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Employee Training

Training
Meaning and Definition
 Training is the act of increasing the knowledge and skill of an
employee for doing a particular job
 Training provides technical skills and knowledge for a
definite purpose
 Michael Jucious, “ training is any process by which the
aptitudes, skills and abilities of employees to perform specific
jobs are increased.”
Training

Pts of distg Development Training Education


1. Nature Theoretical Practical Both
2. Contents General Job-related Career-
oriented
3. Participants Non- Managers Both
Managers
4. Duration Long Short Continuous
5. Cost paid By the By the Employer By both
Govt. & Individual
Functions of a training program

•Acquiring knowledge
•Change in attitudes
•Helping to put theory into practice
•Helps to evaluate abilities, competencies
•Enhances problem solving and decision making ability
•Improves performance
Need of Training

 To Match the Employee Specification with the Job


Requirements and Organisation needs
 Organizational vitality and the Transformation Process
 Technological Advances
 Organisational Complexity
 Human Relations
 Change in the Job Assignment
Training Issues Related to Internal Needs of the
Company:
Basic Skills Training Melting the Glass
Ceiling

Joint Union-
Management Programs

Succession Planning

Developing Managers
with Dysfunctional
Training and Pay Behaviors
Systems
Success of a Training program
•Intention to learn from the participant
•Reinforcement provided to the learner
•Developing the potential from an individual’s point
of view
•Active participation of the trainee
•Providing opportunities for practice
•Transfer of learning to take place from a training
program
Employee Training
What deficiencies, if any,
What are
does job holder have in
the strategic
terms of skills, knowledge, Is there a
goals of the
abilities, and behaviours? need for
organization?
training?

What tasks must


be completed
What behaviours are
to achieve
necessary?
goals?
Focus Areas
• Leadership Development
• Customer Awareness
• Employee involvement /Motivation
• Innovation
• Process improvement
• Change management.
• Cross cultural awareness
Stages in Training

Stage I Stage II
Need Stage III Stage IV
Assessment Program Evaluation
Implementation
Design
Stage I
Assessment of Training Needs

 Organisational Analysis
 Departmental Analysis
 Job/Role Analysis
 Employee Analysis
Systems approach to T&D

Needs assessment
Determines the organization’s true needs and the training programs
necessary to meet them
•Organisational analysis
•Operations analysis
•Individual analysis
Advisory committees, Assessment centres, Attitude survey, Group
discussions, Questionnaires, Skills test, Observations of behaviour,
Performance appraisals, Performance documents, Exit interviews
Systems approach to T&D
Design & Implementation of T&D
Training design principles of learning
Motivation

Participation

Feedback

Organisation

Repetition

Application

Training delivery
On-the-job training (OJT)
Away-from-the-job training
A T&D plan & implementation
Systems approach to T&D
 Evaluation
 Levels of evaluation:
 How did participants react?
 What did participants learn?
 How did participants’ behaviour change?
 What organisational goals were affected?
 Applying evaluation strategies
Assessment Methods
 Organisational requirements/weakness
 Departmental requirements/weakness
 Job specifications and employee specifications
 Identifying specific problems
 Anticipating future problems
 Management requests
 Observations
 Interviews
 Group conferences
 Questionaire surveys
 Test or Examinations
 Checklists
 Performance appraisals
Training content for Different Categories of
Employees

 Supervisory Training
 Sales Training
 Clerical Training
 Learning and teaching
Designing the Training Programme

What methods
Who are Who are
And
the Trainees the Trainers
Techniques

What should What Where to


Be the Principles Conduct
Level of Of The
Training learning Programme
Learning Principles
 Employee Motivation
 Recognition of individual differences
 Practice opportunities
 Reinforcement
 Knowledge of Results
 Goals
 Schedule of Learning
 Meaning of Material
 Transfer of Learning
 Individual Differences
Learning Theories
Reinforcement Theory Social Learning
Theory

Goal Theories

Need Theories

Expectancy Theory
Information Adult Learning
Processing Theory Theory
Characteristics of Training
 Adaptability
 Sincerity
 Sense of Humor
 Interest
 Clear Instructions
 Individual Assistance
 Enthusiasm
The Learning Process:
Mental and Physical Processes
Expectancy
Gratifying Perception

LEARNING Working Storage


Generalizing

Semantic
Retrieval Encoding
Long –Term
Storage
Techniques/Methods of Training
Important techniques of
Training

On-the-jobs Off-the-jobs
techniques techniques

Coaching/Counseli
ng Classroom Method Sensitivity training

Programmed Simulation/
Job Rotation instruction Vestibule

Apprenticeship Role Plays Incident


1962

On-the -job Internship Conference/


Discussion

Business game Lectures


Main Elements of the Structure of Team Training
Tools Methods
Team Task Analysis Information-Based
Performance Measurement Demonstration-Based Video
Task Simulation and Guided Practice
Exercises
Feedback Role Play
Principles

Strategies
Cross-Training
Coordination Training
Team Leader Training

Team Training Objectives

Content
Knowledge
Skills
Attitudes 7 - 24
Training Aids
 Films, Slides, Projectors, Movies, Stills.
 Charts, Graphs, flash cards, Flannel Boards, pictograms
 Pamphlets, Brochures, Handbooks, Manuals.
 Libraries and readings rooms.
 Teaching Machines, closed circuit TV
 Exhibits, posters and displays.
 Notice boards, bulletins boards, enlarged drawings
 Cartoons, comic books, books.
Outcomes Used in Evaluating Training Programs:
Cognitive Outcomes
Skill-Based Outcomes

Affective Outcomes

Results

Return on Investment
Evaluation of training
• Criteria for evaluation are:

• Objectives of the program

• Cost-benefit analysis

• Results obtained

• Areas of improvement

• Resources/ staff required

• Methods of evaluation would be:

• Questionnaires, projects, tests, interviews, observations or


participation and discussions.

Prof.Sujeesha Rao
Approaches of Training Evaluation
 Donald Kirkpatrick Model :
 Level -4 (Results)–What organisational benefits resulted from
the training?
 Level -3 (Behaviour)–To what extent did participants change
their behaviour back in the workplace as a result of the training?
 Level -2 (Learning)–To what extent did participants improve
knowledge and skills and change attitudes as a result of the
training?
 Level -1 (Reaction)– How did participants react to the
programme?
CIRO MODEL
 Context Evaluation
 Input Evaluation
 Reaction Evaluation
 Outcome Evaluation
COST BENEFIT ANALYSIS
 Determining Training Cost
 Identifying Potential saving Results
 Compute Potential Savings
 Conduct Cost and Saving Benefits
Comparison
ROI IN TRAINING
Process of Calculating ROI
 Determining Costs
 Determining Benefits
 Calculating ROI
ROI = Benefit Calculated x 100
Programme Cost so Estimated
Methods of Training Evaluation
 Questionnaire
 Tests
 Attitude Surveys
 Interviews
 Focus Groups
 Observations
Evaluation of Training Programme

 Reactions
 Learning
 Job behavior
 Organisation
 Ultimate Value
 General observations
 Performance test
 Cost-value Relationship
 Feedback
Special Aspects of Training

 Orientation Training
 Basic Skills Training
 Team Training
 Diversity Training
New perspectives on training

• Cross cultural approaches


• Maintenance of standards
• Interaction with learners
• Use of technology – CD ROMs, WAN, CBT, WBT
• E-learning – types
• Informal learning, self-paced, leader lead learning and
performance support tools
E-Learning
Is the use of Internet or an organisational intranet to conduct
training on-line. Many organisations use e-learning.
• Learning at ones own pace
• Accessibility
• Active learning
• Cost effectiveness
• Collaborative learning
• Personalized learning environment
Weakness of E-learning

• Shift of focus to the learner

• Data over load

• Data unreliability

• Net work/ hardware unreliability

• Access control

• Less theory
Barriers to Effective Training
 Management Commitment is lacking and uneven
 Aggregate Spending on Training is Inadequate
 Gap between Educational and Operational Skills
 Poaching of Trained employees
Emerging issues
• Training is not equally distributed to all employees

• Expenditure allocated to training is inadequate

• Mismatch between theory and practice

• Benefits of training are not immediately realized

• Supporting contextual systems needs to be provided in


organizations
• Top management needs to support the philosophy of
training in spirit
MANAGEMENT
DEVELOPEMENT
Management Development

 Management Development is a systematic process of growth


and development by which the managers develop their
abilities to manage.
 It is providing the managerial skill and knowledge to
employees
0bjectives of MD
 To improve the performance of managers
 To identify the persons with the required potential and
prepare them for senior positions
 To keep the executives abreast with the change and
development s in their respective fields
 To improve thought process and analytical skills
 To understand the conceptual issues relating to
economic, social, and technical fields
 To understand human relations and improve human skills
Factors in designing an EDP
• Learning characteristics and its applicability to design

• Knowledge of results

• Reward mechanism

• Individual difference of the learners

• Application to the work environment

• Meeting organizational goals thru content design

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Areas of EDP
• Decision making skills

• Interpersonal skills

• Job knowledge

• Organizational knowledge

• Specific individual meets

• General knowledge

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Organizational environment

Organizational strategy/objectives

Identifying competency gaps

Training needs assessment

Training plan

Conduct of the training program


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Skills Related to Managerial Success
 Resourcefulness  Confronting problem
 Doing whatever it takes subordinates
 Being a quick study  Team orientation
 Building and mending  Balance between personal life
relationships and work
 Leading subordinates  Decisiveness
 Compassion and sensitivity
 Self-awareness
 Straightforwardness and
composure  Hiring talented staff
 Setting a developmental  Putting people at ease
climate  Acting with flexibility
Ingredients of Management
Development Programme

 Analysis of Organisational present and Development needs


 Appraisal of Present Management Talent
 Inventory of Management Manpower
 Planning of Individual Development Programmes
 Establishment of Development Programme
 Evaluation of the Programme
Techniques Of Management Development
Techniques of Management Development

On the-job-Techniques Off-the-Job-Techniques

Coaching Job Under Multiple


Rotation Study Management

The Case Study Incident Role In Business Sensitivity


Method Method Playing Basket Games training

Simulation Grid Conferences Lectures Behaviour


Training Modeling
Evaluation
• Evaluation of EDP is important for the following reasons:

• Improving the quality of training and development process

• Improving the efficiency and competency of trainers

• Make improvements in the system to make it more responsive

• Aligning the training objectives to organizational objectives

• Evaluating the ROI on account of training and development

• Changing the perception of the management as to regard training as an


investment

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Assessment Tools: Assessment Center
 The assessment center is a process in which
multiple raters or evaluators evaluate employees’
performance on a number of exercises.
 Usually held at an off-site location
 Used to identify if employees have the abilities,
personality, and behaviors for management jobs.
 Used to identify if employees have the necessary skills
to work in teams.
Assessment Tools: Benchmarks
 Benchmarks is an instrument designed to measure
important factors in being a successful manager.
 Items measured are based on research that examines the
lessons executives learn at critical events in their careers.
 This includes items that measure managers’ skills in dealing
with subordinates, acquiring resources, and creating a
productive work climate.
360- Degree Feedback System

Peers Rating Rating Manager


Form Form

Self

Rating Rating
Customers Form Form
Subordinates
Training and Development For
International Assignments
 The Globalisation of business led to the international
assignments to the business executives
 The social, cultural factors, natural environment, legal
environment, and government policies vary from
country to country
 Cross cultural training to expatriate managers before
and during foreign assignment
 Training in the areas of history, economy, opening a bank
account, market facilities, etc.
Content of Training Programs
Language
Training

Key Elements
Needed to Cultural Training
Prepare
Career
Employees to Development and
Work Overseas Mentoring

Personal and
Family Life
International Training and Development
International Training
and Development

Continuing Readjustment
Pre-Departure
Employee Training and
Orientation and
Development Development
Training
(on-site)

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