Training and development #3

Training and Development

Professor Jayashree Sadri and Dr. Sorab Sadri

Definition

Training and Development are not synonymous terms.

Training is a process of learning through a sequence of planned and programmed behavior. It tries to improve present job performance and prepare employees for future or intended performance.

Contd..

It is therefore :- a short term process.- An activity based concept.- Skills are learned, unlearned or relearned.- The aim is to enhance individual

effectiveness on the job.- It involves practical application of

programmed knowledge.

Contd.. Development is a wider term than training, that

has job specific as well as culture specific improvement methods.

Therefore it involves:

- Personality development- Essentially a thought based concept- A long run intervention- Relates individuals to the organization in terns of

goals, skills, attitudes, behaviors and values.

Contd..

IN A WAY TRAINING IS A PART OF DEVELOPMENT.

Training Need Assessment

Before undertaking training programmes, organization should make a thorough assessment about the actual need of undertaking training programmes.

Training need analysis

Training need assessment would lead to training need analysis.

Three types of analyses are used to ascertain training needs.

1. Organizational Analysis.

2. Job Analysis.

3. Person Analysis.

Organizational Analysis

Organizational Analysis answer the

question WHERE the training emphasis

should be placed in organization.

Data for Organizational analysis

1. Organizational goals

2. Personnel Inventories

3. Climate Index

4. Job Satisfaction Index

5. Efficiency Index

6. Allocation of training Budget

Job Analysis

Job Analysis tries to answer what should be taught so that the job can be efficiently performed. KASOCs are effectively addressed in the training programmes.

Data for Job Analysis

Job Descriptions Job Specifications Performance Standards Review Literature on the job Work Sampling Analysis of operating problems

Person Analysis

Person Analysis tries to answer who needs training in what areas and in what depth. Altered skills, attitudes, behaviors and values can be focused upon in the training programmes.

Data for Person Analysis

Performance appraisal Data Interviews Questionnaires Attitude Surveys Tests (KASOCs) Assessment Centers

Final stage

After the compilation of the three analysis, objectives for the training programmes can be derived.

Training has a link to career development

The organization has a vision, mission, goal and role. HRD initiatives are meant to facilitate achieving these.

An individual also has aims and hopes and career aspirations. HRD initiatives are also meant to take cognizance of these.

Assumptions about the organization and the people.

1. The organization has objectives.

2. These objectives can be achieved only through the employees.

3. Therefore, people must know what they need to learn in order to achieve organizational goals.

1. People have aspirations.

2. In order to learn and use new abilities people need appropriate opportunities, resources and conditions.

3. Therefore, organizations must provide effective resources and conditions.

Therefore, there is a need to have a match between achieving organizational goals and providing attractive learning opportunities.

Hence on the one hand training need assessments help to develop the right person for the right job. On the other hand, training helps employees to become what they wish to be.

Training methodology/Training Tools

Three main methods of imparting training are:

1. Didactic Method

2. Participative Method

3. Simulation Method

Didactic Method

Lecture Seminars Programmed Learning

Participative

Case Studies Syndicates Sensitivity Analysis

Simulation Method

Business Games Role Play In-Basket Exercises Fish Bowel

Contd..

In any effective training intervention the participant is exposed to all three types of methods although only one or two tools within each type may be used.

Contd..

Which tool is eventually used depends on :

(a) Its assessed need by the trainer

(b) Level of participants’ knowledge & Skill

(c) Expertise of trainer and experience gained

(d) Time and cost constraints

The Lecture Method

Oldest tool Can be very powerful Both the trainer and trainee is committed Most effective when an exam is involved

4 points to be kept in mind

Who is your audience? What is the purpose of your talk? What is the time available? What is the subject matter?

4 Necessities

Good preparation and plan Clear flow of thought Good Oratory Effective backup

4 Styles

Podium oratory Black board Questions at the end Clarification when needed

4 Pitfalls

Poor communication Irrelevance of matter No logical sequence Audience is passive

Contd..

While giving lecture you have to remember that you are imparting a skill or knowledge NOT showing of your own knowledge.

Seminars

Panel – Chosen few experts discuss specific topics.

Round Table- Experts exchange views with a clear goal in mind.

Point to be kept in mind:

Prepare agenda in clear terms and stick to it. Choose speakers based on their expertise. Ensure free flow of ideas within parameters. Keep desired end in view always. Have expert moderator to control speakers. Introduce and conclude proceedings well.

Remember that high level of maturity is needed to pull off a good seminar.

Participative Methods.

Case Study:

- Scenario to be analyzed for learning.- Linking theory to practice through example

Facilitator should:

Monitor discussion without participating in it. Insist on participants doing their home work. Link learning gained to theoretical construct.

Syndicate Method (Participative)

This means working in a small group to achieve a particular purpose. It is designed to provide an environment to help a participant to :

- Critically reflect on his own work and experience.- Update his knowledge of new skills and concepts

with the help of co-participants.- Learn to work in teams where members have

divergent skills but convergent goals.

Syndicate method .. Contd..

A syndicate is usually a group of 10. Is functioning as a team to complete an

assignment. Each syndicate is placed under a directing

staff. Each syndicate has to submit a report that is

circulated to other syndicates. Chairman of each syndicate makes a formal

presentation of the views of his team.

Business Games (Simulation Method)

Business games are classroom simulation exercises in which teams of individuals compete against one another or against an environment in order to achieve a given objective. These games are designed to be representative of real life condition. Under these an atmosphere is created on which the participants play a dynamic role and enrich their skills through involvement.

Contd..

Business Games assumes that the maturity, Knowledge and experience of the participants are high.

Advantages of Business Games are:

1. It aids innovation,

2. Learning is very effective,

3. Helps bringing about a change.

In-Basket exercises (Simulation method)

A simulation of a manager’s workload on a typical day.

It stresses on:

1. Time Management.

2. Setting Priorities.

3. Delegating Duties.

Positive and negative aspects of In-Basket exercises:

(-) Difficult to administer unless trainer has managerial experience.

(+) It enhances managerial skills like delegation, initiative taking and planning.

Contd..

(-) These exercises are individualistic and non-interactive .

(+) Highly adaptive, focused and reality based learning.

Fish Bowl Exercise (Simulation Method)

Another experiential method of training involving the active participation of trainees to enhance their learning experience.

It is essentially used in providing skills in understanding human behavior.

It effectively uses group interaction to develop in the participants a degree of self awareness.

Contd..

It inculcates the discipline of observing others.

To learn about oneself through the eyes of others.

- In order for the exercise to be effective the the number of participants in the group should be 24.

TASK ROLES BUILDING ROLES SELF CENTRED ROLES

•Initiator

•Information/Opinion Seeker

•Information/Opinion Giver

•Clarifier

•Coordinator

•Orientor

S•Supporter

•Harmonizer

•Tension Reliever

•Encourager

•Blocker

•Recognition Seeker

•Clown

•Dominator

•Aggressor

Generic Type Ideal Target Participants

TRAINING TOOL

•Didactic

•Participative

•Simulation

Training Tools

Lecture

Seminar

Programmed Learning

Case Studies

Syndicate Groups

Sensitivity Training

Large Audiences

Mature Audiences

Self Motivated learners

Managers

Subset at a seminar or conference

Matured Managers

Business Games,Role Play,In Basket Exercises, T.A, Fish bowl exercise

Strategists, Junior Manager, Middle level Mngr,Sr.Mngr,

Junior-Middle level Mngr

Training Aids

Chalk and talk Over head Projector Power Point Management Films

Evaluation of training programmes

Evaluation of Training Programmes

It is well documented that whereas most managements recognize the importance of evaluation, few actually do so.

Evaluation involves collection of data on:

(A) Participants satisfaction, reg:

1. Programmes

2. Material

3. Applicability

Contd..

(B) Functional Satisfaction:

Did the department gain out of the training programme.

© Organizational Satisfaction :

Was it worthwhile.

Kirkpatrick Model of Evaluation

Reaction

Learning

Behavior

Organizational Results

Reactions

Through QuestionnairesWhat the questionnaire seeks:

(a) Degree of satisfaction with : - Trainer - Training Methods - Content of Training - Material supplied - Environment and comfort - Relevance(b) What aspects to include or delete.

What the guidance achieves:

Fine tune learning Apply learning to job Create zeal to improve

HR professionals should assess trainees’ reactions several months after the programme to determine how relevant trainees felt the training was to their

jobs.

(2) Learning

This level assess the learning that has taken place, the degree to which the trainees have mastered the concepts, knowledge and skills.

Contd..

Usually measured through :

- Paper pencil tests- On line tests- Performance tests- Simulation Exercises

Contd..

Tests are used to measure:

- Level of understanding- Level of Knowledge Impact- Level of Applicability

Trainees should be tested on their level of understanding before and after training to determine the effects of training on their knowledge.

(3) Behavior

This is important because one goal of training is to modify the on-the job behavior or performance of trainees.

Measurement of behavior change :

1. Through performance appraisal

2. Through observation

3. Through peer opinion

Point to remember:

The instrument or method used to measure Pre-training and Post-training Behavior must be the same.

(4) Organizational Results

The purpose of collecting organizational results is to examine the impact of training on the work group or entire company.

To determine impact of training on :

a) Individual Role Fulfillment

b) Work Group Performance

c) Meeting Company Targets

Contd..

So HRD Managers seek pre-training and post-training data on:

- Productivity - Grievance

- Discipline and Diligence

- Turnover - Willingness to experiment

- Quality of work - Willingness to learn further

- Absenteeism

- Sales

- Customer Satisfaction

Evaluation should address two questions:

Whether change has taken place in the desired criteria or not.

Whether this change can be attributed to the training programmes or not.

Most commonly used designs:

One-shot Post -Test-Only Design

a. Evaluation as after thought.b. Any one of the four types of criteria is

used.c. Change cannot be measured.

Training-----------Measure

Contd.

One Group Pre-Test Post-Test Design

a) Some planning is involved.

b) Can assess whether change has occurred

c) Cannot attribute change to training

Measure----------Training----------Measure

Contd..

Both these methods are prevalent in companies where H.R.D. has little influence on Top Management. Try to avoid them as possible.

More Systematic Method of Evaluation.

Post Test Only Control Group Design

a) Two groups are used and individuals are randomly chosen.

b) Random selection help to equalise and reduce bias

c) Used when quick results are needed to pilot test an intervention.

Contd..

Group A Training--------Measure

Group B No Training------Measure

-

Contd..

Implements, environment, tools, resources, incentives, timings, and targets for both group A and group B must be the same.

If successful group B must be trained later.

Contd..

Pre-Test Post-Test Control Group Design

- Both groups chosen randomly as before.- Criteria measures are collected on both groups, and

compared. Differences noted.- Yet only one group receives training.- If after task is over, compared measures improve in

the control group then we can surely say training contributed to it.

- All other conditions as in © remain.

Contd..

Group A Measure---Training------Measure

Group B Measure-No Training---Measure

Contdd.

Multiple Time Series Design

- Allows HRD to observe changes in both groups over a period of time (several months).

- Preferred when a training intervention is novel and is used for the first time and no benchmarks are available.

Contd..

Group A Measure----Measure----Measure

Training-----Measure----Measure

Group B Measure---Measure----Measure

No Training---Measure----Measure

Points to remember

1. Always evaluate training so as to justify your role.2. Share findings openly so that colleagues feel

involved.3. Seek inputs for improvement of content ,context

communication.4. Implement new inputs/ideas and give due credit.5. Training is not an end in itself nor is it only a fun

thing.6. Keep an eye on cost-benefit analysis and convert

it into monetary terms while keeping top management informed.

Thank you