training and development

ORGANIZATION AS SOCIOORGANIZATION AS SOCIOTECHNICAL SYSTEMTECHNICAL SYSTEM

Organization DevelopmentOrganization Development

A planned change effort involving the A planned change effort involving the total system managed from the top total system managed from the top to increase organizational to increase organizational effectiveness through planned effectiveness through planned interventions using behavioral interventions using behavioral science knowledge science knowledge

(Richard Beckhard)(Richard Beckhard)

Organization DevelopmentOrganization Development

A process of planned organizational A process of planned organizational change which centers around a change which centers around a change agent who in collaboration change agent who in collaboration with a client’s system attempts to with a client’s system attempts to apply valued knowledge from the apply valued knowledge from the behavioral sciences to client behavioral sciences to client problems (Warren Bennis)problems (Warren Bennis)

Planned ChangePlanned Change– Systemic diagnosis of the organizationSystemic diagnosis of the organization– Development of a strategy for planned Development of a strategy for planned

improvementimprovement

Total system effortTotal system effort– OD effort is related to a total company OD effort is related to a total company

changechange

Top Management involvementTop Management involvement– Actively participates by its commitment Actively participates by its commitment

to the goals of the program and support to the goals of the program and support the methods used.the methods used.

Increased organizational Increased organizational effectiveness and healtheffectiveness and health– Work is managed against goals and Work is managed against goals and

plans for achievement of set objectivesplans for achievement of set objectives

Relationship of OD to other Change Relationship of OD to other Change effortsefforts

Human Resource Development- series Human Resource Development- series of organized activities, conducted of organized activities, conducted within a specified time and designed within a specified time and designed to produce behavioral changeto produce behavioral change

Training – Designed to enable the Training – Designed to enable the employee to function more employee to function more effectively on the jobeffectively on the job

Education – Designed to prepare the Education – Designed to prepare the individual for future but fairly well-individual for future but fairly well-defined job.defined job.

Development – Designed to open the Development – Designed to open the individual to new jobs and individual to new jobs and performance pattern based on the performance pattern based on the possible future directions of the possible future directions of the organizationsorganizations

Human Resource Utilization (HRU) – Human Resource Utilization (HRU) – recruitment, selection, placement, recruitment, selection, placement, appraisal and compensationappraisal and compensation

Human Resource Development Human Resource Development (HRD) – various kinds of learning (HRD) – various kinds of learning experiences which contribute to experiences which contribute to individual and organizational individual and organizational effectivenesseffectiveness

LEARNING PRINCIPLESLEARNING PRINCIPLES

Executive DevelopmentExecutive Development

Learning is an experience activated Learning is an experience activated by and occurring with the learner.by and occurring with the learner.– Learners are not “taught”Learners are not “taught”– Motivated to seek Motivated to seek

KnowledgeKnowledge

SkillsSkills

BehaviorBehavior

Learning is an experience activated Learning is an experience activated by and occurring with the learnerby and occurring with the learner

Learning is the discovery of personal Learning is the discovery of personal meaning and relevancemeaning and relevance

Learning is sometimes a painful Learning is sometimes a painful processprocess

Learning results from experienceLearning results from experience

Learning habits richest resources is Learning habits richest resources is the learner’s SELFthe learner’s SELF

Learning is both unique and Learning is both unique and individualindividual

Learning is both an emotional and Learning is both an emotional and intellectual processintellectual process

Learning is a cooperative and Learning is a cooperative and collaborative processcollaborative process

Learning is an evolutionary processLearning is an evolutionary process

Learning ConditionsLearning Conditions

An environment of active peopleAn environment of active people

A climate of respectA climate of respect

A climate of acceptanceA climate of acceptance

An atmosphere of trustAn atmosphere of trust

A climate of self-discoveryA climate of self-discovery

A non-threatening psychological climateA non-threatening psychological climate

A climate of opennessA climate of openness

An emphasis on the unique, personal An emphasis on the unique, personal nature of learningnature of learning

A climate in which differences is A climate in which differences is determined to be good and desirabledetermined to be good and desirable

A climate which recognizes individuals to A climate which recognizes individuals to make mistakesmake mistakes

An atmosphere that tolerates ambiguityAn atmosphere that tolerates ambiguity

An emphasis on cooperative evaluation An emphasis on cooperative evaluation and self evaluationand self evaluation

Training ProcessTraining Process

Contextualization of Training Goals Contextualization of Training Goals and Needsand Needs– Identify sources of training needs, both Identify sources of training needs, both

proactive and reactive (vision, mission, proactive and reactive (vision, mission, strategy and plansstrategy and plans

Validation of Training NeedsValidation of Training Needs


Formulate Training Goals and Formulate Training Goals and ObjectivesObjectives

Provide Training ContentProvide Training Content

Design Training InterventionDesign Training Intervention


Training DeliveryTraining Delivery

Evaluation of Training ProgramEvaluation of Training Program

Conduct Training Needs Analysis

Develop TrainingObjectives

Design TrainingCurriculum

Design/ SelectTraining Methods

Design Training EvaluationApproach

Implement/ConductTraining Program

Measure Training Results

•Job Analysis•Trainee Analysis

• Training Needs AssessmentDetermine Training Objectives

Conduct of Training Needs Conduct of Training Needs

Training Need – may be described as Training Need – may be described as existing; an actual condition that existing; an actual condition that differs from a desired condition in the differs from a desired condition in the human or “people” aspect of human or “people” aspect of organization performance organization performance

Conduct of Training Needs Conduct of Training Needs

more specifically when a change in more specifically when a change in present human knowledge, skills or present human knowledge, skills or attitudes can bring about the desired attitudes can bring about the desired performance performance

STEPS in conducting NEEDS STEPS in conducting NEEDS AssessmentAssessment

Perform a “GAP” AnalysisPerform a “GAP” Analysis– To check the actual performance of our To check the actual performance of our

organizations and our people against organizations and our people against existing standards, or to set new existing standards, or to set new standards. standards.

Current situationCurrent situation: Determine the current : Determine the current state of skills, knowledge, and abilities of our state of skills, knowledge, and abilities of our current and/or future employees. The current and/or future employees. The analysis should examine our organizational analysis should examine our organizational goals, climate, internal & external goals, climate, internal & external constraintsconstraints

STEPS in conducting NEEDS STEPS in conducting NEEDS AssessmentAssessment

Desired or necessary situationDesired or necessary situation: Identify the : Identify the desired or necessary conditions for desired or necessary conditions for organizational and personal success. This organizational and personal success. This analysis focuses on the necessary job analysis focuses on the necessary job tasks/standards, as well as the S, K, A tasks/standards, as well as the S, K, A needed to accomplish. Must also distinguish needed to accomplish. Must also distinguish our actual needs from our perceived needs, our actual needs from our perceived needs, our wants.our wants.

Identify priorities and importance. Identify priorities and importance. Examine the “needs” in view of their Examine the “needs” in view of their importance to your organizational importance to your organizational goals, realities and constraints.goals, realities and constraints.– Cost-effectivenessCost-effectiveness– Legal MandatesLegal Mandates– Executive pressureExecutive pressure– PopulationPopulation– CustomersCustomers

Identify causes of performance Identify causes of performance problems and / or opportunitiesproblems and / or opportunities– Are our people doing their jobs Are our people doing their jobs

effectively?effectively?– Do they know how to do their job?Do they know how to do their job?

Identify possible solutions and Identify possible solutions and growth opportunitiesgrowth opportunities– If people are doing their jobs effectively, If people are doing their jobs effectively,

perhaps we should leave well enough perhaps we should leave well enough alone. (“If ain’t broke, don’t fix it!”) alone. (“If ain’t broke, don’t fix it!”)

– Some training and other interventions Some training and other interventions might be called for if sufficient might be called for if sufficient importance is attached to moving our importance is attached to moving our people and their performance into new people and their performance into new directionsdirections

But if our people ARE NOT doing their But if our people ARE NOT doing their jobs effectively…jobs effectively…

Determining Training NeedsDetermining Training Needs

1.1. INTERVIEW – an interview reveals INTERVIEW – an interview reveals feelings, and causes of and possible feelings, and causes of and possible solutions to problems. It extends solutions to problems. It extends maximum opportunity for the maximum opportunity for the expression of opinion and giving of expression of opinion and giving of suggestions.suggestions.

– Informal or FormalInformal or Formal– Nondirective or DirectiveNondirective or Directive


2. QUESTIONNAIRES – useful tools for 2. QUESTIONNAIRES – useful tools for gathering information from which gathering information from which training needs may be derived. training needs may be derived. They give employees an They give employees an opportunity to express their feelings opportunity to express their feelings anonymously, without any of the anonymously, without any of the embarrassment or anxiety which embarrassment or anxiety which can accompany the more personal can accompany the more personal technique. technique.

Determining Training NeedsDetermining Training Needs– Employee Attitude SurveyEmployee Attitude Survey– Supervisory Improvement Needs Supervisory Improvement Needs

SurveySurvey– Slip Survey TechniqueSlip Survey Technique


3. TESTS – are useful as diagnostics 3. TESTS – are useful as diagnostics tools to identify specific areas of tools to identify specific areas of deficiencies. It is helpful in deficiencies. It is helpful in determining whether the cause of a determining whether the cause of a recognized problem is a deficiency recognized problem is a deficiency in knowledge, skill or attitude in knowledge, skill or attitude

Determining Training NeedsDetermining Training Needs– Performance or achievement testsPerformance or achievement tests– Aptitude testsAptitude tests– Practical testsPractical tests– Trade information testsTrade information tests– Supervisory Judgment tests Supervisory Judgment tests


4. Group Problem Analysis – where 4. Group Problem Analysis – where supervisors, managers or supervisors, managers or executives analyze together the executives analyze together the problems of their organizationsproblems of their organizations


5. Records and Reports Analysis – 5. Records and Reports Analysis – Management records and reports Management records and reports can also provide valuable data to can also provide valuable data to training needstraining needs

– Organizational plansOrganizational plans– Supervisory Selection policySupervisory Selection policy– Employee RecordsEmployee Records– Management AuditsManagement Audits


6. Job Analysis and Performance 6. Job Analysis and Performance Review Review

– Determine the specific duties of the jobDetermine the specific duties of the job– Evaluate the adequacy with which the Evaluate the adequacy with which the

employee performs each of these employee performs each of these dutiesduties

– Locate significant improvements that Locate significant improvements that can be made by trainingcan be made by training

TNA TechniquesTNA Techniques

Survey Technique – ranges from a Survey Technique – ranges from a one page yes or no sheet to highly one page yes or no sheet to highly sophisticated methods requiring a sophisticated methods requiring a multi-disciplinary approach from the multi-disciplinary approach from the felt needs response of the felt needs response of the participants to the careful participants to the careful constructed questionnaires which constructed questionnaires which scientifically cross-checks the scientifically cross-checks the responses two or more timesresponses two or more times

TNA TechniquesTNA Techniques

Types of Survey:Types of Survey:– Employee Attitudes SurveyEmployee Attitudes Survey– Slip Survey Technique/ Problem SurveySlip Survey Technique/ Problem Survey– Customer SurveyCustomer Survey– Delphi TechniqueDelphi Technique

Delphi TechniqueDelphi Technique– A method of systematically soliciting, A method of systematically soliciting,

collecting, evaluating, and tabulating collecting, evaluating, and tabulating expert opinions usually in long-range expert opinions usually in long-range forecastingforecasting

– It is conducted anonymously in order to It is conducted anonymously in order to reduce distorting factors common in reduce distorting factors common in committee decisions such as the committee decisions such as the willingness to contradict publicly willingness to contradict publicly expressed opinionsexpressed opinions

Delphi TechniqueDelphi Technique– Based on a combination of experience, Based on a combination of experience,

judgment and a sort of intuitive judgment and a sort of intuitive perception- perception-

– It is conducted anonymously in order to It is conducted anonymously in order to reduce distorting factors common in reduce distorting factors common in committee decisions such as the committee decisions such as the willingness to contradict publicly willingness to contradict publicly expressed opinionsexpressed opinions

Delphi TechniqueDelphi Technique– In terms of assessing training needs, it In terms of assessing training needs, it

would probably be most useful for would probably be most useful for forecasting future needs in relation to forecasting future needs in relation to long-range company plans or objectiveslong-range company plans or objectives

Delphi TechniqueDelphi Technique– An opinion is asked on a particular question or An opinion is asked on a particular question or

problem. The statistical results are then gathered problem. The statistical results are then gathered indicating the distribution of responsesindicating the distribution of responses

– The results are then again distributed to the The results are then again distributed to the respondents who are asked to reconsider their respondents who are asked to reconsider their answers and revise them if they want to.answers and revise them if they want to.

– The results of the second survey are gathered. The The results of the second survey are gathered. The reasons for the extreme answers are also summarized reasons for the extreme answers are also summarized and presentedand presented

– The results are redistributed a third time and The results are redistributed a third time and respondents are asked to revise their opinions once respondents are asked to revise their opinions once they choose. The median of the final responses they choose. The median of the final responses gathered is taken to represent the group consensusgathered is taken to represent the group consensus

TNA TechniquesTNA TechniquesOrganizational Audits – management Organizational Audits – management records and reports can also provide records and reports can also provide valuable data to training needs and valuable data to training needs and excellent clues to trouble spots; it is excellent clues to trouble spots; it is advisable to study audit and inspection advisable to study audit and inspection reports, personnel record (grievances, reports, personnel record (grievances, turnover, absenteeism…) costs and other turnover, absenteeism…) costs and other records; they are best used as records; they are best used as supplements to and checks on other kinds supplements to and checks on other kinds of need determinationof need determination

TNA TechniquesTNA Techniques– Efficiency and Production RecordsEfficiency and Production Records– Personnel RecordsPersonnel Records

TurnoverTurnover

Absence RateAbsence Rate

Accident RateAccident Rate

Grievance RateGrievance Rate

Performance Appraisal RatingsPerformance Appraisal Ratings

– Functional AuditsFunctional Audits– Skills InventorySkills Inventory– Manpower Planning DataManpower Planning Data– Annual Personnel InventoryAnnual Personnel Inventory

TNA TechniqueTNA TechniqueIndividual Needs Determination – the end Individual Needs Determination – the end result of this approach is the design of a result of this approach is the design of a developmental plan or activity for a developmental plan or activity for a specific personspecific person– InterviewInterview– Training Needs QuestionnaireTraining Needs Questionnaire– Needs Analysis Rating MethodNeeds Analysis Rating Method– TestsTests– Performance Appraisal DataPerformance Appraisal Data– Observation and Measurement of BehaviorObservation and Measurement of Behavior

Needs AnalysisNeeds Analysis

Determine Training needs consist of Determine Training needs consist of the process/procedures used to the process/procedures used to locate those elements in the work locate those elements in the work situation that present obstacles in situation that present obstacles in the way of orderly and effective the way of orderly and effective achievement of individual, group or achievement of individual, group or organization objectivesorganization objectives


It is the investigation of a It is the investigation of a management problem to determine management problem to determine to what lack of knowledge, skills or to what lack of knowledge, skills or improper attitudes, and habits are a improper attitudes, and habits are a contributing factorcontributing factor


ASK concept (Attitude, Skills and ASK concept (Attitude, Skills and Knowledge)Knowledge)

ASK – required in the jobASK – required in the job

minus ASK - present in the employeesminus ASK - present in the employees

ASK - difference (training needs)ASK - difference (training needs)

Needs AnalysisNeeds AnalysisIn order that people will be more In order that people will be more productive in their present jobs and be productive in their present jobs and be ready for advancement, needs of ready for advancement, needs of individual employees must be individual employees must be considered and met within a considered and met within a framework of the needs. This requires framework of the needs. This requires a study of organizational and a study of organizational and operating problems as well as the operating problems as well as the appraisal of performance and appraisal of performance and potentials of individuals potentials of individuals


Educational, training and development Educational, training and development programs should be a response to a programs should be a response to a need, need, not merely a reaction to a not merely a reaction to a problemproblem. When a problem has been . When a problem has been identified, the next step is to develop identified, the next step is to develop alternative solutionsalternative solutions

What is a Training Objective?What is a Training Objective?

““If you are not certain of where you are If you are not certain of where you are going… you may very well end up …going… you may very well end up …

SOMEWHERE ELSE.SOMEWHERE ELSE.

(and not even know it)!”(and not even know it)!”

It is a statement of the It is a statement of the Terminal Behavior Terminal Behavior required of a trainee, or group of trainees, required of a trainee, or group of trainees, following a period of training. following a period of training.

Determining Training Objectives…Determining Training Objectives…

Characteristics of Effective Characteristics of Effective Objectives:Objectives:–SSpecificpecific

–MMeasurableeasurable

–AAttainablettainable

–RResult-orientedesult-oriented

– TTime-boundime-bound

General Objectives…General Objectives…

Skills – abilities, techniques, Skills – abilities, techniques, approaches, strategies, methodsapproaches, strategies, methods

Knowledge – concepts, theories, Knowledge – concepts, theories, constructs, models, rules, principles, constructs, models, rules, principles, guidelines, procedures, frameworkguidelines, procedures, framework

Attitudes- personality, characteristics, Attitudes- personality, characteristics, traits and behaviortraits and behavior

Orientation – values/belief, Orientation – values/belief, philosophiesphilosophies

Specific Objectives…Specific Objectives…Specific objectives are derived from the Specific objectives are derived from the prioritized lists of general objectives, thus prioritized lists of general objectives, thus becoming the Training objectives of the becoming the Training objectives of the particular Training Design. particular Training Design.

Being clear about the specific objectives Being clear about the specific objectives will help designers select/create the type will help designers select/create the type of activities and inputs desired and of activities and inputs desired and needed, on a session by session basis needed, on a session by session basis

Specific Objectives…Specific Objectives…Well written training objectives will provide Well written training objectives will provide a trainer with observable behavioral a trainer with observable behavioral indicators of the success of a training indicators of the success of a training program- which in effect, becomes the program- which in effect, becomes the evaluation tool that will help answer the evaluation tool that will help answer the following question: following question:

Is the training program achieving its Is the training program achieving its objectives and are learners attaining their objectives and are learners attaining their learning goals?learning goals?

Specific categories:Specific categories:

Skills – what participants will be Skills – what participants will be saying or doing individually and saying or doing individually and interpersonally at the end of the interpersonally at the end of the programprogram

Knowledge- theories, concepts or Knowledge- theories, concepts or principles used as input that will aid principles used as input that will aid in developing the skillsin developing the skills

Specific categories:Specific categories:

Attitude / Orientation – outlook, Attitude / Orientation – outlook, values useful to develop skillsvalues useful to develop skills

On-the-job or on-site behavior-actual On-the-job or on-site behavior-actual behavior change apparent or behavior change apparent or community sitecommunity site

An objective is a precise statement An objective is a precise statement that answers the question:that answers the question:

– What does the participant have to do in What does the participant have to do in order to show that he has learned?order to show that he has learned?

– What you want him to learn? It will help What you want him to learn? It will help to give direction to your efforts. to give direction to your efforts.

Essential steps in writing Essential steps in writing objectives…objectives…

Start with the phrase: “At the end of the Start with the phrase: “At the end of the session/ training program, participants will session/ training program, participants will be able to…”be able to…”

Follow the phrase with an action verb that Follow the phrase with an action verb that describes a specific behavior or activity by describes a specific behavior or activity by the learner:the learner:

… … namename… … makemake

… … comparecompare

Essential steps in writing Essential steps in writing objectives…objectives…

Add to the action verb a content Add to the action verb a content reference that describe the subject reference that describe the subject being treatedbeing treated

End with the performance standard End with the performance standard that indicates the minimum that indicates the minimum acceptable accomplishment in acceptable accomplishment in measurable termsmeasurable terms

COURSE DESIGNCOURSE DESIGN

Is the concept paper that describes Is the concept paper that describes what a specific training program is all what a specific training program is all about and how it will be conductedabout and how it will be conducted

COURSE DESIGNCOURSE DESIGNIt is used:It is used:– To show management soundness of the To show management soundness of the

programprogram

– To show participants the purpose and To show participants the purpose and mechanics of the programmechanics of the program

– To facilitate negotiation for securing resource To facilitate negotiation for securing resource from management and understand and accept from management and understand and accept target participationtarget participation

COURSE DESIGN must be:COURSE DESIGN must be:

Flexible / Brief/ ConciseFlexible / Brief/ Concise

Details of the Course Design:Details of the Course Design:RationaleRationaleObjectiveObjectiveCourse ContentCourse ContentMethodologyMethodologyOperating detailsOperating detailsWork ProgramWork ProgramBudgetary requirementBudgetary requirementEvaluation schemeEvaluation scheme

RationaleRationale

An overview of the training program An overview of the training program which states the reason for which states the reason for undertaking the activity and undertaking the activity and management expectations on the management expectations on the outcome of the program which will outcome of the program which will ultimately meet the organizational ultimately meet the organizational goalgoal

MethodologiesMethodologiesRefers to the various ways by which Refers to the various ways by which the dissemination of the dissemination of concepts/ideas/knowledge and skills concepts/ideas/knowledge and skills can be affected.can be affected.

This may include the definition of This may include the definition of instructional media and the materials instructional media and the materials to be used as aids in facilitating the to be used as aids in facilitating the learning processlearning process

Operating DetailsOperating Details

ParticipantsParticipants

VenueVenue

ScheduleSchedule

Resource PersonResource Person

Budgetary RequirementBudgetary Requirement

MealsMeals

AccommodationAccommodation

Supplies, materials and costSupplies, materials and cost

TransportationTransportation

CommunicationsCommunications

Honoraria/ stipend/ feeHonoraria/ stipend/ fee

Reproduction, printing, handoutsReproduction, printing, handouts

DOING THE PLAN for each DOING THE PLAN for each SESSIONSESSION

Grade the content – check the Grade the content – check the sessions to avoid an information sessions to avoid an information overload:overload:– What the trainees What the trainees must know must know (essential (essential

elements/ key points)elements/ key points)– What trainees What trainees should know (should know ( reason for reason for

doing: clearer understanding)doing: clearer understanding)– What the trainee What the trainee could know could know

(( additional, supplementary info/ additional, supplementary info/ knowledge)knowledge)

“ “ Present a little Present a little and present it and present it

well”well”

Arrange the contentArrange the content– Identify the current knowledge of the Identify the current knowledge of the

traineestrainees– Presenting the new information in easily Presenting the new information in easily

“digested” steps“digested” steps– Moving from the “known” to the Moving from the “known” to the

“unknown”. When the “unknown” “unknown”. When the “unknown” becomes “known” move on to the nextbecomes “known” move on to the next

Select resourcesSelect resources

Select Training techniquesSelect Training techniques– Structured Learning ExperienceStructured Learning Experience

Estimate TimeEstimate Time

Training EvaluationTraining Evaluation

A means of identifying the strengths A means of identifying the strengths and weaknesses of a particular and weaknesses of a particular activity or program with the aim of activity or program with the aim of making decision about it.making decision about it.

Training EvaluationTraining Evaluation

Reaction EvaluationReaction Evaluation

Learning EvaluationLearning Evaluation

Performance EvaluationPerformance Evaluation

Impact EvaluationImpact Evaluation

Other Evaluation tools…Other Evaluation tools…

Anecdotal Record FormAnecdotal Record Form

Expert Review ChecklistExpert Review Checklist

Focus Group ProtocolFocus Group Protocol

Formative Review LogFormative Review Log

Implementation LogImplementation Log

Interview ProtocolInterview Protocol

QuestionnaireQuestionnaire

1.What is / was the significance of the 1.What is / was the significance of the subject in your profession/ worksubject in your profession/ work

2.What insights did you gain (from our 2.What insights did you gain (from our discussion) that might assist you in your:discussion) that might assist you in your:– WorkWork– CareerCareer– Personal LifePersonal Life

3.Based on the learning/ insights you 3.Based on the learning/ insights you got: What concrete actions…got: What concrete actions…– I will start…I will start…– I will continue…I will continue…– I will stop…I will stop…

4.Comments/ Suggestions4.Comments/ Suggestions