L&D Elective - PPT - Part II

Transcript of L&D Elective - PPT - Part II

8/19/2019 L&D Elective - PPT - Part II

1/101

THE INDIVIDUAL

AND

LEARNING

2/101

L                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        A

R                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       N                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        I                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       N                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      G                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     T

              O                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     L                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       E

A                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       R                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       N

A

N                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        D

              S                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        L                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       F

D                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        V                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        L

              O                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     P                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       M

E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        N                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        T

Learning is something one doesfor oneself.

The most eective ways oflearning involve consciousmental activities such as

checking, self-testing andquestioning.

These points emphasize thefact that whatever theactivities of a trainer it is thelearner who is really in the

driving seat.

3/101

MAIN GROUPS OR SETS OF

LEARNING THEORY

Cognitive theories

Behaviorist

theoriesReinforcement theories

Social Learning

theoriesSelf Ecacy

Mental rocesses

E!periential Learning theories

4/101

C      O      G

     !     T     !

"     #

People use feedback o !"e

#esul!s of pas! be"a$%ou# !o &ake#a!%oal dec%s%os abou! '"e!"e#

!o &a%!a% successful

be"a$%ou#s o# &od%f(

usuccessful be"a$%ou#

$     %     %

&      O     $

C     '

5/101

COGNITIVE THEORIES

T"ese !"eo#%es focus o lea#%) b( '"a! 'e

o#d%a#%l( desc#%be as *INSIGHT+

Reflec! !"e 'a( % '"%c" 'e lea# !o #eco)%,e

Def%e p#oble&s o# e-pe#%&e! !o f%d solu!%os .

/( !#%al ad e##o#

/( deduc!%$e #easo%)

/( seek%) %fo#&a!%o ad "elp

/( a co&b%a!%o of all !"#ee

6/101

0OGNITIVE THEORY

Acco&&oda!%o1 !"e p#ocess of

c"a)%) ou# cos!#uc!%o of !"e'o#ld !o co##espod '%!" ou#e-pe#%ece % %! 2c"a)es !"e(co)%!%$e &ap)3

Ass%&%la!%o1 %s %co#po#a!%o ofe' e-pe#%eces %!o e-%s!%)ca!e)o#%es 2f%lls de!a%ls of !"e&ap3

0o)%!%$e p#ocesses c#%!%cal !o lea#%) 1

7/101

/EHAVIOURIST PSY0HOLOGY

/e"a$%ou#%s! app#oac" !o lea#%)

def%es lea#%) as a #ela!%$el( pe#&ae!c"a)e % be"a$%ou#4 Lea#%) %sco!#olled b( !"e e$%#o&e! 2e4)45 a!u#eof #e%fo#ce&e! #ece%$ed f#o& !"e

e$%#o&e!3 0oce!#a!es o !"e #ela!%os"%pbe!'ee s!%&ul% ad #esposes !o s!%&ul%4

People &od%f( !"e%# #esposes % !"e

fu!u#e acco#d%) !o '"e!"e# !"e #esul!s of!"e%# be"a$%ou# % !"e pas! "a$e bee )oodo# bad4

0

8/101

EINFO CEMENT THEO

* people a#e &o!%$a!ed !o pe#fo#& ce#!a%be"a$%ou#s because of pas! ou!co&es !"a!

"a$e #esul!ed f#o& !"ose be"a$%ou#s4

Se$e#al p#ocesses of cod%!%o%) appl%ed !o

soc%al s(s!e&s.

Positive reinforcement

Negative reinforcement / Punishment

Learned Helplessness

9/101

SOCIAL LEA NING THEO Y

Is those events and consequences in the learningsituation are cognitively processed before they arelearned or influence behaviour

The processing of information leads to learning

and changes in behaviour

The consequences of behaviour (reinforcement or

punishment) influences the lielihood of that

behaviour in the future! but they do so as a result

of ho" they are perceived! interpreted and stored in

memory

10/101

SOCIAL LEA NING THEO Y

People learn by observing other persons (or models)"hom they believe are credible and no"ledgeable #

$ehaviour that is reinforced or re"arded tends to

be repeated

%odel&s behaviour or sill that is re"arded is

adopted by the observer

Learning ne" sills or behaviour comes from'

directly eperiencing the consequences of using

behaviour or sill

The process of observing others and seeing the

consequences of their behaviour

11/101

SELF EFFI0A0Y Feelings about one’s own

competency are reflected in Self

Efficacy

It is the judgment about whether a person can successfully learn

knowledge and skills

A Trainee with high self efficacy will

make that effort to learn in a training

program – and most likely to persist

een if the enironment is not

conducie to learning

12/101

SELF EFFI0A0Y

MEANS OF IN0REASING SELF . EFFI0A0Y

!erbal "ersuasion

#ogical !erification

$odeling

"ast accomplishments

13/101

E6PERIENTAL LEARNING 0Y0LE

CONCRETEEXPERIENCE

REFLECTIVEOBSERVATIONS

CONCEPTULISATION

2Lea#e# #e!"%ks !"#ou)" '"a!

"as occu##ed3

2I!e)#a!e oe+s lea#%) %!o

!"e%# cocep!ual f#a&e'o#k

ad !"e de$elop !"e%# o'

%&ple&e!a!%o pla3

ACTIVEEXPERIMENTATION

2Lea#e# e-a&%es poss%ble solu!%os

o# be"a$%ou#3

14/101

CONC ETE EXPE IENCE

STAGE

The most common form of learning by experience

The responsibility of training oes not en at theen of the training or !hen the person enters the!or"place

The trainer has the opport#nity to e$al#ate thetraining pro$ie learning occ#rre at the !or"place

%ro$ies feebac" to trainer to aapt an e$eloptraining pro$ision !ithin the organi&ation to pro$ieimpro$e learning in the f#t#re

'earning thro#gh experience follo!s a sprial path

15/101

EFLECTIVE OBSE VATION

STAGE

In$ol$es re$ie!ing by obser$ation Can be CONSCIO(S or (NCONSCIO(S Conscio#s re)ecting can be thro#gh

performance or g#ielines or e$enformalise re$ie! sessions (nconscio#s re)ecting can be one

thro#gh people*s experience an itse+ects

(nconscio#s re)ection helps learnerarri$e at their o!n insight,in their o!n!ay ,in their o!n time ma"ing theirre)ections li"ely to remain !ith them

longer than if it !as presente to them

16/101

CONCEPTUALISATION STAGE

Integrates ones learning into their concept#al frame!or"an they e$elop their o!n implementation plan orinterpretation

-t this stage, one relate ieas to experience

Trainer facilitates learner to concept#alise by pro$iing!hat they nee $i&. Time, Reso#rces, Opport#nities

Concept#alisation is a means to an en. NOT an en byitself

Enables learners to ta"e their experiences an b#il theminto theories so that they can #se !hat they "no! tocreate strategies for themsel$es for the f#t#re

17/101

ACTIVE EXPE IEMENTATION STAGE

In$ol$es trying o#t things in a practical

manner

18/101

/a$i olb*s !or" can be trace bac" to

that famo#s ict#m of Conf#ci#s aro#n120 3C4

%Tell me& and I will forget'

Show me& and I may remember&

Inole me and I will understand'%

19/101

EARNING CYC EHONEY AND MUMFORD

Ha$e a e-pe#%ece 2Ac!%$%s!3

0oc#e!e E-pe#%ece Re$%e' !"e e-pe#%ece 2Reflec!o#3

Reflec!%$e obse#$a!%o 0oclude f#o& !"e e-pe#%ece 2T"eo#%s!3

Abs!#ac! cocep!ual%sa!%o Pla !"e e-! s!ep 2P#a)&a!%s!3

Ac!%$e e-pe#%&e!a!%o

20/101

(IFFE)E*T #EA)*I*+ ST,#ES

T"e d%ffe#e! lea#%) s!(les of ass%&%la!%o

ad lea#%) &a( be class%f%ed as follo's1

A0TIVISTS

REFLE0TORS

THEORISTS

PRAGMATISTS

21/101

A0TIVIST

E7o(s !"e e' e-pe#%ece

ad oppo#!u%!%es f#o&

'"%c" !"e( ca lea#4

E7o(s be%) %$ol$ed4

Happ( !o be % !"e

l%&el%)"!4

P#efe#s !o be ac!%$e #a!"e#

!"a s%!!%) ad l%s!e%)4

22/101

REFLE0TORSP#efe#s !o obse#$e5 !"%k ad ass%&%la!e %fo#&a!%obefo#e s!a#!%)4

T"e( l%ke !o #e$%e' '"a! "as "appeed5 '"a!

!"e( "a$e lea#!4

T"e( p#efe# !o #eac" dec%s%os % !"e%# o' !%&e

ad do o! l%ke !o feel ude# p#essu#e4

23/101

THEORISTS

L%ke !o e-plo#e &e!"od%call(5 !"e(

!"%k p#oble&s !"#ou)" % a s!ep b(

s!ep lo)%cal 'a( ad ad ask

8ues!%os4

T"e( !ed !o be de!ac"ed ad

aal(!%cal4

T"e( l%ke !o be %!ellec!uall(

s!#e!c"ed ad feel uco&fo#!able

'%!" la!e#al !"%k%)5 p#efe##%)

&odels ad s(s!e&s4

24/101

PRAGMATISTS

L%ke p#ac!%cal solu!%os ad 'a! !o )e! % ad

!#( !"%)s4

T"e( d%sl%ke !oo &uc" !"eo#(4

T"e( l%ke !o e-pe#%&e! ad sea#c" ou! e' %deas

!"a! !"e( 'a! !o !#( ou!4

T"e( ac! 8u%ckl( ad cof%de!l(5 a#e $e#( do'

!o ea#!" ad #espod !o p#oble&s as c"alle)es4

%ragmatists are "een on trying o#t ieas,

25/101

+T$#'OL#&+ !T&$!!G

%articiants

Organisation

Trainer

TrainingAgency

TrainingDepartment

26/101

Participants

%articipate an contrib#te to all trainingacti$ities.

Set o#t personal learning ob6ecti$es an

irect e+orts to realise them. Exten s#pport to the training team inachie$ing the programme ob6ecti$es anmaintain learning en$ironment.

-ssist co7participants in realising theirlearning ob6ecti$es.

27/101

Organisations

-ssist the training agency in ientifyingtraining nees of their nominees.

Select appropriate participants in

accorance !ith the criteria anre5#irements set o#t by the trainingagency.

Comm#nicate expectations from the

programme to their nominees an thetraining agency.

28/101

Organisations

eep in reg#lar contact !ith the trainingagency to sec#re information on theprogress an performance of theirnominees, especially if it is a long7term

programme. %ro$ie appropriate opport#nities an

s#pport to their participants to facilitatethe transfer of training to the 8el

sit#ation. 9aintain the performance or actions oftheir nominees after the trainingprogramme an necessary ata to thetraining agency.

29/101

Training Agnc!

%ro$ie an en$ironment that is con#ci$e to learning,incl#ing physical facilities.

Ens#re e+ecti$e coorination bet!een the trainers anthe s#pport sta+ associate !ith the eli$ery of theprogramme.

9aintain contacts !ith the sponsoring agencies, especiallyin a long7term programme an "eep them informe of theprogress an performance of their nominees.

9aintain consistency bet!een !hat it a$ocates in theprogramme an !hat it practises in its o!n f#nctioning.

-ssist in the professional gro!th an e$elopment of thetraining sta+.

9aintain the training team: "eep pace !ith thee$elopments in the 8el of training.

-ppraise !or" ;e

30/101

Trainrs

ey elements in the eli$ery of thetraining

31/101

Training "part#nt

Ientify training nees for ini$i#als,epartments an organisation.

Sell training programmes to the internal

c#stomers ;#ser epartments= Coorinate !ith training agency antrainers to con#ct training.

%ro$ie infrastr#ct#re an organise

training programme. Training follo!7#p an e$al#ation of

training programmes.

32/101

Outcomes of Learning

Can you think ofvarious kinds oflearning that hashappened to yousince you joinedXIM?

33/101

OPEN SYSTEM MODELS

INPUT

O#)a%,a!%oal

Needs

E&plo(ee Needs

/ud)e!s

E8u%p&e!S!aff

OUTPUT9o'led)e

Sk%lls

A!!%!udes

Mo!%$a!%o

:ob Pe#fo#&ace

PRO0ESSAal(s%s

Des%)

De$elop&e!

I&ple&e!a%o

E$alua!%o

E6TERNAL;INTERNAL

ENVIRONMENT

M%ss%o S!#a!e)( S!#uc!u#e F%ace ad

Resou#ces Pol%c%es

34/101

!#T!T/ T&$!!G ##+

#C!# T/%# O0 T&$!!G

O T'# 1O2 O00-T'#-1O2

O&GGO$L

#"#LO% T&$!!G

O21#CT!"#+

#+!G T&$!!G

C3&&!C3L34

0OLLO5-

3%

4#$+3 !4%$CTO0 T&$!!G

CO3CTT&$!!G

+#L#CTT&$!!G

4#T'O+

T&$!!G C/CL#

$ag o% Training&it' Organisationa(

35/101

#+!G!G T&$!!G 0O& GLO2$L CO&%O&$T# !"#&+!T/

efine the learning needs

Explore the learningoptions

Sequence the learning

Initiate pilot programmes

!o live

Now review and relaunch

D

!

I

"

#

36/101

/e8ne the h#man performancere5#irements in terms of learning nees

Ientify constraints, localisation iss#es

an b#get limits Valiate any existing nee analysis Con8rm that learning sol#tion is

appropriate

"EFINING THE LEARNING NEE"S

37/101

Create an o#tline proposal highlightingoptions an the preferre co#rse of

action

EXPLORE LEARNING OPTIONS

38/101

/esign the o$erall )o! of the training

Gain agreement of the sponsors to theo#tline esign

SE)UENCE THE LEARNING

39/101

T#rn the agree esign proposal intolearning pro#cts reay for testing in the

pilot > test phase

INITIATE PILOT PROGRAM

40/101

To mo$e the ne!ly esigne an teste

pro#ct into s#stainable eli$ery

GO LIVE

41/101

Re$ie! the contin#e rele$ance ane+ecti$eness of the learning >training

programs an moify as appropriate

NO& REVIE& AN" RELAUNCH

42/101

ANALYSE

"ESIGN

A     "

"     I

E

"EVELOP

IMPLEMENT

EVALUATE

43/101

44/101

$$L/6#

eeds$nalysiseeds$ssessment%erformance$nalysis 1o7 analysis

#+!G

O78ectiveselivera7les2udget9+chedules2luerints9%rototyes.

+3LT+Learning%erformance0inancial+trategic.

#"#LO%4aterialsTests9$ssessents

!4%L#4#TTrain the TrainerClassroom eliveryon-classroomelivery.

#"$L3$T#

#valuation)s &olereactions9LearningTransfer ofTraining2usiness results.

Resul!s.based !#a%%) des%) &odel

45/101

46/101

47/101

N "ESIGNING A TRAINING PROGRA

A !#a%%) p#o)#a& co&p#%ses of a se#%es of l%ked e$e!s des%)ed !o

e8u%p people '%!" !"e #a)e of co&pe!ec%es eeded !o do a '"ole 7ob4

T"e( &a( be e-clus%$el( o !"e 7ob5 e-clus%$el( off !"e 7ob o# a

&%-!u#e ad &a( %clude a #a)e of d%ffe#e! &e!"ods4

P#o)#a&s #e8u%#e &aa)e&e! ad #e)ula# #e$%e'4

Mos! '%ll be ude#!ake b( &o#e !"a oe !#a%e#5e%!"e#

s%&ul!aeouls( o# o$e# !%&e4Id%$%duall( !a%lo#ed p#o)#a&s a#%s%)

f#o& de$elop&e! ce!e#s a#e a e-cep!%o !o !"%s4

Des%)%) a p#o)#a& %$ol$es %de!%f(%) #ele$a!

co&pe!ec%es5clus!e#%) ad se8uec%) !"e&5def%%) spec%f%c

lea#%) ob7ec!%$es5de!e#&%%) #esou#ces5c"oos%) lea#%) &e!"ods

ad p#o$%de % dec%d%) "o' !o &o%!o# ad e$alua!e ad se!!%) up

a ad&%%s!#a!%$e s(s!e&4

48/101

Ide!%f( eeds ;E-pec!a!%os of T#a%ees4

P#%o#%!%se %fo#&a!%o %!o MUST ko'5SHOULD ko'<

0OULD ko'4

Ide!%f( ad use =/u%ld%) /locks> of %fo#&a!%o <

ko'led)e4Follo' !"e o.!"e.7ob se8uece4 Fac%l%!a!e !#asfe# of

lea#%) !o !"e 'o#kplace

Re%fo#ce lea#%) '%!" p#ac!%ce

Esu#e P#%c%ples of lea#%) a#e appl%ed

Esu#e f#ee %!e#ac!%o be!'ee

T#a%e#;T#a%ee;E$%#o&e!;P#o)#a& s!#uc!u#e4

/u%ld % fle-%b%l%!( %!o !"e p#o)#a&

OME CONSI"E ATIONS IN "ESIGNING A P OG A

49/101

FA0TORS TO 9EEP IN MIND

%hase the rogramme in accordance with thelearning rocess

ee the :&esistance to Change) syndrome %&%d

&elate rogramme to revailing e;ectations2uild the training grou

4aintain consistency in training

ee in mind the rinciles of learning!nclude activities

&emem7er the 0irst-day syndrome

The %ost-lunch session

Ch k Li f i i

50/101

Check List for esigning aTraining %rogramme

?ho !ill be the %articipants ;Target Gro#p= @ ?hat are the Ob6ecti$es of the %rogramme @ ?hat !o#l be the Contents>Co$erage>Str#ct#re of the

%rogramme @ ?hat is the expecte o#tcome of the %rogramme @ ?ho !ill be the Aac#lty ;Trainers= @ ?hat !o#l be the Training 9ethos ;9ethoology= @ ?hat !o#l be the mechanisms to monitor the application of

Training Inp#ts by the %articipants @ ?hat !o#l be the Ven#e, /ate an Timings of the %rogramme@ ?hat !o#l be %rogramme Sche#le @ ?hat !o#l be the se5#ence of co$erage, methoology of

Training, Time B Training -is to be #se ;'esson>Session %lan= @

51/101

STEPS IN "ESIGNING

A TRAINING PROGRAM

Training Procsss Mo*(

52/101

eeds $nalysis %hase

esign %hase

eveloment %hase

!mlementation %hase

#valuation %hase

Triggering#vent

Inp#t %rocess O#tp#t





%rocess

E$al#ation/ata

O#tcomeE$al#ation/ata

Training Procsss Mo*(

53/101

. 2reak general trainingo78ectives into constituentarts.

$rea up obectives into component of

9o'led)e 2ac8u%#%) %!3

Ude#s!ad%) 2of !"e ko'led)e3

Sk%ll4

To facilitate ! brea into hierarchy '

0oclud%) Ob7ec!%$es

Eabl%) Ob7ec!%$es

Sess%os Ob7ec!%$es4

"ESIGN PHASE

54/101

Learning

Theory

Training

eedseveloTrainingO78ectives

Organi?ational

Constraints

etermine 0actorsThat 0acilitateLearning and Transfer

+elect 4ethod @sA of !nstructionand identifyesign +trategy

#valuationO78ectives

!nut for&eactionO78ectives

!nut Outut"ESIGN PHASE

%rocess

55/101

!dentifydierent trainingmethods to

arrive at totaltime andfacilities

required to meetthe o78ective.

>.

56/101

B. ecide on kind of Training%ackage

Va#%ous k%ds of co&b%a!%os cabe 'o#ked ou! !ak%) %!o

cos%de#a!%o !o!al !%&e #e8u%#ed

ad $a#%ous lea%) p#%c%ples4

T"e o#)a%sa!%os ca !"e dec%de

'"a! k%d of packa)es !o use4

0o&pa( eeds !o ko' !"e cos!

of eac" P#o)#a& !o dec%de '"%c"p#o)#a& '%ll b#%) )#ea!e# beef%!

57/101

%rogram/e$elopment%lan

• !nstructional 4aterial

• !nstructional #quiment

• Trainee and

Trainer 4anuals

• 0acilities

• Trainer

Instr#ctionalStrategy

/etermineAactors ThatAacilitate B Transfer

-lternati$eInstr#ctional9ethos

/EVE'O%9ENT %H-SE!%3T %&OC#++

O3T%3T

58/101

. 5ork out detailed sylla7us.

Take %!o accou!1

All pa#!s of p#o)#a& a#e acco&&oda!ed ad

!%ed !o)e!"e# effec!%$el(4

/u%ld % suff%c%e! fle-%b%l%!( !o allo' fo#o#&al $a#%a!%os be!'ee )#oups ad

ad7us!&e!s !o ufo#esee e$e!s4

P#o$%de !%&e ad p#ocedu#es fo# e$alua!%)

ad #e$%e'%) pa#!%c%pa!s p#o)#ess du#%) !"ep#o)#a& so !"a! ad7us!&e!s ca be &ade4

D %h di t l i

59/101

D. %hase rogram according to learningrocess

P#o)#a& s"ould be p"ased acco#d%) !o !"e lea#%) p#ocess of1

Uf#ee,%) To s!%&ula!e %$ol$e&e! ad des%#e !o c"a)e

E)1 s%&ula!%o5f%eld !#a%%)4

Mo$%) E-plo#e e' %deas5lea#%) e' cocep!s adbe"a$%ou#5 !#%al ad e##o#4

E)1 acade&%c %pu!s5cases5%d%$%dual !#a%%)4

Ref#ee,%) Ed of p#o)#a&5 f%!!%) % e' ko'led)e 5

ude#s!ad%) sk%ll 5!o se! %!o o#)a%sa!%oal

l%fe4

E)1 0ases5 Role pla(5%d%$%dual #eflec!%o'

60/101

&elate rogramto revailing

e;ectation toovercomeE&esistance to

changeFsyndrome

.

61/101

2uilding aTraining

Grou.

H.

62/101

I. Consistency in Training.

T"e p#ocess of !#a%%) s"ould be

cos%s!e! !o1

The content.

$llarrangementsand logistics

63/101

T#a%%) Need Aal(s%s

T#a%%) Ob7ec!%$esP#e . Du#%) . Pos! T#a%%) S!ep

Sess%o Plas

T#a%%) Sc"eduleT#a%%) Me!"ods

T#a%%) A%ds

Roo& La(ou!

64/101

T AINING

NEE"

ANALYSIS

65/101

*Training like all otherasects of the organisationis concerned witherformance - 7oth of

individual emloyee)s 8o7erformance andorganisation)s erformanceas a whole.

""Training #rofessiona$s ensuret%at t%e rig%t training is #ro&i'e'to t%e rig%t #eo#$e at t%e rig%t

time( )* #ro&i'ing t%e rig%t in#ut

66/101

?HY TRAINING NEED ANALYSIS @

T"#ee 8ues!%os !"a! eed !o be as'e#ed a#e1

5hat do eole need to learn in order

to erformJ

5hat do eole need to learn for theorgani?ation to erformJ

5here and how can learning suorterformanceJ

67/101

RMS OF TRAINING NEE" ANALYSIS

Reac!%$e; Re&ed%al

TNA

P#oac!%$e TNA

•P#e$e!%$e App#oac"

•De$elop&e!alApp#oac"

A SYSTEM+S VIE& TO TNA

68/101

+otting organisational ro7lems

Tracing main causes and areas of ro7lems

&ecognising individuals K grou related toorgani?ational ro7lems

1o7 analysis

%erformance araisal

+earating training from non-trainingsolutions

etermining %erformance imrovementneeds

A SYSTEM S VIE& TO TNA

Training needsand solutions

on-Trainingeeds andsolutions

!nformation for develoment training and

on-training o78ectives androgrammes

Comarison%erformance+tandards

69/101

Training eeds

Training nee is a conition !here

there is a i+erence bet!een!hat isD an !hat sho#l beD

70/101

Training eeds

Three reasons !hy people onDt beha$eas they are expecte They onDt "no! ho! or !hen to perform

;no!lege an S"ills=

They arenDt moti$ate ;9oti$ation=

They are pre$ente by the organisation or theen$ironment ;Organisation an En$ironment=

Organi ational + ort

71/101

Organi?ational +uort

Relationship !ith top management toetermine eed for process #;ectations from process

Relationship !ith other organi&ationalmembers In$ol$e, a$ise, inform all "ey peopleD

Gain tr#st of all sta"eholers critical to

s#ccess of the process

eeds $ssessment

72/101

eeds $ssessment$nalysis

Organisationalemands=

Organisation $nalysis

Task$nalysis

#mloyee Caa7ility=%erson$nalysis

erformance gap

$nalysis %hase

73/101

$nalysis %hase

!nut %rocess Outut

T&!GG#&

-ct#alOrgani&ational%erformance

-O% EO% ExpecteOrgani&ational%erformance

Ientify%erformance/iscrepancy% M #%

$%-n Ca#sesof %/

onTrainingeeds

Training

eeds

-rgani&ational-nalysis

Operational-nalysis

;E%=

%erson-nalysis

;-%=

74/101

Fo#d+s eeds aal(s%s p#ocess &odel

SURVEILLAN0E

INVESTIGATION

ANALYSIS

A0TION

ORGANISATIONAL

OPERATIONAL

PERSON

75/101

RGANISATIONAL ANALYS

To ensure training is donefor the right toics, toicsthat Nt and foster the

organisation)s variousagendas

3nderstanding

organisational culture =ensuring that keystakeholders rovidemeaningful inut

Organi?ational $nalysis !nvolves

76/101

Organi?ational $nalysis !nvolves

Specify goals

scenarios4 Clarity in goals an !ays to achie$e them e.g.aopting ne! technology an training re5#irefor it reaily a$ailable

Clarity in goals b#t lac" of !ays to achie$e e.g.

ne! technology aopte b#t no traininga$ailable

Goals are #nclear or are changing, e.g. in caseof mergers or changing c#lt#re

/etermine organi&ational training climate /etermine legal > en$ironmental

constraints

DATA SOUR0E FOR

77/101

DATA SOUR0E FOR

ORGANIATIONAL ANALYSIS

O#)a%,a!%oal Goals < Ob7ec!%$es Resou#ces

I!e#al E$%#o&e!

/ud)e!

Labo# I$e!o#(

Sk%lls I$e!o#(

O#)a%,a!%oal 0l%&a!e ad 0ul!u#e Id%ces

O!"e# O#)a%,a!%oal Id%ces

0"a)es % S(s!e& o# Subs(s!e&

TAS9 ANALYSIS

78/101

TAS9 ANALYSIS

Dissection of a task into knowledge, andattitudes needed to accomplish it .

Job descriptions become very helpful inidentifying gaps in task skills andlearning needs.

79/101

DATA SOUR0E FOR OPERATIONAL;TAS9

80/101

DATA SOUR0E FOR OPERATIONAL;TAS9

ANALYSIS

:ob Desc#%p!%o

:ob Spec%f%ca!%o o# Task Aal(s%sPe#fo#&ace S!ada#ds o#

/ec"&a#ks

Aal(s%s of ope#a!%) p#oble&s

PERSON ANALYSIS

81/101

PERSON ANALYSIS

3nderstanding

thecharacteristics ofindividuals within

the targettrainingoulation.

DATA SOUR0E FOR PERSON

82/101

ANALYSIS

%erformance data or araisals O7servation = work samling

!nterviews9 uestionnaires

Tests $ttitude surveys

Training rogress charts

iaries $ssessment centers

Coaching and 4entoring

%ro rammes

83/101

INPUTS FOR TNA

ORGANISATIONAL

ANALYSIS

OPERATIONAL

ANALYSIS

PERSON

ANALYSIS

Ob7ec!%$es

Resou#ces

I!e#alE$%#o&e!

E-pec!edPe#fo#&ace

Re8u%#e&e!s4

9SAs

Ac!ual

Pe#fo#&ace

IDENTIFYING DEPARTMENTAL NEEDS

84/101

IDENTIFYING DEPARTMENTAL NEEDS

!dentify the strategy ando78ectives for thedeartment

!dentify the skills requiredto do 8o7s in thedeartment.

Comare the requiredskills to the current skilllevels.

85/101

Enter Potential Needs On TrainingRecords

List of the courses theerson has attended.

Training required 7y theerson.

&ange of dates for whenthe training is required.

Training request formreceit or the receit of

4odel of %rocess 5hen %erformance iscreancy !s!d tiN d @% t

86/101

!dentiNed @%art

87/101

NEE" EVALUATION

0"eck !"a! %d%$%duals "a$e

o! bee p#e$%ousl( !#a%ed

0"eck !"a! !#a%%) %s !"e

app#op#%a!e solu!%o

0"eck 8ue#%es '%!" &aa)e#s

F%d al!e#a!%$es !o !#a%%)

%roduce Training &equirement

88/101

%roduce Training &equirement&eorts

Sho!s the training the ini$i#al hascomplete an the training he nees too.

- comp#teri&e report gi$es all the people !ho ha$e re5#este a partic#lar

co#rse

all the people !ho nee a partic#lar s"ill

the amo#nt an type of training re5#este bya partic#lar part of the organi&ation

d !d tiN ti %

89/101

eeds !dentiNcation %rocess

Has to balance Corporate emans, policies an strategies

;#mbrella #ner !hich the nees are

ienti8e= as !ell as Task B Individual re5#irements.

P ,( i T i i N * A ( i

90/101

Pro,(#s in Training N* Ana(!sis

RE?ARDS

TIME

SELLING TNA0AUSE < EFFE0T

I Su&&a#( .

91/101

Assess your current situation

Envision your future

Gather information

Sort out your information

Share the results

Decide your next step

*ithout TNA 5 a cos! beef%! aal(s%s of !"e !#a%%) effo#! %s $e#( of!e

d%ff%cul! !o do4

Mak%) TNA oe of !"e &os! critical s!eps % a( o#)a%sa!%oal !#a%%) effo#!

I Su&&a#(

Stps in i*nti%!ing Training N*s

2y doing a T$ we

92/101

2y doing a T$, we*

Increase the chances that the time anmoney spent on training is spent !isely

/etermine the benchmar" of e$al#ationof

training Increase the moti$ation of participants -lign training acti$ities !ith the strategic

plans of the organisation

L#$&!G O3TCO4#+

93/101

L#$&!G O3TCO4#+On the basis of TN-, yo# can ecie the learning

o#tcomes from the progrmme

The ma6or types of learning*s are

$00#CT!"# learning in$ol$es formation of$TT!T3#, feelings an preferences

2#'$"!O3&$L learning In$ol$es e$elopmentof competence in the act#al performance ofproce#res, operations an techni5#es. Aor+!LL e$elopment

COG!T!"# learning Incl#es ac5#isition ofinformation an concepts relate to co#rsecontent . Aor O5L#G# e$elopment

94/101

TRAINING OBJECTIVES

TRAINING OB-ECTIVES

95/101

TRAINING OB-ECTIVES

* $ statement of the seciNcoutcome to 7e achieved 7y thetraining stated from the oint

of view of the learner .!t isdeNned as a change in7ehaviour of the learner, which

includes his thinking, feelingaart from o7serva7le actions.

96/101

-bjecties are set so that .

T#a%%) "as a clea# focus

ad pu#poseI! "as &easu#able ad

ac"%e$able ou!co&es4

RITING TRAINING O/:E0TIVE

97/101

RITING TRAINING O/:E0TIVE

Af!e# TNA 5 (ou se! ; a##%$e a! !"e B

Ed Resul!

S!a!e&e!

Goal

Te#&%al/e"a$%ou#

S!a!e&e!

OR

T#a%%) Ob7ec!%$es "a$e C co&poe!s

98/101

T#a%%) Ob7ec!%$es "a$e C co&poe!s

A s!a!e&e! of Terminal $ehaviour

A s!a!e&e! of !"e

+ontent

A s!a!e&e! of !"e

+onditions

A s!a!e&e! of !"e

,tandards#

To s!a!e Te#&%al /e"a$%ou#

99/101

To s!a!e Te#&%al /e"a$%ou#

A$o%d abs!#ac! $e#b

Use 'ell def%ed s!a!e&e!s4

Use a ac!%o $e#b

To s!a!e 0o!e! S!a!e&e!

Def%e !"e /e"a$%ou# Ele&e!

Def%e !"e 0o!e! Ele&e!

To s!a!e !"e 0od%!%o

100/101

To s!a!e !"e 0od%!%o

Tell !"e !#a%ee ude# '"a! cod%!%os "e %s be%) e$alua!ed4

To s!a!e S!ada#d 0lea#l( def%e !"e s!ada#d of e-cellece

'"%c" %s e-pec!ed4

UALITY

UANTITY

TIME

0HE09LIST FOR ?RITING TRAINING O/:E0TIVES

101/101

%4 Do I "a$e a clea# %dea of '"a! !"e !#a%ee &us! do a! !"e

ed of !"e sess%o4

%%4 Ha$e I used a ac!%o $e#b !o desc#%be !"e be"a$%ou# 4

%%%4 Ha$e I %cluded s!ada#ds of sa!%sfac!o#( pe#fo#&ace o

!"e 7ob

%$4 Ha$e I p#o$%ded !"e #esou#ces !"a! !"e !#a%ee &us! "a$e !o

sa!%sfac!o#%l( pe#fo#& !"e be"a$%ou#

$4 0a I #ead%l( !es! !"e be"a$%ou# !o spec%f%ed s!ada#ds

ude# spec%f%ed cod%!%os4$%4 Do ob7ec!%$es %clude be"a$%ou#s o# sk%lls !"a! a#e c#uc%al !o

ade8ua!e pe#fo#&aces4

L&D Elective - PPT - Part II

Documents

Transcript of L&D Elective - PPT - Part II