Training ppt

Training and DevelopmentTraining and Development

1. Training vs. Development.1. Training vs. Development.

2. Importance of Training.2. Importance of Training.

3. Types of Training.3. Types of Training.

4. Training Process Model.4. Training Process Model.

5. Learning Principles.5. Learning Principles.

6. Training Methods.6. Training Methods.

1. Difference Between Training 1. Difference Between Training

TrainingTraining focuses on focuses on specificspecific job job knowledge and skill knowledge and skill that is to be applied in that is to be applied in the short run.the short run.

DevelopmentDevelopment focuses on focuses on broad knowledge and broad knowledge and insights that may be insights that may be required for required for adaptationadaptation to environmental to environmental demands in the future.demands in the future.

1. Training vs. Development

1. Respond to 1. Respond to technologytechnology changes affecting changes affecting job requirements.job requirements.

2. Respond to organizational 2. Respond to organizational restructuringrestructuring..

3. Adapt to increased 3. Adapt to increased diversitydiversity of the of the workforce.workforce.

4. Support 4. Support careercareer development. development.

5. Fulfill employee need for 5. Fulfill employee need for growthgrowth..

2. Importance of Training

3. Types of Training3. Types of Training

1. Skills Training.1. Skills Training.

2. Retraining.2. Retraining.

3. Cross-3. Cross-Functional. Functional.

4. Team Training.4. Team Training.

5. Creativity 5. Creativity Training.Training.

6. Literacy Training.6. Literacy Training.

7. Diversity 7. Diversity Training.Training.

8. Customer 8. Customer Service.Service.

3. Types of Training

1. 1. SKILLS TRAININGSKILLS TRAINING

Focus on job knowledge Focus on job knowledge and skill for:and skill for:

Instructing new hires.Instructing new hires. Overcoming performance Overcoming performance

deficits of the workforce.deficits of the workforce.

2. 2. RetrainingRetraining

Maintaining worker knowledge and Maintaining worker knowledge and skill as skill as job requirements changejob requirements change due due to:to:

Technological innovationTechnological innovation Organizational restructuringOrganizational restructuring

3. 3. Cross-Functional TrainingCross-Functional Training

Training employees to perform a Training employees to perform a wider wider variety of tasksvariety of tasks in order to in order to gain:gain:

Flexibility in work scheduling.Flexibility in work scheduling. Improved coordination.Improved coordination.

4. 4. Team TrainingTeam Training

Training self-directed teams with Training self-directed teams with regard to:regard to:

Management skills.Management skills. Coordination skills.Coordination skills. Cross-functional skills.Cross-functional skills.

5. 5. Creativity TrainingCreativity Training

Using innovative learning Using innovative learning techniques to enhance techniques to enhance employee ability to spawn employee ability to spawn new ideas and new new ideas and new approaches.approaches.

6. 6. Literacy TrainingLiteracy Training

Improving Improving basic skillsbasic skills of the of the workforce such as workforce such as mathematics, reading, writing, mathematics, reading, writing, and effective employee and effective employee behaviors such as punctuality, behaviors such as punctuality, responsibility, cooperation,etc. responsibility, cooperation,etc.

7. 7. Diversity TrainingDiversity Training

Instituting a variety of programs Instituting a variety of programs to instill awareness, tolerance, to instill awareness, tolerance, respect, and acceptance of respect, and acceptance of persons of different race, persons of different race, gender, etc. and different gender, etc. and different backgrounds.backgrounds.

8. 8. Customer Service TrainingCustomer Service Training

Training to improve Training to improve communication, better communication, better response to customer response to customer needs, and ways to needs, and ways to enhance customer enhance customer satisfaction.satisfaction.

I. Needs Assessment

II. Developing &Conducting

Training

III. EvaluatingTraining

4. Training Process Model

1. Organizational Level1. Organizational Level

Sales and operating plans. Sales and operating plans.

Productivity measures.Productivity measures. Technology change.Technology change.

Organizational restructuring.Organizational restructuring. Change in workforce.Change in workforce.

2. Job Level2. Job Level

Job and task analysis.Job and task analysis. Identify KSAs.Identify KSAs.

Review procedural and Review procedural and technical manuals.technical manuals.

Design Training Program

3. Individual Level3. Individual LevelDetermine who needs training Determine who needs training

and what kind.and what kind.

Tests.Tests. Prior training and Prior training and

experience.experience. Performance review.Performance review. Career assessment.Career assessment.

Methods of trainingMethods of training

1. Classroom Instruction1. Classroom Instruction 2. 2. Video and FilmVideo and Film 3. 3. Computer Assisted InstructionComputer Assisted Instruction 4. 4. Computer Assisted InstructionComputer Assisted Instruction

with Videowith Video 5. 5. Simulation/VestibuleSimulation/Vestibule 6. Off the job training6. Off the job training

1. 1. Classroom InstructionClassroom Instruction

Efficient dissemination Efficient dissemination of large volume of of large volume of information.information.

Effective in explaining Effective in explaining concepts, theories, and concepts, theories, and principles.principles.

Provides opportunity for Provides opportunity for discussion.discussion.

Learner does not control Learner does not control pace or contentpace or content

Does not consider Does not consider individual differences.individual differences.

Limited practice.Limited practice. Limited feedback.Limited feedback. Limited transfer to job.Limited transfer to job.

PROS CONS

2. 2. Video and FilmVideo and Film

Provides realism.Provides realism. Adds interest.Adds interest. Allows scheduling Allows scheduling

flexibility.flexibility. Allows exposure to Allows exposure to

hazardous events.hazardous events. Allows distribution to Allows distribution to

multiple sites.multiple sites.

Does not consider Does not consider individual differences.individual differences.

Limited practice.Limited practice. Limited feedback.Limited feedback. Limited transfer to job.Limited transfer to job.

PROS CONS

3. 3. Computer Assisted InstructionComputer Assisted Instruction

Efficient instruction.Efficient instruction. Considers individual Considers individual

differences.differences. Allows scheduling Allows scheduling

flexibility.flexibility. Allows active practice Allows active practice

for some tasks.for some tasks. Allows learner control.Allows learner control. Provides immediate Provides immediate

feedback to tasks.feedback to tasks.

Limited in presenting Limited in presenting theories and principles.theories and principles.

Limited discussion.Limited discussion. Transfer depends on Transfer depends on

particular job. (Good for particular job. (Good for computer work.)computer work.)

High development cost High development cost (40-60 hours per hour of (40-60 hours per hour of instruction at $100-$300 instruction at $100-$300 per hour.)per hour.)

PROS CONS

4. 4. Computer Assisted InstructionComputer Assisted Instruction with Videowith Video

Same as basic CAI.Same as basic CAI. Adds realism.Adds realism. Adds interest.Adds interest. Allows exposure to Allows exposure to

hazardous events.hazardous events.

Same as basic CAI.Same as basic CAI. Adds additional cost.Adds additional cost.

$50,000-$150,000 per hour $50,000-$150,000 per hour of instruction due to:of instruction due to:

* Script writers* Script writers * Production specialists* Production specialists * Camera crews* Camera crews

PROS CONS

5. 5. Simulation/VestibuleSimulation/Vestibule

Provides realism.Provides realism. Allows active practice.Allows active practice. Provides immediate Provides immediate

feedback.feedback. Allows exposure to Allows exposure to

hazardous events.hazardous events. High transfer to job.High transfer to job. No job interference.No job interference. Lowers trainee stress.Lowers trainee stress.

Cannot cover all job aspects. Cannot cover all job aspects. Limited number of trainees.Limited number of trainees. Can be very expensive (for Can be very expensive (for

example, “aircraft simulators” example, “aircraft simulators” and “virtual reality” and “virtual reality” simulators).simulators).

PROS CONS

6. On-The-Job Training6. On-The-Job Training

Provides realism.Provides realism. Allows active practice.Allows active practice. Provides immediate Provides immediate

feedback.feedback. High motivation.High motivation. High transfer to job.High transfer to job. Lowers training cost.Lowers training cost.

Disruptions to operations.Disruptions to operations. May damage equipment.May damage equipment. Inconsistent across Inconsistent across

departments.departments. Inadequate focus on Inadequate focus on

underlying principles.underlying principles. Lack of systematic Lack of systematic

feedback.feedback. Transfer of improper Transfer of improper

procedures.procedures. Trainee stress.Trainee stress.

PROS CONS

Off the job trainingOff the job training

Case studies Case studies Role plays Role plays Conference method Conference method LecturesLectures

Employee Performance Management

Performance appraisal is a formal Performance appraisal is a formal structured system of measuring and structured system of measuring and evaluating an employees job related evaluating an employees job related behavior and outcomes to discover behavior and outcomes to discover how and why the employee is how and why the employee is presently performing on the job and presently performing on the job and how the employee can perform more how the employee can perform more effectively in the future so that the effectively in the future so that the employee, orag. and society all employee, orag. and society all benefit.benefit.

Why Performance Appraisal?Why Performance Appraisal?

Appraisal provide information upon which Appraisal provide information upon which promotion and salary decision can be promotion and salary decision can be made.made.

Appraisal provide an opportunity for a Appraisal provide an opportunity for a manager and his/her subordinates to sit manager and his/her subordinates to sit down and review the subordinate’s work-down and review the subordinate’s work-related behavior, and then develop a plan related behavior, and then develop a plan for corrective action.for corrective action.

Appraisal provide a good opportunity to review the person’s career plans in light of his/her exhibited strengths and weaknesses

Performance Management CyclePerformance Management Cycle

Performance Planning(Setting Performance Targets)

Regular Review and Monitoring

Feed backFeed back

Corrective Corrective ActionAction

Performance Appraisal and Evaluation

• Training & Development Plan• Salary/Bonus Adjustment• Career Development

Performance Management CyclePerformance Management Cycle

Defining Defining Performance Performance

Standard/ Standard/ TargetsTargets

Appraising Appraising PerformancePerformance

Providing Providing Feedback for Feedback for DevelopmentDevelopment

1.1. Defining the performanceDefining the performance standards

means making sure that you and your

subordinate agree on his/her duties and

targets that you expect

2.2. Appraising performance Appraising performance means

comparing your subordinate’s actual

performance to the standard/targets set

in step one.

3.3. Providing feedback Providing feedback means discussing

plans for any development that is

required.

Problems in Performance AppraisalProblems in Performance Appraisal

Lack of Lack of standardsstandards

Irrelevant or Irrelevant or subjective subjective standardsstandards

Poor Poor measures of measures of performanceperformance

Poor Poor feedback to feedback to employeeemployee

Negative Negative communicationcommunication

Failure to Failure to apply apply

evaluation evaluation datadata

Common Performance Evaluation ProblemsCommon Performance Evaluation Problems

Bias in the Appraisal ProcessBias in the Appraisal Process

HaloHaloEffectEffect

The "halo" effect occurs when a supervisor’s

rating of a subordinates on one trait biases the

rating of that person on other traits

Central Central TendencyTendency

A tendency to rate all employees the same

way, such as rating them all average

LeniencyLeniencyThe problem that occurs when a supervisory

has a tendency to rate all subordinates either

high or low

BiasBiasThe tendency to allow individual differences

such as age, race, and sex affect the appraisal

rates these employees receives.

Bias in the Appraisal ProcessBias in the Appraisal Process

Performance

appraisal

elements

has two main

categories: 2. Performance Result:

Hard or quantitative aspects

of performance (result)

1. Competencies: It

represents soft or qualitative

aspects of performance

(process)

Performance Appraisal ElementPerformance Appraisal Element

1.1. Competencies ScoreCompetencies Score

2. Performance Result 2. Performance Result

ScoreScore

Overall ScoreOverall Score

Will determine the employee’s

career movement, and also

the reward to be earned

Performance Appraisal ElementPerformance Appraisal Element

Employee Career Management