Approaches to training

Presented to:

Prof. NK Chaddha

Presented By: Rahul Ahlawat Richa Bigghe Rohit Kumar Singh Shivika Tandon

Flow of Presentation

Systematic Approach to trainingReactive Approach into trainingProactive Approach into training

Duration: 20 min (Approx)

Systematic Approach to Training

Systematic Approach to Training

Investigate training needs

Design training

Conduct training

Assess effectiveness of training

Stages in Systematic Approach to Training

STEP 1

•Establish terms of reference

STEP 2

•Further investigation

STEP 3

•Knowledge, skills and attitudes analysis

STEP 4

•Analysis of target population

STEP 5

•Training needs and content analysis

Stages in Systematic Approach to Training (Contd.)

STEP 6

•Develop criterion measures

STEP 7

•Prepare training objectives

STEP 8

•Consider principles of learning and motivation

STEP 9

•Consider and select training methods

STEP 10

•Design and pilot training

Stages in Systematic Approach to Training (Contd.)

STEP 11

•Deliver the training

STEP 12

•Internal validation

STEP13 & 14

•Application and external monitoring of training

Reactive Approach into training

A Model of Human Performance- By Zemke&Kramlinger

• Organizational Climate• Organizational Climate

• Feedback• Feedback

• Local Performance Environment

• Local Performance Environment

• Job Behavior/Performance

• Job Behavior/Performance

•P

ER

FO

RM

ER

• Organizational

Outcomes

• Organizational

Outcomes

Stages in Investigating Performance Problems

STEP 1

•Problem Identification and definition

STEP 2

•Establish ownership and terms of reference

STEP 3

•Casual Analysis – problem investigation methodology

STEP 4

•Casual Analysis – data analysis and conclusions

STEP 5

•Generate and evaluate solutions

STEP 6

•Reporting to client

STAGE– 1: Problem Identification and definition

A performance problem is first noticed when it fails to reach prescribed standards

Sources of info which can alert the trainer to such symptoms

The problems will be dependent on the nature of the organization, the objectives, and the environment in which it operates.

Defining the deviation in performances as precisely as possible and avoiding vague phrases

Defining the problem more fully by posing the questions

Information to be collected form both internal and external sources

Stage – 2: Establish ownership and terms of reference

If internal factors begin to emerge as the possible cause of the problem, it is important that the client accepts ownership of it.

Necessary for trainers to use powers of persuasion to get the client to accept his responsibility

Stage – 3: Casual Analysis – problem investigation methodology

Consideration of methodology to be used in the study.

Developing a detailed set of questions that will help to direct the investigation and which is in line with the model of human performance that has been adopted.

PROBE Model (Gilbert) – Questions which relate to the human performance model can be used to examine job and tasks

Job/Behaviour/Performance

Tasks-What are the major job objectives?/What are the tasks done?

Responsibility (to): -What is the frequency and degree of supervision?

Responsibility (for):- For what is the job holder responsible for people/money/materials

Relationships- What numbers and grade/levels of people are involved?

Judgment-What judgments does the job holder have to make?

Physical/Social/Economic Working conditions- Environment: noise/heating/cleanliness/humidity- Size of work group/attitudes of work group/Length of employment contract/Hours of work/Pay/holidays/absenteeism

– Prospects– Training– Job holder’s performance

• How do you define unsatisfactory performance?

• The Performers– The performers’ knowledge and skills– Mental/physical and emotional capacity– Motives needs and perceptions

• The local Performance Environment– Physical– Technical– Social/Psychological

• Feedback: Knowledge of skills• Organizational Climate

Step – 4:Casual Analysis: Data analysis and Conclusions

Qualitative analysis

Quantitative analysis – average, median, mode, standard deviation, co-relation

What is distinctive in the data/info which has been collected?

How could this distinction have produced the performance deviation/shortfall?

Cause and effect relationship

Outcome: identification of causes underlying the problem

Stage – 5: Generate and evaluate solutions

Causes together with the problem need to be shared with the client.

Commit time to develop solutions.

Solutions need to be analyzed in terms of feasibility by a comparison of their relative advantages and disadvantages.

4 Factors (Romiszowski):

• Those affecting the value of a solution• Those affecting the cost of solution• Those affecting the practicality of system development• Those affecting the practicality of system utilization

Stage – 6: Reporting to client

Written or oral presentation to client

Report must separate clearly findings, interpretations, conclusions and recommendations

Recommendations – subsequent course of action

Report must be persuasive

Trainer should keep the client updated and informed at each stage

Proactive approach into training

Levels

Organizational

Job/Occupational

Individual

Training need analysis can be done on 3 levels:

Organizational Level

Customer Survey

Attitude Survey

Helps in identifying needs of groups

Manpower PlanningManpower Inventory Analysis of past and present ratios and trends in the staffing

Corporate objectives

Organizational Level (Contd.)

Organizational ReviewFor assessing the strengths and weaknesses of existing training approach

Benchmarking

Functional Audit

To examine effectiveness of any functional unit

Job/Occupational level

New Technology

New Products and services

New Legislations

Training need survey

Functional audits

Succession Planning

Exit Interviews

Individual level

Performance appraisal

Career Planning and Development

Management development

Probation review

On-the –job training – Coaching

Achievement/Proficiency testing

Thank you