Chapter Four TRAINING NEED ASSESSMENT > Introduction Meaning of Training Need Assessment Why do we need a Training Need Assessment? Purpose of Training Need Assessment Significance of Training Need Assessment Why conduct a Training Need Analysis When to conduct a Training Need Analysis Where to look for Performance Discrepancies > The Framework for conducting Training Needs Assessment I Types of Training Needs Assessment > Gathering TNA Data > Outcomes of TNA > The Triggers for Training » Steps in Training Needs Assessment Process » Needs Assessment Models Approaches to Training Need Assessment Summary > Self -Assessment Questions » Suggested Readings vv vvvy v Every organization makes decisions on small uncomplicated issues as well as large complex issues which will have great impact on the organization. For Tz] aeevery organization to y, and skill level assessme, nderstan 3] fhe organization are made acongh becaunat ‘Therefore, itis extremely important for a businesg ?*™% t "cher training and skill level assessment. Assessing the yt? of people within an organization to develop and implement Sooceegaa hey programs helps business enterprises to function at m Tevela ty "A process undertaken to identify gaps between a on A rn i happens ova a Tracing need anpscioen Tag ‘condition where there is a gap between the ‘desired tn Ney ‘performance. This gap is the “problem”. The needs identification artici ; ceoeae ‘(Desired Capability- snt Capability of the Ps ipants| challenges to be met through training ro sos ‘and development. The training nee tificati ee ly decided in terms of attitude, skills and knowledge ‘ASO Trsning es us iat tminate the gap, by equipping the participants boeipre ania ledge (ASK) and by encouraging them to build and eign proven tts. The ining needs assessment if systematically am 'y direction and focus to training on priority issues. and desire for chant ‘gap or discrepant existe bet ‘gap bet oe sarning or perform following led @ need. TNA aims at ‘* Solving © current problem — —t—<“i—sC a A) a 5SP hese ee . \ure opportunity . growth I PUI E OF TRAINING NEED ASSESSMENT a ‘The purpo answer some familiar questions : why, who, how, what, and when. ‘are descriptions of the questions and what analysis can be done to m, Figure 1 : The Purpose of Training Need Assessment Why conduct the training : to tie the performance deficiency to a working need and be sure the benefits of conducting the training are greater than by the performance deficiency. Conduct two types deficiency (1) needs versus wants analysis and (2) Who is involved ih the training : involve appropriate parties to solve the deficiency. Conduct a target population analysis to learn as much as possible ‘about those.involved in the deficiency and how to customize a training program to capture their interest. ‘How can the performance deficiency be fixed : training can fix the performance deficiency or suggest other remediation is not appropriate? Conduct a performance analysis to identify whi deficiency is to be fixed by a or preferred way to do a nce standards set up the Are there governmental regull ‘consider when completing required manner? Conduct a task analysis to identify the best (Source : Jean Barbazette, 2006, Training Needs Assessment : Methods, Tools andTechniques)3 taal = I SIGNIFICANCE OF TRAINING NEED ASSESSMENT |} of performance needs assessment helps in diagnosing th = to take remedig) in employees and prevails upon the organi ing. adminis ‘are able to piteh their course design coverage and inputs closer ‘Training Needs Analysis (TNA) is a systematic method for determining what coused performance to be below than expected oF required. The main aim and focus of training is performance improvementivA TNA is important because i helps in identifying Lipsallo that con be corrected by training: There are Jin the TNA determines the employees jjobs s0 that training can be used to corr’ y vrs in the organization make sure the right training is provided to the right persons by conducting the needs analysis. Training needs analysis helps accomplish certain important things. + Effective use of time and money spent on training. + Determining the benchmark for evaluation of training. + Increasing the participants’ motivation. + Align the training activities to the strategies and plans of the organization ‘The TNA can also provide a pretest facility to evaluate the logical benchmaris 42 to assess the skills of the trainees. An effective and good TNA ensures that only those who require training are essentially part of it and provides the dete to show trainees why th -Attraining needs analysis is a process for determining the degree to whi employees possess the necessary ASK’s to carry out the strategic plan. For mt types of training, a needs analysis does increase the relevance and effectivens# wut there are certain teams where effectiveness or cohesiveness effectively. Training waiving WEED ASSESSMENT a high they would not need to undertake TNA to determine the type of training. Why conduct «TNA can be summarised as follows raining will rpake a diffference in productivity and the + To decide what specific training each employee needs and what will improve ‘their job performance. «To differentiate between the need for training and organisational issues. + To determine whether training is needed « To determine causes of poor performance — ‘+ To determine content and scope of training ‘+ To determine desired training outeomes ‘+ To provide a basis of measurement ‘+ To gain management support discrepancies and they. need to be corrected. The TNA may be undertaken formally in a detailed thorough manner or in an informal manner. ‘There are two approaches to the TNA : * Proactive TNA that focuses mainly on an anticipated performance | in the « “Reactive TNA that fouses on a perceived performance discrepancy in’ the present. ‘The triggering event generally determines which of the above approaches of needs analysis is to be taken. The TNA is conducted because a performance discrepancy may occur for various reasor 2 Tdentifying performance discrepancies cannot be attained by looking at one Place, Archival data about profitability, grievance levels, productivity, ete. provides!” indicators of how the organisation operates and where problems” '¢ organisation's goals and objectives help identify the discrepancies of the current tiinventory, ‘which helps in identifying the discrepancies of the future and the type cf training imate indexes, efficiency indexes, ynagement interrogation, ex, ‘Training need analysis requires three different types of analyses namely, 1, Organization analysis 2. Task / Operational analysis 3. Person analysis (1) Organization Analysis : This is the first step in training needs assessment; broad issues that can influence training needs are identified in this _In the recent years the organizations have strived to reduce cost and the training budgets are often constrained. This makes the careful planning by managers more imperative, sothat the training rupees spent are more productive. ‘This makes a rigorous organization analysis a sine qua non. (2) Task / Operation Analysis : he second step in training needs assessment. In task analysis the job de: e to identify the activities of a pi level and attitude required for performing them. and job specification are reviewed job and the job knowledge skit ‘The skills and knowledge that are needed can be determined by observing and questioning the skilled workers and by reviewing job descriptions. This wi reff TH€ Trainers in programme content, coverage and the most effective method of instruction. ‘Task analysis takes into account more flexible sets of competencies required {for effective performance (Competency assessment focuses on the sets of skills ‘and knowledge employee should posses for decision oriented and knowledge intensive jobs. Training programmes based on work oriented task analysis becomes outdated if the work undergoes dynamic change. On the contrary training programme based on competency assessment are more adaptable and hence more durable. not need it: It certainly helps in saving Saggy este iemmmersio pand design training programme, The person In the first phase the performance indicat ase the Baps existing in knowledge, skill, attitudes are determined and approaches to resolve them are developed. Organizations use performance appraisal data for person analysis, ith respect to its goals are identified in order to identify the degree. °f performance discrepancy. This helps in identifying and setting up of an‘TRAINING AND DEVELOPMengp training procedure to address the lacunae issue. An organizationg 4 appropriate analysis provides information about : ‘The organization's mission and strategies for development : 1, sis process helps the analyst to find the training procedures 1s and strategies of the organization. 3 y and allocation of the available resource, .ves and the strategic plans of the organization; es, infrastructure, equipment, raw materials, et, arise in the discussion ity of resources. The decision on resource, has to be taken during the strategic planning phase where the priorities are weighted and the important ones are inducted into the strategic plan. The othe major concern is the training that is to be provided for the changes that are made, ‘The most important resources of any organization are the human resouroy ‘ation, The inclusion of these resources in the mission and strategic ‘At the strategic levels, the humay out skills and potentials of the The issues of of the organiz planning of the organization 1s important. PeeSuTae department provides the infor txisting human resources to th =aBtel cat be taken Tas Consideration when making important decisions. Also the performance deficiencies Sf the employees are identified so that they can be given appropriate training \.© (iii) The factors within the organization which might cause problems; ve? Another important aim of organizational analysis is to examine the structurs policies ‘ete. within the organization to determine their congruence with = dhjectives of the department/ departments where discrepancies have been) identified. Identifying these congruencies early will help in ensuring that training ‘will be appropriately provided and it will help to transfer to the job. Organizational ‘also identify the reward - punishment incongruences that need to der to transfer of training to be effective and efficient. discrepancy and to set right this discrepancy, appropriate t ‘early time is effective. Jask { OPERATIONAL ANAL’ Operational analysis is done to determine what is required by employers i effective i., in order to bring about effective performance. Operational anslys elps to : 's Determine the ASK’s required by employees in order to meet the expected standards of performance; and «Determine the characteristics of the environment that are required for performance to be effective. Here the techniques used to obtain task and ASK’s data are job analysis, job description, performance standards, job specification, ete. where the most Frequent procedure of collecting information is questioning both the supervisors and incumbents. ‘Analyzing the job ‘The first step is to determine what job is going to be analysed. It is important, to determine the parameters of the job clearly that is to be analysed. Once this is accomplished, the number-of employees daing that job and the location of job should be ascertained. — ‘The next step is data collection. Job specifications and descriptions can form sources of data to understand the job. Also the incumbents and supervisors can be questioned in order to understand the job better. When analyzing the job, one needs to know the tasks to be performed to complete the job as a whole. Data should be obtained from the incumbents because they are the people who actually perform the job and if they are included as @ part of data collection, the incumbents feel the ownership towards training. Data also be obtained from the supervisors because this provides an overall overview of what is required and any discrepancy that can be found between the information provided by the incumbent and the supervisor; this can be investigated to get more useful information. Information if gathered from a large number of incumbents helps as it gives the analyzer a better picture of the job. If not to all incumbents, the analyzer should talk to a few who would form representative data of the incumbent sample covering all aspects of the job. ‘There are several job analysis techniques available to gather information about a job. The main categories are worker-oriented approach and task-oriented approach. ¥ Worker-Oriented Approach This focuses mainly on the ASK’s that are required for the job, rather than the tasks or behaviours perforimed by the employees. One drawback of this approach is that it dées not possess a thing to link the ASK’s to the tasks that are responsible for performance discrepancy. __F JRO ese ea rye 5 Ue ee‘HAsING 0 OFLC s activities tasks required to perform , ‘ean they be examined to identify the gy to be wrmed ew incumbent ime of being hired and of those ws, by the new in ts at the tim hoe iy ining, The ASK's needed to perform each important task are identify requi ‘and rated according to their importance to the job. Expected Performance ‘ig mainly done in order to result in increase in the curren, ee rection of expected performance which requires a ‘mportant tasks and ASK's to be performed. This information becomes important so that expected behaviour that needs to be performed on the job can be identified ‘actual training programmes can be developed and subsequent evaluations of thy training programmes can be conducted. Knowing the tasks that are important and necessary for the effective performance of the job. This wil] also help in developing the training programme thet can help transfer of training in a faster and easy manner. We can also use task information to develop tests relating to what is important for the job, These tests can serve to find the effectiveness of training. + Knowledge - All jobs require some type of knowledge. Job analysis should provide the tasks that will indicate the knowledge requirement necessary to successfully perform the job. ‘There are some who agree that analysis of tasks is not the only indication, but there is a necessity to determine the knowledge requirements at strategit levels, The operational analysis for higher levels of knowledge can be accomplished by examining the mental methods of “high performing incumbents”. These types of analyses can be useful for advanced training. + Skill - Job analysis will also provide a list of th in ie Pee 1ecessary to perform the job a aie Along ci the knowledge and skills required for the performanc® Job, the analyst will have a complete understanding of the job requirement For each task required to be completed in 1, holds plays an important role. Inform iuired at work also indicates the kind of trai perso is rea ‘Competency Mapping ‘A competency is a cluster of related knowledge, skills and attitude that gifferentiate “high performers" from “average and low performance”. Some ‘rganisations decide to develop “key competencies for a job”. ‘Acompetency based approach focuses on all the characteristics that underlie successful performance. This places importance on attitudes, feelings, motivation, .ction, ete. apart from the knowledge and sh juired for job performance. ig that needs to be addressed. Once the tasks (or competencies) and ASK’s required to meet performance expectations are clear (operational analysis), the needs analyst determines who is not meeting these expectations. A person analysis is the methodology for identifying those incumbents who are not meeting the performance requirements. Expected performance ~ Actual performance = Performance discrepancy ‘A performance discrepancy is most often thought of in the reactive sense, that is, as the difference between expected performance and actual performance. In this, information gathered about each individual employee through performance appraisals, performance data, 360 degree performance review and proficient ‘The data can be obtained in three ways : or} Personal. These three are so interdependent that they cannot be segregated and analysed as individual systems and often need to be conducted at the same time. For any TNA to be effective, it is important for an employee to be trained and developed at both the individual and organisational level and this is more likely to happen when : * | Procedures are in place for developmental appraisals at regular intervals. * Where there are processes, which entertain inputs from incumbents. * Places high importance and value in developing subordinates along with the supervisors and managers.8 TRAINING AND DEVELOP = Provides all employees the opportunity for receiving training ang when necessary. 1e subordinates becomes extremely important for the training in their development. ‘TNA helps in determining the discrepancy causes for performance deficiency, ‘The outputs for this fall under two eategories () Non-Training Needs : These are the needs that do not show any discrepancy in the ASK’s. Though they are characterized by the ASK’s deficiency, training is not their solution. ‘The non-training needs are caused by incongruent rewards and punishments, inadequate feedback and various obstacles within the system. |Ask’s development will not help improve performance where thi exist. The causes of such problems necessitate the use of organi operational analysis to solve them. (ii) Incongruent Rewards and Punishments : There may be situations where the punishment and rewards can become less obvious in certain jobs. In such cases, an employee who's putting in extra efforts may become dejected and de-motivated and reduce the efforts he puts in. Training does not come in handy in such situations. It is the supervisor who should be trained as to how to motivate his subordinates when the morale levels are low and he should ensure that rewards are to be given out based on performance and there should be systems in place such that the employees are rewarded appropriately to keep them motivated. Feedback ‘The inappropriate feedback received by employees also forms part of non- training need. One of the main causes for inappropriate feedback is the superiors dislike for Providing negative feedback. Here again the prot supervisor and he should be trained such that he is able to provide nej feedback in an effective manner oo es to bring about the nectasary change Ht performance, Obstacles in the systems the conditions in the workplace 1e desired performance I te, ete. These obst performance levels of the employees. aaa Lo ‘There are non-training needs indicated by ASK deficiency and training ta one ofthe techniques used in solving the deficiency. ‘The other techniques that can be used in developing the ASK's : + dob aids ~ ‘Phis includes a set of instructions, diagrams etc., that when made available at the workplace help the worker to perform efficie ‘The job aids technique is generally useful when the job is complex or when the job is broken down into more number of tasks. «Practice ~ Practice becomes important for tasks that are of si infrequently performed. If performance discrepancy is found in an infrequent task, periodic practice can ensure the discrepancy does not occur. ficance but are [te TercceRs ror TRAINING Research Bureau Limited in 1979 conducted a research to find out the factors that act as stimuli within the firm. ‘Though these triggers are applicable for training in general, they are also indicative of training need as well. This research contributed for some of the interesting of the training. ) ‘The training within the organization clearly related to the demand of the product or service. New technology and innovative methods of doing a job are important , small, medium and large. training departments were ‘ge org ‘cant. However, in small organization professional trainers are absent ed in number. firms were money conscious and profitability, cash flow and financial forecast were the important triggers. (6) Small firms were more dependent on key employees than large organizations. (6) External factors like sponsorship, government funding, ete. ranked quite low. (7) Training is not seen as a welfare measure, (8) The trade unions from local to national level are not considering training as important whereas management sees training as its prerogative, In70 1987 training agency conducted a survey al Though the study was in line with the earl following triggers bour market difficulties for recruitment and customer pressure wore 1e prime triggers. ; Increased quality awareness ofthe customer exerted the trigger for training uring later 8 days. :xternal pressure, government funding, sponsorship, safety rey and awareness, accident awareness, youth training, ete. were high ‘riggers under the study. “These two studies evoked reactive responses instead of proactive about trigger, of training, The training activity must be complementary to business. The training plans run along with the business plan. The organization should have a professiong) plan of action covering i) the business the objectives of the e functional division of the f the person, group and the demands of the job; and vi) the competency required and possessed. Such an analysis can clearly identify the triggers for organizational training. in employe study it throw open ty, @ ‘The process of Training Needs Assessment can be divided into six steps : \ > @ Identify problem and needs; Gi) Determine design of need analysis; Gi) Collect data; (Gv) Analyze data; and (~) Provide fecdback. (si) Develop Action Plan Step One : Identify Problem and Needs The first step in TNA is to identify problems and needs. Before TNA it working performance and kno performing as desired based on explicit the standard for current performance and knowledge, the easier it will su Z wes a ie to doscribe the gap in performance or knowledge deficiency After identifying problems and needs, overall objectives for a training course are set up. In simple fords, identify problem and needs involves : - «Determine the organizational context. + Perform Gap analy + Objectives are set. Step Two : Determine Design of Needs Analysis to determine the following : i) target groups to be ) survey plan including schedule third essential step of needs assessment. The following table describes the most commonly used methods of data collection along with their advantages and disadvantages.This step involves : © Method selection criteria is established. + Advantages and disadvantages of the methods are assessed. + Interviews are conducted. © Questionnaires and surveys are administered. * Documents are reviewed. People at work are observed to find out how the work is being done. NEED ASSESSMENT METHODS METHOD May be in the form“onnaires | Can be formal oF e2- Questionnaires | le ee scsate | back ; yield of data | Need resent ati up Can [is rch. Allow for viewer who cn or whole gavprson, | Spontaneous feed-|erate data wi ye, at the | beck. ‘making in self-conscious o picious. eis Tadicate strengths | Can be costly ty a reakness in| velop the systen ‘and identify | implement the oy ig and devel- | praisals, and proce seers) de ‘opment needs. Can| the results, May e, by HR. Should be also point out candi- vy jucted on a regu: |dates for merit {ar basis end sepa- | raises or promotions. rately from merit discussions. Performance , | Minimize interrup- [Appraisals | tion of routine work iv- | process and conten ‘Observations | Can be formal or in- jon | Are time-consuming Focus groups / | formal. Widely used ts. | for both consultant Discussions | method. Can be fo- | Enhance “bu; cused on a specific | focus on consensus. problem, goal, task, |Help group mem- or theme. bers become beter listeners, analyzers, L problem soles. ‘Source : [Reprinted with the permission of the Society for Human Resource Management, Learning Systen{2000) , Module Four : Human ResourceDevelopr B of data collection methods is used to . Thus, analysis of data involves + Solutions/ recommendat Regardless of which methi 8 are determined. re used to collect and analyze data, , validity and trustworthiness of the date. Preparation of Report. + Presentation to the management. © What training is needed is decided. Step Six : Develop Action Plan Once this formal needs assessment process is completed the information is ‘used at the basis for training design, development and evaluation. However, one vnost continue to assess the attitudes, knowledge and skill level of participants J? prior to each session, Different audiences may have different needs. This can be ‘done both through a basic questionnaire sent just prior to a specific training event and also during the first five minutes of each session. ‘There are basically six significant contributors of needs assessments models. are: ‘Thomas Gilbert : Human Competency Model Joe Harless : Front-End Analysis Mode! Roger Kaufman ; Organizational Elements Model Roger Mager : Analyzing Performance Problems ison Rossett : Training Needs Assessment, and Geary Rurnmler : Performance Improvement by Managing the White Space ‘Thomas Gilbert : Human Competence Model : The basic premise of this model is that human performance is affected by six factors, resources, and ‘The-_— 74 meat ano i, nt), as well as knowledge, capacity, and moti s = (the Fig 4.1 : Comparison of 75 leed Assessment Models incentives (the environmet (2) Joe Harless : Front-End Analysis Model : The basic premise fo, " ‘Model Name ‘Scope Methodology | Key Features sodel is defined by the name, Harles: states, organizations have an overwhaing! Gilbert Two levels of as- | Examine factors in|+ Cube-shaped tendency to look for answers or solutions when confronted with problems, 74! Jecuudent’< work (wockenvitoument| bebaviou@ein tend to do this even before a problem has been defined. In other words they oj, Environment and | that have an im-|« Six cells individual. pact on perfor-|* PIP = exem- solutions at the Front-End of the process. mance first. Then] plary Perfor- Roger Kaufmann and Ryan Watkins : Organizational Elemen, examine indi-| mance Typical Model : Referred to as the OEM Model Kaufmann offers five elements to Nex ‘dual factors. Performance it, Outcor = ‘Assessment : Inputs, Processes, Product, Output Peebles | Farkees Multi-phase per-| Use rigorous and] Frontend (4) Robert Mager : Analyzing Performance Problem : The basic premig formance improve- | systematic front-| analysis of this model is that performance problems and solutions can be uncovered by ment process. end analysis to|* An ounce of asking a systematic st of probing questions. Within this Mager asserts five arta improve existing| analysis is with which to probe : Describe the problem, explore fast fixes, check consequences and new human| worth a pound ‘enhance competencies, and develop solutions. performance in or-| of objectives (5) Allison Rossett : Training Needs Assessment : This model lists fre ganizations, = ABCD aries essential components to the Needs Assessment : Optimal Performance or * - Kaufman Three levels of as- | Use five elements | Organizational Knowledge, Actual or Current Performance or Knowledge, Feelings of Trainen sessment : Mega, | of the OEM model] Elements and Significant Others, Causes of the Problem from Many Perspectives and macro and micro. |to identify what| Model (OEM) Solutions to the Problem from Many Perspectives. every organization|« Inputs, (6) Geary Rummler & Alan Brache : Performance Improvement by does, produces and| cesses, ‘Managing the White Space : The basic premise for this model is based on delivers. ucts, outputs, looking at three levels of performance in the organization, processes, and individual seems Jobs or performers. The model includes five phases and fourteen steps to determine Mager ‘Systematic ap- | Use a step by step] Performance the Needs Assessment. proach to solving|performance| analysis flow ance prob- | analysis model to} charts Figure 4.1 will summarize the specific features of the six models allowing — meee identify perfor + Could they do it for an easy comparison and contrast. It helps to examine each of these modes mance problems| _ iftheir lives de- hem to address the organizational research problem, and will see the and find solutions] pend on it? ining and development activities of performance of individuals an to problems. organizations as dependent upon a systematic examination of performance need ‘Rosset ‘Systematic study | Use a six step ap-|~ Purpose based | ofa problem using | proach to plan a data and opinions | need assessment. | * from many actuals, ings, causes, solutions Comparison of the six leadi necessary to determine which applica lels of needs assessment models st may work best for the organization sources.76 TRAINING AND DEVELOPMENT: {| Model Name ‘Scope ‘Methodology | Key Features * Optimal & Actuals = Needs Rummler Three levels of per-| Use a 14-step|* Improving per. formance by managing the white space in the organiza. formance : Organi- | model to diagnose zational, process, | performance im- provement and de- velop a plan for implementing in-| _ tions terventions. + Relationship map + Process map Source : As adapted from : A Practical Guide to Needs Assessment (1998) ‘As can be seen, each model encompasses unique elements which can be applied to identify specific organizational problems; therefore selecting the most appropriate model to use will depend on several factors, which are unique to the organization Instructional Systems Design (ISD) is one of the important approach applied towards the development of a targeted training program. The Applied Research Laboratory at Penn State University defined this system as “the systematic evelopment of instructional specifications using learning and instructional theory to ensure that quality of instru is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities and tryout and evaluation of all instruction and learner activities", Hence the process of Instructional Systems Design (ISD) provides a means for sound decision making to determine the who, what, when, where, why and how the training will be conducted. Instructional design is a systems approach that results in the development of targeted training programs to meet the needs of the trainees. Further the concept based on obtaining an overall an orderly process for gai e and individual i ease NEED ASSESSMENT r ARETE > G& irements, and by the ability to respond to identified training ion iat . systems approach to training ensures that g required support materials are continually in sjanging business environment ‘Additionally, instructional systems design- ISD is often called SAT (System ‘Approach to Training) or ADDIE (Analysis, Design, Development, Implement, valuate) (Clark, 1995). ‘The ADDIE model is a generic, systematic approach to the instructional design process, which provides instructional designers with a framework in order to make sure that their instructional products are effective and that their creative processes are as efficient as they can possibly be (Clark, 1995), ADDIE stands for : 1. Analyze : define the needs and constraints 2, Design : specify learning activities, assessment and choose methods and media 3, Develop : begin production, formative evaluation, and revise 4, Implement : put the plan into action. 5, Evaluate : evaluate the plan from alll levels for ne Each phase of the ADDIE model is an important element of the instructional design process. In each phase, the instructional designer makes decisions that effectiveness of the instructional experience. The ADDIE model is comprised of the following phases ADDIE MODEL Training needs assessment Selection of delivery system ‘Topic analysis Job analysis Select the content information objectives Prepare teachers or trainers Design first draft ‘Select the media and develop the materials Assemble the record keeping Develop tests and review7) ‘TRAINING AND DEVELOPMEN? media and methods selected in other phases tudent's learning 's performance EVALUATION be able to determine the who, ram is to be designed. Anal also the most overlooked and neglected aste of time and money, but on Phase is where the project is actuated involved, the students, learners, facility, igers assess an evaluation and give input to any the program based upon feedback from all sources summative. Formative evaluation occurs ceo ASSESSMENT spine aI mt the entire ISD process, in particular during each complation cle of ADDIE. What this means simply is that one should go over and ch Fit any specified areas Kent as nexding improvement bee ganmn! ‘evaluations occur at the end of the pilot testing and the rn of each offering of the course or comin provide feedback on needed improvem eviemation on the overall ‘quality. When evaluation is approached with formative ifomteativestratees the resting program requires little reworking and fpould adequate fommler & Brac na ADDIE made is easy to se and is proven method of using ISD in sams any taining situation, When an organisational problem can be solved snot raining, «thorough instructional analysis shows where to go frm there thous: program needed, Likewise using the ADDIE model can be adaptable to ar ont any given organizational training situation sprouehout ‘each phase . Summative Jy target the primary goals of instruction (Clark, 1995, 1998; Jhe, 1995; Rossett, 1987). | “training Needs Assessment” (TNA) is the | pring need exists and, if it does, what training ia required to fll the Sep. ‘UDA seeks to identify the gap between the present status and desired status which indicate problems that in te can be translated into a training need. ‘Training Needs =(Desired Capability-Current Capability of the Participants) ‘Thus, training needs assessment diagnoses present problems and future challenges to be met through training and development. When training is required, ‘0 TNA assures that ised deficiencies in ASK’s identified. There i) operational analysis ‘analysis is designed to assess the capital ity and the environment in which the work is conducted. It is important tand the amount and type of resources | available and what type of environment the affected employees work in: Often ‘employees are not performing at the expected level for reasons’ other than a lack of ASK’s, The organizational analysis identifies these reasons 39 they can be rectified, Even where ASK’s are the problem, other remedies can beconsidered | before training, such as job aids, practice, and so forth. ‘The task | operational analysis provides information pertaining to whatChapter One CONCEPTUAL FRAMEWORK OF TRAINING » Introduction » Meaning and Definition of Training » Nature and Scope of Training * Objectives and Need of Training > Functions of Training » Role and Scope of Training > Siblings of Training » Approaches of Training + Benefits of Training to Organisations and Individuals ~ Meaning of trainer, role and qualities of a successful trainer » Summary > Self -Assessment Questions * Suggested Readings | TS “ I INTRODUCTION _ Successful candidates placed on the jobs need training to perform their duties » effectively. Workers must be trained to operate machines, reduce scrap and avoid _ accidents. It is not only the workers who need training. Supervisors, managers and executives also need to be developed in order to enable them to grow and acquire maturity of thought and action. The fast changing new technologies, rapid development of knowledge, globalization of business and development of e- commerce makes the knowledge of employees obsolete. So in order to be ce]programs and to apply them to their day-to-day activities, Some of the definitions as produced by different distinguished writers are given as follows ‘According to Tucias, “Training is @ process of acquiring specific skills to perform a job better”. V/, cording 1 Van Desai, “Training is the proess of teaching, informing or Lascating people co that they may become well qualified as possible to do their job, end they become qualified to perform in positions of greater difficulty and responsibility” ‘According to Edwin B. Flippo, “Training is the act of increasing the knowledge and skill of an employee for doing a particular job”. ‘According to Michael J. Jucius, “The term training is used here to indicate only provess by which the aptitudes, skills and abilities of employees to perform specific jobs are increased”. ‘According to Richard P. Calhoon, “The function of training is the process of the knowledge, skills and attitudes required by an individual to perform adequately @ given task or job”. ‘According to Mathis and Jackson, “Training is a learning process whereby peonle soquire skills, concepts, attitudes or knowledge to aid in the achievement ‘According to Advice Saint, “Training includes any efforts within the organisation to teach, instruct, coach, develop employees in technical skills, is organisation specific and practice based. provides qualification to employees so that they are able to perform in ns of greater difficulty and responsibility. provides required qualification to employees so that they can perform ‘Training has been performing a very important role to reach the commanding heights of performance over the years. The vitality of ‘an organization depends upon its capacity to adapt itself to change. And the current changing environment calls for this the most. Training plays a vital role in this reality. Any training would be considered successful only when the knowledge gained by the participants of various programmes is transferred to their job emselves compelled to organise some training basic skills. Considerable amount has been spent by employers on fo reCG) ‘TRAINING AND DEVELOPMENT| results in an increase of productivity and reduces wastage. It is corporate prudence and cost effective practice to retrain workers for new jobs than releasing them mnes. As training enhances the competency of the workforee, it .sed morale. A large number of different kinds of activities ;pacted if training systems are well designed. ve way for increased quality both in the production and service sectors, Training can facilitate employee retention and faster customer service, If designed and delivered well it will facilitate achievement of organisational objectives — the main purpose of organisational existence. In treating training there are three types of organisation. Some regard training as an unnecessary and time wasting activity. They fee cost of training is high and is not commensurate with the benefits derived from it ‘The second types of organisations treat training as a continuous activity. ‘They make every superior in organisation responsible for training which invariably results in learning updates either in technology, methodology or in behaviour. ‘There are some organisations where training is used as a tool to deal with specific problems. In these organisations training happens only when there exists «2 problem which needs to be solved. Training is taken up with a limited objective ‘and discontinued once the problem is solved. Organisation's selection and promotion training. However, certain recent changes in perception have done a lot of good to corporate training. (Q) More and more skills are taught and learnt and fewer skills are regarded as inborn. (2) The change of technology is advancing at faster pace making skills of today ‘obsolete tomorrow, thus making training and retraining imperative. skills like foreign languages, negotiation techniques, telephone skills, ete. ‘The objectives of training can vary, depending upon a large number of factors. But the general objectives of any training program are as follows : ‘To impart and upgrade knowledge and skills among old and new employees, icies have a definite bearing on , that is required for their proper functioning on the workplace without much ‘108s of time. smpetent employees and enable them to occupy | will enable them to recognize their responsibilities and contribute their very best to the organization they serve. job satisfaction to the employees and enable them to use their ies and knowledge to the fullest extent. To reduce supervision, wastage and accidents. ‘To ensure economical output with high quality. ‘To develop interpersonal relations. To prevent obsolescence. To train the employees in the companies’ culture and ethos. knowledge and s leadership skills, developing the self-confidence and self-development of an employee. In general, the need for training can arise because of the following reasons (2) Changing Technology : Technology is changing at a very fast pace transactions and relationships can be conducted electronic a global collection of computer networks that allows users to exchange dat: mation. Thus, computers have made the controls very easy. Advances in information technology have made equipment easier to operate and have enabled greater degree of ess units, spread far across the globe. In order the changes, the employees must learn new the technology. Training needs to be treated 1s a continuous process to update the employees in new methods and procedures.(2) Demanding Customers rmore informed about the products. They have many s0ure Intensified competition forces the organizations to achieve cus mn excellence also includes reducing defects and errors, and reducing complaints. Recovery from defects and errors customers and to provide best. of those producing them need to be continuously i (3) Thrust on Productivity : In the competitive ti ford the extravaganza of lethargy. They have tobe productive inorder to survive, and grow. Continuous improvement of the employees’ skills is an essential requirement for maintaining high standards of productivity.-Productivity in the present times stems from knowledge, which has to be relearned continuously. (4) Improved motivation : Training is a | is. Adherence to accuracy infuses ind services, thus giving them a to learn how to p (2) Easy Adaptability : Today, technological advancements will require new! approach to work. The techniques of doing a particular work are changing constantly, so these technological advancements are posing challenges and difficulties for the organization. A trained worker can be more adaptable to change than an untrained one. Training in this aspect obviates the adaptability of the employees to the rapidly changing work environment. (3) Employee Development : Training also performs the function of developing employees. It helps in locating talent in them and then developing it to the maximum. It enables the employees to learn faster which then enable them to develop their talents and improve the performance. Training also gives him an opportunity to show his work also. to gain competitive advantage. That is, training helps to grow the improve customer service by providing employees with the knowledge need to be successful. ced Turnover aud Absenteeism : Labour turnover and sm are mainly due to job dissatisfaction: Whereas when an employee is properly trained, he will take keen interest in his job and can derive job sétisfaction. A satisfied person may not like in the organization. So training leads to red Higher Employee Morale : Training helps the employees to perform sness : Training notje new knowledge and job skills to the employé s and a greater awareness, which help them to recognize thei; and contribute their very best to the organization they serve, supervision : Trained employee requires less degree of supervision, as it onan ‘an him to perform his job independently. On the other hand, high ‘supervision is required in case of an untrained employee, because he will need ‘constant watch and will require the guidance of his supervision at one point of ‘time or the other. (9) Less wastage : Training enables the employees to use the material and in the most systematic way causing less wastage, The control of various PERS cctotantialy reioce she manafacuringext. On the other hand, an untrained employee does not know an art of operating machines properly, which may result in waste of more materials, damage machines and equipment and may cause accidents. (10) Optimum utilization of resources : Training helps in the optimum utilization of human resources that not only leads to the development of the employees but also helps in achieving the organizationai goals. ¢ iG AND DEVELOPMENT \wrence 8. Kleiman defines training and development as planned learning -nces designed to provide workers with the competencies needed to perform their current or future jobs. Training impart skills, attitude and knowledge for direct application to a task or job, Development adopt skill DEVELOPMENT 1. Training focuses on technical, mechanical oriented operations, 1. Development focuses on “jideas. > 2. Development is concerned with related enhancement of general knowledge and understanding of |. non-technical organisation functions, 2. Training is concerned with specific job skills and behaviour. “CONCEPTUAL FRAMEWORK OF TRAINING 3, 12. 10. 1. TRAINING Training is the part of development and also limited in its scope. Training is mostly for non- managers. It means it is imparted at lower level of management. ‘Training focuses on current jobs. ‘Training focuses on short-term gains. ‘The training is job- process and is vocational in nature. ‘Training is imparted for a fixed period. ‘The knowledge imparts is deep. Training is the result of considered to be essential. . The development is general in development is for managers and executives. It means it is imparted at higher level of management, Development prepares for future jobs. Development focuses on long term accruals. Development is a continuous process and an unending activity. Development does not provide deep knowledge. It simply facilitates growth, In development the motivation is intrinsic. No such classification possible. No evaluation for development is possible. (2) TRAINING AND EDUCATION Education impart skill: ttitude and knowledge for wwidual on course 1s for carrying out professional and personal responsibilities in an effective manner.TRAINING AND DEVELOPMENT ee EDUCATION ‘Transfer of learning can be monitored and assessed. The organisation and even the training ‘agency ean exercise greater control on the process and even extend guidance, ‘Training is more mechanistic. Effcet of training is more specific. play a far less significant role than they do in education, In training, the group comes specific purpose and disperses after the programme objectives are assumed to have been achieved Training generally occurs at ‘workplace or seminar. 1 |. Edueation is person-oriented. . Effect of development is more 7. Education is firmly rooted in the Biducation is directed more Sowa the future of an individi prepares an individual for upcoming challenges of life, shapes the to monitor how the after he/she has completed a particular course, Education is more orgai general. culture of the societ key concerns of edt ineuleation of s« CONCEPTUAL FRAMEWORK OF TRAINING rT (3) TRAINING AND LEARNING Learning adopt skill ide and knowledge that impact future behaviour. Learning is the process ulation of knowledge, skills and attitudes by whatever means. There may be various methods of learning, and training is but one of those methods of learning. Learning may be through experience, reading, observation, discussions, electronic media including internet, experimentation, facing the new challenges, travel and exploration ete. Hence, training and development is more a tool for learning. ‘TRAINING LEARNING 1, Training is something that is | 1. Learning is what an individual done to a person. themselves set out to learn something. 2. Training is conducted in aformal | 2. Leai can be conducted way and is a top-down activity. formally, informally and with 3. Training is received at a specific less structured ways, place and time. 3, Learning can occur anywhere at any time, 4, ‘Training is rigidly conducted. 4. While learning does not require rigidity. 5. Learning is the goal of training. | 5. While training is one of the ‘method for learning. (4) TRAINING AND EXPERIENCE ‘Training is the a of knowledge, skills and competencies as a result practical skills and knowledge that is related to ‘specific useful cor .s. While experience comprises knowledge of or skill of something or some event gained through involvement in or exposure to that thing or event. ‘TRAINING EXPERIENCE 1. Training is a structured | 1 ing yn on how to do a lar task. 2 tes to present and future. | 2. parted by the trainer to | 3. It is gained by trainee himself. trainee.e processes, based on communication h aim to promote learning. ethods ly and take into consideration the learning and enlightened teachers in educational ised a new thinking in their approach to closer to the one followed in training. However, the competence im the use of more innovative teaching methods other than the rntional ones remains a crucial issue for the educational institutions, 1. Teaching is curriculum-oriented 2. Teaching cannot claim that level of interface between the teacher and students. 1. ‘Training is job-oriented ‘Traming. the interaction ven the trainers and the rucipants is sustained and | untense. In fact, there is active and mesningful involvement of e participants, ing uses different methods of learning. |. In Teaching, despite the new thinking and approach, the option to use different learning methods . 4. In Teaching, student's reliance is lot on the teacher for I Hence, In Training, besides the trainer, the group is often considered as | 28 smportant soure of learning and participants learn and grow Pp processes significant role. 6. In Training, the rapport or the type of relationship that exists between the participant and trainer, may last only for the duration of the training programme. rapport or relationship that exists between the teacher and the student is more enduring and long term association. (6) TRAINING AND HRD ‘Training is a sub-system of human resource development. ‘The human resource development function cannot be discharged effectively unless comprehensive data on various HR functions including training is available. The administration of the training is vested with HR function. In order to create trainees’ interest in enhancing the competencies and skills the HR function should create conducive environment wherein good performance is rewarded and poor performanee is punished. This can be achieved by measures like successful completion of training with confirmation, promotion, placement and institutionalising a system of rewards for competence and performance. I APPROACHES OF TRAINING Generally there are eight important approaches for training : ‘The ‘Sitting by Nellie or ‘Learning by Exposure’ Approach . The ‘Educational’ Approach The ‘Problem-centred’ Approach ‘The ‘Action Learning? Approach ‘The ‘System’ Approach Per sae eDe or ‘Learning by Exposure’ Approach : This is not, to employee development; it is an ‘anti-approach’, But, because learning still happens, it ean be considered a management option, and it is of course widely preferred, if perhaps by default. In so far as it can be‘TRAINING AND DEVELOPMENT hidden costs of poor or slow loarning. able to gather knowledge and offered by colleagues. ‘There ing ean be improved if learner mi me incentives or reward on the job. 1 offering 60 mnable the trainees to exactly be trained to train. Thi +: Individual needs are served by this formal in nature. The eontents are planned having large groups 1 programmes are typically substantial and tation. This approach is long term planned In future the lor made work specific programmes. 4. ‘The ‘Problem-centred’ Approach : The learning needs are determined by the operational problems of individuals or groups in organisations. This approach is predominantly short term and ad-hoe in nature. The approach is often highly acceptable throughout the organisation : it seem to serve real work problems, it produces results quickly and it usually believed to produce cost effective results. The effectiveness of this approach revolves around the identification of causative problems and availability of experts to solve such problems. 4. The ‘Action Learning’ Approach : ‘Action Learning’ is basically the problems and their resolution within real life environment, Its justification as an approach to (mainly management) training is two-fold it offers a challenge, which i tum provides all impartant motivation, and it demands *teanformatin of problems ito operant, "Actin Learning’ has been used in variety of forms; the approuch was pioneered by Revans who arranged for managers to be seconded to firms and placed in - seman me % God chievement and addressing a real life problem confidence. 6. The ‘System’ ean create powerful feelings of a ’ Approach + ‘The system thinking relationships between parts of a system, about their appropri about feedback, which acts as a judging ‘mechanism and new operational d ‘A ystems approach to training views the organisatior i epete changes in oe subaytem 10 ssbaptome,w pe eganinationa bt ean produc individual oF SOUP plans aimed at long term obj ‘eytem approssh may eau the training system per se; assessing the impact of training policy; challenging the quality of data which comes from ‘appraisal; suggesting new ways of evaluating actual activities; comparing arr toctiveness of different training methods; identifying whether learning ane oom easily between off the job training events and the workplace: redefining the trainer roles-and so on infinitum. Tt can immediately be seen, however this approach eannot normally replace others; it will seek to refine and improve others by continually reviewing them. wroach has traditionally has been jonal training ited new, as yet unrecruited nd no relevant attitudes : ially a work specific on for this information. Where programmes are cre staf, the norm is to assume no knowledge, no ski ‘a training specification is then drawn up, whi version of the sort of learning profile that the ‘education Where employees performance can be measured against the analysis, so called earning gap’ is said to exist and more spec can be drawn up. ‘This approach usually ics standing the test of time- the analysis is rarely completed quickly and is costly investment. It requires the application of logic on the part of someone other than the learner ~ usually a trainer or a work-study specialist. It is particularly applicable in situations where the overall task requires that a number of people work consistently in accordance with laid down rales. 1. The ‘Competences’ Approach : This approach prescribes the outcomes and not to the learning method. How the learner become competent is left to the learner and / or the trainer to decide, Standards are described as16 TRAINING AND DEVELOP snpotence, which describes ‘what ean be done’ that ig, , an war or outcome specific in an element’ defines the ‘breadth of competence requireg mnsidered occupationally competent’ bby government to represent each industry or occupational group. ‘The detailed work of compiling standards requires that four aspects of job competence are covered. 7» the technical activities to be performed > contingency management- dealing with things that go wrong and with “the unexpected ~ task management. allocating time, setting priorities ete. + bandling the environment- ensuring safety, interacting with colleagues point of view of the employer, the approach brings together th and analytical approaches already described above, but wi individual employer undertake the time consuming analy K, 'éded appeal of offering qualification that is more vocational and less an their predecessors. allenged the lack of interest in learning processes, 4 outeome can be affected by learning route. This suggests that learning method and the actual job need to be match sat workplace assesement is critical. It is unlikely that — ly that, sxternal assessors expense and their im college setting, ie ion of the work place ‘certainly become widely " acceptable, Diieeaceeeeeeeeeeememeemmeneneeeiesic ‘CONCEPTUAL FRAMEWORK OF TRAINING Ga Such problems and cl may eventually undermine the value of ‘competences’ approach, althout ow firmly established as the means whereby UK employees will become ‘qui in the eyes of employers in all EU countries. Process’ or ‘Procedural’ Approach : This approach (implementing th of this model department but no full- ‘what many firms have come to regard as ‘basic system requirements’ ~ accepting that training interventions will be regular phenomenon throughout organisation's life, with people explicitly responsible for seeing that appropriate procedures exist and are followed. Typically, those procedures are seen as including : > the promulgation of training policy > the inclusion of training responsibilities in job descriptions > the regular, periodie definition of training needs > the creation of > > > the provision (1) Increase in production and productivity : The trained employee becomes efficient in his work. His productivity is increased and as such production also inereases. (2) Optimus of resources : A trained employee has the knowledge of oper: isite machines and equipment’s. He handles them properly and methodically. The appropriate use of tools and equipment’s enable the suitable use of resources.18 TRAINING AND DEVELOPHEiGE + Training helps in inculeating the sense of team ‘am collaboration. It helps in inculeating the zeai iproving the quality of iployees but also to the ) Increase the morale of employees : Morale is a mental condition of an individual or group which determines the willingness to cooperate ang Voluntarily give his best. Training inereases employee morale by upgrading their (6) Eliminates Conflicts : Training helps in improving organisational communication, With the help of which it properly handles the conflicts, thereby helping to prevent stress and tension. (7) Organisational Development : Due to improved quality of work, communication, morale of employees and improved quality of goods at minimum sacrifice, cost of production is reduced. Thus, all proper use of resources, results in economy. The competitive strength of the organisation becomes better than other organisations. All these factors help in the development of organisation, - | [[senerris oF TRAINING TO INDIVIDUALS — Training not only results in increase in knowledge and skills of employees but also helps an individual to achieve their individual goals. These are in the following respects Boost employees morale : A trained employee has theoretical and practical knowledge of the work. It develops self confidence and job satisfaction, ‘The satisfaction due to successful accomplishment of the job boosts his morale. (2) Increases the mobility : Trained employee knows his job well and he shift from one place to other place and from one organisation to other . Eee (3) Lesser Supervision : An employee who is trained properly will be well ‘acquainted with the job and will need less supervision from his supervisors and therefore there will be less wastage of efforts, times and resources. (4) Provide better chances of promotion : As the trained employee has the requisite qualification and training, he can be promoted to higher grades and position, more easily than untrained workers, [CONCEPTUAL FRAMEWORK OF TRAINING > 7 39 (6) Fewer Accidents : Due to the operational efficiency of the trained employee and the complete knowledge and skills to do the particular work, there will be less chances of accidents, (6) More adaptability : The trained employees can easily adapt the up-to- date modern methods, es and changes in the work. (7) Compensating incomplete education : Our incomplete system of education provides only general education. The training provides practical education as regards specific work. It means the training completes what the ‘education failed to do. J Meantne oF TRAINER x : q A trainer is a person whose joh or profession is to enhance the knowledge, skills and abilities of participants/trainees on specific topics related to workplace. In other words, trainer is a person who carries the burden of developing and training employees of an organization. There are two types of trainers : 1, Internal Trainer : When an organization develop their own internal persons as trainers to carry the burden of developing and training employees. ‘These persons are said to be internal trainers. Main features of internal trainers ees «They use to give training relating to product or service and systems of the organization + They make healthy interaction, discussion and transfer knowledge or skills as they know the participants or learners. + They have more knowledge of the organization policies and procedures, which helps to provide effective training in the organization, 2, External Trainers : When an organization use professional or experts from outside, to carry the burden of developing and training employees. These persons are said to be external trainers. Main features of external trainers are + They provide major changes and specialized training for example, customer-service, leadership and other soft skills development programs, + They bring experience from different organizations. + They suggest new methods, new industry standards and new methods of delivery.1 expected to perform multiple roles. All the managerial ‘med by the trainer without fail. However, certain roles become. Promina «. depending upon the situation and the demands of the Progemn trainer is called upon to carryout more than one role, * Planner : One of the primary role plays by the trainer is planning th le renders technical help in planning process. " Subject matter specialist : The trainer is expected to have appropriate ‘and high degree of subject proficiency. He should be able tp doubts of the participants on the subject concerned. Professional :ment. thorough preparation, continued interested in the subject and hard ‘work and strong desire to excel will pave way to becoming an expert in the subject, tor of learning : He is responsible for creating a learning environment that stimulates and motivates the participants to learn, ed by the trainer through the role of encourager. The extent to which the trainer is able to carryout this roe is a measure of its ecmmitment to training son (a Developer: The trainer takes the role of developer, as he is responsible fr enhancing the knowledge and developing competences of the participants, iould provide feedback to the trainees on their behavior and actions and the process of personal development. He should take th 'y for the personal growth and development of the trainees. . the responsibility of the trainer to achieve the programme ne same time maintain the morale and cohesiveness of the er should provide direction and support to the trainees. sve degre of contol and authority to handle undesirable ainer should counsel the trai rainees, so as to encoura of performance and Participation. = iner as a continuous learner : learner : The trainer should be ready to learn make use of the opportunities er should provide lidance anc nt rae eet ‘siner should take care that the dependency o of the trainee (d) Change Agent : The trainer plays the role of change agent in designing and helping in implementation of organizational change strategies. They not only ioe jement the change intervention but also ensure that the newly gained he fullest extent in the organizat i{) Manager and Administrator : The trainers should be capable of concaiving designing and delivering effective training programmes, In the process Shes have to manage staff materials, facilities, logistics, budget, ete. and in this var thelt_managerial and administrative capabilities would be tested to the maximum. competencies of trainees or use to t I QUALITIES OF A SUCCESSFUL TRAINER (2) Enthusiastic : The trainer should not only appear to be enthusiastic but also radiate liveliness through words, actions and behavior, stimulating the participants and reinforcing the ‘environment. Enthusiasm does not mean being excessively demonstrative in actions or being energetic. It should be reflected in the effective communication way with the group. It is manifested in the manner, tthe trainer organize training activities, including his own presentations, and conduct himself during a session and outside it. The extent to which the trainer fs in a position to generate interest in the activity and stimulate the trainees for increased participation, is a measure of trainers involvement in the activity, ‘commitment to training and bonding with the participants. All these merge to raise the level of trainer's enthusiasm. (2) Sincerity and Openness : Trainees or Participantsare often smart and oop watching the trainer's actions and behaviours. They like trainers who are truthful, genuine and transparent. Trainer should be open to new ideas or suggestions that come in a way while interacting with the participants. Tt is possible that during the course of discussion, certain dimensions of the issues nay be presented by the participants that the trainer had never considered earlier. So trainer need not get irritated, but try to find out the shortcomings and take ‘steps to consider them, Thus, trainer should be sincere and opened. (8) Ability to work under pressure : During the implementation of the training programme, anxiety, tensions and pressures are all over the place. The isolated from these. Problems emerge like administrative staff is ing their task, participants are unhappy, long working hours, family jes also create stress. Trainer may become aggressive, irritated and lose the confidence to deal with these problems. At times, a feeling of frustration‘TRAINING AND DEVELOPMENT » the trainer. But a successful trainer should know prescures and manage stress. 10 help reduce stress in Judes jokes, tricks, stunts, funny stories 1 as for learning, ten depends on its timings. Ifthe trainer iteelf, it can be highly effective because dependent on subtle nuances like timing, knowing ‘ke ete. But the trainer should take precaution that the joke 1o its demands and the needs of the group at a given ies willingness on the part of a trainer to listen to other ing about the desired changes in the programme or in his or, actions, training style and the strategy. lity to acknowledge and recognize contribution of participants : Trainer should not hesitate to acknowledge and recognize a good contribution of nt. Even if the comments of « participant are not very focused or are fl to the discussion, trainer would do well not to put her down. Trainer be supportive and encourage the participants in expressing their views far and coherent manner. Patience : Trainer should show the willingness to compliment slow repeating instructions, breaking down a task into small units and the participants to try out. aris oa plonnd efor by en erguition of job-related competencies. These com my vir that oe ral or ene ore '¢ for em a 1e employees’ hnowledge, jance. The goal of and behaviours sir day-to-day large number ; (1) To impart roars and apy tha traning ean vary, depending po of acer. Bat the penal bjecies ef any tint eee CONCEPTUAL FRAMEWORK OF TRAINING Bd and upgrade knowledge and skills among old and new employees, that is required for their proper functioning on the workplace without much loss of time, (2) To build capable and competent employees and enable them to occupy high level responsibilities. (3) To foster individual and group morale with positive attitude ‘and cordial relations. (4) To create self consciousness and greater in employees, which will enable them to recognize their responsibt contribute their very best to the organization they serve. (5) To provide job ‘satisfaction to the employees and enable them to use their skills, talents, abilities cand knowledge to the fullest extent. (6) To reduce supervision, wastage and ‘accidents. (7) To ensure economical output with high quality. (8) To develop interpersonal relations. (9) To prevent obsolescence. (10) To train the employees in the companies’ culture and ethos. Training imparts skills, attitude and knowledge for direct application to a task or job while development adopts skills, attitude and knowledge for ‘application to a future role. On the other hand, education imparts skils, attitude ‘and knowledge for application to life. Education provides the basic foundation for setting an individual on course in life and training provides the necessary competencies for carrying out professional and personal responsibilities in an ‘effective manner. Further, learning adopts skills, attitude and knowledge that impact future behaviour. Learning is the process of accumulation of knowledge, ‘kills and attitudes by whatever means. There may be various methods of learning, and training is but one of those methods of learning. Learning may be through experience, reading, observation, discussions, electronic media including internet, experimentation, facing the new challenges, travel and exploration etc. Hence, training and development is more a tool for learning. Training is greatly helpful to the organization os well as the individual, asit helps in achieving the organizational goals in the most effective and efficient manner as well as helps in developing the self confidence and self development in an individual. — 1, Define Training. Discuss the nature and scope of Training. jous approaches to training.Chapter Twa TRAINING PROCESS > Introduction » Training Process » Factors Affecting Successful Training Process > Summary > Self -Assessment Questions » Suggested Readings j INTRODUCTION Training process is an integral part of human resource management and organisation. The training process comprises of a series of steps that needs to be followed systematically to have an efficient training program. The training is a systematic activity performed to modify the skills, attitudes and the behaviour of an employee to perform a particular job. The fig. outlines the inter-related steps in training process. Organisational Objectives and Strategies Y Need Assessment of Training Y Establishment of Training and Development Objectives Bs26 TRAINING AND OPRLOP He Designing Training Program ee Implementation of Training Programme a Evaluation of the Training Programme Fig. Training Process “The typical training process involves the following steps : (1) Organisational Objectives and Strategies : The first step in th training process in an organisation is the assessment of its objectives and this product or service? Where do we want to be in the future? It is only after answering these and other related questions that the organisation must assess the strengths and weaknesses of its human resources. (2) Needs Assessment : "Training Needs Assessment” (TNA) is the method of determining if a training need exists and, if it does, what training is required che gap. TNA secks to identify the gap between the present status and status which indicate problems that in turn can be translated into a ing need. ‘Training ‘Needs = (Desired Capability-Current Capability of the Participants) Needs assessment diagnoses present problems and future challenges to be ‘met through training and development. Organisations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organisations would do well to assess the training needs of their employees. Organisations that implement training programmes without conducting needs assessment may be making errors. Needs assessment occurs at two levels ~ group and individual. An individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance maY be due to lack of skills or knowledge or uny other problem. ‘The problem of BeOS = or knowledge can be remedied by training, Faulty selection, poor job design, uninspiring supervision or some personal problem may also result in poor performance. Transfer, job redesign, improving quality of supervision, or discharge will solve the problem. The below figure illustrates the assessment of individual training needs and remedial Parnes ety a ana ncaa +t z — piel leeds Assessment and Remediat Measures Assessmont of training needs must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills. It is necessary that the employee be trained to acquire new skills. This will help him/her to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging tasks. Deputation to a part- time MBA programme is ideal to train and develop such employees. Individuals may also require new skills because of possible job transfers. ‘Although job transfers are common es organisational personnel demands vary, they do not necessarily require elaborate training efforts. Employees commonly require only an orientation to new facilities and jobs. Recently, however, economic ing efforts in order to assure continued forees have necessitated significant retraini for many individuals, Jobs have disappeared as technology, foreign ‘and the forces of supply and demand are changing the face of our ing needs occur at the group level too. Any change in necessitates training of groups of employees. For gxample, when the organisetion decides to introduce a new Line of products sales personnel and production workers have to be trained to produce, el ‘and service the new products. ing can also be used when high scrap or accident rates, leu morale and motivation, or other problems are diagnosed. Although ‘ining se ora cure-all, such undesirable happenings reflect poorly-trained workfors ‘Types of Needs Assessment : Training need assessment involves three types of methods. ‘These are :TRAINING AND DEVELOpy, Organisational Analysis : It involves examination of the y, sf includes economic and public policy issues), strategic, includes re-structuring, down-sizing, empowerment, { ‘es at its command (like technological, financi ‘where training is needed. (2) Task Analys pecification are reviewed in order to identi ob andthe job knowledge, skill ovel and attitude tebieg ming them. (3) Individual Analysis : It requires determining Brn id which employees do not require training, I, louie employees require training an performance appraisal, interviews, questionnaires, attitude survey and training progress. (@) Establishment of Training Goals : Once training needs are assoasg, training and development goals must be established. Without elearly-sot oq it ie not possible to design a training and development programme and, ire thas been implemented, there will be no way of measuring its effectiveness. Goals ‘must be tangible, verifiable and measurable. This is easy where skills trainin are involved. For example, the successful tr 3e expected to type 55 words peer minute with two or three errors per page. But behavioural objectives like attitudinal changes can be more difficult to state. Nevertheless, clear behavioural standards of expected results are necessary so that the programme can be effectively designed and results can be evaluated. itn a 8 Of th, "am working nd huey Wolvg and development programme participates in the programme? issues ~ ‘ake what should be the level of training? ‘v) a lor principles are needed? (vi) where is the programme conducted? 1 are the trainees? Trainees should be selected on the basis of sel! nomination, recommendations of pene a ns of supervisors or by the HR department itself. example, rank-and-s sett Mullohestaputaceans Tastee pestis ssl, Stinging som and decision-making, eler 0 Fae group processes such as problem solving Ut) Who are trainers? Trening oot ce ere ni by sorsea pooe, iodine eee cretion may dicts nina ehing the following Co-workers “TRAINING PROCESS (3) Members of the personnel staff its in other parts of the company, (6) Outside consultants (6) Industry associations, and (1) Faculty members at universities. Who among these are selected to teach, often, depends on where the programme is held and the skill that is being taught. For example, programmes teachi re usually done by the members of the HR department or tpecialiats in other departments ofthe company. On the other hand. interpersonal ills for managers are taught at universities. Large organisations heir own training departments whose staff conducts the sations arrange basic-skills training for generally maint: programmes. In addition, many orgat computer literacy. (iii) What Methods and Techniques of Training : The various methods of training are used to train employees, The most commonly used methods are categorised into two groups (i) on-the-job and (ii) off-the:job methods. (i) On the job training is the heart and soul of all training in business and industry. This is the traditional method of learning, which is designed to maximise learning while allowing the employee to perform his job under the upervision and guidance of a trained worker or instructor, providing him practical pplication and making principles and concepts of learning meaningful and realistic This is the most effective method of development applicable at all levels to a wide range of semiskilled, skilled and technical jobs, as well as supervisory and management development programmes. Advantages (1) Less Expensive : Employees learns by doing as such he produces something while he is learning. In this way, the method is less expensive. (2) Interest in the work : An employee is placed on the job. He learns step-by-step and performs his job. On successful completion of the step or the work he feels satisfaction, develops self-confidence and interest in the work. (8) Learning in lesser time : The worker is exposed to the real situations of the work, the direct contact between work and employee creates an interest ‘as regards the job and he learns quickly. Disadvantages (Q) Dependence on the supervisor ; The trainee has to depend on the guidanee and instructions of the supervisor or experienced person. In case, the‘TRAINING AND DEVELOPMENT wr does not know the work himself or is not eager to guide, Incomplete training : The trainee is in a position to perform the routine Id about the concept, theories and laws behind steps, have theoretical knowledge. He does not learn to tackle complications ‘of the work, which he has to learn by “Trial and errors method”. .drances in the work: The pace of work in the organization becomes ‘sence of trainee, who needs guidance and cannot keep pace with On-the:job Training Methods : 1) Job Instruction Training Job Rotation Job Enlargement (7) Job Enrichment (8) Syndicate Method Gi) Off-the:job training is conducted away from the work situation. In this trainees have to leave their workplace and devote their entire time to the training. Advantages (1) Wide variety of learning methods : In off-the-job, groups of people with similar needs can be brought together for learning events. Further, there ass wide varieties of learning methods as compared to off-the-job training (2) Cost effective : This method is cost effective as it meets the training \ needs of large group of people in the shortest possible time. Fk (3) Provide wide range of knowledge : Views, opinions and information can be shared with other people in the group who can bring a wide range of experience or knowledge to the discussions. Disadvantages he (2) ‘Not an appropriate method : This method is not as appropriate because the different learning preferences of individuals or groups ean not always be taken into account. Further, not all the learners will be starting at the same knowledge AERTS Ga mployees learns by going away from the work (2) More Expen: avironment. Trainees have to leave their workplace and devote their entire time to the training. In this way, the method is more expensive. ‘The various methods of off:thejob training are divided into following categories: or ) Knowledge Based ames and Simulation Based (iv) What should be the level of learning? ‘The next question in designing training and development programme is to decide on the level of learning. As was pointed out earlier, the inputs passed on jinees in training and development programmes are education, skills, and the like In addition, there are three basic levels at which these inputs can be taught. “At the lowest level, the employee or potential employee must acquire fundamental knowledge. This means developing a basic understanding of a field and becoming acquainted with the language, concepts and relationships involved in it. The goal of the next level is skill development, or acquiring the ability to perform in a particular area. The highest level aims at increased operational proficiency. This jnvolves obtaining additional experience and improving skills that have already been developed. All the inputs of training can be offered at the three levels. How ffectively they are learned depends on several principles of learning, at learning principles are needed? ammes are more likely to be effective when mn is the basic requisite to ‘doesn’t mean that without ing. But learning becomes motivation, the participation would result in no jearn, It is the motivation more fruitful and rewarding with the willingness to learn which brings the desired results. (2) Recognition of individual differences : Motivation alone is not enough. ‘The individual must have the ability to learn. Ability varies from individual toera) "TRAINING AND DEVELOPHENT ‘dual and thus difference must be considered while organising training Programmes, Thus, individual differences must be recognised. Practice opportuni is learning a new wuld be given the opportunity to practise what is being taught, ival has been successful trained. It ig ble to find a professional cricket player who does not practice for Intreduction Meaning and Definition of Learning Nature of ing oe an ee Theories of Learning er eattaetit = rai Suggested Readings vV¥VY VY Ey [ »rovucTion | Learning can be defined as “any relatively permanent change in behavior .f experience”. This can be done through direct experience, bchavior Learning is the process by which behavior is modified, either by the ‘addition of new and different capabilities or by the extension and enhancement those, which an individual already possesses. Training will be effective only if if takes place among the trainees 0 1g can be defined as “any relatively permanent which occurs as a result of practice or experience”. This definition covers four aspects «Learning is a change in behavior + Behavioural change must be relatively permanent + Behavioural change must takes place through practice or experience «Practice or experience must be reinforced in order for learning to occur Weiss defined learning as “a relatively permanent change in knowledge or skill produced by experience’ Sanford has defined learning as brought about as a consequence of expe ‘Midchell has defined “Learning is the process by which new behaviors are acquired. It is generally agreed that learning involves changes in behavior, practicing new behaviors and establishing permanency in the change” ‘Thorndike defined “Learning is a function of reward and punishment” Gates defined “Learning is modification of behavior through experience”. Woodsworth defined “Learning is a change that occurs in the organism during many kinds of activities and it shows later as an after effect in the activities also”. Dictionary of Psychology defines learning as “the process of acquiring the ability to respond adequately to a situation which may or may not have been, previously encountered, the favourable modification or response tendencies consequent upon previous experience, particulary the building of a new series of complex coordinated motor response; the fixation of items in memory so that they can be recalled or organized; the process of acquiring insight into a situation”. 1, Learning is a universal phenomenon thas no boundaries or limitations. All human beings regardless of thi ities and pursuit of life are constantly engaged in learning. Thus, learning is a universal ely enduring change in behavior phenomenon. 2, Learning as pursuit : Learning starts from birth and continues till death. Every his life always learn which depend on needs of an individual, oppor his personal capacities ete.a 3. Learning under formal and informal condi aes Lear e edu mn process that occurs in family, peer ines and the settings are not structured, is said to be informal learning. 4. Learning as a basis of an individual behavior : Learning basically ‘tain behavior patterns in an individual. These ‘over a period of time through experience. New or add to the earlier learning. This process and in turn affects the behavior. 5. Learning as in integrated process in an individual : Learning is not only 2 mental or intellectual exercise. While it is the combination of mental, and emotional aspects of life of an individual. This learning will enhance of confidence, morale and motivation of an individual SOE? pee n Basically learning will bring relatively permanent change. Thus, learning has the following objectives to achieve : To indicate the learning and development programs th: demand from the organizations and individuals, and t for human resouree managers. To discuss the nature of learning and development programs. ics of different types of learners. ges taking place in the organi: To indicate the outcomes of learning. ‘To examine the context of learning and development within and beyond the organization. ‘employees or trainees be motivated to learn, motivation, there would be no learning, But learning becomes more effective if RAS Leng eas trainees are willing to learn. Thus, it is the motivation to learn which brings of Individual Differences : Motivation alone is not enough. ‘The individual must have the ability to learn. Ability varies from individual to individual and thus difference must be considered while organising training programmes. Thus, individual differences must be recognised. 3. Practice Opportunities : Regardless of individual differences and whether ‘a trainee is learning a new skill or acquiring knowledge of a given topic, the trainee should be given the opportunity to practise what is being taught. Practice ig also essential after the individual has been successfully trained. It is almost impossible to find a professional cricket player who does not practice for several hours a day. 4, Reinforcement : Reinforcement may be understood as anything that (i) increases the strength of response and (if) tends to induce repetitions of the behaviour that preceded the reinforcement. Reinforcement. can be positi negative. Positive reinforcement strengthens and increases beha presentation of desirable consequences. It consists of rewards for the individual ‘and, when presented, contingent upon behaviour, tends to increase the probability that the behaviour will be repeated. In negative reinforcement, the individual exhibits the desired beha wvoid something unpleasant. Thus, the effect of negative reinforcement is avoidance of learning. 5, Knowledge of Results (Feedback) : Knowledge of results is a necessary condition for learning. Feedback about the performance will enable the learner to know where he or she stands and to initiate corrective action if any deviation from the expected goal has taken place. There are certain tasks for which such feedback is virtually m 6. Goals : Goal ‘accompanied by knowledge of result ite learning, particularly when it is motivational value. Further, goals employee has a scope for participation in the goal-setting process. 7. Schedules of learning : Schedules of practice sessions, (ii) duration of rest sessions, an All the three must be carefully planned and executed. positioning of rest pauses. ividuals generally perform better and ~