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    Training and development

    Uploaded by

    mainaedwin716
    FXA4

    Copyright:

    © All Rights Reserved
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    Training and development

    Uploaded by

    mainaedwin716
    6 views65 pages
    FXA4

    Copyright

    © © All Rights Reserved

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    FXA4

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    6 views65 pages

    Training and development

    Uploaded by

    mainaedwin716
    FXA4

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 65

    TRAINING AND

    DEVELOPMENT
    KOOME IMPWII
    DEFINION

    • REFERS TO ANY ATTEMPT TO IMPROVE CURRENT OR


    FUTURE EMPLOYEE PERFORMANCE BY INCREASING AN
    EMPLOYEE’S ABILITY TO PERFORM THROUGH LEARNING,
    USUALLY BY CHANGING THE EMPLOYEE’S ATTITUDE OR
    INCREASING HIS OR HER SKILLS AND KNOWLEDGE.

    January 25, 2025 2


    • THE NEED FOR TRAINING & DEVELOPMENT IS
    DETERMINED BY THE EMPLOYEE’S PERFORMANCE
    DEFICIENCY.

    January 25, 2025 3


    TRAINING

    • THE PROCESS OF IMPARTING SPECIFIC SKILLS.


    • EDUCATION - THEORETICAL LEARNING IN CLASSROOM
    • TRAINING AND EDUCATION ARE COMPLEMENTARY-AN
    EMPLOYEE WHO UNDERGOES TRAINING IS PRESUMED TO
    HAVE HAD SOME FORMAL EDUCATION. FURTHERMORE,
    NO TRAINING PROGRAMME IS COMPLETE WITHOUT AN
    ELEMENT OF EDUCATION.

    January 25, 2025 4


    DEVELOPMENT

    • REFERS TO THE LEARNING OPPORTUNITIES DESIGNED TO


    HELP EMPLOYEES GROW.
    • IT PROVIDES GENERAL KNOWLEDGE AND ATTITUDES
    WHICH WILL BE HELPFUL TO EMPLOYEES IN HIGHER
    POSITIONS

    January 25, 2025 5


    DEVELOPMENT CONT’D

    • IT IS MORE OF LONG TERM OR FUTURISTIC IN NATURE AS


    OPPOSED TO TRAINING, WHICH FOCUS ON THE CURRENT
    JOB.
    • IT ALSO IS NOT LIMITED TO THE JOB AVENUES IN THE
    CURRENT ORGANIZATION BUT MAY FOCUS ON OTHER
    DEVELOPMENT ASPECTS ALSO.

    January 25, 2025 6


    January 25, 2025 7
    AIM

    • TO HELP THE ORGANIZATION ACHIEVE ITS PURPOSE BY


    ADDING VALUE TO ITS KEY RESOURCE – THE PEOPLE IT
    EMPLOYS.
    • TRAINING MEANS INVESTING IN THE PEOPLE TO ENABLE
    THEM TO PERFORM BETTER AND TO EMPOWER THEM TO
    MAKE THE BEST USE OF THEIR NATURAL ABILITIES.
    •

    January 25, 2025 8


    OBJECTIVES

    • TO DEVELOP THE COMPETENCES OF EMPLOYEES AND


    IMPROVE THEIR PERFORMANCE.
    • HELP PEOPLE TO GROW WITHIN THE ORGANIZATION IN
    ORDER THAT, AS FAR AS POSSIBLE, ITS FUTURE NEEDS FOR
    HUMAN RESOURCE CAN BE MET FROM WITHIN;
    • REDUCE THE LEARNING TIME FOR EMPLOYEES STARTING IN
    NEW JOBS ON APPOINTMENT, TRANSFERS OR PROMOTION,
    AND ENSURE THAT THEY BECOME FULLY COMPETENT AS
    QUICKLY AND ECONOMICALLY AS POSSIBLE.
    January 25, 2025 9
    TARGETED BEHAVIORS

    • THAT CAN BE MADE MORE EFFECTIVE AND EFFICIENT BY


    TRAINING
    • NEED MAINTENANCE
    • NEW EMPLOYEES NEED TO LEARN
    • ARE NEEDED AS A RESULT OF NEW KNOWLEDGE OR
    TECHNOLOGY

    January 25, 2025 10


    TYPES OF TRAINING

    • ORIENTATION OR INDUCTION
    • JOB INSTRUCTION
    • APPRENTICESHIP
    • REQUIRED/REGULAR

    January 25, 2025 11


    ORIENTATION/INDUCTION

    • OFFERED TO NEW EMPLOYEES TO:


    • PUT THEM AT EASE
    • INTRODUCE THEM TO KEY PERSONNEL, ORGANIZATIONAL
    POLICIES, PROCEDURES AND BENEFITS

    January 25, 2025 12


    JOB INSTRUCTION

    • INVOLVES 4 STEPS:
    • ORIENTING THE TRAINEE TO THE JOB SITUATION
    • DEMONSTRATING THE ENTIRE JOB
    • ASKING THE TRAINEE TO DO THE JOB
    • EVALUATING THE EMPLOYEE PERFORMANCE PERIODICALLY
    AND OFFERING SUPPLEMENTARY TRAINING NECESSARY

    January 25, 2025 13


    APPRENTICESHIP

    • TRAINEES SPEND A PRESCRIBED PERIOD OF TIME


    WORKING WITH AN EXPERIENCED MASTER WORKER

    January 25, 2025 14


    REQUIRED/REGULAR

    • TRAINING CARRIED OUT AS A REQUIREMENT BY


    LAW/ACCREDITING ORGANIZATION

    January 25, 2025 15


    TRAINING PROCESS

    January 25, 2025 16


    PROCESS

    • TRAINING NEEDS ANALYSIS


    • DESIGNING AND SELECTING TRAINING METHODS
    • IMPLEMENT THE TRAINING
    • EVALUATE THE TRAINING

    January 25, 2025 17


    TRAINING NEEDS ANALYSIS

    • CARRIED OUT TO DETERMINE THE REQUIRED TRAINING.


    • UNDERTAKEN AT 3 LEVELS

    January 25, 2025 18


    LEVELS

    • ORGANIZATIONAL LEVEL-PHILOSOPHY, OBJECTIVES,


    POLICIES
    • JOB ANALYSIS(TASK)-ANALYSIS OF JOB REQUIREMENTS
    • INDIVIDUAL ANALYSIS(PERFORMANCE)-ANALYSIS OF
    INDIVIDUAL PERFORMANCE TO DETERMINE DEFICIENCIES
    THAT CAN BE CORRECTED THROUGH TRAINING

    January 25, 2025 19


    TYPES OF ANALYSIS

    • KNOWLEDGE
    • SKILLS
    • ABILITIES

    January 25, 2025 20


    METHODS

    • SURVEYS
    • OBSERVATIONS
    • INTERVIEW
    • CUSTOMER FEED- BACK
    • ADVISORY GROUPS SUCH AS QUALITY CONTROL
    • GROUP BRAINSTORMING
    • PERFORMANCE EVALUATION
    January 25, 2025 21
    SURVEYS

    • YOU CAN CONDUCT SURVEYS OR POLLS WITH A SAMPLE


    POOL OR ALL THE EMPLOYEES OF YOUR ORGANIZATION.
    • SURVEYS HELP FIND OUT PERFORMANCE DEFICIENCIES
    IN SPECIFIC AREAS.
    • TO CONDUCT A SURVEY, YOU CAN PREPARE A
    QUESTIONNAIRE AND CIRCULATE AMONG YOUR
    EMPLOYEES.

    January 25, 2025 22


    ADVANTAGES

    • REACH A LARGE NUMBER OF EMPLOYEES IN LESS TIME


    • INEXPENSIVE
    • IN CASE OF ANONYMITY, RESPONSES ARE GIVEN
    WITHOUT FEAR AND HESITATION
    • EASY TO ANALYZE, SUMMARIZE, AND REPORT
    •

    January 25, 2025 23


    DISADVANTAGES

    • MAY NOT GO DEEP INTO THE REASONS BEHIND THE


    PERSISTENT ISSUES
    • NEED ENOUGH TIME TO DEVELOP AN EFFECTIVE AND
    DETAILED QUESTIONNAIRE
    • FREE RESPONSES MIGHT NOT BE FORTHCOMING

    January 25, 2025 24


    OBSERVATIONS

    • TRAINING MANAGERS WATCH THE WORK OF EMPLOYEES


    IN REGULAR WORKING SITUATIONS.
    • THIS OBSERVATION, IN TURN, PROVIDES ENOUGH
    INFORMATION ON PERFORMANCE GAPS.

    January 25, 2025 25


    • YOU NEED TO CONSIDER TECHNICAL, FUNCTIONAL, AND
    BEHAVIORAL ASPECTS WHILE OBSERVING TO GET
    QUALITATIVE AND QUANTITATIVE FEEDBACK ON THE
    EXISTING PERFORMANCE.

    January 25, 2025 26


    ADVANTAGES

    • LESS INTERRUPTION TO REGULAR WORK FLOW


    • HELPS GENERATE REAL-LIFE DATA

    January 25, 2025 27


    DISADVANTAGE S

    • FEEDBACK CAN BE UNSTRUCTURED


    • NEED AN IMPARTIAL, EXPERT OBSERVER WITH PROCESS
    AND DOMAIN KNOWLEDGE
    • DATA COLLECTION POSSIBLE ONLY IN WORK SETTINGS
    • EMPLOYEES MAY FEEL “SPIED ON”
    • SOMETIMES RESULTS MAY DEVIATE WHEN OBSERVATION
    IS ON

    January 25, 2025 28


    INTERVIEWS

    • ALLOWS YOU TO COLLECT DATA ON PERFORMANCE GAPS


    WHILE TALKING WITH EACH EMPLOYEE OR A GROUP OF
    EMPLOYEES.
    • IT CAN BE FORMAL OR INFORMAL.

    January 25, 2025 29


    • YOU CAN CONDUCT INTERVIEWS IN PERSON OR BY
    PHONE, AT WORK LOCATIONS, OR ANYWHERE.
    • SOMETIMES, YOU CAN INTERVIEW THE REPRESENTATIVE
    OF THE WORK GROUP.

    January 25, 2025 30


    ADVANTAGES

    • EASY TO IDENTIFY PERFORMANCE ISSUES AND EXPLORE


    POSSIBLE SOLUTIONS
    • IMMEDIATE FEEDBACK IS POSSIBLE

    January 25, 2025 31


    DISADVANTAGES

    • USUALLY TIME-CONSUMING.
    • DIFFICULT TO ANALYZE AND QUANTIFY RESULTS
    • NEED AN EXPERIENCED INTERVIEWER TO GENERATE
    DATA WITHOUT MAKING THE INTERVIEWEE SELF-
    CONSCIOUS

    January 25, 2025 32


    CUSTOMER FEEDBACK

    • YOU WILL COME TO KNOW PERFORMANCE DEFICIENCIES


    WITH CUSTOMERS’ FEEDBACK.
    • THEY SPECIFICALLY INDICATE IMPROVEMENT AREAS.

    January 25, 2025 33


    ADVANTAGES

    • CAN MAKE IMPROVEMENTS WITH CONSTRUCTIVE


    FEEDBACK
    • GET VALUABLE INSIGHTS ABOUT YOUR TARGET
    AUDIENCE

    January 25, 2025 34


    DISADVANTAGES

    • LOW RESPONSE RATES


    • MAY NOT GIVE ENOUGH TIME FOR FEEDBACK

    January 25, 2025 35


    DEVELOPING TRAINING
    OBJECTIVES
    • AFTER UNDERTAKING TNA, TRAINING OBJECTIVES ARE
    DEVELOPED.
    • A TRAINING OBJECTIVE IS DEFINED AS A DESCRIPTION OF
    WHAT THE TRAINEE SHOULD EXHIBIT/ ACCOMPLISH
    AFTER TRAINING

    January 25, 2025 36


    TYPES OF OBJECTIVES

    • KNOWLEDGE-COGNITIVE INFORMATION AND DETAILS


    • SKILL-BEHAVIOR CHANGES ON HOW THE TASK IS
    PERFORMED
    • ATTITUDE-CREATING INTEREST AND AWARENESS

    January 25, 2025 37


    DESIGNING AND SELECTING
    TRAINING METHODS
    • STAFF DEVELOPMENT METHODS CAN BE:
    • INTERNAL OR EXTERNAL
    • WORK-BASED OR INSTRUCTIONAL BASED

    January 25, 2025 38


    WORK -BASED

    • OJT
    • APPRENTICESHIP
    • VESTIBULE
    • SYSTEMATIC JOB ROTATION AND TRANSFER
    • MENTORING

    January 25, 2025 39


    OJT

    • EMPLOYEES LEARN THEIR JOB WHILE THEY ARE


    ACTUALLY DOING IT.

    January 25, 2025 40


    APPRENTICESHIP

    • COMBINATION OF CLASSROOM INSTRUCTION AND OJT

    January 25, 2025 41


    VESTIBULE TRAINING

    • A WORK SIMULATION SITUATION IN WHICH THE JOB IS


    PERFORMED UNDER A CONDITION THAT CLOSELY
    SIMULATES THE REAL ENVIRONMENT

    January 25, 2025 42


    SYSTEMATIC JOB ROTATION AND
    TRANSFER
    • SYSTEMATICALLY ROTATING OR TRANSFERRING THE
    EMPLOYEE FROM ONE JOB TO ANOTHER

    January 25, 2025 43


    MENTORING

    • A RELATIONSHIP BETWEEN TWO PEOPLE WITH THE GOAL


    OF PROFESSIONAL AND PERSONAL DEVELOPMENT.
    • THE "MENTOR" IS USUALLY AN EXPERIENCED INDIVIDUAL
    WHO SHARES KNOWLEDGE, EXPERIENCE, AND ADVICE
    WITH A LESS EXPERIENCED PERSON, OR "MENTEE."

    January 25, 2025 44


    INSTRUCTIONAL- BASED

    • LECTURE/DISCUSSION
    • COMPUTER ASSISTED INSTRUCTION
    • PROGRAMMED INSTRUCTION
    • CONFERENCES

    January 25, 2025 45


    LECTURE

    • A TRAINER PRESENTS THAT MATERIAL TO THOSE


    ATTENDING THE PROGRAMME IN A DESCRIPTIVE MANNER

    January 25, 2025 46


    CAI

    • TRAINEE SITS AT A PERSONAL COMPUTER AND OPERATES


    A SOFTWARE THAT HAS BEEN DEVELOPED SPECIFICALLY
    TO IMPART CERTAIN INFORMATION TO THE INDIVIDUAL

    January 25, 2025 47


    PROGRAMMED INSTRUCTION

    • MATERIAL TO BE LEARNED IS PREPARED IN A


    MANUAL/TRAINING BOOKLET WHICH INDIVIDUAL
    STUDIES AT HIS/HER PACE

    January 25, 2025 48


    CONFERENCE

    • A FORMAL TRAINING THAT TYPICALLY TAKES PLACE


    OVER SEVERAL DAYS

    January 25, 2025 49


    TYPES OF CONFERENCES

    • A SYMPOSIUM IS A CASUAL GATHERING AND INCLUDES


    REFRESHMENTS AND ENTERTAINMENT.
    • A SEMINAR IS ORGANIZED TO DISCUSS A PARTICULAR
    TOPIC. THEY ARE USUALLY EDUCATIONAL IN NATURE AND
    ATTENDEES ARE EXPECTED TO GAIN NEW KNOWLEDGE
    OR SKILLS AT THE END OF THE SEMINAR

    January 25, 2025 50


    TYPES CONT’D

    • A WORKSHOP IS MORE OF A HANDS-ON EXPERIENCE FOR


    THE PARTICIPANTS WITH DEMONSTRATIONS AND ACTIVITIES;
    THE AMOUNT OF TIME ONE SPEAKER ADDRESSES THE
    GROUP IS LIMITED
    • A ROUND-TABLE CONFERENCE IS A GET-TOGETHER OF PEERS
    TO EXCHANGE THOUGHTS AND OPINIONS ON A CERTAIN
    TOPIC, USUALLY POLITICAL OR COMMERCIAL. THERE ARE A
    LIMITED NUMBER OF PARTICIPANTS WHO SIT AT A ROUND
    TABLE, SO THAT EACH ONE CAN FACE ALL THE OTHERS

    January 25, 2025 51


    IMPLEMENT THE TRAINING

    • PREPARE THE LEARNERS


    • DO THE PRESENTATION
    • CARRY OUT PERFORMANCE TRY-OUT
    • FOLLOW- UP

    January 25, 2025 52


    EVALUATE THE TRAINING

    • METHOD OF MEASURING CHANGE IN KNOWLEDGE,


    SKILLS, ATTITUDES, JOB PERFORMANCE, COSTS AND THE
    QUALITY OF THE TRAINING FACILITIES.
    • INVOLVES DETERMINING WHETHER:
    • THE EDUCATION WAS COST EFFECTIVE,
    • THE OBJECTIVES WERE MET AND
    • LEARNING WAS APPLIED TO THE JOB

    January 25, 2025 53


    LEVELS

    • PRE-TRAINING
    • INTERMEDIATE
    • POST- TRAINING

    January 25, 2025 54


    PRE-TRAINING

    • MADE IN THE BEGINNING OF THE TRAINING PROGRAMME


    • PURPOSE- TO UNDERSTAND THE EXPECTATIONS OF THE
    TRAINEES FROM THE TRAINING PROGRAMMES AND THE
    EXTENT TO WHICH THEY HAVE UNDERSTOOD ITS
    OBJECTIVES.

    January 25, 2025 55


    INTERMEDIATE

    • UNDERTAKEN AS THE TRAINING GOES ON.


    • PURPOSE- TO ENSURE THAT TRAINING IS PROGRESSING
    AS EXPECTED.
    • MID-COURSE CORRECTIONS CAN BE MADE IN THE EVENT
    OF DEVIATION FROM THE ENVISAGED OBJECTIVES.

    January 25, 2025 56


    POST TRAINING

    • UNDERTAKEN AT THE END OF THE TRAINING


    • THE CRITERIA USED FOR ASSESSING THE IMPACT OF
    TRAINING PROGRAMME INCLUDE REACTION, LEARNING,
    BEHAVIOUR AND RESULTS (RLBR).

    January 25, 2025 57


    ELEMENTS OF EVALUATION

    • LEARNER REACTION.
    • LEARNING ACQUIRED
    • BEHAVIOR CHANGE
    • RESULTS IMPROVED QUALITY OF CARE, FEWER
    ACCIDENTS ETC

    January 25, 2025 58


    LEARNER REACTION

    • CARRIED OUT THROUGH A QUESTIONNAIRE COMPLETED


    AT THE END OF A PROGRAMME
    • MEASURES THE DEGREE OF SATISFACTION OF TRAINEES
    WITH THE TRAINING PROGRAMME, NAMELY SUBJECT
    MATTER AND CONTENT OF TRAINING PROGRAMME, THE
    ENVIRONMENT, METHODS OF TRAINING ETC.

    January 25, 2025 59


    LEARNING ACQUIRED

    • MEASURES THE DEGREE TO WHICH TRAINEES HAVE


    ACQUIRED NEW KNOWLEDGE, SKILL OR COMPETENCIES.
    • THE TRAINER MEASURES THE KNOWLEDGE AND SKILL
    LEVEL OF TRAINEES IN THE BEGINNING OF THE
    PROGRAMME (PRE-TEST)AND AT THE END OF
    TRAINING(POST-TEST) AND MAKE COMPARISONS

    January 25, 2025 60


    BEHAVIOR CHANGE

    • EVALUATED THROUGH A FOLLOW-UP


    • A COMPARISON OF PRE AND POST TRAINING BEHAVIOUR
    MAY REVEAL THE IMPACT OF TRAINING ON BEHAVIOUR
    MODIFICATION

    January 25, 2025 61


    RESULTS

    • INVOLVES DETERMINING THE VALUE OF THE TRAINING


    • MEASURES LIKE PRODUCTIVITY, SALES VOLUME AND
    PROFIT, IMPROVED QUALITY OF CARE, FEWER
    ACCIDENTS CAN BE CONSIDERED.

    January 25, 2025 62


    IMPORTANCE OF TRIANING

    • IMPROVES WORK EFFICIENCY


    • REDUCES ACCIDENTS
    • ELIMINATES WASTAGE

    January 25, 2025 63


    IMPORTANCE CONT’D

    • MAKES EMPLOYEE MORE LOYAL TO THE ORGANIZATION


    • ECONOMICAL SUPERVISION
    • UNIFORM PROCEDURE

    January 25, 2025 64


    THE END

    January 25, 2025 65

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