Training and Development

Anubha Walia

Apart from lecture notes pl refer following books Uday Pareekh Dharma Vira Agarwal
Anubha Walia 9818446562 anubhawalia@gmail.com

Course Content 40 hrs

1. TRAINING AND DEVELOPMENT: OVERVIEW (2 HRS) 16 feb

Training

and teaching Learning about management issues and concepts Principles of learning and development basic idea

2. ADULT LEARNING (1 HR) 17 feb

Concept

of adult learning Transfer of learning: Mechanics, facilitators, hurdles, overcoming obstacles.

3. TRAINING NEEDS (3 HRS) 23-24feb

Training

needs classification; individual, occupational, and organizational level needs Identification of training needs

2. EFFECTIVE LEARNING (2 HRS)

Trainers

skills Role of management trainer in transfer of learning Role of trainer as a change agent.

5. DESIGN OF A TRAINING PROGRAM AND ITS EXECUTION (8 HRS) 2-3 mar

Training

objectives Decision about content of training Training methods and choice of appropriate aids Parameters for assessment of training effectiveness Steps involved in conducting an effective training program

6.EVALUATION OF TRAINING (2 HRS)

Evaluate? Methods

for evaluation Criteria for evaluation

7. INVENTORY OF TRAINING METHODS (20 HRS)

Lecture Case

analysis Role plays Business / management games & simulations Experiential learning, including outdoors Organizing / preparing training material, including A.V. aids

8. MARKETING OF TRAINING ACTIVITY (2 HRS)

Marketing

in house (internal customer) Marketing to external customers

40 hrs in 10 weeks.. April EOM

Training and Development

Training = Altering behaviour Development = Increasing knowledge Learning = Permanent change in behaviour
Training Need

Job req existing competencies Desired Group dynamics existing attitude of an individual

Development Need

DefinitionsAccording to Edwin B. Flippo; Training is the act of increasing knowledge and skill of an employee for doing a particular job.

According to Michael Armstrong; Training is the systematic development of the knowledge,skills and attitudes required by an individual to perform adequately a given task or job.

What is training?
Training is basically a systematic procedure for transferring technical know-how to the employees so as to increase their knowledge and skills for doing particular jobs.

Difference
TRAINING

LEARNING

Developing people from the inside out - so they achieve their own individual potential - what they love and enjoy, what they are most capable of, and strong at doing, rather than what we try to make them be. Training is about the organisation. Training is (mostly) a chore; people do it because they're paid to

Learning' far better expresses this than 'training'. Learning is about the person. Learning is quite different. People respond to appropriate learning because they want to; because it benefits and interests them; because it helps them to grow and to develop their natural abilities; to make a difference; to be special.

Difference

TRAINING
Training is something that happens at work Also 'training' merely describes, and commonly represents, transfer of knowledge or skill for organisational gain Train the essential skills and knowledge of course, but most importantly focus on facilitating learning and development for the person, beyond 'work skills' - help them grow and develop for life - help them to identify, aspire to, and take steps towards fulfilling their own personal unique potential.

LEARNING
Learning is something that people pursue by choice at their own cost in their own time. Does it not make sense for employers to help and enable that process? Of course it does. 'Learning' extends the idea of personal development (and thereby organisational development) to beliefs, values, wisdom, compassion, emotional maturity, ethics, integrity - and most important of all, to helping others to identify, aspire to and to achieve and fulfil their own unique individual personal potential.

What is Teaching?
Imply deeper knowledge and a longer timeframe. We often hear the term Lifelong learning," but not Life long training???

Difference

TRAINING
Train are:
To form by instruction, discipline, or drill To make prepared for a test of skill training focuses on skill ..with the notion of exercises that we repeat until we "get" the skills we are trying to acquire

TEACHING
Teach has many alternate definitions, including: To cause to know something To guide the studies of To impart the knowledge of To instruct by precept, example, or experience

Difference

COACHING Relationship generally has a set duration Generally more structured in nature and meetings are scheduled on a regular basis Short-term (sometimes timebounded) and focused on specific development areas/issues

MENTORING Ongoing relationship that can last for a long period of time Can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support More long-term and takes a broader view of the person

Difference

COACHING

MENTORING

Focus is generally on development/issues at work The agenda is focused on achieving specific, immediate goals Coaching revolves more around specific development areas/issues

Mentor is usually more experienced and qualified than the mentee. Senior person in the org who can pass on knowledge, experience Focus is on career and personal development Agenda is set by the mentee, and guidance to prepare them for future roles

Guiding: the process of directing an individual or a group along the path leading from present state to a desired state

Coaching: helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance
Teaching: helping an individual or group develop cognitive skills and capabilities Mentoring: helping to shape an individuals beliefs and values in a positive way; often a longer term career relationship from someone who has done it before Counselling: helping an individual to improve performance by resolving situations from the past.

Training In future, the success of enterprises ll depend upon the revolutionary training and development system in human resource management. As we live and work in the world of knowledge and skill, every human activity need up-to-date knowledge and required skills to perform it.

Features of Training

Training enhances the skills and capabilities of the individuals in an organization. The need for training can be emphasized in various work situations, such as in harnessing skills for existing jobs, planning out ones future job profile, elevating employees performance and so on.

For training to be successful, the employees have to be convinced of its utility and effectiveness. A successful training program improves the performance of an employee which in turn enhances organizational performance. Training program should attempt to bring about positive changes in the-knowledge ,skills and attitude of the workforce.

ADULT LEARNING
Child to Leader Andragogy Adult to Leader
Pedagogy

ADULT LEARNING
Adult

must want to Learn Adult Learn only what they feel they need to Learn Adult Learn by doing Adult learn through the application of past experience Adult learn in an informal environment Adult learn best through a variety of training methods

IDEA/CONCEPT

EVALUATE AND EVOLVE DISCUSS & CHALLENGE

REVISE / APPLY

Types of Learning
ATTITUDE KNOWLEDGE SKILLS

CONCEPT -

ASK

KEY ATTRIBUTES OF ADULT LEARNING PROCESS IN TRAINING

Evolutionary

Process Product of collaboration Unique to an Individual Takes place at subconscious level Intellectual and Emotional elements Does not progress at Uniform Pace

WAYS IN WHICH PARTICIPANT LEARN

Affirmation

or endorsement of existing

Learning Building on present level of Competencies Development of New Knowledge and competencies Learning after going through De-learning

TRAINING NEED ANALYSIS

Training defined as the process of bringing the manpower of an org to the desired level of performance, behavior and attitude from the existing level of performance, behavior and attitude. NEED When there is GAP

A S

ASK GAP TNA

K Required

A S K Available

Why Training Need Arise

EXPECTED

ACTUAL

When Training Need arises

Actual vs Expected is not met Motivation and Morale is Low Special Need Innovation ISO When staff themselves communicate Updating staff as per industry scenario Promotion or succession ASK

FORECAST Expansion Re-organization New Method New Equipment Retirement Seasonal Variation Change in Layout Attrition New Product Promotion

FAULT CORRECTION
Customer Complaint, Wastage, Abuse of equipment, High Rejection, Inaccurate data, Production hold up, Disregard safety rules

WHOM Top /

TO TRAIN

Strategic Level

Management Level Supervisory Level

Operational Level
Pl share Practical Examples

Determination of Training Need

-

Org having Training setup Org Do Not have training setup

-

Than how to do TNA Make an inventory quality n quantity Make forecast of future requirement wastage resignation transfer retirement Talent within and outside org Prepare strategy for development - future

When to Assess Needs?

When Work Changes Promotion, Method, Tools When Capabilities changes New
When the work Environment changes Mission, goal, budget, law, regulation

TNA Current Level

Discrepancy Reveals

IMMEDIATE TRAINING

Actual Level of Performance

Discrepancy Reveals

Projected Level of Performance

LONG Range TRAINING

Approaches to Training Need

Direct Approach Ask emp Professional Approach Consultant Secret Shopper Approach Sample Public Seminar Online Learning Consultants customized Do It YOURSELF

Need of Training Present and Future need Qualitative n Quantitative

NEED ASSESSMENT Thyer & McGhee Model

What is the Context? Organization Analysis Task / Role Analysis In What Do They Need Training?

Performance Analysis

Who Needs the Training?

Level of Training
Individual- Company Group and Team Level Organisation Level - Company Job Level- Company Country Level Regional Level Global Level

From where u can analyse need Organization

Goal & Objective HRIS DATA Efficiency & Effective Index Management request Change in System MBO Performance Data

TASK / JOB Analysis

Job Description Job Specification Performance Standard Analysis of operating problems Asking question about job

Person Analysis
Performance Appraisal data Work Sampling Interview KASOC
(Knowledge, Ability, Skill or other competency)

Attitude survey Self efficacy measure Critical Incidents

Analysis Performance Is It N Ignore Y Provide Is it due to lack Knowledge of Knowledge information

Is it due to skill deficiency Provide opp to practice Provide opp to practice Consider Feedback Practice Training Coaching

Is is due to Condition Are there obstacle to performance

Revisit performance, targets, and develop break though

Examine Reward / Punishment Grievance

Remove obstacle

After Need
Training policy?
Every organization has well established and
prescribed training policy for the training of employees.

TRAINING POLICY INCLUDES..?

This policy depicts the top managements philosophy regarding training of employees. This training policy includes the rules and regulations,procedure,budget,standards and conditions regarding training. This policy depicts the intention of the company to train and develop its personnel. It provide guidelines for training programme.

After Policy OBJECTIVE OF TRAINING

Employees learn best when they understand the objective of the training program. The objective refers to to the purpose and expected outcome of training activities. Training objectives based on the training needs analysis help employees understand why they need the training.

Objectives Operational (Enhance sales, reduce cost) Performance (Individual performance) Instructional (After training program evaluation) Reaction analysis (During training, subjective) Personal Growth (Stimulating feeling-self
confidence, competence, development)

Innovation or Change Larger effect

Objective
Cognitive : The acquisition of knowledge / understanding of concept Psychomotor : The proactice and acquisition of new skills and behaviour Afftective : The development of awareness of attitude, emotion, feelings and preference.

Importance of training objective

1. 2. 3. 4.

The resources are always limited and training objectives actually lead the design of training program. It provides the clear guidelines and develops the training program in in less time because objectives focus specifically on needs. Training objectives tell the trainee that what is expected out of him at the end of training program. Training objectives are of great significance from a no. of stakeholders perspectivesTrainer Trainee Designer Evaluator

Example
By the end of this prog, participants will be able to

Cognitive : TO write , to define, to name, to list etc Psychomotor : TO operate, to illustrate, to use, to execute Afftective : TO appreciate, to differentiate, to demonstrate. Action verbs to be used (to know, to learn, to undestand are non action verb

Misconception in Training

Training is not valuable.

Training is an expense, not an investment. Anybody can be a trainer. The training department is a good place to put poor performers. Training is the responsibility of the trainers.

REVISION
Training
Focus Use of work experiences Goal Current Low Future High

Development

Preparation for current job

Preparation for changes

Participation

Required

Voluntary

Subject for training

1Leadership 2Communication 3Selling skills 4Managing change 5Thank you 7Stress Management 8Customer retention 9Feedback skills 10Body Language 11-7 highly effective people 12Presentation skills

6Jack Welch and Warren Buffet approach

Presentation on 23-24, 30-31 April Carry 30% wtg in marks

We DID TNA, Policy, OBJ

TNA based on Org, Job and Performance

Org

Specific area within org

Job-Performing

task more effectively

to be upgraded

Performance-ASK

Policy-Management responsibity, rules, regulation and procedure Obj- operational (enhance sale, reduce cost), performance (efficiency and quality), Reaction, Personal growth, Innovation or change.

FOLLOWED BY

Preparing T&D Budget Deciding Venue

On Off

the Job the Job

Method and Tech to be used

Evaluation

BUDGET

Allocation of funds for carrying out training

Venue
On

The Job
itself / Company precincts

Plant

Off

the Job external university, college, professional meeting, workshop, convention, conference, seminar

Method and technique

Brain Storming Group Exercise Video Discussion

Ques Ans
Practice

Demonstration.

Evaluation

Objective have been achieved Judging Reaction Measuring how far training was effective Evaluating new and different behavior

Measuring result or change in term of cost, grievance, quality and production.

Designing Program

Designing of Training Prog

CHECKLIST
Who

would be participants

Objective
Content What

of the program

and Structure of the program

is expected Out come of program training Methods to be used Date, time

Who

will be Trainer

What

Venue,

Program
Lesson

schedule

Plan, Program leader Guide

Designing EXAMPLE

Subject Work Ethics and Joy of work

Objective

: To bring home the ethical concept of KARMA (Work) from GITA, more so in the present battle of business in a competitive environment (Be the master of excellence and not the slave of reward) make them realise their role & identity as a partner of the business entp to make their work as source of pleasure.

To

Designing EXAMPLE

Subject Work Ethics and Joy of work

Objective

: To bring home the ethical concept of KARMA (Work) from GITA, more so in the present battle of business in a competitive environment (Be the master of excellence and not the slave of reward) make them realise their role & identity as a partner of the business entp to make their work as source of pleasure.

To

Designing EXAMPLE

Content
Right

attitude toward work of work effort

Dignity

Sincere Why

we work the rational is Joy of work work become burden or pleasure

What

When

Golden
Your

rule of Joy of work

pledge

Designing EXAMPLE

Methodology
Discovery

learning from GITA

Brainstorming Exercise Role Q

play

and A

Designing EXAMPLE

Outcome of Training Program

Develop

an awareness about concept Action Plan

Individual Will

enjoy work and be sincere

Designing EXAMPLE

Monitoring
Peer

senior will give individual feedback for there positive behaviour and reinforce after a month.

Lesson Plan
DAY 1 TIME TOPIC Introduction 09.00-09.30 CONTENT Introducing of team members and program leader; Training objectives Sox Process Flow; Basic inputs on cash management Gurunath Delivery Methodology Participative lecture Presentation;inter group quiz Lecture Participative lecture

09.30-10.30 Cash Process 10.30-11.00 Impact of Cash on BBM

11.00-11.30 Best Practices Jayaram 11.30-11.45 TEA BREAK Cash & Regulations Cash Returns 11.45-01.00 Common errors identified during audit Venkatraman AML & Fraud Prevention Chandrachudan 01.00-01.30 LUNCH 01.30-03.00 Soiled/Mutilated & Forged notes Arunachalam

Presentation & Participative lecture visit to icmc; demonstration & simulation

PLG Program Leader Guide Example - CASH

Introduction Learning Objective Cash Process Common Error Cash Regulation Fraud Prevention Reflection Feedback

Managing Stress

Objective : To make aware about phenomenon of stress, its disastrous impact on there performance, career, life and how to cope with it, with special reference to work related stress. To familiarize them with how to contribute in building a stress free environment through self management to optimize their performance.

Content

What is Stress The root cause of stress

Stressful thought
Physical symtom of stres Effect of stress Stress free life- How Improvement in thought process

Stress management technique

Your action plan

Methodology

Illustration and demonstration Practice and feel exercise Brainstorming Discussion

Individual exercise

Outcome / Result

Developing awareness about the concept of stress and its root cause Will be able to manage stress through improvement in thought process

Develop individual action plan for coping up with the stress

Effective Trainer

Qualities of effective Trainer

Passion for Training Ability to hold attention of trainee

Thorough knowledge
Encourage and elicit participation Manage time

Be humorous and Respectful

Open to feedback Listening skills

Good Communicator
Effective use of aid Planner, Flexible, Cool temprament

Attribute of Trainer

Personal Qualification ( Mental, Physical, Emotional, Ethical and Personal characteristics)

Professional Qualification (Job Knowledge, Professional skill, Professional training)

Personal

Mental sharp intellect, good judgment, good analytical approach, keen understanding of people, interest values of particpants, skills in getting along with the group, very much alert and receptive to learning new technologies, good instructor, capacity to pursude, win over respect of others, well adapt in peaking and writing

Personal

Physical Training requires great hard work

Must be able to exhibit vibrating energy

Enthusiasm to meet any challenge and difficult situation. T&D needs both physical and mental strain, therefore without physical vitality and mental resilience it may not be possible

Personal

Emotional Self composed

Exhibit emotional maturity both in expression and doing

High degree of tolerance. Should be in high spirit Should not loose temper

Give best performance in his job

Self confidence and strong conviction

Personal

Ethical Display fair mindedness

Should have impartial attitude

No favor's Give due credit where its due

Personal

Personal Characteristics Should not be rigid

Flexible in his approach

Should be able to adjust himself in changed situation Cooperative, sympathetic and helpful

Professional

Job Knowledge Deep knowledge

Conversant
Well aware company policy procedure Should act as a change agent

Professional

Professional skills Special attitude and ability to lecture

Well versed with modern technique

Capability of developing couse, content, program, LP, PLG Should be able to evaluate

Professional

Professional Training and experience Sound background

Good skills
Constantly upgrade himself through refresher courses Specialized work experience Experience in on the job

Formalized experience in human relation.

Methods of Training

Various Methods

INFORMATIONAL primarily informational, one way communication EXPERIMENTAL learner interact with instructor, a computer, or other trainee to practice skills.

INFORMATIONAL
Uses Gaining new knowledge Introductory material Lecture Benefits Equally good as TV Low cost Limitation Learners are passive Poor transfer

Reaches large Depends in lecture audience ability Audience is often Is not tailored to comfortable with it individual trainee

INFORMATIONAL
Uses Gaining new knowledge Gaining attention AUDIO VISUAL Benefits Can reach large audience at one time Versatility Can reduce trainer, travel and facility cost Audience is often comfortable with it Limitation Is not tailored to individual trainee Passive learner

INFORMATIONAL
Independent study Uses Benefits Gaining new Allow trainees to knowledge go at own pace Completing degree Continuous education Minimize cost of development Limitation Expensive to develop liabrary material Performance depends on trainee motivation Is not applicable to all job

INFORMATIONAL
Uses Limitation Gaining new Expensive to knowledge develop Pre training Allows trainees to Not applicable for preparation go at there own all task pace Provide immediate Does not lead to feedfack higher performance than lecture E Learning Benefits Convenient

Experimental
Experimental

ON THE JOB Benefits Good transfer Limited trainer cost High trainee motivation since training is relevant Limitation Depends on Trainer May be costly due to mistake May have frequent interruption due to job demand

Uses Learning Job skills Apprentice training Job rotation

Experimental
E-Learning Uses Benefits Limitation Trainees may have difficulty using computer Limited opp for interaction Less useful for interpersonal and psychmotor task

Gaining New Self Paced and Knowledge Convenient Drill and Practice Individualise d Learning Standardised, Good Retention Feedback is given

Experimental
SIMULATOR Uses Produces real world conditions For physical and cognitive training For Team Training Benefits Effective for learning and transfer Present realistic challenge Limitation Costly to develop Sickness can occur Requires good fidelity

Experimental
GAMES Uses Benefits Limitation Highly competitive Time consuming May stifle creativity

Decision Resembles the making skills job tasks Management training Interpersonal skills Provide feedback Present realistic challenge

Experimental
CASE STUDY Uses Decision Making skills Analytical skills Benefits Decision making practice Limitation Must be updated

Real world Criticized as being training unable to teach material mgmt skills Communicati Active learning Trainer often on skills dominates discussion Illustrate diversity of solution Good for problem solving skills

Experimental
ROLE PLAY Uses For Changing attitude Practice skills Benefits Gain experince of other role Active learning Limitation Initial resistance of trainee Trainee may not take it seriously

Analyse Close to reality Interpersonal problems

Experimental
Behaviour Modelling Uses To teach Interpersonal skills Benefits Allow practice Limitation Time consuming

To teach Provide May be costly cognitive feedback to develop skills To teach Retention is training skills improved

LECTURE METHOD

Traditional Method / Oldest One way communication Lack of Interaction Effective when seek to transmit information or intellect understanding Trainer becomes center of attraction

Talent of Trainer can engage participants with communication skills

WHY & WHEN TO USE

When large group is there and participation is not possible Bridge the gap between lectures and reading by themselves

No guarantee that method stimulates thinking or actively involves participants therefore most difficult method.
The onus lies with Trainer. It calls for motivation and commitment

Cont

Does not allow two way communication Develops a sense of dependence on the trainer. Lack of involvement of the participant leaves the trainer without the feedback. Requires high level of skill, knowledge and aptitude. Good lecturing and good presentation

ADVANTAGE DISADVANTAGE Can reinforce One Way trainers credibility Depends on and authority trainer for Info is effectiveness concentrated and Words and figs organized can easily be Efficient: lot of garbled. info can be shared Can be personalized and customized

CHECKLIST

Trainer Role Initiator, Main speaker, option of involving question Building Group The group is prepared for lecture.

Participant role Style of speaker, good listener

Facilities & resources Room should be comfortable, chart, flips, pen Time Allocation depends on subject

CASE STUDY

Very popular Transmitting of knowledge through involvement of the participants Used as an exercise in decision making or problem solving. Helps participant to think

Guidelines for using

Imp to know objective of the session Through knowledge of the topic should be there. The case study should be based on genuine data and situation The trainer should be aware of the actual outcome in order to enable to compare and contrast after findings.

Guidelines for writing case study

Can be done yourself Can be delegated-imp objective should be kept in mind The case must relate to overall work situation, participants skills exp and knowledge Good communication and writing skills and should be in past tense for protection.

ADVANTAGE Can focus the discussion and learning experience Can gain a shared understanding of on the job training Provide real world experience

DISADVANTAGE Impose time limitation for reading and discussion Difficult to develop and in corporate all the necessary details. Only build and demonstrate understanding and not skills

Checklist Case Study

Trainer role Initiate and guide discussion, clarifies, expected learning outcomes, highlights the learning. Climate building methods procedure norms should be familiarized well, good time Participant role actively involved in analyzing the case, assisting for understanding

Checklist contd

Facilities, recourses and equipments Case sheet should be well made, room should be spaced.. Black board, flip charts..

Time allocation approx 2 hours

ROLE PLAY

Valuable training method Its a conscious attempt to bring out dynamic and intricacies of various roles performed in real life. Its not theoretical Provides opportunity for participation, involvement and action learning. Engendering (produce) behavioral science. Provides a useful experience in self expression and interpersonal communication.

CASE STUDY

ROLE PLAY

Real life situation, problems concerning org and individual Presents the problem for analysis and discussion Focus more on cognitive learning and thinking Less involvement of participants Deals with analysis and response.

Same real life situation Interactive style Emphasis both on cognitive and affective development Greater involvement Stresses the importance of behavior & reaction

Types of Role Plays

Simple Role Play Simplest form, group performs in front of group and act as observer too, opportunity for participant to develop sensitivity to the feeling of others Multiple role Plays Various group, same exercise, experience same situation, play role simultaneously, discussion

OBSERVATION

Process observation (Leadership that emerged in a

group, process of decision making, indicate who took initiative, describe how conflicts emerged and resolved, list factor that influenced action)

Content observation (role of different role player,

issue emerged and response by group, conflict resolution, negotiation skill of different role player)

Whom to observe Procedure for observation Recording the observation (observation sheet) Presenting the observation

CHECKLIST Role play

Trainer role Preparation, brief the participant, active involvement in the exercise, Monitor the progress of the exercise, discussing highlights

Preparing group Adequate time should be given, procedure norms, acquainted with how role will be played. Participant role full involvement, provide assistance.

Contd..

Facilities and resources appropriate material to be distributed, space required, large room, blackboard, flip chart.

Time allocation Min 1-2 hrs approx

MANAGEMENT GAMES

Related to specific aspect of business Bring together various elements of practical decision making. Games concentrate on general management principles ie planning, decision making,

Design and Methodology

Trainer should be well aware about objective Should also know what sequence to be followed for a balance between cognitive and experimental learning. Trainer should well aware how game works Game must have depth

Contd

Inter-relationship between functional area of a business are translated into mathematical relationships. Time available to the team for making decisions is normally related to complexity of game Avoid any kind of distraction The term and language used should be same used in training prog

GROUP DISCUSSION

Popular method Adaptability Standalone method or in combination Large group or sub group

Aims at structured but informal exchange of knowledge and idea. Result in change in behavior and action if participant willing to learn.

Objective

Process oriented prompting interaction Result oriented specific outcome Generate ideas by examining issues in greater depth

Develop skills in interpersonal group

Effective means of changing attitude

Limitation of GD

If group is large all the members may not get the opportunity to participate and contribute to the discussion If the task is not clear defined, the discussion may lack focus and unproductive Difficulties can arise if the leader in unskilled in guiding the discussion Some members may dominate

BRAINSTORMING

Specialized form of discussion Unstructured way of generating idea Possible to generate more ideas collectively than sum of the ideas

Objective

Generating wide range of solutions in solving a problem, stimulating creativity in the group

Developing a positive attitude among the participant by encouraging to listen them carefully Encouraging shy participants to share ideas and views without getting negative reaction
Creating effectiveness

Steps in Brainstorming

Generate of Ideas Amending ideas Posting all ideas on flip chart Analyzing ideas

Action planning

Models of trainingTraining is a transforming process that requires some input and it turn it produce output in the form of knowledge, skills and attitudes. The three models of training are1. The system model 2. Instructional system development model 3. Transitional model

The system model ADDIE MODEL

It consists of five phases which should be repeated on a regular basis to make further improvements. the training should achieve the purpose of helping the employees to perform their work to required standards. The steps areEVALUATE IMPLEMENT DEVELOP

DESIGN
ANALYSE

1. 2.

3.

4.

5.

ANALYSE-Analyze and identify the training needswhat do they need to learn. DESIGN-It requires developing the objective of training, identifying the learning steps, sequencing and structuring the contents. DEVELOP-Listing the activities in the training program that ll assist the participants to learn, examining training material, selecting delivery method, validating information to be imparted to. IMPLEMENT-Its the hardest part of the system because one wrong step can lead to the failure of whole training program. EVALUATE-Evaluating each phase to make sure it has achieved its aim in terms of subsequent work performance.

Before During - After

Before

Analyse material and Learner info Site U, V, Cluster form, o, Classroom, Theater and maintain credibility (Personal conduct, content expertise, practise)

Prepare

During
Establish

Managing

Learning Environment
skills skills

Communication Presentation

Before During - After

Questioning Provide Use Use

skills

clarity & feedback

training methods appropriately effective media

Evaluate

learners performance
delivery information

After
Evaluate Evaluate

Instructional system development model

This model was made to answer the training problems. In it training objectives are designed on the basis of job responsibilities and job description. And on the basis of designed objective ,performance is measured. The ISD model is a continuous process that lasts throughout the training program. This model comprises of five stages-

ANALYSIS

PLANNING

FEEDBACK

EXECUTION

DEVELOPMENT

1. 2.

3.

4.

5.

ANALYSIS-This phase consist of training need assesment,job analysis and target audience analysis. Planning-This phase consist of setting goal of the learning,outcome,types of training material, media selection, methods of evaluating the trainee, trainer and the training program. DEVELOPMENT-This phase translates design decisions into training material. it consists of developing course material, including handouts,workbooks,visual aids etc. EXECUTION-it focuses on logistical arrangements, such as arranging speakers,equipments,benches,podiums,food facilities, cooling lighting ,parking and other training accessories. EVALUATION-evaluating whole process.

Transitional model of training

Transitional model focuses on the organization as a whole. the other loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner lop is executed.

VISION

IMPLEMENT

MISSION

PLAN

EVALUATE

OBJECTIVE

VALUES

1.

VISION-It focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tell that where the organization sees itself few years down the line.
MISSION-explain the reason of organizational existance.the reason of developing a mission statement is to motivate, inspire and inform the employees regarding the organization. VALUES-vision is the translation of vision and mission into communicable ideals. it reflects the deeply hold values of the organization. foe example-social responsibility, excellent customer service

2.

3.

Reasons for Training

Turnover Change in program Needs of organization or personnel Cost effectiveness Employee promotion and advancement

Components of trainingComponents of training includesALL THAT MAKE-UP A TRAINING PROGRAMME. Important components are-

Trained & Professional trainer

Training policy

Top mgt.s Support and commitment

Willing trainee

Components Of training

Different methods Of training And courses

Training procedure Including feedback and evaluation

Training materials Posters, pictures Charts,slides Graphs, equipments

Venue & The duration of The training

Some important points regarding training.?

In the organization employee training and development is essential part of planning activity so that learning and growth can take place in the organization.
Employees should get opportunity of training. It should not be based on favoritism. There should be sufficient budget for training and development programme.

Its importance should be recognized and never be underestimated as sheer waste of time. The learner should be motivated

It should be an endless activity for all.

It should be structured and be managed in such a way that learning takes place properly.

It should hold humanistic values. it means it should not be imposed, not criticized, no negative reinforcement be give it should be participative.

It should be evaluated in terms of practicality, acquiring of skills, usefulness in job, in terms of cost,time,in terms of effectiveness and changed behavior. ..

Purpose of training programs

1.Improving employee performanceAs it bridges the gap between the actual and expected performance of the employees. 2.Updating employee skills-to adopt any technological advances. 3.Avoiding managerial obsolescence

4.Retaining and motivating employees

5.Creating an efficient and effective organization 6.It helps organization to absorb changes taking place in the environment and reduce resistance to change.

7.Training increases the productivity and level of performance of employees. 8.It aims to improve the quality of task. 9.To train employees in a particular culture of the company.

Importance of training

Trained workers can work more efficiently. There will be fewer accidents. as training improves the knowledge of employees regarding the use of machines and equipments. Wastage is eliminated to a large extent as they use tools, machines in a proper way.

Training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labor turnover. It makes the relationship between management and employee cordial. It helps in introducing and adopting latest technology in order to absorb change.

Training helps an employee to move from one organization to another easily. he can be more mobile and pursue career goals easily. Training makes employees more loyal to an organization. they will be less inclined to leave the unit where there are growth opportunities. training enables employees to secure promotions easily. they can realize their career goals comfortably.

 Economical

supervision-as there is less requirement for supervision for trained employees.

Uniform procedures-with the help of training the best available methods can be standardized and made available to all employees

BENEFITS of training1. 2. 3. 4. 5. 6. 7.

Meeting Manpower need (Do it yourself) Reducing Learning time Improves Performance Reduce Wastage Less Absenteeism Fewer accident Trained vs Untrained Benefits to employee

EVALUATION

WHY RESULT BASED TRAINING

It

should not be undertaken unless result can be measured design should include at least one method of evaluation

Prog

Each

training staff member should have some responsibility for evaluation

should be involved in all phases of HRD understand their role to achieve result

Management

Participants

PURPOSE AND USE

To determine success in accomplishing prog objective To identify strength and weakness in training prog

To compare the cost to the benefit of prog I.e ROI

To decide who should participate in future prog To test the clarity and validate, cases and exercise

PURPOSE AND USE

To

identify which participants were most successful with the prog gather data to assist in marketing future program determine if the program was appropriate for the specific need

To

To

KIRK PATRICK MODEL

The most known Developed by Kirkpatrick

Four level approach

Assists in determining the types of data
Reaction

Were the participant pleased with the program (material, content, methodology, instructor) What participant Learned (test, skill practice)

Learning Behavior

Any change based on what they

learned (superior, peer sub-ordinate, self assessment ) Result Positive affect to org (cost saving, quality change)

Philip 5 Level Model

Reaction and Planned action Measure participants reaction to the program Learning Measure ASK change Job Application Measure change in behavior on the job Business results Measure business impact Return on Investment Measure monetary value of result n cost of prog

REFLECTION

Learning from the T& D LECTURE

How you are going to apply this learning in Personal growth and Professional growth

Thank You