Professional Documents
Culture Documents
Suruchi Pandey
What is training?
Training refers to a planned effort by a company to facilitate employees learning of job-related competencies. 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
TRAINING
EDUCATION
DEVELOPMENT
Importance of Training
1. Respond to technology changes affecting job requirements. 2. Respond to organizational restructuring. 3. Adapt to increased diversity of the workforce. 4. Support career development.
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Industry and government in the United States spend approximately $90 billion each year on employee training and education. Average U. S. company spends about 1.4% of budget on training compared to 5% for German companies and 6% for Japanese companies.
Study of major automobile manufactures found U. S automakers spend about 40 hours training new employees compared to 300 hours for Japanese and German automakers. In early 1980s, Motorolas CEO required all divisions to spend at least 2% of budget on training. Over next 7 years, profits increased 47% and it was estimated that each $1.00 in training yielded $30.00 in return.
Training programs
Training: Any procedure initiated by an organisation to foster learning among organisational members
I. Needs Assessment
Needs assessment
Organisational analysis
Task analysis
Person analysis
I. Needs Assessment
Organizational Level
Job Level
Individual Level
1. Organizational Level
Sales and operating plans. Productivity measures. Technology change. Organizational restructuring. Change in workforce.
2. Job Level
Job and task analysis. Identify KSAs. Review procedural and technical manuals.
3. Individual Level
Determine who needs training and what kind.
Onsite facilities vs. offsite. Inside training staff vs. outside vendors.
o
Principles of learning
Rewards and reinforcement Goal setting Meaningful presentation
Modelling/ Readiness
Individual differences
Computer-based
Vestibule Training
group discussions
Understudy assignment
Case Study
Training Methods
Classroom
Computer Assisted Instruction
Simulation
On-the-Job
1. Classroom Instruction
PROS
CONS
Efficient dissemination of large volume of information. Effective in explaining concepts, theories, and principles. Provides opportunity for discussion.
Learner does not control pace or content Does not consider individual differences. Limited practice. Limited feedback. Limited transfer to job.
CONS
Provides realism. Adds interest. Allows scheduling flexibility. Allows exposure to hazardous events. Allows distribution to multiple sites.
Does not consider individual differences. Limited practice. Limited feedback. Limited transfer to job.
CONS
Efficient instruction. Considers individual differences. Allows scheduling flexibility. Allows active practice for some tasks. Allows learner control. Provides immediate feedback to tasks.
Limited in presenting theories and principles. Limited discussion. Transfer depends on particular job. (Good for computer work.) High development cost (40-60 hours per hour of instruction at $100-$300 per hour.)
CONS
Same as basic CAI. Adds realism. Adds interest. Allows exposure to hazardous events.
$50,000-$150,000 per hour of instruction due to: * Script writers * Production specialists * Camera crews
5. Simulation
PROS Provides realism. Allows active practice. Provides immediate feedback. Allows exposure to hazardous events. High transfer to job. No job interference. Lowers trainee stress.
CONS
Cannot cover all job aspects. Limited number of trainees. Can be very expensive (for example, aircraft simulators and virtual reality simulators).
6. On-The-Job Training
PROS
CONS
Provides realism. Allows active practice. Provides immediate feedback. High motivation. High transfer to job. Lowers training cost.
Disruptions to operations. May damage equipment. Inconsistent across departments. Inadequate focus on underlying principles. Lack of systematic feedback. Transfer of improper procedures. Trainee stress.
Interest
Adaptability
Clear instructions
Sincerity
Individual assistance
Sense of humour
Enthusiasm
To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test).
This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner?
This level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment.
From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed.
Determining results in financial terms is difficult to measure, and is hard to link directly with training.
Post Test Only. Cannot tell if there is a change in knowledge or skill. Measure Train Measure
Pre-test with Post-test. Detects a change, but cannot tell if training was responsible.
Train
Measure 6
Measure 5
Multiple Baseline Design: Compares trend in performance Before and After training. A significant change in the performance trend after the training indicates the possibility of a training effect.
Train
No Train
Measure
Measure
Scientific Method: Training Group and Control Group. Compare performance of Training Group and Control Group after training. If Training Group has higher performance, it can be attributed to a training effect.
Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progress
Training is Investment
There are four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager. The Trainee wants to confirm that the course has met personal expectations and satisfied any learning objectives set by the T & D department at the beginning of the Programme. The Trainer concern is to ensure that the training that has been provided is effective or not. Training and Development want to know whether the course has made the best use of the resources available. The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.
1. 2. 3. 4.
Donald Kirkpatrick developed four level models to assess training effectiveness. According to him, evaluation always begins with level first and should move through other levels in sequence. Reaction Level: Learning Level: Behavior Level: . Result Level:
There are three possible opportunities to undertake an evaluation: 1. Pre Training Evaluation:. 2. Context and Input Evaluation improvement and adjustments needed to attain the training objectives. 3. Post Training Evaluation
1. Induction Training
2. Retraining.
5. Creativity Training.
6. Literacy Training.
3. Cross-Functional.
4. Team Training.
7. Diversity Training.
8. Customer Service.
9. Skills Training.
2. Retraining
Maintaining worker knowledge and skill as job requirements change due to: Technological innovation Organizational restructuring
3. Cross-Functional Training
Training employees to perform a wider variety of tasks in order to gain: Flexibility in work scheduling. Improved coordination.
4. Team Training
Training self-directed teams with regard to: Management skills. Coordination skills. Cross-functional skills.
5. Creativity Training
Using innovative learning techniques to enhance employee ability to spawn new ideas and new approaches.
Driving Creativity
Personal behaviour: Curiosity, variety, self-image, expressiveness Opportunities: network, nurturing culture, resources Divergent thinking skills, effective behaviour, association skills
None of us is as good as all of us Asked to approach the problem from someone elses view
Combining intuitive approach of right brain with the analytical facilities of the left brain
Methods used in creative pursuits like art, literature be applied to solve problems
Erewhon Wheel
Improving effectiveness Using opportunities Achieving unfulfilled goals Removing bottlenecks Overcoming resistance to change Thinking big to Where
How to be Creative
Postpone judgement Alternate frames of Reference Wish-list of solution Borrow ideas from other fields Question all Assumptions Adopt another person perspective
be Creative
6. Literacy Training
Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc.
7. Diversity Training Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds.
Training to improve communication, better response to customer needs, and ways to enhance customer satisfaction.
9. SKILLS TRAINING
Focus on job knowledge and skill for: Instructing new hires. Overcoming performance deficits of the workforce.
Training is useless unless you have a purpose, it's knowing for what purpose to train for that can make it effective