Training Policy, Strategy and Plan

8/9/2019 Training Policy, Strategy and Plan

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Training Policy, Strategy and Plan

Training Policy and strategy Training Policy in an organization serves the

following purposesa) It defines the relationship between the

organization’s objectives and its commitment to thetraining functions

b) It provides the operational guidelines formanagement that is to state managementresponsibilities for planning and implementingtraining and to ensure that training resources areallocated properly


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Training Policy -------

c) To communicate employees the performance standard

expected from them

d) To enhance public relation that is to attract high calibre

recruits and reassure clients and the public at large

about the quality of the products and services

e) s a strategy focus on ma!ing training an effective

instrument of action in the fieldf)To position training and connect it to support

organizational functions as direct contribution to

development of production" service system etc


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Training Policy ----

Policy and strategy development

# Training policy development of an organization isinfluenced by number of factors such as$

%) ims and strategic objectives of the organization

&) 'ize tradition and prevailing culture

() ature of Product and services*) Professional updating of employees

+) Training experience of company’s managers


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Training Policy ------

,)-esources that can be allocated to training function

.) /xpectation of the employees and their representatives

0) 1egislations implementation including those relating to health andsafety

2) Promotion policy of the company 3 pre promotion and postpromotion role change of the employees

%4) -elieving rules of the company

%%) ecessity of refreshing courses to certain category of employees


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Training Policy

'ome important issues on training policya) Training policy and plans should be reviewed from time to

timeb) It should be cared that training plans translate the training

policy into training strategies to meet specific situations

c) lthough obtaining suitable finance is important" the mosteffective programs are not necessarily the most expensive

d) The parameter of effective programs should be as to how farthese are directed towards strategic org5 objectives andintegrated with other org5 systems ex" appraisal system etc5


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6hat a training plan should contain

# 7epartment wise" 7iscipline wise andcommon Programs

# 7etails on a calendar basis 3 8onthly"

quarterly" half yearly and yearly

# 9ategory:level wise details of the employees


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# ;rief of coverage in a particular training program

#

If available information about !ey resource personsfor various training training programs


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COURSE ES!"# O$%ECT!&ES '

CO#TE#TS

9ourse 7esigning

detailed procedure is required for starting the

design process

9ourse designer have to be cautious so that for

accommodating professional and individual interest

training objectives are lost

ssumptions ta!ing while designing should be well

explained


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Co)r*e e*ign----

ll the !ey components such as training objectives"resource available" participants motivation need to

be ta!en seriously

/ssential steps in course designing

a) 'tudy of strategic concerns of the organization

b) To brea! general training objectives intoconstituent part 3 components !nowledge"understanding and s!ill


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Co)r*e e*ign------

c) To have clear understanding of different

training methods in order to arrive at the totaltime and facilities required for meeting a

training objectives

d) To develop the course in different pac!ages

in which this program could be offered sothat can select the most suitable depending

on the organization’s specific situations


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Co)r*e de*ign-------

e) To dovetail detailed training events into trainingsequences and finally into the shape of total program

pac!age

8odular pproach to Program 7esign


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Co)r*e e*ign------

In the modular approach all the

competencies required to perform closelyinterrelated set of tas!s are grouped together


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TR!#!#" ET.OS

-equirement of systematic training program

%) Provide job in such dimension that the s!ill

required for each can be practiced separately andthen put with other parts when the time is ripe

&) Provide time and other resources such as trainer’s!nowledge and experience in such measure thatparticipants can convert the training events into an

experience for themselves() Protect participants and wor! organization against

personal harm and expensive errors arising fromlac! of !nowledge and s!ill


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Training et/od*

*) 8a!e the learning process itself extensive sothat participants !now how to deal with newsituations and continue learning

+) /xpose participants to ideas and methodsbeyond those available in the organization

,) Provide opportunities for experimentationbeyond the tolerance of wor!ing organizationand for feedbac! of results


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Training et/od*

.) Provide participants experience sharing with

other organizations to facilitate exchange ofidea and maintenance of high professional

standard

0) =eep participants away from day to day tas!

so that they can thin! about job as a whole"analyze priorities and how the job fits into

their pattern of life


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Training et/od*

Training 8/T>?7'

%) Training in the field It provide the opportunity to test specific ideas which trainees

wish to learn in a real life situation They can assess what an organization needs for its

development

Training in field is very demanding method and needspreparation particularly in the following matters$


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Training et/od*

a) 9larification of participants role

b) 9larity in the role of trainer c) 9hoosing the organization for field training

d) Preparing participants for field training


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Training et/od*

&) 'imulating -eal 1ife

Instead of ta!ing participants in the field at the cost

of extra time and limited role the field can be

simulated in training session itself

'imulation can range from simple to elaborate

They are games as the consequences of success

and failure are not real


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Training 0et/od*

In simulation some dimension are controlled to allow selected aspects 'imulation methods are therefore also called controlled experience

methods Three most common simulation methods are as follows$a) -ole Playing

The purpose of role play is to help participants experience whatsomething sounds real


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Training et/od*

It may be elaborately planned with the actorscarefully primed and session timesspecifically earmar!ed

Post role play session discussion should beheld to fill up gapes in understanding

-ole play !its can be developed forwidespread use through repeated trials"evaluation and revision


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Training 0et/od*

b) ;ehavioral 'imulation @ames Training games and simulation are designed to

reproduce or simulate processes" events andcircumstances that occur in the trainee’s job

Trainees experience these events in a controlledsettings where they can develop their s!ill or

discover concept These games are best used to focus on the

functional responsibilities of particular position


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Training et/od*

c) In#;as!et Techniques This technique provide trainees with a pac!et of

written information and requests such asintradepartmental and inter#departmental memos"letters" messages and reports

That will typically be handled in a given position li!e'ales 8anager or staff administrator

In# bas!et techniques are best at developingprocedural and strategic !nowledge and these s!illare cognitive rather than behavioral


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Training et/od*

1aboratory Training for personal and organizationaldevelopment

The purpose is to provide participants with anintensive experience of they affect each other anddeals with relationship problem

Aor effectiveness the training groups needs to be

small %4#%& The trainees wor! on the problem they themselves

initiate


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Training et/od*

In terms of 1ewin’s three stage models of learning"training laboratory ma!e for rapid unfreezing

Aor understanding the process of laboratory trainingthe trainer create dissonances and participants feelthe need to reduce these dissonances

The trainer’s role is to nullify the commonly accepted

hierarchical relationship and neglect of effectspeople have with each other feelings


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Training et/od*

1ecture 8ethod lmost all training programs contain some lecture

component 'traight lecture is extensive presentation of

information which trainee attempts to absorbB 7iscussion 8ethod In this method trainees are provided input by the

trainer which that is supported" reinforced andexpanded on through interactions among traineesand between trainers and trainees


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Training et/od*

7emonstrations This is a visual display of how to do something and

how that wor!s 6hen performing demonstration one complete the

following steps$# Tell the trainees what you will be doing so that they

understand what you will be showing them# 7emonstrate the tas! describing what you are doing

while you are doing it# /xplain why it should be performed in that way


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Training et/od*

9omputer ;ased Training C9 ; T)

This is very cost effective method -educes learning time

Provide instructional consistency

ffords privacy 3 error can be made withoutembarrassment

llows the trainees to master learning


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Training et/od*

# The procedures and techniques used are discussed

before" during and after the trainer has demonstrated

how the job tas! are performed

# The trainer provides continuing guidance and

feedbac!

# The trainee is given more and more of the job to

perform until he can adequately perform entire job ofhis own


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TR!#!#" COSTS

6hat is training cost

#

Training costs are defined as deliberatelyincurred expenditure to facilitate learning

# This include the following

a) People 9ost

# 6age: salary of trainers" managers andsupervisors

# Aee to external training providers


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Training Co*t*

# Travel and subsistence of trainees andtrainers

b) /quipment 9osts

# Training equipments and aids

# 7epreciation on training buildings and

equipmentsc) dministration costs

# 6age: salary of administration bac!up staff


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Training Co*ta

# ?ffice consumables

# >iring charges of venue etcd) 8aterial costs

# 7istance learning pac!ages

#

;oo!s and journals# 8aterial used in training practice session

# 7istance learning Pac!ages


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Training Co*t*

The above costs are only indicative and not

exhaustive

9osts concerns

# It is often debated that there should be direct

correlation between the training costs and benefits to

the organization

# Top managements also emphasize for alternatives of

training which is not appreciated by training

professionals


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Training Co*t*

;enefits of training

#

Training helps new recruits to learn their jobsmore quic!ly

# 8atches with changing world

# ?n job errors cost are minimize

# -educes training turnover # ?rganizations with good training reputations

attracts talents


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Training co*t*

# -educes wor!s accidents rate

#

8ulti# s!ill brings multi# benefits 9ost#benefit analysis

# paybac! judgment involves the question asto how long will it ta!e for training to pay for

itself # The simple formula to define the paybac!

period is$


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Training co*t*

7ivide full cost of training by annual

operational saving and or new income

In 9ampbell’s words paybac! offers a quic!

initial loo! at a potential investment E The

shorter the paybac! period" the stronger the

case for training’


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E&UT!O# O TR!#!#"

6hy /valuation

# /valuation has been a debatable issue

# 6hile investor have been emphasizing on the

rationale of investment#return conceptF training

professionals have opposed this

# The evaluation of training has now been appreciated

by all organizations and training evaluation is

conducted by majority of the organizations


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Eal)ation-----

/lements of training /valuation

a) nalysis of objectivesb) 'uitability of training design

c) /ffectiveness of training methods

d)

8easuring efficiency on the jobe) ?bservation of behavior

f) 9alculating on investment#return basis


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Eal)ation-------

Process of /valuation

a) Identification of training needs whetherappropriately done

b) 8atching with the objectives of the?rganization

c) 8apping of !nowledge and s!ill before andafter training

d) 9ollecting data from correct sources


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Eal)ation-----

e) /fficiency level of trainers"

f) -eaction outcome 3 trainee’s perception" andevaluation of training experience

g) Dob behavior outcome 3 scripted situationand attitude

h) ?rganizational resultsi) Inducting questionnaire to trainees and

supervisors


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Eal)ation------

j) '!ill based outcome

!) 9ost: benefit evaluationl)

Training Policy, Strategy and Plan

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