Transcript
Training & Development
By Jayati Singh
We will cover… KSAs & Competencies Training Process Training Methods Guidelines for Trainers
Knowledge defined The fact or condition of knowing
something with familiarity gained through experience or association : acquaintance with or understanding of a science, art, or technique : the fact or condition of being aware of something : the range of one's information or understanding
KSAs KNOWLEDGE
1. Declarative knowledge: Person's store of factual information about a subject matter.(WHAT)
2. Procedural Knowledge: is the person’s understanding about how & when to apply the facts already learned. It assumes some degree of factual knowledge (HOW)
3. Strategic Knowledge :The highest level of knowledge.This consists of the person’s awareness of what he knows & the internal rules learned for assessing the relevant facts & procedures to be applied for achieving some goals
KSAs SKILLS: The capacities needed to perform a set of tasks that
are developed as a result of training and experience. A skill is a proficiency in doing something beyond just knowing it.
ATTITUDES: are employee beliefs & opinions that support or inhibit behavior. So, in a training context we are concerned about employees attitudes in relation to their learning of training material & job performance. Important because they affect motivation.
KSAs A primary purpose of KSAs is to measure those qualities
that will set one candidate apart from the others
Agencies may emphasize the most important aspects of a job by assigning relative weights to each KSA. Others will designate particular KSAs as being Mandatory (M) or Desirable (D). Obviously the job applicant will want to focus the most effort on responding to the more heavily weighted KSAs or the mandatory ones, but it is important to remember that you need to address every one on the list. If a vacancy announcement makes no distinction among the position’s KSA, the applicant should assume that all KSAs are equally important.
Competencies
Is a broad grouping of knowledge, skills & attitudes that enable a person to be successful at a number of similar tasks.
Introduction Training programs should be designed by
trainers and/or learners to achieve certain overall goals for the learner
As much as possible, learning objectives should also be written to be SMART (an acronym for Specific, Measurable, Acceptable to you, Realistic to achieve and Time-bound with a deadline
Employee Orientation ProgramsReduce newcomer stressReduce start-up costsReduce turnoverExpedite proficiencyAssist in newcomer assimilationEnhance adjustment to work group
and normsEncourage positive attitude
Orientation Program Content Information about company as a whole Job-specific information
How to plan an orientation program When should I begin thinking about new employee
orientation? Components of a welcome & orientation plan
Welcoming your new employee Joining kit/documents Employee Benefits Orientation Orientation and Welcome to the unit of work Specific topics covered in the Benefits portion of the Orientation Resources and support functions Assistance with relocation Position specific training First Day, First Week and First month
Before Arrival
Pre Induction checklist Set up an email account. Set up a telephone and voice mail account. Put the employee on payroll Clean the office or work area where the employee will be
assigned and provide basic supplies. Confirm salary and hours of employment with new staff
member. Inform department staff and key clients of the employee’s
arrival date. Make arrangements for the new employee to have lunch with
his/her supervisor or co-workers on the first day of work. Make arrangement for Employee vehicle permit
Organizational SocializationHow employees adjust to a new
organizationWhat is at stake:
Employee satisfaction, commitment, and performance
Work group satisfaction and performanceStart-up costs for new employeeLikelihood of retentionReplacement costs
First day of EmploymentWelcome him/her upon arrival at
the department.Introduce him/her to co-workers
and subordinates.Give him/her a tour of the office
space.Have the department head and
other key managers in the office greet the new employee.
Confirm that s/he has received an ID card and parking permit.
First day of EmploymentConfirm the salary, pay schedule and check
distribution procedures (including direct deposit) with the employee.
Confirm hours of employment, time off and overtime policies (for non-exempt employees), and call-in procedures for unscheduled absences.
Review holiday schedule and procedures for recording staff attendance.
Discuss safety policies and procedures.Order business cards, if appropriate.Provide copies of :
The department staff listThe department organization chartDepartment guides and manuals
Ongoing Activities
After the initial period of orientation and training, all employees have a need for ongoing feedback and development to encourage good performance and enable individuals to reach their potential. Supervisors should provide the following on an ongoing basis:
Provide positive and negative performance feedback. Encourage participation in work teams and department activities that
will help employees diversify and develop skills. Collaboratively develop objectives and expectations on an annual basis. Collaboratively construct development plans that include formal and
informal training opportunities. Provide employee with information regarding department direction and
goals. Elicit feedback from employees regarding their performance,
suggestions, and concerns. Provide annual performance reviews.
Company InformationOverview of companyKey policies and proceduresMission statementCompany goals and strategyCompensation, benefits, safetyEmployee relationsCompany facilities
Example: This is GE
Job-Specific Information Department functions Job duties and responsibilities Polices, rules, and procedures Tour of department Introduction to departmental employees Introduction to work group
Orientation Roles Supervisor
Information source Guide for new employees
Coworkers Socialize into organization Help learn norms of the work group and
organization
Orientation and the HRD Staff
HRD staff designs and implements new employee orientation program
HRD schedules participation by various level of management
HRD staff evaluates orientation program and implements needed changes
Common Problems in Employee Orientation Too much paperwork Information overload Information irrelevance Scare tactics Too much “selling” of the
organization
Training Processes1. Need Analysis Phase2. Design Phase3. Development Phase4. Implementation Phase5. Evaluation Phase
Phase 1: Training Need Analysis (TNA) Once Triggering event which is recognition
of organization performance deficiency has occurred , the cause has to be determined
Expected Performance –Actual Performance = Performance Discrepancy
TNA could be reactive or proactive
Phase 1: Training Need Analysis (TNA) NON Training Needs (No KSA Deficiency)1. Reward/Punishment incongruencies2. Inadequate or inappropriate feedback:
Supervisors dislike giving negative feedback
3. Obstacles in the system eg receiving material too late
Phase 1: Training Need Analysis (TNA) Training is a reasonable solution when a
performance deficit is caused by employees lack of KSA.
Training is likely to be more successful when TNA is conducted as
The appropriate KSAs reqd to do the job are identified
The KSAs of the employees in that job are determined (person analysis) so only those needing training are trained
Roadblocks to transfer of training are identified & removed
Phase 1: Training Need Analysis (TNA) Context Analysis. An analysis of the business needs or
other reasons the training is desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions.
User Analysis. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what is their learning style, and who will conduct the training.
Phase 1: Training Need Analysis (TNA) Work analysis. Analysis of the tasks
being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job.
Phase 1: Training Need Analysis (TNA) Content Analysis. Analysis of
documents, laws, procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced worker can assist (as a subject matter expert) in determining the appropriate content.
Phase 1: Training Need Analysis (TNA) Training Suitability Analysis. Analysis of
whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage.
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.
Phase 1: Training Need Analysis (TNA)Techniques Several basic Needs Assessment techniques
include: direct observation questionnaires consultation with persons in key positions, and/or
with specific knowledge review of relevant literature interviews focus groups tests records & report studies work samples
Phase 2 :Training Design Training needs to be designed given that:1. organizational constraints 2. Time available3. Budget4. Type of trainees5. Their current KSA & motivation levels6. Homogeneity as a group
Examples to Convey Nature of Well-Written Learning Objectives The topic of the learning objective is included in bolding and italics.
Learning objectives are numbered directly below. Topic: Communication
1. explain four basic principles of communication (verbal and non-verbal) and active, empathetic listening.2.outline four barriers and bridges to communication3. list at least four ways communication skills which encourage staff involvement will help crate a positive work environment.
Topic: Mentoring 1. explain basic job duties and standards from job description to staff2. outline at least five specific learning goals with staff by comparing performance with job duties3. develop a yearly plan with staff to accomplish learning needs, supervision plan and rewards
Influencing training are: Personality: Positively influence1. An internal locus of control2. High Conscientiousness3. High Cognitive Ability4. High Self-efficacy Training Climate: When the training can
be applied to the job its more effective
Training Methods Formal :Historically training meant formal
training. Off-the –job such as classroom lectures, films, demonstrations, simulation exercises & programmed instruction. Instill preferred work behaviors & attitudes
Informal: Now there is evidence that 70% of workplace learning is made up of informal training. On the job training includes job rotation, apprenticeships, understudy assignments & formal mentoring programs.
Training Methods Primary drawback of informal training is
that It disrupt the workplace
Training Methods Lectures, discussions & demonstrations Computer based training (CBT) Games & Simulations On the job training (OJT)
CBT Benefits:1. Reduces trainee learning time2. Reduces cost of training3. Provides instructional consistency4. Affords privacy of learning5. Allows the trainee to master learning6. Is a safe method for learning hazardous
tasks7. Increases access to training
CBT Initial cost is substantial The software development typically
requires a lag between when training need is identified &b completion of CBT program
Games & Simulations
Equipment Simulators to train airline pilots, maintenance workers Business Games
In-Basket Technique – It provides trainees with a log of written text or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator.
Procedure of the In basket Technique
In this technique, trainee is given some information about the role to be played such as, description, responsibilities, general context about the role.
The trainee is then given the log of materials that make up the in-basket and asked to respond to materials within a particular time period.
After all the trainees complete in-basket, a discussion with the trainer takes place.
Games & Simulations
Case studies simulate decision making situations that the trainees might find on the job.
Case studies are written summaries of real-life business situations based upon data and research
In reading a case study a picture of what has happened to a company over a period of time can be gained
The study could include events such as organizational change and strategy decisions within an organization as well as outside factors and influences
A case study can be a shortened, second hand version of a real-life situation
Case studies enables students to appreciate and analyze real problems and events faced by people in business
Case studies are used to illustrate theory studied in class and allow that theory to be applied
Games & Simulations
Role Play is an enactment of a scenario in which each participant is given a part to act out.
Structured role play may even include a scripted dialogue. This is used to develop interpersonal skills
Spontaneous Role plays are loosely constructed interactions .This focuses on attitude & is used to widen Arena & its impact on others rather than develop any skill
On The Job Training (OJT) Training a person to learn a job while working at
it . Every employee, from mailroom clerk to company
president gets OJT OJT methods
Coaching or understudy Job rotation Special assignments
Advantages Inexpensive Immediate feedback
OJT Job rotation
Moving a trainee from department to department to broaden his or her experience and identify strong and weak points.
Coaching/Understudy approach The trainee works directly with a senior
manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching.
Steps in OJT Step 1: Prepare the learner
Put the learner at ease—relieve the tension. Explain why he or she is being taught. Create interest, encourage questions, find out
what the learner already knows about this or other jobs.
Explain the whole job and relate it to some job the worker already knows.
Place the learner as close to the normal working position as possible.
Familiarize the worker with equipment, materials, tools, and trade terms.
Step 2: Present the operation
Explain quantity and quality requirements. Go through the job at the normal work pace. Go through the job at a slow pace several
times, explaining each step. Between operations, explain the difficult parts, or those in which errors are likely to be made.
Again go through the job at a slow pace several times; explain the key points.
Have the learner explain the steps as you go through the job at a slow pace.
Step 3: Do a tryout Have the learner go through the job several
times, slowly, explaining each step to you. Correct mistakes and, if necessary, do some of
the complicated steps the first few times. Run the job at the normal pace. Have the learner do the job, gradually building up
skill and speed. As soon as the learner demonstrates ability to do
the job, let the work begin, but don’t abandon him or her.
Step 4: Follow up Designate to whom the learner should go for
help. Gradually decrease supervision, checking work
from time to time against quality and quantity standards.
Correct faulty work patterns before they become a habit. Show why the learned method is superior.
Compliment good work; encourage the worker until he or she is able to meet the quality and quantity standards.
More Training Methods Apprenticeship training
A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.
Informal learning The majority of what employees learn on the job they
learn through informal means of performing their jobs on a daily basis.
Job instruction training (JIT) Listing each job’s basic tasks, along with key points, in
order to provide step-by-step training for employees.
Distance and Internet-Based Training
Teletraining A trainer in a central location teaches groups of
employees at remote locations via TV hookups. Videoconferencing
Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment.
Training via the Internet Using the Internet or proprietary internal intranets to
facilitate computer-based training.
Development & Implementation of training One can use static or dynamic media Carefully choose the type pf training
facility Credibility is gained through first
impressions and experience Before implementation of a large training
program it is important to have a dry run Deal with different trainees
Different Trainees Quiet Trainee: to be encourages to
become more involved Talkative Trainee :needs to be toned down Angry Trainee: simply doesn’t want to be
there , focus on how training will help them
The comedian : these are a gift & a curse
Steve Martin of 'Influence at Work and co-author of Yes! 50 Secrets from the Science of Persuasion' gives us his top tips on engaging less motivated learners
Find out the individual's personal values and goals and show how the proposed training and development aligns to them.
Start small and build – look for small actions to help build their commitment to training such as offering taster workshops or talking to previous attendees.
Point out the uniqueness of your training and what an individual stands to gain if they get involved, as well as what they will lose if they choose not to.
Seek endorsements from recognised bodies so that your training and development programmes are seen as credible.
Don't just rely on your own persuasiveness – show examples of how others have benefited from your training.
Guidelines for Trainers Planning/preparation checklist for facilitators List qualities of your best trainer/facilitator; identify
your weak points and try and improve Work as a team and assign roles: presenter,
facilitator, note-taker, logistics person, etc. Arrange for a suitable venue and ensure you have
all visual materials, e.g., paper, pens, flipchart, etc,needed and check your audio-visual aids
Ensure fieldwork dates convenient for people Prepare well and rehearse
Make the Learning Meaningful At the start of training, provide a bird’s-
eye view of the material to be presented to facilitates learning.
Use a variety of familiar examples. Organize the information so you can
present it logically, and in meaningful units.
Use terms and concepts that are already familiar to trainees.
Use as many visual aids as possible.
Make Skills Transfer Easy Maximize the similarity between the
training situation and the work situation. Provide adequate practice. Label or identify each feature of the
machine and/or step in the process. Direct the trainees’ attention to important
aspects of the job. Provide “heads-up” preparatory
information that lets trainees know they might happen back on the job.
Motivate the Learner People learn best by doing so provide as much
realistic practice as possible. Trainees learn best when the trainers
immediately reinforce correct responses Trainees learn best at their own pace. Create a perceived training need in the trainees’
minds. The schedule is important too: The learning curve
goes down late in the day, less than full day training is most effective.
Evaluation of training Useful & important but not necessary at
all times as it may be complex & costly We can identify five basic points at which
we might take measurements, conduct assessments, or reach judgments
Before Training During Training After Training or Before Entry (Reentry) In The Workplace Upon Exiting The Workplace
What Is Management Development? Management development
Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.
Succession planning A process through which senior-level openings
are planned for and eventually filled. Anticipate management needs Review firm’s management skills inventory Create replacement charts Begin management development
Thank You
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