Rana Chakrabortty

M. Sc , MBA, PGDHRM

Manager
CRP-Mirpur

What is Training?
Training is accepted as a synonymous for all
of the forms of knowledge, skill and attitudinal development which an adults need to keep pace with accelerating life involvement and enlarging concepts of mans capabilities.
Steinmetz, 1967

Training?

Existing Skills Knowledge Attitudes

Training helps to bridge the gap

Required Skills Knowledge Attitudes

Characteristics of Training.

Training involves a series of planned goal directed activities. Training aims at changing the knowledge, skills and attitudes of the persons so that an individual can carry out his present job satisfactorily or to prepare him for greater responsibility in future. Training outcomes are measurable. Training involves learning process for bringing about the desired change in the employee behavior.

Defining Training & development

Training is defined as any attempt to improve

employee performance on a currently held job or one related to it. This usually means changes in specific knowledges, skills, attitudes or behaviors.

Development refers to learning opportunities

designed to help employees grow.

Training :
Training is the process of increasing the knowledge and skills for doing a particular job. It is an organised procedure by which people learn knowledge

and skill for a definite purpose. The purpose of training is basically to bridge the gap between job requirements and present competence of an employee. Training is aimed at improving the behaviour and performance of a person. It is a never ending or continuous process. Training is closely related with education and development but needs to be differentiated from these terms.

Training is the formal procedures which a company uses to facilitate employees learning so that their resultant behavior contributes to the attainment of the companys goals and objectives. -----------------------------------------------------------------------(Mcghose and Thayer, 1964) Training is accepted as a synonymous for all of the forms of knowledge, skill and attitudinal development which an adults need to keep pace with accelerating life involvement and enlarging concepts of mans capabilities. -----------------------------------------------(Steinmetz, 1967)

Training :
The above definitions reveal certain important characteristics of

training. Training involves a series of planned goal directed activities. Training aims at changing the knowledge, skills and attitudes of the persons so that an individual can carry out his present job satisfactorily or to prepare him for greater responsibility in future. Training outcomes are measurable. Training involves learning process for bringing about the desired change in the employee behavior.

The purpose of training is to bridge the gap between job requirements

and present competence of an employee.

Education Content Scope Nature Subject oriented. Broad and general. Education is theoretical consisting of concepts aimed at stimulating analytical and creative faculties of the individual. Long duration. Delayed and inapparent.

Training Job oriented. Narrow and specific. Training is practical consisting of knowledge and skills required to perform specific tasks. Short duration. Quick and apparent.

Duration Result

Training Purpose Training is the act of increasing the knowledge, skills, and attitudes of an employee for doing a particular job. Technical and mechanical operations. The focus of training is on the immediate period to help fix any current deficits in employees skills. Training is meant for operatives (nonmanagerial personnel). Training is a one-shot affair. The initiative for training comes from management. To put it differently, training is the result of external motivation. Training is mostly a preparation to meet an individuals present needs. It can thus be seen as a reactive process.

Development Development refers to learning opportunities designed to improve the overall personality of an individual. Conceptual concepts. and philosophical

Contents Focus

The focus of development is on the long term to help employees prepare for future work demands or career goals. Development is meant for executives (managerial personnel). Development is a continuous process. The initiative for Development comes from the individual himself. To put it differently, development is the result of internal motivation. Development is mostly a preparation to meet an individuals future needs. It is thus largely a proactive process.

Participants Time period Initiative

Nature of the process

TRAINING PROCESS/ Training Cycle

Identifying Training Needs

Setting Training Objectives

Preparing Training Plan Program Facilities Methods Trainers

Implementing Training Plan

Evaluation of Results

Training Cycle
Identifying training needs

Evaluation of Result/ Post training Analysis

Setting Training Objectives

Implementing training plan

Preparing Training plan

Training Need Analysis (TNA)

Existing Skills Knowledge Attitudes

TNA is a tool to identify the gap

Required Skills Knowledge Attitudes

The analysis of training needs aims to define the gap between what is happening and what should happen. This is what has to be filled by training.
The gap may consist of the difference between: How the company or department within it is performing and how it should perform. What people know and what they should know. What people actually do and what they should do. TRAINING GAP

What is
* Corporate and functional results
* Knowledge and Skills possessed * Actual performance of individual

What should be

* Corporate and functional standards

* Knowledge and Skills required * Targets or standards of performance

Techniques For Determining Training Needs

The American Society of Training Directors lists eleven techniques for determining training needs. They are:

a) b) c) d) e) f) g) h) i) j) K)

Observations; Management requests; Interviews; Group conferences; Job or activity analysis; Questionnaire surveys; Tests or examinations; Merit or performance ratings; Personnel records; Business and production reports; Long-range organisational planning.

METHODS OF TRAINING
We may call it types of training

On-the-job Techniques Off-the-job Techniques

On-the-job Techniques.

Coaching Position rotation Committee assignment Multiple Management Selected readings

 Coaching : Coaching is the continuous process of providing instructions, correcting errors or giving positive reinforcement. In this method, the superior guides and instructs the trainee as a coach. The coach or counselor sets mutually agreed upon goals, suggests how to achieve these goals, periodically reviews the trainees progress and suggest changes required in behavior and performance.

It involves several steps. Identify significant job segments and standards of performance. Tell the employee-trainee how he or she is doing. Select one or more performance areas in which the employee-trainee needs to improve. Develop a performance-improvement plan. Coach to implement the performance improvement plan.

Position Rotation : Job instruction training (JIT) is a method developed by the War Manpower

Commission during World War II to train supervisors in large numbers in a short period of time. In this method, the trainer explains the job to the trainee, allows the trainee to perform the tasks, observes the trainees performance, and then gives feedback in terms of ways to improve performance. The table below shows how these steps are outlined on a pocket card for supervisors. The JIT method uses the principles of distributed learning, rewards, feedback, transfer of learning to job, and individual differences.

 Committee Assignment : A permanent committee consisting of trainee executives is constituted. All the trainees participate ion the deliberations of the committee. Through discussions in committee meetings they get acquainted with different viewpoints and alternative methods of problem solving. They also learn interpersonal skills. Multiple Management : McCormick corporation of Baltimore, USA, developed this technique. Under it a junior board of young executives is constituted. Major problems are analyzed in the junior board that makes recommendations to the Board of Directors.

The young executives learn decision-making skills and the Board of Directors receive collective wisdom of the executive team. Vacancies in the Board of Directors can be filled from the junior board members who have received considerable exposure to problems and issues.

Selective readings : Selective readings constitute an individual self-development program for executives. By reading selected professional books and journals, managers can keep in touch with the latest research findings, theories and techniques in management. Many organizations maintain libraries for their executives and managers are encouraged to continually read and improve their skills.

Off-the-job Techniques..
Lectures
Case Studies Group Discussions

Role Playing
Management Games In basket Exercise Sensitivity Training Programmed Instruction.

Lecture:

The lecture method is the oldest and most commonly used techniques for training. These are formally organized talks by an instructor on specific topics. It is used largely to build up basic theoretical knowledge that must be gained before practice. The method is often supplemented with audiovisual aids, motion pictures, or television. Suitable for large audiences where participation of the trainees is not possible because of numbers. The information to be put over can be exactly worked out beforehand even to the precise world. The timing can be accurately worked out.
Case Study : Under this method, a real or hypothetical business problem or situation demanding solution is presented in writing to the trainees. They are expected to identify and analyze the problem, suggest and evaluate alternative courses of action and choose the most appropriate solution. Then, the solution and its justification are presented to the group, where they will be discussed and defended. The trainer guides the discussion and ensures that no relevant fact is overlooked. In-basket technique: The in-basket technique is a simulation exercise designed to develop decision-making, problem solving, and organizing ability by placing the trainee at the desk of a manager. The trainee is presented with a description of the managers job and an in-basket containing correspondence, memos, requests from other departments, customer complaints, operating statements, and the like. The purpose of the exercise is to introduce the trainee to a realistic workday in the life of a manager and determine how well the trainee performs in this situation. The trainee works through the in-basket by making decisions, determining which material will be given first priority, making recommendations, drafting communications, and giving advice. At the end, a follow-up discussion is held to evaluate how well the trainee performed and to make recommendations for improving the trainees managerial skills.

 Role-playing: Role-playing is a simulation technique that requires trainees to act out prescribed roles. For example, in a training program on conducting interviews, one trainee may be assigned the role of a job applicant and another given the role of the interviewer. The focus of the exercise usually is on interpersonal or human relations aspects of a managers job. It helps to bring about desired changes in attitudes and behavior. Role-playing primarily involves employer-employee relationship, hiring, firing, discussing a grievance procedure, conducting a post appraisal interview or disciplining a subordinate or a salesman making a presentation to a customer. Trainees interest and involvement tends to be high due to learning by doing and immediate feedback. There is a high degree of learning by observing and listening. Each trainee tries to excel due to the competitive atmosphere. Management Games: Trainees are presented with information about a company-financial position, products, markets, etc. They are given different management roles to perform. One group may be concerned with sales, another with production and so on. These groups then run the company. Decisions are made and actions are taken. The probable result of these decisions in terms of profitability is then calculated. Business games typically require trainees to assume various roles in a company (e.g., president, marketing vice president) where they are given several years worth of information on the companys products, technology, and HRs and asked to deal with the information in a compressed time period (several weeks or months). They make decisions regarding production volumes, inventory levels, and prices in an environment in which other competitors are running competitor companies. The most successful business games keep the focus on specific corporate objectives or problems such as profits, customer service, or labor costs.

Sensitivity Training : This method also called T-Group training and laboratory training. In this method, a small group of about 8 to 14 individuals work together to develop interpersonal or team-building skills. Meetings have no agenda, and held away from workplaces, and questions deal with the here and now of the group process to describe issues of interest or concern to them. Trainees are put into situations in which: the behavior of each individual in the group is subject to examination and comment by the other trainees; the behavior of the group (or groups) as a whole is examined. The trainer is a psychologist; sociologist or a person who has himself received special training. The purpose is to help trainees develop as individuals, to improve listening skills, to gain insights into why individual behave as they do, or to practice new ways of behaving in an environment where feedback and practice are allowed. Behavior modeling Behavior modeling is quickly growing as a technique for training managers on interpersonal and communication skills. Based on Banduras theory of social learning, the method consists of four consecutive components: attention (watching someone perform a behavior usually through videotapes); retention (processes to help the trainee retain what was observed); motor reproduction or behavioral rehearsal (using role-plays to practice new behaviors); and motivation or feedback/reinforcement (receiving feedback on the behaviors performed). The success of this approach to training is based on the notion that many of us learn by observing others.

 Group Discussions or Conference The discussion, or conference, method combines presentation of information with participation in small groups (buzz sessions). With the objectives of developing problem-solving and decision making capabilities and learning about new and complex materials, the learner actively participates in discussions with other group members. The discussions are oriented toward specific problems or new areas of knowledge selected by the leader or by the participants. The leader provides guidance and feedback, but no instruction. Suitable where the application of information is a matter of opinion. Also when attitudes need to be induced or changed. Trainees are more likely to change attitudes after discussion than they would if they were told during a talk that their attitude should be changed. Also suitable as a means of obtaining feedback to the instructor about the way in which trainees may apply the knowledge learned.

Interactive Video Training

The latest high-tech training method is called Interactive Video Training (IVT). This is computer based training with the addition of a videodisc player and a color monitor. It has the advantages of CBT plus the ability to use sound and high quality moving pictures to demonstrate learning content and provide problems for trainees to solve.

Training Evaluation

EVALUATION OF TRAINING
Evaluation in whatever language it is defined should involve the

following important elements:

Evaluation is a planned process; It aims at improving the Knowledge and skill of the participants,

changing his behavior in the organization, improving other key result areas of he organization such as cost of production, absenteeism and turnover rate as well as taking, decisions about the desirability, nature and content of future training. It involves collection to information from the trainees (on both pre training and post training situation), from his superiors, his subordinates and peers. Training is evaluated in terms of objectively variable standards or criteria.

LEVELS OF EVALUATION
REACTION LEARNING

JOB BEHAVIOUR
RESULTS

1. REACTION:
This reflects the feelings of the trainees about the

training programme, its methods, contents, quality of the speaker, physical facilities of the programme, suggestion about what will make the programme more effective, etc.

REACTION:
1.2 Uses The trainer gets the views of the participants about the

methods, contents and nature of the training programme. This helps him to modify, revise and improve the subsequent part of the same programme or the subsequent programmes.
The participants get a common forum to ventilate their

individual feelings which facilitates the trainers to understand the situation and take corrective measure so that communication gap is reduced.

1.3 Modus operandi for evaluating reactions

Objectives are to be set up in verifiable terms
Data analysis plan should then be decided. Questionnaires should be designed and developed

reflecting the major objectives. Information about the honest reaction should be collected by making the questionnaire anonymous. The question should be open-ended and multiplechoice but easy.

2. LEARNING:
This reflects the change in the level of knowledge and/or

skills of this participants during the training program.

2.2 Uses The increase of knowledge and/or skill of training programmes of the participants in the specific areas of activities as a result of the programme is recognized by a large number of training institutes as a valid criterion for evaluating their efforts. By measuring the extent of transfer of learning the sponsoring organization comes to know how much knowledge and skill the employees could absorb through the training programme.

2.3 Modus operandi for evaluating learning

The tests for learning should reflect the major issues that were discussed and taught in the training programme. The questions should be simple and objectives type e. g multiple choice, true false. The question should be such that in answering them the participants need utilize their understanding of material and just rote memory. In order to compare the level of learning control group (not receiving the training) may be required for the test with the experimental group Proper rating of the evaluation results with the help of statistical methods of great significance.

3. JOB BEHAVIOR:
This type of evaluation seeks to determine the change in the job

performance of the participants as a result of training.

3.1 Uses. The client organization who sponsors the training and spends

both monetary and human resources on it gets a clear understanding about how much benefit it obtains out of the training in terms of positive change in job behavior. The training organizations come to know how much of the learning imparted by them is applicable to real work situation and what are the major problems in the application of the knowledge and/or skills gathered in the class room to the work place.

3.2 Modus operandi for evaluating job behaviour

Identification of the major performance indices of the

individual employee by which the evaluation has to be made, e.g. number of pieces produced (in case of production worker), frequency of complaints against the concerned officer, rate of absenteeism, decision making, preventing and handling grievances and initiating change. A benchmark study of the performance of the trainee has to be conducted before the training takes place. A study of the after training performance has to be conducted allowing a gap of three to four months. The study should cover the following groups viz.the trainee, the immediate superior of the trainee, trainees peers; and trainees subordinate.

A centered group (not receiving training) should be used.

4. RESULTS
This types of evaluation seeks to assess the tangible results

of the training programme on the level of organisational performance in terms reduced cost, higher productivity, improved safety, decrease in employee grievances and so on. 4.1 Uses. The client organisations justify the cost involvement in training process by knowing how this has helped in achieving the organisational goals. The training institutes justify the repetition of such programmes knowing its real impact in organization level.

4.2. Modus operandi for evaluation results.

Identification of the major indices of the organisational

goals or results by which evaluation has to be made. These may include such indices as reduced costs, improved efficiency, increased profit, reduction in grievances, reduced turnover, improved quality, increased volume of output and improved capacity utilisation. A comparative study of the organisational performance of before training and after training situation should be carried out. Analysis and communication of the evaluation results to the client organisations should be made.

Assessments and the Kirkpatrick Model :

Donald Kirkpatrick
Kirkpatrick developed a model of training evaluation

in 1959 Arguably the most widely used approach Simple, Flexible and Complete 4-level model

The Four Levels

Level I: Evaluate Reaction Level II: Evaluate Learning Level III: Evaluate Behavior Level IV: Evaluate Results Fifth level was recently added for return on

investment (ROI) but this was not in Kirkpatricks original model

Relationship Between Levels

Each subsequent level is predicated upon doing

evaluation at lower level A Level 3 will be of marginal use, if a Level 2 evaluation is not conducted
Only by assessing each level can we yield

actionable results

Types of Assessments Used at Each Level

Reaction - What Is It? How favorably participants react to the training (Customer satisfaction) Collects reactions to instructor, course, and learning environment Communicates to trainees that their feedback is valued Can provide quantitative information Reaction - What It Looks Like Questionnaire - Most common collection tool Content Methods Media Trainer style Facilities Course materials Reaction - How to Perform Determine what you want to find out Design a form to collect/quantify reactions Do Immediately Develop acceptable scoring standards Follow-up as appropriate

Learning - What Is It?

Knowledge Skills Attitudes

Learning - What It Looks Like Media used to measure learning: Text Voice Demonstration Methods used to measure learning: Interviews Surveys Tests (pre-/post-) Observations Combinations Learning - How to Perform Use a control group, if feasible Evaluate knowledge, skills, and/or attitudes before and after Get 100% participation or use statistical sample Follow-up as appropriate

Behavior - What Is It?

Transfer of knowledge, skills, and/or attitude to the

real world Measure achievement of performance objectives

Behavior - What It Looks Like Observe performer, first-hand Survey key people who observe performer Use checklists, questionnaires, interviews, or combinations

Behavior - How to Perform Evaluate before and after training Allow ample time before observing Survey key people Consider cost vs. benefits 100% participation or a sampling Repeated evaluations at appropriate intervals Use of a control group

Results - What Is It?

Assesses bottom line, final results Definition of results dependent upon the goal of the training program
Results - What It Looks Like Depends upon objectives of training program Quantify Proof vs. Evidence Proof is concrete Evidence is soft Results - How to Perform Use a control group Allow time for results to be realized Measure before and after the program Consider cost versus benefits Be satisfied with evidence when proof is not possible

Readings to Consider
Kirkpatrick, Donald L. (1998). Evaluating Training

Programs: The Four Levels. Berrett-Koehler Publishers. Worthen, Blaine R, James R. Sanders, Jody L. Fitzpatrick (1997). Program Evaluation: Alternative Approaches and Practical Guidelines (Second Edition).Addison, Wesley, Longman, Inc. Kirkpatrick, Donald L. (1998). Another Look at Evaluating Training Programs. American Society for Training & Development. Sieloff, Debra A. (1999). The Bridge Evaluation Model. International Society for Performance Improvement.

IMPORTANCE OF TRAINING

1. Higher Productivity 2. Better Quality of Work 3. Less Learning Period 4. Cost Reduction

5. Reduced Supervision
6. Low Accident Rate 7. High Morale

8. Personal Growth
9. Improved Organizational Climate

Thats all of my Story

Any Query ?

Thank You