employee growth & development training1

8/14/2019 Employee Growth & Development Training1

1/60

1

Employee Growth & Development TrainingEmployee Growth & Development Training

Introduction


2/60

2

IntroductionIntroduction

Talking of Training we usually mean the dayto day activities that makes the annualtraining calender.

We need to concentrate on the process tobegin with.

Training process should have a clear idea of

where the business is going.So for effective training we have to start with

business basics


3/60

3

Getting the Basics RightGetting the Basics Right

Alignment

The Key to getting the basics right is making

sure that everybody has the sameunderstanding of the current situation andthat everybody is pulling in the samedirection for the future. Without alignment

no company can make progress and notraining department can provide effectivetraining.


4/60

4


Philosophy

A Philosophy is a statement of what the

company stands for. It is a set of values &beliefs by which actions can be judged. Aphilosophy makes it clear whichbehaviours are appropriate and which areunacceptable.


5/60


6/60


7/607


Vision

A Vision is a picture where the

organisation wants to be in the future.A vision provides a basis for deciding which

actions should be taken.


8/60

8


Goals

Goals are quantitative figures, such as sales,

profit & market share, that are establishedby top management. Goals put the flesh onthe vision. So without goals the vision willremain only a dream.


9/60

9


Policies

A policy is a medium to long range course of

action comprising a goal and a strategythat is what & how to do. Strategy isthe means of achieving the goals.


10/60

10


Policy Deployment

Policy deployment is the process of ensuring

that the companys policies for QCD areunderstood throughout the company.


11/60

11

House in orderHouse in order

Now with all the above the company has sethis own house in order and a company

gone to this amount of trouble is verylikely to be committed to training.. Butcommitment without the following is nextto impossible.


12/60

12

TrainingTraining

Training Mission

Training Philosophy

Training policyTraining Standards


13/60

13

DefinitionDefinition

Training can be defined as Transfer ofdefined and measurable knowledge or

skill


14/60

14

Training as part of the businessTraining as part of the business

Needs Training Skill & Knowledge

Training as a system whose boundaries interact with the business


15/60

15

Training as part of the business

Customer

requirementsAssessment

Business

strategy

Training

Actions

Training as part of the business system


16/60

16

Overview of the steps of theOverview of the steps of the

training processtraining processIdentify NeedsEvaluate Needs

Select coursesDevelop coursesDetermine workload

Select trainersDevelop trainersCertify trainers


17/60

17


training processtraining processIdentify location and resources

Finalize budget

Finalize training planPre-course administration

Prepare course

Deliver courseValidate training


18/60

18


training processtraining processPost course administration

Transfer learning

Evaluate trainingRevise courses.


19/60

19

Check pointsCheck points

Needs analysis & evaluationPilot courses(within course development)

Trainer certificationFinalize budgetFinalize training plan

Course preparationValidate trainingevaluation

The most important checkpoint is evaluating the needs.If we

Identify the needs incorrectly,all else that follow is built on sand.


20/60

20

ResponsibilityResponsibility

Identify by name, the people responsible forcarrying out each task or step in the

process.


21/60

21

Continuous improvement of theContinuous improvement of the

processprocessReducing errors.

Reducing cycle time.


22/60

22

The long-term viewThe long-term view

Having a clear idea of how to delivertraining over a longer period for which a

training strategy provides the long termorientation.

To put the strategy together you shouldhave a vision what training in theorganisation should look like in say 5years


23/60

23

Identifying Training NeedsIdentifying Training Needs

Businesses today is going through tremendouschange. Todays businesses are known asLearning organization, Global

Organisation,Virtuality dimension etc.Organisation is becoming the new religion; turning

up for work is not enough anymore, giving yourheart and soul to the organisation and feelinggood about this level of involvement is thecurrent message.

So is there still room for us to identify trainingneeds?????


24/60

24

Characteristics of different types of organisationCharacteristics of different types of organisation

Knowledge organisation More about learning needs than

training needs.

Freer,open ended, creativemethods

More about developing learningskills.

Non-prescriptive.

Letting people find their own

way. Collaborative.

Individual focus.

Scientific Mgt. Organisation Measuring People against a

specific standard.

Closed approach

Prescriptive Telling people their training

needs Organisational, Job focus.

Training needs should be compatible to the type of Organisation


25/60

25

Process of Identifying Training NeedsProcess of Identifying Training Needs

Generally learning has been taken for granted in organisation

New M/c, New Equipment, new technology is introduced without

Planning either for the learning or the training needs of the

Workers. It is assumed they will pick it up and ultimately itHappens they pick up but how? Trial & error Reinforcement Experiance


26/60

26

Potential outcome of informal learningPotential outcome of informal learning

People take long time to learn what to do in order to perform their

jobs to an acceptable level. People may not learn the right thing.

People may get inappropriate feedback that encourages them to dotheir jobs in ways the organisation does not intend.

People often cant find ways of doing things differently. People are often unaware of this informal process and are unable

to explain how or what they have changed in their job.

So the question is how does identifying training needs help make

Learning more effective.


27/60

27

Planning for the futurePlanning for the future

CURRENT

SITUATION VERSUS FUTURE

SITUATION

By comparing these two states you can determine the learning and

Training needs for the organisation and individuals.


28/60


29/60

29

Identifying training needs in practiceIdentifying training needs in practice

Now lets start from the triggers and:

2) Create a clean picture of the likely changes Do these imply

- new system or procedures?- New or revised job responsibilities?- A demand for more people? Decide on the method for gathering information

2) Investigate the difference between the current & future situation Decide on the method for gathering information See what gaps you can identify.


30/60

30

Identifying training needs in practiceIdentifying training needs in practice

3) Analyse the findings to determine training plans Decide which methods of training will best bring about learning Consider what the training will cost.

Consider how the organisation & the individual will benefit Evaluate the cost of taking no action.


31/60

31

Brain Storming- PracticalBrain Storming- Practical

To see how this three-step approach works let us place ourselves

In a small manufacturing company.

The trigger for identifying training needs is- the imminentIntroduction of a new product. Our business plan is to sell this

Product to our existing customer base to gauge the impact.

If this goes well we will expand our customer base, winning new

Customers for the company.


32/60

32

Identifying Training NeedsIdentifying Training Needs

Identification of training needs must contain three types of

Analysis - Organisational Analysis

- Operational Analysis &- Man Analysis


33/60

33

Organisational AnalysisOrganisational Analysis

This centres primarily upon the determination of the organisations

Goals. Its resources, and allocation of the resources as they relate

To the goal.

The analysis of the Organisational goal establishes the framework

In which, training needs can be defined more clearly.


34/60

34

Operations AnalysisOperations Analysis

This focuses on the task or job regardless of the employee doing

The job. This analysis determines what the worker must do, the

specific worker behaviour required if the job is to be performed

Effectively.


35/60

35

Man AnalysisMan Analysis

Review of the Knowledge, attitudes and skills a person in each

Position and determines what knowledge, attitude or skills he/she

Must acquire and what changes he /she should make in his /

Her behaviour, so as to contribute more.


36/60

36

Responsibility for trainingResponsibility for training

Training is the responsibility of four main groups:- The top management which frames the training policy.- The H.R/Training department which plans, establishes

and evaluates the training process.- HOD/Supervisors who implement & apply developmental

procedures and- Employees who provide feedback, revision & suggestions

for trainings conducted and to be conducted.


37/60

37

Training Methods/TechniquesTraining Methods/Techniques

On the Job

Vestibule

Demonstration

& Example

Simulation

Apprenticeship

Class room

methods

Other training methods

Associations Audio/Visual Aids

Lectures

Conferences

Role-Playing Programmed Instruction

Classification of Training Methods


38/60

38

On-the-Job-Training(OJT)On-the-Job-Training(OJT)

Virtually everyone from the President to thepeon gets some OJT.

This is the most common & widely used andaccepted and also most necessary methodof training. Trainees earn as they learnunder the watchful eyes of the trainer.

Types of OJT are Coaching, Job Rotation,Special assessments or committees


39/60


40/60

40

On-the-Job-Training- DemeritsOn-the-Job-Training- Demerits

Instruction is often highly disorganisedand haphazard.

Low productivity especially when theemployee is unable to fully develop hisskill.


41/60

41

Job Instruction Training(JIT)Job Instruction Training(JIT)

Very popular in the U.S for preparingsupervisors to train operatives. This is also

known as step by step learning.JIT process begins with preparation of of the

trainee for instruction, presentation of theinstructions, having the trainee try out the

job, questions, feedback and follow-up.


42/60

42

Vestibule TrainingVestibule Training

This method attempts to duplicate in the jobsituations in a company classroom. This

helps trainee to concentrate on learning thenew skill rather than actually performingthe job. This is a efficient method fortraining semi-skilled manpower,

particularly when many employees have tobe trained for the same kind of job.


43/60

43

Training by supervisorsTraining by supervisors

Training is given by the workers immediatesupervisors. This helps the trainee know theirimmediate boss and vice versa. The supervisor

gets the opportunity to judge the trainee withregards job performance.

The success of this method depends on theexperience of the supervisor. Moreover

supervisors should be given some kind ofincentive for training down the line. They shouldalso know the training needs of the trainees.


44/60

44

simulationsimulation

Simulation is a technique which duplicates,as nearly as possible, the actual conditions

encountered on a job.Simulation technique is most widely used in

aeronautical industry.


45/60

45

Class room or off the JobClass room or off the Job

methodsmethodsOff the Job training simply means that

training is not a part of everyday jobactivity.

The methods consist of :3. Lectures

4. Conferences

5. Group Discussions

6. Case Study7. Role Playing

8. Programme Instruction

9. T-Group Training.


46/60

46

Evaluation of Training &Evaluation of Training &

developmentdevelopmentWhy do we need evaluation of training?

?


47/60

47


developmentdevelopmentObjective of training evaluation is to determine the

ability of the trainee in the training program toperform jobs or improvise jobs for which he is

trained.

To find out the training deficiencies.


48/60

48


developmentdevelopmentTypes of information gathered has to be grouped into

categories.

Kirkpatrick(1959) proposed these four levels and can beconsidered as a frame work.

Reaction: assessing the trainees reaction to theprogram

Learning : measuring the learning of principles, facts,skills & attitudes.

Behaviour: measuring changes in aspect of JobPerformance Results : assessing in criteria of organisational

effectiveness.


49/60

49


development- Reactiondevelopment- ReactionReactions of the trainees fall into two main

categories

? Whether they liked the training given.

? Whether they think they can use some of it.

These information can be gathered during or afterthe training activity and can be used to meet

To improve the quality of the program To make sure that they enjoy it

To focus on the utility of what is being learned


50/60

50


development- Learningdevelopment- LearningThe assessment of the amount of learning during the

training can provide useful evaluative information. Thegain in knowledge or skill made by the trainee is an

estimate of the efficiency of the learning situation ortraining.

The purpose in evaluating learning are as follows:

To improve the quality of the programme

Check that they have learned enough to do the job.

To predict the future use of learning as behaviourchange.


51/60

51


development- behaviourdevelopment- behaviourThe third level in this hierarchy is the assessment of

whether levels of performance has improved.

The purpose for evaluating changes in behaviour and these

imply different kinds of evidence. Did the programme meet the identified needs.

Increased effectiveness as a result of the programme.

To identify blocks to changes in behaviour.


52/60

52


developmentdevelopmentGathering of information required for evaluation

can be done through

Questionnaires or structured interviews

Use of experimental & control groups

Longitudinal or time series analysis.

Pre and post tests


53/60

53

Why Training fails?Why Training fails?

The main reasons or factors for failure of Training are:

The benefits of training are not clear to the topmanagement.

The top management hardly rewards supervisors forcarrying out effective training.

The top management rarely plans & budgetssystematically for training.

The middle management, without incentive from topmanagement, does not account for training in productionscheduling


54/60

54

Why Training fails?Why Training fails?

Without proper scheduling from the top, first linesupervisors have difficulty in production norms, ifemployees are attending training.

Behavioural objectives are often not precise.Mismatch between actual training and actual

practice. Difficulty is knowing about external training

program in time. External trainers provide limited counselling tothe rest of the organisation.

BUT THE MOST IMPORTANT IS IF, THE TRAINING NEEDS

ARE NOT IDENTIFIED SCIENTIFICALLY.


55/60

55

Improving effectiveness ofImproving effectiveness of

TrainingTraining Specific training objectives should be outlinedon the basis of the type of performance required toachieve the organisational goals & objectives.

Should find out, if the trainee has theintelligence, maturity & innovation to successfullycomplete the training. The training needs should be explained to the

trainee and also should explain the benefits oftraining. The training should be planned keeping in mindthe trainees previous experience & background.


56/60

56


TrainingTraining Attempt should be made to create organisationalcondition that are conducive to a good learningenvironment.

If required a combination of training method should beselected.

flexibility should be allowed in judging the rate ofprogress in training programmes as all trainees do notprogress at the same rate.

If possible, the personal involvement or activeparticipation of the trainee should be got in the trainingprogramme. Opportunity should be provided to practise thenewly needed behaviour norms.


57/60

57


TrainingTraining A trainee should be rewarded when he/sheapplies the new knowledge, skills or attitude in jobsituations.

The trainee should be provided with regular,constructive feedbacks regarding his progress.

The trainee should be provided with personalassistance when he faces difficulties or heencounters learning obstacles.


58/60

58

ConclusionConclusionIn conclusion :

- Train people to understand the demands andrequirements of their job.

- Teach people to understand the market and their

customers.- Train people to make the best use of internal andexternal systems and

procedures to meet customer demands.

- Train people to get the most out of IT systems and

associated hardware andsoftware programmes.

- Teach people to understand the fundamentalprinciples of marketing.


59/60

59

ConclusionConclusion- Relate training programmes to the everyday demands of thebusiness.

- Train people to know what happens in other divisions andsections and who to deal with to resolve problems.

- Train people to understand the responsibilities and demands ofthe position above them.

- Train and motivate people to succeed with the possibility ofpromotion

- Train supervisors, junior and middle managers to get the bestout of their team.

- Encourage a programme of continuous professionaldevelopment (CPD).

- Allow employees time and support to pursue academic,vocational and professional courses.


60/60

ConclusionConclusion

As the Greek philosopher Aristotle suggested,Excellence is an art won by training and habituation.We do not act rightly because we have virtue

or excellence, but we rather have those because wehave acted rightly. We are what we repeatedly

do. Excellence, then, is not an act but a habit.

(Aristotle (384 322BC), Greek critic, philosopher,physicist, & zoologist)

THANK YOU

employee growth & development training1

Documents