Training & Development

Training- Attempt to improve employee performance on currently held job. Means changes in
knowledge, skills, attitudes or behaviors. Involve a learning experience, be a planned org actvty, &
designed in response to identified needs.Meets the goal of org.
Development-Learning opportunities designed to help employees grow/performance. Is a long term
to help employees prepare for future work demands.
A Systems View Of Training
1) Needs assessment phase- To collect info 2 determine training is needed in org. If needed:
whr in org needed, wat kind of training, wat specific knowledge, abilities, skills or
othrchrctrstcs (KSAOCs) needed.
-The decision 2 conduct training based on available data. Sud b conducted in context of
human resource planning (HRP) prgrm n timely valid performance data.
-Less costly interventions (ex. Personnel selection, new compensation systm, job redesign).
- Is also a strategic plans 4 SWOT analysis.
-Is
a
systematic,
objctv
determination
of
training
needs
&
any
discrepancy(percanggahan)btwnwat is desired n wat exists.
-Tiz conducting 3 types of analyses :
Org Analysis- Is aimed at short listing the focus areas for training within the org and
the factors that may affect the same. Org mission, vision, goals, people inventories,
processes, performance data are all studied. The study gives signs about the kind of
learning environment required for the training. Motorola and IBM for example,
conduct surveys every year keeping in view the short term and long term goals of the
organisation.
Job analysis- Aims at understanding the what of the training development stage.
The kind of intervention needed is decided in the job analysis. It is an objective both
the worker oriented - approach as well as the task - oriented approach is taken into
consideration. The worker approach identifies key behaviours and KSAOCs for a
certain job and the task - oriented approach identifies the activities to be performed in
a certain job. The former is useful in deciding the intervention and the latter in
content development and program evaluation. The critical incident technique(CIT) is
valuable cz it provide detail on d job & specific work behaviors.
Person/Individual analysis- Concerned with who in the organisation needs the
training and in which particular area. Here performance is taken out from the
performance appraisal data and the same is compared with the expected level or
standard of performance. The individual analysis is also conducted through
questionnaires, 360 feedback, personal interviews etc. Likewise, many organisation
use competency ratings to rate their managers; these ratings may come from their
subordinates, customers, peers, bosses. Apart from the above mentioned organisations
also make use of attitude surveys, critical Incidents and Assessment surveys to
understand training needs.
- Deriving Instructional Objctv : Describe d performance u wan trainees 2 exhibit. Wellwritten learning objctvsud contain observable actions(ex. Time in trgt, error rate 4 tings tan
can identified, measurable criteria 7 condition of performance)
- Advtgs : a)Define learning objctv help trainer identify criteria 4 evaluate training prgrm.
b)Direct trainer d specific issues & content 2 focus on. Tiz ensure tey addressing
imptn
topics tat identify trough strategic planning.
c)Guide trainee wat is expected of tem at the end of training.
d)Mk training dprtmnt more clearly linked 2 othr human resource actvt.
2) Development phase- Design training environment necessary 2 achieve objctv. Trainee muz
identify o develop training materials & technique 2 use in prgrm.

-Trainers sud design teirprgrm 2 meet needs of adults as learners, means undstdg how adults
best learn.
-Preconditions of Learning:Trainersmuzredi 2 learn b4 tey placed in ny training prgrm
whtrtey able 2 learn & motivated 2 learn.(ex. Performance test or wrk sample & measure hw
quickly tey r able learn & perform d skills).
-E-learning Readiness Self-Assessment designed 2 provide quick training, learners access of
technology, online skills, motivation, online audio, internet skill & view of training success.
2.Gaining Support of trainees &othrs : Trainees sud informed in advance d benefits tatvl
result frm training. Tizvl strengthen teir motivation 2 learn, practice &rmbr tem.
-To gain support of trainees 4 d training prgrm, trainer muz point out intrinsic(personal
growth) and extrinsic(promotion) benefits of attending training.
3.Supervisory support is critical: Support of teir supervisor, co-workers n subordinates sud
b sought. Tiz facilitate learning process (reward tem 4 using new skills), motivated, share
opinions on content of training,location n times.
1.LEARNING& INDIVIDUAL CHARACTERISTICS
TRAINEE CHARACTERISTICS RELATED TO TRAINING SUCCESS
High cognitive ability
High basic reading & math skills
Oriented toward learning
Less anxious
High- Conscientiousness (FFM)
High- achievement motivation
Self-efficacy/confidence in success
High motivation to learn
Perceive training as relevant to job/career
Value outcomes (learning)
WORK ENVIRONMENT CORRELATES OF TRANSFER
Opportunity to perform trained tasks
Positive climate for learning
Reinforce importance of continuous learning
Time & opportunity for training & practice
Conditions of the Learning Environment
1. Whole versus Part Learning
-Trainees sud learn each part separately starting wif simplest n 2 most difficult.
-Part learning sud b combined wif whole learning also called as progressive part
learning so tatteynoe the final goal.
-Training content sud b broken down into integrated parts n learned til it performed
accurately.
2. Massed versus Spaced Practice
-Practice is imptn 4 trainees 2 learn a new skill o behavior. Practices also provide
feedback 2 trainees 2 correct teir mistakes.
-Spaced practice(practicing new behavior n tkg rest periods in btwn) is more effective
than massed practice(practicing new behavior without breaks).
-Spaced practice is more productive in long term retention & transfer of learning to
work setting.
3. Overlearning
-Practicing beyond d point of performing task successfully n transfer of knowledge n
skill.
-Increase retention over time, skill more automatic, increase quality of performance
during stress n help trainees transfer wttey learned 2 job setting.

4.

5.

6.

7.

-Recommended wen task vlnt b practiced immediately on the job. Ex, overlearning
skill 4 driving n flying imptn in a crisis situation d individual vlrmbrwt actions sud b
taken quickly.
Goal Setting
-Help employees improve performance by directing teir attention 2 specific behavior
tat need 2 b changed.
-If employee set specific, challenging goals, tey can reach higher level of
performance. Ex. Goal setting has led 2 an average productivity increase of 19%.
-Goal setting affects 4 mechanisms: a) directs n focuses a person behavior
b)increases individual effort towards attaining the goal
c)encourage individual 2 persist toward d goal owrk harder n fstr 2 attain it
d)enables an individual 2 set specific strategies 4 attaining the goal.
Knowledge of Results
-Timely n specific feedback or knowledge of results improve trainees performance n
serves informational n motivational purposes.
-Shows ny gap btwnteir performance n teir desired performance n wt particular skills
ned 2 correct.
-Trainers sud build into training environment opportunities 4 providing feedback. Ex,
trainer could gv pop quizzes to trainees n call out the correct answ.
-So, tey can c teir score n hw well tey do n whrtey need additional learning o practice.
Attention
-Trainers sud design training prgrms n materials, choosing comfortable training
environment (ex, gud temperature, lighting, seats, plenty of room, snacks) n free frm
distractions (fon col).
-Trainers mksure trainees accepted learning objctv by askg trainees describe hw
accomplishing the objctvvl resolve pobz on d job.
-Means trainees pay more attention to training sessions.
Retention
-Ability 2 retain is effectiveness of a training prgrm. Ex, If material presented is
meaningful 2 trainees, easy to undstn n rmbr.
-Trainers can mk the content meaningful by : a) presenting wif an overview of wt is 2
b learned so tatteyvl able c overall picture.
b)use ex concepts n terms familiar to trainees c) organizing material frm simple 2
complex.
-Rehearsal o requiring trainees 2 recall wttey learned through tests.

Choosing Methods for the training program

-

Can be divided into two categories

1. Informational or transmittal in nature they use one-way communication to transmit info to

learners
2. Experiential in nature the learner interacts with the instructor or other trainees to practice the skill.
- most training program utilize several training techniques for their purpose
- nowadays, most organizations mix classroom and e-training approaches
- the training method selected shud
a) motivate the trainee 2 learn d new skill
b) Show the desired skills to be learned3
c) consistent with the content

d) allow for practice and overlearning

e) cost effective
-

Experiential method are often used 2 teach physical & cognitive skills and abilities
This includes OJT,CBT, equipment simulations, case analyses and behavior modeling
Most industrial training is conducted on the job
Regularly an experienced worker shows a trainee how to perform job tasks
Trainer will monitor and give guidance during practice or learning

Conditions when OJT is best

-

OJT is best used when one-on-one training is necessary

The training shud emphasize on the equipment or instruments to be used.
Apprentice program are considered OJT program as it involved OJT.
Many professions require some type of apprenticeship program.
In Europe, apprenticeship is still one of the most likely ways for individuals to gain entry to
skilled jobs.
Another commonly used technique for OJT training is job rotation.
This involves moving employees from one job to another to broaden their experience.
The workforce would be more flexible and interchangeable thorough job rotation.
Job rotation also is the best way to groom an employee for future managerial positions.

Computer-Based Training (CBT)/E-Learning

-

E-learning has been able to deliver training for large numbers of employees at reduced costs.
There was an increased usage of e-learning during economic downturn.
Effective computer skill training is important to productivity.
CBT has the advantage of being self-paced, standardized, self-sufficient, easily available, and
flexible.
This is pertinent in todays fast-paced environment, where organizations cannot afford for
employees to be away from the job for large amount of time.
In fact, many employees view it as a proven way to save time and money while delivering
consistent content.
The latest round of CBT-oriented software offers revolutionary ways in interactive training is
developed and delivered.
Multimedia training programs often feature text, graphics, sound, pictures, videos,
simulations that enables trainees to structure their own learning experiences.
Most CBT systems support links to the internet and to corporate intranets.
Finally, Internet based e-learning has emerged as a cost and time-efficient way to address
many companies training needs.

EVALUATION
Evaluation involves the collection of information on whether trainees were satisfied with the program
Why do we need evaluation?

To help improve learning programs

To gather performance data about instructors
To make sure employees like the programs
To satisfy legal requirement in a regulated industry
To gauge whether or not employees are learning the right thing
To help meet performance goals of employees
To ensure that learning programs positively influence employees behaviors
To satisfy management that the training function is doing its job

To ultimately improve overall business results

To demonstrate to others the value of the learning functions.

how many methods in the evaluation