Training and Development

Suruchi Pandey

What is training?

Training refers to a planned effort by a company to facilitate employees learning of job-related competencies. The goal of training is for employees to
master the knowledge, skill, and behaviors emphasized in training programs, and apply them to their day-to-day activities

If you think training is expensive,try ignorance.

Training vs. Development 1. Difference Between Training

Training focuses on Development focuses on specific job broad knowledge and knowledge and skill insights that may be that is to be applied in required for adaptation the short run. to environmental demands in the future.

TRAINING

EDUCATION

DEVELOPMENT

ORGANISATIONAL TRAINING & DEVELOPMENT PROGRAMME

Importance of Training
1. Respond to technology changes affecting job requirements. 2. Respond to organizational restructuring. 3. Adapt to increased diversity of the workforce. 4. Support career development.

5. Fulfill employee need for growth.

M n oD illios f o lla rs

20 0 15 9 10 9 15 8 10 8 15 7 10 7 15 6

P d tio C s ro uc n o ts U it P e n ric P fits ro

10 6

15 5 10 5 19 19 19 90 91 92

Examples of Training Investments

Industry and government in the United States spend approximately $90 billion each year on employee training and education. Average U. S. company spends about 1.4% of budget on training compared to 5% for German companies and 6% for Japanese companies.

Study of major automobile manufactures found U. S automakers spend about 40 hours training new employees compared to 300 hours for Japanese and German automakers. In early 1980s, Motorolas CEO required all divisions to spend at least 2% of budget on training. Over next 7 years, profits increased 47% and it was estimated that each $1.00 in training yielded $30.00 in return.

Training programs
Training: Any procedure initiated by an organisation to foster learning among organisational members

Training programs: Help in the achievement of overall organisational objectives

Training Design Process

Conducting Needs Assessment Ensuring Employees Readiness for Training

Creating a Learning Environment

Developing an Evaluation Plan

Ensuring Transfer of Training

Select Training Method

Monitor and Evaluate the Program

A systems approach to training

Emphasis: Training needs analysis Formulating instructional objectives Developing learning experiences to achieve objectives Conducting Training Obtaining evaluative information

Training Process Model

II. Developing & Conducting Training

I. Needs Assessment

III. Evaluating Training

Needs assessment

Organisational analysis

Task analysis

Person analysis

I. Needs Assessment

Organizational Level

Job Level
Individual Level

1. Organizational Level

Sales and operating plans. Productivity measures. Technology change. Organizational restructuring. Change in workforce.

2. Job Level
Job and task analysis. Identify KSAs. Review procedural and technical manuals.

Design Training Program

3. Individual Level
Determine who needs training and what kind.

Tests. Prior training and experience. Performance review. Career assessment.

II. Developing and Conducting Training

1. Determine location and who will conduct the training.
o

Onsite facilities vs. offsite. Inside training staff vs. outside vendors.
o

2. Develop training curricula.

Based on job/task analysis and individual needs.

3. Select training methods.

o o

Considering learning principles. Consider appropriateness and cost.

Principles of learning
Rewards and reinforcement Goal setting Meaningful presentation

Feedback and knowledge of progress

Principles for successful training

Modelling/ Readiness

Mass vs distributed learning

Individual differences

Whole vs part learning

Active practice and repetition

Training non-managerial employees

On-the-job training Simulation Apprentice

Computer-based

Vestibule Training

Audiovisual materials Programmed Instructions

Classroom/ Lecture Method

Training managerial employees

On-the-job experiences Role Play Coaching

group discussions

Understudy assignment

Management games Conferences and seminars

Case Study

Training Methods
Classroom
Computer Assisted Instruction

Video CAI with Video

Simulation

On-the-Job

1. Classroom Instruction
PROS

CONS

Efficient dissemination of large volume of information. Effective in explaining concepts, theories, and principles. Provides opportunity for discussion.

Learner does not control pace or content Does not consider individual differences. Limited practice. Limited feedback. Limited transfer to job.

2. Video and Film

PROS

CONS

Provides realism. Adds interest. Allows scheduling flexibility. Allows exposure to hazardous events. Allows distribution to multiple sites.

Does not consider individual differences. Limited practice. Limited feedback. Limited transfer to job.

3. Computer Assisted Instruction

PROS

CONS

Efficient instruction. Considers individual differences. Allows scheduling flexibility. Allows active practice for some tasks. Allows learner control. Provides immediate feedback to tasks.

Limited in presenting theories and principles. Limited discussion. Transfer depends on particular job. (Good for computer work.) High development cost (40-60 hours per hour of instruction at $100-$300 per hour.)

4. Computer Assisted Instruction with Video

PROS

CONS

Same as basic CAI. Adds realism. Adds interest. Allows exposure to hazardous events.

Same as basic CAI. Adds additional cost.

$50,000-$150,000 per hour of instruction due to: * Script writers * Production specialists * Camera crews

5. Simulation

PROS Provides realism. Allows active practice. Provides immediate feedback. Allows exposure to hazardous events. High transfer to job. No job interference. Lowers trainee stress.

CONS

Cannot cover all job aspects. Limited number of trainees. Can be very expensive (for example, aircraft simulators and virtual reality simulators).

6. On-The-Job Training
PROS

CONS

Provides realism. Allows active practice. Provides immediate feedback. High motivation. High transfer to job. Lowers training cost.

Disruptions to operations. May damage equipment. Inconsistent across departments. Inadequate focus on underlying principles. Lack of systematic feedback. Transfer of improper procedures. Trainee stress.

Characteristics of successful trainers

Knowledge of subject

Interest

Adaptability

Clear instructions

Sincerity

Individual assistance

Sense of humour

Enthusiasm

III. Evaluating Training Effectiveness 1. Four levels of training effectiveness.

2. Four evaluation designs.

3. ROI Return On Investment

Evaluating Training and Results

Kirkpatrick's Four Levels of Training Evaluation

Level 1 Evaluation - Reactions

Just as the word implies, evaluation at this level measures how participants in a training program react to it. It attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material relevant to their work? This type of evaluation is often called a smile sheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. In addition, the participants' reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility.

Level 2 Evaluation - Learning

To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test).

Level 3 Evaluation - Transfer

This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner?

Level 4 Evaluation- Results

This level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment.

From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed.
Determining results in financial terms is difficult to measure, and is hard to link directly with training.

Types of Evaluation Designs

Train Measure

Post Test Only. Cannot tell if there is a change in knowledge or skill. Measure Train Measure

Pre-test with Post-test. Detects a change, but cannot tell if training was responsible.

Types of Evaluation Designs

Measure 1 Measure 2 Measure Measure 3 Measure 4

Train

Measure 6

Measure 5

Multiple Baseline Design: Compares trend in performance Before and After training. A significant change in the performance trend after the training indicates the possibility of a training effect.

Types of Evaluation Designs

Measure
Measure

Train
No Train

Measure

Measure

Scientific Method: Training Group and Control Group. Compare performance of Training Group and Control Group after training. If Training Group has higher performance, it can be attributed to a training effect.

Why Evaluation of Training?

Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progress

Training is Investment

COST AND BENEFIT ANALYSIS

There are four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager. The Trainee wants to confirm that the course has met personal expectations and satisfied any learning objectives set by the T & D department at the beginning of the Programme. The Trainer concern is to ensure that the training that has been provided is effective or not. Training and Development want to know whether the course has made the best use of the resources available. The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.

Important Revision What to Evaluate

1. 2. 3. 4.

Donald Kirkpatrick developed four level models to assess training effectiveness. According to him, evaluation always begins with level first and should move through other levels in sequence. Reaction Level: Learning Level: Behavior Level: . Result Level:

There are three possible opportunities to undertake an evaluation: 1. Pre Training Evaluation:. 2. Context and Input Evaluation improvement and adjustments needed to attain the training objectives. 3. Post Training Evaluation

3. Types Types ofof Training Training

1. Induction Training
2. Retraining.

5. Creativity Training.
6. Literacy Training.

3. Cross-Functional.
4. Team Training.

7. Diversity Training.
8. Customer Service.

9. Skills Training.

1. Induction and orientation

Reasons for induction Continuous process Cooperative endeavour Careful planning: Checklist Focus Induction packet Reduce anxiety Follow-up and evaluate

2. Retraining

Maintaining worker knowledge and skill as job requirements change due to: Technological innovation Organizational restructuring

3. Cross-Functional Training

Training employees to perform a wider variety of tasks in order to gain: Flexibility in work scheduling. Improved coordination.

4. Team Training

Training self-directed teams with regard to: Management skills. Coordination skills. Cross-functional skills.

5. Creativity Training

Using innovative learning techniques to enhance employee ability to spawn new ideas and new approaches.

Creativity Training Methods

Analogies and metaphors Using comparisons and finding similarities.

Free Association Freely thinking of words linked to specific problems can give insight. Personal Analogy Placing oneself as the source of a problem to gain insight. Mind Mapping Generating issues and drawing lines to identify relationships among the issues.

How to Train for Creativity

Driving Creativity

Personal behaviour: Curiosity, variety, self-image, expressiveness Opportunities: network, nurturing culture, resources Divergent thinking skills, effective behaviour, association skills

Team Creativity (Mudra)

Systemic Creativity (Wipro)

None of us is as good as all of us Asked to approach the problem from someone elses view
Combining intuitive approach of right brain with the analytical facilities of the left brain
Methods used in creative pursuits like art, literature be applied to solve problems

Transferred Creativity (Titan)

Erewhon Wheel
Improving effectiveness Using opportunities Achieving unfulfilled goals Removing bottlenecks Overcoming resistance to change Thinking big to Where

How to be Creative
Postpone judgement Alternate frames of Reference Wish-list of solution Borrow ideas from other fields Question all Assumptions Adopt another person perspective

be Creative

6. Literacy Training
Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc.

7. Diversity Training Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds.

8. Customer Service Training

Training to improve communication, better response to customer needs, and ways to enhance customer satisfaction.

9. SKILLS TRAINING

Focus on job knowledge and skill for: Instructing new hires. Overcoming performance deficits of the workforce.

Training is useless unless you have a purpose, it's knowing for what purpose to train for that can make it effective