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Training in Organizations
Open System
Input
Process
Output
Training is a subsystem within the larger Human Resource Unit, which is itself
a subsystem of the company.
Strategy
Finance
Structure
Resources
Policies
People
Procedures
Products
Technology
Training Subsystem
Input
Org Needs
Employee Needs
Budget
Equipment
Staff
Process
Analysis
Design
Development
Implementation
Evaluation
Output
Knowledge
Skill
Attitude
Motivation
Job Performance
Analysis Phase
In a TNA, both training and non training needs are identified. An
effective training system begins with the identification of the
organizations training needs.
These need will create a
performance gap (AOP is less than EOP). Performance gap can be
current or future oriented. Things such as profitability shortfalls,
low level of customer satisfaction or excessive scrap are all
examples of current performance gap. Another type of
performance gap is future oriented. Here, the company is seen
as likely to perform poorly in the future unless changes are made.
Once a performance gap exists, the cause must then be
determined.
Analysis Phase
Inadequate KSA results in training needs. Other reasons for
performance gaps such as motivational issues etc are non
training needs and requires a different solution. In the analysis
phase, the cause of performance gap is identified , seperating
KSA from non KSA causes. Those performance gaps caused by
KSA deficiencies are identified as Training needs because
training is the solution. Analysis phase attaches priorities to the
training needs that are identified. Not all needs will have same
level of importance for the company. This process of data
gathering and causal analysis to determine which performance
problems should be addressed by training is the analysis phase of
the training phases.
Design Phase
Training needs identified in the analysis phase in addition to
areas of constraints and support is inputs to design phase. An
important output from the design phase is the development of
training objectives that provide specific direction for what will be
trained and how. These objectives specify the employee and
organizational outcomes that should be achieved as a result of
training and become inputs to the evaluation phase. Another part
in the design process is identifying the factors needed in the
training program to facilitate learning and its transfer back to the
job, including identifying alternative methods of instruction.
Development Phase
Program development is the process of formulating an
instructional strategy to meet a set of training objectives. The
instructional strategy consists of the order, timing, and
combination of methods and elements used in the training
program. Inputs to this phase are provided by design phase and
outputs are specific content, instructional methods, materials,
equipment's and media, manuals, and facilities integrated into a
training plan designed to achieve the training objectives. These
outputs of the development phase serve as inputs to the
implementation phase.
Implementation Phase
Evaluation Phase
Evaluation objectives are the outcomes of design phase and
become inputs to the evaluation phase. Another input is
organizational constraints. Time, money and staff all affect how
training is evaluated. Two types of evaluation are useful.
Process evaluation How well a particular process achieved its
objectives.
Knowledge workers.
Training as continuous improvement.
Quality.
Legal Issues.
Teaching Vs Training
Teaching is mostly theoretically oriented where as training is practical
oriented.
Teaching provides new knowledge to the people while training helps the
already knowledgeable people to learn the tools and techniques to apply the
same.
Training is subset of teaching.
Teacher provides information, knowledge, experience where as trainer
facilitates learning.
Teaching usually refers to classroom learning. On the contrary, training refers
workshops, seminars involving various games, role-plays, simulation methods
etc.
Cognitive Knowledge
Declarative
Procedural
Strategic
Learning
Attitudinal Learning
Affect / feeling.
Knowledge
Knowledge is an organized body of facts, principles, procedures and
information acquired over time.
1.
2.
3.
Skills
Knowledge is a prerequisite for learning skills.
Skills are the capacities needed to perform a set of tasks that are developed
2.
Attitudes
Attitudes are employee belief and opinions that support or inhibit behavior.
Attitudes are important to training because they affect motivation.
Competencies
A competency is a set of knowledge, skills and attitudes that enable a person
to be successful at a number of similar task.
A competency is more than just KSAs: It is the ability to integrate and use the
KSAs to perform a task successfully.
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