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TRAINING AND

DEVELOPMENT

What is training?
The most important activity in the
development of human resources
To put the right man at the right
place with the trained personnel
No organization has a choice on
whether or not to develop employees
- it is in the companys own interest
to send its employees for training
Only through well-trained personnel,
can an organization achieve its goals

DEFINITION OF TRAINING

A systematic process of altering the behaviour of employees


in a direction that will achieve organizational goals
An effort by the employer to provide opportunities for the
employee to acquire job-related KSAs (Knowledge, Skills &
Abilities) in order to perform their role efficiently.
A planned process that modifies knowledge, skills & attitudes
through learning experience to achieve effective performance
in an activity or range of activities

A planned and systematic effort to modify or develop


knowledge/skill/attitude through learning experience, to
achieve effective performance in an activity or a range
of activities. Its purpose in a job situation is to enable an
individual to acquire abilities in order that he /she can
perform adequately a given task on the job.

Importance of training
Trained manpower gives the following results:
Growth, expansion & modernization
Increases productivity and profitability
Reduces cost
Enhances skill and knowledge of the employee
Prevents obsolescence
Develops problem-solving attitude
Makes people aware of changing rules and procedures
Training makes people more competent
Employees become proactive & require less
supervision
Lead to personal growth and development
Able to cater to quality conscious customers

Importance of training
Trained employees have an
Increased job satisfaction and morale
Increased motivation
Increased efficiencies in processes, resulting in
financial gain
Increased capacity to adopt new technologies
and methods
Increased innovation in strategies and products
Increased job security & thus stable workforce
Improved commitment & thus reduced employee
turnover
Increased safety (because they are less prone to
accidents)

Areas / Types of training


TRAINING IN COMPANY POLICIES &
PROCEDURES
TECHNICAL / PRODUCT TRAININGS
TRAINING ON PRODUCT KNOW-HOW
SPECIFIC TRAININGS RELATED TO NEW EQUIPMENT
OPERATIONS, NEW PRODUCT LAUNCHES

BEHAVIORAL
TRAININGS

SOFT-SKILLS

TRAININGS
RELATED
TO
TEAM
BUILDING,
LEADERSHIP, NEGOTIATION, CUSTOMER SERVICE,
ACCOUNT MANAGEMENT, PRESENTATION

Training gap
To analyze the shortfalls in the individual which
might prevent him or her from carrying out the
responsibilities effectively. This training gap can be
summarized asActual Performance
Current levels of
skill & knowledge

TRAINING
GAP

Desired Performance
Required levels of
skills & knowledge

Any gaps between actual & desired results


indicate a need for training

Factors Influencing T & D


in Firms

Factors Influencing T & D


in Firms
There are four main factors:
-Personality, circumstances, organizational culture
& climate, and in-company training system
-Personality (e.g. education, age, motivation, etc.)
-Circumstances (e.g. financial situation, family,
health etc.)
-Organizational culture and climate
-In-company training system and its form shows
the importance that management attaches to
training

Factors Influencing T & D


in Firms
The
personal
characteristics,
education,
experience (at work or anywhere else) as well as
their values, cultural background and social
competences influence their attitude to learning
and training in the company and their
participation
Personal & biographical conditions and external
circumstances influence employees approach
towards learning and training at work.
They also present a group of factors or
conditions which may be unknown to the
company and the company cannot influence
them while tending to improve employees

Factors Influencing T & D


in
Firms
The concept of organizational climate is described
as an individual perception of the work environment
and of the characteristics of the enterprise (so-called
organizational culture, ex. strategies, rules, values,
management, etc.)
Organizational climate corresponds to the feelings of
employees at work, their perception of the enterprise,
and also to their identification with the enterprise.
The organizational climate includes several factors
which may influence the employees attitude towards
learning in different ways.

Factors Influencing T & D


in
Firms
Organizational climate or environment in the
enterprise is based on the perception of the enterprise
by employees.
It is characterized by the relationships between people
and organization and relations of super-ordination and
subordination.
They are determined by mutual influence of targets,
formal structures, processes and behaviour of people.
The feelings that an employee has at work, his
perception of values, rules, patterns of behaviour,
ways of management, etc. (these characteristics of a
company are called organizational culture),
influence his behaviour and conduct and also his
attitude to learning and in-company training.

Factors Influencing T & D


in
Firms
In-company training is a learning process organized by a
company
It can have different forms and take place in different
environments.
In-company training can be as well a course outside of the
company (external training) or a course taking place inside
the company (internal training).

If it is inside the company, it can be off-the-job (outside of the


workplace) training or on-the-job (at the workplace, during work)
training.

These forms relate to the distinction between formal, nonformal and informal learning.

It is non-formal learning (as off-the-job training) and informal


learning (as on-the-job training, mentoring, tutoring, often unconscious)
that take place in companies more often than formal training (which is
connected to educational system and certification).

Workplace learning includes learning in the workplace, through


the workplace and for the workplace.

Organizational Factors
Influencing Training
Developing a work culture that values creativity and
encourages innovation is imperative to an
organization that desires to learn and produce new
ideas or products
Effective management practice in creating a
learning culture within an organization:
- providing employees with challenge
- providing freedom to innovate
- providing the resources needed to create new ideas
/ products
- providing diversity of perspectives & backgrounds
within groups
- providing supervisor encouragement

Time Factors Influencing


Training

Time perspective- Within an organization, individuals,


groups, departments, or functions, may all hold very
different perspectives of time and the implications time
horizons hold for the necessity of learning. Therefore, it is
important that the top leadership of the organization
clearly determine the time orientation for the organization
as a whole, such that decision-making and learning take
place in a manner consistent with the organization-wide
time orientation and perspective.
Time pressure- Time pressure can influence learning
from within the organization (top-down, bottom-up, peer-topeer) as well as from external sources such as competitors,
suppliers, customers, and communities. Time pressures can
actually slow learning, as in the case when the organization
is threatened by internal or external forces that paralyze
the organization for fear that taking action could risk
undesirable
consequences.
Likewise,
learning
and

Time Factors Influencing


Training
Simultaneity- External events and opportunities happen
simultaneously and at a pace so frenetic that no
organization can take advantage of all of them, given finite
resources and levels of knowledge. This aspect of time
presents a risk to organizations that they will lose control
over the timeframes of those activities they pursue.
Synchronization and windows of opportunity- This
dimension refers to the sequence of events or the specific
windows of time when organizations are best positioned
and open to learning. The sequence refers to knowing
which learning activities are best for certain times. Simply
put, the right activity or learning moment at precisely the
right time will lead to more effective learning. Windows of
opportunity are relevant because there are times when
organizations may be better positioned to embrace
learning, for example during periods when the perceived
threat to their survival is greater than the difficulty of
learning.

Time Factors Influencing


Training
Learning cycles and life cycles- Just as individuals learn
through
observation,
experience,
reflection,
and
transference to other situations, so too do organizations
incorporate learning cycles into their culture and
behaviours. The success of an organization often depends
on how quickly the learning cycles can take place. The life
cycle of the organization also has implications for
organizational learning. For example, the age of an
organization - especially the older that it is, can lead to
difficulty when adopting new practices and new learning
because these organizations can become set in their ways.
At times an older organization will battle "legacy"
behaviours and cultural norms that are contrary to change
and learning and adoption of new practices.
History- The history, or identity, of an organization is in
part built on the collective learning of individuals and
groups within the organization over time. It is this historical
dimension of time that actually captures all of the others

TRAINI
NG
PROCE
SS

Annual Review
Conduct Annual Formal Training
Needs Analysis/Survey

Update / Produce Training


Table

Newly identified
training needs

Prepare Training Plan

New Employees
Induction Training
Conduct Training

Re-train

In house
Training

On the Job
Training

Training Evaluation
by testing or
performance
appraisal

Update Personal File


and Training Table

External
Training

Step I in the Training


Process
TRAINING NEEDS ANALYSIS
(TNA)
TNA is the identification of training needs at
employee, departmental, or organizational
level, in order for the organization to perform
effectively
The aim of training needs analysis is to
ensure that training addresses existing
problems, is tailored to organizational
objectives, and is delivered in an effective
and cost-efficient manner

Step I in the Training


Process
TRAINING NEEDS ANALYSIS
(TNA)
First stage Identifies the specific job skills
needed, assesses the prospective trainees &
develops specific, measurable knowledge &
performance
objectives
based
on
any
deficiencies
TNA provides vital information on what type of
training required, target audience, dates &
duration of training comfortable with the
organization to conduct

TNA
ORGANISATIONAL
ANALYSIS

TRIGGER
ACTUAL
ORGANISATION
PERFORMANCE
( AOP) < (EOP)
EXPECTED
ORGANISATION
PERFORMANCE

OPERATIONAL /
TASK ANALYSIS
(EP)

PERSONAL /
INDIVIDUAL
ANALYSIS (AP)

TRAINING
NEEDS

IDENTIFY PD
(PD=AP-EP)
&
CAUSES

NON
TRAINING
NEEDS

Step I in the Training


Process
TRAINING NEEDS ANALYSIS
(TNA)
TNA is conducted at 3 levels Organizational analysis involves examining
the companys mission, resources & goals to
determine if training can be used to improve the
companys success, growth & strategy
Task analysis is the identification of the tasks,
knowledge, skills & behaviors that should be
included in a training program . It is also called
as Operational Analysis
Individual analysis involves the determination
of who needs training & their readiness for
training. It is also called as Person Analysis

Step I in the Training


Process
TRAINING NEED ASSESSMENT SOURCES OF
INFORMATION-

Advisory committee
- Job descriptions and job
specifications
Work sampling
- Job performance
measurements
Attitude surveys
- Performance appraisals
Skills tests
- Performance documents
Guest feedback
- Questionnaires
Exit interviews
- Critical incidents
Observation
- Listening to employees
Supervisor Feedback
- Examining employee
problems
Interviews
- Surveys
Review of old records
- Discussion with

Organizational Analysis
Analyze the Mission and Strategies of an organization
Take stock of the resources and the allocation of the
resources
Study the factors in the internal environment that are
causing problems
Identify the constraints on training
Examine the strategic plan & current situation of the
organization
Measure the gap viz. Performance discrepancy
Study the impact of preceding factors on developing,
providing and Expected
transferring the KSAs to the job
performance

Performance
discrepancy
Actual
performance

Organizational Analysis
(Contd.)
Through the gap and Performance discrepancyParticular
Performance
discrepancy

Reactive

Strategic
planning

Proactive

Organization
Analysis

Task Analysis
Understand the nature of performance discrepancy
Analyze what is required from the employees
Determine what KSAs are required by the
employees to meet the expected performance
Determine the characteristics of the task
environment
Conduct Job Analysis

What is the job?


Where to collect data?
Whom to ask?
Who should select incumbents?
How many to ask?
How to select?
What to ask about - Worker oriented approach / Task
oriented approach

Task Analysis

contd.

KSAs

SUBTASKS

TASKS

DUTIES

JOB

After analyzing at the tasks Problem centered approach


FDI approach Frequency,
Difficulty
&
Importance
(Frequency of facing problems,
Difficulty
of
handling
&
resolving
problems,

Task Analysis

contd.

Identifying the tasks, duties and subtasks by


examining incumbents behavior through
interview, observation
Determine how critical each of the tasks is
Rate each of the tasks on a scale
Outcome
of
Job
Analysis:
Expected
performance
List of all the important tasks and KSA's required
to perform the job
Need for task information
For identifying the expected behavior that needs
to be performed on the job and performancedeficits
Developing actual training programs

Person Analysis
Methodology for identifying those
who
are
not
meeting
the
performance requirements
Expected
Performa
nce

Actual
Performa
nce

Performance
= Discrepancy

Measurement of actual
performance

Sources of information
for Person Analysis
Performance Appraisal
Supervisor Ratings
Work Planning and
Review
Self-ratings
360 Performance
Review
Performance
Data
Consensus
Distinctivene
ss

Proficiency Tests
Cognitive and behavioral
Work sample
Assessment centers

Attitude Surveys

Needs Assessment
Techniques
Direct
observation

Interviews

Focus groups

Questionnaire

Consultation with
persons in key
positions, and/or
with specific
knowledge

Review of relevant
literature

Records & report


studies

Work samples

Performance Discrepancy
Is it worth fixing

KSA
Deficiency

Reward/Punishment
Incongruence

Choose
appropriate
remedy
Job Aid
Training
Practice
Change the job
Transfer or Terminate

Change
contingencies

Inadequate
feedback
Provide
proper
feedback

Obstacles in
the system
Remove
obstacles

Importance of TNA
TNA vindicates Deficiency & improves Efficiency
TNA increases the chances that the Time & Money
spent on Training would be spent wisely
TNA determines the benchmark for evaluation of
Training
TNA increases the motivation of participants
TNA acts as a Tool for Team building
First Step of Instructional System design
Important for making the design meaningful and
training effective
It provide more assurance to training success as It identifies KSA required to do a job
KSA of the employee are known
Roadblocks to training are identified and removed

SETTING OF
ORGANIZATION
GOALS/OBJECTIVES
Problem Area

Setting of organizational goals and


objectives

Example
Hiring of new
machinery

Role of TNA
To synchronize any
deviation from
objectives
Handle problems

ORGANIZATION
CLIMATE
Problem Area
Organizational climate
-Grievances
-Turnover
-Absenteeism
-Accidents

Example
80% related to supervision
Lack of interest of workers
Higher absenteeism of clerical staff
Accidents for line workers

Role of TNA
To solve problems that
are related to worker
participation and / or
productivity
Helps the management
in setting a value on
behavior it wishes to
improve
through
Training

Step II in the Training


Process
Planning Training or Instructional
Design
A planned training program is required to
meet the identified needs
Factors to be considered while planning

Objectives of training
Contents of training
Recipients of training
Likely costs involved
Costs of not training
Likely benefits through training
How to evaluate the training
Various training methods available & their appropriateness
Location & timing of training program
Choosing the trainers & trainees

Factors affecting
Training Design
Organizational/Environmental Constraints
Budgeting for training
Trainee population

DESIGN PHASE
Input

process

Output

Learning
Theory
Determine Factors
That Facilitates
Learning And Transfer

Training
Needs
Developing
Training
Objectives

Input
For
Objectives

Select method(s) of
Instruction and
Identify design strategy

Evaluation
objectives
Organizational
Constrains

Objective of the training


programme
What should trainees be capable of when they
complete training?
Knowledge (general vs. expert, narrow vs.
broad)
Skills
Problem solving strategies
Motivation (how much and for how long?)
Beliefs/ attitudes (e.g. appreciation of
diversity)

Key: Content and Objectives must match

Developing Objectives

Training objectives
Trainee reaction objectives
Learning objectives
Organizations outcome objectives

Identifying objectives
The TNA determines what the objectives of
training should be
Which performance deficiencies can be and
should be addressed by training
Which KSAs need to be learned in order to
change job behavior so that the performance
deficiencies are reduced or eliminated

Importance of training objectives


Its not a wastage of valuable time
Objectives of the training programs provides clear
guidelines and helps in completing it in less time
In terms of inhibiting flexibility, a specific focus is
given to find the trainees needs
They are important for the Trainee, for the
Designer of training, for the Trainer and for the
Evaluator of training

Training Objectives are important


for trainees
Trainees benefits from training objectives are
They reduce anxiety developed due to not
knowing what to do in training, high level of
anxiety can negatively affect learning,
objectives help in understanding what to do
in training, about training period etc.
Training objectives focus on attention on
relevant topics to be trained
Finally, they increase relevant learning and
increase chances of success of training

Training Objectives are important


for the Training Designer
They translate the training needs into training
outcomes
With clear objectives trainer can check the
training methods and contents of the training.
Eg- trainer has to develop a program for sales
men, the main objectives should be-A course in interpersonal skills
-Product information
-Technical knowledge

Training Objectives are important for


the Trainer
With clear objectives,
A trainer can facilitate the training process more
effectively.
They also help in understanding how well the
trainees are progressing and make required
adjustments

Training Objectives are important for


the Training Evaluator
When objectives are clear,
Evaluation of training is much easier.
They define the behavior expected at the end of
the training
*With good objectives we just need to compare the
actual results with the standards.

Training Content
Common Training Content
Improving basic work skills
Closing the skills gap
Retraining (i.e. upgrading technological skills)
Improving group membership (team) skills
Teaching leadership/ supervision skills
Developing management skills
Enhancing self-management / self-directed
learning skills

Costs of not training


Need of additional requirements in recruitment to
buy in skills not available
To replace staff who leave due to lack of training
opportunities
Reduced productivity arising from less efficient
working methods due to less developed skills
Longer time taken by individuals to become fully
proficient
Reduced ability to adopt to the changing
environment or to become innovative
Increased likelihoods of accidents
Less motivated workforce
Less
awareness
of,
and
commitment
to
organizational objectives

Type of Costs in training


programs
Development cost:-All costs related to development
of the program are included.
Direct costs:- Costs that are directly attributed to the
training program.
Indirect costs:-Includes any non developmental
items that would be incurred even if the training were
cancelled before it was to start.
Participant compensation:- participants salaries
and benefits while they are attending the training
program.
Evaluation cost:-cost associated with the evaluation
of the training.

Costs of Training
Hiring suitable venue for a training course (or making
a permanent training facility)
Fees & salaries of suitable trainers hired or
employed
Traveling expenses from workplace to training venue
Provision of suitable course materials
Salaries & benefits of trainees (training time is nonproductive time)
Lost production (because of trainees absence from
workplace)
Staff time spent in arranging training programmes
Possible increased costs of recruitment as trained
staff become more in demand by other employers
In some cases, increased pay costs as employees
reach certain pre-determined standards

Training Methods
Training methods have to chosen depending on the
training programme design requirements
They must have a demonstrated value, developing
interest, appeal to many senses

Training Methods
Two major classificationsOn-the-job Training (OJT) techniques
Takes place in a normal working situation, using the
actual tools, equipment, documents or materials that
trainees will use when fully trained
Most effective for vocational work
Off-the-job Training techniques
Takes place away from normal work situations
implying that the employee does not count as a
directly productive worker while such training takes
place
Has the advantage that it allows people to get away
from work and concentrate more thoroughly on the
training itself
More effective in inculcating concepts and ideas

Types of on-the-job
training
Demonstration an experienced employee shows how to
perform a task or series of tasks
Coaching counseling or giving general support and
guidance to trainees
Do-it-yourself training discovery method of training
Job rotation or planned experience moving employees
into other jobs for a particular period to enable them to
acquire new & wider skills
Technology-based training desk-based technique using
interactive computer programmes or videos or CD-Roms
Brainstorming sessions for a particular problem
Syndicate method working in small groups
Apprentice training practical education that takes place
when an inexperienced worker learns a skill or trade by
working with a skilled worker

Types of off-the-job
training
Three major categories
SIMULATION METHODS

ROLE PLAY
CASE METHOD
MANAGEMENT GAMES
IN-BASKET EXERCISE
BEHAVORIAL MODELING

KNOWLEDGE-BASED METHODS

LECTURES
SEMINARS
WORKSHOPS
PROGRAMMED INSTRUCTION
GROUP DISCUSSIONS
FILMS, TV
CAI
INTRANET

EXPERIENTIAL METHODS

SENSITIVITY TRAINING
TRANSACTIONAL ANALYSIS
ACHIEVEMENT MOTIVATION WORKSHOPS
OUTDOOR-ORIENTED PROGRAMMES

Types of off-the-job
training

SIMULATION METHODS
(Representation of a potential situation)
ROLE PLAY - Participants enact roles on the basis of a
written script or an oral description of a particular situation
CASE METHOD Actual situation written for discussion &
analysis purpose
MANAGEMENT GAMES Game built around the model of a
business situation & trainees represent management of
competing companies. They assimilate real-life situations &
process
IN-BASKET EXERCISE Several situations in which an
executive usually deals with on a day to basis are recorded
viz his reactions & responses & then feedback is given to him
BEHAVORIAL MODELING - Interactive management where
the learning happens through observation or imagination

Types of off-the-job
training
KNOWLEDGE-BASED METHODS
LECTURES
SEMINARS
WORKSHOPS
PROGRAMMED INSTRUCTION
DISTANCE LEARNING
GROUP DISCUSSIONS
FILMS, TV
CAI Computer Aided Instruction
INTRANET Virtual Reality

Types of off-the-job
training
EXPERIENTIAL METHODS
SENSITIVITY TRAINING Training in small groups in which
people learn how to interact with each other by developing
a sensitive awareness & understanding of themselves & of
their relationships with others
TRANSACTIONAL ANALYSIS Developed by Eric Berne, this
is a type of psychotherapy based on an understanding of
the interactions or transactions between patient &
therapist, and between patient & others in the
environment. Focuses on 3 ego states Parent, Adult & Child
ACHIEVEMENT MOTIVATION WORKSHOPS For a closer
contact between colleagues who work within the same
theoretical framework
OUTDOOR-ORIENTED PROGRAMMES Like river rafting,
rock climbing, excursions, boat races, rope climbing etc for
team building, leadership & risk taking

DEMONSTRATION
Demonstrations are merely illustrated
lectures or presentations.
Demonstrations are especially useful for
psychomotor
objectives
(where
participants are required to perform some
manual task), but can of course be used
(as
in
"modeling")
to
illustrate
interpersonal
skills,
interviewing,
communication, discipline, or counseling.
It is often done in conjunction with a
lecture
to
explain
what
is
being
demonstrated.

CBT
Ranges from simple PI to VR training.
PI (Programmed Instruction): Most
effective for declarative knowledge. Once
developed PI can be transferred to the
media apt for training. Trainees are then
able to complete the training at their own
pace, time and place
VR (Virtual Reality): A much more
sophisticated
version
of
multimedia
training that uses h/w to place you
perceptually and psychologically into an
environment.

CASE STUDIES/BUSINESS
GAMES
A popular way to get involvement
and to bring discussion down to a
reasonable level of concreteness.
A real-time situation or case is given
to the trainees for the purpose of
making them think like the managers
in that situation

ROLE PLAYS
A training technique where, without a
script, participants act out a situation
in front of the rest of the group.
Can be used to examine delicate
problems, or to explore solutions and
to provide insights into attitudes
differing from those of participants

FIELD TRIPS
Field trips, excursions, observations,
or tours permit the learners to
experience
sensory
impressions
which
could
never
occur
in
classrooms or conference rooms, but
which are characteristic of the
environment in which the new
behavior must persevere.

BEHAVIOR MODELING
The trainee views a demonstration of
how to perform before being asked to
perform.
Effective Modeling Involves Exploring
a
Particular
Phenomenon
or
Performance
from
Multiple
Perspectives
One of the Purposes of Modeling is to
Help People to 'Do What They Know'
and to 'Know What They Are Doing'

AUDIO VISUAL
ENHANCEMENTS for
Improving Training
Effectiveness

STATIC MEDIA
STATIC

Charts/Posters
Overheads
Computer Generated
Overheads

GUIDELINES FOR STATIC


MEDIA
Straight And Unblocked Vision
Limit To One Idea
Size Of Letters, Number Of Words And
Number Of Sentences
Use Of Colors
Rehearsals
Lighting
Reach Early
Carry Transparencies (In Case Of
Emergencies With Computer Generated
Projections)

DYNAMIC MEDIA
DYNAMIC
Audio Tapes
Film And Video
Computer Generated
Dynamic Presentation

GUIDELINES FOR DYNAMIC


MEDIA
Straight And Unblocked Vision
Distance (Rule Of Thumb)
Sound
Sitting Arrangement
Lighting
Rehearsals
Reach Early (Check Equipment For
Trial Run)
READY YOUR BACK UP

Effective Training
Methods
CHARACTERISTICS OF AN EFFECTIVE TRAINING
METHOD
Motivates the trainee
Demonstrates desired skills
Provides for active participation
Provides opportunities to practice
Provides timely feedback
Provides means for reinforcement
Structures material from simple to complex
tasks
Makes information adaptable to specific
problems
Encourages positive transfer from training to
the job

Choice of Training
Method
Choice
of
depends on

Training

Method

The number of participants


Costs to be incurred
Availability of development materials
Employees
relative
efficiency
in
learning

Facilities & Ambience


(Environment) at the
Venue

TRAINING ROOM
Furniture
Furniture Set Up

Room

Windows
Lights adjustable
Walls
Shape of the room
Carpeted with sound absorbent
ceiling
Temperature control (noise of fans
etc.)

Furniture and set up


Tables and
chairs
Movable
Table size
Padded chairs

TRAINER
Characteristics
Trainer KSAs Knowledge, Skills, Attitude
Trainer Credibility - First Impression,
Experience
Ability to engage with the audience
Understanding of Training Objectives and
imparting them in view of the audience
Their Preparation
How they begin the training
Setting the tone for the training session
How they dress-up and carry themselves
The podium
Listening and questioning
Providing instructions

Step III in the Training


Process
VALIDATION
Do a test or pilot to remove any bugs
on
the
training
programme
by
presenting it to a smaller sample
(representative audience)
This is the most ignored & hardly done
step

Step IV in the Training


Process
IMPLEMENTING TRAINING
PROGRAMME
Actually training the targeted group
The Organizer (Usually HR resource person)
must be clear about the training objectives
Target group should have been identified
Training needs should have been identified
Form of training should have been identified &
decided
Costs & potential benefits should have been
calculated

Training Implementation
This is the point where the application part
is there of the instructional strategy.

The outputs from the development phase


became the inputs for this phase.

Process phase contains two steps


I. Dry Run
II.Pilot Program

IMPLEMENTATION PHASE
INSTRUCTIONAL
MATERIAL
INSTRUCTIONA
L
EQUIPMENT
TRAINEE AND
TRAINER MANUALS
FACILITIES

DRY

PILOT

TRAINING

RUN

PROGRAM

IMPLEMENTATION

EVALUATION
IMPLEMENTATION
AND
ASSESMENT OF
UTILITY

DRY RUN
This determines the value and clarity of various
pieces of training program in a control setting.
This refines the training to eliminate any major
glitches
The trainer should be someone involved in the
training design and development.
Some potential trainees are to be chosen as well
as include some content experts who can provide
feedback on the validity of the material and its
usage.
It is not required in the dry run to test all training
modules.
It is important to ask participants a list of
questions after each exercise or module you test.

PILOT PROGRAM

In this trainees are to be trained.


Select
the
people
who
are
generally
supportive of training, and are not likely to
be disruptive.
The main goals of the pilot program are:
I. Provide the trainees with relevant training.
II.Assess further the timing and relevance of
modules and various training components.
III.Determine the appropriateness, clarity, and
flow of material.

Step V in the Training


Process

TRAINING EVALUATION

Final stage in the training process


Management
must
assess
the
training
programme s success or failure
An attempt to obtain information / feedback on
the effects of a training programme and to assess
the value of the training in the light of that
information
Self-graded tests / Observation of trainees (pre
& post training questionnaires) / interviews /
measured changes in performance, assessment
centres
Learning Kits provide necessary feedback to a
person on his progress
Training evaluation provides information on

Step V in the Training


Training Evaluation
Process

Assessing the effectiveness of the training


program in terms of the benefits to the trainees
and the organization
process of collecting outcomes to determine
if the training program was effective
Helps to increase accountability
Quality Movement - focus on continuous
improvement
organizational cost cutting

Levels Of Training
Evaluation
Evaluation can be carried out at 5 levels

Reactions level: reviewing trainee reactions to


training, trainer

Learning level: changes in knowledge, skills,


attitude

On-the-job behaviors or behavioral level:


change on job behavior

Organizational level: effect on the organization

Ultimate level: Benefits in totality to individual


& organization

THE FOUR LEVELS OF


EVALUATION

Evaluate Reaction - It assesses the trainees attitude


and perception towards the training regarding Training
relevance, Training material and exercises, Facilities
and procedure, Reaction to the trainer
Evaluate Learning - it evaluates the KSAs before and
after the completion of training with the help of TNA

Evaluate Behavior - To see whether training


transferred to job with the help of: Interviews,
questionnaires, observation, 360 degree feedback,
performance appraisal
Evaluate Results - To see whether the reasons
because of which training was provided are fulfilled,
for eg: high level of scrap being produced, increase in
customer grievances, number of rejections from

Did they learn


KSAanything
being used onWas
the job?
it worth it?
he environment suitable for learning?

Level 1 -Level
Reaction
2 - Knowledge
Level 3 - Behavior
Level 4 - Results

Types of Assessments Used at


Each Level
Type

Form

Correlation of business
Summati
results with other
ve
assessment results
Summati Observation of
ve
Performance
360 Survey
Diagnost Self-assessment
ic
Test
Summati
ve
Reaction Survey
Formativ Real-time Polling
e
Quizzing

Training Effectiveness
The degree to which trainees are able to learn &
apply the knowledge & skills acquired during
the programme
Influenced by the attitudes, interests, values &
expectations of the trainees & the training
environment
Contents of training programmes & ability of
trainers also affects training effectiveness

Training Effectiveness
Things that Enhance Training Effectiveness
Match between ability level and course difficulty
High need achievement - with a mastery
(learning)
orientation,
not
outcome
(performance) orientation
High self-efficacy
Perceived instrumentality of training for getting
positive rewards

ESSENTIALS OF A GOOD
TRAINING PROGRAMME
Contents must be relevant to job requirements
Flexible due allowance for the differences among
the trainees with respect to aptitude, ability,
learning capacity
Prepare the trainees mentally before actually
imparting any knowledge or skill
Should be conducted
experienced trainers

by

well-qualified

and

Emphasize both on theory & practice to acquire


knowledge & its applications
Should have support of top management
Should be supported by a system of critical

RETRAINING
Retraining of workers involves the renewal or
updating of workers skills, knowledge, attitude,
work habits and competencies to enable them
perform their assigned responsibilities creditably
Re-training of workers are very vital to the
productivity of any organization considering the
technological changes taking place in the world of
work.
This means workers must be trained to acquire the
necessary skills and knowledge to be able to meet
with these changes and perform their assigned
roles in the organization towards the achievement
of organizational goals.

RETRAINING
Retraining refers to a professional's return to education,
either at vocational schools and higher education
institutes or at a company's training scheme, as a means
of enhancing his skills or refreshing his knowledge.
Even though retraining may seem an unnecessary chore
to experienced professionals, it is essential in order to
remain both efficient in the workplace and competitive
in the job market.
It is the decision to invest in the skills of workers who
would otherwise be at risk of losing their jobs unless
they acquire new skills
You need to retrain your employees when new methods
or equipment are introduced or when jobs for which
employees have been trained are phased out.
In addition, it is important to train and retrain your team

REASONS FOR RETRAINING


Adapt to Changing Environments
A marketing director who graduated during the
1980s was not supposed to use the Internet to
promote a business, while factory workers may
have problems handling new, more advanced -but also more complicated -- equipment.
Work environments are not located in a sealed
vacuum, but they are adapting to advances in
technology or changes in the organization's
structure.
Therefore, it is an obligation of the professional to
retrain constantly and catch up with the everchanging workplace reality.

REASONS FOR RETRAINING


Refresh Your Knowledge
Retraining is important not only for changing
elements of your profession, but also for issues
which you don't encounter on an everyday basis.
For example, a journalist may need to retrain on
libel law, when his memory of the issue has
started fading away, while a courier driver can
refresh his knowledge on driving regulations.
This way, professionals can minimize the risk of
coming across issues they just don't remember
how to deal with.

REASONS FOR RETRAINING


Maintain a Competitive Rsum
The "qualifications" section of your Rsum can
become much stronger with the addition of
retraining schemes, proving to your potential
employers that you are fully capable of performing
in the modern workplace.
Academic or vocational qualifications dating back
several years or even decades are a major
disadvantage older professionals have compared
to their younger counterparts.
However, recent retraining, combined with years
of professional experience, can help you maintain
a competitive Rsum and stay afloat in the jobs
market.

REASONS FOR RETRAINING


Change Careers
When you intend to follow a new path in the same
employment sector, such as moving to public
relations from marketing, or even starting a whole
new career, retraining is a prerequisite to success.
Even if you are not planning to change career in
the near future, retraining can benefit you when
you face redundancy, as your qualifications allow
you to search for opportunities in diverse markets.
In addition, recent qualifications can cover up for
the lack of professional experience in your new
role.

REASONS FOR RETRAINING


Survival

You may not have a choice regarding retraining if your


employer is downsizing.
If you survive the cuts, you may be required to take on
the tasks of eliminated positions.
Employers sometimes launch retraining programs
during a layoff period so the workforce drain doesn't
topple the business.
If you lose your job, meanwhile, retraining while you're
unemployed can help you land a new job.
State employment offices usually offer retraining
programs to unemployed workers. Retraining might
help you if your old job is in a shrinking field.

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