,

". #.

Do you re-uire a high degree of technical +nowledge for your job? How do you wor+? .lease circle Alone .art of a team

Yes

No

/ther specify below$

1$ .

%f you wor+ as part of a team( do you perform the same of different wor+ to members of your team?

11 .

0o what e)tent does your job re-uire you to wor+ closely with other people( such as customers( clients or people in your own organisation? .lease circle, 1ery little 2oderately A lot

12 .

How much autonomy is there in your job( ie( to what e)tent do you decide how to proceed with your wor+? .lease circle, 1ery little 2oderately A lot

13 .

How much variety is there in your job( ie( to what e)tent do you do different things at wor+( using several s+ills and talents? .lease circle, 1ery little 2oderately A lot

%rainin& Nee's

14 .

%o perform your (urrent )ob: *hat training do you still need either on-the-job or a formal course$ to perform your current job competently eg( 3)cel( boo++eeping( 3nglish as a second language( etc$?

15 .

%o perform ot*er )obs in t*e or&anisation: *hat other roles in the organisation would you be interested in doing if a vacancy became available eg( transfer to another section( supervisor position( etc$?

1 .

%o perform ot*er )obs in t*e or&ani+ation: *hat training or e)perience would be re-uired eg( machine operation( negotiation s+ills( /ccupational Health and 4afety Awareness( etc$?

,uture De-elopment Nee's

1! .

*hat are your career aspirations?

1" .

*hat training or development do you need to help ma+e this happen eg( e)ternal degree study( formal meeting procedures( leadership training( etc$?

.e(o&nition of /rior 0earnin&

1# .

*hat training have you attended within the last three years? 0his will help identify if any training sessions have been missed or if any refresher training is re-uired,$

2$ .

*hat training or s+ills have you ac-uired outside your current job that may be relevant to the wider organisation?

A(tion /lan

A&ree' trainin& an' 'e-elopment to be pro-i'e' o-er t*e ne1t 12 mont*s: 5ecord the details of training courses( on-the-job e)periences( buddy systems or mentor arrangements( and include the recommended dates the staff member can e)pect these to occur,$ %rainin& Date

2i&nature of 2taff 3ember 2i&nature of 2uper-isor

: :

Date : Date :

LOGO
TRAINING FEEDBACK FORM
3mployee Name6 Department 6

XYZ PVT LTD

Company Address

3mployee 7ode6

Name of the training programme attended 6

Dates on which the training was conducted 6

8rom 0o

Date Date

2onth 2onth

Year Year

1enue 6

4o5 5oul' you rate t*e follo5in& 6on a s(ale of 174 7 1 bein& t*e lo5est 8 4 bein& t*e *i&*est ratin&9:
7ourse structure "uality of e)ercise Duration of the 0raining programme 0raining environment %rainer ,ee'ba(; : 4ubject ;nowledge < 7onceptual 7larity 0rainer created and maintained an environment for learning 5ate the trainers training s+ills and competence .resentation methodology !uidance and support 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 1 1 2 2 3 3 4 4 7ourse content Handout 9 0raining aids 0raining co-ordination and organi:ation 1 1 2 2 3 3 4 4

1 1

2 2

3 3

4 4

<*at 'i' you li;e best about t*e (ourse=(ontent:

<*at (oul' *a-e been 'one better:

Base' on t*e trainin& (ourse 'es(ription> *o5 'i' your learnin& e1perien(e (ompare to 5*at you e1pe(te' 5*en you be&an t*e trainin&
=earned much more than % e)pected =earned somewhat more than % e)pected =earned somewhat less than % e)pected =earned much less than % e)pected

Do you t*in; t*is 2eminar= trainin& 5oul' *elp you in you (urrent )ob responsibilities:
Definitely to a large e)tent .robably to some e)tent Not 4ure Definitely not

<oul' you re(ommen' t*is trainin& to your (ollea&ues:

Definitely .robably Not certain Definitely not

/arti(ipant?s 2i&nature 6

Date

2onth

Year

Appro-e' by

8unctional Head < 4upervisor

Date

2onth

Year

In>uction training check<ist ;ere is a simple checklist in three sections, to help you design an induction plan to suit your particular situation(s). )hilst the order of items is something that you must decide locally, there is some attempt below to reflect a logical sequence and priority for induction training sub%ects. 3onsider this an induction checklist - not an agenda. This checklist assumes the induction of an operational or %unior management person into a %ob within a typical production or service environment. Genera< organisationa< in>uction training check<ist

.ssential (visitor level( safety and emergency procedures )ashrooms 4ood and drink #moking areas and policy Timings and induction training overview $rgani ational history and background overview .thics and philosophy =ission statement(s) $rganisation overview and structure <ocal structure if applicable +epartmental structure and interfaces )ho(s who (names, roles, responsibilities) #ite layout $ther sites and locations +ress codes 2asic communications overview 4acilities and amenities "ay ,bsenteeism and lateness ;olidays #ickness ;ealth insurance "ension Trades 6nions -ights and legal issues "ersonnel systems and records overview ,ccess to personal data Time and attendance system #ecurity Transport and parking 3reche and childcare Frievance procedures +iscipline procedures 3areer paths Training and development <earning #tyles #elf-,ssessment =ultiple Intelligences #elf-,ssessment

,ppraisals =entoring ,wards and Incentives ;ealth and #afety, and ha ard reporting "hysical e'aminations, eye test etc. .mergency procedures, fire drill, first aid ,ccident reporting "ersonal "rotective .quipment 6se, care, and issue of tools and equipment $ther housekeeping issues Feneral administration -estricted areas, access, passes

"o? an> >epart;enta< in>uction training check<ist The induction training process also offers the best opportunity to help the new person more quickly integrate into the work environment - particularly to become known among other staff members. ;ence the departmental tours and personal introductions are an absolutely vital part of induction. $rganisations depend on its people being able to work together, to liaise and cooperate - these capabilities in turn depend on contacts and relationships. )ell-planned induction training can greatly accelerate the development of this crucial organisational capability.

<ocal departmental amenities, catering, washrooms, etc. <ocal security, time and attendance, sickness, absenteeism, holidays, etc. <ocal emergency procedures <ocal departmental structure +epartment tour +epartmental functions and aims Team and management "eople and personalities overview (e'tremely helpful, but be careful to avoid sensitive or %udgemental issues) -elated departments and functions ;ow the department actually works and relates to others "olitics, protocols, unwritten rules (e'tremely helpful, but be careful to avoid sensitive or %udgemental issues) The work-flow - what are we actually here to doB 3ustomer service standards and service flow ;ow the %ob role fits into the service or production process -eporting, communications and management structures Terminology, %argon, glossary, definitions of local terms 6se and care of issued equipment )ork space or workstation <ocal housekeeping #tationery and supplies 0ob description - duties, authority, scope, area/coverage/territory .'pectations, standards, current priorities 6se of %ob specific equipment, tools, etc. 6se of %ob specific materials, substances, consumables ;andling and storage

Technical training - sub-categories as appropriate "roduct training - sub-categories as appropriate #ervices training - sub-categories as appropriate 0ob specific health and safety training 0ob-specific administration, processing, etc. "erformance reporting "erformance evaluation Training needs analysis method and ne't steps Initial training plans after induction Training support, assistance, mentor support )here to go, who to call, who to ask for help and advice #tart of one-to-one coaching Training review times and dates +evelopment of personal ob%ectives and goals $pportunities for self-driven development Girtual teams, groups, pro%ects open to %ob role #ocial activities and clubs, etc. Initial induction de-brief and feedback 3onfirmation of ne't training actions )ider site and amenities tour

ther in>uction training activities for ;anageria<, executive, fie<>C?ase> or internationa< ro<es ;ere are some typical activities to include in the induction training plans for higher level people. The aim is to give them e'posure to a wide variety of e'periences and contacts, before the pressures of the %ob impact and limit their freedom. ,s with all roles, induction also serves the purpose of integrating the new person into the work environment - getting them known. Induction training is not restricted to simply training the personH induction is also about establishing the new person among the e'isting staff as quickly as possible. This aspect of induction is particularly important for technical personalities and %ob roles, who often are slower to develop relationships and contacts within the organisation.

#ite tours and visits 4ield accompaniment visits with similar and related %ob roles 3ustomer visits #upplier and manufacturer visits Gisits and tours of other relevant locations, sites and partners ,ttendance of meetings and pro%ect groups #hop-floor and (hands-on( e'periences (especially for very senior people) ,ttendance at interesting functions, dinners, presentations, etc. .'hibition visits and stand-manning $verseas visits - customers, suppliers, sister companies, etc.

%trategic training an> its ro<e in an organiEationBC

Training is strategic for! 2usiness goals related to human resources, and "roductivity, customer service, and innovation .mployees are aware that training is essential to their future marketability. The amount of training devoted to current or future %ob skills. The e'tent to which training is customi ed for the particular needs of an employee or developed based on the needs of a team, unit, or division. )hether training is restricted to specific groups of employees or opens to all employees. )hether training is! planned and systematically administered, or provided only when problems occur, or spontaneously as a reaction to what competitors are doing The importance placed on training compared to other human resource management practices such as selection and compensation. =anaging ,lignment 3larify team goals and company goals. ;elp employees manage their ob%ectives. #can organi ation environment for useful information for the team. .ncouraging 3ontinuous <earning ;elp team identify training needs. ;elp team become effective at on-the-%ob training. 3reate environment that encourages learning. 3oordinating ,ctivities .nsure that team is meeting internal and e'ternal customer needs. .nsure that team meets its quantity and quality ob%ectives. ;elp team resolve problems with other teams. .nsure uniformity in interpretation of policies and procedures. 4acilitating +ecision-=aking "rocess 4acilitate team decision making. ;elp team use effective decision-making processes. 3reating and =aintaining Trust .nsure that each team member is responsible for his or her work load and customers. Treat all team members with respect. <isten and respond honestly to team ideas. The type of training and resources devoted to training are influenced by the strategy adopted for two ;-= practices! #taffing ;uman -esource "lanning

 Two aspects of a company:s staffing strategy influence training! The criteria used to make promotion and assignment decisions Fassign;ent f<o=G The places where the company prefers to obtain human resources to fill open positions Fsupp<y f<o=G ;- planning allows the company to anticipate the movement of human resources in the company. ;- plans can help identify where employees with certain types of skills are needed in the company. Training can be used to prepare employees for! increased responsibilities in their current %ob, promotions, lateral moves, transfers, and +ownward %ob opportunities that are predicted by the human resource plan.

1trategy

Training Implications #oncentration Increase ;arketI;prove Iua<ity %ki<< currency Tea; ?ui<>ing share I;prove (eve<op;ent #rossCtraining Re>uce pro>uctivity of existing%pecia<iEe> operating costs #usto;iEe =ork force progra;s #reate ;arketpro>ucts Interpersona< ski<< niche training nCtheCDo? training

!mphasis

+ow 0chie(ed

9ey Issues

Interna< Gro=th

+arket >eve<op;ent *ro>uct >eve<op;ent Innovation "oint ventures

A>> >istri?ution#reate ne=%upport highC channe<s Do?s Iua<ity pro>uct Expan> g<o?a<#reate ne=va<ue ;arkets tasks #u<tura< training #reate ne=Innovation #onf<ict negotiation pro>ucts ski<<s "oint o=nership +anager training in fee>?ack an> co;;unication Technica< co;petence in Do?s

1trategy

!mphasis

+ow 0chie(ed

Externa< .oriEonta< Gro=th integration FAcIuisitionG $ertica< integration #oncentric >iversification (isinvest;ent Retrench;ent Turnaroun> (ivestiture LiIui>ation

Training Implications AcIuire fir;sIntegration (eter;ining for ne= ;arketRe>un>ancy capa?i<ities of access Restructuring acIuire> AcIuire fir;s to e;p<oyees supp<y or ?uy Integrating training pro>ucts syste;s AcIuire any fir; Tea; ?ui<>ing Re>uce costs Efficiency Re>uce assets Generate revenue Re>efine goa<s %e<< off a<< assets +otivation Goa< setting %tress ;anage;ent Ti;e ;anage;ent Lea>ership training utp<ace;ent assistance "o?Csearch ski<<s training

9ey Issues

$irtua< training organiEations operate accor>ing to three princip<esB B B B B B B B B B .mployees (not the company) have primary responsibility for learning The most effective learning takes place on the %ob, not in the classroom 4or training to translate into improved %ob performance, the manager-employee relationship (not employee-trainer relationship) is critical , virtual training organi ation is customer focused Takes more responsibility for learning and evaluating training effectiveness "rovides customi ed training solutions based on customer needs +etermines when and how to deliver training based on customer needs <everages resources from many areas Involves line managers in direction and content

%ki<<s reIuire> ?eing a goo> trainerBC ,s a trainer, you also need certain skills. C Iou need to know your material 2e aware that you may have different levels of knowledge of the topic in the audience. #ome know nothing, some recogni e the topic but can:t recall anything about it, and some may know enough to talk about it. Iou should be able to talk at the right level so that the audience understands you. C +esign * +evelopment addresses how we will organi e that material and what materials are need to get the points across. C =aterial production&technical knowledge is needed to create handouts and e'ercises #elf-confidence&be conscious of your personal style (the way you interpret, organi e * package your topic) 2e aware of your biases, attitudes * language choices ,wareness of environment e.g. working environ * training environ 2uild bridges&what can be kept from the old and/or needs to be changed for the new thersB 4airness 5*, skills&open * closed questions Fiving good answers

9hat experience >o you have using these assess;ent ;etho>s: Task analysis C C Tool for finding main tasks involved in a %ob based on the %ob description 2reak the tasks into sub-tasks C 3an have from ? JK steps C #teps should be able to be followed and performed without assistance 4ocus Froups 6se to I+ types of problems encountered

#urveys C C =ust be easy to read * understand -esponse rate is better if deadline is short vervie=

.AN( 2TJNee>s Assess;ent )hen is training not the answerB C C C C

, better organi ational system is needed =ore time on the %ob is needed--e'perience -educing stress "sychological problems

1eeds assessment is a tool to! C C C C C 6nderstand trainee needs 6nderstand administrative needs Fet buy-in from admin * trainees - Iou need the support of both groups to be successful To determine performance standards or baseline skills needed 3larify level of e'pected performance

!efore next s<i>eB ReB the #ata<og trainingB 9hat ;ight you =ant to fin> out so that you cou<> >eci>e ho= to train on it: 7. )hat basic skills are neededB @. )hat do they know about searching methods& e'perienceB +% )hat do they know about =hen to use those searching methodsB >. ;ow often do they use the catalogB ?. ;ow important is the use of the catalog to their %obB TransitionB ;ow many of you have done a need assessment before designing trainingB ;ow did you do your assessmentB

%pecific C The ob%ective is focused on the specific results to be accomplished&not generali ations C .'amples

Too Feneral!<ibrarians will be able to use the library subscription databases #pecific! <ibrarians will be able to perform the following tasks when using these Fale databasesL.. C +easura?<e Fo?serva?<eG C C C #ome skills are not measurable e.g. effective interactions with patrons is observable 6se words to describe the behavior so that the trainer will recogni e that the trainees have learned )hen you use the correct verb, you will find that the ob%ective contains the method for evaluating the training C

..g. compare, e'plain, solve, use, describe, demonstrate, create, identify, search "revious e'ample verbs&perform, using

Action perfor;e> ?y the trainee C C 1eeds to be trainee oriented 1$T trainer oriented .'ample!

C 2ad e'ample&I will instruct the trainees This describes the trainers activity during the session C C C Rea<istic C Ti;e fra;e C C 1eed to specify in what time frame you e'pect them to learn the skill .'ample! C #onsi>erB
&. Reactions fro; the trainees

Food e'ample&The trainee will be able to perform&use& describe&compare, etc.

6nrealistic ob%ectives create frustration

,fter this A hour session, the trainees willL

C C

+o they like itB )as the material relevant to their workB

'. 9hat <earning took p<ace as a resu<t of the training:

C Tips C C C C C

#kills, knowledge, attitudeB 2e clear on how the oval info will be used 6se clear questions -elate each question to the purpose of the eval ,sk for specific comments "rovide enough space and time to complete eval

Ask the;Jho= >o you eva<uate your training:

The ?est =ay to ;aster a ski<< is to teach it The more senses you make your learners use, the faster they learn and the longer they remember it. If you >o a<< of this perfect<y, are they guarantee> to <earn: N , sti<< e;otiona< factors $ne of the qualities of a trainer is to make the environment conducive to learning. Therefore, the sessions must be organi ed around how adults learn. <et:s use our catalog training as an e'ample. Rea>iness C C If your library is %ust switching over to an online system, does everyone know how to use a mouseB If not, you will have to train them. They do not have sufficient skills. )hy do they need to learn thisB )ill it make their current %ob easier/fasterB #earch for something that they are interested in. , good title for the training will help them see the possibilities. )hat title might you use to pique their interest in a 3atalog trainingB

=y e'ample&5uick * .asy 3atalog #earching Effect )hen we feel success at doing something, we feel great. $ur confidence rises and we get e'cited about learning more. Exercises J early and often, most skills aren:t learned by listening or watching *articipation Association ..g. what might you do in this catalog workshopB -efer to how searching was done in the familiar system and point out similarities to the new system. Then you can introduce the new techniques. These laws were created by .dward <. Thorndike&a pioneer of educational psychology in the early 7K88s. Rea>inessMsee a need to learn/feel a desire/interested in the sub%ect It is necessary for the trainees to have sufficient skills to understand and the new info EffectM use

the more success we feel in learning, the more e'cited we get about learning )e need to gain pleasure from learning. #uccessful performance of a previously difficult task is one of life:s pleasures. practice makes perfect ;ands-on drill are necessary The harder we work, the more engages we are, the more we learn and

ExerciseM

AssociationM2y bringing new information that builds on the knowledge already gathered known, the new info is much more easily assimilated. C C

4or e'ample, if you need to e'plain how something is done, you may organi e your material in a step-by-step pattern if you have a problem that needs solving, you may organi e the material in a manner that states the problem and then describes possible solutions to the problem

%cripts vs. out<ines $nly use the following if there are trainers training trainers-C I have created scripts when I will have someone else train something that I have developed. C Fives the trainer some ideas about C )hat tone you want to pro%ect C ;ow deeply the material should be investigated C Timing C "acing C .nsures that what you want to be covered is covered Iou might want to use a script or an outline with detailed training notes if you do not have to give the training very often so that it is easier to review at a later date. In the script, you might want to use 2old to bring out the main points #toryboard, "ower"oint, Inde' cards, sticky notes allows your ideas to be organi ed * re-organi ed Ask the;B 9hat are you using: .o= >o you organiEe your ;ateria<:

rganiEing the presentationBC

9as this a pro?<e; for your o=n topic: The o?Dective =i<< he<p >eter;ine this Ti;e <i;it of presentation ;ay co;e into p<ay

;ere are some e'ample of types of training you might have to deliver The method you choose to present your training will be different, for instance, if you are working with an individual as opposed to a group. $r if your only contact with a trainee is having email conversations with a trainee using a self-paced training.

=ake sure the order of the material makes sense ,nd that there are logical transitions between topics Time yourself C C C "resent each part of the presentation&intro, body, conclusion )atch the clock )rite the time of each part on the outline itself C C +on:t forget to include visual aids in your timing Interaction! did you miss an opportunity to ask a question, do an e'ercise or activityB

C C C

(on8t forget to inc<u>e visua< ai>s in your ti;ing InteractionB >i> you ;iss an opportunity to ask a Iuestion, >o an exercise or activity: Ask peop<e =hat persona<ity traits a trainer shou<> have instea> of putting up a <aun>ry <ist. Ask if peop<e >o nee>s assess;ent ?efore >iscussing it

Training ca<en>ar for;atBC

(The organizational needs analysis should translate the organization's objectives into an accurate estimate of the demand for human resources. Efficiency indexes including cost of labor, quantity of output (productivity , quality of output, !aste, and equipment use and repairs can provide useful information. The organization can determine standards for these indexes and then analyze them to evaluate the general effectiveness of training programs

1ummary:In the field of human resource management, training an> >eve<op;ent is the field concerned with organi ational activity aimed at bettering the performance of individuals and groups in organi ational settings. It has been known by several names, including e;p<oyee >eve<op;ent, hu;an resource >eve<op;ent, and <earning an> >eve<op;ent. ;arrison observes that the name was endlessly debated by the 3hartered Institute of "ersonnel and +evelopment during its review of professional standards in 7KKK/@888. N.mployee +evelopmentN was seen as too evocative of the master-slave relationship between employer and employee for those who refer to their employees as NpartnersN or NassociatesN to be comfortable with. N;uman -esource +evelopmentN was re%ected by academics, who ob%ected to the idea that people were NresourcesN & an idea that they felt to be demeaning to the individual. .ventually, the 3I"+ settled upon N<earning and +evelopmentN, although that was itself not free from problems, NlearningN being an overgeneral and ambiguous name. =oreover, the field is still widely known by the other names. Training and development encompasses three main activities! training, education, and development. Faravan, 3ostine, and ;eraty, of the Irish Institute of Training and +evelopment, note that these ideas are often considered to be synonymous. ;owever, to practitioners, they encompass three separate, although interrelated, activities! training This activity is both focused upon, and evaluated against, the %ob that an individual currently holds. education This activity focuses upon the %obs that an individual may potentially hold in the future, and is evaluated against those %obs. development This activity focuses upon the activities that the organi ation employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate. The NstakeholdersN in training and development are categori ed into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. <ine managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are ;uman -esource =anagement staff. ,nd the providers are specialists in the field. .ach of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others. The conflicts are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their %obs is conflict with their bosses. ,nd yet, as author, workplace relationship authority, and e'ecutive coach, +r. 0ohn ;oover points out, NTempting as it is, nobody ever enhanced his or her career by making the boss look stupid.N Training an employee to get along well with authority and with people who entertain diverse points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone won(t compensate for a sour relationship with a superior, peer, or customer.

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