TRAINING MODULE
Training Process Step 1 TRAINING NEEDS ANALYSIS
Step 2 DEVELOP TRAINING OBJECTIVES
Step 3
Step 7
REVIEW AVAILABLE TRAINING METHODS
MEASURE TRAINING RESULTS
Step 4
Step 6
DESIGN/SELECT TRAINING METHODS
IMPLEMENT TRAINING PROGRAMS
Step 5 DESIGN TRAINING EVALUATION APPROACH
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Training Process Step 1 TRAINING NEEDS ANALYSIS
Step 2 DEVELOP TRAINING OBJECTIVES
Step 3
Step 7
REVIEW AVAILABLE TRAINING METHODS
MEASURE TRAINING RESULTS
Step 4
Step 6
DESIGN/SELECT TRAINING METHODS
IMPLEMENT TRAINING PROGRAMS
Step 5 DESIGN TRAINING EVALUATION APPROACH
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Why Training? Provide knowledge and skills required to perform the job effectively.
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When training is needed? • New New hire hiress (to (to com compl plem emen entt sel selec ecti tion on)) • Chan Change ge of jobs jobs (e (e.g .g.,., tran transf sfer er,, promotion) • Chan Change ge to to jobs jobs (e. (e.g. g.,, new new tech techno nolo logy gy;; realignment) • Perf Perfor orma manc ncee defi defici cien enci cies es det detec ecte ted d 5/26/2008
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Employee Development Why? • Prep Prepar aree emp emplo loye yees es for for futu future re pos posit itio ions ns • Upgr Upgrad adee gene genera rall ski skill llss for for pe pers rson onal al grow growth th When? • Inter ternal promoti otion po policy • QWL programs • Team building • De Deve velop lopin ing/ g/ch chan angi ging ng organi organizat zatio iona nall cultu culture re
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TRAINING PROCESS • • • • •
Training Needs Analysis/Assessment Training Objective/Purpose Training Methods Training Evaluation Evaluation of the Result/Feedback
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Training Needs Analysis There are three types of training need analysis :
• • •
Organizational need analysis Job need analysis Person need analysis.
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Organizational Needs Analysis Attaining the objectives of the business should be the ultimate concern of any training and development effort. Therefore, conducting an organizational needs analysis Should be the first step in effective needs assessment. This includes:
• • • • •
Define Organization’s Short Term Goals/Objectives Define Organization’s Long Term Goals/Objectives Human Resource Analysis Efficiency Indexes Assessment Assessment of the organizational climate 5/26/2008
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Contd….. The organizational needs analysis should translate the organization's objectives into an accurate estimate of the demand for human resources. Efficiency indexes including cost of labor, quantity of output (productivity), quality of output, waste, and equipment use and repairs can provide useful information. The organization can determine standards for these indexes and then analyze them to evaluate the general effectiveness of training programs.
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Job Needs Analysis • The specific content of present or anticipated jobs is examined through job analysis. For existing jobs, information on the tasks to be performed (contained in job descriptions), the skills necessary to perform those tasks (drawn from job qualifications), and the minimum acceptable standards (obtained from performance appraisals) are gathered. This information can then be used to ensure that training programs are job specific and useful. • The process of collecting information for use in developing training programs is often referred to as job needs analysis. In this situation, the analysis method used should include questions specifically designed to assess the competencies needed to perform the job. 5/26/2008
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Person Needs Analysis Person needs analysis can be either broad or narrow in scope. The broader approach compares actual performance with the minimum acceptable standards of performance. The narrower approach compares an evaluation of employee proficiency on each required skill dimension with the proficiency level required for each skill. The first method is based on the actual, current job performance of an employee; therefore, it can be used to determine training needs for the current job. The second method, on the other hand, can be used to identify development needs for future jobs.
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Contd…. Whether the focus is on performance of the job as a whole or on particular aspects of the job, several approaches can be used to identify the training needs of individuals :
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Output Measures. Performance data (e.g., productivity, accidents, customer complaints), as well as performance appraisal ratings, can provide evidence of performance deficiencies. Person needs analysis can also consist of work sample and job knowledge tests that measure performance capability and knowledge.
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Self-Assessed Training Needs The self-assessment of training needs is growing in popularity. Here top managers require the employee and his or her supervisor to identify what the business needs are for the department and the business, as well as the skill needs and deficiencies of the individual. Selfassessment is premised on the assumption that employees, more than anyone else, are aware of their weaknesses and performance deficiencies. Therefore, they're in the best position to identify their own training needs.
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Attitude Surveys Attitude surveys completed by a supervisor's subordinates or by customers or by both also can provide information on training needs. For example, when one supervisor receives low scores regarding her or his fairness in treating subordinates, compared with other supervisors in the organization, the supervisor may need training in that area. Similarly, if the customers of a particular unit seem to be particularly dissatisfied compared with other customers, training may be needed in that unit.
Thus, customer surveys can serve a dual role: • providing information to management about service • pinpointing employee deficiencies . 5/26/2008
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Types Of Training On-site training
- On-the-Job Training - Apprentice Training - Coaching/mentoring - Job Rotation
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Cont… Off- Site Training -
Lectures/Seminars Multimedia Presentations Programmed/Computer Assisted instruction Simulation Role Playing
- Behavior Modeling
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Selection & Development of Training Methods Factors to Consider 1.Purpose (Based on needs Analysis) Common Objectives include:
• •
Information Acquisition Skill Development (e.g. interpersonal, problem solving, decision making)
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Factors to Consider 2. Principles of Learning i. Motivation to learn • Relevance & Meaningfulness • Adequate preparation & Self-efficacy • Choice / Participation (e.g time, content) • Clear Goals • Reinforcement ii. Feedback iii. Opportunity to practice
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Factors to Consider 3. Transfer of Training Facilitated by: • Similarity of setting and task • Over learning • Teaching of general principles • Reinforcement of transfer
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Factors to Consider 4. Individual Differences Should accommodate differences in: • Readiness to learn • Motivation to learn • Preferred learning style
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Factors to Consider 5. Trainer Qualifications Trainers should:
• • • •
Have knowledge of the organization Be knowledgeable about content Be motivated to train Understand principles of learning
6. Cost 5/26/2008
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Methods of Training • • • • • • • • • • • •
Conference Lecture Seminar Demonstration Panel Role Playing Case Studies Simulations Self-Discovery Movies/Videos/Computer based Trainings On-the-job training Mentoring 5/26/2008
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Lecture A lecture is the method learners often most commonly associate with college and secondary education. Yet, it is also considered one of the least effective methods to use for adult learners. In this method, one person (the trainer) does all of the talking. He or she may use handouts, visual aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from the instructor to the learner.
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Cont…. • Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of information quickly when it is less important that the trainees retain a lot of details. • Cons: Does not actively involve trainees in training process. The trainees forget much information if it is presented only orally.
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Demonstration Demonstration is very effective for basic skills training. The trainer shows trainees how to do something. The trainer may provide an opportunity for trainees to perform the task being demonstrated. • Pros: This method emphasizes the trainee involvement. It engages several senses: seeing, hearing, feeling, touching. • Cons: It requires a great deal of trainer preparation and planning. There also needs to be an adequate space for the training to take place. If the trainer is not skilled in the task being taught, poor work habits can be learned by the trainee.
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Conference The conference training method is a good problemsolving approach. A group considers a specific problem or issue and they work to reach agreement on statements or solutions. • Pros: There is a lot of trainee participation. The trainees build consensus and the trainer can use several methods (lecture, panel, seminar) to keep sessions interesting. • Cons: It can be difficult to control a group. Opinions generated at the conference may differ from the manager’s ideas, causing conflict.
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Panel A panel provides several points of view on a topic to seek alternatives to a situation. Panel members may have differing views but they must also have objective concerns for the purpose of the training. This is an excellent method for using outside resource people. • Pros: Trainees often find it interesting to hear different points of view. The process invites employees to share their opinions and they are challenged to consider alternatives. • Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate. 5/26/2008
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Role Playing During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training. • Pros: Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experiment with many different approaches to a situation without alienating any actual customers. • Cons: A lot of time is spent making a single point. Trainers must be skilled and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch 5/26/2008
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Case Studies A case study is a description of a real or imagined situation which contains information that trainees can use to analyze what has occurred and why. The trainees recommend solutions based on the content provided. • Pros: A case study can present a real-life situation which lets trainees consider what they would do. It can present a wide variety of skills in which applying knowledge is important. • Cons: Cases can be difficult to write and timeconsuming to discuss. The trainer must be creative and very skilled at leading discussions, making points, and keeping trainees on track. 5/26/2008
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Simulations Trainees participate in a reality-based, interactive activity where they imitate actions required on the job. It is a useful technique for skills development. • Pros: Training becomes more reality-based, as trainees are actively involved in the learning process. It directly applies to jobs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned. • Cons: Simulations are time-consuming. The trainer must be very skilled and make sure that trainees practice the skills correctly. Only perfect practice makes perfect.
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Projects Projects require the trainees to do something on the job which improves the business as well as helps them learn about the topic of training. It might involve participation on a team, the creation of a database, or the forming of a new process. The type of project will vary by business and the skill level of the trainee. Pros: This is a good training activity for experienced employees. Projects can be chosen which help solve problems or otherwise improve the operation. Trainees get first-hand experience in the topic of the training. Little time is needed to prepare the training experience. 5/26/2008
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Cont… • Cons: Without proper introduction to the project and its purpose, trainees may think they are doing somebody else’s work. Also, if they do not have an interest in the project or there is no immediate impact on their own jobs, it will be difficult to obtain and maintain their interest.
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Common individual training methods include: Self-discovery Trainees discover the competencies on their own using such techniques as guided exercises, books, and research. • Pros: Trainees are able to choose the learning style that works the best for them. They are able to move at their own pace and have a great deal of ownership over their learning. • Cons: Trainees can easily get side-tracked and may move slower than the trainer desires. It is also more difficult to measure the employee’s progress. 5/26/2008
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Movies/videos/computerbased training Content for the training experience comes primarily from a videotape or computer-based program. • Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion. It is also easy to assure that the same information is presented to each trainee. • Cons: It is expensive to develop. Most trainers choosing this option must purchase the training from an outside vendor, making the content less specific to their needs.
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On-the-job training This is the most common method of training. The trainee is placed on the job and the manager or mentor shows the trainee how to do the job. To be successful, the training should be done according to a structured program that uses task lists, job breakdowns, and performance standards as a lesson plan. Pros: The training can be made extremely specific to the employee's needs. It is highly practical and realitybased. It also helps the employee establish important relationships with his or her supervisor or mentor. Cons: Training is not standardized for employees. There is often a tendency to have a person learn by doing the job, providing no real training. 5/26/2008
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Mentoring A mentor can tutor others in their learning. Mentors help employees solve problems both through training them in skills and through modeling effective attitudes and behaviors. This system is sometimes known as a buddy system. Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and immediate feedback. It also helps the trainee get information regarding the business culture and organizational structure.
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Cont.... Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not chosen, the trainee can pick up bad habits.
When choosing from among these methods, the trainer must decide which one best suits the trainees, the environment, and the investments available. Many trainers will choose to combine methods or vary them. Others will select a single method that works best for them and never vary. With so many options, a trainer is limited only by his or her creativity.
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Training Feedback
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Evaluation of Training Criteria (based on Kirkpatrick, 1976) Reaction • Did employees like the training, think it was useful, feel more confident in their abilities? Learning • Did employees learn anything new? Behavioral • Do trainees behave any differently back on the job? Results • Did the training have the desired outcome?
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TRAINING SCORECARD When implementing a training scorecard it is important to track, collect, compile, analyze, and report six different types of training data collected over different time periods. These types of data are indicators, reaction, learning, application, business impact, and return-on-investment. It includes : • INDICATORS • INTANGIBLE BENEFITS
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Indicators This is the traditional approach to reporting training data. Some examples of indicators are number of employees trained, total training hours, training hours per employee, training investment as a percentage of payroll, cost per participant. Although these measures are necessary, they do not reflect the results of the training program. There are many types of indicators, but it is most important to include in the scorecard the measures of interest to the organization's top managers.
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Level 1: REACTION At this level, participants reactions to and satisfaction With the training program are measured. Some recommended data to capture on Level 1 instruments are: • • • •
Relevance of training to job Recommendation of training to others Importance of information received Intention to use skills/knowledge acquired
Those four items have predictive validity for projecting actual applications and should be compared from one program to another.
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Level 2 : LEARNING Learning can be measured informally with self-assessments, team assessments, or facilitator assessments, or formally with objective tests, performance testing, or simulations. Learning self-assessments may ask participants to rate the following items: • Understanding of the skills/knowledge acquired • Ability to use the skills/knowledge acquired • Confidence in the use of skills/knowledge acquired
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Level 3 : BEHAVIOR APPLICATION This level measures changes in on-the-job behavior while the training is applied or implemented. This information often is collected through a follow-up survey or questionnaire. Key questions asked concern: • the importance of the skills/knowledge hack on the job • the frequency of use of the new skills/knowledge • the effectiveness of the skills/knowledge when applied on the job
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Level 4 : BUSINESS IMPACT At this level the actual business results of the training program are identified. A paper-based or automated follow-up questionnaire can be used to gather this data. Depending on the training programs' performance and business objectives, data may be gathered on the following: • • • • •
productivity level Quality cost control sales revenue customer satisfaction 5/26/2008
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Level 5 : RETURN ON INVESTMENT At this level the monetary benefits of the program are compared with the cost of the program. The costs of the program must be fully loaded. The methods used to convert data should be reported. The ROI calculation for a training program is identical to the ROI ratio for any other business investment: ROI(%) = ((benefits - costs]/costs) x 100 A benefit-cost ratio may also be calculated by dividing costs into benefits. 5/26/2008
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INTANGIBLE BENEFITS Intangible benefits are measures that are intentionally not converted to monetary values because the conversion to monetary data would be too subjective. It is important to capture and report intangible benefits of the training program, such as: • • • •
increased job satisfaction reduced conflicts reduced stress improved teamwork
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Seminar Seminars often combine several group methods: lectures, discussions, conferences, demonstrations. • Pros: Group members are involved in the training. The trainer can use many group methods as part of the seminar activity. • Cons: Planning is time-consuming. The trainer must have skill in conducting a seminar. More time is needed to conduct a seminar than is needed for many other methods.
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