Traning and Development1
-
Upload
rahul-kaushik -
Category
Documents
-
view
229 -
download
0
Transcript of Traning and Development1
-
7/29/2019 Traning and Development1
1/47
Training
Systematic development process whereby people acquire
knowledge, Skills and attitudes for the achievement of
organizational goals or enhancement of the performance of
the employees.
The Context of Training
Training make organizations more competitive Training helps retain valuable employees
Motivating
Improving Employee performance
Preparing for promotion & succession HRD: Traning:Activities to teach employees how to
better perform their present job.
Development: Involves those activities that prepare
an employee for future responsibilities.
-
7/29/2019 Traning and Development1
2/47
TRAINING refers to a planned effort by anorganization to facilitate employees in acquiring
skill, attitude and behavior that are critical forsuccessful performance on the job.
On acquiring the knowledge and skills, the
employees are expected to apply them to day-to-
day activities without which the relevance oftraining would be lost .
-
7/29/2019 Traning and Development1
3/47
A SYSTEMATIC TRAINING & DEVELOPMENT MODEL
Identify
Training Needs
Organizational
Variables
Task Variables
Person
Variables
Develop
Evaluation
Criteria
Reaction
Learning
BehaviorResults
Establish
Training
Objectives
Select &
Design
Programs
Evaluate
outcomes
against
criteriaConduct
Program
ACTIVITY EVALUATIONASSESMENT
-
7/29/2019 Traning and Development1
4/47
Assessment Phase: Translation of training needs intotraining objectives and gives direction purpose of training.
Need assessment: Is a systematic analysis of the specific
training activities the organization requires to achieve itsobjectives.
Organizational Variables;(In what context will training
occur)Organizational culture, organizational external
environment, Hr objectives ,Hr planning.
Person variables: (Who needs to be trained and why) Job
specification, Performance Appraisal
Observation by supervisor, Feedback Task variable: (What needs to be taught) Job analysis
and Job description.
-
7/29/2019 Traning and Development1
5/47
Five methods to gather need assessment.
Interviewing the employees
Questionnaires Observation
Focus group
Documentation/ Records.
InterviewQs
1. What problems is the employee having in his/her job?
2.What additional skills and/knowledge does the
employee need to better perform the job? 3. What training does the employee believe is needed.?
-
7/29/2019 Traning and Development1
6/47
Qs. Developing a list of skills required to perform a
particular tasks and asking the employees.
Attitude survey. Observer: Trained Observer/ job analyst and develop
training needs.
Focus: Composed of employees from various departments
and various levels within the organization. Qs1. What skills/ knowledge will our employees need for
our organization to stay competitive over the next five
years
Qs2 What problem does our organization have that can besolved through training?
Documentaton:Absenteeism; turnover; accident rates
performance appraisal..
-
7/29/2019 Traning and Development1
7/47
Training Objectives
State what will result for the organization, department
or individual when the training is completed.
Instructional objectives: What principles , facts ,
concepts are to be learned, who and when to be
taught in the training program.
Organizational & departmental objectives: What
impact will the training have on the organizational and
departmental outcome; absenteeism, turnover, produt.
Individual performance & Growth objectives:What impact will the traning have on the behavioral
and attitudinal outcome of the individual traniee and
personal growth of the traniee
-
7/29/2019 Traning and Development1
8/47
Activity phase: How to Achieve.
Location: on the job vs off-thejob
Timing: Spaced, massed and session
Presenter: external vs internal Delivering Off- the-job: Classroom activities
-
7/29/2019 Traning and Development1
9/47
Delivering Off- the-job:
Classroom activities: Effective means of imparting
knowledge to large groups with limited or no knowledge. SIMULATION: A Training Device designed to reproduce
a real-world situation in a risk-controlled learning
environment.
VESTIBULE TRAINING: Training that takes placeaway from the production area on equipment that
closely resembles the actual equipment used on the
job.
ROLE-PLAYS: Training activities in which participantsassume the roles of specific people in situations (such
as the role of interviewer and job applicant), act out
the event and then review the implications of their
behavior.
-
7/29/2019 Traning and Development1
10/47
IN-BASKET EXERCISES: A simulation in which
the participant is asked to establish priorities for
handling a number of business papers, such asmemos, reports and telephone messages, that
would typically cross a managers desk.
ADVENTURE TRAINING: Presents managers
with physical & mental challenges.The aim is topromote self-awareness, confidence & teamwork.
-
7/29/2019 Traning and Development1
11/47
On-the-job Traning(OJT)
Traning that shows the employee how to performthe job and allow to do it under the trainer's
supervision.
JOB ROTATION/ cross traning : Increases task
variety by moving employees from one task to
another for specified time period .
COACHING: On-the-job approach to
management development in which the manager
is given as opportunity to teach on a one-to-one
basis.
-
7/29/2019 Traning and Development1
12/47
MENTORING: A developmentally oriented relationshipbetween senior & junior colleagues or peers that involvesadvising, role- modeling, sharing contacts & giving general
support. BEHAVIOR MODELING: A process of learning from other
peoples experience by simulating (copying) their behavior.
ACTION LEARNING: Based on learning by experience.Uses real problems from the work situation for trainees to
solve. COMPETENCY-BASED TRAINING: Skill approach to
employee development. Focus is on performing to specifictasks to a pre-determined standard.
Apprenticeship Traning: Giving instruction, both on
andoff the job in the practical and theoreticalaspects of the work required in a highly skilledoccupation. Airplane mechanic, Automotive mechanic,Technician
-
7/29/2019 Traning and Development1
13/47
Steps for effective onthe job
training
Preparation of the trainee for learning the job:Showing interest, explaining the importance etc.
Breakdown of work into components and
identification of key points:
Presentation of the operation and knowledge
Told and demonstrate , explained.
Performance tryout: Perform the job under the
guidance Follow up
-
7/29/2019 Traning and Development1
14/47
Traning Evaluation: Kirkpatrick model
1. Reaction: How much did the trainees like theprogram? Pleased /?
2. Learning: What principles ., facts, concepts
were learned in the program?
Behavior: Did the job behavior of the trainees
change because of the program?
Results: What were the results of the program in
terms of factors such as reduced cost ; Reductionin turnover?
-
7/29/2019 Traning and Development1
15/47
TRAINING TECHNOLOGIES
PROGRAMMED INSTRUCTION
COMPUTER-BASED TRAINING
MULTIMEDIA TRAINING
-
7/29/2019 Traning and Development1
16/47
Structure of Training programSTRUCTURE RATIO OF CLASSROOM/
STURED TRAINING TO
ON-THE-JOB
Private
Organization
Induction
Structured Classroom training (6 weeks for GETs and 15 days for
DETs)
1.5 month-Site and field visits
On-the-job training at corporate as well as site offices.
The trainees are directly placed at sites
At sites after 1 day induction the trainees are put on on-the-job
trainingIn-between various classroom sessions are organized as per the
requirements of the trainees and the recommendations of the
Project Managers
6 months training at corporate office which is comprised of
induction, classroom training as well as on-the-job training
6 months training at various sites. This is completely on-the-job
training.
20:80
10:90
Private Organisation Induction
1 month classroom training
3 month on-site training
Followed by on-the-job training at corporate office as well as at
sites.4 months structured classroom training
Followed by 6 months on-the-job training at sites
2 months advance training. This advance training is a combination of
both classroom as well as on-the-job training.
20:80
40:60
O O C C G O O
-
7/29/2019 Traning and Development1
17/47
RATIO OF TECHNICAL TRAINING TO BEHAVIORAL
TRAINING
Private Organisation
80:20 /70:30
Public Organisation 80:20
-
7/29/2019 Traning and Development1
18/47
CONSTITUENTS OF BEHAVIORAL
TRAINING
Soft skills Presentation skills
Self-awareness
Positive attitude
Team building
Time management
Stress management
Leadership Skills, Communication and Negotiation Skills.
Conflict Management, etc.
-
7/29/2019 Traning and Development1
19/47
SOURCE OF TRAINERSPrivate Organization
In-house experts
Experts from National Hydro Power Corporation, National Thermal PowerCorporation, Central Board of Power and Irrigation
Faculties from IIT-Delhi, IIT-Rourkee, Amity University
In-house experts
Faculties from IIMs, NIS Academy, Xavier Labor Relation Institute inIndia(XLRI),Tata Institute of Social Sciences-Mumbai, Institute of Cost andWorks Accountants of India (ICWAI
In-house experts Faculties from IIT-Delhi, IIT-Kanpur, Jamia Milia Is lamia
Public Organisation
In- house experts
Faculties from IIT- Delhi, IIM- Indore, Jamia Milia Is lamia, Birla Instituto ofTechnology and Science(BITS)- Pilani, International Management Institute-Delhi
In-house experts
Faculties from National Institutes of Technology (NITs) and National Schoolof Drama.
-
7/29/2019 Traning and Development1
20/47
The organizations majorly source their trainersfrom the in-house pool of experts available with
them. Though for certain technical and behavioral
programs, faculties from various educational
institutions and experts from the corporate arealso invited.
Some majorly source its trainers from its in-house
expertise as well as experts from various
government organizations. Not much of thetrainers are sourced from educational institutions
-
7/29/2019 Traning and Development1
21/47
Train the Trainer program .
Train the trainer is a popular program the worldover, the learning objective of which is to help the
people selected as trainers to acquire training
and facilitation skills. This program does not teach
technical skills to behavioral/ soft skill trainers.Technical skills training for trainers selected from
non-line background have to be customized,
based on the industry requirement, trainer job
role and previous background of the selected
trainer.
For example, the Indian Society for Training and
Development, New Delhi and the Institute of
HRD, Bangalore are known for their expertise inthis area.
-
7/29/2019 Traning and Development1
22/47
EVALUATION OF TRAINEES
Private Organization
Fortnightly written tests during classroom
training
Quarterly performance review meetings
Mid- term evaluation interview Technical presentation and final interview at
the end of the training
-
7/29/2019 Traning and Development1
23/47
Public Organization
Two half-yearly evaluation reviews
Trainers performance appraisal forms filled at regular intervalsduring classroom as well as on-the-job training
After completion of every training module evaluation is donethrough:
Written tests
Group Discussions
Presentations
Case study analysis
Mid-term evaluation interview
Final presentation
Evaluation of trainees can be made more effective at EIPL withthe help of monthly exercises in form of:
Written assignments Individual and Group Projects
Case study analysis
Presentations, etc.
-
7/29/2019 Traning and Development1
24/47
Interviews conducted by the panel consisting ofProject Manager, Business Unit Head and one
HR personnel at the regular intervals of 3 months.
Evaluation is done after the completion of 3
months, 6 months and one year of the trainingprogram with the help of:
Written tests
Individual and Group Projects Structured exercises and case studies
Group Discussions
-
7/29/2019 Traning and Development1
25/47
FEEDBACK MECHANISM USED TO GET THEFEDBACK OF THE TRAINEES REGARDING THE
TRAINING SESSION AND THE WHOLE TRAINING
PROGRAMPrivate Organization
Pre-designed questionnaire Summary evaluationreport comprised of:
Achievements of training objectives
Quality of time spent
Overall satisfaction of the training
Effectiveness of each session
Public Organization
Pre-designed questionnaire
Confirmation/ Absorption
-
7/29/2019 Traning and Development1
26/47
EVALUATION OF TRAINEES
Private Organization
Based on the performance of the trainees in the evaluationprocess, their progress reports, their aptitude, attitude,interests and preferences and the requirements of theorganization.
Based on report given by Project Manager, Business UnitHead and HR and interests and performance of thetrainees during the training program
Based on the areas of interest and performance of thetrainees
Public Organization
Based on the absorption interview conducted at the end oftraining period. The performance and conduct of the
trainees during the training program is also considered butthe main criteria is the absorption interview,
Absorption is sure provided the trainee completes thetraining.
-
7/29/2019 Traning and Development1
27/47
-
7/29/2019 Traning and Development1
28/47
FEEDBACK MECHANISM USED TO GET THE
FEEDBACK OF TRAINERS REGARDING THE
OVERALL COMPETENCIES OF THE TRAINEES
Private Organisation
No such mechanism is present
A formal feedback through formal discussions is
taken from the trainers regarding the composition,
competency levels, academic excellence, ability
to apply theoretical knowledge to the practical
work situation, etc. is taken.
Public Organisation No such mechanism is present
-
7/29/2019 Traning and Development1
29/47
MEASURES TO RETAIN TRAINEES AFTER THE
COMPLETION OF THEIR TRAINING PROGRAM
Private Organisation Service bonds of four years
Service bonds of three years
No service bondsPublic Organisation
No service bonds
-
7/29/2019 Traning and Development1
30/47
TRAINEE MENTORING
Private Organisation Not present
Public Organisation
Implemented in full spirit with the trainee-mentorratio of 3:1.
-
7/29/2019 Traning and Development1
31/47
TRAINING VALIDITY
Lack of awareness of HR policies and Training Guidelines amongthe trainees- This issue was raised by majority of the former/ presenttrainees that they are/ were unaware of the HR policies as well astraining procedures of the organization. This resulted in lack of properunderstanding about the culture and procedures followed by theorganization.
Ambiguity of roles and responsibilities- the trainees are ambiguous
about their roles and responsibilities in the organization during and aftertheir training period. They lack a clear vision of their career paths in theorganization.
No feedback provided to the trainees regarding their performanceand progress- The trainees are not provided systematic and timelyfeedback about their performance, progress and evaluations during thetraining period which negates the possibility of timely action for
improvement in the areas of serious concern. Lack of proper guidance during OJT- the trainees feel that during
OJTs more emphasis is laid on the work being done and concept ofmentoring and guidance from the seniors loses its significance at times.It is agreed that this is caused due
-
7/29/2019 Traning and Development1
32/47
Lack of proper guidance during OJT- the trainees feel thatduring OJTs more emphasis is laid on the work being done andconcept of mentoring and guidance from the seniors loses itssignificance at times. It is agreed that this is caused due topressure of work at the sites but this is a sensitive issue as far astraining the fresh engineers is concerned.
Disillusionment towards the feedback system- The traineesopine that their feedback regarding various aspects of training ismerely a formal procedure and their feedback and suggestions isnot used for the further improvement of the training program.
Inadequacy of site exposures- it is being pointed out bymajority of interviewees that there is a lack of site and field visitsas far as people placed at the corporate office are concerned.
They feel the need of regular site visits to be able to carry outtheir work more efficiently at the corporate office.
-
7/29/2019 Traning and Development1
33/47
Training as a Revenue Source
Marketing training with or alongside productscan contribute significantly to a firms revenues
Integration of Job Performance, Training, and
Learning
Training is moving closer to the job to achievereal learning.
Training is using more real-world problems to
increase employee learning
-
7/29/2019 Traning and Development1
34/47
Performance Consulting
Figure 91
-
7/29/2019 Traning and Development1
35/47
Establishing Training Objectives
Gap Analysis The distance between where an organization is
with its employee capabilities and where it
needs to be.
Areas of Training Objectives
Company Policies & Procedure
Knowledge: Impart cognitive information and
details to trainees.
Skill: Develop behavior changes in how job and
tasks are performed.
-
7/29/2019 Traning and Development1
36/47
Attitude :Create interest and awareness of thetraining importance.
Human relation Training
Problem solving
-
7/29/2019 Traning and Development1
37/47
Learning: The Focus of Training
Learner Readiness
Ability to learn
Learners must possess basic skills
Motivation to learn
Learners must desire and value training
Self-efficacy
Learners must believe that
they can successfully learn
the training content
-
7/29/2019 Traning and Development1
38/47
Learning Practices
Active Practice The performance of job-related tasks and duties
by trainees during training
Spaced Practice
Several practice sessions spaced over a periodof hours or days
Massed practice
Performance of all the practice at once.
-
7/29/2019 Traning and Development1
39/47
Learning: Behaviors
Behavior Modeling Copying someone elses behavior by observing how
another person deals with a problem.
Reinforcement
Law of effect states that people tend to repeatbehaviors that are rewarded and avoid behaviors
that are punished.
Immediate Confirmation
Reinforcement and feedback are most effectivewhen given as soon as possible after training.
-
7/29/2019 Traning and Development1
40/47
Learning: Types of Training
Developmental and
Innovative Training
Required andRegular Training
Job/TechnicalTraining
Interpersonal andProblem-Solving
Training
Types ofTraining
-
7/29/2019 Traning and Development1
41/47
Training Delivery: Considerations
Nature of training Subject matter
Number of trainees
Individual vs. team
Self-paced vs. guided
Training resources
Costs
Geographic locations Time allotted
Completion timeline
-
7/29/2019 Traning and Development1
42/47
Internal Training
Informal Training Training that occurs through interactions and
feedback among employees.
On-the-Job Training (OJT)
Job Instruction
Apprenticeship & Coaching
Job Rotation
Committee Assignment
-
7/29/2019 Traning and Development1
43/47
On-the -Job Training
Problems with OJT
Poorly-qualified or indifferent trainers
Disruption of regular workBad or incorrect habits are passed on
-
7/29/2019 Traning and Development1
44/47
Off-the -Job Training
Classroom Lectures Simulation Exercises
1. Case Exercises2. Experiential Exercises
3. Computer modeling4. Vestibule Training
5 Role Playing
6. Business games
7. Incident method8.In-basket method
Programme Instruction
-
7/29/2019 Traning and Development1
45/47
Sensitivity Training
Transactional analysis
Conferences.
-
7/29/2019 Traning and Development1
46/47
External Training
Reasons for External Training May be less expensive to outsource training
Insufficient time to develop training
Lack of expertise
Advantages of interacting with outsiders
E-Learning: Training Online
-
7/29/2019 Traning and Development1
47/47
External Training: E-Learning E-Learning: Training Online
The using the Internet or an organizational intranetto conduct training online.
Criteria for adopting e-learning:
Sufficient top management support and funding
Accepting the idea of decentralized andindividualized training
Current training methods not meeting needs
Computer literacy and access to computers
Time and travel cost concerns for trainees
The number and self-motivation of trainees